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CURRICULUM MAP AND INSTRUCTIONAL SUPPORTS GRADE TWO
Developed by Boston Public Schools Department of Literacy
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Table of Contents
Literacy Block Schedule
Close Reading Schedule
Independent Work Activities
Unit Planning At A Glance
Open Response Questions
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4
5
6
19
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The end goal of all reading instruction is to help students develop strong comprehension skills and become independent, proficient readers. The Massachusetts Curriculum Framework in ELA and Literacy requires that students read and comprehend both complex literary and informational text. Literacy instruction, therefore, includes routine practice with complex text. The documents that follow provide a roadmap to assist in planning a coherent literacy block. Use each of the tools found in this guide to develop and support students’ access to complex text and improve literacy instruction overall. Please see the curriculum guide for detailed information on reading concepts and practices.
TOOLS TO ACCESS COMPLEX TEXT
• Literacy Block Schedule: This schedule provides an outline for a typical week, in which students are engaged in specific, purposeful strategy instruction.
• Close Reading Schedule: This schedule provides an outline for specified weeks, in which students are engaged
in the practice of close reading. o Grades 1-‐2: 1 close reading/unit o Grades 3-‐5: 2 close readings/unit
• Unit Planning at a Glance: These maps outline the scope and sequence and the materials necessary to
develop strong readers in every classroom, including essential reading strategies students will apply and integrate independently during close reading practice (on said alternating weeks).
• Open Response Questions: These open response questions serve as one means of developing critical readers
and writers, by asking students to demonstrate their understanding in writing. • Culminating Writing Tasks: The culminating writing tasks serve as one means of developing critical readers
and writers, by asking students to demonstrate their understanding in writing.
Literacy Instruction Overview
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Monday Tuesday Wednesday Thursday Friday Concept/Oral Language
Development (30)
• Question of Week (5) • Shared Literacy (Song) (5) • PA/Phonics (15)
Concept/Oral Language
Development (30)
• Question of Day (5) • Shared Literacy (Big Book) (10) • PA/Phonics (15)
Concept/Oral Language
Development (30)
• Question of Week (5-‐7) • Shared Literacy (Big Book) (10) • Build Background (10) • Vocabulary (selection words) • Comprehension Skill/Strategy
• Main Selection
Concept/Oral Language
Development (30)
• Question of Week (5-‐7) • Shared Literacy (10) • High Frequency Words, PA/Phonics (15)
Concept/Oral Language
Development (30)
• Question of Week (5-‐7) • Shared Literacy (10) • High Frequency Words, PA/Phonics (15)
• Spelling (review) • Dictation
Small Group Instruction (45) 3 Groups
• Leveled readers/ guided reading texts
• Decodable readers • Grade level texts -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Independent reading and response
Small Group Instruction (45) 3 Groups
• Leveled readers/ guided reading texts
• Decodable readers • Grade level texts -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Independent reading and response
Small Group Instruction (45) 3 Groups
• Leveled readers/ guided reading texts
• Decodable readers • Grade level texts -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Independent reading and response
Small Group Instruction (45) 3 Groups
• Leveled readers/ guided reading texts
• Decodable readers • Grade level texts -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Independent reading and response
Small Group Instruction (45) 3 Groups
• Leveled readers/ guided reading texts
• Decodable readers • Grade level texts -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Independent reading and response
Writing Workshop (30)
• Mini-‐lesson: craft, structure and language
• Guided practice/conferring leading to independence
• Strategic sharing
Writing Workshop (30)
• Mini-‐lesson: craft, structure and language
• Guided practice/conferring leading to independence
• Strategic sharing
Writing Workshop (30)
• Mini-‐lesson: craft, structure and language
• Guided practice/conferring leading to independence
• Strategic sharing
Writing Workshop (30)
• Mini-‐lesson: craft, structure and language
• Guided practice/conferring leading to independence
• Strategic sharing
Writing Workshop (30)
• Mini-‐lesson: craft, structure and language
• Guided practice/conferring leading to independence
• Strategic sharing
Literacy Block Schedule (120 minutes)
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Monday Tuesday Wednesday Thursday Friday Concept/Oral Language
Development (30)
• Question of Week (5) • Shared Literacy (Song) (5) • PA/Phonics (15)
Close Reading (30) • Read story for initial understanding
• Students read with teacher or independently
• Define Tier 3 vocabulary only
Close Reading (30) • Sequence text dependent questions
• Students cite evidence from text
Close Reading (30)
• Sequence text dependent questions
• Students cite evidence from text
Concept/Oral Language
Development (30)
• Question of Week (5-‐7) • Shared Literacy (10) • High Frequency Words, PA/Phonics (15)
Small Group Instruction (45)
3 Groups
• Leveled readers/ guided reading texts
• Decodable readers • Grade level texts -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Independent reading and
response
Small Group Instruction (45)
3 Groups
• Leveled readers/ guided reading texts
• Decodable readers • Grade level texts -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Independent reading and response
Small Group Instruction (45)
3 Groups
• Leveled readers/ guided reading texts
• Decodable readers • Grade level texts -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Independent reading and
response
Small Group Instruction (45)
3 Groups
• Leveled readers/ guided reading texts
• Decodable readers • Grade level texts -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Independent reading and
response
Small Group Instruction (45)
3 Groups
• Leveled readers/ guided reading texts
• Decodable readers • Grade level texts -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Independent reading and response
Writing Workshop (30)
• Mini-‐lesson: craft, structure and language
• Guided practice/conferring leading to independence
• Strategic sharing
Writing Workshop (30)
• Mini-‐lesson: craft, structure and language
• Guided practice/conferring leading to independence
• Strategic sharing
Writing Workshop (30)
• Mini-‐lesson: craft, structure and language
• Guided practice/conferring leading to independence
• Strategic sharing
Writing in Response to
Literature (30)
• Complete Open Response Question
Writing Workshop (30)
• Mini-‐lesson: craft, structure and language
• Guided practice/conferring leading to independence
• Strategic sharing
Close Reading Schedule (120 minutes)
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Grade 2: Unit 1 Exploration Unit Concept Question: What can we learn from exploring new places and things?
Oral Language/ Concept Development
Comprehension
Vocabulary
Fluency
Word Work
Other
Main Selection Paired
Selection
Concept Vocabulary
Weekly Concept Questions
Comprehension Skills/Strategies
Leveled Readers
Additional Vocabulary
Fluency Skills
Phonological Awareness/
Phonics Target Skills
High Frequency/ Word Wall Words
Cross
Curricular Connections
Week 1
Iris and Walter
Morning Song/ My Travel Tree
brittle creature dart
decision investigate
rural underground
urban
What might we discover in a
new neighborhood?
Character and Setting/
Predict
A: City Friends, Country Friends OL: The New Kid
BL: City Mouse and Country Mouse
Figurative Language: Similes
Read with Appropriate Pace and Rate
Short Vowels -‐ea /e/
beautiful country friend front
someone somewhere
Social Studies Comparing Communities Geography: Urban,
Suburban, Rural Exploration Friendship
Week 2
Exploring Space with an Astronaut A Trip to
Space Camp
ascend descend enormous journey launch
meteorite orbit
universe
Why would anyone want to explore space?
Main Idea and Details/
Text Structure
A: Explore the Galaxy
OL: Space Walk BL: Being an Astronaut
Position Words
Read with accuracy
Long Vowels -‐CVCe
everywhere
live machines move woman work world
Science Space
Exploration Astronauts Space
Travel Technology
Space Research Solar System
Week 3
Henry and Mudge and the Starry Night
Star Pictures in the Sky
detective fascinating galaxy identify slimy
tranquil underneath wildlife
What can we discover by exploring nature?
Character and Setting/Monitor and
Fix Up
A: A Home in the
Wilderness
OL: Let’s Camp at Crescent Lake
BL: Pup Camps
Out
Synonyms
Read with Appropriate Pace and Rate
Consonant
Blends
bear build
couldn’t father love
mother straight
Science Living and
Nonliving Things Habitats Day/Night
Sky Solar System/ Stars
Senses
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Grade 2: Unit 1 Exploration Unit Concept Question: What can we learn from exploring new places and things?
Oral Language/ Concept Development
Comprehension
Vocabulary
Fluency
Word Work
Other
Main Selection
Paired
Selection
Concept Vocabulary
Weekly Concept Questions
Comprehension
Skills / Strategies
Leveled Readers
Additional Vocabulary
Fluency Skills
Phonological Awareness / Phonics
Target Skills
High Frequency / Word Wall Words
Cross
Curricular Connections
Week 4
A Walk in the
Desert
Rain Forests
arid discovery dunes
forbidding haven
landform ledge
precipitation
What can we learn by
exploring the desert?
Main Idea and Details / Text Structure
A: Trek to the Top OL: A Walk in the
Mountains BL: Desert
Descriptive Words
Attending to Punctuation
Inflected Endings
-‐s -‐ed -‐ing
animals early eyes full
warm water
Science
Earth Science: Desert
Energy: Light, Heat
Climate Adaptatios Habitats
Interdependence
Week 5
The Strongest
One
Anteaters
delicate exhibit genius inquire resist
satisfaction stun sturdy
When we
are searching
for answers, whom can we ask?
Realism and Fantasy / Monitor
and Fixup
A: Sue’s
Hummingbird OL: The Bear Man
BL: The Case of the Missing Fish
Synonyms
Read with expression
and intonation
Consonant Digraphs
gone learn often pieces though together very
Social Studies Native
American Cultures/Belie
fs Exploration Concept of
Place Oral
Tradition Geography
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Grade 2: Unit 2 Working Together Unit Concept Question: How can we work together?
Oral Language/ Concept Development
Comprehension
Vocabulary
Fluency
Word Work
Other
Main Selection
Paired
Selection
Concept Vocabulary
Weekly Concept Questions
Comprehension
Skills / Strategies
Leveled Readers
Additional Vocabulary
Fluency Skills
Phonological Awareness / Phonics
Target Skills
High Frequency / Word Wall Words
Cross
Curricular Connections
Week 1
Tara and Tiree
Rescue Dogs
avalanche blustery
courageous fast-‐paced hazard instinct rescue skittish
What can we do in a
dangerous situation?
Sequence/ Predict
A: Amazing Animals
OL: What to Do in an Emergency
BL: Dogs to the
Rescue
Position and Direction Words
Read with accuracy/
Appropriate Pace
R-‐Controlled
Vowels -‐ar -‐or -‐ore
break family heard listen once pull
Social Studies: Heroes
Community Services
Week 2
Ronald Morgan Goes To Bat
Spaceball
actuate aloft
compete contribute deserve mope
recreation tinker
What makes a team?
Realism and Fantasy/ Prior
Knowledge
A: The First Big
Game
OL: Warm and Fuzzy
BL: Let’s Play Baseball!
Descriptive Words: Verbs
Read with Expression
Contrac0ons
-‐n’t -‐‘s -‐‘ll -‐‘m
certainly either great laugh second worst you’re
Social Studies: Cultural Heritage
Production of Goods
Self-‐Direction Personal
Responsibility Cooperation
and Teamwork
Week 3
Turtle’s Race with Beaver
The Secret Life
of Ponds
coax conflict inhabit ramp resolve serape startle vacation
When does sharing make sense?
Close Reading
A: Sea Turtles at Risk
OL: The Busy, Lively, Sleepy, and
Quiet Pond
BL: Busy Beavers
See close reading skills
Express
Characteriza-‐tion
R-‐Controlled
Vowels -‐er -‐ ir
-‐ur
above ago
enough toward whole word
BPS Close Reading Lesson
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Grade 2: Unit 2 Working Together Unit Concept Question: How can we work together?
Oral Language/ Concept Development
Comprehension
Vocabulary
Fluency
Word Work
Other
Main Selection
Paired
Selection
Concept Vocabulary
Weekly Concept Questions
Comprehension
Skills / Strategies
Leveled Readers
Additional Vocabulary
Fluency Skills
Phonological Awareness / Phonics
Target Skills
High Frequency / Word Wall Words
Cross
Curricular Connections
Week 4
The Bremen
Town Musicians
Animals Helping Animals
depend familiar insist
miserable partnership solution struggle survival
When should we
work together? When
should we work alone?
Author’s Purpose/ Story
Structure
Homophones
Read with Appropriate
Phrasing
Plurals -‐s -‐es -‐ies
bought people pleasant probably scared shall sign
Science Earth Science:
Desert Energy: Light,
Heat Climate
Adapta0on Habitats
Interdependence
Week 5
A Turkey for Thanksgiving
Thanksgiving
USA
banquet decorate dine flare
glimmer holiday
participate whispery
How can we contribute
to a celebration
?
Draw Conclusions / Visualize
Similes
Read
silently with fluency
Long A -‐a -‐ai -‐ay
behind brought door
everybody minute promise sorry
Social Studies: Native
American Culture / Beliefs,
Exploration, Concept of Place, Oral Tradition, Geography
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Grade 2: Unit 3 Creative Ideas Unit Concept Question: What does it mean to be creative?
Oral Language/ Concept Development
Comprehension
Vocabulary
Fluency
Word Work
Other
Main Selection
Paired
Selection
Concept Vocabulary
Weekly Concept Questions
Comprehension
Skills / Strategies
Leveled Readers
Additional Vocabulary
Fluency Skills
Phonological Awareness / Phonics
Target Skills
High Frequency / Word Wall Words
Cross
Curricular Connections
Week 1
Pearl and Wagner: Two Good Friends
Robots at Home
construct contraption daydream foolproof project scrap
sidekick unique
How do inventors turn ideas into inventions?
Author’s Purpose / Story Structure
A: The Sidekick OL: Dotty’s Dots
BL: The Science Fair
Antonyms
Read with appropriate
pace
Long E -‐e -‐ee -‐ea -‐y
guess pretty science shoe village watch won
Science:
Inventions, Experiments, Tools and Machines, Forces and Motion
Week 2
Dear Juno
Saying it Without
Words: Signs and Symbols
correspond cove deaf
footprint imitate postage sign
language transport
How many ways can we communicat
e?
Draw Conclusions / Visualize
A: Mail It…From
Here to There OL: Mina’s Day
BL: How Does the Mail Work?
Shortened Forms of Words
Read with accuracy / appropriate
pace
Long O -‐o -‐oa -‐ow
answer company faraway parents picture school wash
Social Studies:
Communication Goods and
Services, Technology, Signs and Symbols, Comparing Cultures, Geography
Week 3
Anansi Goes
Fishing
Do Spiders Stick to Their Own
Webs?
boast consume
contentment cure gloat
incident prey
shrewd snicker
When are creative
ideas good? When are they bad?
Cause and Effect / Monitor and Fixup
A: Animal Helpers
OL: Insect or Arachnid?
BL: Casting Nets
Antonyms
Express
Characterization
Compound Words
been believe caught finally today
tomorrow whatever
Science Living Things, Animals, Arachnids,
Spiders, Food Chain, Spider
Webs
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Grade 2: Unit 3 Creative Ideas Unit Concept Question: What does it mean to be creative?
Oral Language/ Concept Development
Comprehension
Vocabulary
Fluency
Word Work
Other
Main Selection
Paired
Selection
Concept Vocabulary
Weekly Concept Questions
Comprehension
Skills / Strategies
Leveled Readers
Additional Vocabulary
Fluency Skills
Phonological Awareness / Phonics
Target Skills
High Frequency / Word Wall Words
Cross
Curricular Connections
Week 4
Rosa and Blanca
The Crow and the
Pitcher
abundant assist beam dismay efficient forever generous situation
When can creative ideas
solve problems?
Theme and Plot /
Predict
A: The Tortilla Factory
OL: An International Food Fair! BL: Shy Ana
Words From
Other Languages
Attend to Punctuatio
n
Long I -‐i -‐ie -‐igh -‐y
alone buy
daughters half many their
youngest
Social Studies: Family, Culture, Food,
Geography: Town,
Country, World,
Producers / Consumers
Week 5
A Weed is a
Flower
What’s Made From Corn?
accomplish excel
opportunity original process research scientist unusual
Where do creative
ideas come from?
Close Reading
A: Ideas to
Inventions OL: Thomas Adams
Invents Chewing Gum
BL: An Orange Floats
See close
reading skills
Bread with expression / intonation
Comparative Endings
clothes hours money neighbor only
question taught
BPS Close Reading Lesson
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Grade 2: Unit 4 Our Changing World Unit Concept Question: How do things change? How do they stay the same?
Oral Language/ Concept Development
Comprehension
Vocabulary
Fluency
Word Work
Other
Main Selection
Paired
Selection
Concept Vocabulary
Weekly Concept Questions
Comprehension
Skills / Strategies
Leveled Readers
Additional Vocabulary
Fluency Skills
Phonological Awareness / Phonics
Target Skills
High Frequency / Word Wall Words
Cross
Curricular Connections
Week 1
The Quilt Story
Making
Memories, Changing With
the Times
concentration
frown homeland patient preserve represent tough
valuable
How can familiar things help us with changes?
Close Reading
A: Windows to the
Past OL: Quilting Memories
BL: The Butterfly Quilt
See close
reading skills
Read with
accuracy and appropriate page / rate
Syllables -‐c + le
blankets pretended
quilt stuffing trunks
unpacked wrapped
BPS Close Reading Lesson
Week 2
Life Cycle of a
Pumpkin
How Do Seeds Know Which Way is Up?
adapt ancient annual bury
massive nutrients sprout
undisturbed
How do plants
change as they grow?
Fact and Opinion / Ask Questions
A: Many Plants,
Many Places OL: It’s Alive!
BL: Grow a Tomato!
Context Clues
Read silently with
fluency and accuracy
Vowels -‐oo -‐u
bumpy fruit
harvest root
smooth soil vine
Science: Life Cycle, Living Things: Plants, Growth and Change
Week 3
Frogs
From Egg to
Frot
appearance canopy forage forepaw pursue restless stage
transform
How do animals change as they grow?
Compare and
Contrast / Graphic Organizers
Word
Structure
Read with appropriate phrasing
Dipthongs
-‐ou
-‐ow
crawls insects pond
powerful shed skin
wonderful
Science: Rocks and Soil, Fossils, Scientists
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Grade 2: Unit 4 Our Changing World Unit Concept Question: What does it mean to be creative?
Oral Language/ Concept Development
Comprehension
Vocabulary
Fluency
Word Work
Other
Main Selection
Paired
Selection
Concept Vocabulary
Weekly Concept Questions
Comprehension
Skills / Strategies
Leveled Readers
Additional Vocabulary
Fluency Skills
Phonological Awareness / Phonics
Target Skills
High Frequency / Word Wall Words
Cross
Curricular Connections
Week 4
I Like Where I Am
A New House
accent adjust foreign forlorn
landmark quiver tease
unexpected
Why are some
changes difficult?
Theme and Plot /
Summarize
A: Simone’s Travels OL: Moving Day BL: A Big Change
Context Clues
Read with expression
Dipthongs
-‐oi -‐oy
black chuckle fair giant strong tears trouble
Social Studies:
Family and Friends, Home: Shelter, Changes: Moving,
Communities: Urban, Suburban, and Rural, Goods and Services
Week 5
Helen Keller and the Big
Storm
Wind
breeze condition funnel predict sparkle swirl
terrifying whip
How do
changes in the weather affect us?
Fact and Opinion / Ask Questions
A: Here Comes a Storm
OL: Watch Out! BL: Special Beach
Day
Context Clues
Read with expression
and intonation
Vowel Patterns
-‐oo -‐ue -‐ew -‐ui
angry branches clung fingers picnic
pressing special
Science: Wind/Air, Weather, Senses:
Sound and Sight
14
Grade 2: Unit 5 Responsibility Unit Concept Question: What does it mean to be responsible?
Oral Language/ Concept Development
Comprehension
Vocabulary
Fluency
Word Work
Other
Main Selection
Paired
Selection
Concept Vocabulary
Weekly Concept Questions
Comprehension
Skills / Strategies
Leveled Readers
Additional Vocabulary
Fluency Skills
Phonological Awareness / Phonics
Target Skills
High Frequency / Word Wall Words
Cross
Curricular Connections
Week 1
Fire Fighter!
Firefighting Teamwork
caretaker community instrument
lug operation supplies teamwork
Why is it important to do a good job?
Main Idea and Supporting Details /
Text Structure
A: Goods and Services
OL: Who Can Help?
BL: Community Helpers
Word Structure
Read silently with fluency / accuracy
Suffixes -‐ly -‐ful -‐er -‐or
building burning masks quickly roar
station tightly
Social Studies: Job Responsibilit
y, Job Training Tools /
Equipment, Service,
Teamwork
Week 2
One Dark Night
Adoption / The
Stray Cat
concern fragile growth litter pellets pollute
protection release
Why should we take care of animals?
Sequence / Graphic Organizers
A: A Day in the Life
of a Vet OL: Animal
Shelters BL: Horse Rescue!
Context Clues
Read with accuracy
and appropriate pace / rate
Prefixes -‐un -‐re -‐pre -‐dis
flashes lightning
pounds pours rolling storm thunder
Science: Living Things,
Shelter/Survival, Growth and Change, Thunderstorm
s
Week 3
Bad Dog Dodger!
How to Train Your Puppy
behavior companion confident consider cooperate obedient properly reprimand
How can we
be responsible
family members?
Plot and Theme / Prior Knowledge
A: Training Peanut
OL: Hubert and Frankie
BL: Sally and the Wild Puppy
Word
Structure
Read with expression / intonation
Silent Consonants
chased chewing dripping grabbed practice treat
wagged
Social Studies:
Citizenship, Family,
Responsibility, Rules, Pet
Care
15
Grade 2: Unit 5 Responsibility Unit Concept Question: What does it mean to be responsible?
Oral Language/ Concept Development
Comprehension
Vocabulary
Fluency
Word Work
Other
Main Selection
Paired
Selection
Concept Vocabulary
Weekly Concept Questions
Comprehension
Skills / Strategies
Leveled Readers
Additional Vocabulary
Fluency Skills
Phonological Awareness / Phonics
Target Skills
High Frequency / Word Wall Words
Cross
Curricular Connections
Week 4
Horace and
Morris but Mostly Dolores
Good Kicking
advantage appreciate communica
te defiant demand ferocious firmly respect
What do good friends and
neighbors do?
Close Reading
A: Taking Care of the
Earth OL: You Can Make a
Difference! BL: What an Adventure!
See close
reading skills
Express
Characterization
-‐ph -‐gh
adventure lcimbed clubhouse exploring greatest truest
wondered
BPS Close Reading Lesson
Week 5
The
Signmaker’s Assistant
Helping Hand
apologize citizen hoard
interrupt judgment protest scold
troublemaker
What happens
when we do the wrong thing?
Realism and Fantasy / Monitor
and Fixup
A: Marty’s Job
OL: Freda’s Signs BL: Grandpa’s Sign
Word Structure
Read with appropriate phrasing
Vowels -‐aw -‐au -‐augh -‐al
afternoon blame idea
important signmaker
townspeople
Social Studies:
Rights and Responsibilities, Laws, Goods and Services,
Technology and
Communication
16
Grade 2: Unit 6 Traditions Unit Concept Question: How are traditions and celebrations important to our lives?
Oral Language/ Concept Development
Comprehension
Vocabulary
Fluency
Word Work
Other
Main Selection
Paired
Selection
Concept Vocabulary
Weekly Concept Questions
Comprehension
Skills / Strategies
Leveled Readers
Additional Vocabulary
Fluency Skills
Phonological Awareness / Phonics
Target Skills
High Frequency / Word Wall Words
Cross
Curricular Connections
Week 1
Just Like Josh
Gibson
How Baseball Began
athlete challenge champion dainty disguise effort
professional shortshop
Why are sports
important in our country?
Compare and Contrast / Visualize
A: Baseball Heroes
OL: Women in Baseball
BL: Three of the Greats
Context Clues
Read with
accuracy and appropriate
pace
Contractions
‘re ‘ve ‘d
bases cheers field plate sailed threw
Social Studies: American Heroes, Cultural
Traditions, History of Baseball,
Geography: Maps
Week 2
Red, White and
Blue
You’re a Grand Old Flag
allegiance frayed history
independence indivisible patriotic symbol unfurl
What does our flag mean?
Fact and Opinion / Monitor and Fixup
A: Home of the
Brave OL: Heroes of the
American Revolution
BL: Happy Birthday, America!
Compound Words
Read silently with
fluency and accuracy
Inflected Endings
America birthday flag
freedom nicknames
stars stripes
Social Studies: American Heroes, American Revolution, Thirteen, Colonies / States, U.S. Symbols, U.S. Holidays,
Geography: Maps
Week 3
A Birthday
Basket for Tia
Family Traditions: Birthdays
angle brilliant
celebration create custom inspect snapshot tradition
Why are family
celebrations special?
Draw Conclusions /
Summarize
A: Family
Traditions and Celebrations OL: Birthdays
Around the World BL: Very Special
Birthdays
Context Clues
Read with appropriate phrasing
Syllables
-‐tion
-‐ture
aunt bank basket collects favorite present
Social Studies: Cultural
Traditions, Celebrations
17
Grade 2: Unit 6 Traditions Unit Concept Question: How are traditions and celebrations important to our lives?
Oral Language/ Concept Development
Comprehension
Vocabulary
Fluency
Word Work
Other
Main Selection
Paired
Selection
Concept Vocabulary
Weekly Concept Questions
Comprehension
Skills / Strategies
Leveled Readers
Additional Vocabulary
Fluency Skills
Phonological Awareness / Phonics
Target Skills
High Frequency / Word Wall Words
Cross
Curricular Connections
Week 4
Cowboys
Cowboy Gear
buckaroo climate drover lariat legend livestock occupation rawhide
Why should we learn
about cowboys?
Cause and Effect / Graphic Organizers
A: Life on the Ranch OL: Cowboy Days BL: Ranch Life
Word Structure
Read with accuracy and
appropriate pace
Suffixes -‐ness -‐less
campfire cattle cowboy galloped herd
railroad trails
Social Studies: American West,
Cowboys, U.S. Growth, Transportati
on, Georgraphy
Week 5
Jingle Dancer
Buffalo Days
ceremony compliment
culture evergreen festival fidget
multicolored sash
What are some
different ways that people
celebrate?
Close Reading
A: Winter Holidays OL: A Special Festival
BL: At the Powwow
See close reading skills
Read with appropriate phrasing
Prefixes -‐mis -‐mid
borrow clattering drum jingles silver voice
BPS Close Reading Lesson
18
Grade 2 – Open Response
WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5
UNIT 1
Iris and Walter
How did Iris feel about the country at the beginning of the story? How did she feel at the end? Explain why her
feelings changed.
Exploring Space with an
Astronaut Tell what life is like in space for astronauts. Use details
from the selection to support your answer.
Henry and Mudge and the
Starry Night Describe how the characters in the story enjoyed their
camping trip. Use details from the story to support your
answer.
A Walk in the Desert
What are some animals that live in the desert? Use details from the selection to tell how they survive in this harsh place.
The Strongest One
Is The Strongest One a realistic story or fantasy? Explain why
you think so.
UNIT 2
Tara and Three
Look back at pages 176-‐177. Tiree did something smart and something kind. What did she do? Use details from the selection to support your
answer.
Ronald Morgan Goes to Bat Look back at page 209. What
did Ronald’s father say that was helpful? Why was it helpful? Use information from the selection to support your
answer.
Turtle’s Race with Beaver
What lesson did Beaver learn? How do you know?
The Bremen Town Musicians What problem did the animals share? How did they solve this problem? Use details from the
story in your answer.
A Turkey for Thanksgiving
What conclusions did Turkey draw? Why would he
think that?
UNIT 3
Pearl and Wagner: Two
Good Friends Why do you think the
author wrote this story? Support your answer with details from the story.
Dear Juno
How does Juno feel about his grandmother? What makes you
think that?
Anansi Goes Fishing
What happens in the story to make Anansi so angry? Use information from the story to
explain your answer.
Rosa and Blanca
What lesson can you learn from this story? Explain your answer using details from the story.
A Weed is a Flower
Why do you think George studied agriculture in college? Use information from the biography to explain your answer.
19
UNIT 4
The Quilt Story
How did Abigail and the second little girl feel about the quilt? Use details from the story to support your
answer.
Life Cycle of a Pumpkin
What can harm a pumpkin plant? Use information from the
selection to support your answer.
Frogs
How is the way a frog looks when it comes out of the egg
alike and different from when it hops on land? Use information
from the selection in your answer.
I Like Where I Am
What happened to the boy in the story? What do you think is the theme or big idea of the story? Use details from the
story to support your answer.
Helen Keller and the Big Storm What did Helen learn at the
end of the story? Use information from the story to
support your answer.
UNIT 5
Fire Fighter! Reread pages 162-‐163. What
is the main idea of this selection?
One Dark Night
How did Jonathan know that the storm was getting closer? What was the first thing he noticed
about the thunder and lightning? What did he notice next? After
that?
Bad Dog Dodger!
What did Sam learn about owning a pet? Use examples from the story to explain how
Sam learned this lesson.
Horace and Morris but Mostly
Dolores What is the author’s message in this story? Use details from the story to support your answer.
The Signmaker’s Assistant On page 273, Norman says, “They do whatever the signs
say!” Then he says, “I wonder…” Write what Norman wondered and what he later found out.
UNIT 6
Just Like Josh How are baseball teams different now from when
Grandmama was a little girl? Use details from the story to
support your answer.
Red, White and Blue Is the story of Betsy Ross fact or opinion? How do you know?
A Birthday Basket for Tia What things did Cecilia put into
the basket for Tia? What conclusions can you make about how Cecilia feels about her Tia?
Cowboys Why do ranchers need cowboys? Use details from the selection to
support your answer.
Jingle Dancer How did Jenna solve her
problem? Use details from the story to support your answer.
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