Scope And Sequence For Grade 2- English Language Arts Unit 1

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Scope and Sequence for Grade 2- English Language ArtsUnit 1Duration /TimelineWord Study1Unit 12LS1: Consonant Clusterswith r HF1: High Freq. Words LaunchingReadingWorkshopSeptember(4 weeks)Reading WorkshopLS 2:Short VowelSoundsSP1: Word PatternsLS3: Long Vowel SoundsWS1: Compound WordsLS4: Long and ShortVowels Introduce ReadingWorkshop & establishroutines and proceduresEstablish IndependentReading expectations withIndependent ReadingRubricTeach children how tochoose “Just Right” books.Review word-solvingstrategiesReview story elementsReview the elements offiction and nonfictionWriting Workshop Introduce Writing Workshop &establish routines andproceduresIntroduce Remembering Plansas a way to store ideas forstoriesHealth –Social Studies ScienceNot addressed inthis Unit.WS2: Compound WordsELA PowerStandardsReading Literature and Reading Informational Text:RL 2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.1For greater detail and links to standards see Word Study Plan with Standards 2nd Grade2There are Six Unit Plans that exist for second grade. More details can be found by referencing each.8/6/141

Scope and Sequence for Grade 2- English Language ArtsRL 2.10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity bandproficiently, with scaffolding as needed at the high end of the range.RI 2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RI 2.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades2–3 text complexity band proficiently, with scaffolding as needed at the high end of the rangeWriting:W 2.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts,and feelings, use temporal words to signal event order, and provide a sense of closure.W 2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W 2.8 Recall information from experiences or gather information from provided sources to answer a question.Speaking and Listening:SL 2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and largergroups.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 aboutthe 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.SL 2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.SL 2.3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepenunderstanding of a topic or issue.SL 2.6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.Language and Foundational Skills: RF 2.3 and 2.4 and L2.6 apply to all unitsRF 2.3: 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.RF 2.4: Read with sufficient accuracy and fluency to support comprehension.8/6/142

Scope and Sequence for Grade 2- English Language Artsa. Read grade-level text with purpose and understanding.b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.L 2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives andadverbs to describe (e.g., When other kids are happy that makes me happy).L2.2d: Generalize learned spelling patterns when writing words (e.g., cage badge; boy boil).L2.4d: Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly;bookshelf, notebook, bookmark).AssessmentFormative: Reading Interest Survey Favorite Book Reading Response Using Strategies to Solve New Words Response Sheet Story Map Fiction or Nonfiction? Reading ResponseSummative:Research Project Interview an adult about why and how reading and writing are important in their lives.Narrative Write the story of a memory you will never forget. Be sure to include enough detail so that the reader can understand whythis memory is so unforgettable to you.ResourcesWriting Workshop:Author: A True Story, Helen LesterReading Workshop:Reading Makes You Feel Good, Todd Parr8/6/143

Scope and Sequence for Grade 2- English Language ArtsUnit 2Duration /TimelineWord StudyUnit 2LS5: Consonant Clusterswith sGoodCitizenshipOctober tomid-Nov.(5-6 weeks)Reading Workshop HF2: High Freq. WordsSP2: Onset and RimesWM1: SynonymsWS5: Past Tense –edWS4: Syllables withDouble Consonants Model in shared readingor read aloud how todetermine the main ideaand details of a nonfictiontextRead aloud a variety oftexts (fiction andnonfiction) which featurecharacters/real peoplewho are examples of goodcitizens.Writing Workshop Read and code a mentor text todetermine the features ofopinion writing.Children take notes about thepros and cons of having cats aspets.Introduce phrases for opinionwriting.WS6: Past Tense –edSocial StudiesCivics and Government6. Define and giveexamples of some ofthe rights andresponsibilities thatstudents as citizenshave in the school (e.g.,students have the rightto vote in a classelection and have theresponsibility to followschool rules). (C)7. Give examples offictional characters orreal people in theschool or communitywho were good leadersand good citizens, andexplain the qualitiesthat made themadmirable (e.g.,honesty, dependability,modesty,trustworthiness,courage). (C)WS7: Syllables in wordsSP3: Silent eSP4:Onsets and RimesSP5: Onsets and RimesLS6: Beginning ConsonantClusters8/6/14Health - SocialStudies Science4

Scope and Sequence for Grade 2- English Language ArtsELA PowerStandardsReading Literature and Reading Informational Text:RL 2.1, 2.10 and RI 2.1, 2.10 apply to all UnitsRI 2.2: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.RI 2.8: Describe how reasons support specific points the author makes in a text.RL 2.5: Describe the overall structure of a story, including describing how the beginning introduces the story and the endingconcludes the action.RL2.3: Describe how characters in a story respond to major events and challenges.RL 2.6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each characterwhen reading dialogue aloud.RL 2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of itscharacters, setting, or plot.RL.MA. 2.8.A. Identify dialogue as words spoken by characters (usually enclosed in quotation marks) and explain what dialogueadds to a particular story or poem.Writing:W3 , W5 and W8 apply to all unitsW2.1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support theopinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.Speaking and Listening:SL1, SL2, SL3, SL 4 and SL 6 apply to all unitsLanguage and Foundational Skills:RF 2.3 and 2.4 and L2.6 apply to all unitsL2.2d: Generalize learned spelling patterns when writing words (e.g., cage badge; boy boil).AssessmentFormative Main Idea & Details Reading ResponseSummative:8/6/145

Scope and Sequence for Grade 2- English Language ArtsResearch Project Taking care of a pet is a big responsibility. Good citizens make responsible decisions about getting pets. Are cats goodpets? Include facts about cats to support your opinion.Narrative After reading/listening to texts on responsibility, write a personal narrative about a time when you were a responsiblecommunity member. Provide details to describe actions, thoughts, and feelings.Performance Task: Write about a person you know or have read about (fictional characters or real people) who is an example of goodcitizenship. Be sure to provide evidence of specific things this person has said or done that make him/her a good citizen.Writing Prompt with District Rubric Genre ?ResourcesKey Resources: (more listed in the units themselves)Literature:A Day’s Work, Eve BuntingJust a Dream, Chris Van AllsburgJamaica’s Find, Juanita HavillThe Teddy Bear, David McPhailWilfrid Gordon McDonald Partridge, Mem FoxThe Paperboy, Dav PilkeyInformational Text:I Am a Good Citizen, Mary Elizabeth SalzmannEvery Human Has Rights (National Geographic)The Story of Ruby Bridges, Robert ColesWilma Unlimited, Kathleen KrullRoberto Clemente: Pride of the Pittsburgh Pirates, Jonah WinterRachel Carson: Preserving a Sense of Wonder, Joseph BruchacJohn Muir: America’s Naturalist, Thomas Locker8/6/146

Scope and Sequence for Grade 2- English Language ArtsUnit 3Duration /TimelineWord StudyUnit 3LS7: R Controlled VowelsSeasonsand CyclesMid NovDecember(6-8 weeks)WM2: AntonymsReading Workshop SP7: Onsets and RimesWS9: Plurals with s/es LS11: DoubleConsonants (Middle)WM3: Synonyms andAntonymsSP9: -ee Spelling Pattern Informational ReadingReaders ResponseUsing a variety ofstrategies to figure out themeanings of unknownwords in stories or texts.Using nonfiction textfeatures to navigatenonfiction text and makemeaning in conjunctionwith the text itself.Decoding words withcommon prefixes andsuffixes.Writing Workshop Routine WritingResearch WritingNarrative Writing?Science:2.PS1.A: Structure andProperties of Matter2.PS1.B: ChemicalReactions2.ESS1.C: The Historyof Planet EarthEarth ScienceES4: Recognize thatthe sun supplies heatand light to the earthand is necessary forlife.WS10: ContractionsWS11: ContractionsES5: Identify someevents around us thathave repeatingpatterns, includingthe seasons of theyear, day and nightHF5: High Freq. WordsLS13: Con. DigraphsWS12: Contractions8/6/14Health - SocialStudies Science7

Scope and Sequence for Grade 2- English Language ArtsSP10: Spelling PatternLS14: Consonants withTwo SoundsELA PowerStandardsReading Literature and Reading Informational Text:RL 2.1, 2.10 and RI 2.1, 2.10 apply to all UnitsRI2.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject areaRI5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) tolocate key facts or information in a text efficiently.RI2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.Writing:W3 , W5 and W8 apply to all unitsW 2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, andprovide a concluding statement or section.W 2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including incollaboration with peers.W 2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report;record science observations).Speaking and Listening:SL1, SL2, SL3, SL 4 and SL 6 apply to all unitsLanguage and Foundational Skills:RF 2.3 and 2.4 and L2.6 apply to all unitsL2.2c: Use an apostrophe to form contractions and frequently occurring possessives.L2.2d: Generalize learned spelling patterns when writing words (e.g., cage badge; boy boil).L2.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading andcontent, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase.L6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including usingadjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).8/6/148

Scope and Sequence for Grade 2- English Language ArtsAssessmentFormative Assessment Writer’s NotebookScience NotebookReader’s ResponseSummative Assessment ResourcesWrite a report with the following headings: The Sun; Day and Night; The Moon. Be sure to include why the sun isimportant for life on Earth, what causes day and night, and why the moon appears to change. Winter can be a fun time of year. Write a narrative that describes what you like to do in the winter. Be sure to includeenough details so that your reader can understand why you enjoy those activities.Literature:Papa, Please Get the Moon For Me, Eric CarleRise the Moon, Eileen SpinelliSunshine on My Shoulders, John DenverLong Night Moon, Cynthia RylantInformational Text:Sun Up, Sun Down, Gail GibbonsThe Moon Book, Gail GibbonsThe Moon Seems to Change, F.M. BranleyWhat the Moon is Like, F.M. BranleyThe Reasons for Seasons, Gail GibbonsSunshine Makes the Seasons, Franklyn Branley & Michael RexWhy Do Leaves Change Color?, Betsy Maestro & Loretta KrupinskiHow Do You Know It’s Winter?, Allan FowlerPoetry:Seasons: A Book of Poems, Charlotte ZolotowSnow, Snow: Winter Poems for Children, Jane Yole