web viewgrammar: -capitalize the ... rl.2.1-ask and answer such questions as who, what, where, when,...

Teacher: CORE Language Arts Grade 2 Year: 2014-15

Course: Language Arts Grade 2 Month: All Months

Journeys Unit 1- (Lessons 1-4)

Standards Essential Questions Assessments Skills Content Lessons Resources

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).L.2.1f-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.2.2d-Generalize learned spelling patterns when writing words (e.g., cage ? badge; boy ? boil).L.2.4e-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).RF.2.3a-Distinguish long and short vowels when reading regularly spelled one-syllable words.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.2.9-Compare and contrast the most important points presented by two texts on the same topic.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-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.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.2.7-Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.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.SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

What is a perfect pet like?

Journeys Common Core 2014 Assessments

Teacher Read Aloud: -Listen to fluent reading-ask and answer questions about what a speaker says-recount details from a text read aloud

Phonics: -learn the sound/spellings for short vowels a, i-identify beginning, middle, and final sounds in words with short vowels a, i-distinguish short vowels a, i when reading one-syllable words-blend, build, and decode regularly spelled words with short vowels a, i-reread text with short a and i words and HFW for fluency practice-identify syllables in spoken and written words-blend and decode regularly spelled words with CVC syllable pattern-accurately read text with short a and i words, CVC words, and HFW-blend, build and decode words with the CVC syllable pattern-distinguish short vowels a, i to sort and read one-syllable words

Introduce Vocabulary: -Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-use reference sources to determine or clarify the meaning of words and phrases-use glossaries and dictionaries, both print and digital, to determine or clarify meanings of words and phrases

Read and Comprehend: - Identify the sequence of events-use the infer/predict strategy to figure out what the author means or what might happen next-describe how an author's choice of words and phrases adds rhythm or meaning to a story-read and comprehend literature, ask and answer questions about what your read-read independently from a "just right" book

Grammar: - Identify the subject of a sentence-identify the characteristics of good true story sentences

High-Frequency Wordsaround, be, five, help, next, or, pull, take, until, walked

PhonicsShort vowels a, iCVC Syllable Pattern

FluencyAccuracy: Word recognition

Target Vocabularycurly, straight, floppy, drooled, weighted, stood, collars, row

Vocabulary StrategiesAlphabetical order

GrammarSubjects and Predicates

Spelling Short Vowels a, isad, dig, jam, glad, list, win, flat, if, fix, rip, kit, mask

WritingNarrative Writing: Sentences That Tell a Story

Comprehension

Journeys Common Core Teachers Edition 2014- Unit 1, Lesson 1

See Journeys Common Core Teachers Edition 2014- Unit 1 for all instructional resources

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.)SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state 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.W.2.3-Write narratives in which they 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.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.8-Recall information from experiences or gather information from provided sources to answer a question.

-Identify the predicate of a simple sentence-add details to narrative sentences that tell a true story-identify and use subjects and predicates in simple sentences-review how to identify and use the determiners a, an, and the-draft sentences that tell a true narrative-combine two simple sentences to form compound subjects

Spelling-spell words with short vowels a,i-assess words with short vowels a, i

Handwriting:-write spelling words

Writing: -Write an opinion piece about a topic or book-retell story events in order using complete sentences when appropriate-tell events in order when writing sentences that tell a true story-revise, edit, and publish sentences that tell a true story

Extend-acquire and use domain-specific vocabulary-participate in conversations about a topic-ask for clarification and explanation as needed about topics or texts under discussion-ask questions about what a speaker says-answer questions to give detail or clarification in complete sentences

Skills and StrategiesTarget Skill: Sequence of Events, Author's Word Choice Target Strategy: Infer/Predict

L.2.1f-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.2.2b-Use commas in greetings and closings of letters.L.2.2d-Generalize learned spelling patterns when writing words (e.g., cage ? badge; boy ? boil).L.2.3a-Compare formal and informal uses of English.L.2.4e-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).RF.2.3a-Distinguish long and short vowels when reading regularly spelled one-syllable words.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.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-Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.RI.2.6-Identify the main purpose of a text, including what the author

What are some things that families like to do together?

Teacher Read Aloud:-listen to fluent reading-read aloud accurately and with expression-ask questions about what a speaker says-answer questions about what a speaker says

Phonics: -Learn the sound/spellings for short vowels o, u, e-identify and distinguish short vowel sounds o, u, e when reading one-syllable words-blend and decode regularly spelled words with short vowels o, u, e-generalize learned spelling patterns to write words with short vowels o, u, e-read decodable text with short o, u, e words and HFW-practice reading fluently with accuracy and understanding-build and decode regularly spelled words with short vowels o, u, e; reread text with short o, u, e words and HFW for fluency practice-identify and count syllables in words;-blend and decode regularly spelled words with the CVC syllable pattern-build, blend, and decode regularly spelled words with the CVC pattern-distinguish short vowels a, i, o, u, e to read and sort one-syllable words

High-Frequency Wordsbring, children, comes, do, family, like, make, those, use, with

PhonicsShort vowels o, u, eCVC Syllable Pattern

FluencyAccuracy: Words in Connected Text

Target Vocabularyremembered, porch, crown, spend, stuck, visit, cousin, piano

Vocabulary Strategies



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.2.10-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.RL.2.3-Describe how characters in a story respond to major events and challenges.RL.2.4-Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.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.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.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.)SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state 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.W.2.3-Write narratives in which they 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.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.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).

Introduce Vocabulary: -Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-talk about how to use the guide words in a dictionary to find words-use glossaries and dictionaries, both print and digital, to determine or clarify meanings of words and phrases

Read and Comprehend: - Describe how ideas or concepts are alike and different-explain how specific images in informational text contribute to and clarify text-ask questions to demonstrate understanding of key details-write an opinion response to a piece of informational text-read text with short o, u, e words, CVC words, and HFW with accuracy-read and comprehend informational text-ask and answer questions about what was read-read independently from a "just right" book; read for fluency and understanding

Grammar: -Identify the parts of a complete simple sentence;-rearrange word order to produce complete simple sentences-identify the difference between a complete simple sentence and a run-on sentence-review subjects-review how to produce a complete simple sentence

Spelling: -Spell words with short vowels o, u, and e-assess words with short vowels o, u, and e

Handwriting: Write spelling words

Writing:-Identify the characteristics of a good friendly letter-use feelings for expression; choose ideas to write a friendly letter-draft a friendly letter-revise, edit and publish a friendly letter

Extend:-acquire and use domain-specific vocab-participate in conversations about a topic-produce complete sentences to provide detail or clarification-compare formal and informal uses of English

Using a Glossary

GrammarSimple Sentences

Spelling Short Vowels o, u, ewet, job, hug, rest, spot, mud, left, help, plum, nut, net, hot

WritingNarrative Writing: Friendly Letter

Comprehension Skills and StrategiesTarget Skill: Compare & Contrast, Informational Text Target Strategy: Question

L.2.1f-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.2.2d-Generalize learned spelling patterns when writing words (e.g., cage ? badge; boy ? boil).L.2.4a-Use sentence-level context as a clue to the meaning of a word or phrase.

What do pets need to be healthy and happy?

Teacher Read Aloud: - listen to fluent reading-use context to self-correct-retell the most important details

Phonics:-learn the sound/spellings for long vowels a, i

High-Frequency Wordscity, full, no, other, places, put, school, sing, think, this

Phonics



L.2.4e-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).RF.2.3a-Distinguish long and short vowels when reading regularly spelled one-syllable words.RF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.2.3-Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.RI.2.6-Identify the main purpose of a text, including what the author wants to answer, explain, or describe.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.SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.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.SL.2.4-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state 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.W.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.W.2.3-Write narratives in which they 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.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.8-Recall information from experiences or gather information from provided sources to answer a question.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).

-blend sounds in words with long vowels a, i-distinguish long vowels a, i when reading one-syllable words-write words with long vowels a, i-read decodable text with long a, i words and HFW-practice reading fluently, noticing and correcting mistakes-blend, build, decode regularly spelled words with long vowels a, i-reread text with long an and i words and HFW for fluency practice-sort and match beginning and final sounds-identify, blend and decode words with common spelling-sound correspondences; hard and soft sounds for c-write and read words with hard and soft sounds for c-distinguish, review, and sort words with long vowels a, i and short vowels o, u, e

Introduce Vocabulary: - acquire and use vocabulary-use words and phrases acquired through conversation, reading and being read to, and responding to texts-identify real-life connections between words and their use-learn how to use a glossary to determine or clarify meanings of words-use sentence-level context as a clue to the meaning of a word or phrase

Read and Comprehend: - Identify the author's main purpose in a text-use the analyze/evaluate strategy to think carefully about the details in a selection-write a response to literature as an opinion-read text with long vowel a, i words, words with hard and soft sounds for c, HFW-read and comprehend informational text-ask and answer questions about what you read-read independently with a "just right" book

Grammar: - Identify statements and questions-identify commands-write exclamations correctly; identify and rearrange kinds of sentences-review identifying predicates

Spelling: -Spell words with long vowels a, i-assess words with long vowels a, i


Writing:- identify the characteristics of a good description in a narrative-use sense words to describe in a narrative-use a word web to capture ideas about sense words-draft sentences that describe details in order-strengthen writing by revising, editing, and publishing descriptive

Long vowels a, iSounds for c

FluencyAccuracy: Self- Correct

Target Vocabularyhairy, mammals, litter, stayed, canned, chews, clipped, coat

Vocabulary StrategiesMultiple- Meaning Words

GrammarTypes of Sentences

Spelling Long Vowels a, icake, mine, plate, size, ate, grape, prize, wipe, race, line, pile, rake

WritingNarrative Writing: Sentences that Describe

Comprehension Skills and StrategiesTarget Skill: Author's Purpose, Compare & Contrast Target Strategy: Analyze/ Evaluate

sentences

Extend:-acquire and use domain-specific vocabulary-participate in conversations about a topic-recall and share information about an experience-ask for clarification and explanation as needed-ask and answer questions about what a speaker says

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).L.2.2d-Generalize learned spelling patterns when writing words (e.g., cage ? badge; boy ? boil).L.2.4a-Use sentence-level context as a clue to the meaning of a word or phrase.L.2.5a-Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).RF.2.3a-Distinguish long and short vowels when reading regularly spelled one-syllable words.RF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.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-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.RL.2.3-Describe how characters in a story respond to major events and challenges.RL.2.4-Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.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.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.SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect

How do good friends act?

Teacher Read Aloud- -listen to fluent reading-ask and answer questions, topics and texts under discussion-retell key details of text read aloud

Phonics: Learn sound/spellings for long vowels o, u, e-identify and substitute vowel sounds-blend and decode regularly spelled words with long vowels o, u and e-write words with long vowels o, u, e-read decodable text with long vowel o, u, e words and HFW-practice reading fluently with appropriate expression-identify and substitute vowel sounds in words-blend, build and decode regularly spelled words with long vowels o, u, e-distinguish long and short vowels when reading one-syllable words-reread text with long vowel o, u, e words and HFW for fluency practice-sort and match beginning and final sounds-blend and decode regularly spelled words with hard and soft sounds for g-blend, decode, read and write regularly spelled words with hard and soft sounds for g-review and sort words with long vowels a, e, i, o, u

Introduce Vocabulary: -acquire and use vocabulary; use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-discuss words with more than one meaning-use sentence-level context as clues to the meaning of a word or phrase

Read and Comprehend: - identify cause-and-effect relationships-summarize story events and ideas-identify cause and effect relationships-notice the author's use of personification-recount the story to determine its message-write an opinion place about a topic or book-read text with long vowel o, u, e words, words with hard and soft sounds for g, and HFW-read and comprehend literature-ask and answer questions about what you read-read independently from a "just right" book

High-Frequency Wordsby, cheer, could, hello, hundred, mind, play, read, see, today

PhonicsLong vowels o, u, eSounds for g

FluencyIntonation

Target Vocabularyinsects, dangerous, scare, sticky, rotten, screaming, breeze, judge

Vocabulary StrategiesContext Clues

GrammarWhat is a noun?

Spelling Long Vowels o, u, edoze, nose, use, rose, pole, close, cute, woke, mule, rode, role, tune

WritingNarrative Writing: True Story

Comprehension Skills and StrategiesTarget Skill: Cause & Effect; Figurative Language Target Strategy:



opinion and reasons, and provide a concluding statement or section.W.2.3-Write narratives in which they 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.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.6-With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

-practice reading aloud intonation

Grammar: - Identify nouns that name people and animals-identify nouns that name places and thing-identify kinds of nouns-review using statements and questions;-review that nouns name people, animals, places and things

Spelling: - Spell words with long vowels o, u-assess words with long vowels o, u


Writing: - identify the characteristics of a good true story-begin to plan a true narrative-continue to plan a true narrative-continue to plan a true story

Extend:-acquire and use domain-specific vocabulary-participate in conversations about a topic-build on what others say in discussion; ask for clarification and explanation as needed

Summarize

Journeys Unit 1- (Lesson 5) and Unit 2- (Lessons 6-9)


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).L.2.1f-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.2.2e-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.L.2.4e-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).RF.2.3a-Distinguish long and short vowels when reading regularly spelled one-syllable words.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.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.

How is a school like a community?

Benchmark and Unit 1 Tests

Teacher Read Aloud: -Listen to fluent reading;-ask and answer questions about key details-retell key details from a text read aloud

Phonics: - Learn the sound/spellings for consonant blends with r, l, s-identify and count sounds in words with consonant blends with r, l, s-blend and decode regularly spelled words with consonant blends with r, l, s-write words with consonant blends with r, l, s-read decodable text with words containing consonant blends with r, l, s and HFW-practice reading fluently, using punctuation to pause in the correct places-blend, build, and decode words with consonant blends with r, l, s-reread text with words containing consonant blends with r, l, s and HFW and fluency practice-identify and change sounds in words-sort, blend ,and decode regularly-spelled words with long vowel sounds-read text with words containing consonant blends with r, l, s and HFW-review and sort words with long vowels

High-Frequency Wordsboth, cold, eat, find, green, little, long, says, table, we

PhonicsConsonant blends with r, l, s

FluencyPhrasing: Punctuation

Target Vocabularywonderful, noises, quiet, sprinkled, share, noticed, bursting,


See Journeys Common Core Teachers Edition 2014- Unit 1 for all instructional resources.

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.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.2.4-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.2.7-Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.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.SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.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.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.)SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state 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.W.2.3-Write narratives in which they 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.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.6-With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.W.2.8-Recall information from experiences or gather information from provided sources to answer a question.

Introduce Vocabulary: -Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-talk about using an online dictionary-identify and understand words with -ed and -ing endings-use word-learning strategies independently

Read and Comprehend: - Identify and describe setting, characters, and plot-visualize story events; recognize that authors use repetition to make stories lively and easy to remember-demonstrate understanding of character and plot-write a response to a piece of informational text as an opinion-read and comprehend literature; ask and answer questions about what your read-read independently from a "just right" book

Grammar: - Identify nouns in the singular and plural form-make nouns plural by adding -s-identify and use singular and plural nouns-review commands and exclamations-identify singular and plural nouns

Spelling: -Spell words that have consonant blends with r, l, s-assess words that have consonant blends with r, l, s

Handwriting: write spelling words

Writing: -begin to draft a true story-continue to draft a true story-finish drafting and begin to revise a true story;-revise, edit and publish a true story

Extend: - Acquire and use domain-specific vocabulary-participate in conversations about a topic;-ask for clarification and explanation as needed about topics or texts under discussion-ask question about what a speaker says-answer questions to give detail or clarification in complete sentences

suddenly

Vocabulary StrategiesBase words and endings -ed, -ing

GrammarSingular and Plural Nouns

Spelling Consonant Blends with r, l, sspin, clap, grade, swim, place, last, test, skin, drag, glide, just, stage

WritingNarrative Writing: True Story

Comprehension Skills and StrategiesTarget Skill: Story Structure; Author's Word Choice Target Strategy: Visualize

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

What are animal homes like?

Journeys Common Core 2014 Unit 2 Assessments

Teacher Read Aloud: -Listen to fluent reading-read aloud with accuracy and expression-ask and answer questions about what a speaker says

High-Frequency Wordsanimals, bear, know, most, myself, second,

Journeys Common Core Teachers Edition

See Journeys Common Core Teachers Edition 2014- Unit 2 for all

L.2.1b-Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).L.2.2d-Generalize learned spelling patterns when writing words (e.g., cage ? badge; boy ? boil).L.2.4a-Use sentence-level context as a clue to the meaning of a word or phrase.L.2.4b-Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).L.2.4c-Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).L.2.4e-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).RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.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-Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.RI.2.3-Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.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.2.8-Describe how reasons support specific points the author makes in a text.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.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.SL.2.4-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.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.)SL.2.1a-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).

Phonics: -Learn the sound/spellings for common final blends nd, ng, nk, nt, ft, xt, mp-identify sounds in words with common final blends nd, ng, nk, nt, ft, xt, mp-blend and decode regularly spelled words with common final blends nd, ng, nk, nt, ft, xt, mp-write words with common final blends nd, ng, nk, nt, ft, xt, mp-read decodable text with words containing common final blends nd, ng, nk, nt, ft, xt, mp and HFW-practice reading fluently with expression-identify final sounds in words-blend, build, and decode regularly spelled words with common final blends nd, ng, nk, nt, ft, xt, mp-read text with words containing common final blends nd, ng, nk, nt, ft, xt, mp and HFW for fluency practice-identify and count sounds in words-blend and decode regularly spelled words with initial and final consonant blends-read text with words containing final consonant blends and HFW-blend, build, and decode regularly spelled words final consonant blends nd, ng, nk, nt, ft, xt, mp-blend, build, and decode regularly spelled words with consonant blends with r, l, s Introduce Vocabulary: -Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-talk about how to use a dictionary-determine the meaning of a new word with a known prefix

Read and Comprehend: -identify text and graphic features used in informational text-apply information from text and graphic features to locate facts or information to guide comprehension-ask questions to clarify what you are reading-recognize and use text and graphic features to locate facts or information-use context as a clue to the meaning of new words and phrases-identify text and graphic features used in informational text-apply information from text and graphic features to locate facts or information to guide comprehension-write explanatory text-read and comprehend informational text-ask and answer questions about key details in what you read-read independently from a "just right" book-read for fluency and expression

Grammar: -Form and use frequently occurring plural nouns with -es-identify and write frequently occurring irregular plural nouns-identify and use collective nouns

she, sleep, three, work

PhonicsCommon Final Blends nd, ng, nk, nt, ft, xt, mp

FluencyExpression

Target Vocabularyshaped, branches, pond, beaks, deepest, break, hang, winding

Vocabulary StrategiesBase words and prefixes un-, re-

GrammarMore Plural Nouns

Spelling Common Final Blends with nd, ng, nk, nt, ft, xt, mpnext, end, camp, sank, sing, drink, hunt, stand, long, stamp, pond, bring

WritingInformative Writing: Informational Paragraph

Comprehension Skills and StrategiesTarget Skill: Text and Graphic Features; Using Context Target Strategy:

2014- Unit 2, Lesson 6

instructional resources.

SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.W.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.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.

-review parts of a sentence-form and use plural nouns with -es: identify collective nouns

Spelling: -Spell words with common final blends nd, ng, nt, ft, xt, mp, nk-assess words with common final blends nd, ng, nt, ft, xt, mp, nk

Handwriting: write the spelling words

Writing: -identify the characteristics of a good informative paragraph;-identify the main idea in an informative paragraph-use facts as details to support a main idea in an informative paragraph-draft an informative paragraph-revise, edit and publish an informative paragraph

Extend: -Acquire and use domain-specific vocabulary;-participate in conversations about a topic-recall information from experiences to answer a question-recount an experience, speaking audibly in sentences

Question

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).L.2.2a-Capitalize holidays, product names, and geographic names.L.2.2d-Generalize learned spelling patterns when writing words (e.g., cage ? badge; boy ? boil).L.2.3a-Compare formal and informal uses of English.L.2.4a-Use sentence-level context as a clue to the meaning of a word or phrase.L.2.4e-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).RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.2.7-Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.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.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-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

What can you learn from planting a garden?

Teacher Read Aloud: -Listen to fluent reading-retell key ideas from a text read aloud-speak using complete sentences to provide detail or clarification

Phonics: - Learn the sound/spellings for double consonants and ck-sort phonemes-blend and decode regularly spelled words with double consonants and ck-write words with double consonants and ck-read decodable text with double consonants, ck, and HFW-practice reading fluently with accuracy-sort phonemes in words with double consonants and ck-blend, build, and decode regularly spelled words with double consonants and ck-reread text with words with double consonants, ck, and HFW for fluency practice-identify middle consonant sounds in words, blend and decode regularly spelled words with double medial consonants and the CVC syllable pattern-blend, build and decode regularly spelled words with double medial consonants (CVC)-review and sort words with double consonants, ck, and common final blends nd, ng, nk, nt, ft, xt, mp

Introduce Vocabulary: -Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to and responding to texts-identify real-life connections between words and their use-talk about how to use example sentences in a dictionary-use context as a clue to the meaning of a word or phrase

High-Frequency Wordsair, car, cried, funny, he, pictures, pretty, told, try, window

PhonicsDouble consonants and ck; Double consonants CVC

FluencyAccuracy: Connected Text

Target Vocabularyblooming, shovels, scent, tough, wrinkled, plain, muscles, nodded

Vocabulary StrategiesHomophones

Grammar



RL.2.3-Describe how characters in a story respond to major events and challenges.RL.2.5-Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.RL.2.7-Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.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.SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.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.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.)SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.W.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Read and Comprehend: -use information from text and pictures to draw conclusions-identify settings, characters, and plot to describe story structure-identify plot, character, and setting;-write a response to reading-accurately read text with double consonants and ck words, medial consonant words with the CVC syllable pattern and HFW-read and comprehend literature-ask and answer questions about what you read-read independently from a "just right" book

Grammar: -Capitalize names for special people, animals, places and things-write names for people and animals correctly-write names for special people and animals correctly-Capitalize and write names for special places and things correctly-review complete sentences-capitalize proper nouns correctly

Spelling: -Spell words that end in double consonants and ck-assess words that end in double consonants and ck


Writing: -identify the characteristics of a good summary paragraph-organize details in order-use important details to show the main ideas-draft a summary paragraph; revise, edit, and publish a summary paragraph

Extend: -Acquire and use domain-specific vocabulary-participate in conversations about a topic-follow rules for a discussion; build on others' talk in conversation by linking comments-ask for clarification/explanation about topics under discussion

Proper Nouns

Spelling Double Consonants and ckdress, spell, class, full, add, neck, stuck, kick, rock, black, trick, doll


Comprehension Skills and StrategiesTarget Skill: Conclusions; Story structure Target Strategy: Analyze/ Evaluate

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).L.2.2d-Generalize learned spelling patterns when writing words (e.g., cage ? badge; boy ? boil).L.2.4d-Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).L.2.4e-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).RF.2.3b-Know spelling-sound correspondences for additional common vowel teams.

How can some storms be dangerous?

Teacher Read Aloud: -Listen to fluent reading-read aloud with accuracy and expression-retell key ideas from text read aloud

Phonics: -Learn the sound/spellings for consonant digraphs th, sh, wh, ch, tch, and ph-substitute phonemes in words; blend and decode regularly spelled words with consonant digraphs th, sh, wh, ch, tch, and ph-write words with consonant digraphs th, sh, wh, ch, tch, and ph-read decodable text with words with consonant digraphs th, sh, wh, ch, tch, and ph and HF-practice reading fluently at an appropriate rate-substitute phonemes in words with consonant digraphs

High-Frequency Wordsbefore, eye, few, happy, high, my, open, people, starts, yellow

PhonicsConsonant digraphs th, sh, wh, ch, tch, ph; Base words and endings -s, -ed, -



RF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.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-Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.RI.2.3-Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.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.2.10-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.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.2.10-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.SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.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.SL.2.4-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.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.)SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state 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.W.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.W.2.7-Participate in shared research and writing projects (e.g., read a

-blend, build, decode regularly spelled words with consonant digraphs th, sh, wh, ch, tch, and ph-read text with words with consonant digraphs and HFW for fluency practice-substitute final syllables in spoken words-blend and decode regularly spelled base words with endings -s, -ed, -ing-identify words with inconsistent but common spelling-sound correspondences-blend, build, and read base words with endings -s, -ed, -ing-review words with consonant digraphs th, sh, wh, ch, tch, and ph, double consonants and ck

Introduce Vocabulary: - Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to and responding to texts-identify real-life connections between words and their use-talk about how to use example sentences in a dictionary;-use context as a clue to the meaning of a word or phrase; use words and phrases acquired through conversations, reading and being read to, and responding to texts-talk about how to use a glossary-use knowledge of individual words to predict meaning of compound words

Read and Comprehend: -identify the main idea and supporting details of multi-paragraph informational text-visualize text details as you read-identify the main idea and supporting details of multi-paragraph informational text-identify cause and effect relationships; identify the main topic of a multi-paragraph text, the main idea of specific paragraphs and supporting details-write an opinion piece about a topic or book-read text with consonant digraphs th, sh, wh, ch, tch, and ph-base words with endings -s, -ed, and -ing and HFW;-read and comprehend informational text-ask and answer questions about what your read-read independently from a "just right" book; read for fluency and appropriate rate

Grammar: -Identify action verbs in the present tense-identify subjects and action verbs in the past tense-identify action verbs in sentences-review kinds of sentences-use exact verbs in sentences

Spelling: -Spell words with th, sh, wh, ch, and tch-assess words with th, sh, wh, ch, and tch


ing

FluencyRate

Target Vocabularybeware, damage, bend, flash, pounding, prevent, reach, equal

Vocabulary StrategiesCompound Words

GrammarWhat is a verb?

Spelling Consonant Digraphs th, sh, wh, ch, tchdish, than, chest, such, thin, push, shine, chase, white, while, these, flash


Comprehension Skills and StrategiesTarget Skill: Main ideas and Details; Cause and Effect Target Strategy: Visualize

number of books on a single topic to produce a report; record science observations). Writing:

-identify the characteristics of a good informative paragraph-summarize an informative text-identify the main idea and important details to include in a summary-draft an informative paragraph-revise, edit and publish an informative paragraph

Extend: -Acquire and use domain-specific vocabulary-participate in conversations about a topic-work together on shared research and writing projects-speak in complete sentences to provide detail or clarification

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).L.2.1a-Use collective nouns (e.g., group).L.2.1f-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.2.4a-Use sentence-level context as a clue to the meaning of a word or phrase.L.2.4e-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).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).RF.2.3c-Decode regularly spelled two-syllable words with long vowels.RF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.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-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.RL.2.3-Describe how characters in a story respond to major events and challenges.RL.2.4-Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.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.SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

How can stories help you learn a lesson?

Teacher Read Aloud: -Listen to fluent reading; ask and answer questions about key details-ask questions to help you understand what you hear-retell key ideas from text read aloud

Phonics: -Learn and add endings -ed, -ing to base words-learn when to drop final e when spelling words with -ed, -ing-blend and decode regularly spelled words with endings -ed, -ing-identify and read words with inconsistent but common spelling-sound correspondences-write base words with endings -ed and -ing, including spelling change of dropping the final e-read decodable text with words ending in -ed and -ing and HFW-practice reading fluently, paying attention to punctuation and natural groupings of words into phrases-blend, build and decode regularly spelled words with endings -ed, -ing-reread text with words with endings -ed and -ing and HFW for fluency practice-count syllables in spoken words-blend and decode regularly spelled words with open and closed syllables-blend, build and decode regularly spelled words with open and closed syllables-review words with endings -ed and -ing and with consonant digraphs

Introduce Vocabulary: -Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to and responding to texts-identify real-life connections between words and their use; talk about how to use an online dictionary-use context as a clue to the meaning of a word or phrase

Read and Comprehend: -describe how characters respond to events and challenges-use knowledge of characters to summarize and recount texts-describe how characters respond to events and challenges-identify words and phrases that supply rhythm and meaning-describe how characters respond to events and challenges

High-Frequency Wordsafraid, dark, for, kept, any, might, own, show, why, would

PhonicsBase words and endings -ed, -ing; CV syllable pattern


Target Vocabularytunnel, curled, height, direction, toward, healed, brag, tease

Vocabulary StrategiesSynonyms

GrammarVerbs in the Present

Spelling Base words and endings -ed, -ingliked, using, riding, chased, spilled, making,



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.)SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state 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.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.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).

-write an opinion piece about a topic or book-read text with base words with endings -ed and -ing, words with the CV spelling pattern and HFW-read and comprehend literature-ask and answer questions about what your read-read independently from a "just right" book-use context to correct word recognition

Grammar: -add -s to present tense verbs-add -es to present tense verbs-correct subject-verb agreement-review kinds of nouns; use verbs in present time

Spelling: -Spell base words with endings -ed and -ing -assess base words and endings -ed and -ing


Writing: -identify the characteristics of a good instructions-continue to plan instructions

Extend: -Acquire and use domain-specific vocabulary-participate in conversations about a topic-use words or phrases learned from being read to-recount or describe key ideas or details from text read aloud

closed, hoping, baked, hiding, standing, asked

WritingInformative Writing: Instructions

Comprehension Skills and StrategiesTarget Skill: Understanding and Characters; Author's Word Choice Target Strategy: Summarize

Journeys Unit 2- (Lesson 10) and Unit 3- (Lesson 11)

Standards Essential Questions Assessments Skills Content LessonsResources

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).L.2.2c-Use an apostrophe to form contractions and frequently occurring possessives.L.2.2e-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.L.2.3a-Compare formal and informal uses of English.L.2.4e-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).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).RF.2.4a-Read on-level text with purpose and understanding.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.

What is special about animals that live in the ocean?


Teacher Read Aloud:-Listen to fluent reading-ask questions about what you hear-answer questions about what you hear

Phonics: Form and use contractions-add and take away sounds to make new words-identify, build, and read contractions-use apostrophes to form and write contractions-read decodable text with contractions and HFW-Practice reading fluently, putting stress on appropriate words to convey meaning-add or delete sounds in contractions-build and read contractions-use apostrophes to form and write contractions-reread text with contractions and HFW for fluency practice-substitute beginning and ending sounds in words-blend and decode regularly spelled words with consonant digraphs th, sh, wh, ch, tch, and ph

High-Frequency Wordsbecause, better, go, me, old, really, right, they, was, you

PhonicsContractions

FluencyStress

Target Vocabularymillions, choices, drift, simple, weaker,


See Journeys Common Core Teacher Edition 2014, Unit 2 for all instructional resources.

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-Describe how reasons support specific points the author makes in a text.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.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.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.)SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state 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.W.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.6-With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

-identify, build and read contractions; review words with endings -ed and -ing

Introduce Vocabulary: -Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-talk about how to use a thesaurus

Read and Comprehend: -Identify given statements as fact and opinion and describe how reasons support the opinions an author makes-use text details to monitor and clarify understanding-identify given statements as fact and opinion-identify the author's purpose for writing a text-describe how reasons support points the author makes in a selection-identify facts and opinions in informational texts-write an opinion piece about a topic or book-read and comprehend informational text-ask and answer questions about what your read-read independently from a "just right" book-read for fluency and understanding-use know root words to determine unknown word with same root-identify and understand words with suffixes -er and -est

Grammar: -form past tense verbs by adding -ed-form verbs in future tense-write verbs in present, past, and future tenses-review singular and plural nouns-write verbs in present, past and future tense

Spelling: -Spell contractions-use apostrophes to form and spell contractions when writing-assess contractions


Writing:-begin to draft instructions-continue to draft instructions-finish drafting and begin to revise instructions-revise and edit to strengthen instructions-publish instructions in print or using digital tools

Extend:-Acquire and use domain-specific vocabulary-participate in conversations about a topic-follow rules for discussion-build on others' talk in conversation by linking comments to what others have said-compare formal and informal uses of English

wrapped, disgusting, decide

Vocabulary StrategiesBase words and Suffixes -er, -est

GrammarVerbs: Present, Past, and Future

Spelling ContractionsI'm, don't, isn't, can't, we'll, it's, I've, didn't, you're, that's, wasn't, you've

WritingInformative Writing: Instructions

Comprehension Skills and StrategiesTarget Skill: Fact and Opinion; Author's Purpose Target Strategy: Monitor/Clarify

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).L.2.1b-Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).L.2.1f-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.2.2b-Use commas in greetings and closings of letters.L.2.2c-Use an apostrophe to form contractions and frequently occurring possessives.L.2.4b-Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).L.2.4c-Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).L.2.4e-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).RF.2.3b-Know spelling-sound correspondences for additional common vowel teams.RF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.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.2.10-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.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-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.RL.2.3-Describe how characters in a story respond to major events and challenges.RL.2.4-Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.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.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.SL.2.2-Recount or describe key ideas or details from a text read aloud

How can people and animals help each other?


Teacher Read Aloud:-Listen to fluent reading-Read aloud with accuracy, appropriate rate, and expression-ask and answer questions about what a speaker says

Phonics: -learn the spelling-sound correspondences for base words with endings -s and -es-segment and count syllables in words-build, blend, and decode regularly spelled words with endings -s and -es-write words with endings -s and -es-read decodable text with words with endings -s and -es and HFW-practice reading fluently with expression-segment and count syllables in words-blend, build, and decode regularly spelled words with endings -s and -es-reread text with base words and endings -s, -es and HFW for fluency practice-add and take away sounds to form new words-form, blend, and decode contractions and words with the CV syllable pattern-read text with base words and endings and HFW-build, sort, and decode words with endings -s and -es-form, write, and read contractions

Introduce Vocabulary: -Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-talk about how to use the guide words in a dictionary to help you find words-determine the meaning of a new word with a known prefix-use glossaries and dictionaries, both print and digital, to determine or clarify meanings of words and phrases

Read and Comprehend: -draw conclusions from details and clues in the story-make inferences and conclusions-draw conclusions from details and clues in the story-describe how the author's choice of words adds rhythm and meaning to a story-demonstrate understanding of characters, setting and plot-write an opinion piece about a topic or book-read and comprehend literature-ask and answer questions about what your read-read independently from a "just right" book

Grammar: -recognize compound sentences-identify and produce complete compound sentences-produce compound sentences-review forming regular and irregular plural nouns-identify and produce compound sentences

High-Frequency Wordsanother, far, grow, hard, heard, kind, light, more, some, to

PhonicsBase Words and Endings -s and -es

FluencyExpression

Target Vocabularyunderstand, gathered, impatient, impossible, believe, problem, demand, furious

Vocabulary StrategiesPrefixes pre- and mis-

GrammarCompound Sentences

Spelling Base Words and Endings -s and -eshens, eggs, ducks, bikes, boxes, wishes, dresses, names, bells, stamps, dishes, grapes

WritingOpinion Writing: Persuasive Letter

Comprehension Skills and Strategies


See Journeys Common Core Teacher Edition 2014, Unit 3 for all instructional resources.

or information presented orally or through other media.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.SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state 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.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Spelling: -spell base words with endings -s and -es-assess base words with endings -s and -es


Writing:-identify the characteristics of a good persuasive letter that presents an opinion-state a goal clearly in a persuasive letter that presents an opinion-identify reasons for a persuasive letter-draft a persuasive letter that presents an opinion-revise, edit and publish a persuasive letter that presents an opinion

Extend:-Acquire and use domain-specific vocabulary-participate in conversations about a topic-follow rules for discussion-build the conversations by linking to what others have said

Target Skill: Conclusions; Author's Word Choice Target Strategy: Infer/Predict


Standards Essential Questions AssessmentsSkills Content LessonsResources

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).L.2.1f-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.L.2.2d-Generalize learned spelling patterns when writing words (e.g., cage ? badge; boy ? boil).L.2.4a-Use sentence-level context as a clue to the meaning of a word or phrase.L.2.4e-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).RF.2.3a-Distinguish long and short vowels when reading regularly spelled one-syllable words.RF.2.3b-Know spelling-sound correspondences for additional common vowel teams.RF.2.3c-Decode regularly spelled two-syllable words with long vowels.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.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.

What are different ways to enjoy music?


Teacher Read Aloud:-Listen to fluent reading-Read with purpose and understanding-read with accuracy and feeling-ask and answer questions about what a speaker says

Phonics:-learn the spelling-sound correspondences for ai, ay-substitute vowel sounds in words to make new words-blend and decode regularly spelled and two-syllable words with vowel teams ai, ay-write words with vowel teams ai and ay-read on-level text with ai, ay words and HFW-practice reading fluently, using appropriate rate-blend, build, and decode regularly spelled and two-syllable words with vowel teams ai and ay-reread text with ai and ay words and HFW for fluency practice, using appropriate rate-distinguish long and short vowels when reading one-syllable words-blend and decode regularly spelled words with endings -s, -es-read on-level text with ai and ay vowel teams and HFW-review, read, and sort words with vowel teams ai, ay-decode two-syllable words with long vowels-review and read contractions

Introduce Vocabulary:-Acquire and use vocabulary-use words and phrases acquired through conversations, reading

High-Frequency Wordsagainst, along, bird, different, girl, hold, morning, night, part, someone

PhonicsVowel digraphs ai, ay

FluencyRate: Adjust Rate to Purpose

Target Vocabularyvibration, tune, volume, expression, creative, performance, concentrate, relieved

Vocabulary StrategiesFigurative Language/ Idioms

GrammarExpanding/Rearranging; Compound Sentences



RI.2.2-Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.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-Describe how reasons support specific points the author makes in a text.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.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.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.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.)SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state 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.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.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.

and being read to, and responding to texts-identify real-life connections between words and their use-talk about how to use the guide words in a dictionary to help you find words-determine the meaning of a new word with a known prefix-use glossaries and dictionaries, both print and digital, to determine or clarify meanings of words and phrases-use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-use print or online dictionaries to determine or clarify the meaning of words-use sentence-level context as a clue to the meaning of a word or phrase

Read and Comprehend:-identify and explain text and graphic features-ask questions about a selection-identify and explain text and graphic features-identify given statements as fact or opinion-identify and use text and graphic features to locate facts and information-write an opinion piece about a text or topic-read and comprehend informational text-ask and answer questions about what your read-read independently from a "just right" book-read for fluency and purpose

Grammar:-produce, expand, and rearrange compound sentences-review capitalizing proper nouns

Spelling:-spell words with ai, ay-assess words with ai, ay


Writing:-identify the characteristics of a good opinion paragraph-use words that show a strong opinion-choose a topic and plan a strong opinion paragraph-draft an opinion paragraph-revise, edit and publish an opinion paragraph

Extend:-Acquire and use domain-specific vocabulary-participate in conversations about a topic-gather information to answer a question

Spelling: Vowel Digraphs ai, aypay, wait, paint, train, pail, clay, tray, plain, stain, hay, gray, away

WritingOpinion Writing: Opinion Paragraph

Comprehension Skills and StrategiesTarget Skill: Text and Graphic Features; Fact and Opinion Target Strategy: Question

L.2.6-Use words and phrases acquired through conversations, How are Teacher Read Aloud: High-Frequency Words Journeys See Journeys

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).L.2.2d-Generalize learned spelling patterns when writing words (e.g., cage ? badge; boy ? boil).L.2.3a-Compare formal and informal uses of English.L.2.4e-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).RF.2.3b-Know spelling-sound correspondences for additional common vowel teams.RF.2.3c-Decode regularly spelled two-syllable words with long vowels.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.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-Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.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-Describe how reasons support specific points the author makes in a text.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.SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.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.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.)SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.

some schools different from each other?

-Listen to fluent reading-read with accuracy and feeling-self-correct when reading-ask and answer questions about what a speaker says

Phonics:-learn the spelling-sound correspondences for vowel teams ee, ea-blend and decode regularly spelled words with long vowel teams ee, ea-generalize learned spelling patterns when writing words with vowel teams ee and ea-read decodable text with vowel teams ee and ea and HFW-practice reading fluently, using context to self-correct-identify and match sounds in words-blend, build and decode regularly spelled words with long vowel teams ee, ea-reread text with words containing vowel teams ee, ea and HFW for fluency practice-identify and count syllables in words-blend and decode regularly spelled base words with endings -s, -es and words with vowel teams ai, ay-read on-level text with words containing vowel teams ee, ea and HFW-review and sort words with vowel teams ee, ea, ai, ay

Introduce Vocabulary:-Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-use a print or on-line glossary and dictionaries, to clarify the meaning of words-use glossaries and dictionaries, both print and digital, to determine or clarify meanings of words and phrases

Read and Comprehend:-identify main ideas and details in informational text-analyze and evaluate text while reading-use text and graphic features to understand informational text-use graphic and text features in informational text-write an informative/explanatory response to reading -read and comprehend informational text-ask and answer questions about what your read-read independently from a "just right" book-self-correct word recognition

Grammar:-use quotation marks correctly-write quotations correctly with punctuation and capitalization-write quotations correctly-review action verbs-proofread for correct capitalization and punctuation with

about, everything, first, her, of, slowly, store, story, two, world

PhonicsVowel digraphs ee, ea

FluencyAccuracy: Self-Correct

Target Vocabularyculture, community, languages, transportation, subjects, lessons, special wear

Vocabulary StrategiesUsing a Dictionary

GrammarQuotation Marks

Spelling: Vowel Digraphs ee, eafree, teach, teeth, please, beach, wheel, team, speak, sneeze, sheep, meaning, weave

WritingOpinion Writing: Persuasive Paragraph

Comprehension Skills and StrategiesTarget Skill: Main Idea and Details; Text and Graphic Features Target Strategy: Analyze/Evaluate

Common Core Teachers Edition 2014- Unit 3, Lesson 13

Common Core Teachers Edition 2014- Unit 3 for all instructional resources

W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state 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.W.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.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).

quotations

Spelling:-spell words with ee, ea-assess words with ee, ea


Writing:-identify the characteristics of a good persuasive paragraph that presents an opinion-use exact words in a persuasive paragraph that presents an opinion-use a web graphic organizer to plan a persuasive paragraph that presents an opinion-draft a persuasive paragraph that presents an opinion-revise, edit and publish an persuasive paragraph that presents an opinion

Extend:-Acquire and use domain-specific vocabulary-participate in conversations about a topic-retell key ideas and details from a text read aloud-use formal English

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).L.2.2a-Capitalize holidays, product names, and geographic names.L.2.4e-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).RF.2.3a-Distinguish long and short vowels when reading regularly spelled one-syllable words.RF.2.3b-Know spelling-sound correspondences for additional common vowel teams.RF.2.3c-Decode regularly spelled two-syllable words with long vowels.RF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.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-Identify the main topic of a multiparagraph text as well as the

How can you communicate in different ways?

Teacher Read Aloud:-Listen to fluent reading-ask and answer questions about what you hear-retell key details from the text you hear

Phonics:-distinguish long and short vowels when reading one-syllable words with long o spelled o, oa, ow-segment phonemes-blend, build, and decode regularly spelled words with long o spelled o, oa, ow-write words with the long o sound spelled o, oa, and ow-distinguish long and short vowels when reading decodable text with long o words spelled o, oa, ow and with HFW-practice reading on-level text fluently with natural pauses-blend, build and decode words with inconsistent but common spelling-sound correspondences for long o (o, oa, ow)-reread text with long o words spelled o, oa and ow and HFW for fluency practice-substitute long and short vowel sounds in oral words-blend and decode regularly spelled words with vowel teams ai, ay, ee and ea-read on-level text with words with long o spelled o, oa, and ow and HFW-blend, build, and decode words with the inconsistent but common long o sound spelled o, oa, ow-read and sort words with vowel teams ai, ay, ee, ea

High-Frequency Wordsall, food, front, hair, never, party, sky, started, stories, warm

PhonicsLong o (o, oa, ow)

FluencyNatural Pauses

Target Vocabularyknowledge, curious, motion, silence, illness, imitated, darkness, behavior

Vocabulary StrategiesSuffix -ly

GrammarUsing Proper Nouns

Spelling: Long o (o, oa, ow)



focus of specific paragraphs within the text.RI.2.3-Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.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.2.9-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.SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.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.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.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.)SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state 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.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Introduce Vocabulary:-Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-talk about how to use a dictionary-identify and understand words with the suffix -ly-use word-learning strategies independently

Read and Comprehend:-identify author's purpose-summarize what has been read-understand ways to recognize an author's purpose-recognize the features of a biography-identify author's purpose-write a response to reading that expresses an opinion-read and comprehend informational text-ask and answer questions about what your read-read independently from a "just right" book-read for fluency and understanding

Grammar:-capitalize the first letter in the names of the days of the week-capitalize months of the year and holidays correctly-capitalize and underline book titles correctly-review how to form verbs in present and future time-capitalize days, months, and holidays and use them to give more details in a sentence

Spelling:-spell words with long o (o, oa, ow)-assess words with long o (o, oa, ow)


Writing:-identify the characteristics of a good persuasive essay that states an opinion-begin to plan a persuasive essay that states an opinion-continue to plan a persuasive essay that states an opinion

Extend:-Acquire and use domain-specific vocabulary-participate in conversations about a topic-add drawings to recount experiences-speak in complete sentences when providing details or clarification-participate in shared research and writing projects

own, most, soap, float, both, know, loan, goat, flow, loaf, throw, coach

WritingOpinion Writing: Persuasive Essay

Comprehension Skills and StrategiesTarget Skill: Author's Purpose; Biography Target Strategy: Summarize

Journeys Unit 3- (Lesson 15) and Unit 4 (Lessons 16-18)


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).L.2.1f-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.2.4c-Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).L.2.4d-Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).L.2.5a-Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).RF.2.3a-Distinguish long and short vowels when reading regularly spelled one-syllable words.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.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-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.RL.2.3-Describe how characters in a story respond to major events and challenges.RL.2.4-Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.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.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.SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.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.SL.2.4-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.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.)SL.2.1a-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).

Why is it important to follow safety rules?


Teacher Read Aloud:-Listen to fluent reading-read with accuracy and feeling-ask and answer questions about what you hear-retell key details from what you hear

Phonics:-learn how compound words are formed-substitute final syllables in words-blend and decode regularly-spelled compound words-write compound words-read on-level text with compound words and HFW-practice reading fluently and accurately by recognizing words to read smoothly-substitute final syllables in compound words-blend, build, and decode regularly spelled compound words-reread for fluency text with compound words and HFW-blend, build, and decode regularly spelled words with the schwa vowel sound-review compound words and words with long o spelled o, oa, ow

Introduce Vocabulary:-Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-use a dictionary to learn how to pronounce a word-find known root words in unknown words-use known root words to figure out meanings of unknown words

Read and Comprehend:-identify cause and effect relationships-use text details to monitor and clarify understanding-recognize how authors create humor-write a response to reading that expresses an opinion-read text with compound words, words with the schwa vowel sound, and HFW-read and comprehend literature-ask and answer questions about what your read-read independently from a "just right" book

Grammar:-write titles for people correctly-write abbreviations for months and days correctly-write abbreviations for places correctly-review how to form verbs in past and future time-review how to write abbreviations correctly

Spelling:

High-Frequency Wordsafter, book, care, ever, live, new, off, over, small, thought

PhonicsCompound Words; the Schwa Vowel Sound

FluencyAccuracy: Connected Text

Target Vocabularyobeys, safety, attention, buddy, station, speech, shocked, enormous

Vocabulary StrategiesRoot Words

GrammarAbbreviations

Spelling: Compound Wordscannot, pancake, maybe, baseball, playground, someone, myself, classroom, sunshine, outside upon, nothing

WritingOpinion Writing: Persuasive Essay

Comprehension


See Journeys Common Core Teachers Edition 2014-Unit 3 for instructional resources

SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state 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.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.6-With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

-spell compound words-assess compound words


Writing:-begin to draft a persuasive essay that states an opinion-continue to draft a persuasive essay that states an opinion-finish drafting and begin to revise a persuasive essay that states an opinion-revise, edit and publish a persuasive essay

Extend:-Acquire and use domain-specific vocabulary-participate in conversations about a topic-describe key ideas and details from information presented orally

Skills and StrategiesTarget Skill: Cause and Effect; Humor Target Strategy: Monitor/ Clarify

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).L.2.1c-Use reflexive pronouns (e.g., myself, ourselves).L.2.2d-Generalize learned spelling patterns when writing words (e.g., cage ? badge; boy ? boil).L.2.4a-Use sentence-level context as a clue to the meaning of a word or phrase.L.2.4e-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).RF.2.3a-Distinguish long and short vowels when reading regularly spelled one-syllable words.RF.2.3b-Know spelling-sound correspondences for additional common vowel teams.RF.2.3c-Decode regularly spelled two-syllable words with long vowels.RF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.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.2.10-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.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-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.RL.2.3-Describe how characters in a story respond to major events and

How can helping others make you feel good?


Teacher Read Aloud:-Listen to fluent reading-read at an appropriate rate-retell key details from a story

Phonics:-identify and count syllables in base words with endings -ed and -ing-learn the spelling-sound correspondences for endings -ed, -ing-blend and decode regularly spelled base words with endings -ed, -ing-write words with endings -ed, -ing-read on-level text with base words with endings -ed, -ing and HFW-Practice reading fluently at an appropriate rate-identify and count syllables in base words with ending -ed, -ing-blend, build and decode and write base words with endings -ed, -ing-reread on-level text with base words with endings -ed, -ing and HFW for fluency practice-segment and name sounds in words-blend and decode regularly spelled words with the long o sound spelled o, oa, ow-read on-level text fluently with base words with endings -ed and -ing and HFW-review words with vowel teams ee, ea-read on-level text fluently at an appropriate rate

Introduce Vocabulary:-Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-use an on-line dictionary-use known root words to figure out meanings of unknown words

High-Frequency Wordsalso, fly, gone, have, hoarse, look, river, said, saw, something

PhonicsBase words and endings -ed, -ing

FluencyRate

Target Vocabularyreceived, account, budget, disappointed, chuckled, staring, repeated, fund

Vocabulary StrategiesHomographs

GrammarAbbreviations

Spelling: Base Words and Endings -ed and -ing



challenges.RL.2.5-Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.RL.2.7-Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.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.SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.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.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.)SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state 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.W.2.3-Write narratives in which they 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.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

-use sentence-level context as a clue to the meaning of a word or phrase

Read and Comprehend:-identify and describe setting, characters and plot-make inferences and predictions-describe setting, characters, and plot-demonstrate understanding of setting, characters, and plot-write an opinion piece about a topic or book under discussion-read and comprehend literature-ask and answer questions about what your read-read independently from a "just right" book

Grammar:-use pronouns I, he, she, it, we, and they-use pronouns me, him, her, it, us and them-use reflexive pronouns myself and ourselves-review kinds of sentences-replace nouns, including repeated nouns, with pronouns; use reflexive pronouns

Spelling:-spell words with endings -ed, -ing-assess words with endings -ed, -ing


Writing:-identify the characteristics of a good narrative paragraph-use details in a narrative paragraph to help readers picture what is happening-use a flow chart to plan a narrative paragraph-draft a narrative paragraph-revise, edit an publish a narrative paragraph

Extend:-Acquire and use domain-specific vocabulary-participate in conversations about a topic-create audio recordings of a story

running, clapped, stopped, hopping, batted, selling, pinned, cutting, sitting, rubbed, missed, grabbed

WritingNarrative Writing: Story Paragraph

Comprehension Skills and StrategiesTarget Skill: Story Structure; Understanding Character Target Strategy: Infer/Predict

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).L.2.3a-Compare formal and informal uses of English.L.2.4a-Use sentence-level context as a clue to the meaning of a word or phrase.L.2.4d-Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).L.2.4e-Use glossaries and beginning dictionaries, both print and digital,

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

Teacher Read Aloud:-Listen to fluent reading-retell key details from a story-speak using complete sentences

Phonics:-identify sounds in words with long i spelled i, igh, ie, y-learn the spelling-sound correspondences for vowel teams (igh, ie) and other spellings for long i (i, igh, ie, y)-blend and decode regularly spelled words with long i spelled i, igh, ie, y

High-Frequency Wordsany, blue, carry, doing, else, room, studied, sure, teacher, turned

PhonicsLong i (i, igh, ie, y)



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).RF.2.3a-Distinguish long and short vowels when reading regularly spelled one-syllable words.RF.2.3b-Know spelling-sound correspondences for additional common vowel teams.RF.2.3c-Decode regularly spelled two-syllable words with long vowels.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.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.2.10-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.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-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.RL.2.3-Describe how characters in a story respond to major events and challenges.RL.2.7-Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.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.SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.SL.2.4-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.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.)SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state 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.

-write words with long i sound spelled i, igh, ie, y-read on-level text with long i words spelled i, igh, ie, y and HFW-Practice reading fluently, placing stress on important words-identify sounds in words with long i spelled i, igh, ie, y-blend, read and build words with vowel teams (igh, ie) and other spellings for long i (i, y)-reread on-level text with long i words spelled i, igh, ie, y and HFW for fluency practice-substitute final syllables in compound words-blend and decode regularly spelled compound words -read on-level text with long i words spelled i, igh, ie, y and HFW-review words with long i spelled i, igh, ie, y-review and sort words with vowel teams ee, ea and words with long o spelled o, oa, ow

Introduce Vocabulary:-Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-talk about words that have more than one meaning-identify and understand antonyms using sentence context-use word-learning strategies independently

Read and Comprehend:-identify the order of events in a story-recount what happened in a story in order-visualize story details as you read-identify the order of events in a story-recount what happened in a story-visualize story details as you read-recount a story to determine its moral, lesson or message-write an opinion piece about a topic or book-read and comprehend literature-ask and answer questions about what your read-read independently from a "just right" book-self-correct word recognition

Grammar:-use subject-verb agreement-use subject-verb agreement with pronouns-review kinds of sentences-proofread for subject-verb agreement

Spelling:-spell words with long i (i, igh, y)-assess words with long i (i, igh, y)


Writing:-identify the characteristics of a good narrative

FluencyStress

Target Vocabularypractice, hurried, position, roared, extra, curb, cheered, final

Vocabulary StrategiesAntonyms

GrammarSubject-Verb Agreement

Spelling: Long i (i, igh, ie, y)night, kind, spy, child, light, find, right, high, wild, July, fry, sigh

WritingNarrative Writing: Story Paragraph

Comprehension Skills and StrategiesTarget Skill: Sequence of Events; Formal and Informal Language Target Strategy: Visualize

W.2.3-Write narratives in which they 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.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

-use dialogue in a narrative to tell readers what characters are like-choose a topic, and use a sequence chart to plan a narrative-draft a narrative-revise, edit an publish a narrative

Extend:-Acquire and use domain-specific vocabulary-participate in conversations about a topic-build on what others say in conversations by linking comments-ask for clarification or explanation about topics or texts under discussion

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).L.2.1d-Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).L.2.4e-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).RF.2.3b-Know spelling-sound correspondences for additional common vowel teams.RF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.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.2.5-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.2.10-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.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.SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.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.SL.2.4-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Why are reading and writing important?

Teacher Read Aloud:-Listen to fluent reading-retell key ideas from a text read aloud-retell key details from text read aloud

Phonics:-identify the position of the long e sound in words-learn the spelling-sound correspondences for the long e sound for y-blend and decode regularly spelled words with the long e sound for y-identify sounds and write words with the long e sound for y-read decodable text with words containing the long e sound for y and HFW-practice reading fluently with expression-identify the position of the long e sound in words-blend, build and decode regularly spelled words with the long e sound for y-reread text with words with the long e sound for y and HFW for practice reading fluently with expression-blend sounds in words-blend and decode regularly spelled plural words ending with -es-blend, build, and decode regularly spelled plural words ending with -es-review and sort words with long i spelled i, igh, ie, y and words with long e spelled y

Introduce Vocabulary:-Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-use print and digital dictionaries-use knowledge of suffixes -y and -ful to determine word meanings-use word-learning strategies independently

Read and Comprehend:-figure out a character's feelings and traits based on their actions, speech, and relationships-use knowledge of characters to analyze and evaluate texts

High-Frequency Wordsalways, anything, been draw, friends, mother, soon, under, watch, words

Phonicsthe long e sound for y; changing y to i

FluencyExpression

Target Vocabularyaccepted, express, taught, grand, pretend, prize, wonder, fluttering

Vocabulary StrategiesSuffixes -y and -ful

GrammarThe verb Be

Spelling: the long e sound for yhappy, pretty, baby, very, puppy, funny, carry, lucky, only, sunny, penny,



SL.2.1a-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).W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state 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.W.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.W.2.3-Write narratives in which they 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.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

-identify words and phrases that supply story details-describe why reading and writing are important-write a response to literature that gives information or explains-read on-level text with words with the long e sound for y, plural words ending with -es, and HFW-read and comprehend informational text-ask and answer questions about what you read-read independently from a "just right" book-read aloud with expression

Grammar:-use forms of the verb be-use correct forms of be-review writing quotations

Spelling:-spell words with the long e sound spelled y-assess words with the long e sound spelled y


Writing:-identify the characteristics of a good descriptive paragraph-use sense words to describe-choose a topic, and plan a descriptive paragraph-draft a descriptive paragraph-revise, edit and publish a descriptive paragraph

Extend:-Acquire and use domain-specific vocabulary-participate in conversations about a topic-tell a story or recount an experience with facts and details

city

WritingNarrative Writing: Descriptive Paragraph

Comprehension Skills and StrategiesTarget Skill: Understanding Characters; Author's Word Choice Target Strategy: Analyze/Evaluate

Journeys Unit 4- (Lessons 19-20) and Unit 5-(Lessons 21-22)


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).L.2.2b-Use commas in greetings and closings of letters.L.2.2d-Generalize learned spelling patterns when writing words (e.g., cage ? badge; boy ? boil).L.2.4e-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).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).

How are signs helpful?

Journeys Common Core Unit 4 Assessments

Teacher Read Aloud:-Listen to fluent reading-ask and answer questions about what you hear-retell important idea and details

Phonics:-substitute sounds in words-learn the sound/spelling for ar-blend and decode regularly spelled words with ar-write words with ar-read on-level text with ar words and HFW-practice reading fluently using appropriate phrasing-blend, build, and read regularly spelled words with ar

High-Frequency Wordsare, baby, didn't good, I'll, is, please, sound, talk, too

Phonicswords with ar


Journeys Common Core Teachers Edition 2014-Unit 4, Lesson 19

See Journeys Common Core Teachers Edition 2014-Unit 4 for all instructional resources

RF.2.3b-Know spelling-sound correspondences for additional common vowel teams.RF.2.3c-Decode regularly spelled two-syllable words with long vowels.RF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.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-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.RL.2.3-Describe how characters in a story respond to major events and challenges.RL.2.6-Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.RL.2.7-Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.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.SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.W.2.3-Write narratives in which they 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.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

-reread text with ar words and HFW for fluency practice-identify sounds in words-read and sort words with long e spelled y and long i spelled i, igh, ie, y, including vowel teams and two-syllable words with long vowels-read text with ar words and HFW-blend, build, and decode regularly spelled words with ar-sort and read words with long e spelled y and long i spelled i, igh, ie, y, including vowel teams-generalize learned spelling patterns when writing

Introduce Vocabulary:-Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-use a glossary to locate words, and to clarify meanings of words-use verbs and adjectives that best fit your purpose in speaking or writing-identify shades of meaning among closely related verbs-identify shades of meaning among closely related adjectives

Read and Comprehend:-use text and graphic features to support understanding-ask and answer questions while reading to guide comprehension-use information in illustrations and words to demonstrate understanding of characters, setting or plot-recognize differences in points of view of characters-write dialogue for a short play-read and comprehend literature-ask and answer questions about what your read-read independently from a "just right" book-read for fluency and understanding

Grammar:-use commas in dates-use commas with place names-use commas in the date, greeting, and closing of a letter-review how to write proper nouns correctly-proofread for commas in dates and place names

Spelling:-spell words with ar-assess words with ar


Writing:-identify the characteristics of a good narrative-write a strong beginning, middle, and ending for a narrative-brainstorm possible problems and solutions for a narrative

Target Vocabularyassistant, agreed, polite, failed, tearing, wisdom, cleared, trouble

Vocabulary StrategiesShades of Meaning

GrammarCommas in Dates and Places

Spelling: words with arcar, dark, arm, star, park, yard, party, hard, farm, start, part, spark

Writing:Narrative Writing: Fictional Story

Comprehension Skills and StrategiesTarget Skill: Text and Graphic Features; Point of View Target Strategy: Question

-continue prewriting to plan a narrative-revise and edit for commas, capital letters and end marks-use a story map to plan a narrative

Extend:-Acquire and use domain-specific vocabulary-participate in conversations about a topic-play a listening game

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).L.2.2d-Generalize learned spelling patterns when writing words (e.g., cage ? badge; boy ? boil).L.2.2e-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.L.2.4b-Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).L.2.4e-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).RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.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.2.7-Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.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.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-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.RL.2.3-Describe how characters in a story respond to major events and challenges.RL.2.4-Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.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.2.7-Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.RL.2.10-By the end of the year, read and comprehend literature,

What makes someone a hero?


Teacher Read Aloud:-Listen to intonation-retell important ideas from a text read aloud-retell important details from a text read aloud

Phonics:-substitute vowel sounds in words-learn the sound/spellings for or, ore-blend, build and decode regularly spelled words with or, ore-write words with or, ore-read on-level text with words with or, ore and HFW-practice reading fluently with intonation-substitute vowel sounds in words to make new words-reread on-level text with words with or, ore and HFW for fluency practice-substitute vowel sounds in words-read and sort words with ar, or, ore-read on-level text with words with or and ore and HFW-blend, build, and decode regularly spelled words with or, ore-review and sort words with ar, or, and ore

Introduce Vocabulary:-Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-use example sentences in a dictionary-determine the meaning of a new word with a known prefix

Read and Comprehend:-compare and contrast characters in a story-ask questions to monitor and clarify what is being read-compare and contrast characters in a story-understand comparisons created by similes-compare and contrast story characters-write a reading response that expresses an opinion-read and comprehend literature-ask and answer questions about what your read-read independently from a "just right" book

Grammar:-use commas in sentences with a series of nouns-use commas in a series of single verbs

High-Frequency WordsI've, begins, being, flower, ground, laugh, ready, stood, tall, very

Phonicswords with or, ore

FluencyIntonation

Target Vocabularydepended, sore, sprang, studied, gazing, hero, exercise, overlooked

Vocabulary StrategiesPrefix over-

GrammarCommas in a Series

Spelling:horn, story, fork, score, store, corn, morning, shore, short, born, tore, forget

Writing:Narrative Writing: Fictional Narrative

Comprehension Skills and StrategiesTarget Skill: Compare and



including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.SL.2.4-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.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.)SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state 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.W.2.3-Write narratives in which they 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.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.6-With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.W.2.8-Recall information from experiences or gather information from provided sources to answer a question.

-use commas in sentences with a series of nouns or verbs-review how to capitalize and underline book titles correctly

Spelling:-spell words with or, ore-assess words with or, ore


Writing:-begin to draft a narrative-continue to draft a narrative using digital tools, if possible-use digital tools to finish drafting and begin to revise a narrative-revise, edit and publish a narrative

Extend:-Acquire and use domain-specific vocabulary-participate in conversations about a topic-describe how characters respond to events and challenges-recount or describe key ideas or details from texts or other media

Contrast; Figurative Language Target Strategy: Monitor/Clarify

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).L.2.1c-Use reflexive pronouns (e.g., myself, ourselves).L.2.1e-Use adjectives and adverbs, and choose between them depending on what is to be modified.L.2.2d-Generalize learned spelling patterns when writing words (e.g., cage ? badge; boy ? boil).L.2.4e-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).RF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.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-Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.RI.2.3-Describe the connection between a series of historical events,

How do animals care for their young?


Teacher Read Aloud:-Listen to fluent reading-ask and answer questions about what a speaker says-retell important ideas and details from text read aloud

Phonics:-substitute vowel sounds in words to make new words-identify er as a common spelling- sound correspondence for /ur/-build, blend, and decode words with er-generalize learned spelling patterns to write words with r-controlled vowel er-read decodable text with words with er and HFW-practice reading fluently with natural pauses and understanding-substitute vowel sounds in words to make create new words-reread text with words with er and HFW for fluency practice-substitute vowel sounds in words to create new words-blend and decode words with ir, ur-build, blend and decode words with ir, ur-review decode and sort words with or, ore, er

Introduce Vocabulary:-Acquire and use vocabulary

High-Frequency Wordsacross, behind, house, how, move, nothing, one, out, took, voice

Phonicswords with er, ir, ur

FluencyPhrasing: Natural Pauses

Target Vocabularywebbed, waterproof, steer, whistle, otherwise, junior, slippery, finally



scientific ideas or concepts, or steps in technical procedures in a text.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-Describe how reasons support specific points the author makes in a text.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.SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.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.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.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.)SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.W.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.6-With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.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.

-use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-use a thesaurus to find synonyms-use glossaries and dictionaries, both print and digital, to determine or clarify meanings of words and phrases

Read and Comprehend:-identify topic, main idea, and details-use details to infer a main idea-identify topic, main idea, and details-recognize cause and effect relationships-identify main ideas and details-write a reading response that provides information-read text with words with ir, and ur and HFW-Read on-level text fluently with purpose and understanding-read and comprehend informational text-ask and answer questions about what your read-read independently from a "just right" book

Grammar:-identify adjectives that tell how things look-identify adjectives that tell how something tastes or smells-identify adjectives that describe how things feel and sound-review reflexive pronouns-identify adjectives that describe how things look, taste, smell, sound and feel

Spelling:-spell words with er-assess words with er


Writing:-identify the characteristics of a good problem/solution paragraph-use exact words to give more information-describe a solution clearly in a problem/solution paragraph-describe a problem clearly in a problem/solution paragraph-revise, edit and publish a problem/solution paragraph

Extend:-Acquire and use domain-specific vocabulary-participate in conversations about a topic-participate in shared research and writing projects-gather information to answer a question-add drawings or visual displays to a research projects-ask and answer questions about what a speaker says-produce complete sentences to provide detail and clarification

Vocabulary StrategiesDictionary Entry

GrammarWhat is an adjective?

Spelling: words with erfather, over, under, herd, water, verb, paper, cracker, offer, cover, germ, master

Writing:Informative Writing: Problem-Solution Paragraph

Comprehension Skills and StrategiesTarget Skill: Main Ideas and Details; Cause and Effect Target Strategy: Infer/Predict

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).L.2.1e-Use adjectives and adverbs, and choose between them depending on what is to be modified.L.2.1f-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.2.4a-Use sentence-level context as a clue to the meaning of a word or phrase.L.2.4e-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).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).RF.2.3b-Know spelling-sound correspondences for additional common vowel teams.RF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.2.3-Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.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.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-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.RL.2.3-Describe how characters in a story respond to major events and challenges.RL.2.4-Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.RL.2.6-Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.RL.2.7-Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.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.SL.2.3-Ask and answer questions about what a speaker says in order to

How do friends help each other?


Teacher Read Aloud:-Listen to fluent reading-read at an appropriate rate-ask and answer questions about what a speaker says

Phonics:-identify homophones and determine their meanings-use rhyme and meaning to make homophones-build, blend, and decode homophones-write homophones-read decodable text with homophones and HFW-practice reading fluently, self-correcting for accuracy and understanding-blend, decode and build homophones-reread text with homophones and HFW for accuracy and fluency-substitute final syllables in words-blend and decode base words with endings -er, -est-build, blend, and decode base words with -er, -est-review homophones and review and sort words with er, ir, ur

Introduce Vocabulary:-Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-use a print dictionary to determine or clarify the meaning of words-use sentence-level context as a clue to the meaning of a word or phrase-use glossaries and dictionaries, both print and digital, to determine or clarify meanings of words and phrases

Read and Comprehend:-use characters' thoughts to identify their feelings and traits-ask questions to identify character traits-identify similes-describe how characters respond to events and challenges-write a response to literature-read text with homophones, base words and endings -er, -est, and HFW-read and comprehend literature-ask and answer questions about what your read-read independently from a "just right" book-self-correct word recognition

Grammar:-use adjectives that tell how many-identify when adjectives end in -er or -est-expand sentences using adjectives that tell how many and adjectives that compare-review subject-verb agreement-use adjectives that compare

High-Frequency Wordsboy, does, everyone, field, floor, found, into, their, toward, what's

Phonicshomophones; Base words and Endings -er, -est

FluencyAccuracy: Self-Correct

Target Vocabularyknot, copy, planning, lonely, heavily, seriously, answered, guessed

Vocabulary StrategiesIdioms

Grammarusing adjectives

Spelling: Homophonesmeet, meat, week, weak, mane, main, tail, tale, be, bee, too, two

Writing:Informative Writing: Compare and Contrast Paragraph

Comprehension Skills and StrategiesTarget Skill: Understanding Characters; Figurative Language Target Strategy:



clarify comprehension, gather additional information, or deepen understanding of a topic or issue.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.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.)SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state 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.W.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Spelling:-spell words that are homophones-assess words that are homophones


Writing:-identify the characteristics of a good compare and contrast paragraph-use details that support the main idea-use a Venn Diagram to plan compare and contrast paragraphs-draft compare and contrast paragraphs-revise, edit and publish compare and contrast paragraphs

Extend:-Acquire and use domain-specific vocabulary-participate in conversations about a topic-recount an experience with facts and details-ask and answer questions about what a speaker says

Question

Journeys Unit 5-(Lessons 23-25) and Unit 6- (Lesson 26)


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).L.2.1d-Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).L.2.2d-Generalize learned spelling patterns when writing words (e.g., cage ? badge; boy ? boil).L.2.4c-Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).L.2.4d-Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).L.2.4e-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).RF.2.3d-Decode words with common prefixes and suffixes.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.

How is art connected to the past?


Teacher Read Aloud:-Listen to fluent reading-read with purpose and understanding-read with accuracy and feeling-retell ideas and details that you hear

Phonics:-apply knowledge of the common suffixes -y, -ly, -ful to read longer words-identify syllables in spoken words-build, blend and decode words with common suffixes -y, -ly, -ful-generalize spelling patterns to write words with suffixes -y, -ly, -ful -practice reading fluently, adjusting rate to purpose for reading-identify final syllables in spoken words-blend, build, and decode regularly spelled words with the common suffixes -y, -ly, -ful-reread on-level text with -y, -ly, -ful words with common suffixes and HFW with fluency or successive readings-identify words with the same final syllable-build, blend and decode regularly spelled words with final stable syllables -tion and -ture

High-Frequency Wordscoming, down, four, give, great, idea, knew, large, though, write

PhonicsSuffixes -y, -ly, -ful; Final Stable Syllables -tion, -ture

FluencyRate: Adjust rate to purpose

Target Vocabularyyarn, strands, spinning, dye, weave, sharpening, duplicated, delicious



RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.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-Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.RI.2.3-Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.RI.2.7-Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.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.SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.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.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.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.)SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.W.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

-review and decode homophones and words with common suffixes -y, -ly, and -ful

Introduce Vocabulary:-Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-use a glossary to determine or clarify meanings of words-find individual words in compound words-use knowledge of individual words to predict the meanings of unknown compound words Read and Comprehend:-draw conclusions about a text-summarize to draw conclusions-draw conclusions about a text-use a sequence of events to understand steps in a process-demonstrate understanding of how illustrations help clarify text-write a response to literature using information from the text and pictures-read text with -y, -ly, and -ful words, -tion and -ture words, and HFW-read and comprehend informational text-ask and answer questions about what your read-read independently from a "just right" book

Grammar:-identify when to use irregular verbs have, has, and had-identify when to use irregular verbs do, does, and did-identify when to use the present and past tenses of irregular verbs-review the forms of the verb be-review irregular verbs have, has, had, and do, does, did

Spelling:-spell words with suffixes-ly and -ful-assess words with suffixes-ly and -ful


Writing:-identify the characteristics of a good informational paragraph-use synonyms to explain information in a writer's own words-use a Flow Chart to plan the order of an informational paragraph-draft the topic sentence of an informational paragraph-revise, edit and publish an informational paragraph Extend:-Acquire and use domain-specific vocabulary-participate in conversations about a topic-add drawings or visual displays to a research project-ask and answer questions about what a speaker says

Vocabulary StrategiesCompound Words

GrammarIrregular Verbs

Spelling: Suffixes -y, -ly, -fulhelpful, sadly, hopeful, thankful, slowly, wishful, kindly, useful, safely, painful, mouthful, weakly

Writing:Informative Writing: Informational Paragraph

Comprehension Skills and StrategiesTarget Skill: Conclusions; Sequence of Events Target Strategy: Summarize

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).L.2.1d-Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).L.2.1f-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.2.2d-Generalize learned spelling patterns when writing words (e.g., cage ? badge; boy ? boil).L.2.4e-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).RF.2.3a-Distinguish long and short vowels when reading regularly spelled one-syllable words.RF.2.3b-Know spelling-sound correspondences for additional common vowel teams.RF.2.3c-Decode regularly spelled two-syllable words with long vowels.RF.2.3d-Decode words with common prefixes and suffixes.RF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.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-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.RL.2.3-Describe how characters in a story respond to major events and challenges.RL.2.6-Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.RL.2.7-Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.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.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.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.SL.2.4-Tell a story or recount an experience with appropriate facts

Why are some stories told over and over again?


Teacher Read Aloud:-Listen to fluent reading-read with accuracy-ask and answer questions about what a speaker says

Phonics:-count and name syllables in words--blend, build, and decode regularly spelled words with common prefixes re-, un-, over-, pre-, mis--write words with prefixes re-, un-, over-, pre-, mis--read decodable text with words with prefixes re-, un-, over-, pre-, mis- and HFW-practice reading on-level text fluently with expression on successive readings-reread text with words with prefixes re-, un-, over-, pre-, mis- and HFW for fluency practice-name first and final sounds in words with silent consonants-blend and decode words with silent consonants k(n), (g)n, w(r), (m)b-blend, build, and decode regularly spelled words with silent consonants k(n), (g)n, w(r), (m)b-decode and sort words with prefixes re-, un-, over-, pre-, mis- and words with suffixes -y, -ly, -ful

Introduce Vocabulary:-Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-use a dictionary to determine parts of speech for words-use knowledge of antonyms to determine word meanings-use word-learning strategies independently

Read and Comprehend:-identify cause and effect relationships-visualize story details as you read-describe the point of view of different characters-demonstrate understanding of character, plot, and setting-write a response to literature that gives an explanation-read on-level text with words containing prefixes re-, un-, over-, pre-, and mis-, words with silent consonants and HFW-read and comprehend informational text-ask and answer questions about what your read-read independently from a "just right" book

Grammar:-identify, form, and use irregular verbs run/ran, come/came, sit/sat, hide/hid, tell/told-identify, form, and use irregular verbs see/saw, go/went-identify, form, and use irregular verbs run/ran, come/came, sit/sat, hide/hid, tell/told see/saw, and go/went-review the use of commas with dates and place names-review and produce simple sentences with irregular verbs run/ran,

High-Frequency Wordsaway, began, brothers, brown, earth, here, learning, surprised, there, without

PhonicsPrefixes re-, un-, over-, pre-, mis-; Silent Consonants

FluencyExpression

Target Vocabularytumbling, flung, tangled, empty, swift, peacefully, stream, blazed

Vocabulary StrategiesAntonyms

GrammarIrregular Action Verbs

Spelling: Prefixes re-, un-unhappy, retell, untangle, unkind, repaint, refill, unlike, remake, unpack, reread, unlock, replay

Writing:Informative Writing: Research Report

Comprehension Skills and StrategiesTarget Skill: Cause and Effect; Point of View Target Strategy: Visualize



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.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.)SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.W.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.6-With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.W.2.8-Recall information from experiences or gather information from provided sources to answer a question.

come/came, sit/sat, hide/hid, tell/told see/saw, and go/went

Spelling:-spell words with prefixes re- and un--assess words with prefixes re- and un-


Writing:-identify the characteristics of a good research report-use exact details to help readers picture the subject-continue to plan a research report with a K-W-L chart-continue to plan a research report with a K-W-L chart and Flow Charts-continue to plan a research by reviewing and revising Flow Charts

Extend:-Acquire and use domain-specific vocabulary-participate in conversations about a topic-compare and contrast versions of the same story-tell a story or recount an experience with facts and details

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).L.2.1d-Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).L.2.2d-Generalize learned spelling patterns when writing words (e.g., cage ? badge; boy ? boil).L.2.2e-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.L.2.4a-Use sentence-level context as a clue to the meaning of a word or phrase.L.2.4e-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).RF.2.3d-Decode words with common prefixes and suffixes.RF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.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-Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.RI.2.3-Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

How do plants grow and change?


Teacher Read Aloud:-Listen to fluent reading-ask questions about what a speaker says-answer questions about what a speaker says

Phonics:-identify words with the inconsistent but common spelling-sound correspondences for /aw/: au, aw, al, o, a-substitute sounds in words to make new words-build, blend and decode words with au, aw, al, o, a-write words with au, aw, al, o, a-read decodable, on-level text with words with au, aw, al, o, a and HFW-practice reading fluently with understanding, using punctuation as clues for phrasing-read on-level text with words with au, aw, al, o, a and HFW for fluency practice-identify final syllable in words-write and decode words with common suffixes -y, -ly, -ful-read on-level text with au, aw, al, o, a words and HFW -decode and sort words with au, aw, al, o, a-read and match homophones

Introduce Vocabulary:-Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-talk about using an online dictionary-use sentence-level context as clues to the meaning of a word or

High-Frequency Wordsball, done, hear, learn, leaves, only, our, though, were, young

Phonicswords with au, aw, al, o, a


Target Vocabularygrain, pod, soak, soften, root, shoot, nutrition, tasty

Vocabulary StrategiesUsing Context

GrammarMore Irregular Action Verbs

Spelling: Words with aw, al, otall, saw, dog, draw, call, fall, soft, paw, ball, yawn,



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-Describe how reasons support specific points the author makes in a text.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.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.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.)SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.W.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.6-With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.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).

phrase

Read and Comprehend:-use text and graphic features to support understanding of a text-monitor understanding of a text and clarify and confusing parts-use text and graphic features to better understand text-recognize cause and effect relationships-write a reading response that gives an explanation-read and comprehend informational text-ask and answer questions about what your read-read independently from a "just right" book

Grammar:-identify, form, and use irregular verbs say/said and eat/ate-identify, form, and use the irregular verbs give/gave and take/took-identify, form, and use the irregular verbs say/said, eat/ate, give/gave and take/took-review and then use commas in a list of nouns and a list of verbs-review, form, and use irregular verbs say/said, eat/ate, give/gave and take/took

Spelling:-spell words with aw, al, o-assess words with aw, al, o


Writing:-begin to draft a research report-continue to draft a research report-final drafting and begin to revise a research report-revise, edit, and publish a research report

Extend:-Acquire and use domain-specific vocabulary-participate in conversations about a topic-describe steps in a process-follow rules for discussion-ask for clarification and explanation about topics under discussion-ask and answer questions about what a speaker says

log, small

Writing:Informative Writing: Research Report

Comprehension Skills and StrategiesTarget Skill: Text and Graphic Features; Cause and Effect Target Strategy: Monitor/Clarify

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).L.2.1e-Use adjectives and adverbs, and choose between them depending on what is to be modified.L.2.1f-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)

How do some animals change as they grow?


Teacher Read Aloud:-Listen to fluent reading-read with accuracy-retell key ideas and details from what you hear

Phonics:-segment sounds in words-identify words with the inconsistent but common spelling-sound correspondences for /oo/: oo, ew, ue, ou-build, blend and decode words with oo, ew, ue, ou

High-Frequency Wordsagain, ago, alone, don't, every, follow, goes, head, know, won't

Phonicswords with oo, ew, ue, ou

Fluency



L.2.2c-Use an apostrophe to form contractions and frequently occurring possessives.L.2.2d-Generalize learned spelling patterns when writing words (e.g., cage ? badge; boy ? boil).L.2.4a-Use sentence-level context as a clue to the meaning of a word or phrase.L.2.4e-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).RF.2.3d-Decode words with common prefixes and suffixes.RF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.2.6-Identify the main purpose of a text, including what the author wants to answer, explain, or describe.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.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-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.RL.2.3-Describe how characters in a story respond to major events and challenges.RL.2.5-Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.RL.2.7-Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.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.SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.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.SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.W.2.1-Write opinion pieces in which they introduce the topic or

-write words with oo, ew, ue, ou-read decodable, on-level text with words with words with oo, ew, ue, ou and HFW-practice reading fluently with understanding by reading words easily and correctly-identify sounds in words-identify, build and decode words with oo, ew, ue, ou-reread on-level text with oo, ew, ue and ou words and HFW for fluency practice-identify syllables in spoken words-blend and decode regularly spelled words with prefixes re-, un-, over-, pre-, and mis-, and suffixes -y, -ly, -ful-blend, build and decode words with the spelling-sound correspondences for /oo/: oo, ew, ue, ou-blend, build and decode words with prefixes re-, un-, over-, pre-, and mis-, and suffixes -y, -ly, -fu

Introduce Vocabulary:-Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-use a dictionary to learn how to pronounce a word-use sentence-level context as a clue to the meaning of a word or phrase-use glossaries and dictionaries, both print and digital, to determine or clarify meaning of words and phrases

Read and Comprehend:-identify setting, characters, and plot in a story-use text clues to figure out what the author means, or what might happen next-use text clues to figure out story parts, what the author means, or what might happen next-write a reading response that provides an explanation-read and comprehend literature-ask and answer questions about what your read-read independently from a "just right" book-self-correct word recognition

Grammar:-use apostrophes to form contractions for verbs with not-use apostrophes to form contractions for pronouns-use apostrophes to form contractions with not and with pronouns-review identifying adjectives that tell how things look, feel, taste, sound and smell-use apostrophes to form contractions

Spelling:-spell words with spelling patterns oo, ew,oo, ou-assess words with spelling patterns oo, ew,oo, ou

Accuracy: Connected Text

Target Vocabularyordinary, control, cage, upset, sensible, confused, training, suspiciously

Vocabulary StrategiesMultiple-Meaning Words

GrammarContractions

Spelling: Words with oo, ew, ue, ouroot, crew, spoon, few, bloom, grew, room, you, stew, boost, scoop, flew

Writing:Opinion Writing: Response Poem

Comprehension Skills and StrategiesTarget Skill: Story Structure; Conclusions Target Strategy: Infer/Predict

book they are writing about, state 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.W.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.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.


Writing:-identify the characteristics of a good response poem-use sensory language to describe-write rhyming couplets-revise, edit, and publish a response poem

Extend:-Acquire and use domain-specific vocabulary-participate in conversations about a topic-follow rules for discussions-build on what others say by linking comments to their remarks



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).L.2.1e-Use adjectives and adverbs, and choose between them depending on what is to be modified.L.2.1f-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.2.2c-Use an apostrophe to form contractions and frequently occurring possessives.L.2.2d-Generalize learned spelling patterns when writing words (e.g., cage ? badge; boy ? boil).L.2.4e-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).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).RF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.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.

How can you learn about animals that lived long ago?


Teacher Read Aloud:-Listen to fluent reading-ask questions about what a speaker says-answer questions about what a speaker says

Phonics:-match middle sounds in words-identify words with the inconsistent but common spelling-sound correspondence for /oo/: oo -build, blend and decode words with oo (book)-write words with /oo/-read on-level decodable text with words with /oo/ and HFW-practice reading fluently with appropriate intonation-identify, build, and decode regularly spelled words with /oo/-reread on-level text with words with oo and HFW for fluency practice-add sounds to words-blend and read singular and plural possessives-use apostrophes to form possessives-write and read singular and plural possessives-identify and sort words with inconsistent but common spelling-sound correspondences oo, ew, ue, ou

Introduce Vocabulary:

High-Frequency Wordsbuy, called, even, father, maybe, outside, tomorrow, town, water, where

Phonicswords with oo (book)

FluencyIntonation

Target Vocabularyexact, discovered, remove, growled, amazed, explained, guard, souvenirs

Vocabulary StrategiesShades of Meaning

GrammarWhat is an adverb?



RI.2.2-Identify the main topic of a multipara graph text as well as the focus of specific paragraphs within the text.RI.2.3-Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.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-Describe how reasons support specific points the author makes in a text.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.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.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.)SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state 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.W.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.W.2.4-(Begins in grade 3)W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.6-With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.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.

-Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-use a beginning dictionary to look up word meanings-distinguish shades of meaning among verbs-distinguish shades of meaning among adjectives

Read and Comprehend:-identify statements as fact or opinion-ask questions about a text before, during and after reading-identify an author's reason for writing-recognize facts and opinions-write a reading response that provides an explanation-read on-level decodable text with words with /oo/ and plural possessives and HFW-read and comprehend informational text-ask and answer questions about what your read-read independently from a "just right" book-read for fluency and intonation

Grammar:-identify and use adverbs that tell how-identify and use adverbs that tell when-identify and use adverbs that tell how and when-review when to use adjectives a and an and when to use adjectives with -er and -est-review how to identify and combine sentences using adverbs

Spelling:-spell words with spelling patterns oo (book)-assess words with spelling patterns oo (book)


Writing:-identify the characteristics of a good opinion paragraph-use adjectives to express ideas and descriptions more clearly-distinguish between fact and opinion-draft an opinion paragraph-revise, edit and publish an opinion paragraph

Extend:-Acquire and use domain-specific vocabulary-participate in conversations about a topic-participate in shared research and writing projects-gather information to answer a question

Spelling: Words with oo (book)took, books, foot, hoof, cook, nook, hood, wood, stood, hook, crook, cookbook

Writing:Opinion Writing: Opinion Paragraph

Comprehension Skills and StrategiesTarget Skill: Fact and Opinion; Author's Purpose Target Strategy: Question

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).L.2.1d-Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).L.2.1e-Use adjectives and adverbs, and choose between them depending on what is to be modified.L.2.2c-Use an apostrophe to form contractions and frequently occurring possessives.L.2.2d-Generalize learned spelling patterns when writing words (e.g., cage ? badge; boy ? boil).L.2.2e-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.L.2.4e-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).RF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.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-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.RL.2.3-Describe how characters in a story respond to major events and challenges.RL.2.5-Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.RL.2.6-Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.RL.2.7-Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.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.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.SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.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.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.SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See

What can you learn from reading a fairy tale?

Teacher Read Aloud:-Listen to fluent reading-read with purpose and understanding-ask and answer questions about what a speaker says

Phonics:-blend sounds in spoken words-identify words with the inconsistent but common spelling-sound correspondences for /ou/: ow, ou-build, blend and decode words with ow, ou-generalize spelling patterns to write words with ow, ou-read decodable text with words with ow, ou and HFW-practice reading fluently, grouping words to create phrases and natural pauses-build, blend and decode words with ow and ou-reread for fluency on-level text with ow, ou words and HFW-identify sounds in spoken words-identify, write, and read words with inconsistent but common spelling-sound correspondences for /aw/, /oo/, and /oo/-read on-level text with ow, ou words and HFW-blend, build and decode words with inconsistent but common spelling-sound correspondences for /ou/: ow, ou-review, decode, and sort words with /aw/, /oo/, and /oo/

Introduce Vocabulary:-Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-use a dictionary to find the part of speech of a word-identify how words are alike and different-classify and categorize words-use word-learning strategies independently

Read and Comprehend:-identify the order of events in a story-recount what happened in a story in order-use knowledge of characters and events to analyze and evaluate texts-compare and contrast characters and events-recount a story to determine its moral, lesson or message-write an opinion piece as a response to literature-read and comprehend literature-ask and answer questions about what your read-read independently from a "just right" book-self-correct word recognition

Grammar:-use apostrophes to form possessives with nouns that name one-use apostrophes to form possessives with nouns that

High-Frequency Wordsabove, enough, falling, happened, lived, loved, should, sorry, want, while

PhonicsVowel Diphthongs ow, ou

FluencyPhrasing: Natural Pauses

Target Vocabularytask, glimmering, served, content, worn, overjoyed, concealed, valuable

Vocabulary StrategiesClassify/Categorize

GrammarPossessive Nouns

Spelling: Vowel Diphthongs ow, oucow, house, town, shout, down, mouse, found, loud, brown, ground, pound, flower

Writing:Opinion Writing: Response Paragraph

Comprehension Skills and StrategiesTarget Skill: Sequence of Events; Compare and Contrast Target Strategy: Analyze/Evaluate



grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.)SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state 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.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.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).

name more than one-review using apostrophes to form possessives with nouns that name one and more than one-form and use the past tense of irregular verbs-use apostrophes to form possessive nouns that name one and more than one

Spelling:-spell words with spelling patterns ow and ou-assess words with spelling patterns ow and ou


Writing:-identify the characteristics of a good response paragraph-use only important details to support an opinion-use graphic features as a source of information-draft an opinion paragraph-revise, edit and publish a response paragraph

Extend:-Acquire and use domain-specific vocabulary-participate in conversations about a topic-compare and contrast versions of the same story-recount or describe key ideas or details from a story

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).L.2.1d-Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).L.2.2d-Generalize learned spelling patterns when writing words (e.g., cage ? badge; boy ? boil).L.2.4a-Use sentence-level context as a clue to the meaning of a word or phrase.L.2.4e-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).RF.2.3b-Know spelling-sound correspondences for additional common vowel teams.RF.2.3c-Decode regularly spelled two-syllable words with long vowels.RF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.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.

What good things happen when people work together?

Teacher Read Aloud:-Listen to fluent reading-retell important ideas from what you hear-retell important details from what you hear

Phonics:-learn spelling-sound correspondences for long vowels a and i, including vowel teams-identify and count syllables in words-build, blend and decode two-syllable words with long vowels a and i-generalize learned spelling patterns to write longer words with long vowels a and i-read on-level decodable text with longer /a/ and /i/ words and HFW-practice reading on-level text fluently with expression-blend, build, and decode two-syllable words with long vowels a, i, including words with vowel teams-reread on-level text with longer words with long vowels a, i and HFW-substitute vowel sounds in words-blend and decode words with oi, oy-generalize learned spelling patterns when writing-blend, build, and decode regularly spelled words with oi, oy-decode and sort two-syllable words with long a, i, and

High-Frequency Wordseight, near, once, paper, seven, upon, wash, who, woman, your

PhonicsRead Longer Words with Long Vowels a and i; Vowel Diphthongs oi, oy

FluencyExpression

Target Vocabularysearch, contained, startled, odd, leaned, tossed, grateful, village

Vocabulary Strategies



RL.2.2-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.RL.2.3-Describe how characters in a story respond to major events and challenges.RL.2.5-Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.RL.2.6-Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.RL.2.7-Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.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.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.SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.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.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.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.)SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state 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.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.8-Recall information from experiences or gather information from provided sources to answer a question.

words with ow, ou

Introduce Vocabulary:-Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-use a glossary to determine the meaning of words-use sentence-level context as a clue to a word's meaning-use glossaries and dictionaries, both print and digital, to determine or clarify meanings of words and phrases

Read and Comprehend:-identify characters' feelings and traits based on their actions, words, and relationships-summarize for understanding during reading-recognize the different points of view of different characters-recognize facts and opinions-write a reading response that provides an explanation-read on-level text with longer words with long vowels a and i, words with oi and oy, and HFW with accuracy and expression-read and comprehend literature-ask and answer questions about what your read-read independently from a "just right" book

Grammar:-learn how to identify and use possessive pronouns-learn how to identify and use more possessive pronouns-review how to identify and use possessive pronouns-form and use irregular verbs-review how to use possessive pronouns

Spelling:-spell words with spelling patterns ai, ay, igh, and y-assess words with spelling patterns ai, ay, igh, and y


Writing:-identify the characteristics of a response to literature-use examples to support reasons-continue to plan a response to literature-continue to plan a response paragraph

Extend:-Acquire and use domain-specific vocabulary-participate in conversations about a topic-recall information from experiences to answer a question

Antonyms

GrammarPossessive Pronouns

Spelling: Reading Longer Words with Long Vowels a and i;aim, snail, bay, braid, ray, always, gain, sly, chain, shy, bright, fright

Writing:Opinion Writing: Response Essay

Comprehension Skills and StrategiesTarget Skill: Understanding Characters; Point of View Target Strategy: Summarize

Journeys Unit 6- (Lesson 30)


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).L.2.1e-Use adjectives and adverbs, and choose between them depending on what is to be modified.L.2.2c-Use an apostrophe to form contractions and frequently occurring possessives.L.2.2d-Generalize learned spelling patterns when writing words (e.g., cage ? badge; boy ? boil).L.2.2e-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.L.2.3a-Compare formal and informal uses of English.L.2.4a-Use sentence-level context as a clue to the meaning of a word or phrase.L.2.4b-Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).L.2.4c-Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).L.2.4d-Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).L.2.4e-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).RF.2.3b-Know spelling-sound correspondences for additional common vowel teams.RF.2.3c-Decode regularly spelled two-syllable words with long vowels.RF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.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-Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.RI.2.3-Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.RI.2.4-Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.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-Describe how reasons support specific points the author makes in a text.RI.2.9-Compare and contrast the most important points presented by

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


Teacher Read Aloud:-Listen to fluent reading-read with accuracy and expression-retell important ideas and details -ask and answer questions about what a speaker says

Phonics:-learn spelling-sound correspondences for long vowels o and e, including vowel teams-identify and count syllables in words-build, blend and read two-syllable words with long vowels o and e-generalize learned spelling patterns when writing longer words with long vowels o and e-read on-level decodable text with longer /o/ and /e/ words and HFW-practice reading on-level text fluently, adjusting rate to the purpose for reading-blend, build, and decode two-syllable words with long vowels o, e, including words with vowel teams-reread on-level text with longer words with long o, e, and HFW for fluency practice-blend and decode regularly spelled words with the final stable syllable -le-generalize learned spelling patterns when writing-blend, build, and decode regularly spelled words with the final stable syllable -le-review, decode and sort longer words with long vowels o, e, a, and i, including words with vowel teams

Introduce Vocabulary:-Acquire and use vocabulary-use words and phrases acquired through conversations, reading and being read to, and responding to texts-identify real-life connections between words and their use-talk about using an on-line dictionary-use a know root word as a clue to the meaning of an unknown word-use sentence-level context to confirm a word's meaning

Read and Comprehend:-compare and contrast text details-visualize text details from pictures in the mind-use context to determine the meaning of unknown words-describe the connection in a series of historical events

High-Frequency Wordsalmost, dear, door, from, money, pushed, remember, sometimes, together, years

PhonicsReading Longer Words with Long Vowels o and e; Final Stable Syllable -le

FluencyRate: Adjust Rate to Purpose

Target Vocabularyinventions, remarkable, designed, amounts, accomplishments, achieve, composed, result

Vocabulary StrategiesRoot Words

GrammarChoose Between Adjectives and Adverbs

Spelling: Reading Longer Words with Long Vowels o and eseated, keeps, speed, seen, means, clean, groan, roast, bowls, crow, owe, grown

Writing:Opinion Writing: Response Essay

Comprehension Skills and StrategiesTarget Skill: Compare and Contrast; Using Context Target



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.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.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.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.)SL.2.1a-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).SL.2.1b-Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state 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.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.6-With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

-write a response to literature in the form of an opinion-read on-level decodable text with -le words and HFW with accuracy, purpose, and appropriate rate-read and comprehend informational text-ask and answer questions about what your read-read independently from a "just right" book-read aloud at an appropriate rate

Grammar:-use adjectives and adverbs, and choose between them-review how to form and use the past tense of irregular verbs

Spelling:-spell words with spelling patterns oa, ow, ee and ea-assess words with spelling patterns oa, ow, ee and ea


Writing:-begin to draft a response to literature-continue to draft a response to literature-finish drafting and begin to revise a response to literature-revise, edit and publish a response to literature

Extend:-Acquire and use domain-specific vocabulary-participate in conversations about a topic-follow rules for discussions-add drawings or visual displays to stories

Strategy: Visualize

web viewgrammar: -capitalize the ... rl.2.1-ask and answer such questions as who, what, where, when,...

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