SCOPE & SEQUENCE

Detailed

Create Your Story!

GRADE 2
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 SCOPE & SEQUENCE
Detailed

Grade 2
Unit 1: You Are Here . . . . . . . . . . . . . . . . . . . . . . . . 4

Unit 2: Nature’s Wonders . . . . . . . . . . . . . . . . . . . . 6

Unit 3: Our Traditions . . . . . . . . . . . . . . . . . . . . . . . 8

Unit 4: Making a Difference . . . . . . . . . . . . . . . . . 10

Unit 5: Our Incredible Earth . . . . . . . . . . . . . . . . . 12

Optional Opinion Writing . . . . . . . . . . . . . . . . . . . 14

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 Grade 2, Unit 1 Unit Theme: SOCIAL STUDIES: Essential Question: How do different places affect us?
EXPLORATION (Geography) You Are Here Genre: Realistic Fiction

READING
Reading Goal: I know about realistic fiction and understand its elements.
Weekly Launch Weekly Weekly Reading Genre Text Close Read Skills Reflect and Share Foundational Skills: Foundational Foundational Skills:
Vocabulary Learning Goal Spread Phonological Awareness Skills: Phonics High-Frequency Words
Week 1 Question: What backyard I can read realistic Realistic Shared Read: How Many Describe and Talk About It Distinguish between long Words with Short each, which, than
can we understand daylight fiction and fiction Stars in the Sky? by Lenny Understand Setting Respond to the and short vowel sounds. Vowels
about a place searchlights understand setting. setting Hort Use Text Evidence Weekly Question
when we look at it treehouse Book Club: Friends Around
closely? the World by Ana Galán
Text: Infographic
Week 2 Question: How can joy I can read realistic Realistic Shared Read: Maybe Describe and Write to Sources Distinguish between long Long Vowels: called, long, most
people improve their rhythm fiction and fiction Something Beautiful: How Art Understand Respond to the and short vowel sounds. CVCe
neighborhoods? scurried understand its characters Transformed a Neighborhood Characters Weekly Question
Text: Infographic shadows characters. Fluency (rate) by F. Isabel Campoy and Ask and Answer
splattered Theresa Howell Questions
Book Club: Friends Around
the World by Ana Galán
Week 3 Question: How community I can read about Informational Shared Read : Places We Go: Identify Main Idea Talk About It Produce rhyming words. Consonant Blends sound, more, things
does living in a hospital different places in Text A Kids’ Guide to Community Use Text Evidence Respond to the
community help librarian my community. Establish Buildings by Rachel Kreisman Weekly Question
people? services Purpose Book Club: Friends Around
Text: Diagram supermarkets the World by Ana Galán
Week 4 Question: How lonely I can read poems Poetry Shared Read: Poetry by Explain Patterns and Write to Sources Produce rhyming words. Consonant great, before, means
do different places might and understand Gwendolyn Brooks “Pete at Structures Respond to the Digraphs ch, sh,
make us feel? scolding rhyme, rhythm, and the Zoo,” “Keziah,” Monitor Weekly Question wh, th, ph and
Text: Poem spread stanzas. “Rudolph Is Tired of the City,” Comprehension Trigraph -tch
stamp “Lyle”
Book Club: Friends Around
the World by Ana Galán
Week 5 Question: How can excited I can read realistic Realistic Shared Read: You Can’t Describe and Talk About It Add and Remove Sounds Inflected Endings follow, show, form
a new place help us explore fiction and fiction/plot Climb a Cactus by Derrick Understand Plot Respond to the -s, -es, -ed, -ing
change and grow? favorite understand its plot. Establish Barnes Elements Weekly Question
Text: Infographic guide Purpose Book Club: Friends Around
tour the World by Ana Galán

READING-WRITING BRIDGE
Reading-Writing Bridge Goal: I can use language to make connections between reading and writing.
Academic Vocabulary: affect, different, compare, location, region
Weekly Reading-Writing Academic Read Like a Writer, Foundational Skills: Foundational Skills: Foundational Skills: Foundational Skills: Language and
Bridge Learning Goal Vocabulary Write for a Reader Spelling Spelling List Challenge Words Spelling High-Frequency Words Conventions
Week 1 I can use language to Strategy: Related Word Choice (to convey Skill: VC Syllable Pattern 1. six 5. mess 9. sad 1. bottle 1. which Simple Sentences
make connections between Words voice) 2. tag 6. dot 10. hot 2. action 2. than
reading and writing. 3. rib 7. mud 3. dragon
4. map 8. hen
Week 2 I can use language to Strategy: Text Structure Skill: Long Vowels (CVCe) 1. time 5. nose 9. hose 1. homework 1. called Subjects and
make connections between Synonyms 2. lake 6. rake 10. became 2. describe 2. long Predicates
reading and writing. 3. home 7. made 3. invite
4. game 8. erase
Week 3 I can use language to Strategy: Context Relevant Details Skill: Consonant Blends 1. nest 5. strong 9. stick 1. classmate 1. sound Compound
make connections between Clues 2. past 6. scrap 10. brick 2. skeleton 2. things Sentences
reading and writing. 3. spend 7. frog 3. blanket
4. spring 8. blog
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 SCOPE & SEQUENCE
Detailed

READING-WRITING BRIDGE
Reading-Writing Bridge Goal: I can use language to make connections between reading and writing.
Academic Vocabulary: affect, different, compare, location, region
Weekly Reading-Writing Academic Read Like a Writer, Foundational Skills: Foundational Skills: Foundational Skills: Foundational Skills: Language and
Bridge Learning Goal Vocabulary Write for a Reader Spelling Spelling List Challenge Words Spelling High-Frequency Words Conventions
Week 4 I can use language to Strategy: Word Word Choice (to convey Skill: Consonant 1. bunch 5. when 9. thank 1. whiskers 1. great Sentences and
make connections between Parts (suffixes) feeling) Digraphs ch, sh, wh, th, 2. patch 6. chase 10. dish 2. twitch 2. before End Punctuation
reading and writing. ph and Trigraph -tch 3. what 7. math 3. channel
4. phone 8. brush
Week 5 I can use language to Strategy: Related How Graphic Features Skill: Inflected Endings -s, 1. notes 5. babies 9. taking 1. amazed 1. follow Use Resources to
make connections between Words Support Purpose -es, -ed, -ing 2. tunes 6. dropped 10. boxes 2. bouncing 2. show Spell Words
reading and writing. 3. lunches 7. dropping 3. arguing
4. switches 8. smiled

WRITING
Unit Writing Goal: I can plan, draft, and publish my writing.
Unit Writing Genre: Non-Genre: Launching the Writer’s Notebook
Weekly Focus Day 1 Skill Day 2 Skill Day 3 Skill Day 4 Skill Day 5 Skill
Week 1 Introduce and Immerse Meet the Author Meet the Author What Good Writers Do What Good Writers Do Writing Club
Week 2 Develop Elements The Writer’s Notebook The Writer’s Notebook Tools Authors Use Tools Authors Use Digital Tools Authors Use
Week 3 Develop Structure The Structure of a Fiction Text The Structure of a Fiction Text The Structure of a Nonfiction Text The Structure of a Nonfiction Text Digital Tools Authors Use
Week 4 Writer’s Craft Punctuation: end punctuation and Punctuation: end punctuation and Revise Drafts by Adding Details Revise Draft by Adding Details Revise Drafts by Deleting Words
apostrophes apostrophes
Week 5 Publish, Celebrate, Assess Peer Edit Incorporate Feedback How to Write a Final Draft Publish and Celebrate Assessment

WEEK 6 INQUIRY and RESEARCH

Theme Goal: I can talk with others about how different places affect us.
Writing Mode: Persuasive Text
Foundational Foundational Foundational Foundational Foundational Foundational Leveled Day 1 Day 2 Day 3 Day 4 Day 5
Skills: Skills: Skills: Skills: Skills: Skills: Research Introduce the Project Collaborate Collaborate Extend Reflect and
Phonics High- Spelling Spelling List Challenge Spelling High- Articles and Academic and Discuss/ and Discuss/ Research/ Share
Frequency Words Frequency Vocabulary Conduct Refine Collaborate
Words Words Research Research and Discuss
Week 6 r-Controlled also, small, large Skill: 1. core 1. formal 1. also Title: Exploring Look Back at Weekly Anchor Chart: Opinion essay Include media Present
Vowels ar, or, r-Controlled 2. cart 2. mirror 2. large Museums Questions General [persuasive] Revise and edit
ore, oar Vowels ar, or, 3. tore 3. marble Title: Save Our Use text evidence to answer Persuasive about a
ore, oar 4. fort Movie Theater Essential Question Conduct an student’s
5. chore Title: The Write a persuasive interview favorite meal.
6. board Wonders of the paragraph telling why your Identify Primary
7. mark Grand Canyon favorite place should win and Secondary
8. roar the contest for “best place Sources
9. garden in town.”
10. forest

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 Grade 2, Unit 2 Unit Theme: SCIENCE: PATTERNS Essential Question: What patterns do we see in nature?
(Life Science) Nature’s Wonders Genre: Informational Text

READING
Reading Goal: I know about informational text and understand its features and structures.
Weekly Launch Weekly Weekly Reading Genre Text Close Read Skills Reflect and Share Foundational Skills: Foundational Skills: Foundational Skills:
Vocabulary Learning Goal Phonological Phonics High-Frequency
Awareness Words
Week 1 Question: What arrange I can read Informational Shared Read: A Green Kid’s Identify Text Structure Talk About It Add and delete Contractions even, different,
patterns can we notice certain informational text Text Guide to Watering Plants by Ask and Answer Respond to the phonemes. between
in a garden? moist and understand text Richard Lay Questions Weekly Question
Text: Diagram soggy structure. Book Club: Arctic Tundra by
place Claudia Oviedo

Week 2 Question: What burrows I can read Informational Shared Read: A Home on the Use Text Features and Write to Sources Change phonemes. Vowel Digraphs ai, kind, change, air
patterns can we see colonies informational text and Text Prairie by David Lion Graphics Respond to the ay, ea
on a prairie? grazers use its text features. Book Club: Arctic Tundra by Make and Confirm Weekly Question
Text: Infographic habitat Claudia Oviedo Predictions
prairie
Week 3 Question: How does carefully I can learn more about Realistic Shared Read: The Seasons Understand Setting Talk About It Change phonemes. Vowel Digraph ie animal, point, study
a tree show patterns decorates patterns in nature by Fiction of Arnold’s Apple Tree by Gail and Plot Respond to the
as seasons change? glow reading a story about Establish Gibbons Visualize Details Weekly Question
Text: Poem quietly how a tree affects a Purpose Book Club: Arctic Tundra by
rustle boy’s life. Claudia Oviedo

Week 4 Question: How do flock I can learn about Fiction Shared Read: What’s in the Egg, Describe and Write to Sources Manipulate phonemes Long e: ee, ea, ey, y letter, answer, page
patterns of behavior huddled patterns in nature by Little Pip? by Karma Wilson Understand Characters Respond to the within base words.
in animals help keep oval reading a story about Book Club: Arctic Tundra by Make Inferences Weekly Question
their young safe? penguin penguins. Claudia Oviedo
Text: Infographic waddle

Week 5 Question: What climate I can read Informational Shared Read: Amazing Explain and Use Text Talk About It Manipulate phonemes Long o: o, oa, ow near, food, try
migration patterns generation informational text Text Migrations: Butterflies, Bats, and Features Respond to the within base words.
do we see in some insects and use its features Fluency Birds by Cheryl Willis Hudson Determine Key Ideas Weekly Question
animals? mammals to understand more (accuracy) Book Club: Arctic Tundra by
Text: Infographic migration about a topic. Claudia Oviedo

READING-WRITING BRIDGE
Reading-Writing Bridge Goal: I can learn and use words to read and write informational text.
Academic Vocabulary: behavior, evidence, identify, similar, design
Weekly Reading-Writing Bridge Academic Read Like a Writer, Foundational Skills: Foundational Skills: Foundational Skills: Foundational Skills: Language and
Learning Goal Vocabulary Write for a Reader Spelling Spelling List Challenge Words Spelling High-Frequency Words Conventions
Week 1 I can use language to make Strategy: Text Structure (steps Skill: Contractions 1. I’ll 5. wasn’t 9. we’re 1. wouldn’t 1. different Nouns (singular and
connections between reading and Related in a process) 2. you’ll 6. don’t 10. you’re 2. shouldn’t 2. between plural)
writing informational texts. Words 3. he’s 7. isn’t 3. could’ve
4. she’s 8. what’s
Week 2 I can use language to make Strategy: Descriptive Words Skill: Vowel Digraphs 1. pay 5. Saturday 9. break 1. Tuesday 1. change Irregular Plural Nouns
connections between reading and Synonyms ai, ay, ea 2. Sunday 6. Thursday 10. great 2. Wednesday 2. air
writing informational texts 3. Monday 7. paint 3. crayon
4. Friday 8. brain

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 SCOPE & SEQUENCE
Detailed

READING-WRITING BRIDGE
Reading-Writing Bridge Goal: I can learn and use words to read and write informational text.
Academic Vocabulary: behavior, evidence, identify, similar, design
Weekly Reading-Writing Bridge Academic Read Like a Writer, Foundational Skills: Foundational Skills: Foundational Skills: Foundational Skills: Language and
Learning Goal Vocabulary Write for a Reader Spelling Spelling List Challenge Words Spelling High-Frequency Words Conventions
Week 3 I can use language to make Strategy: Sentence Lengths Skill: Vowel Digraph ie 1. chief 5. tie 9. believe 1. relief 1. animal Common and Proper
connections between reading and Context 2. field 6. niece 10. goalie 2. denied 2. study Nouns
writing informational texts. Clues 3. pie 7. brief 3. movie
4. thief 8. piece
Week 4 I can use language to make Strategy: Using Dialogue to Skill: Long e: ee, ea, 1. each 5. read 9. easy 1. keyboard 1. letter Possessive Nouns
connections between reading and Word Parts Convey Voice ey, y 2. team 6. feel 10. beach 2. monkey 2. answer
writing. 3. street 7. deep 3. reason
4. key 8. party
Week 5 I can use language to make Oral How Print and Skill: Long o: o, oa, ow 1. only 5. below 9. bowl 1. approach 1. near Collective Nouns
connections between reading and Language Graphic Features 2. open 6. throat 10. mow 2. hollow 2. food
writing informational texts. Unit Review Support Purpose 3. float 7. load 3. bellow
4. coach 8. throw

WRITING
Unit Writing Goal: I can use elements of informational text to write a list article.
Unit Writing Genre: Informational: List Article
Weekly Focus Day 1 Skill Day 2 Skill Day 3 Skill Day 4 Skill Day 5 Skill
Week 1 Introduce and Immerse List Article List Article List Article Generate Ideas Plan Your List Article
Week 2 Develop Elements Topic and Main Idea Develop Details Develop Details Features and Graphics Features and Graphics
Week 3 Develop Structure Introduction and Conclusion Organize Details Organize Details Text Features Text Features
Week 4 Writer’s Craft Complete Sentences with Subject- Nouns Nouns Prepositions and Prepositional Prepositions and Prepositional
Verb Agreement Phrases Phrases
Week 5 Publish, Celebrate, Assess Punctuation: commas with items in Edit for Complete Sentences with Prepare for Celebration Celebration Assessment
a series Subject-Verb Agreement

WEEK 6 INQUIRY and RESEARCH

Theme Goal: I can talk with others about what patterns we see in nature.
Writing Mode: Informational Text
Foundational Foundational Foundational Foundational Foundational Foundational Leveled Day 1 Day 2 Day 3 Day 4 Day 5
Skills: Skills: Skills: Skills: Skills: Skills: Research Introduce the Project and Collaborate Collaborate Extend Reflect and
Phonics High- Spelling Spelling List Challenge Spelling High- Articles Academic Vocabulary and Discuss/ and Discuss/ Research/ Share
Frequency Words Frequency Conduct Refine Collaborate
Words Words Research Research and Discuss
Week 6 Compound country, city, Skill: 1. weekend 1. earthquake 1. country Title: Looking at Look Back at Weekly Main idea and Example of a Create a poster Present
Words school Compound 2. backyard 2. thunderstorm 2. school Tree Bark Questions key details and fact sheet with images
Words 3. snowman 3. grandparent Title: Tidal Use text evidence to answer facts Paraphrasing Revise mode of
4. driveway Patterns Essential Question Library database writing
5. mailbox Title: Nature’s Research trees and the and books Edit: subject-
6. raindrop Skyscrapers patterns in tree bark; write a verb agreement,
7. bathtub Fact Sheet about the pattern spelling and
8. inside the tree bark makes. punctuation
9. railroad
10. firefly

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 Grade 2, Unit 3 Unit Theme: HUMANITIES: EXPRESSIONS Essential Question: What makes a tradition?
(Arts and Literature) Our Traditions Genre: Traditional Tales

READING
Reading Goal: I know about different types of traditional tales and understand their elements.
Weekly Launch Weekly Weekly Reading Genre Text Close Read Reflect and Share Foundational Skills: Foundational Skills: Foundational Skills:
Vocabulary Learning Goal Skills Decodable Text Phonics High-Frequency Words
Week 1 Question: What alarmed I can read fables Traditional Tale: Shared Read: “The Hen and the Identify Theme Talk About It Rabbit’s Kite Long i: i, ie, i_e, igh, y earth, eyes, thought
lessons can we learn contentment and identify their Fables Apple Tree” Determine Key Respond to the <with handwriting
from traditional tales? disappointments themes. “The Frogs at the Rainbow’s End” Ideas Weekly Question instruction>
Text: Infographic hopes “The Mouse at the Seashore”
rage from Fables by Arnold Lobel
Book Club: Celebrating the New
Year Around the World by Traci
Sorell
Week 2 Question: What admiration I can read a Traditional Tale: Shared Read: The Legend of the Discuss Author’s Write to Sources No Help at All! Comparative Endings head, few, along
stories do people tell exhausted traditional tale Legend Lady Slipper by Lise Lunge-Larsen Purpose Respond to the (cover meaning as
to understand the medicines and understand Fluency and Margi Preus Make Weekly Question well as decoding)
world around them? messenger its plot. Book Club: Celebrating the New Connections
Text: Infographic moccasins Year Around the World by Traci
Sorell
Week 3 Question: How can stranded I can read Traditional Tale: Shared Read: Interstellar Compare and Talk About It Perfect! r-Controlled Vowels something, example, paper
a traditional story be mechanic folktales and Folktale Cinderella by Deborah Contrast Stories Respond to the er, ir, ur <with handwriting
told in different ways? blossoms compare versions Establish Underwood Visualize Details Weekly Question instruction>
Text: Infographic expensive of the same tale. Purpose Cendrillon: An Island Cinderella
forgave by Tracey Baptiste
Book Club: Celebrating the New
Year Around the World by Traci
Sorell
Week 4 Question: What traditions I can learn more Informational Shared Read: The Abenaki by Discuss Author’s Write to Sources The Story Diphthongs ou, ow, often, important, took
makes a Native natural about traditions Text Joseph Bruchac Purpose Respond to the oi, oy
American tradition? cure by reading about Book Club: Celebrating the New Make Weekly Question
Text: Infographic respect Native American Year Around the World by Traci Connections
society life. Sorell
Week 5 Question: How does sauce I can learn more Realistic Shared Read: My Food, Your Understand Text Talk About It Sue’s New School Vowel Teams oo, ue, hear, idea, enough
food help make a ingredients about traditions Fiction Food by Lisa Bullard Features Respond to the ew, ui
tradition? plain by reading a story Book Club: Celebrating the New Make Inferences Weekly Question
Text: Infographic products about traditional Year Around the World by Traci
spicy foods. Sorell

READING-WRITING BRIDGE
Reading-Writing Bridge Goal: I can use language to make connections between reading and writing.
Academic Vocabulary: communication, culture, purpose, belief, maintain
Weekly Reading-Writing Academic Read Like a Writer, Foundational Skills: Foundational Skills: Foundational Skills: Foundational Skills: Language and
Bridge Learning Goal Vocabulary Write for a Reader Spelling Spelling List Challenge Words Spelling High-Frequency Words Conventions
Week 1 I can use language to Strategy: Details That Support the Skill: Long i: i, ie, i_e, 1. try 5. tonight 9. pirate 1. myself 1. earth Verbs: Present Tense
make connections between Related Words Author’s Purpose igh, y 2. tried 6. dimes 10. delight 2. frightening 2. thought
reading and writing. 3. spy 7. strike 3. admire
4. spied 8. spider
Week 2 I can use language to Strategy: Story Structure Skill: Comparative 1. mean 5. richer 9. busiest 1. noisiest 1. head Verbs: Past Tense and
make connections between Synonyms and Endings 2. meaner 6. richest 10. hottest 2. quietest 2. along Future Tense
reading and writing. Antonyms 3. meanest 7. busy 3. friendlier
4. rich 8. busier

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 SCOPE & SEQUENCE
Detailed

READING-WRITING BRIDGE
Reading-Writing Bridge Goal: I can use language to make connections between reading and writing.
Academic Vocabulary: communication, culture, purpose, belief, maintain
Weekly Reading-Writing Academic Read Like a Writer, Foundational Skills: Foundational Skills: Foundational Skills: Foundational Skills: Language and
Bridge Learning Goal Vocabulary Write for a Reader Spelling Spelling List Challenge Words Spelling High-Frequency Words Conventions
Week 3 I can use language to Strategy: Word Choice (to advance Skill: r-Controlled 1. fern 5. curb 9. alert 1. circular 1. something Irregular Verbs
make connections between Context Clues plot) Vowels er, ir, ur 2. term 6. burn 10. perfect 2. mermaid 2. paper
reading and writing. 3. chirp 7. perky 3. purpose
4. first 8. birthday
Week 4 I can use language to Strategy: Word Organizing Information Skill: Diphthongs ou, 1. about 5. join 9. loyal 1. mountain 1. often Subject-Verb Agreement
make connections between Parts ow, oi, oy 2. amount 6. spoil 10. found 2. turquoise 2. took
reading and writing. 3. count 7. noise 3. destroy
4. clown 8. flower
Week 5 I can use language to Strategy: Oral Organizing Information Skill: Vowel Teams oo, 1. fewer 5. drew 9. bruise 1. juiciest 1. hear Adverbs
make connections between Language ue, ew, ui 2. true 6. cocoon 10. cruise 2. shampoo 2. enough
reading and writing. 3. cue 7. afternoon 3. pursuit
4. goose 8. argue

WRITING
Unit Writing Goal: I can use figurative language and sound devices to write poetry.
Unit Writing Genre: Poetry
Weekly Focus Day 1 Skill Day 2 Skill Day 3 Skill Day 4 Skill Day 5 Skill
Week 1 Introduce and Immerse Poetry Poetry Poetry Generate Ideas Plan Your Poem
Week 2 Develop Elements Imagery Sensory Details Sensory Details Word Choice Word Choice
Week 3 Develop Structure Simile Alliteration Alliteration Audio Recording Audio Recording
Week 4 Writer’s Craft Revise Drafts by Rearranging Words Edit Adjectives (including Articles a, Edit Adjectives (including Articles a, Past, Present, and Future Verbs Past, Present, and Future Verbs
an, the) an, the)
Week 5 Publish, Celebrate, Assess Edit for Nouns Edit for Prepositions and Prepare for Celebration Publish and Celebrate Assessment
Prepositional Phrases

WEEK 6 INQUIRY and RESEARCH

Theme Goal: I can talk with others about what traditions are.
Writing Mode: Opinion Text
Foundational Foundational Foundational Foundational Foundational Foundational Leveled Day 1 Day 2 Day 3 Day 4 Day 5
Skills: Skills: Skills: Skills: Skills: Skills: Research Introduce the Project and Collaborate Collaborate Extend Reflect and
Phonics High- Spelling Spelling List Challenge Spelling High- Articles Academic Vocabulary and Discuss/ and Discuss/ Research/ Share
Frequency Words Frequency Conduct Refine Collaborate
Words Words Research Research and Discuss
Week 6 Complex group, book, Skill: Complex 1. badge 1. celebrate 1. group Title: A Tradition Look Back at Weekly Questions Opinion: linking Opinion Letter Write a thank Present
Consonants c /s/, almost Consonants c /s/, 2. edge 2. emergency 2. almost to Remember Use text evidence to answer words, fact and Capitalization of you letter
g /j/, and dge /j/ g /j/, and dge /j/ 3. judge 3. message Title: Blanket Essential Question opinion months, days of to principal
4. pace Toss! Write a letter to your principal Search online the week, and thanking him/her
5. mice Title: Birthdays about a tradition you think (identify the salutation for considering
6. peace Around the your school should celebrate or keywords for and conclusion your request.
7. huge World recognize. Give your opinion on research) of a letter Revise and Edit
8. giraffe why you think the school should Cite sources
9. gems celebrate this tradition.
10. price

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 Grade 2, Unit 4 Unit Theme: SOCIAL STUDIES: Essential Question: Why is it important to connect with other people?
CONNECTIONS (History) Making a Difference Genre: Narrative Nonfiction

READING
Reading Goal: I know about narrative nonfiction and understand its elements.
Weekly Launch Weekly Weekly Reading Genre Spread Text Close Read Skills Reflect and Foundational Skills: Foundational Skills: Foundational Skills:
Vocabulary Learning Goal Share Decodable Text Phonics High-Frequency
Words
Week 1 Question: How can accept I know about Biography Shared Read: Who Says Women Identify Text Structure Talk About It Helen’s Story Closed Syllables VC/V sometimes, mountains,
others inspire us to allowed narrative nonfiction Can’t Be Doctors? The Story of Ask and Answer Respond to the young
reach a goal? challenge and understand its Elizabeth Blackwell by Tanya Lee Questions Weekly Question
Text: Infographic determined elements. Stone
refused Book Club: John Chapman:
Planter and Pioneer by Ron Fridell
Week 2 Question: How can architect I can read a biography Biography Shared Read: Building on Use Text Features Write to Sources Spider’s Web Open Syllables V/CV talk, song, being
our creations affect creations and use print and Fluency Nature: The Life of Antoni Gaudí Make Connections Respond to the
others? arches graphic features. by Rachel Rodríguez Weekly Question
Text: Infographic monuments Book Club: John Chapman:
observes Planter and Pioneer by Ron Fridell
Week 3 Question: What can drooped I can learn more about Realistic Fiction Shared Read: The Garden of Determine Theme Talk About It A Place to Play Suffixes -ly, -ful, -er, above, family, music
people do to make faded making a difference by Establish Happiness by Erika Tamar Create New Respond to the -less, -or
a difference in their inhaled reading a story. Purpose Book Club: John Chapman: Understandings Weekly Question
communities? mural Planter and Pioneer by Ron Fridell
Text: Infographic plots
Week 4 Question: How can crumble I can read a biography Biography Shared Read: One Plastic Bag: Identify Text Structure Write to Sources Cleaning the Beach Prefixes un-, re-, pre-, color, questions, area
people work together garbage and understand its Establish Isatou Ceesay and the Recycling Make and Confirm Respond to the dis-
to solve a problem? plastic text structure. Purpose Women of the Gambia by Predictions Weekly Question
Text: Infographic scents Miranda Paul
useless Book Club: John Chapman:
Planter and Pioneer by Ron Fridell
Week 5 Question: How can participate I can learn about Persuasive text Shared Read: Kids Can Be Big Understand Persuasive Talk About It Kent’s Idea Syllable Pattern VCCV horse, problem,
you get involved volunteers making a difference by (include Helpers by Kenneth Braswell Text Respond to the complete
to improve your shelter reading a persuasive distinguishing Book Club: John Chapman: Monitor Weekly Question
community? organizing text. fact from Planter and Pioneer by Ron Fridell Comprehension
Text: Infographic skill opinion)

READING-WRITING BRIDGE
Reading-Writing Bridge Goal: I can use language to make connections between reading and writing narrative nonfiction.
Academic Vocabulary: discuss, connect, responsible, equal, improve
Weekly Reading-Writing Bridge Academic Read Like a Writer, Foundational Skills: Foundational Skills: Foundational Skills: Foundational Skills: Language and
Learning Goal Vocabulary Write for a Reader Spelling Spelling List Challenge Words Spelling High-Frequency Words Conventions
Week 1 I can use language to make Strategy: Literal and figurative Skill: Closed Syllables 1. lemon 5. river 9. tropic 1. regular 1. sometimes Adjectives and
connections between reading and Related Words language, with focus VC/V 2. shiver 6. rapid 10. proper 2. camera 2. young Adverbs
writing narrative nonfiction. (suffix -ion, on idioms. 3. planet 7. comet 3. hazard
-tion, -sion) 4. clever 8. driven
Week 2 I can use language to make Strategy: Descriptive Details Skill: Open Syllables V/CV 1. bonus 5. bacon 9. crater 1. vital 1. talk Comparative and
connections between reading and Antonyms 2. lazy 6. human 10. cubic 2. climate 2. being superlative adjectives
writing narrative nonfiction. 3. tulip 7. diner 3. motive (suffixes: -er, -est)
4. meter 8. silent
Week 3 I can use language to make Strategy: First and Third Person Skill: Suffixes -ly, -ful, -er, 1. useful 5. visitor 9. cheerful 1. competitor 1. above Commas in Dates
connections between reading and Context Clues -less, -or 2. helpful 6. sailor 10. helper 2. extremely 2. family and Letters
writing narrative nonfiction. 3. fearless 7. weekly 3. thoughtless
4. teacher 8. quickly

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 SCOPE & SEQUENCE
Detailed

READING-WRITING BRIDGE
Reading-Writing Bridge Goal: I can use language to make connections between reading and writing narrative nonfiction.
Academic Vocabulary: discuss, connect, responsible, equal, improve
Weekly Reading-Writing Bridge Academic Read Like a Writer, Foundational Skills: Foundational Skills: Foundational Skills: Foundational Skills: Language and
Learning Goal Vocabulary Write for a Reader Spelling Spelling List Challenge Words Spelling High-Frequency Words Conventions
Week 4 I can use language to make Strategy: Figurative and Literal Skill: Prefixes un-, re-, 1. unfair 5. refill 9. discover 1. prehistoric 1. color Pronouns (subject
connections between reading and Word Parts Language pre-, dis- 2. unlock 6. preschool 10. disappear 2. unfortunate 2. questions and object and
writing narrative nonfiction. (prefix un-) including Idioms 3. rerun 7. preview 3. disconnect possessive)
4. rebuild 8. dislike
Week 5 I can use language to make Use new Word Choice Skill: Syllable Pattern 1. magnet 5. velvet 9. harvest 1. abstract 1. problem Pronouns (reflexive)
connections between reading and words learned VCCV, using dictionary 2. hornet 6. dentist 10. contest 2. system 2. complete
writing narrative nonfiction. during this guide words to find a 3. bandit 7. doctor 3. dispel
unit. word 4. signal 8. sister

WRITING
Unit Writing Goal: I can use elements of narrative nonfiction to write a personal narrative.
Unit Writing Genre: Personal Narrative
Weekly Focus Day 1 Skill Day 2 Skill Day 3 Skill Day 4 Skill Day 5 Skill
Week 1 Introduce and Immerse Personal Narrative Personal Narrative Personal Narrative Generate Ideas Plan Your Personal Narrative
Week 2 Develop Elements Compose Setting The Narrator: You The Narrator: You Problem and Resolution Problem and Resolution
Week 3 Develop Structure Sequence of Events Conclusion Conclusion Details Details
Week 4 Writer’s Craft Capitalization and commas in dates Pronouns Pronouns Compound Subjects and Predicates Compound Subjects and Predicates
Week 5 Publish, Celebrate, Assess Edit for Adjectives, Articles, and Edit for Spelling Prepare for Celebration Celebration Assessment
Adverbs

WEEK 6 INQUIRY and RESEARCH

Theme Goal: I can talk with others about why it is important to connect with other people.
Writing Mode: Informational Text
Foundational Foundational Foundational Foundational Foundational Foundational Leveled Day 1 Day 2 Day 3 Day 4 Day 5
Skills: Skills: Skills: Skills: Skills: Skills: Research Introduce the Project Collaborate and Collaborate Extend Research/ Reflect
Phonics High- Spelling Spelling List Challenge Spelling High- Articles and Academic Discuss/Conduct and Discuss/ Collaborate and Discuss and
Frequency Words Frequency Vocabulary Research Refine Share
Words Words Research
Week 6 Consonant since, usually, Skill: Consonant 1. wrong 1. wrestle 1. usually Title: Time Look Back at Weekly Informational Text: Example: A short Students write a letter to Present
Patterns kn, wr, friends Patterns kn, wr, 2. climb 2. plumbing 2. friends Capsules Questions central idea and list of mementos themselves about time
gn, mb, lf gn, mb, lf 3. thumb 3. knowledge Title: Let’s Use text evidence to key details, plus someone saved capsule project.
4. comb Connect! answer Essential Question facts, examples, with a reason Capitalization of months,
5. calf Title: Time Capsule: What kinds definitions why they saved days of the week; salutation
6. knife Connecting of things do people include Use a Web Site each one and conclusion of a letter.
7. gnat for a Cause in time capsules? Collect (search online, Primary and Revise mode of writing
8. sign items from your lives navigating within a secondary Edit: spelling, punctuation,
9. know that you want to share Web site) sources capitalization of names and
10. write and create a group time places
capsule.

11
 Grade 2, Unit 5 Unit Theme: SCIENCE: OUR WORLD Essential Question: How does Earth change?
(Earth Science) Our Incredible Earth Genre: Informational Text

READING
Reading Goal: I know about different types of informational text and understand their features and structures.
Weekly Launch Weekly Weekly Reading Genre Text Close Read Skills Reflect and Share Foundational Skills: Foundational Skills: Foundational Skills:
Vocabulary Learning Goal Decodable Text Phonics High-Frequency
Words
Week 1 Question: What coast I can read Informational Shared Read: Introducing Describe Connections Talk About It The Best Place Homographs heard, door, sure
are some of Earth’s plains informational text Text Landforms by Bobbie Kalman and Monitor Respond to the
changing features? desert and learn facts about Kelley MacAulay Comprehension Weekly Question
Text: Infographic canyons a topic. Book Club: Disaster Alert! by
volcano Christine Taylor-Butler
Week 2 Question: How do flows (v.) I can read Informational Shared Read: Paired Selections: Compare and Contrast Write to Sources The Changing River Double Consonants become, across, during
natural events change disasters informational texts Text from How Water Shapes the Earth Texts Respond to the
the Earth? ruin and learn facts about Establish by Jared Siemens; and from How Create New Weekly Question
Text: Infographic damage a topic. Purpose Earthquakes Shape the Earth Understandings
amount by Aaron Carr and Megan
Cuthvert
Book Club: Disaster Alert! by
Christine Taylor-Butler
Week 3 Question: How den I can read a readers’ Drama Shared Read: Where Do They Identify Elements of Talk About It A Small Tree in a Big Vowel Patterns aw, au, hours, products,
does weather changeslippery theater text and Go in Rain or Snow? by Melissa Drama Make and Respond to the Wind augh, al happened
Earth? surface understand elements Stewart Confirm Predictions Weekly Question
Text: Infographic underground of drama. Book Club: Disaster Alert! by
survive Christine Taylor-Butler
Week 4 Question: How does construction I can read poetry Poetry Shared Read: Volcano Wakes Explain Patterns and Write to Sources Lizard’s Move Syllable Pattern measure, remember,
a volcano eruption crater about the Earth. Up! by Lisa Westberg Peters Structures Respond to the VCCCV early
change Earth? lava Book Club: Disaster Alert! by Make Connections Weekly Question
Text: Infographic/ cinders Christine Taylor-Butler
Diagram detour
Week 5 Question: What can minerals I can find the central Informational Shared Read: Rocks! By Identify Main Idea Talk About It Welcome, Max Abbreviations listen, covered, several
rocks reveal about layers idea in informational Text Christopher Cheng Make Inferences Respond to the
how Earth changes? magma text. Fluency Book Club: Disaster Alert! by Weekly Question
Text: Infographic fossils Christine Taylor-Butler
soil

READING-WRITING BRIDGE
Reading-Writing Bridge Goal: I can use language to make connections between reading and writing informational text.
Academic Vocabulary: destroy, environment, reaction, balance, resources
Weekly Reading-Writing Academic Read Like a Writer, Foundational Skills: Foundational Skills: Foundational Skills: Foundational Skills: Language and
Bridge Learning Goal Vocabulary Write for a Reader Spelling Spelling List Challenge Words Spelling High-Frequency Words Conventions
Week 1 I can use language to make Strategy: Related How Graphic Features Skill: Homographs 1. does 5. tear 9. match 1. attribute 1. heard Prepositions and
connections between reading Words Support Purpose 2. down 6. wind 10. foot 2. compound 2. sure Prepositional Phrases
and writing informational 3. lead 7. wound 3. object
texts. 4. second 8. upset
Week 2 I can use language to make Strategy: Synonyms Text Structure (cause Skill: Double 1. dinner 5. bitter 9. swimmer 1. muffled 1. across Contractions (include
connections between reading and effect) Consonants 2. winner 6. attic 10. better 2. syllable 2. during apostrophes in
and writing informational 3. dollar 7. sudden 3. puzzled contractions)
texts. 4. summer 8. supper
Week 3 I can use language to make Strategy: Context Word Choice (to Skill: Vowel Patterns 1. chalk 5. jaw 9. auto 1. precaution 1. hours Commas in
connections between reading Clues convey voice) aw, au, augh, al 2. walk 6. straw 10. daughter 2. awkward 2. happened Sentences (cover
and writing informational 3. saw 7. crawl 3. haughty items in a series)
texts. 4. law 8. taught

12
 SCOPE & SEQUENCE
Detailed

READING-WRITING BRIDGE
Reading-Writing Bridge Goal: I can use language to make connections between reading and writing informational text.
Academic Vocabulary: destroy, environment, reaction, balance, resources
Weekly Reading-Writing Academic Read Like a Writer, Foundational Skills: Foundational Skills: Foundational Skills: Foundational Skills: Language and
Bridge Learning Goal Vocabulary Write for a Reader Spelling Spelling List Challenge Words Spelling High-Frequency Words Conventions
Week 4 I can use language to make Strategy: Word Parts Elements of Poetry: Skill: Syllable Pattern 1. distract 5. monster 9. explain 1. mischief 1. measure Compound Subjects
connections between reading (prefix re-) beat, alliteration, VCCCV 2. concrete 6. address 10. improve 2. district 2. remember and Predicates
and writing informational repetition/repeated 3. complain 7. ostrich 3. complex (cover coordinating
texts. lines, imagery 4. hundred 8. pumpkin conjunctions)
Week 5 I can use language to make Strategy: Oral Descriptive Details Skill: Abbreviations 1. Mr. 5. St. 9. in. 1. inc. 1. listen Spell Words Correctly
connections between reading Language 2. Mrs. 6. Ave. 10. ft. 2. mph 2. covered
and writing informational 3. Ms. 7. U.S. 3. doc. (document)
texts. 4. Dr. 8. Mt.

WRITING
Unit Writing Goal: I can use elements of informational text to write a procedural text.
Unit Writing Genre: Personal Narrative
Writing Genre Weekly Focus Day 1 Skill Day 2 Skill Day 3 Skill Day 4 Skill Day 5 Skill
Week 1 Informational: Procedural/How- Introduce and Immerse How-To Book How-To Book How-To Book Generate Ideas Plan Your How-To Book
To Books
Week 2 Informational: Procedural/How- Develop Elements How to Write a Command Writing Precise Instructions Writing Precise Graphics Graphics
To Books Instructions
Week 3 Informational: Procedural/How- Develop Structure Organize with Structure Writing in Steps Writing in Steps Introduction and Conclusion Introduction and Conclusion
To Books
Week 4 Informational: Procedural/How- Writer’s Craft Adverbs that Convey Time and Revise Drafts by Adding or Deleting Words Revise Drafts by Adding Revise Drafts by Rearranging Revise Drafts by Rearranging
To Books Place or Deleting Words Words Words
Week 5 Informational: Procedural/How- Publish, Celebrate, Assess Edit for Pronouns Edit for Capitalization Prepare for Celebration Publish and Celebrate Assessment
To Books (including subjective, objective, (proper nouns, abbreviations, first words of
and possessive cases) sentences, and greetings/closings of letters)

WEEK 6 INQUIRY and RESEARCH

Theme Goal: I can talk with others about why it is important to connect with other people.
Writing Mode Persuasive/Opinion Text
Foundational Foundational Foundational Foundational Foundational Foundational Leveled Day 1 Day 2 Day 3 Day 4 Day 5
Skills: Skills: Skills: Skills: Skills: Skills: Research Introduce the Project and Collaborate Collaborate Extend Reflect and
Phonics High- Spelling Spelling List Challenge Spelling High- Articles Academic Vocabulary and Discuss/ and Discuss/ Research/ Share
Frequency Words Frequency Conduct Refine Collaborate
Words Words Research Research and Discuss
Week 6 Final Stable toward, against, Skill: Final 1. action 1. rectangle 1. toward Title: The Look Back at Weekly Opinion/ Example: Make a video or Present
Syllables numeral Stable Syllables 2. fraction 2. triangle 2. against History of Questions persuasive Infomercial script a recording of
consonant-le, consonant-le, 3. motion 3. condition Advertising Use text evidence to answer language and Cite sources the infomercial
-tion, -sion -tion, -sion 4. addition Title: Player Essential Question concluding Revise and Edit:
5. vision One Create an infomercial that statement revise and edit
6. tension Title: Turn It persuades the audience Media research the script
7. turtle Off! about the most exciting way Paraphrasing
8. angle the Earth changes or causes
9. purple changes, such as volcanoes,
10. sparkle the Grand Canyon, etc.

13
 Grade 2, Optional Opinion Writing

WRITING
Unit Writing Goal: I can write an opinion piece.
Unit Writing Focus: Book Review
Weekly Focus Day 1 Skill Day 2 Skill Day 3 Skill Day 4 Skill Day 5 Skill
Week 1 Introduce and Immerse Book Review Book Review: Opinions Book Review: Reasons Brainstorm Ideas Plan Your Book Review
Week 2 Develop Elements Choose a Book Explore State an Opinion Apply State an Opinion Explore Supply Reasons Apply Supply Reasons
Week 3 Develop Structure Introduce a Book and Opinion Explore Organize Reasons Apply Organize Reasons Explore Provide a Conclusion Apply Provide a Conclusion
Week 4 Writer’s Craft Capitalize Book Titles Explore Simple and Compound Apply Simple and Compound Explore Conjunctions Apply Conjunctions
Sentences Sentences
Week 5 Publish, Celebrate, Assess Edit for Capitalization of Book Titles Edit for Conjunctions Prepare for Celebration Celebration Assessment

14
 SCOPE & SEQUENCE
Detailed

Notes

15
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