1 *This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support.
**This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
EXPLANATION OF COLOR-CODING IN K-6 READING INSTRUCTIONAL GUIDES FOR THE 2021-2022 SCHOOL YEAR
The chart below will be helpful to teachers in understanding the changes to the K-6 Reading curriculum that were made based on the above analysis of the reading curriculum. Many of the changes to the K-6 reading curriculum were made based on the recommendations from the SAP guidance document. Below you will find explanations of the color-coding system you will see in the Reading K-6 instructional guides.
Color Meaning
White/No Color
(No change; standard, grade-level content)
Essential grade level content
Grey Highlight
(Supplemental) Consider skipping; add in, time permitting, if students have mastered essential and recommended grade-level content
Light Blue Highlight Light Blue
(Recommended)
Content should be taught; however, if needed, skill could be incorporated during other parts of the lesson (e.g. writing, small group)
Yellow Highlight Yellow
(Replacement to Journeys)
&
K-2: Heggerty Phonemic Awareness lessons replace Journey’s phonemic awareness lessons
K-3: CKLA lessons replace some Journey’s Read-Aloud lessons
K-6: Additional SUTW lessons replace Journey’s writing
Yellow Highlight Yellow
Recommendations
from SAP Guidance document added to IGS
(new in 2020-2021 IG)
The central understanding and essential TDQs (text dependent questions) added for the anchor text (K-6) and read-alouds (K-2) NOTE: TDQ = HOT! Questions in grades 3-6 and second half of grade 2)
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. lessons
Focus Standards from SAP Guidance: RF4, L4, L5, L6, R1, R4, R9, W7
2 *This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support.
**This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 2 BPS Instructional Guide for Literacy SY 2021-22
Timeline
Unit/Topic
Reading Strand
Foundational skills
Reading Strand Comprehension
Vocabulary and Language Strand Writing, Speaking &
Listening Strands
Sept. 8-18: TBD
Sept. 13 -24
Unit: 1
Lesson: 1
Topic: Animal traits Domain: Life science
Essential Question: What is a perfect pet like?
Phonemic Awareness: (1RF2) • Heggerty Primary Week 1
LETRS Explicit Phonics Lesson Plan Phonics: ( 2RF3a) • Short vowels: a, i
• CVC syllable pattern
Fluency: (2RF4b)
• Accuracy: Word recognition
High Frequency Words (2RF3e) around, be, five, help, next, or, pull, take, until, walked,
Selections: (RSRE2)
• Henry and Mudge (Realistic
fiction) Central Understanding:
• The perfect pet can look and be different for every family.
Key TDQs:
• Why did Henry want a dog?
• What happens as Mudge grows?
Use words and pictures to tell
what happens in order.
• Do you think Henry and his
parents knew how big Mudge
would get? Why or why not?
• All in the Family (Informational)
Central Understanding & Key TDQs
Skill: ( 2R2;2R4;2R5) • Sequence of events
• Author’s word choice
Strategy: (2R1; 2R2; 2R5)
• Infer/Predict
Grammar: (CCS/PreK-2)
• Subjects and Predicates {*SUTW Tools B2-32, B2-34, 35, 36a- d}
Spelling: (2RF3a; CPS/PreK-2)
• Short vowels: a, i (**LLG pp. 56-57}
Vocabulary: (2L5; 2L6) • curly, weighed, straight, stood,
floppy, collars, drooled, row
• Academic and domain specific words
Vocabulary Strategy:
• Alphabetic order (2L4e)
Writing:
• Genre: Narrative (2W3;LPW)
{*SUTW Section 6}
{*SUTW Tool B6-1a,d,e}
• Focus trait: Ideas {*SUTW Tool B2-3a) Writing process (LPW, PRW2) {*SUTW B2-14a}
Speaking/Listening: (2SL1a; 2SL1b; 2SL1d; 2SL2; 2SL3; 2SL6)
Read Aloud:
CKLA: Domain 9 The U.S. Civil
War Lesson 1 –Harriet
Tubman Part 1 Central Understanding:
• Ordinary people can change the world.
Key TDQs: • What types of work did
enslaved people do? • What was life like for enslaved
people? • How was Minty’s life different
from that of a plantation owner?
Central Understanding & Key TDQs
NOTES: (RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing
Suggested scaffolding technique: Chunking – pp. 16-19, 20-22, 23-25
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: RF4, L4, L5, L6, R1, R4, R9, W7
3 *This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support.
**This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 2 BPS Instructional Guide for Literacy SY 2021-22
Timeline
Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension Vocabulary and Language Strand
Writing, Speaking & Listening
Strands
Sept. 27 –Oct. 8
Unit: 1
Lesson: 2
Topic: Family time Domain: Social relationships Essential Question: What are some things that families like to do together?
Phonemic Awareness: (1RF2) • Heggerty Primary Week 2
LETRS Explicit Phonics Lesson Plan Phonics: (RF3a)
• Short vowels: o, u, e 2 • CVC syllable pattern
Fluency: (2RF4b)
• Accuracy: words in
connected text
High Frequency Words: ( 2RF3e)
bring, children, comes, do, family, like, make, those, use, with
Selections: (RSRE2) • My Family (Informational)
Central Understanding & Key TDQs
• Family Poetry (Poetry)
Skill: ( 2R1;2R7)
• Compare and contrast
• Genre (Informational text)
Strategy: Question (2R1)
Grammar: ( CCS/PreK-2)
• Simple sentences {*SUTW Tool B2-40a-b}
Spelling: 2RF3a; CPS/PreK-2
• Short vowels: o, u, e {**LLG pp. 58-59}
Vocabulary: ( 2L5; 2L6)
• remembered, stuck, porch,
visit,
crown, cousin, spend, piano
• Academic and domain specific words
Vocabulary Strategy:
• Using a glossary (2L4e)
Writing:
• Genre: Narrative writing
(2W3; LPW)
{*SUTW Section 6}
{*SUTW Tool B10-12a, b}
• Focus trait: Voice
• Writing process (PW; PRW2)
{*SUTW Section 2, Tool B2-14a}
Speaking/Listening: (2SL1; 2SL2; 2SL6)
Read Aloud:
CKLA: Domain 9 The U.S. Civil War Lesson
2 –Harriet Tubman Part 2
Central Understanding & Key TDQs
NOTES : (RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing Suggested scaffolding technique: Chunking – pp. 42-45, 46-51, 52-57
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: RF4, L4, L5, L6, R1, R4, R9, W7
4 *This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support.
**This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 2 BPS Instructional Guide for Literacy SY 2021-22
Timeline
Unit/Topic Reading Strand
Foundational skills Reading Strand Comprehension
Vocabulary and Language Strand Writing, Speaking &
Listening Strands
Oct. 12-22
Unit: 1 Lesson: 3 Topic: Animal Traits Domain: Life Science Essential Question: What do pets need to be healthy and happy?
Phonemic Awareness: (1RF2) • Heggerty Primary Week 3
LETRS Explicit Phonics Lesson Plan
Phonics: (1RF2; 2RF3a)
• Long vowels: a, i
• Sounds for c
Fluency: RF.2.4c (2RF3b)
• Accuracy: Self-correct
High Frequency Words: (2RF3e) city, full, no, other, places, put, school,
sing, think, this
Selections: (RSRE2) • Dogs (Informational) Central Understanding & Key TDQs
• Helping Paws (Informational)
Skill:
• Author’s purpose (2R6)
• Compare and contrast (2R3)
Strategy: (2R1; 2R6; RSRE2)
• Analyze/evaluate
Grammar: (CCS/PreK-2) • Types of sentences
(statements & questions) {*SUTW Tool B2-39a}
Spelling: (CPS/PreK-2; 2RF3a)
• Long vowels: a, i {**LLG pp. 60-61}
Vocabulary: (2L5; 2L6)
• hairy, stayed, litter, coat, canned, chews, clipped, mammals
• Academic and domain specific words
Vocabulary Strategy: (2L4)
• Multiple-meaning words
Writing: • Genre: Narrative writing
W.2.3, W.2.8 (2W3; LPW)
{*SUTW Section 6}
• Form: Sentences that
describe {*SUTW Tool 21a, b}
• Focus trait: Word choice
Writing process W.2.5 (PRW2;
LPW) {*SUTW Section 2} SUTW Tool
B2—14a} Speaking/Listening:(2SL1; 2SL3; 2SL6)
Read Aloud: CKLA: Domain 9 The U.S. Civil War Lesson 4 –Abraham Lincoln
Central Understanding & Key TDQs
NOTES: (RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing
Suggested scaffolding technique: Chunking – pp. 74-79, 80-85, 86-89
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: RF4, L4, L5, L6, R1, R4, R9, W7
5 *This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support.
**This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 2 BPS Instructional Guide for Literacy SY 2021-22
Timeline
Unit/Topic Reading Strand
Foundational skills Reading Strand Comprehension
Vocabulary and Language Strand Writing, Speaking & Listening
Strands
Oct. 25- Nov.
4
Unit: 1 Lesson: 5 Topic: Places around town Domain: Community Essential Question: How is a school like a community? Lesson 4 intentionally omitted
Phonemic Awareness: (1RF2) • Heggerty Primary Week 4
LETRS Explicit Phonics Lesson Plan
Phonics: (RF3a)
• Consonant blends with r, l, s
Fluency: (1RF1a; 2RF4a)
• Phrasing: punctuation
High Frequency Words: (2RF3a) both, cold, eat, find, green, little, long, says,
table
Selections: (RSRE2)
• Teacher’s Pets (Realistic fiction)
Central Understanding & Key TDQs
• See Westburg by Bus (Informational)
Skill: (2R1)
• Story structure (2R5)
• Author’s word choice (2R8)
Strategy:
• Visualize
Grammar: (CCS/PreK-2)
• Singular and plural nouns {*SUTW Tool B2-21a-b}
Spelling: (CPS/PreK-2)
• Consonant blends with
r, l, s {**LLG pp. 64-65}
Vocabulary: (L4; 2L5b)
• wonderful, share, noises, noticed, quiet, bursting, sprinkled, suddenly
• Academic and domain specific words
Vocabulary Strategy: (1L4c)
Writing:
• Genre: Narrative writing (2W3; 2W7; LPW)
{*SUTW Section 6}
• Focus trait: Sentence fluency {*SUTW Tool B2-32a, b}
• Writing process ( PRW2; LPW)
{*SUTW Section 2, Tool B2-14a} Speaking/Listening: (2SL1; 2SL2; 2SL3; 2SL6)
Read Aloud: CKLA: Domain 9 The U.S. Civil War Lesson 9 –The Emancipation Proclamation
Central Understanding & Key TDQs
NOTES: (RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing
Suggested scaffolding technique: Chunking – pp. 146-151, 152-159, 160-169
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: RF4, L4, L5, L6, R1, R4, R9, W7
6 *This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support.
**This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 2 BPS Instructional Guide for Literacy SY 2021-22
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand Comprehension
Vocabulary and Language Strand Writing, Speaking &
Listening Strands
Nov. 5- 17
Unit: 2 Lesson: 6 Topic: Animal homes Domain: Life Sciences Essential Question: What are animal homes like?
Phonemic Awareness: (1RF2) • Heggerty Primary Week 5
LETRS Explicit Phonics Lesson Plan
Phonics: (1RF3a)
• Common final blends: nd, nt, ft, xt, mp
Fluency: ( 2RF4a)
• Expression
High Frequency Words: (2RF3e) animals, bear, know, most, myself, second, she, sleep, three, work
Selections: (RSRE2)
• Animals Building Homes
(Informational) Central Understanding & Key TDQs
• Whose Home Is This? (Informational)
Skill:
• Text and graphic features
(2R5; 2R7)
• Using context 2R4)
Strategy: (2R1)
• Question
Grammar: (CCS/PreK-2)
• plural nouns {*SUTW Tool B2-23a-c}
Spelling: (1RF3a; CPS/PreK-2)
• Common final blends: nd, nt, ft, xt, mp
{**LLG pp. 66-67}
Vocabulary: ( L4b; 2L4; 2L5b)
• shaped, deepest, branches, break, pond, hang, beaks, winding
• Academic and domain specific
words
Strategy: ( L4b)
Writing: • Genre: Informative writing (2W2;
2W7; LPW)
{*SUTW Section 4}
• Form: Informational paragraph
{*SUTW Section 4}
• Focus Trait: Ideas
{*SUTW Tool B2-3d}
• Writing process (LPW, PRW2)
{*SUTW Section 2, ToolB2-14a} Speaking/Listening:
(2SL1; 2SL3; 2SL4; 2SL6)
Read Aloud: CKLA: Domain 9 The U.S. Civil War Lesson 11 –The End of the War
Central Understanding & Key TDQs
NOTES: (RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing
Suggested scaffolding technique: Chunking – pp. 190-196, 197-201, 202-205
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: RF4, L4, L5, L6, R1, R4, R9, W7
7 *This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support.
**This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 2 BPS Instructional Guide for Literacy SY 2021-22
Timeline
Unit/Topic
Reading Strand
Foundational skills Reading Strand Comprehension
Vocabulary and Language Strand Writing, Speaking &
Listening Strands
Nov. 18 – Dec. 1
Unit: 2 Lesson: 7 Topic: Agriculture Domain: Life science Essential Question: What can you learn by planting a garden?
Phonemic Awareness: (1RF2) • Heggerty Primary Week 6
LETRS Explicit Phonics Lesson Plan
Phonics: (1RF3a; 1RF3c)
• Double consonants and ck
• Double consonants CVC
Fluency: (2RF4a)
• Accuracy: Connected text
High Frequency Words: (2RF3e) air, car, cried, funny, he, pictures,
pretty, told, try, window
Selections: (RSRE2)
• The Ugly Vegetables
(Realistic fiction) Central Understanding & Key TDQs
• They Really Are Giant
(informational)
Skill:
• Draw conclusions
• Story structure (2R5)
Strategy: RL.2.5; (2R5; 2R7)
• Analyze/evaluate
Grammar: (CCS/PreK-2) • Proper nouns {*SUTW Tool
B2-21 a, b, c}
Spelling: (CPS/PreK-2)
• Double consonants and ck {**LLG pp. 68-69}
Vocabulary: (2L5a; 2L6) • blooming, wrinkled, shovels,
plain, scent, muscles, tough, nodded
• Academic and domain specific words
Vocabulary Strategy: (2L4, 2L5)
• Homophones
Writing: • Genre: Informative writing
W.2.2 {*SUTW Section 4} W.2.8 (2W2; 2W7; LPW)
• Form: Summary paragraph
{*SUTW Tool B1-29 a- c}
• Focus Trait: Organization
{*SUTW Tool B2-3c}
• Writing process W.2.5 ( LPW, PRW2)
{*SUTW Section 2)
Speaking/Listening: (2SL1; 2SL2;
2SL6)
Read Aloud: CKLA: Domain 6 Cycles of Nature Lesson 4 –The Life Cycle of a Plant
Central Understanding & Key TDQs
NOTES: (RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing Suggested scaffolding technique: Chunking – pp. 226-232, 233-238, 239-249
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax
Focus Standards from SAP Guidance: RF4, L4, L5, L6, R1, R4, R9, W7
8 *This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support.
**This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline
Unit/Topic
Reading Strand
Foundational skills Reading Strand Comprehension
Vocabulary and Language Strand Writing, Speaking &
Listening Strands
Dec. 2- 13
Unit: 2 Lesson: 8 Topic: Weather Domain: Earth science Essential Question: How can storms be dangerous?
Phonemic Awareness: (1RF2) • Heggerty Primary Week 7 LETRS Explicit Phonics Lesson Plan Phonics:
• Consonant digraphs: th, sh, wh, ch, tch, ph (2RF3)
•
Fluency: Rate (2RF4a) High Frequency Words (2RF3e) before, eye, few, happy, high,
my, open, people, starts, yellow
Selections: (RSRE2)
• Super Storms (Informational) Central Understanding & Key TDQs
• Weather poems (Poetry)
Skill:
• Main ideas and details
(2R1; 2R2)
• Cause and effect
Strategy: Visualize
Grammar: (2L1; CCS/PreK-2) • Verbs
{*SUTW Tool B2-23a, b, c}
Spelling: (CPS/PreK-2)
• Consonant digraphs: th, sh, wh, ch, tch
Vocabulary: (2L5, 2L6) • beware, pounding, damage,
prevent, bend, reach, flash, equal
• Academic and domain specific words
Vocabulary Strategy: (2L4d)
• Compound words
Writing:
* Genre: informative writing
(2W2; LPW)
{*SUTW Section 4}
• Form: Informational paragraph {*SUTW Section 4}
• Focus Trait: Word choice
• Writing process W.2.5 (LPW; PRW2) {*SUTW Section 2}
Speaking/Listening:
(2SL1; 2SL2; 2SL4; 2SL6)
Read Aloud: CKLA: Domain 6 Cycles of Nature Lesson 2A–The Reasons for the Seasons
Central Understanding & Key TDQs
NOTES : (RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing
Suggested scaffolding technique: Chunking – pp. 266-272, 273-278, 279-281
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: RF4, L4, L5, L6, R1, R4, R9, W7
9 *This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support.
**This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline
Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension Vocabulary and Language Strand
Writing, Speaking & Listening Strands
Dec. 14- 23
Unit: 2 Lesson: 10 Topic: Ocean Life Domain: Civics Essential Question: What is special about animals that live in the ocean?
Lesson 9
intentionally
omitted
Phonemic Awareness: (1RF2) • Heggerty Primary Week 8 LETRS Explicit Phonics Lesson Plan Phonics:
• Contractions (CCS)
Fluency: Stress (2RF4a) High Frequency Words (2RF3e) before, eye, few, happy, high, my,
open, people, starts, yellow
Selections: (RSRE2)
• Jellies: The Life of a Jellyfish
(Informational) Central Understanding & Key TDQs
• Splash Photography (Inform)
• Poppleton in Winter (Extended
group time, independent reading, teacher-led small group)
Skill: (2R1; 2R2)
• Fact and Opinion
• Author’s Purpose
• Enhanced comprehension with
diagrams and labels (2R7) Strategy: Monitor/Clarify (2R7)
Grammar: (2L1)
• Verbs: present, past
{*SUTW Tool B2-23a, b, c}
Spelling: (CPS)
• Contractions
{LLG pp.74 – 75}
Vocabulary: (2L5, 2L6) • millions, weaker, choices,
wrapped, drift, distinguished, simple, decide
• Academic and domain specific words
Vocabulary Strategy: (2L4c)
Writing:
• Genre: informative writing {*SUTW
Section 4 (2W2; LPW)
• Form: Instructions {*SUTW Section 4}
• Focus Trait: Word choice
• Writing process {*SUTW Section 2}
W.2.5 (LPW; PRW2)
Speaking/Listening:
(2SL1; 2SL2; 2SL4; 2SL6)
Read Aloud: CKLA: Domain 6 Cycles of Nature Lesson 9–The Water Cycle
Central Understanding & Key TDQs
NOTES : (RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing
Suggested scaffolding technique: Chunking – pp. 266-272, 273-278, 279-281
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: RF4, L4, L5, L6, R1, R4, R9, W7
10 *This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support.
**This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline
Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension Vocabulary and Language Strand
Writing, Speaking &
Listening Strands
Jan. 3- 12
Unit: 3
Lesson: 11
Topic: Human and Animal Interactions Domain: Social Relationships Essential Question: How can people and animals help each other?
Phonemic Awareness: (1RF2) • Heggerty Primary Week 9
LETRS Explicit Phonics Lesson Plan
Phonics: (2RF3d; CCS)
Fluency: (2RF4a)
• Expression
High Frequency Words: (2RF3e) another, far, hard, grow, heard, kind, light, more, some, to
Selections: (RSRE2)
• Click, Clack, Moo: Cows that Type
(Humorous fiction) Central Understanding & Key TDQs
• Talk about Smart Animals (Informational)
Skill: 7 (2R4; 2R7)
• Draw conclusions
• Author’s word choice
Strategy: (2R1; 2R3; 2R5)
• Infer/predict
Grammar: (CCS/PreK-2)
• Compound sentences {*SUTW Tool B2-40a, b}
Spelling:(2RF3d; CPS)
{**LLG pp. 76-77}
Vocabulary:(2L5a; 2L6)
• understand, believe, gathered, problem, impatient, demand, impossible, furious
• Academic and domain
specific words
Vocabulary Strategy: (2L4b)
Writing:
• Genre: Opinion writing (2W1)
{*SUTW Section 5}
• Form: Persuasive letter
• Focus trait: Ideas
{*SUTW Tool B2-3d} • Writing process (LPW; PRW)
{*SUTW Section 2, Tool B2-
14a}
Speaking/Listening: (2SL1a-c; 2SL2; 2SL3; 2SL6)
Read Aloud:
CKLA: Domain 8 - Lesson 6 - Insects that Glow and Sing
Central Understanding & Key TDQs
NOTES : (RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing
Suggested scaffolding technique: Chunking – pp. 374-380, 381-387, 388-393
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: RF4, L4, L5, L6, R1, R4, R9, W7
11 *This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support.
**This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline
Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension Vocabulary and Language Strand
Writing, Speaking &
Listening Strands
Jan. 13- 25
Unit: 3 Lesson: 12 Topic: Music Domain: The Arts Essential Question: What are different ways to enjoy music?
Phonemic Awareness: (1RF2) • Heggerty Primary Week 10
Phonics: (2RF3a)
LETRS Explicit Phonics Lesson Plan
Fluency: (2RF4a)
• Adjust rate to purpose High Frequency Words: (2RF3e) against, along, bird, different, girl, hold, morning, night, part, someone
Selections: (RSRE2)
• Ah, Music
(Informational) Central Understanding & Key TDQs
• “There’s a Hole at the Bottom of the Sea” (Song)
Skill: (2R7)
• Text and Graphic Features
• Fact and Opinion
Strategy: (2R1)
• Question
Grammar: (CCS/PreK-2)
• Expanding/rearranging Compound sentences
{*SUTW Tool B2-40a, b}
Spelling:(2RF3a; CPS) {**LLG pp. 78-79} Vocabulary: (2L5a; 2L6)
• vibration, performance, concentrate, tune, relieved, expression, creative, volume
• Academic and domain specific words
Vocabulary Strategy: (2L4a)
• Figurative language/idioms
Writing:
• Genre: Opinion writing (2W1; 2W7)
{*SUTW Section 5}
• Form: Opinion paragraph {*SUTW Tool B5-8a-e}
• Focus trait: Voice
• Writing process (LPW; PRW) {*SUTW Section 2,B2-14a}
Speaking/Listening: (2SL1; 2SL3;
2SL6)
Read Aloud:
CKLA: Domain 12 - Lesson 1 People
who Fought for a Cause
Central Understanding & Key TDQs
NOTES: (RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing
Suggested scaffolding technique: Chunking – pp. 410-414, 415-418, 419-421
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: RF4, L4, L5, L6, R1, R4, R9, W7
12 *This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support.
**This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline
Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension Vocabulary and Language Strand
Writing, Speaking &
Listening Strands
Jan. 26- Feb. 4
Unit: 3 Lesson: 13
Topic: School Differences Domain: Cultures Essential Question: How are schools different from each other?
Phonemic Awareness: (1RF2) • Heggerty Primary Week 11
Phonics: (1RF3b; 2RF3a)
• Vowel digraphs LETRS Explicit Phonics Lesson Plan Fluency: (2RF4a-b)
• Accuracy: Self-correct
High Frequency Words: (2RF3e) about, everything, first, her of, slowly, store, story, two, world
Selections: (RSRE2)
• Schools Around the World
(Informational) An American
School (Informational) Central Understanding & Key TDQs
Skill:
• Main idea and details (Mini Lesson LLG p. 210) (2R2; 2R6)
• Text and graphic features (2R5, 2R7)
Strategy: • Analyze/evaluate
Grammar: (CCS/PreK-2) • Quotation marks
{*SUTW Tool B1-9a, b}
Spelling: (2L2d; 2RF3a)
• Vowel digraphs {**LLG pp. 80-81}
Vocabulary: (2L5a; 2L6)
• Culture, subjects, community, lessons, languages, special, transportation, wear
• Academic and domain specific words
Vocabulary Strategy: (2L4e)
• Using a dictionary
Writing:
• Genre: Opinion writing (2W1)
{*SUTW Section 5}
• Form: Persuasive paragraph
{*SUTW Section 5, Tool B5-2c, B5-
14a, b, B5-19b}
• Focus trait: Word choice
{*SUTW Tool B5-10a, B5-11a-d} • Writing process (LPW; PRW)
{*SUTW Section 2, Tool B2-14a}
Speaking/Listening: (2SL1-4; 2SL6)
Read Aloud:
CKLA: Domain 12 - Lesson 2 Susan
B Anthony
Central Understanding & Key TDQs
NOTES: (RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing
Suggested scaffolding technique: Chunking – pp.438-444, 445-448, 449-455
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: RF4, L4, L5, L6, R1, R4, R9, W7
13 *This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support.
**This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension Vocabulary and Language Strand
Writing, Speaking &
Listening Strands Feb. 7-16
Unit: 3 Lesson: 14 Topic: Special Ways to Communicate Domain: Communication Essential Question: How can you communicate in different ways?
Phonemic Awareness: (1RF2) • Heggerty Primary Week 12
Phonics: RF.2.3f (2RF3a)
LETRS Explicit Phonics Lesson Plan Fluency: RF.2.4b (2RF4a)
• Natural pauses
High Frequency Words: (2RF3e)
all, food, front, hair, never,
party, sky, started, stories,
warm
Selections: RI.2.10 (RSRE2)
• Helen Keller (Biography)
• Talking Tools (Informational)
Central Understanding & Key TDQs
Skill:
• Author’s purpose RI.2.6 (2R6)
• Genre: biography
Strategy: RI.2.1 (2R2)
• Summarize
Grammar: L.2.2a (CCS/PreK-2)
• Using proper nouns {*SUTW Tool B2-9a, b}
Spelling: L.2.2d (CPS/PreK-2; 2RF3a)
• {**LLG pp. 82-83}
Vocabulary: L.2.5a, L.2.6 (2L5a; 2L6)
• Knowledge, illness, curious, imitated, motion, darkness, silence, behavior
• Academic and domain specific words
Vocabulary Strategy: L.2.4b (1L4b)
Writing:
• Genre: Opinion writing W.2.1 (2W1)
{*SUTW Section 5}
• Form: Persuasive essay {*SUTW Tool B5-2c, d}
• Focus trait: Ideas
{*SUTW Tool B2-3d}
• Writing process W.2.5 (LPW; PRW)
{*SUTW Section 2 Tool B2-14a}
Speaking/Listening: SL.2.1; SL.2.2.; SL.2.3; SL.2.5; SL.2.6 (2SL1-3; 2SL5; 2SL6)
Read Aloud:
CKLA: Domain 12 –
Lesson 3 Eleanor Roosevelt
Central Understanding & Key TDQs
NOTES: (RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing Suggested scaffolding technique: Chunking – pp. 472-477, 478-483, 484-489
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: RF4, L4, L5, L6, R1, R4, R9, W7
14 *This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support.
**This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline
Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension Vocabulary and Language Strand
Writing, Speaking & Listening
Strands
Feb. 17 – March 7
Unit: 4 Lesson: 16 Topic: Helping Others Domain: Civics Essential Question: How can helping others make you feel good?
Lesson 15
intentionally
omitted
Phonemic Awareness: (1RF2) • Heggerty Primary Week 13
LETRS Explicit Phonics Lesson Plan Phonics: (2RF3d)
Fluency: Rate (2RF4a)
High Frequency Words: (2RF3a)
also, fly, gone, have, horse, look, river, said, saw, something
Selections: (RSRE2)
• Mr. Tanen’s Tie Trouble
(Realistic fiction) • The Jefferson Daily News
(Informational)
Central Understanding & Key TDQs
Skill:
• Story structure (2R5)
• Understanding character (2R3)
Strategy: (2R1; 2R3)
• Infer/predict
Supplemental Higher Order Oral Response Questions (HOT!)
Grammar: (CCS/PreK-2)
• Pronouns {*SUTW Tool B2-22a-c}
Spelling: (CPS/PreK-2; 2RF3d)
• {**LLG pp. 86-87}
Vocabulary:(2L5a; 2L6) • received, chuckled, account,
staring, budget, repeated, disappointed, fund
• Academic and domain specific words
Vocabulary Strategy: (2L4)
• Homographs
Writing:
• Genre: Narrative writing (2W3)
{*SUTW Section 6} • Form: Story paragraph
{*SUTW Tool B6-12 a, b, c, d}
• Focus trait: Ideas
{*SUTW Tool B2-3d}
• Writing process (LPW; PRW)
{*SUTW Section 2,Tool B2-14a}
Speaking/Listening: 2SL1-2; 2SL4-6)
Read Aloud:
CKLA: Domain 12 - Lesson 4 Mary
McLoed Bethune Central Understanding & Key TDQs
Supplemental Higher Order Constructed Response Questions (HOT!)
NOTES: (RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing
Suggested scaffolding technique: Chunking – pp. 14-20, 21-28, 29-35
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: RF4, L4, L5, L6, R1, R4, R9, W7
15 *This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support.
**This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension Vocabulary and Language Strand
Writing, Speaking &
Listening Strands
March 8- 17
Unit: 4
Lesson: 17
Topic: Never Give Up
Domain: Values
Essential Question: Why is it important to keep trying even if something is too difficult to do?
Phonemic Awareness: (1RF2) • Heggerty Primary Week 14
Phonics: RF.2.3e (2RF3a)
LETRS Explicit Phonics Lesson Plan Fluency: Stress (2RF4a)
High Frequency Words: (2RF3e) any, blue, carry, doing, else, room, studied, sure, teacher, turned
Selections: (RSRE2) • Luke Goes to Bat (Realistic
fiction)
• Jackie Robinson (Biography)
Central Understanding & Key TDQs
Skill: (2R2; 2R3)
• Sequence of events
• Formal and informal
language
Strategy: Visualize
Supplemental Higher Order Oral
Response Questions (HOT!)
Grammar: (CCS/PreK-2)
• Subject-verb agreement {*SUTW Tool B2-42a-c}
Spelling: (CPS/PreK-2; 2RF3a)
{**LLG pp. 88-89}
Vocabulary: (2L5; 2L6)
• practice, extra, hurried, curb, position, cheered, roared, final
• Academic and domain specific
words
Vocabulary Strategy: (2L4)
• Antonyms
Writing:
• Genre: Narrative writing (2W3)
{*SUTW Section 6}
• Form: Story paragraph
{*SUTW Section 6, Tool # B6-10c, d, B6-11a, b, c}
• Focus trait: Voice
• Writing process (LPW; PRW)
{*SUTW Section 2, Tool # B2, 14a}
Speaking/Listening: (2SL1-2; 2SL4; 2SL6)
Read Aloud: CKLA: Domain 12 - Lesson 5 Jackie Robinson
Central Understanding & Key TDQs Supplemental Higher Order Constructed
Response Questions (HOT!)
NOTES: RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing Suggested scaffolding technique: Chunking – pp. 52-58, 59-66, 67-73
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: RF4, L4, L5, L6, R1, R4, R9, W7
16 *This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support.
**This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline
Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension Vocabulary and Language Strand
Writing, Speaking &
Listening Strands
March 18- 29
Unit: 4 Lesson: 18 Topic: Reading and Writing Domain: Communication Essential Question: Why are reading and writing important?
Phonemic Awareness: (1RF2) • Heggerty Primary Week 15
LETRS Explicit Phonics Lesson Plan Phonics: (2RF3a)
•Changing y to i
Fluency: (2RF4a)
• Expression High Frequency Words: (2RF3e) always, anything, been, draw, friends, mother, soon, under, watch, words
Selections: (RSRE2)
• My Name Is Gabriela (Biography) • Poems About Reading and
Writing (Poetry)
Central Understanding & Key TDQs
Skill:
• Understanding characters (2R3)
• Author’s word choice (2R4)
Strategy:
• Analyze/evaluate
Supplemental Higher Order Oral Response Questions (HOT!)
Grammar: (CCS/PreK-2)
• Verb: Be
Spelling: (CPS/PreK-2)
•Changing y to i
{**LLG pp. 90-91}
Vocabulary: (2L5; 2L6)
• accepted, pretend, express, prize, taught, wonder, grand, fluttering
• Academic and domain specific words
Vocabulary Strategy: (1L4b)
Writing:
• Genre: Narrative writing (2W3)
{*SUTW Section 6} • Form: Descriptive
paragraph
{*SUTW Tool B3-21a}
• Focus trait: Word choice
• Writing process (LPW, PRW)
{*SUTW Section 2, Tool B2-14a}
Speaking/Listening: (2SL1-4; 2SL6)
Read Aloud: CKLA: Domain 12 - Lesson 6 Rosa Parks
Central Understanding & Key TDQs
Supplemental Higher Order
Constructed Response
Questions (HOT!)
NOTES: RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing Suggested scaffolding technique: Chunking – pp. 90-96, 97-101, 102-109
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax
Focus Standards from SAP Guidance: RF4, L4, L5, L6, R1, R4, R9, W7
17 *This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support.
**This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline
Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension Vocabulary and Language Strand
Writing, Speaking &
Listening Strands
March 30 –April 20
Unit: 4 Lesson: 19
Topic: Signs Domain: Communication Essential Question: How are signs helpful?
Phonemic Awareness: (1RF2) • Heggerty Primary Week 16 LETRS Explicit Phonics Lesson Plan
Phonics: (2RF3)
Fluency: Phrasing: Punctuation (2RF4a)
High Frequency Words: (2RF3e) are, baby, didn’t, good, I’ll, is, please, sound, talk, too
Selections: (RSRE2)
• The Signmaker’s
Assistant(Humorous fiction) • The Trouble with Signs (Play) Central Understanding & Key TDQs
Skill:
•Text and graphic features (2R7)
•Point of view (2R6)
Strategy: Questioning (2R1)
Supplemental Higher Order Oral Response Questions (HOT!)
Grammar: (CCS/PreK-2)
• Commas in dates and places {*SUTW Tool B2-28a}
Spelling: (CPS/PreK-2)
{**LLG pp. 92-93}
Vocabulary: (2L5a; 2L6) • assistant, tearing, agreed,
wisdom, polite, cleared, failed, trouble
• Academic and domain specific words
Vocabulary Strategy: (2L5c)
• Shades of meaning
Writing:
• Genre: Narrative writing {*SUTW Section 6} (2W3)
• Form: Fictional story
{*SUTW Section 6, Tool B6-1a, b,
c}
• Focus trait: Organization
{*SUTW Section 2 Tool B14a}
• Writing process (LPW; PRW)
Speaking/Listening: (2SL1-2; 2SL6)
Read Aloud: CKLA: Domain 2 Lesson 10 The Magic Paintbrush
Option: CKLA Early Asian Civilizations Domain (Lessons 9 and 10) Central Understanding & Key TDQs
Supplemental Higher Order Constructed Response
Questions (HOT!)
NOTES : RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing
Suggested scaffolding technique: Chunking – pp. 126-133, 134-141, 142-149
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: RF4, L4, L5, L6, R1, R4, R9, W7
18 *This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support.
**This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension Vocabulary and Language Strand
Writing, Speaking &
Listening Strands
April 21 – May 2
Unit: 5
Lesson: 21 Topic: Animal Development Domain: Life Science Essential Question:
How do animals care
for their young?
Phonemic Awareness: (1RF2) • Heggerty Primary Week 17 LETRS Explicit Phonics Lesson Plan Phonics: ( 2RF3)
Fluency: (2RF4a)
• Phrasing: Natural pauses High Frequency Words: (2RF3e) across, behind, house, how, move,
nothing,
one, out, took, voice
Selections: (RSRE2)
• Penguin Chick (Narrative nonfiction)
• Emperor Penguins (Informational)
Central Understanding & Key TDQs
Skill:
• Main ideas and details (2R2)
• Cause and effect (2R3)
Strategy: (2R1; 2R3; 2R7)
• Infer/Predict
Supplemental Higher Order Oral
Response Questions (HOT!)
Grammar: (CCS/PreK-2)
• adjective {*SUTW Tool B2-24a-b}
Spelling: (CPS/PreK-2)
{**LLG pp. 96-97}
Vocabulary: (2L5a)
• webbed, otherwise, waterproof,
junior, steer, slippery, whistle,
finally
• Academic and domain specific words
Vocabulary Strategies:
• Dictionary entry (2L4e)
Writing:
• Genre: Informative (2W2) {*SUTW Section 4}
• Form: Problem-solution paragraph {*SUTW Tool B10-5a-e}
• Focus trait: Word Choice
• Writing process (LPW; PRW)
{*SUTW Section2, Tool B2- 14a}
Speaking/Listening: (2SL1-3; 2SL5-6)
Read Aloud: CKLA: Domain 12 - Lesson 7 Martin Luther King Central Understanding & Key TDQs
Supplemental Higher Order Constructed Response Questions (HOT!)
NOTES: RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing Suggested scaffolding technique: Chunking – pp. 210-215, 216-221, 222-227
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: RF4, L4, L5, L6, R1, R4, R9, W7
19 *This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support.
**This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline
Unit/Topic Reading Strand
Foundational skills Reading Strand Comprehension
Vocabulary and Language Strand Writing, Speaking & Listening Strands
May 3- 16
Unit: 5
Lesson: 22 Topic: Following
Directions Domain: Recreation
and Travel
Essential Question: How do friends help each other?
Phonemic Awareness: (1RF2) • Heggerty Primary Week 18 LETRS Explicit Phonics Lesson Plan
Phonics:
• Homophones (2RF3)
Fluency:(2RF4b)
• Accuracy: Self-correct
High Frequency Words: (2RF3e) boy, does, everyone, field, floor,
found, into, their, toward, what’s
Selections: (RSRE2) • Gloria Who Might be My Best
Friend (Realistic Fiction)
• How to Make a Kite (Informatio
nal) Central Understanding & Key TDQs
Skill:
• Understanding characters RL.2.3 (2R3)
• Figurative language (2R4)
Strategy: Question (2R1)
Supplemental Higher Order Oral
Response Questions (HOT!)
Grammar: (CCS/PreK-2) • Using adjectives
{*SUTW Tool B2-24a-c}
Spelling: (CPS/PreK-2)
• Homophones {**LLG pp. 98-99}
Vocabulary: (2L5a; 2L6)
• knot, heavily, copy, seriously, planning, answered, lonely, guessed
• Academic and domain specific
words
Vocabulary Strategies (2L4a)
• Figurative
language/idioms
Writing: • Genre: Informative
writing) {*SUTW Section 4}
• Form: Compare and
contrast paragraph {*SUTW
Tool B10-4a-e}
• Focus trait: Organization
{*SUTW Tool B6-3c}
• Writing process (LPW; PRW)
{*SUTW Section 2 Tool B2-14a}
Speaking/Listening:
(2SL1; 2SL3-6)
Read Aloud:
Journeys: The Middle Seat
• Answer questions to clarify comprehension
Central Understanding & Key TDQs
Supplemental Higher Order
Constructed Response Questions (HOT!)
NOTES : RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing
Suggested scaffolding technique: Chunking – pp. 244-249, 250-255, 256-261
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: RF4, L4, L5, L6, R1, R4, R9, W7
20 *This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support.
**This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline
Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension Vocabulary and Language Strand
Writing, Speaking &
Listening Strands
May 17 – 26
Unit: 5
Lesson: 23
Topic: Visual Arts Domain: The Arts Essential Question: How is art connected to the past?
Phonemic Awareness: (1RF2) • Heggerty Primary Week 19 LETRS Explicit Phonics Lesson Plan
Phonics: RF.2.3d (2RF3d)
Fluency: (2RF4a)
• Rate: Adjust rate to purpose High Frequency Words: coming, down, four, give, great, idea, knew, large, though, write
Selections: (RSRE2) • The Goat in the Rug (Narrative
nonfiction)
• Basket Weaving (Informational) Central Understanding & Key TDQs
Skill: (2R3, 2R5)
• Conclusions
• Sequence of events
Strategy: (2R2)
• Summarize
Supplemental Higher Order Oral
Response Questions (HOT!)
Grammar: (CCS/PreK-2) • Irregular verbs
{*SUTW Tool B2-23c}
Spelling: (2L4c)
{**LLG pp. 100-101}
Vocabulary: (2L5a; 2L6)
• yarn, weave, strands, sharpening,
spinning, duplicated, dye, delicious
• Academic and domain specific words
Vocabulary Strategies: • Compound words (2L4d)
Writing: • Genre: Informative writing (2W2)
{*SUTW Section 4} • Form: Informational
paragraph {*SUTW Tool B4-1c, B4-7b-c}
• Focus trait: Word choice
{*SUTW Tool B4-20b }
• Writing process (LPW, PRW)
{*SUTW Section 2, Tool B2-14a}
Speaking/Listening:
(2SL1-6)
Read Aloud:
Journeys: Nothing but a Quilt
• Recount most important details
Central Understanding & Key TDQs
Supplemental Higher Order Constructed Response
Questions (HOT!)
NOTES: RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing
Suggested scaffolding technique: Chunking – pp. 278-284, 285-288, 289-197
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: RF4, L4, L5, L6, R1, R4, R9, W7
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support.
**This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline
Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension Vocabulary and Language Strand
Writing, Speaking &
Listening Strands
May 27 - June 8
Unit: 5 Lesson: 25 Topic: Life Cycles Domain: Life Science Essential Question: How do plants grow and change?
Phonemic Awareness: (1RF2) • Heggerty Primary Week 20
LETRS Explicit Phonics Lesson Plan
Phonics: RF.2.3f (2RF3a)
• Words with au, aw, al, o, a
Fluency: RF.2.4b (2RF4a)
• Phrasing: Punctuation
High Frequency Words: (2RF3e)
ball, done, hear, learn, leaves,
only, our, through, were, young
Selections: (RSRE2)
• From Seed to Plant
(Informational)
• Super Soil (Informational) Central Understanding & Key TDQs
Skill:
• Text and graphic features
(2R6; 2R7)
• Cause and effect (2R3)
Strategy: RI.2.7 (2R1)
• Monitor/Clarify Supplemental Higher Order Oral Response Questions (HOT!)
Grammar: (CCS/PreK-2) • More irregular action verbs
{*SUTW Tool B2-23c}
Spelling:(CPS/PreK-2)
• Words with au, aw, al, o
{**LLG pp. 104-105}
Vocabulary:(2L5a; 2L6)
• pod, tasty, soak, soften, shoot, grain, nutrition, root
• Academic and domain specific
words
Vocabulary Strategies:
• Using context (2L4a)
Writing:
• Genre: Informative
writing W.2.2 (2W2) {*SUTW Section 4} Form: Research report (2W6) {*SUTW Tool B7-1, 3- 6, 11}
• Focus trait: Voice
• Writing process =(LPW; PRW)
{*SUTW Section 2}
Speaking/Listening: (2SL1; 2SL3-6)
Read Aloud: CKLA: Domain 6 - Lesson 5 The Life Cycle of a Tree Central Understanding & Key TDQs
Supplemental Higher Order Constructed Response Questions
(HOT!)
NOTES: RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing
Suggested scaffolding technique: Chunking – pp. 348-353, 354-357, 358-363
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: RF4, L4, L5, L6, R1, R4, R9, W7
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support.
**This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline
Unit/Topic
Reading Strand
Foundational skills Reading Strand Comprehension
Vocabulary and Language Strand Writing, Speaking &
Listening Strands
June 9 - 23
Unit 6 Lesson: 26 Topic: Life Cycles
Domain: Life Science
Phonemic Awareness (1RF2) • Heggerty Primary Week 21
LETRS Explicit Phonics Lesson Plan
Phonics: (2RF3a)
• Words with oo, ew, ue, ou
Fluency: (2RF4a)
• Accuracy: Connected text High Frequency Words: 2RF3e again, ago, alone, don’t, every,
follow, goes, head, now, won’t
Selections: (RSRE2)
• The Mysterious Tadpole (Fantasy)
• From Eggs to Frogs (Informational)
Central Understanding & Key TDQs
Skill: (2R5)
• Story structure
• Conclusions
Strategy: (2R3; 2R7)
• Infer/Predict
Supplemental Higher Order Oral Response Questions (HOT!)
Grammar: (CCS/PreK-2)
• Contractions
Spelling: (CPS/PreK-2)
• Words with ew, oo, ue, ou
Vocabulary: (2L5a; 2L6)
• ordinary, sensible, control, confused, cage, training, upset, suspiciously
• Academic and domain specific words
Vocabulary Strategies: (2L4a)
• Multiple meaning words
Writing:
• Genre: Opinion writing (2W1)
• Form: Response poem
• Focus trait: Word choice
• Writing process (LPW; PRW)
Speaking/Listening: (2SL3-4; 2SL6)
Read Aloud: CKLA: Domain 6 - Lesson 7 The Life Cycle of a Frog Central Understanding & Key TDQs
Supplemental Higher Order
Constructed Response Questions
(HOT!)
NOTES: RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing Suggested scaffolding technique: Chunking – pp. 384-391, 392-399, 400-405
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: RF4, L4, L5, L6, R1, R4, R9, W7
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