TIME:  Quarter 1, Weeks 1-2, 9/6 - 9/15

UNIT TOPIC:

Back to School, Families & Communitites

• communities
• individual development

FOCUS:

• Know and use vocabulary related to the topic in speaking and writing

• Build knowledge about the unit topic

• Read-write-speak-and listen to learn about the topic

• Develop literacy skills

Building Vocabulary and Knowledge of the World:

• Explain how specific words and phrases in a text suggest feelings and help a reader imagine the text with their senses
• Ask and answer questions when reading and listening to diverse texts about the topic/theme
• Use words and phrases from diverse texts to describe key ideas or details about the theme/topic
• Use sentence-level context clues to determine meanings of new words in text
• Use words and phrases –including adjectives and adverbs from the theme/topic texts, conversations, and experiences in speaking and writing

Fluency:

• Apply phonics and decoding skills
• Read texts multiple times to read with word accuracy, appropriate rate, and expression
• Re-read to use context for self-correcting and to support understanding of text

Comprehension/Science of Reading Comprehension Strategies:

• Activate prior knowledgeabout the structure of fictional and informational texts to support understanding of the text
• Understand and use question words
  
• Ask questions about key ideas and details during reading
  
• Ask questions about how characters respond to major events and challenges and how ideas, concepts, or a series of events are connected to each other in informational texts
• Ask questions about how specific words and phrases show feelings and help a reader imagine the text with their senses
• Make predictions based on characters and their challenges, the setting and major events in a story
  
• Make predictions about details in a text based on your life experience with the text topic/theme and what you know about the topic from other texts
• Summarize–tell the central idea/main topic and share key details about a text
  
• Summarize by discussing characters, setting and major events or key details
• Monitor comprehensionby checking to see if you can provide descriptions of characters and their response to challenges and major events in a story and re-reading if you are unsure

Computer Science and Digital Fluency:

• Compare and explain how rules for using techonology can be different at school and at home. 
• Identify examples of technlogy that help solve problems in society - for communities or  individuals
• Explain how software helps with tasks (e.g. word processing, Seesaw)

STANDARDS

Reading Foundational Standards Codes:  2RF3, 2RF4

Reading Codes: 2R1, 2R2, 2R3, 2R4, 2R5, 2R9

Speaking and Listening Codes: 2SL1, 2SL2

Language Codes: 2L1, 2L4, 2L6

Computer Science and Digital Fluency Codes: 2-3.IC.2, 2-3.IC.3, 2-3.NSD.2

SUGGESTED  READ ALOUDS AND MEDIA FOR TEXT SETS:

First Day

• First Day Jitters
• Scaredy Squirrel
• Kissing Hand

Communities

• Officer Buckle and Gloria
• How Full is Your Bucket?
• Be Kind (Literacy Footprints Resource)

Individual Development

• Giraffes Can't Dance
• Bad Case of Stripes
• Chrysanthemum
• Spaghetti On a Hotdog Bun
• Enemy Pie

STUDENT-READ TEXT OPTIONS FOR TEXT SETS:

• Getting Ready For School (RAZ Level E)
•  A Day of Firsts (RAZ Level G)
• New Planet, New School (RAZ Level K)
• The Hoppers Start School (RAZ Level M)

Fundations

Orientation:

Lesson 1 – re-introduce the standard Fundations deck and assess what letter-keyword-phonemes they know. Assess if they can write a complete alphabet.

Lesson 2 – continue review of Level 1, go over the writing paper with them.

 Unit 1: (2 weeks)

*Quick Reference Sheet

• keyword sounds for consonant and vowels
• consonant digraphs and their sounds
• consonant blends
• digraph blends
• spelling of /k/ sound
• closed syllable type

Writing about Reading:

• Respond in diverse formats of writing to a theme, text, author, or experience

Building the Foundation of Writing

Core Convention Skills

• Use common, proper, and possesive nouns
• Use collective nouns
• Form and use regular and irregular plural nouns
• Use singular and plural nouns with matching verbs in basic sentences
• Understand and use interrogatives
• Use frequently occuring prepositions
• Produce and expand complete sentences

Core Punctuation and Spelling Skills

• Use personal, possesive, and indefinite pronouns
• Use verbs to convey a sense of past, present, and future
• Use adjectives and adverbs appropriately
• Use frequently occuring conjunctions and transition words
• Produce and expand complete sentences
• Consult reference materials as needed to check and correct spelling
• Use end punctuation for sentences
• Use capital letters when needed (I, first word in a sentence, proper nouns)
• Use commas in dates and to seperate words in a series
• Use an apostrophe to form contractions and frequently occuring possesives

Language Standards: 2L1, 2L2, 2L3

Writing Standards: 2W4,

Speaking and Listening Standards: 2SL1, 2SL2, 2SL4, 2SL6

Anchor Charts (reading):

Standard 1- Ask and Answer 5 W questions

Standard 1- Ask and Answer 5 W questions (2)

Standard 2- Retelling

Standard 3- Analyzing Characters

Standard 3- Analyzing Characters (chart)

Standard 5- Story Structure

Answer Questions about a Text 

Identify Main Topic and Details

Identify Text Features

Writing Rubrics

• Writing Rubrics Folder

*Language focus by quarter

Grade 2 Assessment Calendar

TIME:  Quarter 1, Weeks 3-10, 9/18 - 11/9

UNIT TOPIC:

Seasons 

FOCUS:

• Know and use vocabulary related to the topic in speaking and writing

• Build knowledge about the unit topic

• Read-write-speak-and listen to learn about the topic

• Develop literacy skills

Building Vocabulary and Knowledge of the World:

• Explain how specific words and phrases in a text suggest feelings and help a reader imagine the text with their senses
• Ask and answer questions when reading and listening to diverse texts about the topic/theme
• Use words and phrases from diverse texts to describe key ideas or details about the theme/topic
• Use sentence-level context clues to determine meanings of new words in text
• Use words and phrases –including adjectives and adverbs from the theme/topic texts, conversations, and experiences in speaking and writing

Fluency:

• Apply phonics and decoding skills
• Read texts multiple times to read with word accuracy, appropriate rate, and expression
• Re-read to use context for self-correcting and to support understanding of text

Comprehension/Science of Reading Comprehension Strategies :

• Activate prior knowledgeabout the structure of fictional and informational texts to support understanding of the text
• Understand and use question words
• Ask questions about key ideas and details during reading
• Ask questions about how characters respond to major events and challenges and how ideas, concepts, or a series of events are connected to each other in informational texts
• Ask questions about how specific words and phrases show feelings and help a reader imagine the text with their senses
• Make predictions based on characters and their challenges, the setting and major events in a story
• Make predictions about details in a text based on your life experience with the text topic/theme and what you know about the topic from other texts
• Summarize–tell the central idea/main topic and share key details about a text
• Summarize by discussing characters, setting and major events or key details
• Monitor comprehensionby checking to see if you can provide descriptions of characters and their response to challenges and major events in a story and re-reading if you are unsure

*Review previously taught skills, as appropriate

Computer Science and Digital Fluency:

• Compare and explain how rules for using techonology can be different at school and at home. 
• Identify examples of technlogy that help solve problems in society - for communities or  individuals
• Explain how software helps with tasks (e.g. word processing, Seesaw)
• Create a model to show a pattern or process in nature or with the seasons 

STANDARDS

Reading Foundational Standards Codes:  2RF3, 2RF4

Reading Codes: 2R2, 2R3, 2R5, 2R6, 2R7, 2R9

Speaking and Listening Codes: 2SL2

Language Codes: 2L4, 2L6

Computer Science and Digital Fluency Codes: 2-3.IC.2, 2-3.IC.3, 2-3.NSD.2,  2-3.CT.1

READ ALOUDS AND MEDIA FOR TEXT SETS:  

Geodes Aligned Read Alouds *in the suggested order below

• How Do You Know It's Fall? (NF)
• Little Yellow Leaf (F) 
• A Color of His Own (F)
• Why Do Leaves Change Color? (NF)
• Sky Tree:  Seeing Science Through Art (F)

*Other texts about the topic/theme of the teacher's choosing

Suggestions:

• Watching the Seasons (NF)
• Over and Under the Snow (NF)
• Goodbye Summer, Hello Autumn (NF)
• Goodbye Autumn, Hello Winter (NF)
• Fletcher and the Falling Leaves/ How Do You Know It's Fall? (Bookflix) (F/NF)
• Henry and Mudge Under the Yellow Moon (F)
• And Then It's Spring (Bookflix) (NF)
• The Snowy Day (F)
• Fiction and nonfiction titles from Geodes Module 1

STUDENT-READ TEXT OPTIONS FOR TEXT SETS:

Geodes Module 1 - A Season of Change, at least 2 texts from each set (sets 1-4) at least 8 books total

Decodables

Geodes Module 1 

• Set 1: Seed Stash, Cranberry Crop, Leaves, Born to Fly
• Set 2: Winters USA, Arctic Caterpillar, The Evergreen Tale, Daytime Darkness
• Set 3: Spring Fever, Sap to Syrup, Finch Study, Blossom
• Set 4: Road Trip, Bathers, Nature's Thermometer, Summer Snow

Bookflix:

• How Do You Know It's Spring?
• How Do You Know It's Winter?
• How Do You Know It's Summer?
• How Do You Know It's Fall?
• Snowy Weather Days
• Rainy Weather Days

Fiction 

• Flying Kites (RAZ Level K)
• Wonderful Winter (RAZ Level L)

Nonfiction

• The Four Seasons (RAZ Level E)
• Changing Seasons (RAZ Level F)
• Migrating Geese (RAZ Level K)

Unit 2: (2 weeks)

*Quick Reference Sheet

• bonus letter spelling rule-ff, ll, ss and sometimes zz
• glued sounds
• blending and reading words with glued sounds
• segmenting and spelling words with glued and bonus letters
• ar, er, ir, or and ur
• trick words for unit 2

Unit 3: (1 week)

*Quick Reference Sheet

• concepts of closed-syllable exceptions
• glued sounds- ild, ind, old, olt, ost
• ai, ay, ea, ee, ey, oi, oy
• trick words for unit 3

Unit 4: (2 weeks)

*Quick Reference Sheet

• Review suffixes s, es, ed, and ing
• Additional Sounds of ed suffix (d, and t)
• Comparison Suffixes (er and est)
• Forming Plurals
• Present and Past Tense
• Vowel and consonant suffixes 
• oa, oe, ow, ou, oo, ue, ew

Unit 5: (2 weeks)

*Quick Reference Sheet

• Reading and spelling two-syllable words
• Review syllable concept in multisyllabic words
• Compound words
• Syllable division rules for dividing between closed syllables
• Spelling words with more than one syllable
• Spelling of ic at the end of multisyllabic words
• Suffixes-ful, ment, ness, less, able, en, ish
• Prefixes- mis, un, non, dis, and trans
• au and aw

STANDARDS

Reading Foundational Skills Codes: 2RF3

Writing about Reading:

• Respond in diverse formats of writing to a theme, text, author, or experience. See Geodes Manual for Response Journal Ideas section located at the end of the resources for each title. 

Building the Foundation of Writing 

ore Convention Skills

• Use common, proper, and possesive nouns
• Use collective nouns
• Form and use regular and irregular plural nouns
• Use singular and plural nouns with matching verbs in basic sentences
• Understand and use interrogatives
• Use frequently occuring prepositions
• Produce and expand complete sentences

Core Punctuation and Spelling Skills

• Use personal, possesive, and indefinite pronouns
• Use verbs to convey a sense of past, present, and future
• Use adjectives and adverbs appropriately
• Use frequently occuring conjunctions and transition words
• Produce and expand complete sentences
• Consult reference materials as needed to check and correct spelling
• Use end punctuation for sentences
• Use capital letters when needed (I, first word in a sentence, proper nouns)
• Use commas in dates and to seperate words in a series
• Use an apostrophe to form contractions and frequently occuring possesives

Language Standards: 2L1, 2L2, 2L3

Writing Standards: 2W4,

Speaking and Listening Standards: 2SL1, 2SL2, 2SL4, 2SL6

*See above

Grade 2 Assessment Calendar