Stage One

Second Grade Literacy

Ashley Rosenbaum
Harding University

































Unit 1: The Changing Seasons (Weeks 1-6)

Established Goals
RL.2.1-Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
RL.2.4- Describe how words and phrases (e.g., regular beats, alliteration, rhymes,
repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.5- Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.
RF.2.3- Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3.A-Distinguish long and short vowels when reading regularly spelled one-syllable
words.
RF.2.3.F- Recognize and read grade-appropriate irregularly spelled words.
RF.2.4- Read with sufficient accuracy and fluency to support comprehension.
RF.2.4.A- Read grade-level text with purpose and understanding.
RF.2.4.B- Read grade-level text orally with accuracy, appropriate rate, and expression on
successive readings.
RF.2.4.C- Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.

Big Idea: Beauty of Language

Overarching Essential Question: When is language beautiful?
Topical Essential Questions: Who decides the meaning of a poem?
How is poetry different than stories?
Enduring Understandings:

Learning Objectives:
TSWBAT demonstrate their understanding of key details in a text by asking questions
such as who, what, where, when, why, and how.
TSWBAT consider the statement, When is language beautiful?
TSWBAT construct a paragraph answering the question, When is language beautiful?
TSWBAT produce an answer to Who decides the meaning of a poem? in a group
discussion.
TSWBAT distinguish between poetry and stories.
TSWBAT demonstrate their understanding of key details in a text by answering
questions such as who, what, where, when, why, and how.
TSWBAT describe how words and phrases such as regular beats, alliteration, rhymes,
and repeated lines supply rhythm in a story, poem, or song.
TSWBAT describe how words and phrases such as regular beats, alliteration, rhymes,
and repeated lines supply meaning in a story, poem, or song.
TSWBAT describe the overall structure of a story, including describing how the
beginning introduces the story
TSWBAT describe the overall structure of a story, including how the ending concludes
the action.
TSWBAT recognize and apply grade-level phonics skills in decoding words.
TSWBAT recognize and apply word analysis skills in decoding words.
TSWBAT distinguish long vowels when reading regularly spelled one-syllable words
TSWBAT distinguish short vowels when reading regularly spelled one-syllable words.
TSWBAT recognize grade-appropriate irregularly spelled words.
TSWBAT read grade-appropriate irregularly spelled words.
TSWBAT read with sufficient accuracy to support comprehension.
TSWBAT read with sufficient fluency to support comprehension.
TSWBAT read grade-level text with purpose and understanding.
TSWBAT read grade-level text orally with accuracy on successive readings.
TSWBAT read grade-level text at an appropriate rate on successive readings.
TSWBAT read with expression on successive readings.
TSWBAT use context to confirm word recognition and understanding, rereading as
necessary.
TSWBAT use context to self-correct word recognition and understanding, rereading as
necessary.

Unit 2: Stories, Fables, Folktales, and Fairy Tales (Weeks 6-12)

Established Goals
RL.2.1-Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
RL.2.2-Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.
RL.2.3- Describe how characters in a story respond to major events and challenges.
RL.2.4- Describe how words and phrases (e.g., regular beats, alliteration, rhymes,
repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.5- Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.
RL.2.7- Use information gained from the illustrations and words in a print or digital text
to demonstrate understanding of its characters, setting, or plot.
RL.2.9- Compare and contrast two or more versions of the same story (e.g., Cinderella
stories) by different authors or from different cultures.
RF.2.3- Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3.A- Distinguish long and short vowels when reading regularly spelled one-syllable
words.
RF.2.3.B- Know spelling-sound correspondences for additional common vowel teams.
RF.2.3.F- Recognize and read grade-appropriate irregularly spelled words.
RF.2.4- Read with sufficient accuracy and fluency to support comprehension.
RF.2.4.A- Read grade-level text with purpose and understanding.
RF.2.4.B- Read grade-level text orally with accuracy, appropriate rate, and expression on
successive readings.
RF.2.4.C- Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
W.2.2- Write informative/explanatory texts in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or section.
W.2.5- With guidance and support from adults and peers, focus on a topic and strengthen
writing as needed by revising and editing.
W.2.7- Participate in shared research and writing projects (e.g., read a number of books
on a single topic to produce a report; record science observations).
W.2.8- Recall information from experiences or gather information from provided sources
to answer a question.
SL.2.1-Participate in collaborative conversations with diverse partners about grade 2
topics and texts with peers and adults in small and larger groups.
SL.2.1.A- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, listening to others with care, speaking one at a time about the topics and texts
under discussion).
SL.2.1.B- Build on others' talk in conversations by linking their comments to the remarks
of others.
SL.2.1.C- Ask for clarification and further explanation as needed about the topics and
texts under discussion.
SL.2.4- Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences.
SL.2.6- Produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification
L.2.1- Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
L.2.1.A- Use collective nouns (e.g., group).
L.2.1.E- Use adjectives and adverbs, and choose between them depending on what is to
be modified.
L.2.1.F- Produce, expand, and rearrange complete simple and compound sentences (e.g.,
The boy watched the movie; The little boy watched the movie; The action movie was
watched by the little boy).
L.2.2- Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.2.2.A- Capitalize holidays, product names, and geographic names.
L.2.2.B- Use commas in greetings and closings of letters.
L.2.2.D- Generalize learned spelling patterns when writing words (e.g., cage ! badge;
boy ! boil).
L.2.2.E- Consult reference materials, including beginning dictionaries, as needed to
check and correct spellings.
L.2.2.D- Generalize learned spelling patterns when writing words (e.g., cage ! badge;
boy ! boil).
L.2.2.E- Consult reference materials, including beginning dictionaries, as needed to
check and correct spellings.
L.2.3.A- Compare formal and informal uses of English
L.2.5- Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5.A- Identify real-life connections between words and their use (e.g., describe foods
that are spicy or juicy).
L.2.5.B- Distinguish shades of meaning among closely related verbs (e.g., toss, throw,
hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6- Use words and phrases acquired through conversations, reading and being read to,
and responding to texts, including using adjectives and adverbs to describe (e.g., When
other kids are happy that makes me happy).

Big Idea: Culture

Overarching Essential Question: How do fables and folktales impact culture?
Topical Essential Questions: How does the setting affect a story?
How do you identify the message or moral of a story?

Enduring Understandings:

Learning Objectives:
TSWBAT develop an answer to the question How do fables and folktales impact
culture? through writing in a reading response journal.
TSWBAT construct an answer to, How does the setting affect a story in a group
discussion.
TSWBAT decide what the message or moral of a story is and construct a journal
response about it in their reading response journal.
TSWBAT demonstrate their understanding of key details in a text by asking questions
such as who, what, where, when, why, and how.
TSWBAT demonstrate their understanding of key details in a text by answering
questions such as who, what, where, when, why, and how.
TSWBAT recount stories, including fables and folktales from diverse cultures.
TSWBAT determine the central message of stories, including fables and folktales from
diverse cultures.
TSWBAT determine the lesson or moral of stories, including fables and folktales from
diverse cultures.
TSWBAT describe how characters in a story respond to major events and challenges.
TSWBAT describe how words and phrases such as regular beats, alliteration, rhymes,
and repeated lines supply rhythm in a story, poem, or song.
TSWBAT describe how words and phrases such as regular beats, alliteration, rhymes,
and repeated lines supply meaning in a story, poem, or song.
TSWBAT describe the overall structure of a story, including describing how the
beginning introduces the story
TSWBAT describe the overall structure of a story, including how the ending concludes
the action.
TSWBAT use information gained from the illustrations and words in a print or digital
text to demonstrate understanding of its characters, setting, or plot.
TSWBAT compare and contrast two or more versions of the same story by different
authors of from different cultures.
TSWBAT recognize and apply grade-level phonics skills in decoding words.
TSWBAT recognize and apply word analysis skills in decoding words.
TSWBAT distinguish long vowels when reading regularly spelled one-syllable words
TSWBAT distinguish short vowels when reading regularly spelled one-syllable words.
TSWBAT recognize spelling-sound correspondences for additional common vowel
teams.
TSWBAT recognize grade-appropriate irregularly spelled words.
TSWBAT read grade-appropriate irregularly spelled words.
TSWBAT read with sufficient accuracy to support comprehension.
TSWBAT read with sufficient fluency to support comprehension.
TSWBAT read grade-level text with purpose and understanding.
TSWBAT read grade-level text orally with accuracy on successive readings.
TSWBAT read grade-level text at an appropriate rate on successive readings.
TSWBAT read with expression on successive readings.
TSWBAT use context to confirm word recognition and understanding, rereading as
necessary.
TSWBAT use context to self-correct word recognition and understanding, rereading as
necessary.
TSWBAT write informative texts in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or section.
TSWBAT write explanatory texts in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or section.
TSWBAT focus on a topic and strengthen writing as needed by revising and editing,
with guidance and support from adults and peers.
TSWBAT participate in shared research and writing projects.
TSWBAT recall information from experiences to answer a question.
TSWBAT gather information from provided sources to answer a question.
TSWBAT participate in collaborative conversations with diverse partners about grade 2
topics and texts with peers and adults in small and larger groups.
TSWBAT follow agreed-upon rules for discussions.
TSWBAT build on others talk in conversations by linking their comments to the
remarks of others.
TSWBAT ask for clarification and further explanation as needed about the topics and
texts under discussion.
TSWBAT tell a story with appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
TSWBAT recount an experience with appropriate facts and relevant, descriptive details,
speaking audibly in coherent sentences.
TSWBAT produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification.
TSWBAT demonstrate command of the conventions of standard English grammar and
usage when writing.
TSWBAT demonstrate command of the conventions of standard English grammar and
usage when speaking.
TSWBAT use collective nouns.
TSWBAT use adjective and adverbs, and choose between them depending on what is to
be modified.
TSWBAT produce, expand, and rearrange complete simple sentences.
TSWBAT produce, expand, and rearrange complete compound sentences.
TSWBAT demonstrate command of the conventions of standard English capitalization
when writing.
TSWBAT demonstrate command of the conventions of standard English punctuation
when writing.
TSWBAT demonstrate command of the conventions of standard English spelling when
writing.
TSWBAT capitalize holidays.
TSWBAT capitalize product names.
TSWBAT capitalize geographic names.
TSWBAT use commas in greetings and closings of letters.
TSWBAT generalize learned spelling patterns when writing words.
TSWBAT consult reference materials, including beginning dictionaries, as need to check
and correct spellings.
TSWBAT compare formal and informal uses of English.
TSWBAT demonstrate understanding of word relationships in word meanings.
TSWBAT demonstrate understanding of nuances in word meanings.
TSWBAT identify real-life connections between words and their use.
TSWBAT distinguish shades of meaning among closely related verbs.
TSWBAT distinguish shades of meaning among closely related adjectives.
TSWBAT use words and phrases acquired through conversations, reading and being read
to, and responding to texts, including using adjectives and adverbs to describe.

Unit 3: Building Bridges with Others (Week 13-18)

Established Goals
RL.2.2- Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.
RL.2.3- Describe how characters in a story respond to major events and challenges.
RL.2.4- Describe how words and phrases (e.g., regular beats, alliteration, rhymes,
repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.7- Use information gained from the illustrations and words in a print or digital text
to demonstrate understanding of its characters, setting, or plot.
RL.2.9- Compare and contrast two or more versions of the same story (e.g., Cinderella
stories) by different authors or from different cultures.
RF.2.3- Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3.B- Know spelling-sound correspondences for additional common vowel teams.
RF.2.3.F- Recognize and read grade-appropriate irregularly spelled words.
RF.2.4- Read with sufficient accuracy and fluency to support comprehension.
RF.2.4.A- Read grade-level text with purpose and understanding.
RF.2.4.B- Read grade-level text orally with accuracy, appropriate rate, and expression on
successive readings.
RF.2.4.C- Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
W.2.2- Write informative/explanatory texts in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or section.
W.2.5- With guidance and support from adults and peers, focus on a topic and strengthen
writing as needed by revising and editing.
W.2.7- Participate in shared research and writing projects (e.g., read a number of books
on a single topic to produce a report; record science observations).
W.2.8- Recall information from experiences or gather information from provided sources
to answer a question.
SL.2.1- Participate in collaborative conversations with diverse partners about grade 2
topics and texts with peers and adults in small and larger groups.
SL.2.1.A- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, listening to others with care, speaking one at a time about the topics and texts
under discussion).
SL.2.1.B- Build on others' talk in conversations by linking their comments to the remarks
of others.
SL.2.4- Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences.
SL.2.6- Produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification.
L.2.1- Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
L.2.1.E- Use adjectives and adverbs, and choose between them depending on what is to
be modified.
L.2.2- Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.2.2.A- Capitalize holidays, product names, and geographic names.
L.2.2.B- Use commas in greetings and closings of letters.
L.2.2.D- Generalize learned spelling patterns when writing words (e.g., cage ! badge;
boy ! boil).
L.2.2.E- Consult reference materials, including beginning dictionaries, as needed to
check and correct spellings.
L.2.4- Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 2 reading and content, choosing flexibly from an array of
strategies.
L.2.4.A- Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.4.B- Determine the meaning of the new word formed when a known prefix is added
to a known word (e.g., happy/unhappy, tell/retell).
L.2.4.C- Use a known root word as a clue to the meaning of an unknown word with the
same root (e.g., addition, additional).
L.2.4.D- Use knowledge of the meaning of individual words to predict the meaning of
compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
L.2.4.E- Use glossaries and beginning dictionaries, both print and digital, to determine or
clarify the meaning of words and phrases.
L.2.5- Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5.A- Identify real-life connections between words and their use (e.g., describe foods
that are spicy or juicy).
L.2.5.B- Distinguish shades of meaning among closely related verbs (e.g., toss, throw,
hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6- Use words and phrases acquired through conversations, reading and being read to,
and responding to texts, including using adjectives and adverbs to describe (e.g., When
other kids are happy that makes me happy).

Big Idea: Friendship

Overarching Essential Question: What is friendship?
Topical Essential Questions: How can stories teach us life lessons?
Why do authors use figurative language?
Enduring Understandings:

Learning Objectives:
TSWBAT generate a response to the question, What is friendship? in their reading
response journal by the end of the unit.
TSWBAT decide how stories can teach us life lessons in a group discussion.
TSWBAT consider the question, Why do authors use figurative language? in a class
discussion.
TSWBAT recount stories, including fables and folktales from diverse cultures.
TSWBAT determine the central message of stories, including fables and folktales from
diverse cultures.
TSWBAT determine the lesson or moral of stories, including fables and folktales from
diverse cultures.
TSWBAT describe how characters in a story respond to major events and challenges.
TSWBAT describe how words and phrases such as regular beats, alliteration, rhymes,
and repeated lines supply rhythm in a story, poem, or song.
TSWBAT describe how words and phrases such as regular beats, alliteration, rhymes,
and repeated lines supply meaning in a story, poem, or song.
TSWBAT use information gained from the illustrations and words in a print or digital
text to demonstrate understanding of its characters, setting, or plot.
TSWBAT compare and contrast two or more versions of the same story by different
authors of from different cultures.
TSWBAT recognize and apply grade-level phonics skills in decoding words.
TSWBAT recognize and apply word analysis skills in decoding words.
TSWBAT recognize spelling-sound correspondences for additional common vowel
teams.
TSWBAT recognize grade-appropriate irregularly spelled words.
TSWBAT read grade-appropriate irregularly spelled words.
TSWBAT read with sufficient accuracy to support comprehension.
TSWBAT read with sufficient fluency to support comprehension.
TSWBAT read grade-level text with purpose and understanding.
TSWBAT read grade-level text orally with accuracy on successive readings.
TSWBAT read grade-level text at an appropriate rate on successive readings.
TSWBAT read with expression on successive readings.
TSWBAT use context to confirm word recognition and understanding, rereading as
necessary.
TSWBAT use context to self-correct word recognition and understanding, rereading as
necessary.
TSWBAT write informative texts in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or section.
TSWBAT write explanatory texts in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or section.
TSWBAT focus on a topic and strengthen writing as needed by revising and editing,
with guidance and support from adults and peers.
TSWBAT participate in shared research and writing projects.
TSWBAT recall information from experiences to answer a question.
TSWBAT gather information from provided sources to answer a question.
TSWBAT participate in collaborative conversations with diverse partners about grade 2
topics and texts with peers and adults in small and larger groups.
TSWBAT follow agreed-upon rules for discussions.
TSWBAT build on others talk in conversations by linking their comments to the
remarks of others.
TSWBAT tell a story with appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
TSWBAT recount an experience with appropriate facts and relevant, descriptive details,
speaking audibly in coherent sentences.
TSWBAT produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification.
TSWBAT use adjective and adverbs, and choose between them depending on what is to
be modified.
TSWBAT demonstrate command of the conventions of standard English capitalization
when writing.
TSWBAT demonstrate command of the conventions of standard English punctuation
when writing.
TSWBAT demonstrate command of the conventions of standard English spelling when
writing.
TSWBAT capitalize holidays.
TSWBAT capitalize product names.
TSWBAT capitalize geographic names.
TSWBAT use commas in greetings and closings of letters.
TSWBAT generalize learned spelling patterns when writing words.
TSWBAT consult reference materials, including beginning dictionaries, as need to check
and correct spellings.
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TSWBAT determine the meaning of the new word formed when a known prefix is added
to a known word.
TSWBAT use a known root word as a clue to the meaning of an unknown word with the
same root.
TSWBAT use knowledge of the meaning of individual words to predict the meaning of
compound words.
TSWBAT use glossaries and beginning dictionaries, both print and digital, to determine
or clarify the meaning of words and phrases.
TSWBAT demonstrate understanding of word relationships in word meanings.
TSWBAT demonstrate understanding of nuances in word meanings.
TSWBAT identify real-life connections between words and their use.
TSWBAT distinguish shades of meaning among closely related verbs.
TSWBAT distinguish shades of meaning among closely related adjectives.
TSWBAT use words and phrases acquired through conversations, reading and being read
to, and responding to texts, including using adjectives and adverbs to describe.


Unit 4: Fighting for Freedom (Week 19-24)

Established Goals
RL.2.2- Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.
RL.2.4- Describe how words and phrases (e.g., regular beats, alliteration, rhymes,
repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.6- Acknowledge differences in the points of view of characters, including by
speaking in a different voice for each character when reading dialogue aloud.
RL.2.9- Compare and contrast two or more versions of the same story (e.g., Cinderella
stories) by different authors or from different cultures.
RF.2.3- Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3.B- Know spelling-sound correspondences for additional common vowel teams.
RF.2.3.D- Decode words with common prefixes and suffixes.
RF.2.3.F- Recognize and read grade-appropriate irregularly spelled words.
RF.2.4- Read with sufficient accuracy and fluency to support comprehension.
RF.2.4.A- Read grade-level text with purpose and understanding.
RF.2.4.B- Read grade-level text orally with accuracy, appropriate rate, and expression on
successive readings.
RF.2.4.C- Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
W.2.1- Write opinion pieces in which they introduce the topic or book they are writing
about, state an opinion, supply reasons that support the opinion, use linking words (e.g.,
because, and, also) to connect opinion and reasons, and provide a concluding statement or
section.
W.2.3- Write narratives in which they recount a well-elaborated event or short sequence
of events, include details to describe actions, thoughts, and feelings, use temporal words
to signal event order, and provide a sense of closure.
W.2.5- With guidance and support from adults and peers, focus on a topic and strengthen
writing as needed by revising and editing.
W.2.7- Participate in shared research and writing projects (e.g., read a number of books
on a single topic to produce a report; record science observations).
W.2.8- Recall information from experiences or gather information from provided sources
to answer a question.
SL.2.2- Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
SL.2.3-Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a topic or
issue.
SL.2.4- Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences.
SL.2.5- Create audio recordings of stories or poems; add drawings or other visual
displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts,
and feelings.
SL.2.6- Produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification.
L.2.1.B- Form and use frequently occurring irregular plural nouns (e.g., feet, children,
teeth, mice, fish).
L.2.1.D- Form and use the past tense of frequently occurring irregular verbs (e.g., sat,
hid, told).
L.2.2.C- Use an apostrophe to form contractions and frequently occurring possessives.
L.2.2.D- Generalize learned spelling patterns when writing words (e.g., cage ! badge;
boy ! boil).
L.2.2.E- Consult reference materials, including beginning dictionaries, as needed to
check and correct spellings.
L.2.3- Use knowledge of language and its conventions when writing, speaking, reading,
or listening.
L.2.3.A- Compare formal and informal uses of English
L.2.4- Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 2 reading and content, choosing flexibly from an array of
strategies.
L.2.4.A- Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.4.B- Determine the meaning of the new word formed when a known prefix is added
to a known word (e.g., happy/unhappy, tell/retell).
L.2.4.C- Use a known root word as a clue to the meaning of an unknown word with the
same root (e.g., addition, additional).
L.2.4.D- Use knowledge of the meaning of individual words to predict the meaning of
compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
L.2.4.E- Use glossaries and beginning dictionaries, both print and digital, to determine or
clarify the meaning of words and phrases.
L.2.5- Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5.A- Identify real-life connections between words and their use (e.g., describe foods
that are spicy or juicy).
L.2.5.B- Distinguish shades of meaning among closely related verbs (e.g., toss, throw,
hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6- Use words and phrases acquired through conversations, reading and being read to,
and responding to texts, including using adjectives and adverbs to describe (e.g., When
other kids are happy that makes me happy).

Big Idea: Freedom

Overarching Essential Question: Why is it important to read about events in history?
Topical Essential Questions: Is it ever acceptable for a person to break the law?
What is challenging about writing a narrative?
Enduring Understandings:

Learning Objectives:
TSWBAT construct an answer to the question, Why is it important to read about events
in history? in their reading response journals at the end of the unit.
TSWBAT decide if it is ever acceptable for a person to break the law by considering the
situations in the stories we read and constructing an answer in their reading response
journal.
TSWBAT to develop an answer to What is challenging about writing a narrative? in
their reading response journal.
TSWBAT recount stories, including fables and folktales from diverse cultures.
TSWBAT determine the central message of stories, including fables and folktales from
diverse cultures.
TSWBAT describe how words and phrases such as regular beats, alliteration, rhymes,
and repeated lines supply rhythm in a story, poem, or song.
TSWBAT describe how words and phrases such as regular beats, alliteration, rhymes,
and repeated lines supply meaning in a story, poem, or song.
"#$%&" ,*2()3+#"0# "'--#%#(*#6 '( $/# 4)'($6 )- <'#3 )- */,%,*$#%69 '(*+1"'(0 7.
64#,2'(0 '( , "'--#%#($ <)'*# -)% #,*/ */,%,*$#% 3/#( %#,"'(0 "',+)01# ,+)1";
TSWBAT compare and contrast two or more versions of the same story by different
authors from different cultures.
TSWBAT recognize and apply grade-level phonics skills in decoding words.
TSWBAT recognize and apply word analysis skills in decoding words.
TSWBAT recognize spelling-sound correspondences for additional common vowel
teams.
TSWBAT decode words with common prefixes.
TSWBAT decode words with common suffixes.
TSWBAT recognize grade-appropriate irregularly spelled words.
TSWBAT read grade-appropriate irregularly spelled words.
TSWBAT read with sufficient accuracy to support comprehension.
TSWBAT read with sufficient fluency to support comprehension.
TSWBAT read grade-level text with purpose and understanding.
TSWBAT read grade-level text orally with accuracy on successive readings.
TSWBAT read grade-level text at an appropriate rate on successive readings.
TSWBAT read with expression on successive readings.
TSWBAT use context to confirm word recognition and understanding, rereading as
necessary.
TSWBAT use context to self-correct word recognition and understanding, rereading as
necessary.
TSWBAT write opinion pieces in which they introduce the topic or book they are writing
about.
TSWBAT write opinion pieces in which they state an opinion.
TSWBAT write opinion pieces in which they supply reasons that support the opinion.
TSWBAT use linking words to connect opinion and reasons when writing an opinion
piece.
TSWBAT provide a concluding statement or section when writing an opinion piece.
TSWBAT write narratives in which they recount a well-elaborated event or short
sequence of events.
TSWBAT write narratives in which they include details to describe actions, thoughts,
and feelings.
TSWBAT write narratives in which they use temporal words to signal event order.
TSWBAT write narratives in which they provide a sense of closure.
TSWBAT focus on a topic and strengthen writing as needed by revising and editing,
with guidance and support from adults and peers.
TSWBAT participate in shared research and writing projects.
TSWBAT recall information from experiences to answer a question.
TSWBAT gather information from provided sources to answer a question.
TSWBAT recount key ideas or details from a text read aloud or information presented
orally or through other media.
TSWBAT describe key ideas or details from a text read aloud or information presented
orally or through other media.
TSWBAT ask questions about what a speaker says in order to clarify comprehension,
gather additional information, or deepen understanding of a topic or issue.
TSWBAT answer questions about what a speaker says in order to clarify comprehension,
gather additional information, or deepen understanding of a topic or issue.
TSWBAT tell a story with appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
TSWBAT recount an experience with appropriate facts and relevant, descriptive details,
speaking audibly in coherent sentences.
TSWBAT create audio recordings of stories or poems.
TSWBAT add drawings or other visual displays to stories or recounts of experiences
when appropriate to clarify ideas, thoughts, and feelings.
TSWBAT produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification.
TSWBAT form frequently occurring irregular plural nouns.
TSWBAT use frequently occurring irregular plural nouns.
TSWBAT form the past tense of frequently occurring irregular verbs.
TSWBAT use the past tense of frequently occurring irregular verbs.
TSWBAT use an apostrophe to form contractions.
TSWBAT use an apostrophe to form frequently occurring possessives.
TSWBAT generalize learned spelling patterns when writing words.
TSWBAT consult reference materials, including beginning dictionaries, as needed to
check and correct spellings.
TSWBAT use knowledge of language and its conventions when writing.
TSWBAT use knowledge of language and its conventions when speaking.
TSWBAT use knowledge of language and its conventions when reading.
TSWBAT use knowledge of language and its conventions when listening.
TSWBAT compare formal and informal uses of English.
TSWBAT determine or clarify the meaning of unknown words and phrases based on
grade 2 reading and content, choosing flexibly from an array of strategies.
TSWBAT determine or clarify the meaning of multiple-meaning words and phrases
based on grade 2 reading and content, choosing flexibly from an array of strategies.
TSWBAT use sentence-level context as a clue to the meaning of a word or phrase.
TSWBAT determine the meaning of the new word formed when a known prefix is added
to a known word.
TSWBAT use a known root word as a clue to the meaning of an unknown word with the
same root.
TSWBAT use knowledge of the meaning of individual words to predict the meaning of
compound words.
TSWBAT use glossaries and beginning dictionaries, both print and digital, to determine
or clarify the meaning of words and phrases.
TSWBAT demonstrate understanding of word relationships in word meanings.
TSWBAT demonstrate understanding of nuances in word meanings.
TSWBAT identify real-life connections between words and their use.
TSWBAT distinguish shades of meaning among closely related verbs.
TSWBAT distinguish shades of meaning among closely related adjectives.
TSWBAT use words and phrases acquired through conversations, reading and being read
to, and responding to texts, including using adjectives and adverbs to describe.

Unit 5: Stories from Around the World (Week 25-30)

Established Goals
RL.2.2- Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.
RL.2.4- Describe how words and phrases (e.g., regular beats, alliteration, rhymes,
repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.6- Acknowledge differences in the points of view of characters, including by
speaking in a different voice for each character when reading dialogue aloud.
RL.2.7- Use information gained from the illustrations and words in a print or digital text
to demonstrate understanding of its characters, setting, or plot.
RL.2.9- Compare and contrast two or more versions of the same story (e.g., Cinderella
stories) by different authors or from different cultures.
RF.2.3- Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3.B- Know spelling-sound correspondences for additional common vowel teams.
RF.2.3.C- Decode regularly spelled two-syllable words with long vowels.
RF.2.3.D- Decode words with common prefixes and suffixes.
RF.2.3.E- Identify words with inconsistent but common spelling-sound correspondences.
RF.2.3.F- Recognize and read grade-appropriate irregularly spelled words.
RF.2.4- Read with sufficient accuracy and fluency to support comprehension.
RF.2.4.A- Read grade-level text with purpose and understanding
RF.2.4.B- Read grade-level text orally with accuracy, appropriate rate, and expression on
successive readings.
RF.2.4.C- Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
W.2.3- Write narratives in which they recount a well-elaborated event or short sequence
of events, include details to describe actions, thoughts, and feelings, use temporal words
to signal event order, and provide a sense of closure.
W.2.5- With guidance and support from adults and peers, focus on a topic and strengthen
writing as needed by revising and editing.
W.2.7- Participate in shared research and writing projects (e.g., read a number of books
on a single topic to produce a report; record science observations).
W.2.8- Recall information from experiences or gather information from provided sources
to answer a question.
SL.2.2- Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
SL.2.3- Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a topic or
issue.
SL.2.4- Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences.
SL.2.5- Create audio recordings of stories or poems; add drawings or other visual
displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts,
and feelings.
SL.2.6- Produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification.
L.2.1- Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
L.2.1.B- Form and use frequently occurring irregular plural nouns (e.g., feet, children,
teeth, mice, fish).
L.2.1.C- Use reflexive pronouns (e.g., myself, ourselves).
L.2.1.D- Form and use the past tense of frequently occurring irregular verbs (e.g., sat,
hid, told).
L.2.2.C- Use an apostrophe to form contractions and frequently occurring possessives.
L.2.2.D- Generalize learned spelling patterns when writing words (e.g., cage ! badge;
boy ! boil).
L.2.2.E- Consult reference materials, including beginning dictionaries, as needed to
check and correct spellings.
L.2.3- Use knowledge of language and its conventions when writing, speaking, reading,
or listening.
L.2.3.A- Compare formal and informal uses of English
L.2.4- Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 2 reading and content, choosing flexibly from an array of
strategies.
L.2.4.A- Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.4.B- Determine the meaning of the new word formed when a known prefix is added
to a known word (e.g., happy/unhappy, tell/retell).
L.2.4.C- Use a known root word as a clue to the meaning of an unknown word with the
same root (e.g., addition, additional).
L.2.4.D- Use knowledge of the meaning of individual words to predict the meaning of
compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
L.2.4.E- Use glossaries and beginning dictionaries, both print and digital, to determine or
clarify the meaning of words and phrases.
L.2.5.A- Identify real-life connections between words and their use (e.g., describe foods
that are spicy or juicy).
L.2.5.B- Distinguish shades of meaning among closely related verbs (e.g., toss, throw,
hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6- Use words and phrases acquired through conversations, reading and being read to,
and responding to texts, including using adjectives and adverbs to describe (e.g., When
other kids are happy that makes me happy).

Big Idea: Diversity

Overarching Essential Question: Why should we read stories from other cultures?
Topical Essential Questions: Why do we pass down stories?
How are stories and poems alike? How are they different?
Enduring Understandings:

Learning Objectives:
TSWBAT develop a definition for diversity in their reading response journal.
TSWBAT produce an answer to the question, Why should we read stories from other
cultures? by the end of the unit and write it in their reading response journal.
TSWBAT consider the question, Why do we pass down stories? in a group discussion.
TSWBAT produce a Venn Diagram for stories and poems.
TSWBAT recount stories, including fables and folktales from diverse cultures.
TSWBAT determine the central message of stories, including fables and folktales from
diverse cultures.
TSWBAT describe how words and phrases such as regular beats, alliteration, rhymes,
and repeated lines supply rhythm in a story, poem, or song.
TSWBAT describe how words and phrases such as regular beats, alliteration, rhymes,
and repeated lines supply meaning in a story, poem, or song.
"#$%&" ,*2()3+#"0# "'--#%#(*#6 '( $/# 4)'($6 )- <'#3 )- */,%,*$#%69 '(*+1"'(0 7.
64#,2'(0 '( , "'--#%#($ <)'*# -)% #,*/ */,%,*$#% 3/#( %#,"'(0 "',+)01# ,+)1";
"#$%&" 16# '(-)%&,$')( 0,'(#" -%)& $/# '++16$%,$')(6 ,(" 3)%"6 '( , 4%'($ )%
"'0'$,+ $#:$ $) "#&)(6$%,$# 1("#%6$,("'(0 )- '$6 */,%,*$#%6;
"#$%&" 16# '(-)%&,$')( 0,'(#" -%)& $/# '++16$%,$')(6 ,(" 3)%"6 '( , 4%'($ )%
"'0'$,+ $#:$ $) "#&)(6$%,$# 1("#%6$,(" )- '$6 */,%,*$#%6;
"#$%&" 16# '(-)%&,$')( 0,'(#" -%)& $/# '++16$%,$')(6 ,(" 3)%"6 '( , 4%'($ )%
"'0'$,+ $#:$ $) "#&)(6$%,$# 1("#%6$,("'(0 )- '$6 4+)$;
TSWBAT compare and contrast two or more versions of the same story by different
authors of from different cultures.
TSWBAT recognize and apply grade-level phonics skills in decoding words.
TSWBAT recognize and apply word analysis skills in decoding words
TSWBAT recognize spelling-sound correspondences for additional common vowel
teams.
TSWBAT decode regularly spelled two-syllable words with long values.
TSWBAT decode words with common prefixes.
TSWBAT decode words with common prefixes.
TSWBAT identify words with inconsistent but common spelling-sound correspondences.
TSWBAT recognize grade-appropriate irregularly spelled words.
TSWBAT read grade-appropriate irregularly spelled words.
TSWBAT read with sufficient accuracy to support comprehension.
TSWBAT read with sufficient fluency to support comprehension.
TSWBAT read grade-level text with purpose.
TSWBAT read grade-level text with understanding.
TSWBAT read grade-level text orally with accuracy on successive readings.
TSWBAT read grade-level text orally with an appropriate rate on successive readings.
TSWBAT read grade-level text orally with expression on successive readings.
use context to confirm word recognition and understanding, rereading as necessary.
TSWBAT use context to self-correct word recognition and understanding, rereading as
necessary.
TSWBAT write narratives in which they include details to describe actions, thoughts,
and feelings.
TSWBAT write narratives in which they use temporal words to signal event order.
TSWBAT write narratives in which they provide a sense of closure.
TSWBAT focus on a topic and strengthen writing as needed by revising and editing,
with guidance and support from adults and peers.
TSWBAT participate in shared research and writing projects.
TSWBAT recall information from experiences to answer a question.
TSWBAT gather information from provided sources to answer a question.
TSWBAT recount key ideas or details from a text read aloud or information presented
orally or through other media.
TSWBAT describe key ideas or details from a text read aloud or information presented
orally or through other media.
TSWBAT ask questions about what a speaker says in order to clarify comprehension,
gather additional information, or deepen understanding of a topic or issue.
TSWBAT answer questions about what a speaker says in order to clarify comprehension,
gather additional information, or deepen understanding of a topic or issue.
TSWBAT tell a story with appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
TSWBAT recount an experience with appropriate facts and relevant, descriptive details,
speaking audibly in coherent sentences.
TSWBAT create audio recordings of stories or poems.
TSWBAT add drawings or other visual displays to stories or recounts of experiences
when appropriate to clarify ideas, thoughts, and feelings.
TSWBAT produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification.
TSWBAT demonstrate command of the conventions of standard English grammar and
usage when writing.
TSWBAT demonstrate command of the conventions of standard English grammar and
usage when speaking.
TSWBAT form frequently occurring irregular plural nouns.
TSWBAT use frequently occurring irregular plural nouns.
TSWBAT use reflexive pronouns.
TSWBAT form the past tense of frequently occurring irregular verbs.
TSWBAT use the past tense of frequently occurring irregular verbs.
TSWBAT use an apostrophe to form contractions.
TSWBAT use an apostrophe to form frequently occurring possessives.
TSWBAT generalize learned spelling patterns when writing words.
TSWBAT consult reference materials, including beginning dictionaries, as needed to
check and correct spellings.
TSWBAT use knowledge of language and its conventions when writing.
TSWBAT use knowledge of language and its conventions when speaking.
TSWBAT use knowledge of language and its conventions when reading.
TSWBAT use knowledge of language and its conventions when listening.
TSWBAT compare formal and informal uses of English.
TSWBAT determine or clarify the meaning of unknown words and phrases based on
grade 2 reading and content, choosing flexibly from an array of strategies.
TSWBAT determine or clarify the meaning of multiple-meaning words and phrases
based on grade 2 reading and content, choosing flexibly from an array of strategies.
TSWBAT use sentence-level context as a clue to the meaning of a word or phrase.
TSWBAT determine the meaning of the new word formed when a known prefix is added
to a known word.
TSWBAT use a known root word as a clue to the meaning of an unknown word with the
same root.
TSWBAT use knowledge of the meaning of individual words to predict the meaning of
compound words.
TSWBAT use glossaries and beginning dictionaries, both print and digital, to determine
or clarify the meaning of words and phrases.
TSWBAT identify real-life connections between words and their use.
TSWBAT distinguish shades of meaning among closely related verbs.
TSWBAT use words and phrases acquired through conversations, reading and being read
to, and responding to texts, including using adjectives and adverbs to describe.

Unit 6: How to Be Healthy (Week 31-36)

Established Goals
RL.2.4- Describe how words and phrases (e.g., regular beats, alliteration, rhymes,
repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.6- Acknowledge differences in the points of view of characters, including by
speaking in a different voice for each character when reading dialogue aloud.
RL.2.7- Use information gained from the illustrations and words in a print or digital text
to demonstrate understanding of its characters, setting, or plot.
RL.2.10- By the end of the year, read and comprehend literature, including stories and
poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
RF.2.3- Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3.C- Decode regularly spelled two-syllable words with long vowels.
RF.2.3.E- Identify words with inconsistent but common spelling-sound correspondences.
RF.2.3.F- Recognize and read grade-appropriate irregularly spelled words.
RF.2.4- Read with sufficient accuracy and fluency to support comprehension.
RF.2.4.A- Read grade-level text with purpose and understanding.
RF.2.4.B- Read grade-level text orally with accuracy, appropriate rate, and expression on
successive readings.
RF.2.4.C- Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
W.2.1- Write opinion pieces in which they introduce the topic or book they are writing
about, state an opinion, supply reasons that support the opinion, use linking words (e.g.,
because, and, also) to connect opinion and reasons, and provide a concluding statement or
section.
W.2.5- With guidance and support from adults and peers, focus on a topic and strengthen
writing as needed by revising and editing.
W.2.6- With guidance and support from adults, use a variety of digital tools to produce
and publish writing, including in collaboration with peers.
W.2.7- Participate in shared research and writing projects (e.g., read a number of books
on a single topic to produce a report; record science observations).
W.2.8- Recall information from experiences or gather information from provided sources
to answer a question.
SL.2.2- Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
SL.2.3- Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a topic or
issue.
SL.2.4- Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences.
SL.2.5- Create audio recordings of stories or poems; add drawings or other visual
displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts,
and feelings.
SL.2.6- Produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification. (See grade 2 Language standards 1 and 3 here
for specific expectations.)
L.2.1- Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
L.2.1.C- Use reflexive pronouns (e.g., myself, ourselves).
L.2.2- Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing
L.2.2.C- Use an apostrophe to form contractions and frequently occurring possessives.
L.2.2.D- Generalize learned spelling patterns when writing words (e.g., cage ! badge;
boy ! boil).
L.2.2.E- Consult reference materials, including beginning dictionaries, as needed to
check and correct spellings.
L.2.3- Use knowledge of language and its conventions when writing, speaking, reading,
or listening.
L.2.4- Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 2 reading and content, choosing flexibly from an array of
strategies.
L.2.4.A- Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.4.B- Determine the meaning of the new word formed when a known prefix is added
to a known word (e.g., happy/unhappy, tell/retell).
L.2.4.C- Use a known root word as a clue to the meaning of an unknown word with the
same root (e.g., addition, additional).
L.2.4.D- Use knowledge of the meaning of individual words to predict the meaning of
compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
L.2.4.E- Use glossaries and beginning dictionaries, both print and digital, to determine or
clarify the meaning of words and phrases.
L.2.5- Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5.A- Identify real-life connections between words and their use (e.g., describe foods
that are spicy or juicy).
L.2.5.B- Distinguish shades of meaning among closely related verbs (e.g., toss, throw,
hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6- Use words and phrases acquired through conversations, reading and being read to,
and responding to texts, including using adjectives and adverbs to describe (e.g., When
other kids are happy that makes me happy).

Big Idea: Health

Overarching Essential Question: What does it mean to be healthy?
Topical Essential Questions: Why should we make healthy choices for ourselves?
Why should we support our opinions with reasons?
Enduring Understandings:

Learning Objectives:
TSWBAT plan a response to the question, What does it mean to be healthy? by
constructing an I-plan.
TSWBAT construct a response to the question, What does it mean to be healthy? by
the end of the unit in their reading response journal.
TSWBAT decide why we should make healthy choices for ourselves by considering all
the resources we read during the unit and responding in their reading response journal.
TSWBAT produce an answer to the question, Why should we support our opinions with
reasons? in a small group discussion.
TSWBAT describe how words and phrases such as regular beats, alliteration, rhymes,
and repeated lines supply rhythm in a story, poem, or song.
TSWBAT describe how words and phrases such as regular beats, alliteration, rhymes,
and repeated lines supply meaning in a story, poem, or song.
"#$%&" ,*2()3+#"0# "'--#%#(*#6 '( $/# 4)'($6 )- <'#3 )- */,%,*$#%69 '(*+1"'(0 7.
64#,2'(0 '( , "'--#%#($ <)'*# -)% #,*/ */,%,*$#% 3/#( %#,"'(0 "',+)01# ,+)1";
"#$%&" 16# '(-)%&,$')( 0,'(#" -%)& $/# '++16$%,$')(6 ,(" 3)%"6 '( , 4%'($ )%
"'0'$,+ $#:$ $) "#&)(6$%,$# 1("#%6$,("'(0 )- '$6 */,%,*$#%6;
"#$%&" 16# '(-)%&,$')( 0,'(#" -%)& $/# '++16$%,$')(6 ,(" 3)%"6 '( , 4%'($ )%
"'0'$,+ $#:$ $) "#&)(6$%,$# 1("#%6$,(" )- '$6 */,%,*$#%6;
"#$%&" 16# '(-)%&,$')( 0,'(#" -%)& $/# '++16$%,$')(6 ,(" 3)%"6 '( , 4%'($ )%
"'0'$,+ $#:$ $) "#&)(6$%,$# 1("#%6$,("'(0 )- '$6 4+)$;
TSWBAT read and comprehend literature, including stories and poetry, in the grades 2-3
complexity band proficiently by the end of the year, with scaffolding as needed at the
high end of the range.
TSWBAT recognize grade-level phonics and word analysis skills in decoding words.
TSWBAT apply grade-level phonics and word analysis skills in decoding words.
TSWBAT decode regularly spelled two-syllable words with long vowels.
TSWBAT identify words with inconsistent but common spelling-sound correspondences.
TSWBAT recognize grade-appropriate irregularly spelled world.
TSWBAT read grade-appropriate irregularly spelled words.
TSWBAT read with sufficient accuracy to support comprehension.
TSWBAT read with sufficient fluency to support comprehension.
TSWBAT read grade-level text with purpose.
TSWBAT read grade-level text with understanding.
TSWBAT read grade-level text orally with accuracy on successive readings.
TSWBAT read grade-level text orally with an appropriate rate on successive readings.
TSWBAT read grade-level text orally with expression on successive readings.
TSWBAT use context to confirm word recognition and understanding, rereading as
necessary.
TSWBAT use context to self-correct word recognition and understanding, rereading as
necessary.
TSWBAT write opinion pieces in which they introduce the topic or book they are writing
about.
TSWBAT write opinion pieces in which they state an opinion.
TSWBAT write opinion pieces in which they supply reasons that support the opinion.
TSWBAT use linking words to connect opinion and reasons when writing an opinion
piece.
TSWBAT provide a concluding statement or section when writing an opinion piece.
TSWBAT focus on a topic and strengthen writing as needed by revising and editing,
with guidance and support from adults and peers.
TSWBAT use a variety of digital tools to produce and publish writing, including in
collaboration with peers and with guidance and support from adults.
TSWBAT participate in shared research and writing projects.
TSWBAT recall information from experiences to answer a question.
TSWBAT gather information from provided sources to answer a question.
TSWBAT recount or describe key ideas or details from a text read aloud.
TSWBAT recount or describe key ideas from information presented orally or through
other media.
TSWBAT ask questions about what a speaker says in order to clarify comprehension,
gather additional information, or deepen understanding of a topic or issue.
TSWBAT answer questions about what a speaker says in order to clarify comprehension,
gather additional information, or deepen understanding of a topic or issue.
TSWBAT tell a story with appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
TSWBAT recount an experience with appropriate facts and relevant, descriptive details,
speaking audibly in coherent sentences.
TSWBAT create audio recordings of stories or poems.
TSWBAT produce drawings or other visual displays and add them to stories or recounts
of experiences when appropriate to clarify ideas, thoughts, and feelings.
TSWBAT produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification.
TSWBAT demonstrate command of the conventions of standard English grammar and
usage when writing.
TSWBAT demonstrate command of the conventions of standard English grammar and
usage when speaking.
TSWBAT use reflexive pronouns.
TSWBAT demonstrate command of the conventions of standard English capitalization
when writing.
TSWBAT demonstrate command of the conventions of standard English punctuation
when writing.
TSWBAT demonstrate command of the conventions of standard English spelling when
writing.
TSWBAT use an apostrophe to form contractions.
TSWBAT use an apostrophe to form frequently occurring possessives.
TSBWAT generalize learned spelling patterns when writing words.
TSWBAT consult reference materials, including beginning dictionaries, as needed to
check and correct spellings.
TSWBAT use knowledge of language and its conventions when writing.
TSWBAT use knowledge of language and its conventions when speaking.
TSWBAT use knowledge of language and its conventions when reading.
TSWBAT use knowledge of language and its conventions when listening.
TSWBAT determine or clarify the meaning of multiple-meaning words and phrases
based on grade 2 reading and content, choosing flexibly from an array of strategies.
TSWBAT use sentence-level context as a clue to the meaning of a word or phrase.
TSWBAT determine the meaning of the new word formed when a known prefix is added
to a known word.
TSWBAT use a known root word as a clue to the meaning of an unknown word with the
same root.
TSWBAT use knowledge of the meaning of individual words to predict the meaning of
compound words.
TSWBAT use glossaries and beginning dictionaries, both print and digital, to determine
or clarify the meaning of words and phrases.
TSWBAT demonstrate understanding of word relationships in word meanings.
TSWBAT demonstrate understanding of nuances in word meanings.
TSWBAT identify real-life connections between words and their use.
TSWBAT distinguish shades of meaning among closely related verbs.
TSWBAT distinguish shades of meaning among closely related adjectives.
TSWBAT use words and phrases acquired through conversations, reading and being read
to, and responding to texts, including using adjectives and adverbs to describe.