2nd Grade Reading Wonders Curriculum UNITS 1-6 Director of ... Grade Reading...2nd Grade Reading Wonders Curriculum UNITS 1-6 Director of Curriculum: Robert Mungo Superintendent of

2nd Grade Reading Wonders Curriculum UNITS 1-6

Director of Curriculum: Robert Mungo Superintendent of Schools: James DiDonato

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Unit 1 : Friends and Family

Big Idea: How do families and friends learn, grow, and help one another?

__6-7 weeks to complete unit

Week 1: Friends Help Friends (Fantasy) __5-6_ days for week 1

Essential Question(s): How do friends depend on each other?

Vocabulary: actions nervously peered rescue afraid depends perfectly secret

READING

Common Core ELA Standards:

Know and apply grade level phonics RF.1.2, RF.2.3, L.1.4c Ask and answer questions about key details, using questions like, who, what, where, when, and why? RL.2.1 Use information from illustrations and print to demonstrate and understanding of characters, setting, or plot. RL.2.7 Recognize the features of fantasy in literature RL.2.1 Demonstrate and understanding of words meanings L.2.6 Read on-level text accurately and fluently RF.2.4b

INTRODUCE: Background Knowledge “The New Kid” – fiction/fantasy

TEACH: Close Read: Little Flap Learns to Fly - fiction/fantasy (390L) Mini Lesson: Visualize, key details, fantasy, inflectional endings

APPLY: Close Read and Paired Text: Help! A Story of Friendship - fiction/fantasy (410L) Crayons - Poem (NP)

DIFFERENTIATE: IRLA Level Readers/Small Group Instruction Individual conferences based on power goals Guided Reading (Each has a paired selection inside) A: Cat and Dog (230L)



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O: The Quest (340L) E: The Quest (300L) B: Class Pets (500L)

INTEGRATE:

Whole Group (10 minute introduction/overview)

Choice Centers Ideas- Vocabulary, Word Work (IRLA Power Words/ Grammar Skill/Spelling Sort), Writing Center (Choice Authentic Pieces) Computer Center (Reading Eggs/EPIC!), and Independent Reading Center

Small Group Instruction- Focus on Comprehension Skill/Strategy and RAPP Question

30 minutes of Independent Reading (IRLA level)

Individual Conferences with teacher/small group instruction based on power goals during IRLA reading time

SchoolPace will be utilized to input evidence, frequently assess students, and guide power goal setting

Research and Inquiry – depending on friends list T56-57 W.2.7, SL.2.1 Text Connections- comparing friends helping friends T58 RL.2.1 Writing About Reading- reflect on a selection T59 W.4.9

ASSESS: Weekly Assessment pgs. 1-11

Week 1 Assessments Reading: Key Details RL.2.1 Writing: Write about Text RL.2.1 Language: Inflectional Endings L.1.4c



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_6-7__ days to complete unit

Week 2: Families Around the World ( Realistic Fiction) __5-6_ days for week 1

Essential Question(s): How are families around the world the same and different?

Vocabulary: aside culture fair invited language plead scurried share

READING


Know and apply grade level phonics RF.1.2, RF.2.3, L.2.4c Describe how characters in a story respond to major events and challenges RL.2.3 Recognize the characteristics of realistic fiction RI. 2.5 Use information from illustrations and print to demonstrate and understanding of characters, setting, or plot. RL.2.7 Demonstrate and understanding of words meanings L.2.5 Read on-level text accurately and fluently RF.2.4b

INTRODUCE: Background Knowledge “Dinner at Alejandro’s”– fiction

TEACH: Close Read: Maria Celebrates Brazil – realistic fiction (460L) Mini Lesson: Visualize, character, setting, events, realistic fiction, and root words

APPLY: Close Read and Paired Text: Big Red Lollipop – realistic fiction (410L) “A Look at Families” – nonfiction (480L)

DIFFERENTIATE: Guided Reading (Each has a paired selection inside) A: Music In My Family (250L) O: Happy New Year (350L) E: Happy New Year ( 300L) B: I’m Down Under (560L)



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INTERGRATE: Whole Group Research and Inquiry –make a poster to compare countries T148-T149 SL.2.1, W.2.7 Text Connections- compare how families celebrate T150 RL.2.1 Writing About Reading- reflect on a selection T151 RL.2.5, W.2.8


Week 2 Assessments Reading: Character, setting, and Events RL.2.3 Writing: Writing about Text RL.2.3 Language: Root Words L.2.4c



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__6-7_ days to complete unit

Week 3: Pets Are Our Friends (Fiction) __5-6_ days for week 1

Essential Question(s): How can a pet be an important friend?

Vocabulary: decide different friendship glance proper relationship stares trade

READING


Know and apply grade level phonics RF.1.2, RF.2.3, L.1.4c Describe how characters in a story respond to major events and challenges RL.2.3 Recognize the characteristics fiction RI. 2.5 Use sentence level context as a clue to the meaning of a word or phrase L.2.4a Demonstrate and understanding of words meanings L.2.5 Read on-level text accurately and fluently RF.2.4b

INTRODUCE: Background Knowledge “My Partner and Friend”– Fiction

TEACH: Close Read: Finding Cal fiction (410L) Mini Lesson: Fiction, character, setting, events, sentence clues, ask and answer questions

APPLY: Close Read and Paired Text: Not Norman– fiction (450L) “My Puppy” – Poetry (NP)

DIFFERENTIATE: Guided Reading (Each has a paired selection inside) A: My Dog Loves Me (240L) O: A New Home for Henry (450L) E: A New Home for Henry ( 350L) B: Hello, Koko (510L)



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INTERGRATE: Whole Group Research and Inquiry –create a poster about an animal that can be a pet T240-T241 SL.2.1, W.2.7 Text Connections- compare pets in the two reading selections T242 RL.2.1 Writing About Reading- reflect on a selection T243 RL.2.5, W.2.8


Week 3 Assessments Reading: Character, setting, and Events: Use Illustrations RL.2.3, RL.2.7 Writing: Writing about Text RL.2.3 Language: Context Clues L.2.4a



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Week 4: Animals Need Our Care (Narrative Non-Fiction) __5-6_ days for week 1

Essential Question(s): How do we care for animals?

Vocabulary: allowed care excited needs roam safe wandered wild

READING


Know and Apply grade level phonics RF.1.2, RF.2.3, L.1.4c Ask and answer questions about key details, using questions like, who, what, where, when, and why? RI.2.1 Know and use various text features to locate key facts or information in a text. RI.2.5 Recognize the characteristics of narrative Non-Fiction RI. 2.5 Use a known root word as a clue to a unknown word L2.4C Demonstrate and understanding of words meanings L.2.5 Read on-level text accurately and fluently RF.2.4b

INTRODUCE: Background Knowledge “All Kinds of Vets” - Nonfiction

TEACH: Close Read: Taking Care of Pepper- Informational Text/Narrative nonfiction (520L) Mini Lesson: Key details, ask and answer questions; use photos, narrative non-fiction, root words

APPLY: Close Read and Paired Text: Lola and Tiva: An Unlikely Friendship (630L) “Animal Needs” – Informational Text/Interview (430L)

DIFFERENTIATE: Guided Reading (Each has a paired selection inside) A: People Helping Whales (240L) O: People Helping Whales (550L) E: People Helping Whales ( 360L)



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B: People Helping Whales (610L)

INTERGRATE: Whole Group Research and Inquiry –create a collage T332-333 SL.2.1, W.2.7 Text Connections- compare pets in the two selections T334 RL.2.1, SL.2.1 Writing About Reading- reflect on a selection T335 RI.2.1, RI.2.8, W.4.9


Week 4 Assessments Reading: Key Details: Use Photos RI.2.1, RI.2.5 Writing: Writing about Text RI.2.1, RI.2.5 Language: Root Words L.2.4c



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Week 5: Families Working Together(Expository Text) __5-6_ days for week 1

Essential Question(s): What happens when families work together?

Vocabulary: checks choose chores cost customers jobs spend tools

READING


Know and Apply grade level phonics RF.1.2, RF.2.3, L.1.4c Ask and answer questions about key details, using questions like, who, what, where, when, and why? RI.2.1 Identify the main topic of a multi-paragraph text RI.2.2 Know and use various text features to locate key facts or information in a text. RI.2.5 Recognize the characteristics of expository text RI. 2.5 Identify frequently occurring root words and their inflectional form. L1.4C Demonstrate and understanding of words meanings L.2.5 Read on-level text accurately and fluently RF.2.4b

INTRODUCE: Background Knowledge “Families Today” – Informational text

TEACH: Close Read: “Families Work!” Informational Text/Narrative nonfiction (500L) Mini Lesson: Key details, ask and answer questions, expository text, inflectional endings

APPLY: Close Read and Paired Text: Families Working Together (560L) “Why We Work” – Informational Text/Interview (510L)

DIFFERENTIATE: Guided Reading (Each has a paired selection inside) A: Families at Work (300L)



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O: Families at Work (400L) E: Families at Work ( 370L) B: Families at Work (630L)

INTERGRATE: Whole Group Research and Inquiry –job descriptions T422-T423 W.2.7, W.2.8, SL.2.1 Text Connections- compare families working T424 RI.2.1, W.4.9 Writing About Reading- reflect on a selection T425 W.4.9, RI.2.2, L.2.2


Week 5 Assessments

Reading: Key Details RI2.1 Writing: Writing about Text RI.2.1 Language: Inflectional Endings L.4c

Week 6 will be completed as a spiral review at the end of the year. This will allow more time for Reader’s

Theater and to dive deeper into the Research Inquiry projects.

Modifications:

Gifted and Talented:

Student choice for centers

Access to higher-level texts in IRLA library/ leveled readers

Strategic small groups based on IRLA level

Individual opportunities for work completion

Response to reading questions (increase paragraphs)

Individual conferences with the teacher based on power goal

Beyond level vocabulary words, spelling words, and assessments available

Research and Inquiry project

Special Education:

Key vocabulary terms related to unit focus will be reviewed and accompanied with visuals

Students will be provided with modified graphic organizers



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Teacher will guide students and model RAPP (Response to Reading) questions

Modifications will be followed as stated in IEP

Approaching level spelling words, vocabulary words, and assessment available

Students will be provided small group instruction to ensure understanding of concepts

Teachers will modify work when appropriate to meet individual needs

Students will have access to IRLA resources related to individual power goals

Teacher will present information using a multi-sensory approach

Strategic small group instruction based on IRLA levels

Differentiated work within centers

Individual conferences based on power goals

At Risk Students:


Teacher will frequently check on understanding and completion of work

Extension on completion of assignments

Modified amount based on individual needs

Provide student choice within centers

Deliver instruction based on student interests (choice centers)

Small group instruction

Positive praise/reinforcement


ELL/ESL:

Students will be provided ELL vocabulary visual cards to support new vocabulary words related to unit

Students will refer to visual vocabulary cards throughout unit

Modified graphic organizers

Peer collaboration and opportunities for partner work

Checklists with visuals will be provided to assist task completion

Repetition of routines and procedures will be emphasized to support learning

Relate content to culture when possible

Language Learning Opportunities

Cognate Word Wall

ELL Vocabulary Work

Read to Me books via EPIC for independent reading center

ELL/ESL:Grades 2-3 WIDA Can Do Descriptors:

● Listening: Process recounts by • Showing what happens next based on familiar oral stories (e.g., by pointing or drawing) • Drawing or providing other visual displays of



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people, animals, or objects in response to oral prompts ● Speaking: Recount by • Reproducing facts or statements in context • Participating in multi-media presentations based on research ● Reading: Process recounts by • Identifying key words and phrases in illustrated text ● Writing: Recount by • Listing ideas using graphic organizers • Describing visual Information



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Unit 2 : Animal Discoveries

Big Idea: How do animals play a part in the world around us?


Week 1: Animals and Nature (Realistic Fiction) __5-6_ days for week 1

Essential Question(s): How do animals survive?

Vocabulary: adapt climate eager freedom fresh sense silence shadows

READING


Know and apply grade level phonics RF.1.2, RF.1.3g, RF.2.3 Make predictions about stories and read to confirm or revise predictions RL.2.3 Describe the overall structure of a story RL.2.5 Recognize the features of realistic fiction RL.2.7 Determine the meaning of the new word formed when a know prefix is added L.2.4b Demonstrate and understanding of words meanings L.2.6 Read with sufficient accuracy and fluency to support comprehension RF.2.4b

INTRODUCE: Background Knowledge “Swamp Life” – fiction

TEACH: Close Read: “A Visit to the Desert” - realistic fiction (490L) Mini Lesson: Making predictions, character, setting, plot, realistic fiction, prefixes

APPLY: Close Read and Paired Text: Sled Dogs Run - realistic fiction (480L) Cold Dog, Hot Fox- informational text/expository (510L)

DIFFERENTIATE: Guided Reading (Each has a paired selection inside) IRLA Level Readers/Small Group Instruction Individual conferences based on power goals Differentiation within choice centers (ELL Vocabulary Words, Approaching Spelling Lists, Beyond Level texts, Power



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Word Lists based on IRLA level, Modified graphic organizers/ writing templates, EPIC! (Differentiation leveled texts online) A: Hippos at the Zoo (220L) O: Where Are They Going?(440L) E: Where Are They Going?(380L) B: An Arctic Life For Us (600L)

INTEGRATE: Whole Group







Research and Inquiry –Create a fact sheet about animals in hot and cold climates T56-57 SL.2.1, W.2.7 Text Connections- compare how the animals in the selections survived T58 RL.2.7 Writing About Reading - reflect on a selection T59 W.4.9


Week 1 Assessments Reading: Characters, Setting, Plot RL.2.5 Writing: Writing about Text RL.2.5 Language: Prefixes L.2.4b



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Unit 2 : Animals and Nature



Week 2: Animals in Stories (Fables) _5-6__ days for week 1

Essential Question(s): What can animals in stories teach us?

Vocabulary: believe delicious feast fond lessons remarkable snatch stories

READING


Know and apply grade level phonics RF.1.2, RF.1.3g, RF.2.3 Make predictions about stories and read to confirm or revise predictions RL.2.3 Analyze how and why individuals, events, and ideas develop over the course of the text R.CCR.3 Describe the overall structure of a story RL.2.5 Recognize the features of a fable from diverse cultures and determine their moral RL.2.2 Determine the meaning of unknown and multiple meaning words and phases from an array of strategies L.2.4 Demonstrate and understanding of words meanings L.2.6 Read with sufficient accuracy and fluency to support comprehension RF.2.4b

INTRODUCE: Background Knowledge “The Fox and the Crane” – fiction/fable

TEACH: Close Read: The Boy Who Cried Wolf fiction/fable (460L) Mini Lesson: Make, confirm, and revise predictions, characters, setting, plot, fables, and suffixes

APPLY: Close Read and Paired Text: “Wolf! Wolf!”- fiction/fable (580L) Cinderella and Friends – informational/expository (520L)

DIFFERENTIATE: Guided Reading (Each has a paired selection inside)



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A: The Cat and the Mice (220L) O: The Dog and the Bone (440L) E: The Dog and the Bone (320L) B: The Spider and the Homey Tree (590L)

INTEGRATE: Whole Group Research and Inquiry – make a chart to explain a fable T148 SL.2.1, RL.2.1 Text Connections- compare student read fables T150 RL.2.1, RL.2.2, RL.2.9 Writing About Reading- reflect on a selection T151 W.4.9


Week 2 Assessments Reading: Problem and Solution RL.2.3, RL.2.5 Writing: Writing about Text RL.2.5, RL.2.3 Language: Suffixes L.2.4b



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Week 3: Animal Habitats(Narrative Nonfiction) _5-6__ days for week 1

Essential Question(s): What are features of different animal habitats?

Vocabulary: buried escape habitat journey nature peeks restless spies

READING


Know and apply grade level phonics RF.1.2, RF.1.3g, RF.2.3, L.2.4b Analyze how and why individuals, events and ideas develop and interact over the course of the text. R.CCR.3 Make predictions about stories and read to confirm or revise predictions RL.2.3 Identify the main topic of a multi paragraph text RI.2.2 Recognize the features of narrative nonfiction RI.2.5 Determine the meaning of unknown and multiple meaning words and phases from an array of strategies L.2.4 Demonstrate and understanding of words meanings L.2.6 Read with sufficient accuracy and fluency to support comprehension RF.2.4b

INTRODUCE: Background Knowledge “Explore a Coral Reef” – Informational text

TEACH: Close Read: A Prairie Guard Dog - Informational text/Narrative nonfiction (480L) Mini Lesson: Make predictions, main topic and key details, narrative nonfiction

APPLY: Close Read and Paired Text: Turtle, Turtle, Watch Out! – informational (520L) At Home in the River– informational/expository (500L)




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A: A Tree Full of Life (310L) O: A Tree Full of Life (460L) E: A Tree Full of Life (410L) B: A Tree Full of Life (630L)

INTERGRATE: Whole Group Research and Inquiry – make animal and habitat cards T240-T241 SL.2.1, W.2.7 Text Connections- compare animal habitats from selections T242 W.2.2, RL.2.9 Writing About Reading- reflect on a selection T243 W.4.9


Week 3 Assessments Reading: Main Topic and Key Details RI.2.1, RI.2.2 Writing: Writing about Text RI.2.1. RI2.2 Language: Suffixes L.2.4b



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Week 4: Baby Animals (Expository Text) ___5-6 days for week 1

Essential Question(s): How are offspring like their parents?

Vocabulary: adult alive covered fur giant groom mammal offspring

READING


Know and apply grade level phonics RF.1.2, RF.1.3g, RF.2.3, L.2.4b Reread difficult sections to increase understanding RI.2.1 Identify the main topic and keys of a multi paragraph text RI.2.2 Recognize the features of expository text RI.2.5 Demonstrate and understanding of words meanings L.2.6 Read with sufficient accuracy and fluency to support comprehension RF.2.4b

INTRODUCE: Background Knowledge “Wild Animal Families” – Nonfiction

TEACH: Close Read: Eagles and Eagles- Informational Text/Expository(520L) Mini Lesson: Reread, main topic and key details, multiple meaning words, expository text

APPLY: Close Read and Paired Text: Baby Bears– nonfiction (590L) From Caterpillar to Butterfly– informational (560L)

DIFFERENTIATE: Guided Reading (Each has a paired selection inside) A: Animal Families (320L) O: Animal Families (490L) E: Animal Families (390L)



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B: Animal Families (600L)

INTERGRATE: Whole Group Research and Inquiry – make a Venn-diagram T332-T333 SL.2.1, W.2.7 Text Connections- compare selections to see how animals are like their parents T242 L.2.2, RL.2.1 Writing About Reading- reflect on a selection T335 W.4.9


Week 4 Assessments Reading: Main Idea and Key Details RI.2.1, RI.2.2 Writing: Writing about Text RI.2.1, RI.2.2 Language: Multiple Meaning Words L2.4c



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Big Idea: How do animals play a part in the world around us? __6-7_ days to complete unit

Week 5: Animals in Poems (Poetry ) __5-6_ days for week 1

Essential Question(s): What do we love about animals?

Vocabulary: Behave express, feathers, flapping

READING


Know and apply grade level phonics RF.1.2, RF.1.3g, RF.2.3, L.2.4a Ask and answer questions about key details, using questions like, who, what, where, when, and why? RL.2.1 Recognize the characteristics of rhythm and rhyming poetry RL.2.4 Recognize the features of poetry RI.2.5 Use glossary and dictionary both print and digital L.2.4e Demonstrate and understanding of words meanings L.2.6 Read with sufficient accuracy and fluency to support comprehension RF.2.4b

INTRODUCE: Background Knowledge “ The Furry Alarm Clock” - Poetry

TEACH: Close Read: “Cats and Kittens” – Poetry “Desert Camels” – Poetry “A Bat is Not a Bird”- Poetry (NP) Mini Lesson: Reread, key details, multiple meaning words, poetry

APPLY: Close Read and Paired Text: Beatles– poetry (NP) and Little Turtle- poetry (NP) Gray Goose- poetry (NP)




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A: Amira’s Petting Zoo (250L) O: Alice’s New Pet (470L) E: Alice’s New Pet (350L) B: Ava’s Animals (570L)

INTERGRATE: Whole Group Research and Inquiry – make a poetry anthology (collection) of favorite animal poems T422-T423 SL.2.1, SL.2.1a W.2.7 Text Connections- compare desert camels and the gray goose T424 RL.2.1 Writing About Reading- reflect on a selection T425 W.4.9


Week 5 Assessments Reading: Key Details RL.2.1 Writing: Writing about Text RL.2.1 Language: Multiple Meaning Words L2.4b



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Unit 2 Assessment Week __3_ days for assessment



Modifications:










Special Education:















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At Risk Students:










ELL/ESL:









Cognate Word Wall

ELL Vocabulary Work



● Listening: Process recounts by • Showing what happens next based on familiar oral stories (e.g., by pointing or drawing) • Drawing or providing other visual displays of people, animals, or objects in response to oral prompts ● Speaking: Recount by • Reproducing facts or statements in context • Participating in multi-media presentations based on research ● Reading: Process recounts by • Identifying key words and phrases in illustrated text ● Writing: Recount by • Listing ideas using graphic organizers • Describing visual information



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Unit 3 : Live and Learn

Big Idea: What have you learned about the world that surprises you?


Week 1: Earth’s Forces (Expository Text) __5-6_ days for week 1

Essential Question(s): How does the earth’s force affect us?

Vocabulary: amazing force measure objects proved speed true weight

READING


Know and apply grade level phonics RF.1.2, RF.2.3, L.2.6, RL.2.6 Ask and answer questions about key details, using questions like, who, what, where, when, and why? RI.2.1 Identify the main purpose of a text, including what the author wants to answer, explain, describe RI.2.6 Recognize the features of expository text in literature RI.2.5 Demonstrate and understanding of words meanings L.2.6 Read on-level text accurately and fluently RF.2.4b Write opinion pieces in which they introduce the topic, state an opinion, and supply reasons that support the opinion W.2.1

INTRODUCE: Background Knowledge “ Apples and Gravity” – nonfiction

TEACH: Close Read: Magnets Work! – informational/Expository (560L) Mini Lesson: Reread, author’s purpose, expository text, similes

APPLY: Close Read and Paired Text: I Fall Down - Nonfiction (560L) Move It! (530L)

DIFFERENTIATE: IRLA Level Readers/Small Group Instruction Individual conferences based on power goals Differentiation within choice centers (ELL Vocabulary Words, Approaching Spelling Lists, Beyond Level texts, Power Word Lists based on IRLA level, Modified graphic organizers/ writing templates, EPIC! (Differentiation leveled texts



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online) Guided Reading (Each has a paired selection inside) A: Forces at Work (220L) O: Forces at Work (460L) E: Forces at Work (360L) B: Forces at Work (600L)








Research and Inquiry – make a chart about pushes and pulls T56-57 W.2.7, SL.2.1, RI.2.1 Text Connections- compare how magnets are used in everyday life through both selections T58 RL.2.1 Writing About Reading- reflex on a selection T59 W.4.9


Week 4 Assessments Reading: Authors Purpose RI.2.6, RI2.8 Writing: Writing about Text RI.2.6, RI.2.8 Language: Similes L.2.6



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Week 2: Look at the Sky (Fiction) _5-6__ days for week 1

Essential Question(s): What can we see in the sky?

Vocabulary: adventures delighted dreamed enjoyed grumbled moonlight neighbor nighttime

READING


Know and apply grade level phonics RF.1.2, RF.2.3, L.1.4d Recognize the features of fiction in literature RL.2.1 Read on-level text accurately and fluently RL.2.4b Describe the overall structure of a story RL.2.5 Demonstrate and understanding of words meanings L.2.4

INTRODUCE: Background Knowledge “ The Hidden Sun” – fiction

TEACH: Close Read: Starry Night – fiction (540L) Mini Lesson: Reread, plot: sequence, fiction, compound words

APPLY: Close Read and Paired Text: Mr. Putter and Tabby See the Stars – fiction (580L) Day to Night - informational/expository text (550L)

DIFFERENTIATE: Guided Reading (Each has a paired selection inside) A: Special Sunset (200L) O: A Different Set of Stars (390L) E: A Different Set of Stars (330L) B: Shadows in the Sky (540L)



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INTERGRATE: Whole Group Research and Inquiry – make a chart about pushes and pulls T56-57 W.2.7, SL.2.1, RI.2.1 Text Connections- compare how magnets are used in everyday life through both selections T58 RL.2.1 Writing About Reading- reflex on a selection T59 W.4.9


Week 2 Assessments

Reading: Plot; Sequence RL.2.5 Writing: Writing about Text RL.2.5 Language: Compound Words L.2.4d



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Week 3: Ways people Help (Narrative Nonfiction) __5-6_ days for week 1

Essential Question(s): How can people help out their community?

Vocabulary: across borrow countryside ideas insists lonely solution villages

READING


Know and apply grade level phonics RF.1.2, RF.2.3, L.4.5c Ask and answer questions about key details, using questions like, who, what, where, when, and why? RI.2.1 Recognize the characteristics and text features of narrative nonfiction RI.2.5 Identify the main purpose of the text RI.2.6 Recognize the features of fiction in literature RL.2.1 Demonstrate and understanding of words meanings L.2.6 Read on-level text accurately and fluently RF.2.4b

INTRODUCE: Background Knowledge “ Color Your Community” – nonfiction

TEACH: Close Read: Ways People Help – Informational text/nonfiction (650L) Mini Lesson: Ask and answer questions, author’s purpose, narrative nonfiction, synonyms

APPLY: Close Read and Paired Text: Biblioburro: A True Story – Narrative nonfiction (700L) The Enormous Turnip – fiction/folktale (610L)

DIFFERENTIATE: Guided Reading (Each has a paired selection inside) A: City Communities (290L) O: City Communities (470L) E: City Communities (400L)



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B: City Communities (620L)

INTERGRATE: Whole Group Research and Inquiry – community helper list T240-241 W.2.7, SL.2.1, RI.2.1 Text Connections- compare helping T242 RI.2.1 Writing About Reading- reflex on a selection T243 W.4.9


Week 3 Assessments Reading: Author’s Purpose RI.2.6, RI.2.8 Writing: Writing about Text RI.2.6, RI.2.8 Language: Synonyms L2.5b



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Week 4: Weather Alert! (Expository) _5-6__ days for week 1

Essential Question(s): How does weather affect us?

Vocabulary: damage dangerous destroy events harsh prevent warning weather

READING


Know and apply grade level phonics RF.1.2, RF.2.3, L.4.5c Ask and answer questions about key details, using questions like, who, what, where, when, and why? RI.2.1 Identify the main topic of a multi-paragraph text RI.2.2 Recognize the characteristics and text features of expository text RI.2.5 Distinguish shades of meaning among closely related verbs and adjectives L.2.5b Demonstrate and understanding of words meanings L.2.6 Read on-level text accurately and fluently RF.2.4b

INTRODUCE: Background Knowledge “ Clouds All Around” – expository

TEACH: Close Read: Tornado! – Informational text/expository (660L) Mini Lesson: Ask and answer questions, main idea and key details, expository text, and antonyms

APPLY: Close Read and Paired Text: Wild Weather – Expository (670L) “Can You Predict the Weather?” – informational (610L)

DIFFERENTIATE: Guided Reading (Each has a paired selection inside) A: Weather All Around (290L)



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O: Weather All Around (470L) E: Weather All Around (400L) B: Weather All Around (620L)

INTERGRATE: Whole Group Research and Inquiry – make a safety poster T332-333 W.2.7, SL.2.1 Text Connections- compare how weather affects us T334 RI.2.1, L.2.2 Writing About Reading- reflex on a selection T335 W.4.9


Week 4 Assessments Reading: Main Idea and Key Details RI.2.1, RI.2.2 Writing: Writing about Text RI.2.1, RI.2.2 Language: Antonyms L.2.5



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Big Idea: What have you learned about the world that surprises you? __6-7_ days to complete unit

Week 5: Express Yourself (Expository) __5-6_ days for week 1

Essential Question(s): How do you express yourself?

Vocabulary: cheered concert instrument movement music rhythm sounds understand

READING


Know and apply grade level phonics RF.2.3, L.2.4b Ask and answer questions about key details, using questions like, who, what, where, when, and why? RI.2.1 Identify the main topic of a multi-paragraph text RI.2.2 Recognize the characteristics and text features of expository text RI.2.5 Demonstrate and understanding of words meanings L.2.6 Read on-level text accurately and fluently RF.2.4b

INTRODUCE: Background Knowledge “Why People Drum” – expository

TEACH: Close Read: They’ve Got the Beat –expository (620L) Mini Lesson: Ask and answer questions, main idea and key details, expository text, and prefixes

APPLY: Close Read and Paired Text: Many Ways to Enjoy Music – Expository (680L) “A Musical Museum” – informational (640L)

DIFFERENTIATE: Guided Reading (Each has a paired selection inside) A: The Sounds of Trash (410L) O: The Sounds of Trash (530L)



34

E: The Sounds of Trash (380L) B: The Sounds of Trash (590L)

INTERGRATE: Whole Group Research and Inquiry – musical instrument presentation T422-423 W.2.7, SL.2.1 Text Connections- compare how people express themselves T424 RI.2.1 Writing About Reading- reflex on a selection T425 W.4.9


Week 5 Assessments Reading: Main Idea and Key Details RI.2.1, RI.2.2 Writing: Writing about Text RI.2.1, RI.2.2 Language: Prefixes L.2.6



35




Modifications:










Special Education:













At Risk Students:





36








ELL/ESL:









Cognate Word Wall

ELL Vocabulary Work






37

Unit 4: Our Life, Our World

Big Idea: How do different environments make the world an interesting place?


Week 1: Different Places (Expository ) _5-6__ days for week 1

Essential Question(s): What makes different parts of the world different?

Vocabulary: eerie lively seasons growth location template layers region

READING


Know and apply grade level phonics RF.2.3 Read on-level text accurately and fluently RF.2.4b Ask and answer questions about key details, using questions like, who, what, where, when, and why? RI.2.1 Describe the connection between a series of historical events, scientific ideas, or steps in technical procedures in a text RI.2.3 Recognize the features of expository text in literature RI.2.5 Demonstrate and understanding of words meanings L.2.6 Participate in shared research and writing projects W.2.7

INTRODUCE: Background Knowledge “Where Do You Live?” – expository

TEACH: Close Read: Alaska: A Special Place Mini Lesson: Reread, compare and contrast, expository text, and compound words

APPLY: Close Read and Paired Text: Rain Forests – informational/expository text (580L) “ African Savannas” - informational/expository text (680L)

DIFFERENTIATE: IRLA Level Readers/Small Group Instruction Individual conferences based on power goals Differentiation within choice centers (ELL Vocabulary Words, Approaching Spelling Lists, Beyond Level texts, Power Word Lists based on IRLA level, Modified graphic organizers/ writing templates, EPIC! (Differentiation leveled texts online)



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Guided Reading (Each has a paired selection inside) A: Rocky Mountain National Park (320L) O: Rocky Mountain National Park (540L) E: Rocky Mountain National Park (430L) B: Rocky Mountain National Park (630L)








Research and Inquiry – make a visual display T54-55 W.2.7, SL.2.1 Text Connections- compare regions T56 RI.2.1 Writing About Reading- reflect on a selection T57 W.4.9


Week 1 Assessments

Reading: Connections within Text/Compare and Contrast RI.2.3, RI2.9 Writing: Writing about Text RI.2.3, RI.2.9 Language: Compound Words L.2.4d



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Unit 4 : Our Life, Our World

Big Idea: How do different environments make the world an interesting place


Week 2: Earth Changes (Expository) _5-6__ days for week 1

Essential Question(s): How does the earth change?

Vocabulary: Active earth explore Island local

READING


Know and apply grade level phonics RF.2.3 Recognize the features of expository text RI.2.5 Describe the connection between a series of historical events, scientific ideas, or steps in technical procedures in a text RI.2.3 Read on-level text accurately and fluently RF.2.4b Describe the overall structure of a story RL.2.5 Demonstrate and understanding of words meanings L.2.6

INTRODUCE: Background Knowledge “Earth Changes” - expository

TEACH: Close Read: Into the Sea –expository (650L) Mini Lesson: Reread, cause and effect, expository text, context clues

APPLY: Close Read and Paired Text: Volcanoes – informational/expository (680L) To The Rescue - informational/expository (750L)

DIFFERENTIATE: Guided Reading (Each has a paired selection inside) A: Earthquakes (350L) O: Earthquakes (530L) E: Earthquakes (430L) B: Earthquakes (630L)



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INTERGRATE: Whole Group Research and Inquiry – make a summary and chart T144-145 W.2.7, SL.2.1 Text Connections- compare how earth changes T146 RI.2.1, RI.2.3 Writing About Reading- reflect on a selection T147 W.4.9


Week 2 Assessments

Reading: Connections within text: Cause and Effect RI.2.3 Writing: Writing about Text RI.2.3 Language: context Clues L.2.4d



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Week 3: Our Culture Makes Us Special (Realistic Fiction) __5-6_ days for week 1

Reading Essential Question(s): How are kids around the world different?

Vocabulary: common costume customs favorite parade surrounded travels wonder


Know and apply grade level phonics RF.2.3 Identify who is telling the story RL.1.6 Describe the overall structure of a story RL.2.5 Respond to how characters in a story respond to major events and challenges RL.2.3 Use information gained from the illustration and words to demonstrate understanding of characters setting or plot RL.2.7 Demonstrate and understanding of words meanings L.2.6 Read on-level text accurately and fluently RF.2.4b

INTRODUCE: Background Knowledge “My New School” – realistic fiction

TEACH: Close Read: Happy New Year! – realistic fiction (590L) Mini Lesson: Visualization, compare and contrast, realistic fiction, similes

APPLY: Close Read and Paired Text: Dear Primo: A Letter to my Cousin – realistic fiction (610L) “Games Around the World” – informational/expository (600L)

DIFFERENTIATE: Guided Reading (Each has a paired selection inside) A: Sharing Cultures (350L) O: A New Life in India (480L) E: A New Life in India (440L) B: Akita and Carlo (620L)



42

INTERGRATE: Whole Group Research and Inquiry – pick a game T234-235 W.2.7, SL.2.1, RI.2.1 Text Connections- compare celebrations T236 RL.2.1 Writing About Reading- reflect on a selection T237 W.4.9


Week 3 Assessments

Reading: Plot: Compare and Contrast RL.2.3, RL.2.9 Writing: Writing about Text RL.2.3, RL.2.9 Language: Similes L2.6



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Week 4: Folktales About Nature (Folktale/Drama) _5-6__ days for week 1

Essential Question(s): How can we understand nature?

Vocabulary: ashamed boast dash holler plenty similarities victory wisdom

READING


Know and apply grade level phonics RF.2.3 Recount stories including fables and folktales from diverse cultures, and determine their moral RL.2.2 Acknowledge points of view RL.2.6 Use information gained illustrations and print to demonstrate understanding of its characters setting or plot RL.2.7 Determine or clarify the meaning of unknown and multiple meaning words or phrases choosing from an array of strategies L.2.4 Demonstrate and understanding of words meanings L.2.6 Read on-level text accurately and fluently RF.2.4b

INTRODUCE: Background Knowledge “ How Thunder and Lightning Came to Be” – folktale/drama

TEACH: Close Read: Why the Sun and the Moon Live in the Sky – play (NP) Mini Lesson: Visualization, theme, drama, root words

APPLY: Close Read and Paired Text: How the Beetle Got Her Colors – folktale/drama (NP)

How the Finch Got Its Colors – fiction/folktale (600L)



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DIFFERENTIATE: Guided Reading (Each has a paired selection inside) A: Why Turtles Live in Water (290L) O: How Butterflies Came to Be (440L) E: How Butterflies Came to Be (340L) B: Why Spiders Have 8 Thin Legs (600L)

INTERGRATE: Whole Group Research and Inquiry – write an illustrative folktaleT324-325 W.2.7, SL.2.1 Text Connections- compare different cultures T326 RL.2.1, SL.2.1 Writing About Reading- reflect on a selection T327 W.4.9


Week 4 Assessments Reading: Theme RL.2.2 Writing: Writing about Text RL.2.2 Language: Root Words RL.2c

Unit 4: Our Life, Our World



Week 5: Poems About Nature (Free Verse) _5-6__ days for week 1

Essential Question(s): What excites us about nature?

Vocabulary: drops excite outdoors pale

READING


Know and apply grade level phonics RF.2.3, Identify and use similes L.2.6 Read on-level text accurately and fluently RF.2.4b



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Recount stories including fables and folktales from diverse cultures, and determine their moral RL.2.2 Recognize the features of a free verse poem RL.2.10

INTRODUCE: Background Knowledge “Redwood National Forrest” “The Amazing Meadow” “The Sahara Desert”

TEACH: Close Read: “”Snow Shape”, “Nature Walk”, “In the Sky” – poetry (NP) Mini Lesson: Visualization, theme, free verse, similes

APPLY: Close Read and Paired Text: “April Rain Song” and “Rain Poem” – poetry (NP) “Helicopters” and “Windy Trees” – poetry (NP)

DIFFERENTIATE: Guided Reading (Each has a paired selection inside) A: A Hike in the Woods (340L) O: A Little World (500L) E: A Little World (400L) B: Star Party (590L)

INTERGRATE: Whole Group Research and Inquiry – research a poem T414-415 W.2.7, SL.2.1, SL.2.1a Text Connections- compare nature poems T416 RI.2.1 Writing About Reading- reflect on a selection T417 W.4.9


Week 5 Assessments Reading: Theme RL2.2 Writing: Writing about Text RL.2.2 Language: Similes L2.6



46




Modifications:










Special Education:















47

At Risk Students:










ELL/ESL:









Cognate Word Wall

ELL Vocabulary Work






48

Unit 5: Let’s Make a Difference

Big Idea: How can people make a difference?


Week 1: Being a Good Citizen (Realistic Fiction) ___5-6 days for week 1

Essential Question(s): What do good citizens do?

Vocabulary: champion determined issues promises responsibility rights volunteered votes

READING


Know and apply grade level phonics RF.2.3 Read on-level text accurately and fluently RF.2.4b Recount stories including fables and folktales from diverse cultures, and determine their moral RL.2.2 Acknowledge points of view and recognize the features of realistic fiction in literature RL.2.6 Determine or clarify the meaning of unknown and multiple meaning words or phrases choosing from an array of strategies L.2.4 Demonstrate and understanding of words meanings L.2.6

INTRODUCE: Background Knowledge “A Boy Named Martin” – realistic fiction

TEACH: Close Read: A Difficult Decision - realistic fiction Mini Lesson: Summarize, point of view, realistic fiction, suffixes

APPLY: Close Read and Paired Text: Grace for President – realistic fiction (580L) “ Helping to Make Smiles” - informational/nonfiction narrative (520L)

DIFFERENTIATE: IRLA Level Readers/Small Group Instruction Individual conferences based on power goals Differentiation within choice centers (ELL Vocabulary Words, Approaching Spelling Lists, Beyond Level texts, Power Word Lists based on IRLA level, Modified graphic organizers/ writing templates, EPIC! (Differentiation leveled texts online)



49

Guided Reading (Each has a paired selection inside) A: Fixing the Playground (340L) O: The Food Crew (480L) E: The Food Crew (430L) B: How Many Greats? (620L)








Research and Inquiry – make a poster T54-55 W.2.8, SL.2.1 Text Connections- compare a the two good citizens T56 RI.2.1 Writing About Reading- reflect on a selection T57 W.4.9, RL.2.6, L.2.2


Week 1 Assessments

Reading: Point of View RL.2.6 Writing: Writing about Text RL.2.6 Language: Suffixes L.2.4b



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Week 2: Cooperation Works (Fiction) __5-6_ days for week 1

Essential Question(s): How do people get along?

Vocabulary: amused cooperate describe entertain imagination interact patient peaceful

READING


Know and apply grade level phonics RF.2.3 Read on-level text accurately and fluently RF.2.4b Describe the overall structure of a story RL.2.5 Acknowledge points of view and recognize the features of realistic fiction in literature RL.2.6 Determine or clarify the meaning of unknown and multiple meaning words or phrases choosing from an array of strategies L.2.4 Demonstrate and understanding of words meanings L.2.6 Summarize the key supporting details and ideas R.CCR.2

INTRODUCE: Background Knowledge “My First Day” – fiction

TEACH: Close Read: Soccer Friends - fiction Mini Lesson: Summarize, point of view, fiction, and idioms

APPLY: Close Read and Paired Text: Once Upon a Baby Brother –fiction (560L) “ Bully-Free Zone” – informational text/expository (640L)

DIFFERENTIATE: Guided Reading (Each has a paired selection inside) A: Rainy Day (350L) O: Thirteen is a Crowd (500L) E: Thirteen is a Crowd (400L) B: Partners (660L)



51

INTERGRATE: Whole Group Research and Inquiry – write a script T144-145 W.2.7, SL.2.1 Text Connections- compare ways to cooperate T146 RI.2., SL2.1 Writing About Reading- reflect on a selection T57 W.4.9, RL.2.6, L.2.2


Week 2 Assessments Reading: Point of View RL.2,6 Writing: Writing about Text RL.2.6 Language: Idioms L.4.5b




Week 3: Our Heroes (Biography ) _5-6__ days for week 1

Essential Question(s): What do heroes do?

Vocabulary: agree challenging discover heroes interest perform study succeed

READING


Know and apply grade level phonics RF.2.3 Read on-level text accurately and fluently RF.2.4b Describe the connection between a series of historical events, scientific ideas, or steps in technical procedures in a text RI.2.3 Recognize the features of a biography in literature RI.2.5 Determine or clarify the meaning of unknown and multiple meaning words or phrases choosing from an array of strategies L.2.4 Demonstrate and understanding of words meanings L.2.6 Summarize the key supporting details and ideas R.CCR.2



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INTRODUCE: Background Knowledge “A Hero On and Off Skis” – informational text/biography

TEACH: Close Read: Cesar Chavez - informational text/biography Mini Lesson: Summarize, sequence, biography, and synonyms

APPLY: Close Read and Paired Text: Brave Bessie – informational text/biography (650L) “ The Ledged of Kate Shelley” – fiction/legend (640L)

DIFFERENTIATE: Guided Reading (Each has a paired selection inside) A: Rudy Garcia (380L) O: Rudy Garcia (550L) E: Rudy Garcia (470L) B: Rudy Garcia (640L)

INTERGRATE: Whole Group Research and Inquiry – write a speech T234-235 W.2.7, SL.2.1 Text Connections- compare heroes T236 RI.2. Writing About Reading- reflect on a selection T57 W.4.9, W.2.2, RL.2.3


Week 3 Assessments Reading: Sequence RI.2.3 Writing: Writing about Text RL.2.5 Language: Synonyms L.4.5c



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Week 4: Preserving Our Earth (Fiction) __5-6_ days for week 1

Essential Question(s): How can we protect the Earth?

Vocabulary: curious distance Earth resources enormous gently proudly rarely supply

READING


Know and apply grade level phonics RF.2.3 Read on-level text accurately and fluently RF.2.4b Respond to how characters in a story respond to major events and challenges RL.2.3 Describe the overall structure of a story RL.2.5 Determine or clarify the meaning of unknown and multiple meaning words or phrases choosing from an array of strategies L.2.4 Demonstrate and understanding of words meanings L.2.6

INTRODUCE: Background Knowledge “Clean Water” – fiction

TEACH: Close Read: “The Art Project” - fiction Mini Lesson: Make predictions, problem and solution, fiction

APPLY: Close Read and Paired Text: The Woodcutter’s Gift –fiction (690L) “ Earth’s Resources” – informational text/expository (640L)

DIFFERENTIATE: Guided Reading (Each has a paired selection inside) A: Let’s Carpool (350L) O: Our Beautiful Tree (550L) E: Our Beautiful Tree (470L) B: Family Night Unplugged (640L)



54

INTERGRATE: Whole Group Research and Inquiry – recycle chart T324-325 W.2.7, SL.2.1 Text Connections- compare helping earth T326 RI.2.3 Writing About Reading- reflect on a selection T57 W.4.9,RL.2.3


Week 4 Assessments Reading: Problem and Solution RL.2.5 Writing: Writing about Text RL.2.5 Language: Homophones L2.4



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Week 5: Rights and Rules (Expository Text) _5-6__ days for week 1

Essential Question(s): Why are rules important

Vocabulary: exclaimed finally form history public rules united writers

READING


Know and apply grade level phonics RF.2.3 Read on-level text accurately and fluently RF.2.4b Describe the connection between a series of historical events, scientific ideas, or steps in technical procedures in a text RI.2.3 Recognize the features of expository text in literature RI.2.5 Determine or clarify the meaning of unknown and multiple meaning words or phrases choosing from an array of strategies L.2.4 Demonstrate and understanding of words meanings L.2.6

INTRODUCE: Background Knowledge “Town Rules” – informational text

TEACH: Close Read: “Visiting the Past” – informational text Mini Lesson: Make predictions, cause and effect, expository text, and multi-meaning words

APPLY: Close Read and Paired Text: Setting the Rules –expository text (610L) “ American Symbols” – informational text/expository (650L)

DIFFERENTIATE: Guided Reading (Each has a paired selection inside) A: Government Rules (460L) O: Government Rules (540L) E: Government Rules (490L) B: Government Rules (670L)



56

INTERGRATE: Whole Group Research and Inquiry – make a model T414-415 W.2.7, SL.2.1 Text Connections- compare rules T326 RI.2.3 Writing About Reading- reflect on a selection T57 W.4.9,RL.2.3


Week 5 Assessments Reading: Cause and Effect RI.2.5 Writing: Writing about Text RI.2.5 Language: Multiple Meaning Words L2.6



57




Modifications:










Special Education:















58

At Risk Students:










ELL/ESL:









Cognate Word Wall

ELL Vocabulary Work






59

Unit 6: How on Earth?

Big Idea: What keeps our world working?


Week 1: Plant Myths and Facts (Myths) ___5-6 days for week 1

Essential Question(s): What do myths help us understand about plants?

Vocabulary: appeared crops develop edge golden rustled shining stages

READING


Demonstrate understanding of spoken words, syllables, and sounds RF.1.2 Know and apply grade level phonics RF.2.3 Read on-level text accurately and fluently RF.2.4b Recount stories including fables and folktales from diverse cultures, and determine their moral RL.2.2 Acknowledge points of view and recognize the features of realistic fiction in literature RL.2.6 Determine or clarify the meaning of unknown and multiple meaning words or phrases choosing from an array of strategies L.2.4 Demonstrate and understanding of words meanings L.2.6

INTRODUCE: Background Knowledge “The Blue Bell” – Myth

TEACH: Close Read: “Why Fir Trees Keep His Leaves”- Myth Mini Lesson: Reread, Theme, Myth, and Context Clues

APPLY: Close Read and Paired Text: The Golden Flower – fiction myth (590L) “ A Pumpkin Plant” - informational/expository (600L)

DIFFERENTIATE: IRLA Level Readers/Small Group Instruction Individual conferences based on power goals Differentiation within choice centers (ELL Vocabulary Words, Approaching Spelling Lists, Beyond Level texts, Power



60

Word Lists based on IRLA level, Modified graphic organizers/ writing templates, EPIC! (Differentiation leveled texts online) Guided Reading (Each has a paired selection inside) A: The Apples of Idun (400L) O: Hercules and the Golden Apple (550L) E: Hercules and the Golden Apple (440L) B: Demeter and Persephone (630L)

INTERGRATE: Whole Group







Research and Inquiry – create a plant booklet T54-55 W.2.8, SL.2.1 Text Connections- compare plants T56 RI.2.1 Writing About Reading- reflect on a selection T57 W.4.9, RL.2.6, L.2.2


Week 1 Assessments Reading: Theme RL.2.2 Writing: Writing about Text RL.2.2 Language: Sentence Clues L.2.4a



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Week 2: We Need Energy (Expository) __5-6_ days for week 1

Essential Question(s): How do we use energy?

Vocabulary: electricity energy flows haul power silent solar underground

READING


Demonstrate understanding of key details RI.2.1 Identify the main topic of a multi-paragraph text RI.2.5 Explain how specific images contribute to clarify a text RI.2.7 Describe how reasons support specific points the author makes in a text RI.2.8 Demonstrate understanding of spoken words, syllables, and sounds RF.1.2 Know and apply grade level phonics RF.2.3 Read on-level text accurately and fluently RF.2.4b Acknowledge points of view and recognize the features of realistic fiction in literature RL.2.6 Determine or clarify the meaning of unknown and multiple meaning words or phrases choosing from an array of strategies L.2.4 Demonstrate and understanding of words meanings L.2.6

INTRODUCE: Background Knowledge “How Does Energy make Your Hair Stand Up” - Informational

TEACH: Close Read: “Pedal Power” - Informational Mini Lesson: Reread, Author’s Purpose, Expository Text, and Paragraph Clues

APPLY: Close Read and Paired Text: My Light –Informational (680L) “ The Power of Water ” – informational text/expository (650L)

DIFFERENTIATE: Guided Reading (Each has a paired selection inside) A: Wind Power (440L) O: Wind Power (550L) E: Wind Power (490L)



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B: Wind Power (690L)

INTERGRATE: Whole Group Research and Inquiry – create a slide show T144-145 W.2.7, SL.2.1 Text Connections- compare forms of energy T146 RI.2., SL2.1 Writing About Reading- reflect on a selection T147 W.4.9, RL.2.6, L.2.2

ASSESS: Weekly Assessment pgs. 313- 323

Week 2 Assessments Reading: Author’s Purpose RI.2.6, RI.2.8 Writing: Writing about Text RI.2.6, RI.2.8 Language: Paragraph Clues L.4.4a




Week 3: Team Up to Explore (Informational) _5-6__ days for week 1

Essential Question(s):

Why is teamwork important? Vocabulary: exploration important machines prepare repair result scientific teamwork

READING


Demonstrate understanding of key details RI.2.1 Identify the main topic RI.2.2 Identify the main purpose of a text RI.2.6 Explain how specific images contribute to clarify a text RI.2.7 Describe how reasons support specific points the author makes in a text RI.2.8 Demonstrate understanding of spoken words, syllables, and sounds RF.1.2



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Know and apply grade level phonics RF.2.3 Read on-level text accurately and fluently RF.2.4b Acknowledge points of view and recognize the features of realistic fiction in literature RL.2.6 Determine or clarify the meaning of unknown and multiple meaning words or phrases choosing from an array of strategies L.2.4 Demonstrate and understanding of words meanings L.2.6

INTRODUCE: Background Knowledge “Teamwork In Space” – informational text/ Expository

TEACH: Close Read: Dive Teams - informational text/expository Mini Lesson: Summarize, Main Ideas and Key Details, Expository Text, and Greek and Latin Roots

APPLY: Close Read and Paired Text: Astronaut Handbook – informational text/expository (790L) “ Teamwork to the Top” – narrative non-fiction (720L)

DIFFERENTIATE: Guided Reading (Each has a paired selection inside) A: Digging for Sue (430L) O: Digging for Sue (550L) E: Digging for Sue (470L) B: Digging for Sue (670L)

INTERGRATE: Whole Group Research and Inquiry – plan a trip T234-235 W.2.7, SL.2.1 Text Connections- compare teamwork T236 RI.2. Writing About Reading- reflect on a selection T237 W.4.9, W.2.2, RL.2.3


Week 3 Assessments Reading: Main Idea and Key Details RI.2.1, RI.2.2, RI.2.6, RI.2.8 Writing: Writing about Text RI.2.1, RI.2.2, RI.2.6, RI.2.8 Language: Greek and Latin Roots L.4.4b



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Week 4: Money Matters (Expository) __5-6_ days for week 1

Essential Question(s): How do we use money?

Vocabulary: invented money prices purchased record system value worth

READING


Understanding of spoken words, syllables, and sounds RF.1.2 Know and apply grade level phonics RF.2.3 Read on-level text accurately and fluently RF.2.4b Describe the connection between a series of historical events, scientific ideas, or steps in a text RI2.3 Recognize the characteristics and text features of expository text RI.2.5 Determine or clarify the meaning of unknown and multiple meaning words or phrases choosing from an array of strategies L.2.4 Demonstrate and understanding of words meanings L.2.6 Clarify the meaning of unknown words L.4.4a

INTRODUCE: Background Knowledge “Keep the Change” - informational

TEACH: Close Read: “The Life of a Dollar Bill” – informational Mini Lesson: Summarize, problem and solution, expository text, paragraph clues

APPLY: Close Read and Paired Text: Money Madness –informational (780L) “ King Midas and Golden Touch” – fiction/myth (720L)

DIFFERENTIATE: Guided Reading (Each has a paired selection inside) A: How to be a Smart Shopper (450L) O: How to be a Smart Shopper (540L) E: How to be a Smart Shopper (500L) B: How to be a Smart Shopper (680L)



65

INTERGRATE: Whole Group Research and Inquiry – discuss money T324-325 W.2.7 Text Connections- compare how people use money T326 RI.2.1 Writing About Reading- reflect on a selection T327 W.4.9,RI.2.3, RI.2.5


Week 4 Assessments Reading: Problem and Solution RI.2.3 Writing: Writing about Text RI.2.3 Language: Paragraph Clues L.4.4a



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Week 5: The World of Ideas (Poetry) _5-6__ days for week 1

Essential Question(s): Where can your imagination take you?

Vocabulary: Create dazzling imagination seconds

READING


Understanding of spoken words, syllables, and sounds RF.1.2 Know and apply grade level phonics RF.2.3 Read on-level text accurately and fluently RF.2.4b Describe how words and phrases supply rhythm and meaning in a story, poem ,or song RL2.4 Describe the overall structure of a story RL.2.5 Acknowledge differences in the points of view of characters RL2.6 By the end of the year, read and comprehend literature, in the grades 2-3 text complexity band proficiently RL.2.10 Demonstrate and understanding of words meanings L.2.6

INTRODUCE: Background Knowledge “Give me a Brown Box” – poetry

TEACH: Close Read: “A Box of Crayons,” ”What Story is this,” “The Ticket”” – poetry Mini Lesson: Rhyme, point of view, poetry, and metaphors

APPLY: Close Read and Paired Text: “Books to the Ceiling,” “I’ve Got This Covers,” “Eating While Reading, “ –Poetry (NP) “ Clay Play” and “Crayons” – Poetry (NP)

DIFFERENTIATE: Guided Reading (Each has a paired selection inside) A: Matt’s Journey (430L)



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O: A Fantastic Day (560L) E: A Fantastic Day (470L) B: A Day in Ancient Rome (640L)

INTERGRATE: Whole Group Research and Inquiry – annotated poems T414-415 W.2.7, SL.2.1 Text Connections- compare imagination T416 RL.2.6, SL.2.1 Writing About Reading- reflect on a selection T417 W.4.9


Week 5 Assessments Reading: Point of View RL.2.6 Writing: Writing about Text RL.2.6 Language: Metaphor L.2.6



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Modifications:









Research and Inquiry project Special Education:















69

At Risk Students:









Individual conferences based on power goals ELL/ESL:









Cognate Word Wall

ELL Vocabulary Work




Documents

2nd Grade Reading Wonders Curriculum UNITS 1-6 Director of ... Grade Reading...2nd Grade Reading Wonders Curriculum UNITS 1-6 Director of Curriculum: Robert Mungo Superintendent of