FOUNDATIONAL SKILLS VOCABULARY READING WORKSHOP … · 2020-02-03 · including describing how the beginning introduces the story and the ending concludes the action. RL.2.10(I) By

Uni t State Standards Outcomes Essential Questions Essential Skills Assessments Faith Integrat ion

Entire School Year

Module 1:Be a SuperCitizen

(updated6/10/19)

RL.2.2(A)Recount stories, including fables andfolktales from diverse cultures, anddetermine their central message,lesson, or moral.

RL.2.3(A)Describe how characters in a storyrespond to major events and challenges.

RL.2.6(A)Acknowledge differences in the points ofview of characters, including byspeaking in a different voice for eachcharacter when reading dialogue aloud.

RI.2.2(A)Identify the main topic of amultiparagraph text as well as the focusof specific paragraphs within the text.

RI.2.4(A)Determine the meaning of words andphrases in a text relevant to a grade 2topic or subject area.

RI.2.6(A)Identify the main purpose of a text,including what the author wants toanswer, explain, or describe.

RF.2.3(A)Know and apply grade-level phonics andword analysis skills in decoding words.•a. Distinguish long and short vowelswhen reading regularly spelledone-syllable words.•b. Know spelling-soundcorrespondences for additional commonvowel teams.•c. Decode regularly spelled two-syllablewords with long vowels.•d. Decode words with common prefixesand suffixes.•e. Identify words with inconsistent butcommon spelling-soundcorrespondences.•f. Recognize and readgrade-appropriate irregularly spelledwords.

RF.2.4(A)Read with sufficient accuracy andfluency to support comprehension.•a. Read on-level text with purpose andunderstanding•b. Read on-level text orally withaccuracy, appropriate rate, andexpression on successive readings.•c. Use context to confirm or self-correctword recognition and understanding,rereading as necessary.

W.2.1(A)Write opinion pieces in which theyintroduce the topic or book they arewriting about, state an opinion, supplyreasons that support the opinion, uselinking words (e.g., because, and, also)to connect opinion and reasons, andprovide a concluding statement orsection.

L.2.1(A)Demonstrate command of the

How can being a goodcitizen make adifference to others?Learning Mindset: Belonging

Week 1:

FOUNDATIONAL SKILLS

Phonics: Consonants;Short a, i; MultisyllabicWords: Short a, iHigh-Frequency Words: a,and, go, got, have, not,the, to, will, youFluency: Accuracy andSelf-CorrectionSpelling: Short a, i

VOCABULARY

Power Words: bellowed,bounce, carefree, cool,grinned, guards, guide,handle, images, might,munch, rough, seriousGenerative Vocabulary:Words That DescribeActionsVocabulary Strategy:Antonyms

READING WORKSHOP

Central IdeaAsk and Answer QuestionsSettingSpeaking and Listening:CollaborativeConversations

WRITING WORKSHOP

Writing Form: PersonalNarrativeGrammar Minilessons:Subjects and Predicates

Week 2

FOUNDATIONAL SKILLS

Phonics: Consonants;Short o, u, e; MultisyllabicWords: Short o, u, eHigh-Frequency Words:best, does, end, job, left,men, more, see, than,washFluency: Reading RateSpelling: Short o, u, e

VOCABULARY

Exit TicketsRunning RecordsFormalAssessments(Formative andSummative)\TeacherObservations

We all belong to God's family.We have citizenship in our classroom,in our community, in our country, andour world. We are also citizens ofheaven.

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Curriculum Map - English Language Arts - 2 English Language Arts

Demonstrate command of theconventions of standard Englishgrammar and usage when writing orspeaking.•a. Use collective nouns (e.g., group).•b. Form and use frequently occurringirregular plural nouns (e.g., feet,children, teeth, mice, fish).•c. Use reflexive pronouns (e.g., myself,ourselves).•d. Form and use the past tense offrequently occurring irregular verbs(e.g., sat, hid, told).•e. Use adjectives and adverbs, andchoose between them depending onwhat is to be modified.•f. Produce, expand, and rearrangecomplete simple and compoundsentences (e.g., The boy watched themovie; The little boy watched the movie;The action movie was watched by thelittle boy).

L.2.2(A)Demonstrate command of theconventions of standard Englishcapitalization, punctuation, and spellingwhen writing.•a. Capitalize holidays, product names,and geographic names.•b. Use commas in greetings andclosings of letters.•c. Use an apostrophe to formcontractions and frequently occurringpossessives.•d. Generalize learned spelling patternswhen writing words (e.g., cage ? badge;boy ? boil).•e. Consult reference materials,including beginning dictionaries, asneeded to check and correct spellings.

RL.2.10(I)By the end of the year, read andcomprehend literature, including storiesand poetry, in the grades 2-3 textcomplexity band proficiently, withscaffolding as needed at the high end ofthe range.

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

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

RI.2.8(I)Describe how reasons support specificpoints the author makes in a text.

RI.2.9(I)Compare and contrast the mostimportant points presented by two textson the same topic.

RI.2.10(I)By the end of year, read andcomprehend informational texts,including history/social studies, science,and technical texts, in the grades 2-3text complexity band proficiently, withscaffolding as needed at the high end of

Power Words: blue,compliment, discuss,elected, jammed, local,mock, proper, realize,scribbled, smirked,tryouts, useful, wistfullyGenerative Vocabulary:Words That DescribePeople, Places, and Things

READING WORKSHOP

Central IdeaMonitor and ClarifyAuthor’s PurposeSummarize

WRITING WORKSHOP

Writing Form: PersonalNarrativeGrammar Minilessons:Simple Sentences

Week 3:

FOUNDATIONAL SKILLS

Phonics: Long a, i (VCe);Soft c and gHigh-Frequency Words:do, give, he, line, said,set, seven, sure, upon,walkFluency: ExpressionSpelling: Long a, i (VCe)

VOCABULARY

Power Words: disaster,fiddled, hamper,jubilantly, mechanical,mood, obnoxious,perfect, planned, praise,queasy, reassemble,scowl, tinkeringGenerative Vocabulary:Inflections -ed, -ing

READING WORKSHOP

CharactersCreate Mental ImagesCentral Idea

WRITING WORKSHOP

Writing Form: PersonalNarrativeGrammar Minilessons:Kinds of Sentences

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the range.SL.2.1(I)

Participate in collaborativeconversations with diverse partnersabout grade 2 topics and texts withpeers and adults in small and largergroups.•a. Follow agreed-upon rules fordiscussions (e.g., gaining the floor inrespectful ways, listening to others withcare, speaking one at a time about thetopics and texts under discussion).•b. Build on others' talk in conversationsby linking their comments to theremarks of others.•c. Ask for clarification and furtherexplanation as needed about the topicsand texts under discussion.

SL.2.2(I)Recount or describe key ideas or detailsfrom a text read aloud or informationpresented orally or through other media.

SL.2.3(I)Ask and answer questions about what aspeaker says in order to clarifycomprehension, gather additionalinformation, or deepen understanding ofa topic or issue.

SL.2.4(I)Tell a story or recount an experiencewith appropriate facts and relevant,descriptive details, speaking audibly incoherent sentences.

SL.2.5(I)Create audio recordings of stories orpoems; add drawings or other visualdisplays to stories or recounts ofexperiences when appropriate to clarifyideas, thoughts, and feelings.

SL.2.6(I)Produce complete sentences whenappropriate to task and situation inorder to provide requested detail orclarification. (See grade 2 Languagestandards 1 and 3 on pages 26 and 27for specific expectations.)

L.2.3(I)Use knowledge of language and itsconventions when writing, speaking,reading, or listening.•a. Compare formal and informal uses ofEnglish.

L.2.4(I)Determine or clarify the meaning ofunknown and multiple-meaning wordsand phrases based on grade 2 readingand content, choosing flexibly from anarray of strategies.•a. Use sentence-level context as a clueto the meaning of a word or phrase.•b. Determine the meaning of the newword formed when a known prefix isadded to a known word (e.g.,happy/unhappy, tell/retell).•c. Use a known root word as a clue tothe meaning of an unknown word withthe same root (e.g., addition, additional).•d. Use knowledge of the meaning ofindividual words to predict the meaningof compound words (e.g., birdhouse,lighthouse, housefly; bookshelf,

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notebook, bookmark).•e. Use glossaries and beginningdictionaries, both print and digital, todetermine or clarify the meaning ofwords and phrases.

L.2.5(I)Demonstrate understanding of wordrelationships and nuances in wordmeanings.•a. Identify real-life connectionsbetween words and their use (e.g.,describe foods that are spicy or juicy).•b. Distinguish shades of meaningamong closely related verbs (e.g., toss,throw, hurl) and closely relatedadjectives (e.g., thin, slender, skinny,scrawny).

L.2.6(I)Use words and phrases acquired throughconversations, reading and being readto, and responding to texts, includingusing adjectives and adverbs to describe(e.g., When other kids are happy thatmakes me happy).

Module 2:LookAround andExplore!

(updated6/10/19)

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

RL.2.7(A)Use information gained from theillustrations and words in a print ordigital text to demonstrateunderstanding of its characters, setting,or plot.



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

W.2.3(A)Write narratives in which they recount awell elaborated event or short sequenceof events, include details to describeactions, thoughts, and feelings, usetemporal words to signal event order,and provide a sense of closure.

RL.2.1(I)Ask and answer such questions as who,what, where, when, why, and how todemonstrate understanding of keydetails in a text.

RL.2.2(I)Recount stories, including fables andfolktales from diverse cultures, anddetermine their central message,lesson, or moral.

RL.2.3(I)Describe how characters in a storyrespond to major events and challenges.

RL.2.5(I)Describe the overall structure of a story,including describing how the beginning

How doesexploring helpus understandthe wor ldaround us?

Learning Mindset: Curiosity

Week !:

FOUNDATIONAL SKILLS

Phonics: Long o, e, u (CV,VCe); Review LongVowels (VCe)High-Frequency Words:close, cold, come, done,fire, front, life, name,small, timesFluency: PhrasingSpelling: Long o, u (VCe)

VOCABULARY

Power Words: amount,easily, example, forms,hollow, material, petals,planet, sail, space,splashes, tasty, tender,ticklishGenerative Vocabulary:Suffixes -er, -estVocabulary Strategy:Synonyms

READING WORKSHOP

Author’s PurposeCentral IdeaMake InferencesContent-Area WordsResearch: Select a Topic

WRITING WORKSHOP

Writing Form: DescriptiveEssayGrammar Minilessons:


God created the world and gave it tous as a gift to explore and enjoy.God gave us the ability to learnthrough exploration and being curious.

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including describing how the beginningintroduces the story and the endingconcludes the action.


RI.2.1(I)Ask and answer such questions as who,what, where, when, why, and how todemonstrate understanding of keydetails in a text.

RI.2.10(I)By the end of year, read andcomprehend informational texts,including history/social studies, science,and technical texts, in the grades 2-3text complexity band proficiently, withscaffolding as needed at the high end ofthe range.

RF.2.3(I)Know and apply grade-level phonics andword analysis skills in decoding words.•a. Distinguish long and short vowelswhen reading regularly spelledone-syllable words.•b. Know spelling-soundcorrespondences for additional commonvowel teams.•c. Decode regularly spelled two-syllablewords with long vowels.•d. Decode words with common prefixesand suffixes.•e. Identify words with inconsistent butcommon spelling-soundcorrespondences.•f. Recognize and readgrade-appropriate irregularly spelledwords.

RF.2.4(I)Read with sufficient accuracy andfluency to support comprehension.•a. Read on-level text with purpose andunderstanding•b. Read on-level text orally withaccuracy, appropriate rate, andexpression on successive readings.•c. Use context to confirm or self-correctword recognition and understanding,rereading as necessary.

W.2.5(I)With guidance and support from adultsand peers, focus on a topic andstrengthen writing as needed by revisingand editing.

W.2.6(I)With guidance and support from adults,use a variety of digital tools to produceand publish writing, including incollaboration with peers.

W.2.7(I)Participate in shared research andwriting projects (e.g., read a number ofbooks on a single topic to produce areport; record science observations).

W.2.8(I)Recall information from experiences orgather information from provided

Types of NounsWeek 2:

FOUNDATIONAL SKILLS

Phonics: Short and LongVowels (CVC, VCe);Suffixes -er, -estHigh-Frequency Words:answer, find, its, miss,old, round, then, until,what, youngFluency: IntonationSpelling: Short and LongVowels (CVC, VCe)

VOCABULARY

Power Words:battleground, buzzing,clanking, feud, fit, frenzy,funky, gasped, odd,plumes, recognize,strokes, tumbling, wispsGenerative Vocabulary:Inflections -s, -es

READING WORKSHOP

SettingMake ConnectionsConnect Text and VisualsCreate Mental ImagesElements of Poetry

WRITING WORKSHOP

Writing Form: DescriptiveEssayGrammar Minilessons:Singular and Plural Nouns

Week 3:

FOUNDATIONAL SKILLS

Phonics: Initial Blendswith l, r, s; Inflections -s,-esHigh-Frequency Words:baby, bird, blue, bring,fly, her, little, place, she,thisFluency: Accuracy andSelf-CorrectionSpelling: Blends with l, r, s

VOCABULARY

Power Words: ace,agency, business,confidently, eagerly,located, mossy, mystery,

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sources to answer a question.SL.2.1(I)

Participate in collaborativeconversations with diverse partnersabout grade 2 topics and texts withpeers and adults in small and largergroups.•a. Follow agreed-upon rules fordiscussions (e.g., gaining the floor inrespectful ways, listening to others withcare, speaking one at a time about thetopics and texts under discussion).•b. Build on others' talk in conversationsby linking their comments to theremarks of others.•c. Ask for clarification and furtherexplanation as needed about the topicsand texts under discussion.






L.2.1(I)Demonstrate command of theconventions of standard Englishgrammar and usage when writing orspeaking.•a. Use collective nouns (e.g., group).•b. Form and use frequently occurringirregular plural nouns (e.g., feet,children, teeth, mice, fish).•c. Use reflexive pronouns (e.g., myself,ourselves).•d. Form and use the past tense offrequently occurring irregular verbs(e.g., sat, hid, told).•e. Use adjectives and adverbs, andchoose between them depending onwhat is to be modified.•f. Produce, expand, and rearrangecomplete simple and compoundsentences (e.g., The boy watched themovie; The little boy watched the movie;The action movie was watched by thelittle boy).

L.2.2(I)Demonstrate command of the

outstretched, pavement,scoop, seeps, undersideGenerative Vocabulary:Words That Name Places

READING WORKSHOP

Central IdeaAsk and Answer QuestionsElements of Drama

WRITING WORKSHOP

Writing Form: DescriptiveEssayGrammar Minilessons:More Plural Nouns

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conventions of standard Englishcapitalization, punctuation, and spellingwhen writing.•a. Capitalize holidays, product names,and geographic names.•b. Use commas in greetings andclosings of letters.•c. Use an apostrophe to formcontractions and frequently occurringpossessives.•d. Generalize learned spelling patternswhen writing words (e.g., cage ? badge;boy ? boil).•e. Consult reference materials,including beginning dictionaries, asneeded to check and correct spellings.


L.2.4(I)Determine or clarify the meaning ofunknown and multiple-meaning wordsand phrases based on grade 2 readingand content, choosing flexibly from anarray of strategies.•a. Use sentence-level context as a clueto the meaning of a word or phrase.•b. Determine the meaning of the newword formed when a known prefix isadded to a known word (e.g.,happy/unhappy, tell/retell).•c. Use a known root word as a clue tothe meaning of an unknown word withthe same root (e.g., addition, additional).•d. Use knowledge of the meaning ofindividual words to predict the meaningof compound words (e.g., birdhouse,lighthouse, housefly; bookshelf,notebook, bookmark).•e. Use glossaries and beginningdictionaries, both print and digital, todetermine or clarify the meaning ofwords and phrases.



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Module 3:Meet in theMiddle

(updated6/10/19)




RI.2.3(A)Describe the connection between aseries of historical events, scientificideas or concepts, or steps in technicalprocedures in a text.




L.2.1(A)Demonstrate command of theconventions of standard Englishgrammar and usage when writing orspeaking.•a. Use collective nouns (e.g., group).•b. Form and use frequently occurringirregular plural nouns (e.g., feet,children, teeth, mice, fish).•c. Use reflexive pronouns (e.g., myself,ourselves).•d. Form and use the past tense offrequently occurring irregular verbs

How can people workout disagreements?Gorwth Mindset: Trying Again

Week 1:

FOUNDATIONAL SKILLS

Phonics: Final Blends;Closed SyllablesHigh-Frequency Words:are, hand, kept, king,land, long, sing, thing,think, wishFluency: Reading RateSpelling: Final Blends

VOCABULARY

Power Words: belongs,bob, bundle, company,greedy, invited, musical,plead, scoots, screams,scurries, shove, snaking,weaveGenerative Vocabulary:Prefixes un- and re-Vocabulary Strategy:Context Clues

READING WORKSHOP

Central IdeaPoint of ViewMonitor and ClarifySpeaking and Listening:Social Communication

WRITING WORKSHOP

Writing Form: PersuasiveTextGrammar Minilessons:Proper Nouns

Week 2:

FOUNDATIONAL SKILLS

Phonics: Double FinalConsonants; Inflections:Spelling ChangesHigh-Frequency Words: across, car, down, fell,full, held, mountain, pull,push, spellFluency: PhrasingSpelling: Double FinalConsonants

VOCABULARY

Power Words: argue,blamed, booming,brewing, exhausted,moped, persuade,practice, respectful, skill,


As Christians, we are called to bepeacemakers.We are to treat others as God's dearlyloved children and we should stand upfor one another.

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frequently occurring irregular verbs(e.g., sat, hid, told).•e. Use adjectives and adverbs, andchoose between them depending onwhat is to be modified.•f. Produce, expand, and rearrangecomplete simple and compoundsentences (e.g., The boy watched themovie; The little boy watched the movie;The action movie was watched by thelittle boy).


L.2.4(A)Determine or clarify the meaning ofunknown and multiple-meaning wordsand phrases based on grade 2 readingand content, choosing flexibly from anarray of strategies.•a. Use sentence-level context as a clueto the meaning of a word or phrase.•b. Determine the meaning of the newword formed when a known prefix isadded to a known word (e.g.,happy/unhappy, tell/retell).•c. Use a known root word as a clue tothe meaning of an unknown word withthe same root (e.g., addition, additional).•d. Use knowledge of the meaning ofindividual words to predict the meaningof compound words (e.g., birdhouse,lighthouse, housefly; bookshelf,notebook, bookmark).•e. Use glossaries and beginningdictionaries, both print and digital, todetermine or clarify the meaning ofwords and phrases.

L.2.5(A)Demonstrate understanding of wordrelationships and nuances in wordmeanings.•a. Identify real-life connectionsbetween words and their use (e.g.,describe foods that are spicy or juicy).•b. Distinguish shades of meaningamong closely related verbs (e.g., toss,throw, hurl) and closely relatedadjectives (e.g., thin, slender, skinny,scrawny).


RL.2.10(I)

practice, respectful, skill,struts, threatening,wandered, whizzedGenerative Vocabulary:Inflections -ed, -ing

READING WORKSHOP

ThemeMake and ConfirmPredictionsCentral IdeaSynthesizeText Organization

WRITING WORKSHOP

Writing Form: PersuasiveTextGrammar Minilessons:Types of Verbs

Week 3:

FOUNDATIONAL SKILLS

Phonics: ConsonantDigraphs; Prefixes un-, re-High-Frequency Words:even, mouse, Mr., Mrs.,other, shall, these, when,while, whiteFluency: ExpressionSpelling: ConsonantDigraphs

VOCABULARY

Power Words: admit,dragged, excuses, frown,hesitant, humor,immediately, mumbled,nearby, probably, terrible,wrinkled, yankedGenerative Vocabulary:Words AboutCommunication

READING WORKSHOP

ThemeRetellCentral Idea

WRITING WORKSHOP

Writing Form: PersuasiveTextGrammar Minilessons:Compound Subjects andPredicates

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By the end of the year, read andcomprehend literature, including storiesand poetry, in the grades 2-3 textcomplexity band proficiently, withscaffolding as needed at the high end ofthe range.

RI.2.4(I)Determine the meaning of words andphrases in a text relevant to a grade 2topic or subject area.

RI.2.6(I)Identify the main purpose of a text,including what the author wants toanswer, explain, or describe.

RI.2.10(I)By the end of year, read andcomprehend informational texts,including history/social studies, science,and technical texts, in the grades 2-3text complexity band proficiently, withscaffolding as needed at the high end ofthe range.

SL.2.1(I)Participate in collaborativeconversations with diverse partnersabout grade 2 topics and texts withpeers and adults in small and largergroups.•a. Follow agreed-upon rules fordiscussions (e.g., gaining the floor inrespectful ways, listening to others withcare, speaking one at a time about thetopics and texts under discussion).•b. Build on others' talk in conversationsby linking their comments to theremarks of others.•c. Ask for clarification and furtherexplanation as needed about the topicsand texts under discussion.






L.2.3(I)Use knowledge of language and itsconventions when writing, speaking,reading, or listening.

Page 10 of 40


reading, or listening.•a. Compare formal and informal uses ofEnglish.


Module 4:Once Upona Time

(updated6/10/19)

RL.2.5(A)Describe the overall structure of a story,including describing how the beginningintroduces the story and the endingconcludes the action.






SL.2.1(A)Participate in collaborativeconversations with diverse partnersabout grade 2 topics and texts withpeers and adults in small and largergroups.•a. Follow agreed-upon rules for

What lessons can welearn from thecharacters in stories?Learning Mindset: Growth Mindset

Week 1:

FOUNDATIONAL SKILLS

Phonics: Consonants k ,ck; Silent Letters (kn, wr,gn, mb)High-Frequency Words: ask, asked, buy, comb,girl, grand, lady, mother,number, oftenFluency: IntonationSpelling: Consonants k, ck

VOCABULARY

Power Words: barging,clue, cozy, disturb,expression, groggy,pause, positioned,rattled, sense, steaming,tackled, traipsing, varyingGenerative Vocabulary:Suffixes -ful, -lessVocabulary Strategy:Multiple-Meaning Words

READING WORKSHOP

Text OrganizationStory StructureMake InferencesSpeaking and Listening:Give and FollowInstructions

WRITING WORKSHOP

Writing Form: ImaginativeStoryGrammar Minilessons:Verbs in the Present

Week 2:

FOUNDATIONAL SKILLS

Phonics: Long a Patterns;Multisyllabic Words: Long aHigh-Frequency Words:afraid, always, another,great, passed, really,says, stay, try, which


We learn from true life characters weread about in the Bible and we canalso learn from fictional characters. Whatever we read, we want to applyour Christian beliefs and learn fromothers.

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discussions (e.g., gaining the floor inrespectful ways, listening to others withcare, speaking one at a time about thetopics and texts under discussion).•b. Build on others' talk in conversationsby linking their comments to theremarks of others.•c. Ask for clarification and furtherexplanation as needed about the topicsand texts under discussion.

SL.2.2(A)Recount or describe key ideas or detailsfrom a text read aloud or informationpresented orally or through other media.

SL.2.3(A)Ask and answer questions about what aspeaker says in order to clarifycomprehension, gather additionalinformation, or deepen understanding ofa topic or issue.

SL.2.4(A)Tell a story or recount an experiencewith appropriate facts and relevant,descriptive details, speaking audibly incoherent sentences.

SL.2.6(A)Produce complete sentences whenappropriate to task and situation inorder to provide requested detail orclarification. (See grade 2 Languagestandards 1 and 3 on pages 26 and 27for specific expectations.)

L.2.1(A)Demonstrate command of theconventions of standard Englishgrammar and usage when writing orspeaking.•a. Use collective nouns (e.g., group).•b. Form and use frequently occurringirregular plural nouns (e.g., feet,children, teeth, mice, fish).•c. Use reflexive pronouns (e.g., myself,ourselves).•d. Form and use the past tense offrequently occurring irregular verbs(e.g., sat, hid, told).•e. Use adjectives and adverbs, andchoose between them depending onwhat is to be modified.•f. Produce, expand, and rearrangecomplete simple and compoundsentences (e.g., The boy watched themovie; The little boy watched the movie;The action movie was watched by thelittle boy).

L.2.4(A)Determine or clarify the meaning ofunknown and multiple-meaning wordsand phrases based on grade 2 readingand content, choosing flexibly from anarray of strategies.•a. Use sentence-level context as a clueto the meaning of a word or phrase.•b. Determine the meaning of the newword formed when a known prefix isadded to a known word (e.g.,happy/unhappy, tell/retell).•c. Use a known root word as a clue tothe meaning of an unknown word withthe same root (e.g., addition, additional).•d. Use knowledge of the meaning of

says, stay, try, whichFluency: Accuracy andSelf-CorrectionSpelling: Long a (ai, ay)

VOCABULARY

Power Words: believe,bind, chant, clever,dawn, flakes, foolish,fulfill, journey, narrow,plain, satisfied, special,speechGenerative Vocabulary:Words That DescribePeople, Places, and Things

READING WORKSHOP

Story StructureCreate Mental ImagesElements of DramaMake and ConfirmPredictionsFigurative Language

WRITING WORKSHOP

Writing Form: ImaginativeStoryGrammar Minilessons:Verbs in the Present,Past, and Future

Week 3:

FOUNDATIONAL SKILLS

Phonics: Long e, Short ePatterns; MultisyllabicWords: Long, Short eHigh-Frequency Words: clean, feel, ground,horse, leave, need,please, queen, seen, treeFluency: Reading RateSpelling: Long e (ee, ea)

VOCABULARY

Power Words: beamed,chore, console,contained, dashed,escaping, gently,hobbled, indigestion,jealous, literary, pleasure,superb, thrilledGenerative Vocabulary:Words That DescribeActions

READING WORKSHOP

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individual words to predict the meaningof compound words (e.g., birdhouse,lighthouse, housefly; bookshelf,notebook, bookmark).•e. Use glossaries and beginningdictionaries, both print and digital, todetermine or clarify the meaning ofwords and phrases.


L.2.6(A)Use words and phrases acquired throughconversations, reading and being readto, and responding to texts, includingusing adjectives and adverbs to describe(e.g., When other kids are happy thatmakes me happy).



RL.2.3(I)Describe how characters in a storyrespond to major events and challenges.

RL.2.6(I)Acknowledge differences in the points ofview of characters, including byspeaking in a different voice for eachcharacter when reading dialogue aloud.



RI.2.4(I)Determine the meaning of words andphrases in a text relevant to a grade 2topic or subject area.

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

RI.2.10(I)By the end of year, read andcomprehend informational texts,including history/social studies, science,

Author’s PurposeMake ConnectionsStory StructureCause and Effect

WRITING WORKSHOP

Writing Form: ImaginativeStoryGrammar Minilessons:Compound Sentences

Page 13 of 40


including history/social studies, science,and technical texts, in the grades 2-3text complexity band proficiently, withscaffolding as needed at the high end ofthe range.

L.2.2(I)Demonstrate command of theconventions of standard Englishcapitalization, punctuation, and spellingwhen writing.•a. Capitalize holidays, product names,and geographic names.•b. Use commas in greetings andclosings of letters.•c. Use an apostrophe to formcontractions and frequently occurringpossessives.•d. Generalize learned spelling patternswhen writing words (e.g., cage ? badge;boy ? boil).•e. Consult reference materials,including beginning dictionaries, asneeded to check and correct spellings.


Module 5:Lead theWay

(updated6/10/19)


RL.2.10(A)By the end of the year, read andcomprehend literature, including storiesand poetry, in the grades 2-3 textcomplexity band proficiently, withscaffolding as needed at the high end ofthe range.



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

RI.2.8(A)Describe how reasons support specificpoints the author makes in a text.

RI.2.10(A)By the end of year, read andcomprehend informational texts,including history/social studies, science,and technical texts, in the grades 2-3text complexity band proficiently, withscaffolding as needed at the high end ofthe range.

RF.2.3(A)Know and apply grade-level phonics and

What are the qualitiesof a good leader?Learning Mindset: Seeking Challenges

Week 1:

FOUNDATIONAL SKILLS

Phonics: Long o Patterns;Multisyllabic Words: LongoHigh-Frequency Words:below, both, follow, most,move, own, road, show,window, yellowFluency: ExpressionSpelling: Long o (o, oa,ow)

VOCABULARY

Power Words: affection,assured, contraption,creaking, exactly, glinted,intent, peered, precise,replica, respond,straining, tangleGenerative Vocabulary:Suffixes -y, -lyVocabulary Strategy:Reference Sources

READING WORKSHOP

Ideas and SupportFigurative LanguageAsk and Answer QuestionsCharactersSpeaking and Listening:Recount an Experience


God calls us all to tell others aboutHim. There are times we need to beleaders even when we don't feelqualified (like Moses). God gives usall we need to do the job He hasprepared for us to do.

Page 14 of 40


word analysis skills in decoding words.•a. Distinguish long and short vowelswhen reading regularly spelledone-syllable words.•b. Know spelling-soundcorrespondences for additional commonvowel teams.•c. Decode regularly spelled two-syllablewords with long vowels.•d. Decode words with common prefixesand suffixes.•e. Identify words with inconsistent butcommon spelling-soundcorrespondences.•f. Recognize and readgrade-appropriate irregularly spelledwords.


W.2.2(A)Write informative/explanatory texts inwhich they introduce a topic, use factsand definitions to develop points, andprovide a concluding statement orsection.


L.2.4(A)Determine or clarify the meaning ofunknown and multiple-meaning wordsand phrases based on grade 2 readingand content, choosing flexibly from anarray of strategies.•a. Use sentence-level context as a clueto the meaning of a word or phrase.•b. Determine the meaning of the newword formed when a known prefix isadded to a known word (e.g.,happy/unhappy, tell/retell).•c. Use a known root word as a clue tothe meaning of an unknown word withthe same root (e.g., addition, additional).•d. Use knowledge of the meaning ofindividual words to predict the meaningof compound words (e.g., birdhouse,lighthouse, housefly; bookshelf,

WRITING WORKSHOP

Writing Form: PersonalEssayGrammar Minilessons:Quotation Marks

Week 2:

FOUNDATIONAL SKILLS

Phonics: Long i Patterns;Multisyllabic Words: Long iHigh-Frequency Words:almost, become, begin,high, kind, might, night,one, open, openedFluency: PhrasingSpelling: Long i Patterns;Silent Letters

VOCABULARY

Power Words: advice,architect, earned, equal,honored, interviews, lot,manager, politics, rare,relay, stoop, success,volunteersGenerative Vocabulary:Prefix dis-

READING WORKSHOP

CharactersSynthesizeText FeaturesEvaluateIdeas and Support

WRITING WORKSHOP

Writing Form: PersonalEssayGrammar Minilessons:Using Proper Nouns

Week 3:

FOUNDATIONAL SKILLS

Phonics: Suffixes -ful,-less; Multisyllabic WordsHigh-Frequency Words: began, book, of, ready,their, thought, two,whole, write, yearsFluency: IntonationSpelling: Homophones

VOCABULARY

Power Words: capital,

Page 15 of 40


notebook, bookmark).•e. Use glossaries and beginningdictionaries, both print and digital, todetermine or clarify the meaning ofwords and phrases.










L.2.5(I)Demonstrate understanding of wordrelationships and nuances in wordmeanings.

charge, council, devoted,ensure, failure, issue,laws, members, smash,solve, state, troop,workshopGenerative Vocabulary:Words That Name People

READING WORKSHOP

Text OrganizationSummarizeContent-Area WordsChronological Order

WRITING WORKSHOP

Writing Form: PersonalEssayGrammar Minilessons:Abbreviations

Page 16 of 40


•a. Identify real-life connectionsbetween words and their use (e.g.,describe foods that are spicy or juicy).•b. Distinguish shades of meaningamong closely related verbs (e.g., toss,throw, hurl) and closely relatedadjectives (e.g., thin, slender, skinny,scrawny).

Module 6:WeatherWise

(updated6/10/19)









RF.2.4(A)Read with sufficient accuracy andfluency to support comprehension.

How does weatheraffect us?Learning Mindset: Noticing

Week 1:

FOUNDATIONAL SKILLS

Phonics: Suffixes -y, -ly;Multisyllabic Words:Suffixes -y, -lyHigh-Frequency Words:any, cried, didn’t, funny,hello, laugh, pretty,slowly, song, wereFluency: Accuracy andSelf-CorrectionSpelling: Inflections -s, -es

VOCABULARY

Power Words: accurate,boast, chief, clings,damage, excess, funnel,hazy, occur, pellets,predict, ruin, toasty, toughGenerative Vocabulary:Suffixes -er, -estVocabulary Strategy:Homophones

READING WORKSHOP

Text FeaturesPoint of ViewMake InferencesText OrganizationMedia Literacy: DigitalTools and Texts

WRITING WORKSHOP

Writing Form: PoemGrammar Minilessons:Pronouns

Week 2:

FOUNDATIONAL SKILLS

Phonics: Prefix dis-;Inflections: SpellingChangesHigh-Frequency Words: anything, change,children, gone, good,notice, now, page, since,womanFluency: Reading Rate


God's power is sometimes shown inthe weather. Storms are powerful,but God is always with us. Jesuscalmed a storm when He was with Hisdisciples and He calms the storms inour lives, too.

Page 17 of 40


•a. Read on-level text with purpose andunderstanding•b. Read on-level text orally withaccuracy, appropriate rate, andexpression on successive readings.•c. Use context to confirm or self-correctword recognition and understanding,rereading as necessary.





L.2.3(A)Use knowledge of language and itsconventions when writing, speaking,reading, or listening.•a. Compare formal and informal uses ofEnglish.

L.2.4(A)Determine or clarify the meaning of

Spelling: Sounds for cand g

VOCABULARY

Power Words: advantages, average,depends, develop, flash,front, gusts, hovers,impressed, joined, layer,particles, supplies, visibleGenerative Vocabulary:Prefixes un-, re-

READING WORKSHOP

Content-Area WordsMake ConnectionsPoint of ViewEvaluateText Features

WRITING WORKSHOP

Writing Form: PoemGrammar Minilessons:Subject-Verb Agreement

Week 3:

FOUNDATIONAL SKILLS

Phonics: r-ControlledVowel ar; MultisyllabicWords: arHigh-Frequency Words:body, color, dark, hard,hour, large, part, started,warm, wasFluency: PhrasingSpelling: r-ControlledVowel ar

VOCABULARY

Power Words: covers,creep, dimmer, drain,glide, hemisphere,produce, rumble,shimmering, slather,slithering, splatter,squirm, substanceGenerative Vocabulary:Inflections -ed, -ing

READING WORKSHOP

Text FeaturesAsk and Answer QuestionsElements of PoetryCause and Effect

WRITING WORKSHOP

Page 18 of 40


unknown and multiple-meaning wordsand phrases based on grade 2 readingand content, choosing flexibly from anarray of strategies.•a. Use sentence-level context as a clueto the meaning of a word or phrase.•b. Determine the meaning of the newword formed when a known prefix isadded to a known word (e.g.,happy/unhappy, tell/retell).•c. Use a known root word as a clue tothe meaning of an unknown word withthe same root (e.g., addition, additional).•d. Use knowledge of the meaning ofindividual words to predict the meaningof compound words (e.g., birdhouse,lighthouse, housefly; bookshelf,notebook, bookmark).•e. Use glossaries and beginningdictionaries, both print and digital, todetermine or clarify the meaning ofwords and phrases.




RI.2.2(I)Identify the main topic of amultiparagraph text as well as the focusof specific paragraphs within the text.

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

RI.2.8(I)Describe how reasons support specificpoints the author makes in a text.



Writing Form: PoemGrammar Minilessons:The Verb Be

Page 19 of 40



Module 7:EveryoneHas a Story

(updated6/10/19)










RF.2.4(A)Read with sufficient accuracy andfluency to support comprehension.

How do ourexperiences shape ourlives?Learning Mindset: Resilience

Week 1:

FOUNDATIONAL SKILLS

Phonics: r-ControlledVowels or, ore;Multisyllabic Words: or,oreHigh-Frequency Words:before, example, form,morning, order, store,story, those, word, workFluency: IntonationSpelling: r-ControlledVowels or, ore

VOCABULARY

Power Words:approached,communicate, deal,display, figured, hiring,motioned, otherwise,pledge, potential, retire,selfless, series, smudgeGenerative Vocabulary:Suffixes -ful, -lessVocabulary Strategy:Shades of Meaning

READING WORKSHOP

Ideas and SupportText OrganizationSynthesizeText FeaturesResearch: ResearchQuestions

WRITING WORKSHOP

Writing Form: ImaginativeStoryGrammar Minilessons:Commas in Dates andPlaces

Week 2:

FOUNDATIONAL SKILLS

Phonics: r-ControlledVowels er, ir, ur; VowelPatterns: air, are, earHigh-Frequency Words:after, better, father,letter, over, paper, river,


Sometimes we are challenged withadversity. Other people haveexperienced that, too. God is with us,helping us and giving us the strengthwe need to persevere and move on. As God's dearly loved children, we arecalled to care for the people aroundus and find out what their story is.

Page 20 of 40


fluency to support comprehension.•a. Read on-level text with purpose andunderstanding•b. Read on-level text orally withaccuracy, appropriate rate, andexpression on successive readings.•c. Use context to confirm or self-correctword recognition and understanding,rereading as necessary.






L.2.4(A)Determine or clarify the meaning ofunknown and multiple-meaning words

together, under, waterFluency: ExpressionSpelling: r-ControlledVowel er

VOCABULARY

Power Words: arrange,ashamed, attended,current, elders,immigrant, overflowing,pride, settled, soared,statements, timeline,vanishing, wildernessGenerative Vocabulary:Prefix pre-

READING WORKSHOP

Text OrganizationMonitor and ClarifyMake InferencesCentral Idea

WRITING WORKSHOP

Writing Form: ImaginativeStoryGrammar Minilessons:Commas in a Series

Week 3:

FOUNDATIONAL SKILLS

Phonics: Vowel Team oo;Multisyllabic Words: ooHigh-Frequency Words:air, city, friend, hair,heard, learn, looked,remember, stood, streetFluency: Accuracy andSelf-CorrectionSpelling: Vowel Team oo( /B/ )

VOCABULARY

Power Words: aching,allowed, alone, briskly,dared, deserved, frigid,gripped, gushed, lend,reminding, secret, starlit,whirGenerative Vocabulary:Compound Words

READING WORKSHOP

Central IdeaCreate Mental ImagesSettingIdeas and Support

Page 21 of 40


and phrases based on grade 2 readingand content, choosing flexibly from anarray of strategies.•a. Use sentence-level context as a clueto the meaning of a word or phrase.•b. Determine the meaning of the newword formed when a known prefix isadded to a known word (e.g.,happy/unhappy, tell/retell).•c. Use a known root word as a clue tothe meaning of an unknown word withthe same root (e.g., addition, additional).•d. Use knowledge of the meaning ofindividual words to predict the meaningof compound words (e.g., birdhouse,lighthouse, housefly; bookshelf,notebook, bookmark).•e. Use glossaries and beginningdictionaries, both print and digital, todetermine or clarify the meaning ofwords and phrases.




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

RL.2.5(I)Describe the overall structure of a story,including describing how the beginningintroduces the story and the endingconcludes the action.

RL.2.7(I)Use information gained from theillustrations and words in a print ordigital text to demonstrateunderstanding of its characters, setting,or plot.


SL.2.1(I)Participate in collaborativeconversations with diverse partnersabout grade 2 topics and texts withpeers and adults in small and larger

WRITING WORKSHOP

Writing Form: ImaginativeStoryGrammar Minilessons:Types of Adjectives;Articles

Page 22 of 40


peers and adults in small and largergroups.•a. Follow agreed-upon rules fordiscussions (e.g., gaining the floor inrespectful ways, listening to others withcare, speaking one at a time about thetopics and texts under discussion).•b. Build on others' talk in conversationsby linking their comments to theremarks of others.•c. Ask for clarification and furtherexplanation as needed about the topicsand texts under discussion.




Module 8:Time toGrow!

(updated6/10/19)

RL.2.1(A)Ask and answer such questions as who,what, where, when, why, and how todemonstrate understanding of keydetails in a text.






RI.2.1(A)Ask and answer such questions as who,what, where, when, why, and how todemonstrate understanding of keydetails in a text.


What do plantsneed to l ive andgrow?Learning Mindset: Setting Goals

Week 1:

FOUNDATIONAL SKILLS

Phonics: Vowel Patterns://; Multisyllabic Words:/ / , / /High-Frequency Words:about, floor, food, group,knew, music, room,school, soon, throughFluency: Reading RateSpelling: Vowel Patterns:/ /

VOCABULARY

Power Words: fuels,lumber, mature, minerals,moisten, process,provides, rise, scales,seedlings, spiky, sprout,trapping, wingedGenerative Vocabulary:Inflections -s, -esVocabulary Strategy:Reference Sources

READING WORKSHOP

Text FeaturesEvaluateText OrganizationResearch: Choose andUse Sources


God created the world and everythingin it. We are to be caretakers of God'sworld, using the talents and abilitiesHe gave us to care for His creation. God also created us to work, so weset goals to accomplish the work Godhas given us to do.

Page 23 of 40








SL.2.1(A)Participate in collaborativeconversations with diverse partnersabout grade 2 topics and texts withpeers and adults in small and largergroups.•a. Follow agreed-upon rules fordiscussions (e.g., gaining the floor inrespectful ways, listening to others withcare, speaking one at a time about thetopics and texts under discussion).•b. Build on others' talk in conversationsby linking their comments to theremarks of others.•c. Ask for clarification and furtherexplanation as needed about the topicsand texts under discussion.

WRITING WORKSHOP

Writing Form: ProceduralTextGrammar Minilessons:Using Adjectives

Week 2:

FOUNDATIONAL SKILLS

Phonics: Vowel Teams ou,ow; Diphthongs oy, oiHigh-Frequency Words:boys, brown, found,house, listen, oil, point,sound, town, voiceFluency: ExpressionSpelling: Vowel Teamsou, ow

VOCABULARY

Power Words: adorable,cleared, faithful, glanced,hauling, longed,oversized, plenty,remained, seeking, swipe,whacked, whimperedGenerative Vocabulary:Prefix mis-

READING WORKSHOP

CharactersRetellStory StructureMake Connections

WRITING WORKSHOP

Writing Form: ProceduralTextGrammar Minilessons:Irregular Verbs

Week 3:

FOUNDATIONAL SKILLS

Phonics: Vowel Patterns:/ô/; Vowel Patterns: ear,eerHigh-Frequency Words:also, ball, call, could,every, near, talk, tall,would, yearFluency: PhrasingSpelling: Vowel Patterns:/ô/

VOCABULARY

Power Words: attack,

Page 24 of 40


and texts under discussion.SL.2.2(A)

Recount or describe key ideas or detailsfrom a text read aloud or informationpresented orally or through other media.







L.2.4(A)

Power Words: attack,barely, extra, loosen,nasty, poke, prickles,replaced, sensitive,sharp, sighed, thorns,traveled, vitaminsGenerative Vocabulary:Prefix dis-

READING WORKSHOP

Story StructureSynthesizeText OrganizationCause and Effect

WRITING WORKSHOP

Writing Form: ProceduralTextGrammar Minilessons:Irregular Action Verbs

Page 25 of 40


Determine or clarify the meaning ofunknown and multiple-meaning wordsand phrases based on grade 2 readingand content, choosing flexibly from anarray of strategies.•a. Use sentence-level context as a clueto the meaning of a word or phrase.•b. Determine the meaning of the newword formed when a known prefix isadded to a known word (e.g.,happy/unhappy, tell/retell).•c. Use a known root word as a clue tothe meaning of an unknown word withthe same root (e.g., addition, additional).•d. Use knowledge of the meaning ofindividual words to predict the meaningof compound words (e.g., birdhouse,lighthouse, housefly; bookshelf,notebook, bookmark).•e. Use glossaries and beginningdictionaries, both print and digital, todetermine or clarify the meaning ofwords and phrases.



Module 9:HomeSweetHabitat

(updated6/10/19)






RI.2.3(A)Describe the connection between a

How do living things ina habitat depend oneach other?Learning Mindset; Asking for Help

Week 1:

FOUNDATIONAL SKILLS

Phonics: Prefix pre-;Multisyllabic WordsHigh-Frequency Words:everyone, everything,himself, maybe, nothing,outside, some, someone,sometimes, withoutFluency: PhrasingSpelling: CompoundWords

VOCABULARY

Power Words: adjusting,coast, crouches, flock,generations, harsh,mingles, pieced, prances,preserving, role, route,trills, wobblyGenerative Vocabulary:Words That Name Places


God created us to be in relationshipswith the world around us and thepeople around us. We want to treatthe world and each other in aGod-pleasing way. God has putpeople around us that we can helpand that can help us. It's good to askfor help when it is needed. We canask God for help any time and anywhere and we can trust that He willhear us and answer us.

Page 26 of 40


series of historical events, scientificideas or concepts, or steps in technicalprocedures in a text.








SL.2.1(A)Participate in collaborativeconversations with diverse partnersabout grade 2 topics and texts withpeers and adults in small and largergroups.•a. Follow agreed-upon rules fordiscussions (e.g., gaining the floor inrespectful ways, listening to others withcare, speaking one at a time about thetopics and texts under discussion).

Vocabulary Strategy:Context Clues

READING WORKSHOP

Ideas and SupportFigurative LanguageAsk and Answer QuestionsText OrganizationMedia Literacy: DigitalReference Sources

WRITING WORKSHOP

Writing Form: ResearchReportGrammar Minilessons:Contractions

Week 2:

FOUNDATIONAL SKILLS

Phonics: Three-LetterBlends; ContractionsHigh-Frequency Words:couldn’t, don’t, however,I’ll, live, put, should,that’s, very, you’reFluency: ExpressionSpelling: Contractions

VOCABULARY

Power Words: attached,crack, hide, permanent,prepare, pronounced,romped, separate,sheltered, surface, weary,wildlife, wit, wrapsGenerative Vocabulary:Prefix mis-

READING WORKSHOP

Text OrganizationMonitor and ClarifyText FeaturesCreate Mental ImagesElements of Poetry

WRITING WORKSHOP

Writing Form: ResearchReportGrammar Minilessons:Types of Adverbs

Week 3:

FOUNDATIONAL SKILLS

Phonics: Consonant + le;Syllable Types

Page 27 of 40


•b. Build on others' talk in conversationsby linking their comments to theremarks of others.•c. Ask for clarification and furtherexplanation as needed about the topicsand texts under discussion.







L.2.4(A)

Syllable TypesHigh-Frequency Words:above, again, along,myself, once, piece,something, table, they,wantedFluency: IntonationSpelling: Soft g (-ge, -dge)

VOCABULARY

Power Words: arrive,boisterous, growled,grumpy, joking, offered,remarkable, routines,shrugged, stoked,stubborn, surrounding,thickets, tuckedGenerative Vocabulary:Prefix pre-

READING WORKSHOP

Text OrganizationRetellFigurative LanguageChronological Order

WRITING WORKSHOP

Writing Form: ResearchReportGrammar Minilessons:Possessive Nouns

Page 28 of 40


Determine or clarify the meaning ofunknown and multiple-meaning wordsand phrases based on grade 2 readingand content, choosing flexibly from anarray of strategies.•a. Use sentence-level context as a clueto the meaning of a word or phrase.•b. Determine the meaning of the newword formed when a known prefix isadded to a known word (e.g.,happy/unhappy, tell/retell).•c. Use a known root word as a clue tothe meaning of an unknown word withthe same root (e.g., addition, additional).•d. Use knowledge of the meaning ofindividual words to predict the meaningof compound words (e.g., birdhouse,lighthouse, housefly; bookshelf,notebook, bookmark).•e. Use glossaries and beginningdictionaries, both print and digital, todetermine or clarify the meaning ofwords and phrases.



RL.2.5(I)Describe the overall structure of a story,including describing how the beginningintroduces the story and the endingconcludes the action.

RL.2.7(I)Use information gained from theillustrations and words in a print ordigital text to demonstrateunderstanding of its characters, setting,or plot.



Page 29 of 40


Module 10:ManyCultures,One World

(updated6/10/19)














RF.2.3(A)Know and apply grade-level phonics andword analysis skills in decoding words.•a. Distinguish long and short vowels

What can we learnfrom different peopleand cultures?Learning Mindset: Problem Solving

Week 1:

FOUNDATIONAL SKILLS

Phonics: Prefix mis-;Affixes ReviewHigh-Frequency Words:against, cover, early,getting, here, hurry,much, stopped, toward,yourFluency: IntonationSpelling: Inflections -ed,-ing

VOCABULARY

Power Words: beaten,brass, combined, darting,delight, fragrant,grunted, hollered,mattered, nod, proudly,slippery, smothered, stylesGenerative Vocabulary:Suffixes -ion, -tion, -sionVocabulary Strategy:Shades of Meaning

READING WORKSHOP

Text FeaturesFigurative LanguageMake InferencesThemeResearch: Follow aResearch Plan

WRITING WORKSHOP

Writing Form: Thank-YouLetterGrammar Minilessons:Possessive Pronouns

Week 2:

FOUNDATIONAL SKILLS

Phonics: Open and ClosedSyllables; SyllableDivision PatternsHigh-Frequency Words:area, around, coming,from, goes, going,second, seemed, there,whoFluency: Accuracy andSelf-CorrectionSpelling: Inflections -ed,-ing

VOCABULARY


God made us all unique. We maycome from different cultures and lookdifferent on the outside, but we areall God's dearly loved children. Wecan learn from all different people. God calls us to love all people.

Page 30 of 40


•a. Distinguish long and short vowelswhen reading regularly spelledone-syllable words.•b. Know spelling-soundcorrespondences for additional commonvowel teams.•c. Decode regularly spelled two-syllablewords with long vowels.•d. Decode words with common prefixesand suffixes.•e. Identify words with inconsistent butcommon spelling-soundcorrespondences.•f. Recognize and readgrade-appropriate irregularly spelledwords.







SL.2.6(A)Produce complete sentences whenappropriate to task and situation in

Power Words: clutched,final, forgot, founded,heave, imaginary, marsh,patient, pucker, races,shallow, steers, tart, trunkGenerative Vocabulary:Suffixes -y, -ly

READING WORKSHOP

Story StructureMake and ConfirmPredictionsCentral IdeaSynthesize

WRITING WORKSHOP

Writing Form: Thank-YouLetterGrammar Minilessons:Prepositions andPrepositional Phrases

Week 3:

FOUNDATIONAL SKILLS

Phonics: Long a, e;Multisyllabic Words: Longa, eHigh-Frequency Words:ago, carry, many, money,only, ride, sky, study,wasn’t, worldFluency: Reading RateSpelling: Long e (y)

VOCABULARY

Power Words:adventures, breathless,clamber, festival, flitting,leave, mound, nimble,public, relatives, shuffled,stacked, suburbGenerative Vocabulary:Suffixes -ion, -tion, -sion

READING WORKSHOP

Text FeaturesMake ConnectionsStory StructureGraphic Features

WRITING WORKSHOP

Writing Form: Thank-YouLetterGrammar Minilessons:Frequently Misspelled

Page 31 of 40


order to provide requested detail orclarification. (See grade 2 Languagestandards 1 and 3 on pages 26 and 27for specific expectations.)




L.2.4(A)Determine or clarify the meaning ofunknown and multiple-meaning wordsand phrases based on grade 2 readingand content, choosing flexibly from anarray of strategies.•a. Use sentence-level context as a clueto the meaning of a word or phrase.•b. Determine the meaning of the newword formed when a known prefix isadded to a known word (e.g.,happy/unhappy, tell/retell).•c. Use a known root word as a clue tothe meaning of an unknown word withthe same root (e.g., addition, additional).•d. Use knowledge of the meaning ofindividual words to predict the meaningof compound words (e.g., birdhouse,lighthouse, housefly; bookshelf,notebook, bookmark).

Words

Page 32 of 40


•e. Use glossaries and beginningdictionaries, both print and digital, todetermine or clarify the meaning ofwords and phrases.



W.2.5(I)With guidance and support from adultsand peers, focus on a topic andstrengthen writing as needed by revisingand editing.

W.2.6(I)With guidance and support from adults,use a variety of digital tools to produceand publish writing, including incollaboration with peers.

W.2.7(I)Participate in shared research andwriting projects (e.g., read a number ofbooks on a single topic to produce areport; record science observations).

W.2.8(I)Recall information from experiences orgather information from providedsources to answer a question.


Module 11:GenreStudy:Nonfiction

(updated6/10/19)





RI.2.5(A)Know and use various text features (e.g.,captions, bold print, subheadings,glossaries, indexes, electronic menus,

What are thecharacteristics of abiography?Learning Mindset: Grit

Week 1:

FOUNDATIONAL SKILLS

Phonics: Vowel TeamSyllables; SyllableDivision PatternsHigh-Frequency Words:brother, happened,happy, help, home,mama, papa, sister,suddenly, surpriseFluency: IntonationSpelling: Suffixes -ly, -ful,-er, -est

READING WORKSHOP

Genre Characteristics:


We can learn about people fromhistory and discuss what was goodabout them. God has blessed us withpeople who have done great things intheir lives and we thank and praiseHim for their contributions to our world!

Page 33 of 40


glossaries, indexes, electronic menus,icons) to locate key facts or informationin a text efficiently.








SL.2.1(A)Participate in collaborativeconversations with diverse partnersabout grade 2 topics and texts withpeers and adults in small and largergroups.•a. Follow agreed-upon rules fordiscussions (e.g., gaining the floor inrespectful ways, listening to others withcare, speaking one at a time about thetopics and texts under discussion).•b. Build on others' talk in conversations

BiographyCentral IdeaText Organization

WRITING WORKSHOP

Writing Form: PersonalNarrativeGrammar Minilessons:Review

Week 2:

FOUNDATIONAL SKILLS

Phonics: r-ControlledVowel Syllables;Multisyllabic WordsHigh-Frequency Words: away, because, country,earth, else, green, plant,rain, sea, sunFluency: PhrasingSpelling: Prefixes un-, re-,dis-

READING WORKSHOP

Genre Characteristics:Opinion WritingAuthor’s PurposeIdeas and Support

WRITING WORKSHOP


Week 3:

FOUNDATIONAL SKILLS

Phonics: Final e Syllables;Multisyllabic Words: Finale SyllablesHigh-Frequency Words:bed, enough, family, list,oh, people, shop, sleep,today, tomorrowFluency: ExpressionSpelling: Final e andVowel Team Syllables

READING WORKSHOP

Genre Characteristics:Informational TextCentral IdeaText Features

WRITING WORKSHOP

Page 34 of 40


by linking their comments to theremarks of others.•c. Ask for clarification and furtherexplanation as needed about the topicsand texts under discussion.




SL.2.5(A)Create audio recordings of stories orpoems; add drawings or other visualdisplays to stories or recounts ofexperiences when appropriate to clarifyideas, thoughts, and feelings.



L.2.2(A)Demonstrate command of theconventions of standard Englishcapitalization, punctuation, and spellingwhen writing.•a. Capitalize holidays, product names,and geographic names.•b. Use commas in greetings andclosings of letters.•c. Use an apostrophe to formcontractions and frequently occurringpossessives.•d. Generalize learned spelling patternswhen writing words (e.g., cage ? badge;boy ? boil).


Page 35 of 40


•e. Consult reference materials,including beginning dictionaries, asneeded to check and correct spellings.





Module 12:GenreStudy:Fiction

(updated6/10/19)





What are thecharacteristics ofrealistic fiction?Learning Mindset: Self-Reflection

Week 1:

FOUNDATIONAL SKILLS

Phonics: Final StableSyllables; MultisyllabicWords: Final StableSyllablesHigh-Frequency Words:animal, cut, inside,measure, pick, picture,question, rock, turned,whereFluency: Reading RateSpelling: Triple Blends;Final Stable Syllables


We can learn about other places andpeople by reading all types of fictionbooks. We can use our Christianvalues to evaluate the actions of thecharacters. We can use what we learnto reflect on our past actions and planhow we can do things differently inthe future. But we always want toremember that we are forgiven andredeemed children of God.

Page 36 of 40










RI.2.9(A)Compare and contrast the mostimportant points presented by two textson the same topic.



READING WORKSHOP

Genre Characteristics:Realistic FictionCharactersStory Structure

WRITING WORKSHOP

Writing Form: OpinionEssayGrammar Minilessons:Review

Week 2:

FOUNDATIONAL SKILLS

Phonics: Review ofSyllable TypesHigh-Frequency Words:America, can’t, complete,easy, eyes, love,reached, sentence, state,watchFluency: Accuracy andSelf-CorrectionSpelling: FinalDigraph/Trigraph -ch, -tch

READING WORKSHOP

Genre Characteristics:FantasySettingTheme

WRITING WORKSHOP


Week 3:

FOUNDATIONAL SKILLS

Phonics: Review AffixesHigh-Frequency Words: busy, different, doing,I’m, idea, important,mind, next, plan, triedFluency: IntonationSpelling: Open andClosed Syllables

READING WORKSHOP

Genre Characteristics:PoetryElements of PoetryTheme

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SL.2.5(A)Create audio recordings of stories orpoems; add drawings or other visualdisplays to stories or recounts ofexperiences when appropriate to clarifyideas, thoughts, and feelings.


L.2.1(A)Demonstrate command of theconventions of standard Englishgrammar and usage when writing orspeaking.•a. Use collective nouns (e.g., group).

Theme

WRITING WORKSHOP


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•a. Use collective nouns (e.g., group).•b. Form and use frequently occurringirregular plural nouns (e.g., feet,children, teeth, mice, fish).•c. Use reflexive pronouns (e.g., myself,ourselves).•d. Form and use the past tense offrequently occurring irregular verbs(e.g., sat, hid, told).•e. Use adjectives and adverbs, andchoose between them depending onwhat is to be modified.•f. Produce, expand, and rearrangecomplete simple and compoundsentences (e.g., The boy watched themovie; The little boy watched the movie;The action movie was watched by thelittle boy).




L.2.5(A)Demonstrate understanding of wordrelationships and nuances in wordmeanings.•a. Identify real-life connections

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between words and their use (e.g.,describe foods that are spicy or juicy).•b. Distinguish shades of meaningamong closely related verbs (e.g., toss,throw, hurl) and closely relatedadjectives (e.g., thin, slender, skinny,scrawny).


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Documents

FOUNDATIONAL SKILLS VOCABULARY READING WORKSHOP … · 2020-02-03 · including describing how the beginning introduces the story and the ending concludes the action. RL.2.10(I) By