Second Grade - Reading IP 2014-2015scpsreadingip.weebly.com/uploads/2/5/9/9/25995806/second_final_ip... · Second Grade Page 1 ... Native Americans were the first inhabitants in North

2014-2015 SCPS Reading Instructional Plan

2014-2015 Literacy Instructional Plans

Seminole County Public Schools

Second Grade

Page 1

SCPSLiteracyPlan2014-2015Grade1_Updated_recent_shareFINAL.xlsx

Seminole County Public Schools2014-2015

K-5 Literacy Writing Committee

School Board of Seminole County

Karen Almond

Dr. Tina Calderone

Amy Lockhart

Dede Schaffner

Superintendent of Schools

Dr. Walt Griffin

Deputy Superintendent of Instructional

Excellence and Equity

Dr. Anna-Marie Cote

Elementary Executive Directors

Dr. Marion Cummings

Dr. Beth Sharpe

Director of Teaching and Learning

Dr. Corbet Wilson

Elementary Curriculum Coordinator

Shawn Harrold

Writing Committee

Elementary Reading Specialist

Courtney Kavanaugh

Title One Literacy Specialist

Jane Moore

Teachers

Allison Carothers Catherine Schubert

Susan DeMint Tenesha Wells-Eason

Lesley O'Reilly Tammy Uliano

Marianne Wells Betsie Simmons

Elliott Hershey Stacey Parsons

Kelli Reyes Jeannette Smalley

Sharri Tatum Mary Legg

Nikhail Slaughter Tara Heston

Debra Zacharias Jill Pecoraro

Tonia Young Linda Richard

Kerri Baumis Dorretta McLaurin

Mary Estes Malcolm Cooper Adolph Pernal

1

2014-2015 SCPS Reading Instructional Plan

Rationale for the 2014-2015 Literacy Plan

The 2014-2015 Literacy Instructional Plan aligns the Language Arts Florida Standards with resources found across our district and has been created as a suggested

pacing in order to guide teachers in planning standards-based instruction. The document reflects our current thinking related to the intent of the Language Arts

Florida Standards and covers the remaining weeks in the 2014-2015 school year. Each unit of instruction is based on 5 to 6 weeks of 120 minutes daily, with 90

uninterrupted reading and 30 to 40 minutes of writing instruction. Interventions should be delivered through small group instruction outside of the 120-minute

block. Teachers should be utilizing district-relevant programs and formative and summative assessments in order to differentiate instruction to meet the needs of

their students.

Teachers should be using complex texts, including a greater number of informational texts than in previous years, when teaching comprehension tasks. Additional

materials like photos, print media, first-hand documents and websites have been provided as resources of complex text. We recognize that every school may not

have access to all of these items and have therefore included multiple resources that focus on the standard. Additional materials may be available and teachers

are encouraged to add resources that align to their grade-level standards that have been approved by the district or school site. A copy of the Language Arts

Florida Standards can be found at: www.cpalms.org

Learning goals, standards and scales have been provided within this plan as an example for teachers. These scales and goals should be modified in order to best fit

students' needs based on formative assessments.

Terms Used in Plan: RWN- Reader's & Writer's Notebook, GOTS- Guide on the Side, CL- Customized Literacy TE- Teacher Edition, SE- Student Edition

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SCPS Literacy Plan 2014-2015 - Grade 2_Updated-FINAL.xlsx

M T W T F S S M T W T F S S M T W T F S S M T W T F S S

1 2 1 2 3 4 5 6 7 1 2 3 4 1

3 4 5 6 7 8 9 8 9 10 11 12 13 14 5 (6 7 8 9 10 11 2 3 4 5 6 7 8

10 11 12 13 14 15 16 15 16* 17* 18*) 19 20 21 12 13 14 15 16 17 18 9 10 11 12 13 14 15

17 18 19 20 21 22 23 22 23 24 25 26 27 28 19 20 21 22 23 24 25 16 17 18 19 20 21 22

24 25 26 27 28 29 30 29 30 31 26 27 28 29 30 31 23 24 25 26 27 28

M T W T F S S M T W T F S S M T W T F S S

1 1 2 3 4 5 1 2 3

2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10

9 10 11 12) 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17

16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22* 23 24

(23 24 25 26 27 28 29 27 28 29 30 25 26* 27*) 28 29 30 31

30 31

Student Non-Attendance Day First/Last Day

* Early Release Day ( Beginning of Grading Period ) End of Grading Period

Unit or EOY Assessment Review based prior to assessments

LAFS.2.RL.1.2 & LAFS.2.RL.1.3LAFS.2.L.3.4, LAFS.2.L.1.1 LAFS.2.L.3.4, LAFS.2.L.1.1

LAFS.2.RI.1.2, LAFS.2.RL.2.6LAFS.2.RF.4 & 4a LAFS.2.L.2.3, LAFS.2.L.4.4a

Foundational Standards Language

LAFS.2.RI.1.1 & LAFS.2.RI.2.6 or LAFS.2.RL.1.2 &

LAFS.2.RL.2.5

LAFS.2.RF.3a,b,c,f,

LAFS.2.RF.3.3b LAFS.2.L3.4, LAFS.2.L.1.1e, LAFS.2.L.3.6

LAFS.2.RL.3.3a, 3b, & 3f, LAFS.2.L.1.1d

GRADE 2 for 2014 - 2015 - Option A

March April

January February

May

November December

Reading High-Frequency Standards Additional Standards

S.S. Essential Standards

SS.2.C.2.4 , SS.2.C.2.5 LAFS.2.RL.2.5,LAFS.2.RI.2.6,LAFS.

2.SL.1.1,

LAFS.2.SL.2.4,LAFS.2.SL.2.5,LAFS.

2.SL.2.6, LAFS.2.L.3.6,

LAFS.2.RI.4.10, LAFS.2.RL.4.10

SS.2.G.1.1 , SS.2.G.1.4 ,

SS.2.G.1.3

SS.2.C.1.2 , .SS.C.2.2

SS.2.A.3.1 ,SS.2.C.2.3

LAFS.2.L.3.4 & 4a LAFS.2.L.1.1 and 5a

Ongoing

LAFS.2.RI.1.1, LAFS.2.RI.1.3 or LAFS.2.RL.1.3, LAFS.2.RL.2.5

Comprehension

4

SCPS Literacy Plan 2014-2015 - Grade 2_Updated-FINAL.xlsx

M T W T F S S M T W T F S S M T W T F S S M T W T F S S

1 2 1 2 3 4 5 6 7 1 2 3 4 1

3 4 5 6 7 8 9 8 9 10 11 12 13 14 5 (6 7 8 9 10 11 2 3 4 5 6 7 8

10 11 12 13 14 15 16 15 16* 17* 18*) 19 20 21 12 13 14 15 16 17 18 9 10 11 12 13 14 15

17 18 19 20 21 22 23 22 23 24 25 26 27 28 19 20 21 22 23 24 25 16 17 18 19 20 21 22

24 25 26 27 28 29 30 29 30 31 26 27 28 29 30 31 23 24 25 26 27 28

M T W T F S S M T W T F S S M T W T F S S

1 1 2 3 4 5 1 2 3

2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10

9 10 11 12) 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17

16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22* 23 24

(23 24 25 26 27 28 29 27 28 29 30 25 26* 27*) 28 29 30 31

30 31

Student Non-Attendance Day First/Last Day

* Early Release Day ( Beginning of Grading Period ) End of Grading Period

March April May

GRADE 2 for 2014 - 2015 - Option B November December January February

Reading High-Frequency Standards Additional Standards

S.S. Essential Standards Comprehension Foundational Standards Language Ongoing

SS.2.C.2.4 , SS.2.C.2.5 LAFS.2.RI.1.1, LAFS.2.RI.1.3 or LAFS.2.RL.1.3, LAFS.2.RL.2.5 LAFS.2.RF.3a,b,c,f, LAFS.2.RL.3.3a, 3b, & 3f, LAFS.2.L.1.1d

Unit or EOY Assessment Review based on formative assessments


SS.2.C.1.2 , .SS.C.2.2 LAFS.2.RL.1.2 & LAFS.2.RL.1.3

LAFS.2.L.3.4, LAFS.2.L.1.1 LAFS.2.L.3.4, LAFS.2.L.1.1

LAFS.2.RL.2.5,LAFS.2.RI.2.6,LAFS.

2.SL.1.1,

LAFS.2.SL.2.4,LAFS.2.SL.2.5,LAFS.

2.SL.2.6, LAFS.2.L.3.6,

LAFS.2.RI.4.10, LAFS.2.RL.4.10

SS.2.G.1.1 , SS.2.G.1.4 ,

SS.2.G.1.3LAFS.2.RI.1.1 & LAFS.2.RI.2.6 or LAFS.2.RL.1.2 &

LAFS.2.RL.2.5 LAFS.2.RF.3.3b LAFS.2.L3.4, LAFS.2.L.1.1e, LAFS.2.L.3.6

SS.2.A.3.1 ,SS.2.C.2.3 LAFS.2.RI.1.2, LAFS.2.RL.2.6

LAFS.2.RF.4 & 4a LAFS.2.L.2.3, LAFS.2.L.4.4a

5

Second Grade Social Studies Standards

BENCHMARK CODE BENCHMARK

SS.2.A.1.1 Examine primary and secondary sources.

SS.2.A.1.2Utilize the media center, technology, or other informational sources to locate information that provides answers to

questions about a historical topic.


SS.2.A.2.1 Recognize that Native Americans were the first inhabitants in North America.

SS.2.A.2.2 Compare the cultures of Native American tribes from various geographic regions of the United States.

SS.2.A.2.3 Describe the impact of immigrants on the Native Americans.

SS.2.A.2.4 Explore ways the daily life of people living in Colonial America changed over time.

SS.2.A.2.5 Identify reasons people came to the United States throughout history.

SS.2.A.2.6 Discuss the importance of Ellis Island and the Statue of Liberty to immigration from 1892 - 1954.

SS.2.A.2.7 Discuss why immigration continues today.

SS.2.A.2.8 Explain the cultural influences and contributions of immigrants today.

Strand: AMERICAN HISTORY

Standard 2: Historical Knowledge

Standard 3: Chronological Thinking

Standard 1: Historical Inquiry and Analysis



SS.2.A.3.1 Identify terms and designations of time sequence.


SS.2.G.1.1 Use different types of maps (political, physical, and thematic) to identify map elements.

SS.2.G.1.2Using maps and globes, locate the student's hometown, Florida, and North America, and locate the state capital

and the national capital.

SS.2.G.1.3 Label on a map or globe the continents, oceans, Equator, Prime Meridian, North and South Pole.

SS.2.G.1.4 Use a map to locate the countries in North America (Canada, United States, Mexico, and the Caribbean Islands).


SS.2.E.1.1 Recognize that people make choices because of limited resources.

SS.2.E.1.2 Recognize that people supply goods and services based on consumer demands.

SS.2.E.1.3 Recognize that the United States trades with other nations to exchange goods and services.

SS.2.E.1.4 Explain the personal benefits and costs involved in saving and spending.

Strand: GEOGRAPHY

Standard 1: The World in Spatial Terms

Strand: ECONOMICS

Standard 1: Beginning Economics

Strand: CIVICS AND GOVERNMENT



SS.2.C.1.1 Explain why people form governments.

SS.2.C.1.2 Explain the consequences of an absence of rules and laws.


SS.2.C.2.1 Identify what it means to be a United States citizen either by birth or by naturalization.

SS.2.C.2.2 Define and apply the characteristics of responsible citizenship.

SS.2.C.2.3 Explain why United States citizens have guaranteed rights and identify rights.

SS.2.C.2.4 Identify ways citizens can make a positive contribution in their community.

SS.2.C.2.5 Evaluate the contributions of various African Americans, Hispanics, Native Americans, veterans, and women.


SS.2.C.3.1Identify the Constitution as the document which establishes the structure, function, powers, and limits of American

government.

SS.2.C.3.2 Recognize symbols, individuals, events, and documents that represent the United States.

Standard 3: Structure and Functions of Government

Standard 1: Foundations of Government, Law, and the American Political System

Standard 2: Civic and Political Participation

Reading Literature College and Career Readiness Anchor Standards for

Reading

Key Ideas and Details 1. Read closely to determine what the text

says explicitly and to make logical inferences from it;

cite specific textual evidence when writing or speaking

to support conclusions drawn from the text.

1. Ask and answer such questions as who,

what, where, when, why, and how to demonstrate understanding

of key details in a text.

2. Determine central ideas or themes of a

text and analyze their development; summarize the key

supporting details and ideas.

2. Recount stories, including fables and

folktales from diverse cultures, and determine their central

message, lesson, or moral.

3. Analyze how and why individuals,

events, and ideas develop and interact over the course

of a text.

3. Describe how characters in a story

respond to major events and challenges.

Students are required to use textual

evidence to support their thinking as they ask and answer general questions.

These questions (who, what, when, where, why, and how) focus on what the

text says explicitly and include key details.

Students are required to retell stories and determine the central message using

literature from diverse cultures, including folktales and fables. Students begin

to understand that characters are people who are involved in a story. Character

development is discussed in terms of the characters’ reaction to what is taking

place in the story.

Grade 2 Unpacking Standards- Language Arts

CCR ANCHOR STANDARD Language Arts Florida Standard Unpacking



College and Career Readiness Anchor Standards for

Reading Reading Literature

Craft & Structure4. Interpret words and phrases as they are

used in a text, including determining technical,

connotative, and figurative meanings, and analyze how

specific word choices shape meaning or tone.

4. Describe how words and phrases (e.g.,

regular beats, alliteration, rhymes, repeated lines) supply rhythm

and meaning in a story, poem, or song.

Students are required to tell how words

and phrases provide meaning to a story, poem, or song. They begin to

understand story structure by explaining how the introduction is the beginning

and the conclusion is where the action ends. Students at this level begin to

understand how characters’ points of view differ. As students read orally, they

should read using different voices for different characters.5. Analyze the structure of texts, including

how specific sentences, paragraphs, and larger portions

of the text (e.g., a section, chapter, scene, or stanza)

relate to each other and the whole.

5. Describe the overall structure of a story,

including describing how the beginning introduces the story and the

ending concludes the action.

6. Assess how point of view or purpose

shapes the content and style of a text.

6. Acknowledge differences in the points

of view of characters, including by speaking in a different voice for

each character when reading dialogue aloud.




Reading Reading Literature

Integration of Knowledge and Ideas 7. Integrate and evaluate content presented

in diverse media and formats, including visually and

quantitatively, as well as in words.

7. Use information gained from the

illustrations and words in a print or digital text to demonstrate

understanding of its characters, setting, or plot.

8. Delineate and evaluate the argument and

specific claims in a text, including the validity of the

reasoning as well as the relevance and sufficiency of the

evidence.

9. Compare and contrast two or more

versions of the same story (e.g., Cinderella stories) by different

authors or from different cultures.

10. By the end of the year, read and

comprehend literature, including stories and poetry, in the grades

2–3 text complexity band proficiently, with scaffolding as needed at

the high end of the range.

10. Read and comprehend complex literary

and informational texts independently and proficiently.

9. Analyze how two or more texts address

similar themes or topics in order to build knowledge or

to compare the approaches the authors take.

With assistance as needed, students are

required to read proficiently and understand various types of literature for the

2-3 text complexity band.

Students are required to use information

from pictures, print, or digital text to show they understand characters, setting

and plot. They read versions of the same story and find similarities and

differences.




Reading Reading Informational Text

3. Analyze how and why individuals,

events, and ideas develop and interact over the course

of a text.

3. Describe the connection between a series of historical events,

scientific ideas or concepts, or steps in technical procedures in a

text.

Students are required to use textual

evidence to ask and answer general questions about key details using who,

what, when, where, why, and how. They are required to be able to read

several paragraphs and identify the main idea. Along with recognizing main

idea, students need to be able to understand the overall focus of a text with

several paragraphs.

Students at this level are required to describe how historical events, scientific

ideas or “how to” procedures are linked together in a text.

Key Ideas and Details 1. Read closely to determine what the text

says explicitly and to make logical inferences from it;

cite specific textual evidence when writing or speaking

to support conclusions drawn from the text.

1. Ask and answer such questions as who,

what, where, when, why, and how to demonstrate understanding

of key details in a text.

2. Determine central ideas or themes of a

text and analyze their development; summarize the key

supporting details and ideas.

2. Identify the main topic of a

multiparagraph text as well as the focus of specific paragraphs

within the text.





Craft & Structure4. Interpret words and phrases as they are

used in a text, including determining technical,

connotative, and figurative meanings, and analyze how

specific word choices shape meaning or tone.

4. Determine the meaning of words and

phrases in a text relevant to a grade 2 topic or subject area.

Students are required to find out word

meanings and phrases that are specific to grade 2. As students continue to

build the skill of using text features to find information with proficiency, they

need to be able to use captions, bold print, subheadings, glossaries, electronic

menus, icons, etc. to analyze the text information. Students are required to tell

the main purpose of a text according to what the author wants the reader to

know.

5. Analyze the structure of texts, including

how specific sentences, paragraphs, and larger portions

of the text (e.g., a section, chapter, scene, or stanza)

relate to each other and the whole.

5. Know and use various text features (e.g.,

captions, bold print, subheadings, glossaries, indexes, electronic

menus, icons) to locate key facts or information in a text efficiently.

6. Assess how point of view or purpose

shapes the content and style of a text.

6. Identify the main purpose of a text,

including what the author wants to answer, explain, or describe.

Fluency4. Read with sufficient accuracy and

fluency to support comprehension.

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

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

expression.

c. Use context to confirm or self-correct word recognition and

understanding, rereading as necessary.

None Fluency helps the reader process language

for meaning and enjoyment. Fluent readers are able to focus attention on the

meaning of the text. Readers at this stage still benefit from opportunities to

read texts multiple times at an independent level.

Phonics and Word RecognitionStudents continue learning specific

strategies for decoding words in texts. Learning prefixes, suffixes, and vowel

patterns enhances decoding, spelling ability, and vocabulary development.

3. Know and apply grade-level phonics

and word analysis skills in decoding words.

a. Distinguish long and short vowels when reading regularly spelled one-

syllable words.

b. Know spelling-sound correspondences for additional common vowel

teams.

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

d. Decode words with common prefixes and suffixes.

e. Identify words with inconsistent but common spelling-sound

correspondences.

f. Recognize and read grade-appropriate irregularly spelled words.

b. Decode words with common Latin suffixes.

None


Reading Foundational Skills


Comprehension and Collaboration4. Present information, findings, and

supporting evidence such that listeners can follow the

line of reasoning and the organization, development,

and style are appropriate to task, purpose, and

audience.

4. Tell a story or recount an experience

with appropriate facts and relevant, descriptive details, speaking

audibly in coherent sentences.

Second grade students should be able to

engage in storytelling and report facts and relevant details about an

experience. This should be done orally, with some detail, and with clarity of

thought and emotions.

They should be able to utilize digital media

(Garage Band, personal computers) to make audio recordings of stories or

poems and add visual displays to illuminate chosen facts or details. In order to

do so,

students will need multiple opportunities to present information to others and

develop behaviors that will lead to the ability to add appropriate digital media

and visual displays.

Students will need to engage in behaviors that lead to the expression of

complete ideas both verbally and in writing: turn and talk, small group

discussion, computer use, and writing and speaking learning activities. Students

will also need a purposeful focus on choice-making throughout ELA.

5. Make strategic use of digital media and

visual displays of data to express information and

enhance understanding of presentations.

5. Create audio recordings of stories or

poems; add drawings or other visual displays to stories or recounts

of experiences when appropriate to clarify ideas, thoughts, and

feelings.

6. Adapt speech to a variety of contexts and

communicative tasks, demonstrating command of

formal English when indicated or appropriate.

6. Produce complete sentences when

appropriate to task and situation in order to provide requested

detail or clarification.




Reading Speaking and Listening

9. Analyze how two or more texts address

similar themes or topics in order to build knowledge or

to compare the approaches the authors take.





9. Compare and contrast the most

important points presented by two texts on the same topic.

10. By the end of year, read and

comprehend informational texts, including history/social studies,

science, and technical texts, in the grades 2–3 text complexity band

proficiently, with

scaffolding as needed at the high end of the range.

10. By the end of year, read and

comprehend informational texts, including history/social studies, science, and

technical texts, in the grades 2–3 text complexity band proficiently, with

scaffolding as needed at the high end of the range.

Students are required to integrate visual

and print information to clarify understanding.

At this level, students should also be able describe the author’s reasoning by

finding support within the text.

Second grade students are required to identify the most important points in a

text. Then, they should be able to find similarities and differences in the points

they have indentified when reading about two texts that share the same topic.

Craft & Structure7. Integrate and evaluate content presented

in diverse media and formats, including visually and

quantitatively, as well as in words.

7. Explain how specific images (e.g., a

diagram showing how a machine works)

contribute to and clarify a text.

8. Delineate and evaluate the argument and

specific claims in a text, including the validity of the

reasoning as well as the relevance and sufficiency of the

evidence.

8. Describe how reasons support specific

points the author makes in a text.

10. Read and comprehend complex literary

and informational texts independently and proficiently.

3. Ask and answer questions about what a

speaker says in order to clarify comprehension, gather additional

information, or deepen understanding of a topic or issue.

Students in grade two will engage in

conversations about grade-appropriate topics and texts. In order to do so,

students will need ample opportunities to take part

in a variety of rich, structured conversations. Students actively engage as part

of a whole class, in small groups, and with a partner, sharing the roles of

participant, leader, and observer. Students at this level should engage in

collaborative conversations (such as book groups, literature circles, buddy

reading), and develop skills in active (close) listening and group discussion

(looking at the speaker, turn taking, linking ideas to the speakers’ idea, sharing

the floor, etc).

Second grade students should also be able to listen carefully to a text read

aloud and to recount or describe details about what they heard. Students need

to ask questions and understand and answer questions asked of them in order

to clarify or gain more information.




Reading Speaking and Listening

Comprehension and Collaboration1. Participate in collaborative

conversations with diverse partners about grade 2 topics and texts with peers and adults in

small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways,

listening to others

with care, speaking one at a time about the topics and texts under discussion).

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

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

discussion.

1. Prepare for and participate effectively in

a range of conversations and collaborations with diverse

partners, building on others‟ ideas and expressing their

own clearly and persuasively.

2. Recount or describe key ideas or details

from a text read aloud or information presented orally or through

other media.

2. Integrate and evaluate information

presented in diverse media and formats, including

visually, quantitatively, and orally.

3. Evaluate a speaker‟s point of view,

reasoning, and use of evidence and rhetoric.

1. Demonstrate command of the

conventions of standard English grammar and usage when writing or

speaking.

a. Use collective nouns (e.g., group). b. Form and use frequently

occurring irregular plural nouns (e.g., feet,

children, teeth, mice, fish).

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

d. Form and use the past tense of frequently occurring irregular verbs

(e.g., sat, hid, told).

e. Use adjectives and adverbs, and choose between them depending on

what is to be modified.

f. Produce, expand, and rearrange complete simple and compound

sentences (e.g., The boy watched the movie; The little boy watched the

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


conventions of standard English grammar and usage

when writing or speaking.




Reading Language

Conventions of Standard EnglishAn understanding of language is essential

for effective communication. “The inclusion of Language standards in their own

strand should not be taken as an indication that skills related to conventions,

knowledge of language, and vocabulary are unimportant to reading, writing,

speaking, listening, and viewing; indeed, they are inseparable from such

contexts.”

Third grade students must have a command of the grammar and usage of

spoken and written standard English. Standards that are related to conventions

are appropriate to formal spoken English as they are to formal written English.

At this level, emphasis expands to include subject-verb agreement,

comparative and superlative adjectives and adverbs, and more complex

sentences. With conventions, students are becoming more adept at ending

punctuation, comma usage, appropriate use of capitalization, and are using

spelling patterns and generalizations in writing.


conventions of standard English capitalization,

punctuation, and spelling when writing.


conventions of standard English capitalization, punctuation, and spelling when writing.

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

b. Use commas in greetings and closings of letters.

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

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

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

correct spellings.

Knowledge of LanguageStudents in grade 2 will use what they

know about HOW language works when they write, speak, read, and listen.

Students at this level will compare writing and speaking that is formal and

informal. In order to do so, students will need strategies for reading across

various authors and genres to compare writing styles and effects of language

usage.

3. Use knowledge of language and its

conventions when writing, speaking, reading, or listening.

a. Compare formal and informal uses of

English.

3. Apply knowledge of language to

understand how language functions in different

contexts, to make effective choices for meaning or style,

and to comprehend more fully when reading or

listening.




Reading Language

Vocabulary Acquisition and UseAs students at this level focus on word

acquisition and use, the intent of the CCSS is to introduce grammatical

knowledge in basic ways that will be relearned in more sophisticated contexts

in the upper grades.

The overall focus of language learning in regards to vocabulary acquisition is to

guide students as they make purposeful language choices in writing and

speaking in order to communicate effectively in a wide range of print and

digital texts. Students need to understand the diversity in standard English and

the ways authors use formal and informal voice (dialects,

registers) to craft their message for specific purposes. Students also need

strategies for learning to make these kinds of choices for themselves as they

write and speak in different contexts and for different purposes.

Learning words at this stage consists in part of exploring different shades of the

same verb (run/sprint) and closely related adjectives, growing vocabulary by

using known word parts (prefix, root or compound part) to acquire unknown

words, and developing print and digital reference use (glossary and dictionary).

4. Determine or clarify the meaning of

unknown and multiple-meaning words and phrases by

using context clues, analyzing meaningful word parts,

and consulting general and specialized reference

materials, as appropriate.

4. Determine or clarify the meaning of

unknown and multiple-meaning words and phrases based on grade

2 reading and content, choosing flexibly from an array of strategies.

a. Use sentence-level context as a clue to the meaning of a word

or phrase.

b. Determine the meaning of the new word formed when a known

prefix is added to a known word (e.g., happy/unhappy, tell/retell).

c. Use a known root word as a clue to the meaning of an unknown

word with the same root (e.g., addition, additional).

d. Use knowledge of the meaning of individual words to predict

the meaning of compound words (e.g., birdhouse, lighthouse,

housefly; bookshelf, notebook, bookmark).

e. Use glossaries and beginning dictionaries, both print and digital,

to determine or clarify the meaning of words and phrases.

5. Demonstrate understanding of word

relationships and nuances in word meanings.

5. Demonstrate understanding of word

relationships and nuances in word meanings.

a. Identify real-life connections between words and their use (e.g.,

describe foods that are spicy or juicy). b. Distinguish shades of meaning

among

closely related verbs (e.g., toss, throw, hurl) and closely related adjectives

(e.g., thin, slender, skinny, scrawny).




Reading Language

Vocabulary Acquisition and Use6. Use words and phrases acquired through

conversations, reading and being read to, and responding to texts,

including using adjectives and adverbs to describe (e.g., When other

kids are happy that makes me happy).

6. Acquire and use accurately a range of

general academic and domain-specific words and

phrases sufficient for reading, writing, speaking, and

listening at the college and career readiness level;

demonstrate independence in gathering vocabulary

knowledge when encountering an unknown term

important to comprehension or expression.




Reading Language

Glossary of Key Terms- ELA Close Read- Reading a short, complex passage carefully, multiple times, with a purpose that

leads to deeper comprehension.

Cloze Passage- A passage that requires students to identify the correct vocabulary words

that have been deleted from the passage.

Domain-specific words and phrases – Vocabulary specific to a particular field of study

(domain), such as the human body (CCSS, p. 32); in the Standards, domain-specific words and

phrases are analogous to Tier Three words (Language, p. 36).

Emergent reader texts – Texts consisting of short sentences comprised of learned sight

words and CVC words; may also include rebuses to represent words that cannot yet be

decoded or recognized; see also rebus.

Evidence – Facts, figures, details, quotations, or other sources of data and information that

provide support for claims or an analysis and that can be evaluated by others; should appear

in a form and be derived from a source widely accepted as appropriate to a particular

discipline, as in details or quotations from a text in the study of literature and experimental

results in the study of science.

Focused question – A query narrowly tailored to task, purpose, and audience, as in a

research query that is sufficiently precise to allow a student to achieve adequate specificity

and depth within the time and format constraints.

General academic words and phrases – Vocabulary common to written texts but not

commonly a part of speech; in the Standards, general academic words and phrases are

analogous to Tier Two words and phrases (Language, p 36).

Independent(ly) – A student performance done without scaffolding from a teacher, other

adult, or peer; in the Standards, often paired with proficient(ly) to suggest a successful

student performance done without scaffolding; in the Reading standards, the act of reading a

text without scaffolding, as in an assessment; scaffolding

Point of view – Chiefly in literary texts, the narrative point of view (as in first- or third-person

narration); more broadly, the position or perspective conveyed or represented by an author, narrator,

speaker, or character.

Print or digital (texts, sources) – Sometimes added for emphasis to stress that a given standard

is particularly likely to be applied to electronic as well as traditional texts; the standards are generally

assumed to apply to both.

Proficient(ly) – A student performance that meets the criterion established in the Standards as

measured by a teacher or assessment; in the Standards, often paired with independent(ly) to suggest

a successful student performance done without scaffolding; in the Reading standards, the act of

reading a text with comprehension; see also independent(ly), scaffolding.

Scaffolding – Temporary guidance or assistance provided to a student by a teacher, another adult,

or a more capable peer, enabling the student to perform a task he or she otherwise would not be able

to do alone, with the goal of fostering the student’s capacity to perform the task on his or her own

later on.

Text Coding- Marking a text with symbols in order to examine the structure, key ideas, details or to

examine a specific topic.

Text complexity – The inherent difficulty of reading and comprehending a text combined with

consideration of reader and task variables; in the Standards, a three-part assessment of text difficulty

that pairs qualitative and quantitative measures with reader-task considerations (CCSS, pp. ; Reading,

pp. xx).

Text complexity band – A range of text difficulty corresponding to grade spans within the

Standards; specifically, the spans from grades 2–3, grades 4–5, grades 6–8, grades 9–10, and grades

11–CCR (college and career readiness).

With prompting and support/with (some) guidance and support – See scaffolding

D Description- Words or phrases that evoke an image in the reader's mind or appeal to the five senses.

Codes for Informational Text

DE Definition- When the author defines a term to help the reader understand the concept, idea or topic.

E Expert- Information or quotes from an expert source. This can be an organization, agency or person.

SStatistic- Information that includes quantitative information that may be represented numerically, on tables, graphs or

illustrations or using words and phrases.

OObservation/Anecdote- When the author or who the author is citing provides an observation or anecdote that helps or argue

his or her claim.

EX Example- A specfic example the author uses to explain or argue a point.

What is Close Reading ? Close reading is a strategy that allows readers to dig deeper into a text by completing some or all of the following:

1. Reading the text (model or independently) to gain a key understanding

of the text.

2. Coding the text for something specific (vocabulary, evidence, opinions,

new information, etc. ) see text codes .

3. Rereading the text & discussion (whole group or small group).

4. Rereading the text to answer questions/ produce a writing task .

E

C

Text Codes

* Important Idea

! This information is interesting or surprising

? I have a question about this word/phrase/idea

Evidence to support my task or thinking

Connection to another text or another idea

Reading Street 2013 Trade Book Library List TITLE AUTHOR ISBN

GRADE 1

Uno: Blue-Ribbon Beagle Spinner, Stephanie 9780448450735

Best Friends Edwards, Roberta 9780448445670

Emperor Penguins Edwards, Roberta/Schwartz, Carol 9780448446646

Babies in the Bayou Arnosky, Jim 9780142414637

Mama's Little Duckling Parker, Marjorie 9780142415320

Nobunny's Perfect Dewdney, Anna 9780142415337

Little Cloud Carle, Eric 9780698118300

Johnny Appleseed Demuth, Patricia Brennan 9780448411309

T-Rex Is Missing! Depaola, Tomie 9780448428703

Bones and the Birthday Mystery (#5) Adler, David A. 9780142414323

Badgers Fancy Meal Holub, Joan 9780142401064

From Slave to Soldier Deborah Hopinson 068939669

GRADE 2

Isla Dorros, Arthur 9780140565058

The Old House Edwards, Pamela Duncan 9780142414804

Cam Jansen 13 and the Mystery at the Haunted House Adler, David 9780142402108

Henry and Mudge and the Big Sleepover Cynthia Rylant 0689834519

Earthquake Marion Dane Bauer 1416925511

On Earth Karas, G. Brian 9780142410639

Where Fish Go In Winter Koss, Amy Goldman 9780142300381

Second Grade Rules, Amber Brown Danziger, Paula /Ross, Tony 9780142404218

Coming Home Soon 0448413345

Rainbow Tulip, The Mora, Pat 9780142500095

Legend of the Indian Paintbrush, The dePaola, Tomie 9780698113602

Virgie Goes to School with Us Boys Elizabeth Fitzgerald Howard 0689877935

Grade 3

Uncle Jed's Barbershop Margaret King Mitchell 0689849137

Legend of the Bluebonnet, The dePaola, Tomie 9780698113596

Bug Out! Clarke, Ginjer L. 9780448445434

Miss Rumphius Cooney, Barbara 9780140505399

Charlotte's Web E. B. White 9780064400558

Jeff Corwin: Snakes Corwin, Jeff 9780448451770

Lowji Discovers America Candance Fleming 1416958320

Scraps of Time A Song for Harlem McKissack, Patricia 9780142412381

Scraps of Time The Home-Run King McKissack, Patricia 9780142414590

George Did It Jurmain, Suzanne Tripp 9780142408957

The Bat Boy and His Violin Gavis Curtis 0689830122

The Storm Cynthia Rylant 068984882X

Grade 4

House in the Mail, The Wells, Rosemary & Tom/Andreasen, Dan 9780142400616

Abby Takes a Stand McKissack, Patricia /James, Gordon C. 9780142406878

Because of Winn Dixie Kate Di Camillo 0763616052

The Year of Miss Agnes Kirkpatrick Hill 0689851243

Yours Truly, Goldilocks Alma Flor Ada 0689844522

Boy, Were We Wrong About Dinosaurs! Kudlinski, Kathleen 9780142411933

Frindle Robert Burleigh 0698114256

Who Was Marco Polo? Holub, Joan 9780448445403

James and the Giant Peach Dahl, Roald 9780142410363

Flight Burleigh, Robert 9780698114258

Mieko and the Fifth Treasure Coerr, Eleanor 9780698119901

Stuart Little E. B White 9780064400565

Grade 5

Celia Cruz, Queen of Salsa Chambers, Veronica 9780142407790

Number the Stars Lois Lowry 0440802911

Three Cups of Tea Mortenson, Greg/Relin, David Oliver 9780142414125

Shiloh Phillis Reynolds Naylor 0689835825

So You Want to Be An Inventor? St. George, Judith /Small, David 9780142404607

Kid Who Invented the Popsicle, The Wulffson, Don L. 9780141302041

Mary On Horseback Wells, Rosemary 9780141308159

Immigrant Kids Freedman, Russell 9780140375947

No Talking Andres Clements 1416916245

Maniac Magee Jerry Spinelli 316809063

The Phantom Tollbooth Norton Juster 0394820371

Mr. Poper Peguin's Richard and Florence Atwater 0316058432

SCPS Second Grade Literacy Plan 2014-2015

LAFS.2.RF.4.4b.

Fluency Spelling Word Analysis Handwriting Conventions

Fresh Read

RI.1.1

RI.1.3

RL.1.3

RL.2.5

S.S.

Sta

nd

ard

s: S

S.2

.C.2

.4 ,

SS.2

.C.2

.5

RWN pg.201

CCR Weekly/Weekly/

Teacher created

assessment

Concept Literacy:Help from a Friend (Lexile 130, Guide Rdg Level B)Below Level:Our School

Science Fair (Lexile 580, GuideReadingLevel D)

On-Level:Dotty’s Art (Lexile 520, Guided Reading Level H)Advanced:Maggie’s New Sidekick

(Lexile 690, Guided

Reading Level N)ELL: Ada’s Castle ELD: Ada’s Castle

Click here for lessons 2.4,2.4a,2.5,2.6

RWN pg. 195

Author's Purpose pg. 40-41,

Questioning pg. 70-71,

Compare & Contrast pg. 48-49

http://www.cpalms.org/Public/PreviewStandard/Preview/5694

CPALMS




Inference p 164, Plot p152, Seq

p154, Main Idea p150, Text

Structure p178

Story Structure p174, Retell,

Restate, Details & Facts p182

Text B

ased

*To be completed as a shared writing*

Click here for Chronological Frame: Time Order

Alberto the Scientist T.E. 376-379

Z and X

TE 371f

Verbs TE page

353c

Suggested S.S. ResourcesSleuth Reader's Theatre Leveled Readers

Fluency-

Appropriate

Phrasing

Customized Literacy Guide on the Side

Click for

Words

Assessm

ent

Options

Compare and Contrast-Lessons 2, 3, 12

RWN pg. 200

Comprehension Toolkit

The Indian Paintbrush or other school/district

approved text.

Click for student pagesClick here for teacher

guide

RWN pg. 194

Re

sou

rce

sR

eadin

g S

treet

LAFS.2.RF.3a,b,c,f, LAFS.2.L.1.1

SCPS Writing Plan Focus: Informational Text

Click for

Words

vowel

patterns:

e ,ee, ea,

y

guess, pretty,

science,

shoe, village,

watch, won

TE pg. 381f

RWN pg.

199/TE 371c

RWN pg.

204/TE 379b

Novel Study

TE pg.

380d

School-Based

Fluency

Resources

Rete

ach/E

xte

nsio

n

Supple

menta

l

Mate

rials

pgs 61-66

Unit High Frequency Standards LAFS.2.RI.1.1, LAFS.2.RI.1.3 or LAFS.2.RL.1.3, LAFS.2.RL.2.5

Learning Goal: Students will be able to ask and answer questions, make connections between texts, and describe characters while identifying the plot. Or

Students will be able to ask and answer questions using key details and describe connections between events & ideas in informational

texts

Standards Click here for Example Lit. Scale Click here for Example Inf. Scale

G2U3W1

LAFS.2.RL.1.1

Author's Purpose (TE pg. 353a-353b)

Teacher Read Aloud- Two

Mischevious Cubs and The Alphabet

Game

Read story: Pearl and Wagner

(Lexile 340): Two Good Friends.

Students will compare and

contrast characters Pearl and

Wagner.

Read story: Pearl and

Wagner: Two Good

Friends. Complete story

chart RWN pg. 200/TE

pg. 371e.

Close read page 369. Why

do you think the talking

robot didn't win the prize?

Provide evidence from the

text.

DOK Stems

DOK 2: How are _____alike ?

Different? What can you say

about______? What do you

notice about_____? Can you

explain how _____affected

_____?DOK 3: How is

________related to _____?

Can you predict the outcome

if_____? What would

happen if ____?In the story Alberto the Scientist, the reader learns about a young man who enjoys being a

scientist. Write an informational paragraph that explains how Alberto shows the reader he

likes to be a scientist. Use text evidence to support your answer.

Click here for

additional Social

Studies Resources

Making Reading

Buddy Bookmarks pg.

32

Animals on Parade

Click here for

footsteps that change

society

Lesson Planning Sheet

Suggested S.S. Sites

http://scpswriting.weebly.com/uploads/2/6/1/4/26142576/final_2nd_grade_informational-expository.docx





http://www.weebly.com/uploads/2/5/9/9/25995806/grade_2_chronological_order_series_of_events.docx



http://www.weebly.com/uploads/2/5/9/9/25995806/spellingtestedvocablists.doc


http://www.weebly.com/uploads/2/5/9/9/25995806/indianpaintbrushse.pdf

http://www.weebly.com/uploads/2/5/9/9/25995806/indianpaintbrushte.pdf




http://www.weebly.com/uploads/2/5/9/9/25995806/scale_for_lafs.2.rl.1.3-unit3.docx

http://www.weebly.com/uploads/2/5/9/9/25995806/scale_for_lafs.2.ri.1.3-unit3.docx

http://www.weebly.com/uploads/2/5/9/9/25995806/footsteps_that_changed_society.pdf




http://www.weebly.com/uploads/2/5/9/9/25995806/crqplanningsheet.pdf


LAFS.2.RF.4.4b.


Fresh Read

RI.1.1

RI.1.3

RL.1.3

RL.2.5

Click for student pages

G2U3W2

Novel Study CPALMS


Fluency- Appropriate

Phrasing

S.S.

Sta

nd

ard

s: S

S.2

.C.2

.4 ,

SS.2

.C.2

.5

pgs 67-72

School-Based

Fluency Resources

Click here for lessons 2.7a,2.7b,2.8,2.9




CCR Weekly/Weekly/

Teacher created

assessment

Compare and Contrast-Lessons 2, 3, 12

Reader's Theatre

Click here for teacher

guide

Assessm

ent

Options

Suggested S.S. Resources

RWN pg. 212


Customized Literacy Guide on the Side Leveled Readers Inference p 164, Plot p152, Seq


Structure p178



Concept Literacy:How I Feel (Lexile 180, Guided eading Level B)Below

Level:Let’s Send a Letter! (Lexile 500, Guided Reading

Level D)On-Level Living in Seoul (Lexile 480, Guided Reading Level

H)Advanced:Communicating … Then and Now (Lexile 740,Guided Reading

Level N)ELL: Express Yourself ELD: Express Yourself

RWN pg 207 DVD 130

Draw Conclusions pg. 50-51,

Visualize pg. 84-85,

Compare & Contrast pg 48-

49

Click here for


society

RWN pg.

206/TE pg.

387

TE pg.

416d

Re

sou

rce

sR

eadin

g S

treet

LAFS.2.RF.3a,b,c,f, LAFS.2.L.1.1


Click for

Words

Vowel

Pat-

terns: o,

oa, ow

answer,

company,

faraway,

parents,

picture,

school, wash

TE pg. 417f

RWN pg.

211/TE pg.

405c RWN pg.

216/TE pg.

415c

Click for

Words

Text B

ased

Num-

bers 1-

10 /

Num-ber

Forma-

tion TE

405f

Verbs with

Singular and

Plural Nouns

TE page 387c


approved text.

Rete

ach/E

xte

nsio

n

Supple

menta

l

Mate

rials



Students will be able to ask and answer questions using key details and describe connections between events & ideas in informational texts




Click here for

additional Social

Studies Resources

LAFS.2.RL.1.1 & LAFS.2.RL.1.7

Draw Conclusions (TE pg. 387a-

387b) Teacher Read Aloud: The

Best Message. SE pg. EI-7

Read aloud, Dear Juno

(Lexile:660). Answer "Think

Critically" questions (TE pg.

406/SE 406)

Close read pages TE/SE

396-397. What did Juno

conclude about the

flower and cat? Identify

the clues in the

sentences about Juno's

thoughts in the letter

which helped you

answer the questions.

Close read page 391.

How does Juno know

who sent the letter?

Provide evidence to

support your answer.

(TE pg. 406)

DOK Stems

DOK 2: What do you notice about

__? What conclusions can you

draw from ___? How are

___alike? Different? How would

you compare____? Contrast___?

What can you say about___? DOK

3: Can you predict the outcome

if_____? Can you elaborate on

the reason____? What

conclusions can you draw___?Juno writes a letter without using words. Do you think words are always necessary to get a

message across? Write your opinion, using details from the text.

To be Completed as a Shared Writing

Click here for Opinion Frame

Dear Juno p. 400-402

Sleuth

Finding a Voice pg 34 Animals on Parade




















http://www.weebly.com/uploads/2/5/9/9/25995806/grade_2_opinion_frame.docx



LAFS.2.RF.4.4b


Fresh Read

RI.1.1

RI.1.3

RL.1.3

RL.2.5

Fluency-

Appropriate

Phrasing

School-Based

Fluency

Resources

pgs.79-84

Reader's Theatre

Compare and Contrast- Lessons 2, 3, 12


Manuscript to

cursive/ letter

formation

Model tall and

short uphill

strokes TE

page 443e

Verbs for

past, present,

and future TE

page 423c

Animals on Parade

Novel Study


approved text.


guide


Assessm

ent

Options

TE pg.443a, Graphic

Organizer 13RWN pg.224

CCR

Weekly/Weekly/

Teacher created

assessment

RWN pg.

218/TE pg.

423

TE pg.

450dRWN pg. 219

Rete

ach/E

xte

nsio

n

Supple

menta

l

Mate

rials

Sleuth

A Birthday Surprise

page 36

Re

sou

rce

sR

eadin

g S

treet

LAFS.2.L.3.4d, LAFS.2.RF.2c


Click for

Words

Com-

pound

words

been,

believe,

caught,

finally, today,

tomorrow,

whatever

TE pg. 451f

RWN pg.

223/TE pg.

443b RWN

pg.228/TE pg.

Click for

Words

Text B

ased

*To be completed as a shared writing.

Click here for Claim Evidence Reasoning Frame

T.E. pp. 448-449


Learning Goal: Students will be able to ask and answer questions, make connections between texts, and describe characters while identifying the plot.

Or Students will be able to ask and answer questions using key details and describe connections between events & ideas in

informational texts


G2U3W3

Leveled Readers

Compare and Contrast pg. 48-

49, Summarize pg. 78- 79



Structure p178



Concept Literacy:What Should We Do? (Lexile 200, GuidedReading Level B)Below

Level:Using a Net (Lexile 570, Guided Reading Level D)

On-Level:Arachnid or Insect? (Lexile 300, Guided Reading Level H) Advanced:How

Can Animals Help? (Lexile 810, GuidedLevel N)ELL: Chimps Use Tools! ELD: Chimps Use

Tools!


Compare and Contrast Teacher

Read Aloud: Dinner For A Spider,

Draw a Venn diagram or use a

graphic organizer to model and

compare the two spiders TE 423a-

423b SE EI-5

Story: Anansi Goes Fishing

(Lexile:420) Retell TE 445a Have

students work in pairs, retelling the

story to one another. Remind

children that their partners should

include the characters, setting, and

event from the beginning, middle,

and end of the story.

TE/SE 448-449 Compare

and contrast the two

poems with a focus on

asking students

who,what, where,

when,and why.

CLOSE READ: Look

back at page 435.

Why does Anansi

not feel full?

Provide Evidence

to support your

evidence.

DOK Stems

DOK 2: How can you organize__?

How are ___alike? Different?

What can you say about___? Can

you explain how

____affected___? What do you

notice about___? DOK 3: Can

you predict the outcome if___?

What would happen if ___? Can

you elaborate on the reason___?

What conclusions can you

draw____?What are two ways the spider's web help the spider? Use details from "Do spiders

stick to their own webs?" to help you explain.


S.S.

Sta

nd

ard

s: S

S.2

.C.2

.4 ,

SS.2

.C.2

.5


Click here for lessons 2.9

Click here for


society



Click here for additional

Social Studies Resources

CPALMS












http://www.weebly.com/uploads/2/5/9/9/25995806/grade_2_claim_evidence_reasoning-_tdq_graphic_organizer.docx











http://www.weebly.com/uploads/2/5/9/9/25995806/second_social_studies_resources_for_unit_3.pdf







LAFS.2.RF.4.4


Fresh Read

RI.1.1

RI.1.3

RL.1.3

RL.2.5

Fluency-

Appropriate

Phrasing

pgs 79-84

School-Based

Fluency

Resources

*To be completed as shared writing*


Rosa and Blanca T.E. pg 458-469

Manuscript to

cursive

letters/letter

formation: a,

d, c, n, m, x TE

page 469e

Verbs: Now,

Past, Future

TE page 457c

Assessm

ent

Options

RWN pg. 237TE pg.469a, T-

Chart

CCR Weekly/Weekly/

Teacher created

assessment

RWN pg. 231

Re

sou

rce

sR

eadin

g S

treet

RWN pg.

230/TE pg.

457

TE pg.

478d

LAFS.2.RL.3.3a, 3b, & 3f, LAFS.2.L.1.1d


Click for

Words

Vowel

pat-terns

i, ie, igh,

y

alone, buy,

daughter,

half, many,

their,

youngest

TE pg. 479f

RWN pg.

235/TE pg.

469b RWN pg.

240/TE pg.

477b

Click for

Words

Sleuth

An Unexpected Gift

pg. 38

Text B

ased

Rete

ach/E

xte

nsio

n

Supple

menta

l

Mate

rials

Compare and Contrast- 2, 3, 12


Animals on Parade

Novel Study


approved text.


guide


Reader's Theatre



Students will be able to ask and answer questions using key details and describe connections between events & ideas in informational

texts


G2U3W4

Leveled Readers

Sequence pg. 72-73, Predict

and Set Purpose pg. 68-69,


49



Structure p178



Concept Literacy:Good Ideas! (Lexile 220, Guided Reading Level B)Below Level:Ana Is Shy

(Lexile 320, Guided Reading Level E)On-Level:The International Food Fair! (Lexile 560,

GuidedReading Level H) Advanced:Hank’s Tortilla Factory (Lexile 650, Guided ReadingLevel

N)ELL: American Hero Day ELD: American Hero Day

LAFS.2.RL.2.5

TE pages 457a-457b Teacher Read

Aloud: The Heavy Cat. The teacher

will model how to use sequence as

a tool to build comprehension.

TE/SE pages 476-477 Read

Aloud: The Crow and the

Pitcher. Sequence which ways

the crow tries to get the water?

List them in sequence.

Read aloud Rosa and

Blanca (Lexile:620).

Answer "Think Critically"

questions 1-4 TE/SE

page 470.

CLOSE READ: TE 470-471

Look back at page 462.

How are the sisters alike

and different? Provide

evidence to support your

answer.

DOK Stems

DOK 2: Can you explain how

___affected___? How would

you compare_? How

are__alike? Different?

What do you notice about__?

DOK 3: How is ___related

to____? What conclusions can

you draw____? What would

happen if___? How would you

describe the sequence of

____? Can you predict the

outcome if___?

Reread pages 463-469 of Rosa and Blanca. Was it a good idea for the sisters to help each

other in secret? Write your opinion and reasons for that opinion. Be sure to provide

evidence from the text as support.


S.S.

Sta

nd

ard

s: S

S.2

.C.2

.4 ,

SS.2

.C.2

.5


Click here for lessons 2.10,2.11a,2.11b,2.11c

Click here for


society



Click here for

additional Social

Studies Resources

CPALMS































LAFS.RF.4.4


Fresh Read

RI.1.1

RI.1.3

RL.1.3RL.2.5

Leveled Readers

CPALMS

Fluency-

Appropriate

Phrasing

pgs 85-90

School-Based

Fluency

Resources

Click for

Words

Guide on the SideInference p 164, Plot p152, Seq


Structure p178



Model

Manu-

script &

cursive

letters:

o, w, b,

v, z, s, r,

& f TE

507f

Verbs: am, is,

are, was, and

were, TE 485c

Assessm

ent

Options

Customized Literacy

Rete

ach/E

xte

nsio

n

Supple

menta

l

Mate

rials

Animals on Parade

Sequence pg. 72-73, Predict

and Set Purpose pg. 68-69,


49

Reader's Theatre

RWN pg. 243

Compare and Contrast- 2, 3, 12

Novel Study


approved text.


guide



Re

sou

rce

sR

eadin

g S

treet

LAFS.2.RF.3.3 & 3f LAFS.2.L.1.1d


Click for

Words

Compara

tive

endings -

er, -est

clothes,

hours,

money,

neighbor,

only,

question,

taught

TE pg. 517f

RWN pg.

247/TE 507c

RWN pg.

252/TE 515b

RWN pg.

242/TE pg.

485

TE pg.

516d

Sleuth

A Sweet, Treat, Plus a

Whole Lot More pg

40

Text B

ased

*To be completed as a shared writing.

Click here for Compare Frame

T.E. pp. 486-507



Students will be able to ask and answer questions using key details and describe connections between events & ideas in informational texts


G2U3W5

LAFS.2.RI.1.1 & LAFS.2.RI.3.8

TE pages 485a-485b Fact and

Opinion- Teacher read aloud: Louis

Braille. Teacher will model how to

use fact and opinion as a tool to

build comprehension.

TE/SE 514-515 read aloud.

Have students generate

who,what,why,when,and where

questions from the text.

Students will share their

questions with a partner and try

to answer the questions.

Read aloud: A Weed is a

Flower (Lexile:710).

Students complete

questions 1-4 TE/SE

page 508.

CLOSE READ: TE/SE page

508 Look back at page

505. What did

Washington Carver think

about money? Provide

evidence from the story to


DOK Stems


___affected ____? How

are ___alike? Different? How

would you apply what you

learned to develop____? What

do you notice about ___?

DOK 3: Can you elaborate on

the reason___?

How is____related to ____?

What conclusions can you

draw___?

Can you elaborate on the

reason___?

Describe the traits of George Washington Carver as a young boy. Compare these traits to

him as young man. Use details from the story, A Weed is a Flower.


S.S.

Sta

nd

ard

s: S

S.2

.C.2

.4 ,

SS.2

.C.2

.5




Concept Literacy:What Can You Make? (Lexile 180, GuidedReading Level B)Below Level:Sink

or Float? (Lexile 400, Guided Reading Level E)On-Level:Thomas Adams: Chewing Gum Inventor

(Lexile 410,Guided Reading Level I) Advanced:A Few Nifty Inventions (Lexile 650, Guided

ReadingLevel N)ELL: Inventions Help People ELD: Inventions Help People

Click here for lessons 2.11c,2.12

RWN pg.248 DVD pg.160

CCR Weekly/Weekly/

Teacher created assessment-

Unit Assessment & Oral

Fluency



Click here for

additional Social

Studies Resources

Click here for


society









http://www.weebly.com/uploads/2/5/9/9/25995806/grade_2_compare.docx



















LAFS.2.L.2.3


Fresh Read

RI.1.1

RI.1.3

RI.2.5

G2U4W1

Re

sou

rce

s


RWN pg.

294/TE pg.

26g

TE pg.

52d

Readin

g S

treet



Click for

Words

Final

Syllable -

le

Multiple-

Meaning

Words TE

page 26g

Click for

Words

Text B

ased

*To be completed as a paired writing*


Ben the Bullfrog T.E. 46-49

Cursive

Letters l, h,

e/ Letter For-

mation

Adjectives and

Our Senses TE

page b Grammar

Trans-parency 16

TR DVD

RWN pg. 295/TE

41c RWN pg.

300/TE pg. 51c




guide


S.S.

Sta

nd

ard

s: S

S.2

.G.1

.1 ,

SS.2

.G.1

.4 ,

SS.2

.G.1

.3

RWN pg.296 RWN pg.297

CCR Weekly/Weekly/

Teacher created

assessment


Plot and Theme- Lessons 14, 18, 19

Guide on the Side

Inference pg. 164,

Characters pg. 138, Main

Idea pg. 150, Plot pg. 152,

Sequence pg. 154

Retell, Restate, Details &

Facts pg. 182, Text

Features pg. 148

RWN pg. 291

Customized Literacy Sleuth

The Blank Book

pg. 44Wide Load

Novel Study

Earthquake or other school/district approved text.

Reader's Theatre

Rete

ach/E

xte

nsio

n

Supple

menta

l

Mate

rials

Assessm

ent

Options

pgs.91-96

School-Based

Fluency Resources

TE pg. 53f

LAFS.2.RI.1.1

DOK Stems

DOK 2: What do you notice about

___? How would you compare___?

Contrast? How would you

classify__? How could you

organize__? Can you explain

how___affected__? DOK

3: How is ____related to____?

Can you elaborate on the reason

____? What would

happen if ___? Can you elaborate

on the reason___?

In the story, Ben the Bullfrog, the main character Ben discovers what life is like in a

new home. Using evidence from the text, write an opinion paragraph as to whether

Ben will be happy in his in his new home.

Unit High Frequency Standards LAFS.2.RI.1.1 & LAFS.2.RI.2.6 or LAFS.2.RL.1.2 & LAFS.2.RL.2.5

Standards Click here for Example Inf. Scale Click here for Example Lit. Scale

Fluency-

Appropriate

Phrasing

Learning Goal: Students will be able to ask and answer questions when identifying the main idea according to what the author wants the reader to know. Or Students will be able

to retell stories in order to identify the message and describe how the story changes from the beginning to the end

Leveled Readers

Concept Literacy:When Things Change (Lexile 130, GuidedReading Level

B)Below Level:The Camping Trip (Lexile 510, Guided ReadingLevel E)On-

Level:Making Traveling Fun (Lexile 530, Guided Reading Level I)

Advanced:Starting a New Life (Lexile 950, Guided Reading Level N)ELL: For

Good Luck! ELD: For Good Luck!

TE/SE pages 24-25 Read aloud:

Tadpole to Frogs. Draw

Conclusions and Background

Knowledge: Complete graphic

organizer like the one pictured

on page 24.

TE/SE pages 26-27 Multiple-

Meaning Words

Students will use context

clues to find out the meaning

of the highlighted word.

Read aloud A Froggy

Fable (Lexile:640).

Students will answer

Think Critically

questions 1-4 TE/SE

page 42.


42 Students will look back

at page 34 and answer

question: How does the

caterpillar feel about

changes? Use the details

from the selection as you

write your answer.

Draw Conclusions 50-51,

Background Knowledge pg. 42-

43, Plot & Theme pg. 60-61

Click for Unit 4

Resources

Lesson Planning

Sheet


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http://www.weebly.com/uploads/2/5/9/9/25995806/earthquakese.pdf










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LAFS.2.RF.3.3b


Fresh Read

RI.1.1

RI.1.3RI.2.5

http://www.cpalms.org/Public/PreviewStandard/Preview/5748http://www.cpalms.org/Public/PreviewStandard/Preview/5750


Wide Load

Think Critically Read

aloud Life Cycle of a

Pumpkin (Lexile:640).


think critically questions

1-4 TE/SE page 76-77.



Customized Literacy

Sequence pg. 72-73,

Important Ideas pg. 78-79,

Plot & Theme pg. 60-61

RWN pg. 303 TE pg.

82d

RWN pg.

306/TE 60g

RWN pg.

307/TE 75c

RWN pg.

312/TE 81c

Re

sou

rce

s

Reader's Theatre

Accuracy

Novel Study

Sleuth

From Seed to Flower

to Fruit page 46

Rete

ach/E

xte

nsio

n

Supple

menta

l M

ate

rials

School-Based

Fluency

ResourcesClick here for teacher Click for student pages

Earthquake or other school/district approved

text.

Assessm

ent

Options

pgs. 97-102

Readin

g S

treet

LAFS.2.L.1.1e, LAFS.2.L.3.5


Click for

Words

Vowel

Patterns

oo, u

antonyms

TE page

60g RWN

TE pg. 83f

Click for

Words

Text B

ased *To be completed as a paired writing*

Click here for Claim, Evidence, Reasoning Frame

"How Do Seeds Know Which Way Is Up?" T.E. pg. 80-81

Cursive

Letters:

t,i,u/Lett

er Slant

TE 75f

Adjectives for

Number, Size,

and shape TE

page 59b

Grammar

Transparency

17 TR DVD


TE/SE pages 58-59 Sequence

Important Ideas Read aloud: Life

Cycle of an Oak. Students will

sequence the story using a graphic

organizer.

TE/SE pages 60-61

Antonyms Read aloud:

Great Grapes Students will

locate antonyms within the

story.



Learning Goal: Students will be able to ask and answer questions when identifying the main idea according to what the author wants the reader to know. Or Students will be able to retell stories in

order to identify the message and describe how the story changes from the beginning to the end

DOK Stems

DOK 2: How are ___ alike?

Different? How would

you compare ____? Contrast ?

Can you explain how _____

affected___? DOK 3:

How is ____related to____? Can

you elaborate on the reason___?

How would you describe the

sequence of ____? Can you

predict the outcome if___?Suppose you had a garden. Explain how you would grow pumpkins.

What evidence is there to show the pumpkins are growing?

Use details from the passage and facts you know about growing plants.

CLOSE READ SE/TE page 76-77

Look back at page 69. How do

bees help pumpkin plants?

Provide evidence to support

your answer.

G2U4W2


S.S.

Sta

nd

ard

s: S

S.2

.G.1

.1 ,

SS.2

.G.1

.4 ,

SS.2

.G.1

.3

TE pg. 75b, Graphic

Organizer 11RWN pg.309

CCR Weekly/Weekly/ Teacher

created assessment

Click for Unit 4

Resources




gov/ ,

www.smithsoniansou

rce.org

CPALMS


Guide on the Side Leveled Readers

Inference pg. 164, Characters pg.

138, Main Idea pg. 150, Plot pg. 152,

Sequence pg. 154

Retell, Restate, Details & Facts pg.

182, Text Features pg. 148

Concept Literacy:Harvest Time (Lexile 180, Guided ReadingLevel B)Below Level:How

to Grow Tomatoes (Lexile 350, Guided ReadingLevel E)

On-Level:How Do Plants Grow? (Lexile 400, Guided Reading Level I) Advanced:Plants

Live Everywhere (Lexile 740, Guided ReadingLevel O)ELL: Tomato Time! ELD: Tomato

Time!
























LAFS.2.RF.3.3


Fresh Read

RI.1.1

RI.1.3RI.2.5

G2U4W3

Re

sou

rce

s

Fluency-

Appropriate

Phrasing

pgs. 103-108

School-Based

Fluency

Resources

Learning Goal:

Readin

g S

treet

LAFS.2.L.34c, LAFS.2.L.3.5 & 5b, LAFS.L.1.1e


Click for

Words

Diph-

thongs

ou, ow,

oi, oy

Suffixes TE

90g Student

Edition pg W-

6

RWN pg.

319/TE 109c

RWN pg.

324/TE pg.

117b

Click for

Words

Text B

ased


Click here for Compare/Contrast Frame

Burrowing Animals T.E. 114-117

Cursive

letters:

k, j, p/

Letter

Spacing

TE 109f

Students will be able to ask and answer questions when identifying the main idea according to what the author wants the reader to know. Or Students will be able to

retell stories in order to identify the message and describe how the story changes from the beginning to the end

Click here for lessons 2.9,2.13


S.S.

Sta

nd

ard

s: S

S.2

.G.1

.1 ,

SS.2

.G.1

.4 ,

SS.2

.G.1

.3

DVD pg.198

CCR Weekly/Weekly/

Teacher created

assessment


Fact and Opinion- Lessons 14, 18, 19

Customized Literacy

Fact & Opinion pg. 54-55,

Questioning pg. 70-71

RWN pg. 315

CPALMS


Rete

ach/E

xte

nsio

n

Supple

menta

l M

ate

rials

Assessm

ent

Options RWN pg.

318/TE pg.

90g

TE pg.

118d

Sleuth

Digging Deep page 48

Novel Study


text.

Reader's Theatre

TE pg. 119f

Comparative

and

Superlative

Adjective

TE89b.

Grammar

Trans-parency

18 TR DVD

LAFS.2.RI.1.1



TE/SE page 88-89 FACT and

OPINION Read aloud Good to

Grow. Students will write one

fact and one opinion based from

the text on index cards.

Students will Mix-Pair-Share

their fact and opinion cards.


loud: Burrowing

Animals. Students compare

and contrast two of the

animals in the text.

Read story Soil

(Lexile:550). Student will

answer think critically

questions 1-4 TE/SE page

110-111.


95 Look back on page 95.

What is in soil? Provide


answer.

DOK Stems

DOK2: How would you

compare___? Contrast___?

What would you use to

classify___? What do

you notice about___?

DOK 3: What would happen

if____? How is

___related to____? Can you

elaborate on the reason___?

Reread pages 114-117. While reading, look for facts and details that tell how gophers

and prairie dogs are alike and how they are different.




138, Main Idea pg. 150, Plot pg.

152, Sequence pg. 154

Retell, Restate, Details & Facts

pg. 182, Text Features pg. 148

Concept Literacy:Who Needs Soil? (Lexile 350, Guided ReadingLevel B)Below

Level:How a Seed Grows (Lexile 270, Guided ReadingLevel E)

On-Level:A Slice of Mud Pie (Lexile 500, Guided Reading Level I)

Advanced:Compost: Recycled Waste (Lexile 740, Guided ReadingLevel O) ELL:

Prairie Dog Picnic ELD: Prairie Dog Picnic



gov/ ,

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rce.org

Click here for teacher Click for student pages

Click for Unit 4

Resources



Wide Load





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LAFS.2.RF. 3.3


Fresh Read

RI.1.1

RI.1.3RI.2.5

G2U4W4

Re

sou

rce

s

Fluency-

Appropriate

Phrasing

pgs. 109-114

School-Based

Fluency

Resources

Learning Goal:

Readin

g S

treet

LAFS.2.L.1.2, LAFS.2.L3.4, LAFS.2.L.1.1e, LAFS.2.L.3.6


Click for

Words

Syllable

Pat-terns

Multiple

Meaning

WordsTE

126g

RWN pg.

331/TE pg.

143b RWN

pg. 336/TE pg.

151b

Click for

Words

Text B

ased


Click here for Chronological Order Frame

A New House pg. 148-151

Cursive

Letters

a, d, c/

word

spacing

TE 143e





S.S.

Sta

nd

ard

s: S

S.2

.G.1

.1 ,

SS.2

.G.1

.4 ,

SS.2

.G.1

.3


CCR Weekly/Weekly/

Teacher created

assessment



Customized Literacy

Plot & Theme pg. 60-61,

Visualize pg. 84-85

RWN pg. 327

CPALMS


Rete

ach/E

xte

nsio

n

Supple

ment

al M

ate

rials

A

ssessm

ent O

ptions

RWN pg.

330/TE pg.

126g

TE pg.

152d

Sleuth

The Best Year Ever

page 50

Novel Study


text.

Reader's Theatre

TE pg. 153f

Adverbs that

tell when and

where TE

page 125b

Grammar

Trans-parency

19TR DVD

LAFS.2.RL.1.1, LAFS.2.RL.1.2, LAFS.2.RL.2.5



TE/SE pages 124-125 PLOT and

THEME Read aloud: Space Flight

Complete graphic organizer for

Beginning/Middle/End


loud text. Compare and

contrast an email and a

friendly letter.

Read aloud The Night

the Moon Fell

(Lexile:700). Students

will answer think

critically questions 1-4

TE/SE page 144.

CLOSE READ: Look back

on pages 136-138. What

do the little fish do to help

Luna return to the sky?

Provide evidence to


DOK Stems

DOK 2: How would you

compare___? Contrast___?

How are ___alike?

Different___? How would you

apply what you learned to

develop ___? DOK 3: Can

you elaborate on the

reason___? Can you predict

the outcome if ____? Can you

predict the outcome if ___? If Luna's friends, the birds and the wind, had used e-mail, they may have found her

sooner. Reread pages 148-151 of " A New House." Using evidence from the text, write

a paragraph that identifies and explains the steps in writing an e-mail.








Concept Literacy:New Faces and Places (Lexile 200, GuidedReading Level

B)Below Level:Snakeskin Canyon (Lexile 190, Guided ReadingLevel E)On-

Level:Too Many Frogs! (Lexile 280, Guided Reading Level I)Advanced:A Quiet

Place (Lexile 750, Guided Reading Level O)ELL: Adam’s New Soccer Team ELD:

Adam’s New Soccer Team



gov/ ,

www.smithsoniansou

rce.org


Click for Unit 4

Resources



Wide Load
























LAFS.2.RF.4.b


Fresh Read

RI.1.1

RI.1.3

RI.2.5

Re

sou

rce

s

Fluency-

Appropriate

Phrasing

pgs. 115-120

School-Based

Fluency

Resources

Learning Goal:

Sleuth

Rete

ach/E

xte

nsio

n

Supple

menta

l M

ate

rials

Reader's Theatre

Assessm

ent O

ptions

Too Much of a Good

Thing page 52Wide Load

Novel Study


text.

G2U4W5

TE

pg.186d

Readin

g S

treet

LAFS.2.RF.3.b., LAFS.2.L.1.e, LAFS.2.L.6



Click here for lessons :3.1


S.S.

Sta

nd

ard

s: S

S.2

.G.1

.1 ,

SS.2

.G.1

.4 ,

SS.2

.G.1

.3

RWN pg.345 DVD pg.218CCR Weekly/Weekly/ Teacher

created assessment- Unit

Assessment & Oral Fluency



Customized Literacy


Monitor & Clarify pg. 64-65

RWN pg. 339

SCPS Writing Plan Focus:Opinion

Click for

Words

Vowel Di-

graphs

oo, ue,

ew, ui

Prefixes TE

160g

TE pg. 187f

RWN pg.

343/TE pg.

177b RWN pg.

348/TE pg.

185b

Click for

Words

Text B

ased



Wind pgs. 182-185

Cursive

letters:

n, m, x

Letter

Size TE

177e

Adverbs that

tell tell how

TE 159b

Grammar

Trans-parency

20 TR DVD

TE/SE pages 158-159 PLOT

and THEME Read aloud: The

Grasshopper and the Ant.

Teacher will model how to use

plot and theme as a tool to build

comprehension. Students can

can compare and contrast

grasshopper and the ant.


guide


RWN pg.

342/TE pg.

160g

DOK Stems

DOK 2: What do you notice

about___? How can

you compare___?

Contrast_____? How

are ___ alike? Different?


if _____? What

conclusions can you

draw____?

Compare the characteristics of the Mountain Spirit from The First Tortilla to the to the

description of the wind in "Wind." Use specific details from each text in your paragraph.




TE/SE 182-185 Read aloud:

Winds. Teacher will

demonstrate how to use

text features. Students will

design another text feature

to support the text.







Concept Literacy:All Kinds of Weather (Lexile 130, Guided ReadingLevel B)Below

Level:Blizzard! (Lexile 250, Guided Reading Level E)On-Level:Rainbow Crow Brings

Fire to Earth (Lexile 460, GuidedReading Level J) Advanced:Hurricane! (Lexile 720,

Guided Reading Level O)ELL: How is the Weather? ELD: How is the Weather?

Read aloud The First

Tortilla (Lexile:540).


think critically questions

1-4 TE/SE page 178.

TE/SE page 178 CLOSE READ

Look back at page 169. DO

you think Jade is brave?

Provide evidence to support

your answer.

Click for Unit 4

Resources




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LAFS.2.RF.4.4


Fresh Read

RL.1.2

RL.1.3RL.2.5

RL.1.1

Firehouse Friends pg

56Liberty Kids Park

G2U5W1


Leveled ReadersTheme pg. 158, Retell and Restate

pg. 182

Characters pg. 138, Inference pg.

164, Story

Structure pg. 174, Plot pg. 152,

Plot pg. 152

Facts & Details-Lessons 2, 3, 9, 10, 11, 16, 17, 18,

19

Concept Literacy:Who Helps on Your Street? (Lexile 210, Guided Reading Level

A)Below Level:Service Workers (Lexile 600, Guided Reading Level B)On-Level:Keeping

Our Community Safe (Lexile 730, Guided Reading Level B)Advanced:Services and Goods

(Lexile 600, Guided Reading Level H)ELL: At the Fire Station/ELD: At the Fire Station

Customized Literacy


Important Ideas pg.78-79,

Facts and Details pg. 52-53

Supple

menta

l M

ate

rials

Re

sou

rce

sR

eadin

g S

treet

Assessm

ent

Options RWN pg.

390/TE pg.

196g

TE pg.

220d


Text B

ased

Rete

ach/E

xte

nsio

n

Novel Study

Henry & Mudge Sleepover or other

school/district approved text.

Click for student pgsClick for teacher pgs.

Sleuth

Fluency-

Appropriate

Phrasing

pgs. 121-126

School-Based

Fluency

Resources

LAFS.2.L.3.4, LAFS.2.L.1.1

Click for

Words

Suffixes -

ly, -ful, --

er, -or, -

ish

Suffix -ly (TE

pg. 196g)

TE pg. 221f

RWN pg.

391/TE pg.

211c RWN

pg. 396/TE pg.

219b

Click for

Words

*To be done independently*

Click here for Claim Reasoning Frame

Firefighting Teamwork pg. 216-217

Cursive

g, y,

q/Letter

Smooth-

ness

Pronouns (TE

pg. 195b)

Grammar

Trans-parency

21 TR DVD

RWN pg. 387 and 395

Reader's Theatre

Unit High Frequency Standards LAFS.2.RL.1.2 & LAFS.2.RL.1.3

Learning Goal: Students will be able to describe the lesson or moral in a diverse text and identify how the characters

change the plot

Standards Click here for Example Scale


Fact and Opinion. Read aloud, My

Uncle the Firefighter. Locate facts and

details within the text. TE/SE pgs. 194-

195

Story: Fire Fighter! Close

Read pg. 204-205. What

effect is the fire having?

Read Fire Fighter!

(Lexile:410) Answer

"Think Critically"


212-213.

Close Read pg 207. Are the

firefighters careful as they

search for Luke? How do you

know this is not a fictional

story? Provide evidence from

the story.

DOK Stems


___ affected ___? How

would you classify__? What

can you say about_? What

do you notice about___?


if ___? What facts

would you select to

support___? Can you

elaborate on the reason___?How do you think a firefighter might describe his or her day? Write a story that tells what the

firefighter says to his or her family that night about the fire. Use details from the selections to

tell specific information about the firefighter's job. Be sure to check your writing for correct

grammar, capitalization, punctuation, and spelling.


S.S.

Sta

nd

ard

s: S

S.2

.C.1

.2 ,

.SS.

C.2

.2



https://seminole.disc

overyeducation.com/

player/view/assetGui




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rce.org

Click here for lessons :3.2,3.3

RWN pg. 392 DVD pg.236CCR Weekly/Weekly/ Teacher

created assessment

Guide on the Side

CPALMS




http://www.weebly.com/uploads/2/5/9/9/25995806/henrymudgese.pdf

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LAFS.2.RF.4.4b


Fresh Read

RL.1.2

RL.1.3

RL.2.5

RL.2.5 http://www.cpalms.org/Public/PreviewStandard/Preview/5694

Rete

ach/E

xte

nsio

n

Supple

menta

l

Mate

rials

CPALMS




Customized Literacy


Important Ideas pg.78-79, Facts

and Details pg. 52-53pgs. 127-132

School-Based

Fluency

Resources



Click here for teacher guide Click for student pages

Facts & Details-Lessons 2, 3, 9, 10, 11, 16,

17, 18, 19

Click for

Words

Text B

ased

* To be done independently*


Fire Station and Carl the Complainer pgs. 216-217

Cursive

o, w, b, v

Letter

Spacing

Singular and

Plural

Pronouns (TE

pg. 227b)

Grammar

Transparency

22 TR DVD

Fluency-

Appropriate

Phrasing

Assessm

ent

Options

Re

sou

rce

sR

eadin

g S

treet

LAFS.2.L.3.4, LAFS.2.L.1.2


Click for

Words

Prefixes-

un-, re-,

pre-, dis-

Dictionary

Skills (TE pg.

228g)

TE pg. 255f

RWN pg.

403/TE pg.

247c RWN

pg. 408/TE pg.

253c

Sleuth

Wanted: Great Student

Leaders! pg 58Liberty Kids Park

Novel Study

Reader's Theatre

TE pg.

254d


Learning Goal: Students will be able to describe the lesson or moral in a diverse text and identify how the characters change the

plot


G2U5W2


Cause and Effect. Read aloud,

Put It On a Poster. Fill in cause

and effect graphic organizer.

TE/SE pgs. 226-227

Close read pages 244-245. Why

is the man with a mustache

concerned about kids playing in

the park after 5?

Read aloud, Carl the

Complainer (Lexile:400).

Answer" Think Critically"

questions 1-4. TE/SE

248.

Close read page 236. What does

the petition ask for? Use


answer.

DOK Stems

DOK 2: Can you explain

how_ affected ___? How

could you organize__? How

are _____alike? Different___?

DOK 3: What

would happen if ___? Can you

elaborate on the reason____?

How is ___related to____?

Think about the people in "Firefighting Teamwork." Compare the way Firefighters Kelly,

Sanchez, or Johnson acts versus the way Carl acts. What could Carl do instead of

complaining? What might the firefighters complain about in the selection? Use evidence from

the two texts to support your answer.


S.S.

Sta

nd

ard

s: S

S.2

.C.1

.2 ,

.SS.

C.2

.2

Guide on the Side


Click here for lessons :3.3,3.4,3.5,3.6

RWN pg. 399 and 407


overyeducation.com/





gov/ ,

www.smithsoniansou

rce.org

CCR Weekly/Weekly/ Teacher

created assessment

Leveled Readers

Theme pg. 158, Retell and

Restate pg. 182

Characters pg. 138, Inference

pg. 164, Story

Structure pg. 174, Plot pg.

152, Plot pg. 152

Concept Literacy:Helping Our World (Lexile 300, Guided ReadingLevel A)Below

Level:What Can You Do? (Lexile 620, Guided ReadingLevel B)On-Level: Annie Makes a

Big Change (Lexile 730, Guided ReadingLevel B)Advanced: A Vet for All Animals (Lexile

710, Guided Reading Level H)ELL: Save the Ducks!/ELD: Save the Ducks!

RWN pg.

402/TE pg.

228g

TE

pg.247b,

Graphic

Organizer

3

RWN pg.404

























LAFS.2.RF.4 & 4a


Fresh Read

RL.1.2

RL.1.3

RL.2.5

RL.2.5 http://www.cpalms.org/Public/PreviewStandard/Preview/5694Click here for teacher guide Click for student pages

G2U5W3


S.S.

Sta

nd

ard

s: S

S.2

.C.1

.2 ,

.SS.

C.2

.2

TE pg.277b,

Graphic

Organizer 26

RWN pg.416

CCR Weekly/Weekly/

Teacher created

assessment



17, 18, 19

Customized Literacy


Background Knowledge pg.

42-43, Facts and Details pg.

52-53

RWN pgs. 411 and 419

Rete

ach/E

xte

nsio

n

Supple

menta

l

Mate

rials

Assessm

ent

Options

Stretch, My Pet Giraffe Liberty Kids Park

Novel Study

Reader's Theatre

RWN pg.

414/TE pg.

262g

TE pg. 286d

Sleuth

pgs. 133-138

School-Based

Fluency

Resources

Henry & Mudge Sleepover or other school/district

approved text.

Re

sou

rce

sR

eadin

g S

treet

LAFS.2.L.2.2, LAFS.2.L.4.4 & 4a


Click for

Words

Consonant

Patterns kn,

wr, gn, mb

Classify/Cate

gorize (TE pg.

262g)

TE pg. 287f

RWN pg.

415/TE pg.

277c RWN

pg. 420/TE pg.

284b

Click for

Words

Text B

ased

* To be done independently*

Click here for Sequencing Frame

How to Train Your Puppy pgs. 282-283

Cursive z, s,

r, f Letter

Smoothnes

s

Using I

and Me

(TE pg. 261b)

Grammar

Trans-parency

23 TR DVD


Read aloud, Trouble at the Table.

Discuss the plot of the read

aloud. (TE/SE 260-261)

DOK Stems


how___affected____? What

can you say about___?

What do you notice

about___? DOK

3: Can you

elaborate on the reason___?

Can you predict the outcome

if___? What would

happen if___?You have just read an article explaining how to train a puppy. Write an informational

piece explaining how you would train a new puppy. Use evidence from the text to



Learning Goal: Students will be able to describe the lesson or moral in a diverse text and identify how the

characters change the plot


Fluency-

Appropriate

Phrasing



Restate pg. 182


pg. 164, Story


Plot pg. 152

Concept Literacy:Our Dog Buster (Lexile 280, Guided ReadingLevel A)Below

Level:Sally and the Wild Puppy (Lexile 500, Guided ReadingLevel B)On-

Level:Hubert and Frankie (Lexile 290, Guided Reading Level

B)Advanced:Training Peanut (Lexile 540, Guided Reading Level H)ELL: Puppy

Show/ELD: Puppy Show

Close read pages 268-269.

Suppose you were a dog

trainer watching Sam and

Dodger at this point in the

story. What advice would

you give Sam?

Read aloud, Bad Dog,

Dodge (Lexile:550).


questions 1-4. (TE/SE

278)

Close read pages 273-274.

What does Sam compare

Dodger's training to?

Provide evidence to



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CPALMS












http://www.weebly.com/uploads/2/5/9/9/25995806/grade_2_chronological_order_steps_in_a_process.docx

















LAFS.2.RF.4 & 4a


Fresh Read

RL.1.2

RL.1.3

RL.2.5

RL.2.5 http://www.cpalms.org/Public/PreviewStandard/Preview/5694Click for student pages

Liberty Kids Park

G2U5W4


S.S.

Sta

nd

ard

s: S

S.2

.C.1

.2 ,

.SS.

C.2

.2


CCR Weekly/Weekly/

Teacher created

assessment



17, 18, 19

Customized Literacy

Character & Setting pg. 46-47,

Story Structure pg. 76-77, Facts

and Details pg. 52-53


CPALMS



Rete

ach/E

xte

nsio

n

Supple

menta

l

Mate

rials

Assessm

ent

Options RWN pg.

426/TE pg.

294g

TE pg.

322d

Sleuth

Unlikely Friends page

62

Novel Study

Reader's Theatre

pgs. 139-144

School-Based

Fluency

Resources

Henry & Mudge Sleepover or other school/district

approved text.

Click here for teacher guide

Re

sou

rce

sR

eadin

g S

treet

LAFS.2.L.2.2, LAFS.2.L.4.4 & 4a


Click for

Words

Consona

nt Pat-

terns ph,

gh, ck,

ng

Compound

Words (TE

pg. 294g)

TE pg. 323f

RWN pg. 427/TE

pg. 313c RWN pg.

432/TE pg. 321b

Click for

Words

Text B

ased

* To be completed independently*


Good Kicking pgs. 318-319

Cursive

A, C, E,

O/

Letter

Size

Different Kinds of

Pronouns (TE pg.

293b) Grammar

Transparency 24 TR

DVD


Character and Setting. Read

aloud, Best Friends. As you

read, discuss what the

characters do, what they say

and where the story takes

place.

DOK Stems


how__affected ___? What

can you say about_? What

do you notice about_?

DOK 3: Can you predict the

outcome if___? What

would happen if___? Can


reason__?

You have just read a magazine article about soccer and being a team player. Write an

informational piece on the benefits of being a member of a team. Use evidence from the

text to support your answer.


Learning Goal: Students will be able to describe the lesson or moral in a diverse text and identify how the characters

change the plot


Fluency-

Appropriate

Phrasing



Restate pg. 182

Characters pg. 138,

Inference pg. 164, Story


152, Plot pg. 152

Concept Literacy:Neighbors Help Neighbors (Lexile 280, GuidedReading Level

A)Below Level:Join an Adventure Club! (Lexile 500, Guided ReadingLevel B)On-

Level:Everyone Can Make a Difference! (Lexile 290, GuidedReading Level

B)Advanced:Protect the Earth (Lexile 540, Guided Reading Level H)ELL: Hello,

Friend!/ELD: Hello, Friend!

Close read pages 308-309. Why did

Chloris and Dolores leave the

Cheese Puffs clubhouse? What

does Dolores mean by "real fun"?

Read, Horace and Morris

but Mostly Dolores

(Lexile:630). Answer

"Think Critically"

questions 1-4 (TE/SE pg

314).

Close read page 306. Why

does Dolores change her

mind about the

clubhouse? Provide


answer.


overyeducation.com/





gov/ ,

www.smithsoniansou

rce.org



























LAFS.2.RF.4.4


Fresh Read

RL.1.2

RL.1.3

RL.2.5

RL.2.5 http://www.cpalms.org/Public/PreviewStandard/Preview/5694Click here for teacher guide Click for student pages

G2U5W5


S.S.

Sta

nd

ard

s: S

S.2

.C.1

.2 ,

.SS.

C.2

.2

DVD pg.276

CCR Weekly/Weekly/



Fluency


Facts & Details-Lessons 2, 3, 9, 10, 11, 16, 17, 18, 19

Customized Literacy

Main Idea and Details pg. 52-

53, Inferring pg. 58-59, Facts

and Details pg. 52& 53


Rete

ach/E

xte

nsio

n

Supple

menta

l

Mate

rials

Assessm

ent

Options

A Big Blunder in Black

and White pg.64Liberty Kids Park

Novel Study

Reader's Theatre

RWN pg.

438/TE pg.

330g

TE pg.

356d

Sleuth

pgs. 145-150

School-Based

Fluency

Resources



Re

sou

rce

sR

eadin

g S

treet

LAFS.2.L.2.2, LAFS.2.L.4.4a


Click for

Words

Vowel

Patterns

aw, au,

au(gh), al

Suffixes (TE

pg. 330g)

TE pg. 357f

RWN pg.

439/TE pg.

347b RWN

pg. 444/TE pg.

355b

Click for

Words

Text B

ased

* To be completed independently*


Helping Hand pgs. 352-355

Cursive

H, K, N,

M/Lette

r Slant

Contractions

(TE pg. 329b)

Grammar

Transparency

25 TR DVD

LAFS.2.RI.1.2 & LAFS.2.RI.2.6 & LAFS.2.RI.3.7

Main Idea and Details. Read aloud, The

Biggest Signs. Discuss the main ideas of

each paragraph within the passage.

Discuss what the story is about based

on the main ideas. (TE/SE 328-329)

DOK Stems


how___affected___? What


What do you notice

about?____ DOK

3: Can you predict the

outcome if___? Can


reason__?

What would happen if__? You have just read an informational article on web sites. Write an informational piece that

describes which details in the web site addresses help you to decide if it has good

information or not. Use information from the text to support your answers.

Unit High Frequency Standards LAFS.2.RL.1.2 & LAFS.2.RL.1.3 Or LAFS.RI.2.6 & LAFS.2.RI.1.2

Learning Goal: Students will be able to describe the lesson or moral in a diverse text and identify how the characters change the plot Or

Students will be able to ask and answer questions when identifying the main idea of an informational text according to

what the author wants the reader to know


Fluency-

Appropriate

Phrasing


Theme pg. 158, Retell and Restate

pg. 182

Characters pg. 138, Inference pg.

164, Story

Structure pg. 174, Plot pg. 152, Plot

pg. 152

Concept Literacy:I Follow the Rules (Lexile 140, Guided ReadingLevel A)Below

Level:Andrew’s Mistake (Lexile 260, Guided Reading Level B)On-Level:Freda the

Signmaker (Lexile 250, Guided Reading Level B)Advanced:Marty’s Summer Job

(Lexile 510, Guided Reading Level H)ELL: Three Kittens Learn a Lesson/ELD:

Three Kittens Learn a Lesson

Close read page 346. Using

what you learned in this

selection, tell how it is

possible to make a mistake

and then fix it. Cite

examples from the text.

Read aloud, The

Signmaker's Assistant

(Lexile:710). Answer

Think Critically questions

1-4 (TE/SE 348)

Close read page 346. How

does Normal fix the

problem he caused?

Provide evidence to





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www.smithsoniansou

rce.org


overyeducation.com/


CPALMS
















http://www.weebly.com/uploads/2/5/9/9/25995806/scale_for_lafs.2.ri.1.2ri.2.6-unit5.docx














LAFS.2.RF.4.4


Fresh Read

RI.1.1

RL.2.6

RI.3.9

RI.1.3

Re

sou

rce

s

CCR

Weekly/Weekly/Teacher

created assessment

Customized Literacy

Compare & Contrast pg. 48-

49, Monitor & Clarify pg.

64-65, Author's Purpose 40-

41

Readin

g S

treet

Assessm

ent O

ptions

Novel Study

RWN pg.

486/TE pg.

366g

TE pg.

390d

Sleuth

Josh Gibson, Home

Run The Secret Flag

Fluency-

Appropriate

Phrasing

pgs. 151-156

School-Based

Fluency

Resources


Click for

Words

In-

flected

Endings

Homo-

phones (TE

pg. 366g)

TE pg. 391f

RWN pg.

487/TE pg.

381c RWN

pg. RWN pg.

491/TE 389b

Click for

Words

Text B

ased

*To be completed as independent writing*


How Baseball Began pgs. 386-389

Cursive

U, V, W,

Y

Letter

and

Word

Spacing

Using Capital

Letters (TE pg.

365b)

Grammar

Trans-parency

26 TR DVD

RWN pg. 483 and 491

Rete

ach/E

xte

nsio

n

Supple

menta

l

Mate

rials



S.S.

Sta

nd

ard

s: S

S.2

.A.3

.1 ,S

S.2

.C.2

.3


Reader's Theatre Guide on the Side Leveled Readers


Restate pg. 182


pg. 164, Story


Plot pg. 152

Concept Literacy:At the Ballpark (Lexile 160, Guided ReadingLevel A)Below

Level:Three Great Ballplayers (Lexile 580, Guided ReadingLevel B)On-

Level:Women Play Baseball (Lexile 620, Guided ReadingLevel

B)Advanced:Baseball Heroes Make History (Lexile 890, GuidedReading Level

H)ELL: Play Ball!/ELD: Play Ball!

CPALMS

Author's Purpose- Lessons 17, 18, 19, and

20




Unit High Frequency Standards LAFS.2.RI.1.1, LAFS.2.RI.1.3

Learning Goal: Students will be able to refer to the details an informational text and describe connections between

ideas or events.

Standards Click here for Example Inf. Scale

G2U6W1

Cam Jansen & The Haunted House or other



LAFS.2.L.2.3, LAFS.2.L.4.4a LAFS.2.RI.1.1


aloud: How Baseball Began.

Students will write baseball facts

from the text on index cards.

Have students share their index

cards with their groups explaining

why it is a fact.

Homphones: TE/SE pages

366-367.

Read aloud: Tigers Over

Lions. Search for

homphones using the

context clues to determine

the meaning of the

homophone.

TE/SE pages 364-366

Compare and Contrast.

Read aloud: What

Makes a Ball Bounce?

Students will look for

clue words: like, also,

both, and in the text to

find the similarities and

differences of a baseball

and tennis ball.

TE/SE page 382 Think

Critically/Close Read

Read aloud story: Just Like

Josh Gibson. Answer

"Think Critically"

questions and a close

question 1-5.

DOK Stems

DOK 2: What can you say

about__? How

would you compare___?

Contrast___? How could

you organize____?


describe the sequence of

_____? Can


reason__? What

would happen if __? Reread "Just Like Josh Gibson" and "How Baseball Began." Do you think Grandma

would have been allowed to play "rounders" rather than the game "baseball" as we

play it today? Use details from the selection to support your opinion.




gov/ ,

www.smithsoniansou

rce.org


overyeducation.com/














http://www.weebly.com/uploads/2/5/9/9/25995806/lafs.2.ri.1.11.3.docx

http://www.weebly.com/uploads/2/5/9/9/25995806/hauntedhousete.pdf

http://www.weebly.com/uploads/2/5/9/9/25995806/hauntedhousese.pdf








LAFS.2.RF.4.4


Fresh Read

RI.1.1

RL.2.6

RI.3.9

RI.1.3

G2U6W2

Re

sou

rce

s

Fluency-

Appropriate

Phrasing

pgs. 157-162

School-Based

Fluency

Resources




guide


RWN pg.

489/TE pg.

398g

TE pg.

424d

Rete

ach/E

xte

nsio

n

Supple

menta

l

Mate

rials

R

eadin

g S

treet

LAFS.2.L.2.3, LAFS.2.L.4.4a

SCPS Writing Plan Focus:Review All Lessons

Click for

Words

Novel Study

Customized Literacy

Author's Purpose 40-41,

Summarize pg. 78-79

Author's Purpose- Lessons 17, 18, 19, and 20

Assessm

ent

Options

Sleuth

Respecting the Star

TE pg. 425f

RWN pg.

499/TE pg.

417c RWN

pg. 504/TE pg.

423c

Unit High Frequency Standards

Guide on the Side

The Secret Flag

LAFS.2.RI.1.1, LAFS.2.RI.1.3


ideas or events.

Text B

ased



Red, White, and Blue- The Story of the American Flag pgs. 400-417

Cu

rsiv

e B

, P, R

, T, F

/ Le

tter

Smo

oth

nes

s

Quotation

Marks (TE pg.

397b)

Grammar

Transparency

27 TR DVDAb

bre

viat

ion

sMultiple-

Meaning

Words (TE

398g)

Click for

Words

S.S.

Sta

nd

ard

s: S

S.2

.A.3

.1 ,S

S.2

.C.2

.3

Comprehension Toolkit CPALMS

Click here for SCPS Writing Plans

CCR Weekly/Weekly/

Teacher created

assessment

RWN pg. 495 and 503

Reader's Theatre




TE/SE pages 387 Read aloud:

Flags. Students will write facts

about the flag from the text.

Compare and contrast:

Red, White, and Blue and

the short selection

"American Flag" on page

399. Both texts are about

the American Flag. How

are the two sections alike

and how are they different.

Read aloud: Red, White,

and Blue. Answer "Think

Critically"questions 1-4

TE/SE page 418.

Leveled Readers

TE/SE page 409. CLOSE

READ Look back at page

409. Why did Francis

Scott Key write "The Star

Spangled Banner"?

Provide evidence to


DOK Stems


how___affected____? How

would you summarize____?

What do you notice

about____? DOK

3: What would

happen if_____?


reason__?

Review the story "Red, White, and Blue." Is it a good idea to have one flag for an entire

country? Write your opinion and include reasons that support your opinion.Use facts

from the text to support your reasons.


gov/ ,

www.smithsoniansou

rce.org


Restate pg. 182


pg. 164, Story


Plot pg. 152

Concept Literacy:Flag Day (Lexile 220, Guided eading Level A)Below

Level:America’s Birthday (Lexile 430, Guided ReadingLevel B)On-Level:American

Revolutionary Heroes (Lexile 600, GuidedReading Level B)Advanced:Living in a

Democracy (Lexile 650, Guided ReadingLevel H)ELL: The Stars and Stripes/ELD:

The Stars and Stripes


overyeducation.com/


















http://scpswriting.weebly.com/second-grade-instructional-plan.html












LAFS.2.RF.4.a & 4a


Fresh Read

RI.1.1

RL.2.6RI.3.9

RI.1.3

Re

sou

rce

s

Guide on the SideCustomized Literacy

Draw Conclusions pg. 50-51,

Questioning pg. 70-71,

Author's Purpose pg. 40-41

Sleuth

Another Movie Night to

Remember pg72The Secret Flag


Restate pg. 182

Characters pg. 138,

Inference pg. 164, Story


152, Plot pg. 152


Readin

g S

treet

RWN pg.

510/TE pg.

432g

TE pg.

456d

Assessm

ent

Options

Novel Study

LAFS.2.L.2..3, LAFS.2.L.4.4 &4a


Click for

Words

Fluency-

Appropriate

Phrasing

pgs. 163-168

Text B

ased



"A Birthday Basket for Tia" pgs. 434-477 and "Family Traditions: Birthdays" pgs. 452-455

Cursive

G, S, I

Letter

Size

Prepositions

(TE pg. 431b)

Grammar

Trans-parency

28 TR DVD

RWN pg. 507 and 517

Rete

ach/E

xte

nsio

n

Final Syl-

lables -

tion,

ture, ion

Words from

Other

Languages

(TE pg. 432g)

TE pg. 457f

RWN p.g

511/TE pg.

447c RWN

pg. 516/TE pg.

Click for

Words

Supple

menta

l

Mate

rials

School-Based

Fluency

Resources




guide




ideas or events.


G2U6W3

Reader's TheatreConcept Literacy:Happy Birthday! (Lexile 310, Guided ReadingLevel A)Below

Level:Special Chinese Birthdays (Lexile 510, Guided ReadingLevel B)

On-Level:A World of Birthdays (Lexile 580, Guided Reading Level

B)Advanced:Celebrations and Family Traditions (Lexile 770, GuidedReading

Level H)ELL: Twelve Grapes for the New Year/ELD: Twelve Grapes for the New

Year

LAFS.2.RL.2.5, LAFS.2.RL.1.1


Family Traditions: Birthday. List

facts about birthdays in different

countries on page 455. Think

aloud some opinions you have

about these different birthday

facts.

Read Aloud: A Birthday

Basket for Tia. Use RWN

page 512. for students to

generate five Ws questions:

what, who,where,when,

and why for the story A

Birthday Basket for Tia.

Example: What was the

special day about?

Read aloud story: A

Birthday Basket For Tia.



448-449.

TE/SE CLOSE READ Look

back on page 440. Why

does Cecilia put a

flowerpot and a teacup in

the basket for Tia?

Provide evidence to


DOK Stems

DOK 2: What can you say

about__?

What do you notice about__?

How could you organize__?


describe the sequence

of___?

What facts would you select

to support__? Can you

predict the outcome if___?Compare and contrast how Cecilia's family celebrated Tia's birthday to how people

celebrate birthdays in different countries. Use evidence from the text to support your

answer. Click here for Contrast Frame


S.S.

Sta

nd

ard

s: S

S.2

.A.3

.1 ,S

S.2

.C.2

.3





overyeducation.com/





gov/ ,

www.smithsoniansou

rce.org

Leveled Readers

CCR Weekly/Weekly/

Teacher created

assessment





























LAFS.2.RF.4.4 & 4a


Fresh Read

RI.1.1

RL.2.6RI.3.9

RI.1.3

Re

sou

rce

s

Fluency Accuracy

and Rate

pgs. 169-174

School-Based

Fluency

ResourcesAuthor's Purpose- Lessons 17, 18, 19, and 20




guide


Assessm

ent

Options

Rete

ach/E

xte

nsio

n

Supple

menta

l

Mate

rials

Guide on the Side


Restate pg. 182


pg. 164, Story


Plot pg. 152Novel Study

Customized Literacy

CCR Weekly/Weekly/

Teacher created

assessment

RWN pg.

522/TE pg.

464g

TE pg.

494d


TE page 487e /RWN page

524 Compare and

Contrast: Teacher models

cowboy's job to raking

leaves jobs. Students can

compare and contrast their

life to a cowboys life using

the Venn diagram, RWN

page 524.

Read aloud Cowboys.

Complete "Think

Critically" questions 1-4

TE/SE pages 448.

TE/SE page 474 CLOSE

READ: Look back at page

474. How did hats protect

cowboys? Provide


answer.

DOK Stems

DOK 2: How are ____alike?

Different? What

do you notice about? What



if___? Can you

predict the outcome if_?


reason__?

What facts would you select

to support__?

Sleuth

Curtis the Cowboy

pg.76The Secret Flag

Readin

g S

treet

LAFS.2.L.2.3, LAFS.2.L.4.4 & 4a


Click for

Words

Suffixes -

ness, -

less, -

able, -

ible

Unfamiliar

Words (TE

pg. 464g)

TE pg. 495f

RWN pg.

523/TE pg.

487c RWN

pg. 528/TE pg.

493c

Click for

Words

Text B

ased


Click here for Chronological Order Frame

Cowboy Gear pgs. 492-493

Cursive

Z, Q, X

Letter

Slant

Commas (TE

pg. 463b)

Grammar

Trans-parency

29 TR DVD

RWN pg. 519 and 527


Cowboy Gear. Teacher models

"Think Aloud", Fact and Opinion.

Students can locate facts about

cowboys' clothes from the text and

generate their own opinions about

cowboys' clothes.

Imagine being a cowboy. Using the clothes and equipment stated on pages 492-493.

Explain the steps of how you would get dressed if you were a cowboy. Use evidence

from the text to support your answer.

Reader's Theatre




ideas or events.


G2U6W4


gov/ ,

www.smithsoniansou

rce.org

Leveled ReadersConcept Literacy:Cowboys (Lexile 200, Guided Reading Level A)Below

Level:Down on the Ranch (Lexile 460, Guided ReadingLevel B)On-Level:A

Cowboy’s Life (Lexile 600, Guided Reading Level B)Advanced:Living on a Ranch

(Lexile 550, Guided Reading Level H)ELL: What Does a Cowboy Do?/ELD: What

Does a Cowboy Do?


overyeducation.com/








Sequence pg. 72-73, Text

Structure pg. 80-81, Author's

Purpose pg. 40-41


S.S.

Sta

nd

ard

s: S

S.2

.A.3

.1 ,S

S.2

.C.2

.3

CPALMS























LAFS.2.RF.4 & 4a


Fresh Read

RI.1.1

RL.2.6RI.3.9

RI.1.3

Re

sou

rce

s

Guide on the SideCustomized Literacy

Facts & Details pg. 52-53,

Predict & Set Purpose pg. 68-

69, Author's Purpose 40-41

Sleuth

A Few Words with a Big

Effect page 76The Secret Flag


Restate pg. 182


pg. 164, Story


Plot pg. 152


Readin

g S

treet

RWN pg.

534/TE pg.

502g

TE pg.

528d

Assessm

ent O

ptions

Novel Study

LAFS.2.L.2, LAFS.2.L.4 & 4a


Click for

Words

Fluency-

Appropriate

Phrasing

pgs. 175-180

Text B

ased


Click here for Cause and Effect Frame

Home Sweet Home pages 524-527

Cursive

L, D, J

Letter

and

Word

Spacing

Commas in

Compound

Sentences (TE

pg. 501b)

Grammar

Trans-parency

30 TR DVD

RWN pg. 531 and 539

Rete

ach/E

xte

nsio

n

Prefixes

mis-, mid-

, micro-,

non-

Multiple-

Meaning

Words (TE

502g)

TE pg. 529f

RWN pg.

535/TE pg.

519b RWN

pg. 540/TE pg.

527b

Click for

Words

Supple

menta

l

Mate

rials

School-Based

Fluency

ResourcesClick for student pagesClick here for teacher

guide





ideas or events.


G2U6W5

Reader's TheatreConcept Literacy:Election Day (Lexile 210, Guided Reading Level A)Below

Level:Just Like Grandpa (Lexile 420, Guided ReadingLevel B)On-Level:Voting

Day (Lexile 490, Guided Reading Level B)Advanced:Happy New Year! (Lexile

690, Guided Reading Level H)ELL: A Wild Onion Dinner/ELD: A Wild Onion

Dinner

LAFS.2.RI.1.1

TE/SE page 500-501: Facts and

Details- Read aloud: The White

House. Locate facts and details and

write them in a graphic organizer.

TE/SE pages 503 Read

Aloud: Marcus and Jin.

Locate facts and opinion

statements from the text.

Read Grace For

President Complete

"Think Critically"

questions 1-4 TE/SE

page 520.

TE/SE pages 508-509.

CLOSE READ Look back at

pages 508-509. Why did

Grace think becoming

president was not going to

be easy? Provide


answer.

DOK Stems

DOK 2: How are ____

alike? Different? Can you

explain how__ affected_?

How would you

summarize__? DOK 3: Can


reason___? What would

happen if__? What facts

would you select to

support_?

Imagine you are a Native American living in a Chumash hut long ago. How does this

type of home affect your family life? Use details from the text to support your answer.


S.S.

Sta

nd

ard

s: S

S.2

.A.3

.1 ,S

S.2

.C.2

.3





overyeducation.com/





gov/ ,

www.smithsoniansou

rce.org

Leveled Readers

CCR Weekly/Weekly/



Fluency





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