2Nd Grade Curriculum Map Track A

2Nd Grade Curriculum Map Track A

2nd Grade Curriculum Map – Track A

Unit 1
Journeys Lessons 1-5
July 27 - Sept. 8 (32) / Lesson 1
1TE pp. T1 – T95
LLG pg. 6 / Lesson 2
1TE pp. T97 – T193
LLG pg. 7 / Lesson 3
1TE pp. T195 – T291
LLG pg. 8 / Lesson 4
1TE pp. T293 – T393
LLG pg. 9 / Lesson 5
1TE pp. T395 – T497
LLG pg.10
WHOLE GROUP
SHARED READING / Animal Traits
Sci. Standard 4- Objective 1 / Family Time
S.S. Standard 1- Objective 1 / Animal Traits
Sci. Standard 4- Objective 2 / Getting Along with Others
S.S. Standard 1- Objective 1 a,b / Community
S.S. Standard 3- Objective 1a
Texts:
Read Aloud
Anchor
Paired / The Perfect Pet
(Realistic Fiction)
Henry and Mudge
(RealisticFiction)
All in the Family
(Informational) / More Than a Best Friend
(Informational)
My Family
(Informational)
Family Poetry
(Poetry) / Choosing a Puppy
(Informational)
Dogs
(Informational)
Helping Paws
(Informational) / Bats: Beastly or Beautiful
(Informational)
Diary of a Spider
(Fiction)
A Swallow and a Spider
(Fable) / Lester
(Read Aloud, Realistic Fiction)
Teacher’s Pet
(Realistic Fiction)
See Westburg by Bus!
(Informational)
Speaking/Listening
SL.2.1 /
  • Holding a Conversation
/
  • Ask and Answer Questions
/
  • Share and Experience
/
  • Brainstorming
/
  • Finding Information

Target Vocabulary
RF.2.4 / curly, straight, floppy, drooled, weighed, stood, row, collars / remembered, porch, crown, spend, stuck, visit, cousin, piano / canned, chewed, clipped, coat, hairy, litter, mammals, stayed / insects, dangerous, scare, sticky, rotten, screaming, breeze, judge / wonderful, noises, quiet, sprinkled, share, noticed, bursting, suddenly
Comprehension Skills/Strategies
RL.2.1, RI.2.1, RI.2.2 /
  • Infer/Predict
  • Sequence Read Aloud
  • CompareTexts
/
  • Question
  • Compare and Contrast
  • CompareTexts
/
  • Analyze/Evaluate
  • Author’s Purpose
  • CompareTexts
/
  • Summarize
  • Cause and Effect
  • CompareTexts
/
  • Visualize
  • Story Structure
  • CompareTexts

LANGUAGE AND FOUNDATIONAL SKILLS
Phonemic Awareness/Phonics
RF.2.3, RF.2.4 /
  • Identify Phonemes
  • Syllables in Spoken Words
  • Words with Short Vowels a, I
/
  • Identify Phonemes
  • Syllables in Spoken Words
  • Words with Short Vowels o, u, e
/
  • Blend Phonemes
  • Sort Phonemes
  • Words with long vowels a, I
/
  • Segment, Substitute Phonemes
  • Sort Phonemes
  • Words with long vowels o, u, e
/
  • Segment Phonemes
  • Consonant Blends with r, l, s

Spelling
L.2.2 /
  • Short Vowels: a, i
/
  • Short Vowels: o, u, e
/
  • Long Vowels: a, i
/
  • Long Vowels: o, u, e
/
  • Consonant Blends with r, l, s

High Frequency Words
RF.2.3 / New word: next
Review Words: around, be, five, help, or, pull, take, until, walked / New word: children
Review Words: bring, comes, do, family, like, make, those, use, with / New words: other, this
Review Words: city, full, no, places, put, school, sing, think / New words: cheer, hundred, mind
Review Words: by, could, hello, play, read, see, today / New words: table, says
Review Words: both, cold, eat, find, green, little, long, we
Vocabulary Strategies /
  • Alphabetical Order
/
  • Using a Glossary
/
  • Multiple Meaning Words
/
  • Context Clues
/
  • Base Words and Endings: -ed,-ing

Fluency
RF.2.4 /
  • Accuracy: Word Recognition
/
  • Words in Connected Text
/
  • Accuracy: Self Correct
/
  • Intonation
/
  • Phrasing: Punctuation

WRITING
Writing Focus
W.2.3, L.2.2 /
  • Narrative Writing: Sentences that Tell a True Story
/
  • Narrative Writing: Friendly Letter
/
  • Narrative Writing: Sentences that Describe
/
  • Narrative Writing: True Story
/
  • NarrativeWriting:True Story

Grammar
L.2.1 /
  • Subjects and Predicates
/
  • Simple Sentences
/
  • Types of Sentences
/
  • What is a Noun?
/
  • Singular and Plural Nouns

Common Core Writing Handbook Teacher’s Edition / Sentences that Tell a True Story
(CCWH pp. 14-15) / Friendly Letter
(CCWH pp. 16-17) / Sentences that Describe
(CCWH pp. 18-19) / True Stories- Prewriting
(CCWH pp. 20-21) / True Stories- Drafting/Revising
(CCWH pp. 22-23)
SMALL GROUP
Skills Groups/Guided Reading / pp. T78-79
  • Short Vowels o, u, e
  • Inferring
  • Sequence of Events
  • CVC Syllable Pattern
  • Alphabetical Order
/ pp. T176-177
  • Short Vowels o, u, e
  • Question
  • Compare/Contrast
  • CVC Syllable Pattern
  • Using a Glossary
/ pp. T274-275
  • Long Vowels a, i
  • Analyze/Evaluate
  • Author’s Purpose
  • Sounds for /c/
  • Multiple Meaning Words
/ pp. T376-377
  • Long Vowels o, u, e
  • Cause and Effect
  • Summarize
  • Sounds for /g/
  • Context Clues
/ pp. T480-481
  • Con. Blends r, l, s
  • Story Structure
  • Visualize
  • Phrasing: Punctuation
  • Base Words and Endings -ed -ing

POSSIBLE ASSESSMENTS
  • Journeys Weekly Tests
  • Journeys Formative Assessments
/
  • Writing Samples
  • Running Records
/
  • DIBELS Progress Monitoring

ADDITIONAL RESOURCES
Readworks.org Texts: / “Good Night”- 490L
“The Wishing Tree”- 270L / “Kate’s Great-Great-Grandmother”- 370L / “Mr. Whiskers’ Whiskers”- 490L
kids.nationalgeographic/dogs / “Web Weaver”- 480L
“Oh Nuts!”- 440L / “Friendly Faces”- 680L
“Moka the Little Golden Dog”- 710L
Writing Prompts:
Opinion
W.2.1
Informative
W.2.2
Narrative
W.2.3 /
  • What is the best kind of pet? Why?
  • How to take care of a dog.
  • Tell about a time you saw a dog that was lost.
/
  • Are all families the same?
  • Describe how to be a good friend.
  • Tell about a fun activity with your family.
/
  • What is the best kind of pet? Why?
  • How to take care of a dog.
  • Tell about a time you saw a dog that was lost.
/
  • Are spiders friendly or scary? Why or why not?
  • Tell what you learned about bats/spiders.
  • The day I found a spider.
/
  • What is the BEST class pet?
  • Important Library rules.
  • Write about something funny that happened at school.

LLG = Literacy and Language Guide

TE = Journeys Teacher Edition (the number before TE indicates the unit)

SS = Social Studies

Sci. = Science

All standard listed on this document are key standards

Unit 2
Journeys Lessons 6-10
Sept. 11 –Nov. 10 (28) / Lesson 6
2TE pp. T1 – T97
LLG pg. 11 / Lesson 7
2TE pp. T99 – T199
LLG pg. 12 / Lesson 8
2TE pp. T201 – T297
LLG pg. 13 / Lesson 9
TE pp. T299 – T399
LLG pg.14 / Lesson 10
TE pp. T402 – T501
LLG pg.15
WHOLE GROUP
SHARED READING / Animal Homes
Sci. Standard 4- Objective 1 / Agriculture
Sci. Standard 4- Objective 2 / Weather
Sci. Standard 2- Objective 3 / Traditional Tales
S.S. Standard 1- Objective 1 / Ocean Life
Sci. Standard 4- Objective 2
Texts:
Read Aloud
Anchor
Paired / City Life Is for the Birds
(Realistic Fiction)
Animals Building Homes
(Informational)
Whose Home Is This?
(Informational) / Trouble in the Lily Garden
(Fiction)
The Ugly Vegetables
(Realistic Fiction)
They Really Are GIANT!
(Informational) / Floods: Dangerous Water
(Informational)
Super Storms
(Informational)
Weather Poems
(Poetry) / On Thin Ice
(Realistic Fiction)
How Chipmunk Got His Stripes
(Folktale)
Why Rabbits Have Short Tails
(Traditional Tale) / Sharks on the Run!
(Informational)
Jellies: The Life of a Jellyfish
(Informational)
Splash Photography
(Informational)
Speaking/Listening
SL.2.1 /
  • Ask and Answer Questions
/
  • Answer Using Complete Sentences
/
  • Describe Key Details
/
  • Recount Key Details/Ask for Clarification About Text
/
  • Ask for Clarification/Ask and Answer Questions

Target Vocabulary
RF.2.4 / shaped, branches, pond, beaks, deepest, break, hang, winding / blooming, shovels, scent, tough, wrinkled, plain, muscles, nodded / beware, damage, bend, flash, pounding, prevent, reach, equal / tunnel, curled, height, direction, toward, healed, brag, tease / millions, choices,drift, simple, weaker, wrapped, disgusting, decide
Comprehension Skills/Strategies
RL.2.1, RI.2.1, RI.2.2 /
  • Text and Graphic Features
  • Ask/Answer Quest. CompareTexts
/
  • Conclusions
  • Analyze/Evaluate
  • CompareTexts
/
  • Main Idea & Details
  • Cause and Effect
  • CompareTexts
/
  • Understanding Characters
  • Recount Stories
  • CompareTexts
/
  • Author’s Purpose
  • Fact and Opinion
  • CompareTexts

LANGUAGE AND FOUNDATIONAL SKILLS
Phonemic Awareness/Phonics
L.2.2, RF.2.3 / Identify Phonemes
Common Final Blends nd, ng, nk, nt, ft, xt, mp / Sort Phonemes
Identify Medial Phonemes
Double Consonants and ck / Substitute Phonemes
Syllables in Spoken Words
Consonant Digraphs th, sh, wh, ch, tch, and ph / Add Phonemes
Syllables in Spoken Words
Base Words and Endings -ed, -ing / Add and Delete Phonemes
Contractions
Spelling
L.2.2 /
  • Common Final Blends nd, ng, nk, nt, ft, xt, mp
/
  • Double Consonants and ck
/
  • Consonant Digraphs th, sh, wh, ch, tch, and ph
/
  • Base Words and Endings -ed, -ing
/
  • Contractions

High Frequency Words
RF.2.3 / New word: sleep
Review Words: animals, bear, know, most, myself, second, she three, work / New word: air
Review Words: car, cried, funny, he, pictures, pretty, told, try, window / New words: few
Review Words: before, eye, happy, high, my, open, people, starts, yellow / New words: afraid, dark, kept, might
Review Words: for, many, own, show, why, would / New words: really
Review Words: because, better, go, me, old, right, they, was, you
Vocabulary Strategies /
  • Base Words and Prefixes -un, -re
/
  • Homophones
/
  • Compound Words
/
  • Synonyms
/
  • Base Words and Suffixes -er,
-est
Fluency
RF.2.4 /
  • Expression
/
  • Accuracy in Connected Text
/
  • Rate
/
  • Phrasing: Punctuation
/
  • Stress

WRITING
Writing Focus
W.2.2, L.2.2 /
  • Informational Paragraph:
Ideas /
  • Informational Paragraph: Summary Paragraph
/
  • Informational Paragraph:
Word Choice /
  • Informational Paragraph:
Ideas /
  • Informational Paragraph:
Word Choice
Grammar
L.2.1, /
  • Plural Nouns
  • Collective Nouns
/
  • Proper Nouns
/
  • Verbs
/
  • Verbs in the Present
/
  • Verbs: Present, Past, and Future

Common Core Writing Handbook Teacher’s Addition / Informational Paragraph
(CCWH pp. 24-25) / Informational Paragraph
(CCWH pp. 26-27) / Informational Paragraph
(CCWH pp. 28-29) / Instructions: Prewriting
(CCWH pp. 30-31) / Instructions
(CCWH pp. 32-33)
SMALL GROUP
Skills Groups/Guided Reading / pp. T80-81
  • Common Final Blends
  • Text & Graphic Features
  • Question
  • Expression
  • Base Words and Prefixes
/ pp. T182-183
  • Double Consonants (CVC) and ck
  • Conclusions
  • Analyze/Evaluate
  • Accuracy
  • Homophones
/ pp. T280-281
  • Consonant Digraphs
  • Main Idea and Details
  • Visualize
  • Base Words/Endings
  • Rate
  • Compound Words
/ pp. T382-383
  • Base Words and Endings -ed, -ing
  • Understanding Characters
  • CV Syllable Pattern
  • Punctuation
  • Synonyms
/ pp. T484-485
  • Contractions
  • Fact and Opinion
  • Monitor/Clarify
  • Stress
  • Base Words and Suffixes - er -est

POSSIBLE ASSESSMENTS
  • Journeys Weekly Tests
  • Journeys Formative Assessments
/
  • Writing Samples
  • Running Records
/
  • DIBELS Progress Monitoring

ADDITIONAL RESOURCES
Readworks.org Texts: / “Welcome to the Tropical Rain Forest”- 500L
“Let’s Explore Caves” – 700L / “What Do Plants Need?”- 440L
“My Bean Plant”- 540L / “It’s Raining, It’s Pouring!” 530L
- freaky-tornado.jpg / “A Fawn in the Forest”- 620L
- chipmunk-cheeks.jpg / “Dive in a Coral Reef”- 610L
“Life in the Ocean”- 700L
- bottlenose-dolphin-jumping.jpg
Writing Prompts:
Opinion
W.2.1
Informative
W.2.2
Narrative
W.2.3 /
  • Which animal home looks the hardest to build? Why?
  • Write how a Weaver Bird builds its home.
  • Write about a time you saw an animal in its own home.
/
  • What kind of garden smells better, flowers or vegetables?
  • Explain how to grow a vegetable garden.
  • Write about a time you ate a nasty vegetable.
/
  • Which kind of storm is the most harmful to people? Why?
  • Write how hurricanes can cause damage to people and their belongings.
  • Write about a time you were in a rainstorm.
/
  • Do you think it’s okay to brag about something? Why or why not?
  • Write why animals hibernate for the winter.
  • Write about a time you were proud of yourself.
/
  • If you could take a picture of something in the ocean what would it be? Why?
  • Tell about jellyfish, and how they live in the ocean. (facts)
  • Write about what you would do if you were a photographer in the ocean.

LLG = Literacy and Language Guide

TE = Journeys Teacher Edition (the number before TE indicates the unit)

SS = Social Studies

Sci. = Science

All standard listed on this document are key standards

Unit 3
Journeys Lessons 11-15
Nov. 13 – Dec. 22 (28) / Lesson 11
3TE pp. T1 – T97
LLG pg. 16 / Lesson 12
3TE pp. T99 – T191
LLG pg. 17 / Lesson 13
3TE pp. T193 – T289
LLG pg. 18 / Lesson 14
3TE pp. T293 – T387
LLG pg. 19 / Lesson 15
3TE pp. T389 – T493
LLG pg. 20
WHOLE GROUP
SHARED READING / Animal and Human
S.S. Standard 4- Objective 1 / The Arts
Music - Strands: Create, Perform, Respond, Connect / School Differences
S.S. Standard 1- Objective 1, 2 / Special Ways to Communicate
S.S. Standard 1- Objective 1 / Personal Safety
(Health and Safety)
S.S. Standard 2- Objective 2
Texts:
Read Aloud
Anchor
Paired / Don’t Play Cards with a Dog in the Room! (Realistic Fiction)
Click, Clack, Moo: Cows That Type (Humorous Fiction)
Talk About Smart Animals!
(Informational) / Music in the Snow
(Realistic Fiction)
Ah, Music!
(Informational)
There’s Hole at the Bottom of the Sea(Song) / One-Room Schoolhouse
(Informational)
Schools Around the World
(Informational)
An American School
(Informational) / Whale of a Lesson
(Informational)
Helen Keller
(Biography)
Talking Tools
(Informational) / Adventures at Scout Camp
(Realistic Fiction)
Officer Buckle and Gloria
(Humorous Fiction)
Safety at Home
(Readers Theater)
Speaking/Listening
SL.2.1 /
  • Recount key details
  • Ask for clarification about a text
/
  • Ask and answer questions about what a speaker says
/
  • Ask and answer questions
  • Provide detail or clarification
/
  • Recount key details
  • Ask for clarification about text
/
  • Ask /answer questions about what a speaker says, and about the text

Target Vocabulary
RF.2.4 / understand, gathered, impatient, impossible, believe, problem, demand, furious / vibration, tune, volume, expression, creative, performance, concentrate, relieved / culture, community, languages, transportation, subjects, lessons, special, wear / knowledge, curious, motion, silence, illness, imitated, darkness, behavior / obeys, safety, attention, buddy, station, speech, shocked, enormous
Comprehension Skills/Strategies
RL.2.1, RI.2.1, RI.2.2 /
  • Conclusions
  • Author’s Word Choice
  • CompareTexts
/
  • Text Features/
  • Fact and Opinion
  • Ask/Answer Questions
  • Compare Texts
/
  • Main Idea & Details
  • Text Features
  • CompareTexts
/
  • Author’s Purpose
  • Historic Events
  • CompareTexts
/
  • Cause and Effect
  • Ask/Answer Questions
  • CompareTexts

LANGUAGE AND FOUNDATIONAL SKILLS
Phonemic Awareness/Phonics
RF.2.3, RF.2.4 /
  • Syllables in Spoken Words
  • Endings –s, -es
/
  • Substitute Phonemes
  • Vowel Teams ai, ay
/
  • Match Phonemes
  • Vowel Teams ee, ea
/
  • Segment Phonemes
  • Long o -o, -oa, ow
/
  • Syllables in Spoken Words
  • Compound Words

Spelling
L.2.2 /
  • Endings –s, -es
/
  • Vowel Teams ai, ay
/
  • Vowel Teams ee, ea
/
  • Long o -o, -oa, ow
/
  • Compound Words

High Frequency Words
RF.2.3 / New words: another, hard
Review Words: far, grow, heard, kind, light, more, some, to / New words: against, girl, morning, part, someone
Review Words: along, bird, different, hold, night / New words: everything, slowly, store, story, world
Review Words: about, first, her, of, two / New words: front, hair, sky, started
Review Words: all, food, never, party, stories, warm / New words: book, care, ever
Review Words: after, live, new, off, over, small, thought
Vocabulary Strategies /
  • Prefixes -pre, -mis
/
  • Idioms
/
  • Using a Dictionary
/
  • Suffix -ly
/
  • Root Words

Fluency
RF.2.4 /
  • Expression
/
  • Rate: Adjust Rate to Purpose
/
  • Accuracy: Self-Correct
/
  • Natural Pauses
/
  • Accuracy: Connected Text

WRITING
Writing Focus
W.2.1, L.2.2 /
  • Opinion Writing:
Persuasive Letter /
  • Opinion Writing:
Opinion Paragraph /
  • Opinion Writing:
Paragraph /
  • Opinion Writing:
Persuasive Essay /
  • Opinion Writing:
Persuasive Essay
Grammar
L.2.1 /
  • Compound Sentences
/
  • Compound Sentences:
/
  • Quotation Marks
/
  • Proper Nouns
/
  • Abbreviations

Common Core Writing Handbook Teacher’s Edition / Persuasive Letter
(CCWH pp. 34-35) / Opinion Paragraph
(CCWH pp. 36-37) / Persuasive Paragraph
(CCWH pp. 38-39) / Persuasive Essay: Prewriting
(CCWH pp. 40-41) / Persuasive Essay
(CCWH pp. 42-43)
Skills Groups/Guided Reading / pp. T80-81
  • Endings -s, -es
  • Conclusions
  • Infer/Predict
  • Expression
  • Prefixes pre-, mis-
/ pp. T174-175
  • Vowel Digraphs ai, ay
  • Text/Graphic Features
  • Question
  • Adjust Rate to Purpose
  • Idioms
/ pp. T272-273
  • Vowel Digraphs ee, ea
  • Main Idea and Details
  • Analyze/Evaluate
  • Accuracy: Self Correct
  • Using a Dictionary
/ pp. T370-371
  • Long o (o, oa, ow)
  • Author’s Purpose
  • Summarize
  • Natural Pauses
  • Suffix -ly
/ pp. T476-477
  • Compound Words
  • Cause and Effect
  • Monitor/Clarify
  • Schwa Vowel Sound
  • Accuracy

POSSIBLE ASSESSMENTS
  • Journeys Weekly Tests
  • Journeys Formative Assessments
/
  • Writing Samples
  • Running Records
/
  • DIBELS Progress Monitoring

ADDITIONAL RESOURCES
Readworks.org Texts: / / “The Harmonica”- 460L
“Making Piano Fun”- 560L / “Native American Life”- 450L
“School: How has it Changed?”- 420L / “Learn Mandarin!”- 640L
“Inventions: Then and Now”- 650L / “Thanking Brave Americans”- 500L
“Fire Safety”- L480
Writing Prompts:
Opinion
W.2.1
Informational
W.2.2
Narrative
W.2.3 /
  • Which animal do you think is the smartest? Why?
  • Write how animals help people.
  • ell about what you would do if you were Farmer Brown.
/
  • Do you like to perform in front of people? Why or why not?
  • Write about the different ways kids can be creative.
  • Write about a time you did something creative.
/
  • Would you like to go to school in a different country? Why or why not?
  • Write about the many different ways children travel to school.
  • Write about your favorite day at school.
/
  • Do you feel that Helen Keller is an important person? Why or why not?
  • Tell why Helen Keller is considered an American hero.
  • Tell about a time that you learned to do something difficult.
/
  • Is it important to follow all safety tips? Why?
  • Write how police dogs help officers on the job each day.
  • Write about a time you needed help from a friend, or write about a time you helped a friend in need.

LLG = Literacy and Language Guide

TE = Journeys Teacher Edition (the number before TE indicates the unit)

SS = Social Studies

Sci. = Science

All standard listed on this document are key standards

Unit 4
Journeys Lessons 16-20
Jan. 6 - Feb. 23 (28) / Lesson 16
4TE pp. T1 – T99
LLG pg. 21 / Lesson 17
4TE pp. T101 – T199
LLG pg. 22 / Lesson 18
4TE pp. T201 – T299
LLG pg. 23 / Lesson 19
4TE pp. T301 – T399
LLG pg. 24 / Lesson 20
4TE pp. T401 – T503
LLG pg. 25
WHOLE GROUP
SHARED READING / Helping Others
S.S. Standard 2- Objective 1 / Never Give Up - Values
S.S. Standard 2 - Objective 1 / Communication
S.S. Standard 1 Objective 1 / Communication
S.S. Standard 2 / Heroic Contributions
S.S. Standard 2- Objective 1
Texts:
Read Aloud
Anchor
Paired / A Better Way to Save
(Realistic Fiction)
Mr. Tanen’s Tie Trouble
(Realistic Fiction)
The Jefferson Daily News
(Informational) / The Crowd Roared!
(Realistic Fictions)
Luke Goes to Bat
(Realistic Fiction)
Jackie Robinson
(Informational) / Doctor Salks Treasure
(Informational)
My Name is Gabriela
(Biography)
Poems about Reading and Writing
(Poetry) / Wild Friends, Wow!
(Informational)
The Signmaker’s Assistant
(Humorous Fiction)
The Trouble with Signs
(Play) / Ordinary Heros
(Realistic Fiction)
Dex: The Heart of a Hero
(Fantasy)
Heros Then and Now
(Informational)
Speaking/Listening
SL.2.1 /
  • Key Ideas and Details
  • Listen Critically
/
  • Recount Key Details/Clarification
  • Produce Complete Sentences
/
  • Key Details
  • Listen to make connections
/
  • Key Details
  • Respond to questions
  • Discussion of Topic/Texts
/
  • Key Ideas and Details

Target Vocabulary
RF.2.4 / received, account, budget, disappointed, chuckled, staring, repeated, fund / practice, hurried, position, roared, extra, curb, cheered, final / accepted, express, fluttering, grand, pretend, prize, wonder, taught / assistant, agreed, polite, failed, tearing, wisdom, trouble, cleared / depended, overlooked sprang, studied, gazing, hero, exercise, sore
Comprehension Skills/Strategies
RL.2.1, RI2.1, RI.2.2 /
  • Infer/Predict
  • Story Structure
/
  • Visualize
  • Determine the moral
/
  • Main Purpose
  • Analyze/Evaluate
/
  • Read and Comprehend
  • Characters/Setting/Plot
/
  • Monitor/Clarify
  • Rhythm and Meaning
  • Illustrations

LANGUAGE AND FOUNDATIONAL SKILLS
Phonemic Awareness/Phonics
RF.2.3, RF.2.4 /
  • Syllables in spoken words
  • Base words and endings: -ed, -ing
/
  • Segment Phonemes
  • Long i (i, igh, ie, y)
/
  • Blending phonemes
  • Identify sound placement
  • Long e sound for y and changing y to i
/
  • Substitute phonemes
  • Words with ar
/
  • Substitute phonemes
  • Words with or, ore

Spelling
L.2.2 /
  • Base words and endings: -ed, -ing
/
  • Long i (i, igh, ie, y)
/
  • Long e sound for y and changing y to i
/
  • Words with ar
/
  • Words with or, ore

High Frequency Words
RF.2.3 / New word: horse, river, something
Review Words: also, fly, gone, have, look, said, saw / New word: doing, else, room
Review Words: any, blue, carry, studied, sure, teacher, turned / New words: words
Review Words: always, anything been, draw, friends, mother, soon, under, watch / New words: didn’t, I’ll, sound
Review Words: are, baby, good, is, please, talk, too / New words: being, I’ve, stood, tall
Review Words: begins, flower, ground, laugh, ready, very
Vocabulary Strategies /
  • Homographs
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  • Antonyms
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  • Suffixes –y and -ful
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  • Synonyms
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  • Prefix over-

Fluency
RF.2.4 /
  • Rate
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  • Stress
/
  • Expression
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  • Phrasing with Punctuation
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  • Intonation

WRITING
Writing Focus
W.2.3, L.2.2 /
  • Narrative Writing: Fictional Paragraph
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  • Narrative Writing: Fictional Paragraph
/
  • Narrative Writing: Descriptive Paragraph
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  • Narrative Writing: Fictional Story
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  • NarrativeWriting:
Fictional Story
Grammar
L.2.1 /
  • Pronouns
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  • Subject-Verb Agreement
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  • Verb “be”
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  • Comma in Dates and Places
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  • Commas in series

Common Core Writing Handbook Teacher’s Edition / Fictional Narrative Paragraph
(CCWH pp. 44-45) / Fictional Narrative Paragraph
(CCWH pp. 46-47) / Descriptive Paragraph
(CCWH pp. 48-49) / Fictional Story - Prewriting
(CCWH pp. 50-51) / Fictional Story
(CCWH pp. 52-53)
SMALL GROUP
Skills Groups/Guided Reading / pp. T82-83
  • Base Words and Endings –ed, -ing
  • Story Structure
  • Infer/Predict
  • Rate
/ pp. T182-183
  • Long i (i, igh, ie, y)
  • Sequence of Events
  • Visualize
  • Stress
  • Antonyms
/ pp. T282-283
  • Long e sound for y
  • Understanding Characters
  • Analyze/Evaluate
  • Changing y to i
/ pp. T382-383
  • Words with ar
  • Text and graphic features
  • Questioning
  • Shades of Meaning
  • Phrasing: Punctuation
/ pp. T486-487
  • Words with or, ore
  • Compare and Contrast
  • Prefix over-
  • Intonation
  • Monitor/Clarify

POSSIBLE ASSESSMENTS
  • Journeys Weekly Tests
  • Journeys Formative Assessments
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  • Writing Samples
  • Running Records
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  • DIBELS Progress Monitoring

ADDITIONAL RESOURCES
READWORKS TEXTS: / “What Is a Budget?” - 660L
“All About Money” - 330L / “Let the Games Begin!” - 470 L
“American Heroes”- 650L / “Be a Poet” - 560L
“Travel on Water” - 680L / “Friendly Faces” - 680L
“Painting a Bus”- 380L / “American Heroes” - 650L
“What Makes Someone a Hero” - 600L
“A Day for United States Veterans” - 470L
WRITING PROMPTS:
Opinion
W.2.1
Informative
W.2.2
Narrative
W.2.3 /
  • Which of Mr. Tanen’s ties do you like the best?
  • Tell how kids can help clean up a community.
  • Write about a time you helped one of your parents.
/
  • Do you think you could teach someone a lesson?
  • Explain how to play your favorite game.
  • Tell about a time you never gave up on something.
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  • Do you think Gabriela is mean in the story?
  • Write about Dr. Salk’s discovery to help children.
  • Write about a time you traveled somewhere different overnight.
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  • Are traffic signs important in our communities? Why?
  • Write about the many ways people can help animals.
  • Write about a time you solved a problem on your own.
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  • Do you think heroes need to be brave? Why or why not?
  • Explain what makes a hero, and what a hero does.
  • Write about a time that you did something very important.

LLG = Literacy and Language Guide

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