Grade 2 English Language Arts

Course Description

In this course, students will combine foundational reading and phonics skills, decoding skills, comprehension strategies, writing development, genre awareness, vocabulary growth, collaborative conversations, and real-world connections to provide a comprehensive second-grade literacy experience.

Course Big Ideas

Decode, spell, and understand words through phonemic awareness and word patterns, including vowel patterns, affixes, and inflectional endings. High-frequency words and word structure will support fluency and confidence in reading and writing.
Use proper sentence structure, punctuation, capitalization, verb tenses, and pronouns to clearly express ideas across various text types (narrative, expository, opinion, research).
Comprehension involves identifying text features, structure, and evidence across genres.
Identify themes, characters, setting, plot, author’s purpose, and text features to understand fiction, nonfiction, and informational texts. Use text evidence, visuals, and context clues to answer questions and make meaning.
Texts have distinct genres with unique features that guide understanding and support comprehension and writing. (narrative fiction, realistic fiction, narrative nonfiction, nonfiction, opinion, expository, poetry, fantasy, biography, fable, and folktale).
Stories and informational texts help us understand that families and friends share unique characteristics, but also share similarities, share responsibilities, support each other, and make decisions together. Heroes and good citizens contribute positively to their communities by demonstrating courage, following rules, and making meaningful differences.

Course Essential Questions

How are families around the world the same and different?
How do friends depend on each other?
What happens when families work together?
How are offspring like their parents?
What can animals in stories teach us?
What do we love about animals?
How can people help out their community?
What can we see in the sky?
How do you express yourself?
How are kids around the world different?
How does Earth change?
What excites us about nature?
What do heroes do?
What do good citizens do?
Why are rules important?

Course Competencies

Understand that families and children around the world share similarities and differences in how they live, work, and relate to one another. Friendships and community roles involve cooperation and good citizenship. Students are taught lessons by animals in stories, read about natural phenomena and changes on Earth’s surface, and express themselves creatively while identifying qualities of bravery and care in heroes and everyday people.
Understand the relationships between letters and sounds, including blending, segmenting, and manipulating phonemes to form and modify words. Recognize and apply phonics patterns such as CVC and CVCe, consonant blends, digraphs, trigraphs, silent letter combinations, diphthongs, variant vowels, and vowel-r patterns. Identify rhyming patterns, decode grade-level high-frequency words, and expand vocabulary by analyzing syllables and spelling variations of long and short vowel sounds across multiple graphemes.
Demonstrate an understanding of nouns, verbs, base words, prefixes, suffixes, and inflectional endings by identifying and analyzing how these word parts change meaning, form plurals, indicate tense, and show possession. Apply knowledge of syllable types, contractions, synonyms, and alphabetical order to decode, comprehend, and use words effectively in reading and writing.
Develop reading comprehension skills by using context clues, word relationships, and background knowledge to understand multiple-meaning and unknown words. Fluently read a variety of texts—including fiction, nonfiction, fables, folktales, poetry, and expository texts—while analyzing story elements, text structures, and author’s purpose. Compare and contrast information across multiple texts, use text evidence to answer questions, apply visualization and questioning strategies to deepen understanding, and interpret text features such as captions, diagrams, and charts to support comprehension.
Write clear and coherent expository, narrative, and opinion texts by organizing ideas with a strong introduction, supporting details, and a conclusion. Construct complete sentences using correct grammar, punctuation, and capitalization—including proper use of nouns, pronouns, verbs, conjunctions, sentence types, and quotation rules. Conduct research using print and online sources, cite information appropriately, and use knowledge of sentence structure, verb tense, and word forms to expand and combine sentences.

Course Assessments

Wonders- sight word fluency assessment (Fall, Winter, Spring)
Wonders- oral reading fluency (Fall, Winter, Spring)
Wonders- reading comprehension test (Fall and Winter)
Wonders- spelling inventory (Fall and Winter)
Wonders- weekly spelling tests (weeks 1-5)
Wonders- vocabulary selection tests (weeks 2,4 and 5)
Wonders- progress monitoring assessments (weeks 2 and 4)
District writing expository writing (Fall)
District personal narrative (Winter)
District opinion writing (Spring)
Acadience reading assessments (Fall, Winter, Spring)

Course Units

Unit 1: Wonders

Standards

PA Core Standards- ELA
Reading Literature / Informational

CC.1.2.2.A Identify the main idea of a multi-paragraph text as well as the focus of specific paragraphs within the text.
CC.1.2.2.B / CC.1.3.2.B Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CC.1.2.2.E Use various text features and search tools to locate key facts or information in a text efficiently.
CC.1.2.2.F Determine the meaning of words and phrases as they are used in grade-level text including multiple-meaning words.
CC.1.2.2.G Explain how graphic representations contribute to and clarify a text.
CC.1.2.2.H Describe how reasons support specific points the author makes in a text.
CC.1.2.2.J/CC.1.3.2.J Acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases.
CC.1.2.2.K/CC.1.3.2.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing from a range of strategies and tools.
CC.1.3.2.A Recount stories and determine their central message, lesson, or moral.
CC.1.3.2.C Describe how characters in a story respond to major events and challenges.
CC.1.3.2.E Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
CC.1.3.2.G Use information from illustrations and words, in print or digital text, to demonstrate understanding of characters, setting, or plot.

Foundational Skills

CC.1.1.2.D Know and apply grade-level phonics and word analysis skills in decoding words.
- Distinguish long and short vowels when reading regularly spelled one-syllable words.
- Decode two-syllable words with long vowels and words with common prefixes and suffixes.
- Read grade-level high-frequency sight words and words with inconsistent but common spelling-sound correspondences.
- Read grade-appropriate irregularly spelled words.
CC.1.1.2.E Read with accuracy and fluency to support comprehension:
- Read on-level text with purpose and understanding.
- Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing

CC.1.4.2.A Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
CC.1.4.2.B Identify and introduce the topic.
CC.1.4.2.C Develop the topic with facts and/or definitions
CC.1.4.2.D Group information and provide a concluding statement or section.
CC.1.4.2.E Choose words and phrases for effect.
CC.1.4.2.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
Capitalize proper nouns.
Use commas and apostrophes appropriately.
Spell words drawing on common spelling patterns.
Consult reference material as needed.
C.C.1.4.2.T With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
CC.1.4.2.U With guidance and support, use a variety of digital tools to produce and publish writing including in collaboration with peers.
CC.1.4.2.V Participate in individual or shared research and writing projects.
CC.1.4.2.W Recall information from experiences or gather information from provided sources to answer a question.
CC.1.4.2.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

Speaking/Listening

CC.1.5.2.A Participate in collaborative conversations with peers and adults in small and larger groups.
CC.1.5.2.B Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
CC.1.5.2.D Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
CC.1.5.2.E Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
CC.1.5.2.G Demonstrate command of the conventions of standard English when speaking based on grade 2 level and content.

Know

Building Knowledge

Families around the world are the same and different.
Friends depend on each other.
Families work together by doing different jobs and deciding how to spend their money.

Word Work

Letters and sounds are connected.
Sounds are blended together to make words.
Words can be segmented into their individual sounds.
Rhyming words have similar patterns.
Grade level high frequency words.
Words with the CVC pattern make a short vowel sound (a, e, i, o, u).
A blend is when two or more consonants are together.
In a 2-letter blend, both sounds are heard.
Words with the CVCe pattern usually make a long vowel sound (a_e, i_e).

Structural Analysis

A noun is a person, place, or thing.
A verb is an action word.
The base word is the simplest form of a word. Inflectional endings are added to the end of base words.
To figure out the meaning of a new word, separate the base word and the ending.
When the endings -s, -es, and -ing are added to a verb, it means the action is happening now.
When the ending -ed is added to a verb, it means the action happened in the past.
When -s or -es is added to the end of a noun, it means there is more than one of that person, place, or thing.
Each syllable in a word must have a vowel sound.
A closed syllable ends in a consonant and has a short vowel sound.
A possessive noun ends with an apostrophe and an -s and shows ownership.
Synonyms are words that have almost the same meaning.

Comprehension

The meaning of multiple-meaning and unknown words and phrases can be figured out from context clues, word relationships, and background knowledge.
Accuracy, appropriate rate, phrasing, intonation, expression, and automaticity are important features of fluent reading.
Two or more texts on the same topic can be compared to better understand the topic.
Realistic fiction is a made-up story with characters, settings, and events that seem real.
Plot describes what happens in the beginning, middle, and end.
Story elements include character, setting and events.
Visualization helps the reader understand the story by using words and illustrations to form pictures in the mind
Text evidence can be used to answer and respond to questions about a text.
Captions help understand an expository text.
Fantasy is a made-up story with characters and events that may not be real.
Illustrations show a story’s setting and characters and help visualize events that could not happen in real life.
A theme is the main message or idea an author wants to share.
A character’s traits, feelings, and behaviors help us read and understand folktales.
Expository text gives information about a topic. It may have text features such as headings, charts, and photos with captions.
Charts help to understand expository text by providing more information about the topic.
The topic of the text is what an expository text is mostly about.
Relevant details are the most important details in a text.
Asking questions and reading to find the answers helps to understand a text.
An opinion is what someone thinks or believes about something.
Authors may have an opinion about what they are writing and may leave clues in the text that tell us what they think.

Writing/Conventions/Grammar

An expository text gives information about a topic and answers the questions who, what, when, where, why, and how.
It is important to add facts, examples, and details in an expository text to help the reader understand the topic.
An expository text has a clear ending or conclusion.
A sentence is a group of words that tells a complete thought or idea.
A statement is a sentence that tells about something and ends with a period.
A question is a sentence that asks something and ends with a question mark.
A command is a sentence that tells someone to do something and ends with a period.
An exclamation is a sentence that expresses excitement or surprise and ends with an exclamation mark.
An interjection is a sudden remark and is usually followed by an exclamation mark.
A complete sentence must have a subject and a predicate with a verb.
Words in a sentence must be in an order that makes sense.
The subject of a sentence includes the who or what the sentence is about.
The predicate of a sentence tells what the subject is or does.
Expanding sentences helps make writing more interesting.
Add information about the subject or predicate to expand a sentence.
Two sentences can be combined to form one sentence.
Conjunctions (and, but) can be used to combine two sentences.
All sentences begin with a capital letter and end with an end mark.
Writers use quotation marks at the beginning and end of dialogue.
Dialogue means the exact words that two or more people say to one another.
Commas are used to separate three or more words in a series.
The words and or or come before the last word in a series.

Understanding/Key Learning

Families around the world share similarities and differences and work together by sharing responsibilities and making decisions together.
Friends rely on one another for support and companionship.
Sounds correspond to letters and can be blended, changed or removed to create new words.
Words follow patterns that help us read, spell, and understand them.
Good readers identify the theme, characters, setting and plot and refer to text evidence and illustrations to better understand stories.
Writers use complete sentences with appropriate punctuation to give information about a topic.
An expository text gives information to help the reader learn about a topic.

Do

Text Set 1

Blend sounds in words.
Identify and name sounds in different words.
Identify and group words by their middle sounds.
Identify and produce rhyming words.
Connect sounds to the correct letters.
Say the first and middle sound in a word.
Segment sounds in words.
Decode and spell words with short vowels (a, e, i, o, u).
Identify and use plural nouns and words with the inflectional endings -s and -es
Read and write grade-level high frequency words.
Describe a story’s plot, or what happens in the beginning, middle, and end of a story
Identify a story’s characters, setting, and events.
Visualize to understand a text.
Identify the features of realistic fiction.
Read and understand realistic fiction.
Use text evidence to answer questions about a text.
Use text evidence to write about a text.
Identify how families around the world are the same and different.
Use new vocabulary words to read and understand realistic fiction.
Identify and understand how inflectional endings (-s, -es, -ing) change the meaning of the word.
Reread to understand a text and analyze the craft and structure.
Identify the central message, theme, lesson, or moral of poems.
Read grade-level text orally with accuracy, appropriate rate, phrasing, intonation, expression, and automaticity.
Use captions to understand an expository text.
Compare texts to understand how families around the world are the same and different.
Use new vocabulary about families around the world.
Identify and use statements, questions, commands, and exclamations.
Identify and use interjections.
Write sentences that begin with a capital letter and end with an end mark.

Text Set 2

Identify and group words by their middle sounds.
Change the first sound in a word to make a new word.
Connect sounds to the correct letters.
Decode and spell words with two-letter blends.
Decode and spell words with short a and long a (a_e).
Identify and use words with closed syllables and words with the inflectional endings -ed and -ing.
Read and write grade-level high frequency words.
Read and understand fantasy.
Use text evidence to respond to fantasy.
Use text evidence to answer questions about a text.
Identify how friends depend on each other.
Use text evidence to write about a text.
Use new vocabulary words to read and understand fantasy.
Separate the base word from the ending to determine the meaning of a word.
Read grade-level text orally with accuracy, appropriate rate, phrasing, intonation expression, and automaticity.
Use illustrations to describe a story’s setting and characters.
Identify a story’s theme, or message.
Visualize what I read to understand a text.
Identify base words and build vocabulary.
Identify the features of a fantasy story.
Use text evidence to respond to fantasy.
Use text evidence to answer questions about a text.
Use text evidence to write and and listen to texts to learn about how friends depend on each other.
Identify the character’s traits, feelings, and behaviors to help us read and understand folktales.
Compare texts to understand how friends depend on each other.
Use new vocabulary about friends depending on each other.
Identify the subject and predicate of sentences.
Identify and write complete sentences that include a subject and a predicate.
Identify and use quotation marks at the beginning and end of dialogue.

Text Set 3

Identify and say the middle sound in words.
Group words by their middle sounds.
Blend sounds in words.
Decode and spell words with short -i and long -i (i_e).
Read and write grade-level high frequency words.
Identify and use possessive nouns.
Read and understand expository text.
Use text evidence to respond to expository text.
Use text evidence to answer questions about a text.
Identify what happens when families work together.
Use text evidence to write about a text.
Use new vocabulary words to read and understand expository text.
Identify synonyms to understand a text.
Read grade-level text orally with accuracy, appropriate rate, phrasing, intonation expression, and automaticity.
Use charts to read and understand expository text.
Identify a topic and relevant details in expository text.
Ask and answer questions to understand a text.
Identify synonyms and build vocabulary.
Identify the features of expository text.
Identify an author’s opinion in informational text.
Compare texts to understand what happens when families work together.
Identify and use conjunctions to combine sentences.
Identify and use commas to separate three or more words in a series.

Writing

Write an expository essay.
- Choose a topic and ask questions to focus the research for an expository essay.
- Write a draft of an expository essay with different types of long and short sentences.
- Revise my writing to include details.
- Edit my expository essay to check for errors in spelling and grammar.
- Publish, present and evaluate an expository essay.

Unit Essential Questions

Lesson Essential Questions

How are sounds blended together to make words?
How can words be changed to make new words?
How can we group words according to their sounds?
What makes a word have a short vowel sound?
What happens to the vowel sound when the word ends with an -e?
What sounds do you hear when you read a word with a 2-letter blend?
How do we read and write grade level high frequency words?
How do we orally read with accuracy, appropriate rate, phrasing, intonation, expression, and automaticity?
How does understanding specific vocabulary help the reader understand the text?
How can we determine the meaning of unfamiliar words?
How can we use base words and inflectional endings to determine the meaning of a word?
How can synonyms help us understand and write stories?
How can we write words to show ownership?
What are the key features of realistic fiction?
How can we use visualization to better understand a text?
How can we use text evidence to respond to questions about a text?
How do captions and charts help us better understand an expository text?
What are key features of fantasy?
How can we use the character’s traits, feelings, and behaviors to help us read and understand folktales?
What can we use to determine the theme or main message the author wants to share in a text?
How can asking questions and finding the answers help us better understand a text?
How can we compare two or more texts on the same topic?
How does an author use evidence to support a claim/opinion?
How can we build a complete sentence, using the right words in the correct order to clearly express an idea?
What are the key features of expository writing?

Materials/Resources

Resource	Text Set 1 (weeks 1-2)	Text Set 2 (weeks 3-4)	Text Set 3 (week 5)
Interactive Read Aloud	Dinner at Alejandro’s	The New Kid	Families Today
Shared Read	Maria Celebrates Brazil	Little Flap Learns to Fly	Families Work!
Anchor Text	Big Red Lollipop	HELP! A Story of Friendship	Families Working Together
Paired Selection	A Look at Families	The Enormous Turnip	Can Kids Help at Home?
Decodable Readers	Pat and Tim Pals Help Pals Len and Gus Buses, Vans, and Jets	Spot and Fran Why Not Grin? You Can Bake a Cake! Gabe Picks a Pet	Mike’s Big Bike A Site on Vine Lane
Leveled Readers	Music in My Family- A Happy New Year- O, ELL I’m Down Under- B	Cat and Dog - A The Quest - O, ELL Class Pets - B	Families at Work
Games (Data Collected)	U1 Phonics: Practice: Blending: short a and short i- (w1) U1 Word Parts: Inflectional Endings-(w1) U1 Main Story Elements- Comprehension- (w1) U1 Phonics: Practice: Blending: short e, o, and u- (w2) U1 Text Features: Captions- (w2)	U1 Base Words- (w3) U1 Phonics: Practice: Blending: Two Letter Blends- (w3) U1 Theme and Story Elements:Illustrations- (w3) U1 Main Story Elements: Character- (w4) U1 Phonics: Practice: Blending:Long a: a_e- (w4)	U1 Author's Opinion- (w5) U1 Phonics: Practice: Blending: Long i: i_e -(w5) U1 Synonyms- (w5) U1 Topic & Relevant Details and Text Features: Charts -(w5)
Other	Family Letter, Online Lesson Resources Presentation, Visual Vocabulary Cards, Word-Building Cards, Response Boards, HFW Cards, Spelling List, Weekly Printables, Differentiated Genre Passages, Decodable Readers/Passages, Practice Book, Reading Writing Companion

Vocabulary

Oral Vocabulary
Weeks 1-2

colorful
confusing
noticed
overflowing
tasty

Weeks 3-4

awkward
outrageous
panic
relief
squawked

Week 5

exchange
homework
lucky
members
treasure

Academic Vocabulary

Weeks 1-2

aside
culture
fair
invited
language
plead
scurries
share

Weeks 3-4

actions
afraid
depend
nervously
peered
perfectly
rescue
secret

Week 5

checks
choose
chores
cost
customers
jobs
spend
tools

High Frequency Words
Weeks 1-2

ball
blue
both
even
for
help
put
there
why
yellow
could
find
funny
green
how
little
one
or
see
sounds

Weeks 3-4

boy
by
girl
he
here
she
small
want
were
what
another
done
into
move
now
show
too
water
year
your

Week 5

all
any
goes
new
number
other
right
says
understands
work

Academic Language

Grammar:

sentence
statement
question
punctuation
capitalize
command
exclamation
interjections
subject
fragment
quotation marks
dialogue
predicate
verb
expanding sentences
conjunctions
commas
noun

Reading:

inflectional endings
plural
possessive
base words
synonym
visualize
literary/story elements
setting
events
language
decisions
fluency
intonation
keyword
beginning
middle
end
characters
relationship
caption
picture
text features
fluency
accuracy
tone
rate
expression
categorize
compare and contrast
details
genre
illustrations
theme
identify
dialogue
state
evidence
inference
informational text
context clues
thesaurus
question
information
ask and answer
chart
title
headings
facts
topic
relevant details
detail
supporting evidence
central idea
compare
paragraph
reasons
prompt
analyze
interview
author
opinion
evidence
diagrams
sentence
passage
action
retelling

Genres:

realistic fiction
fantasy
expository text
folktale

Phonics:

blend
rhyme
closed syllable
segment
substitute
separate

Essential Question:

culture
language
seasons
country
goals

Assessments

Unit 2: Wonders

Standards

PA Core Standards- ELA
Reading Literature / Informational

CC.1.2.2.A Identify the main idea of a multi-paragraph text as well as the focus of specific paragraphs within the text.
CC.1.2.2.B / CC.1.3.2.B Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CC.1.2.2.C Describe the connection between a series of events, concepts, or steps in a procedure within a text.
CC.1.2.2.E Use various text features and search tools to locate key facts or information in a text efficiently.
CC.1.2.2.F Determine the meaning of words and phrases as they are used in grade-level text including multiple-meaning words.
CC.1.2.2.G Explain how graphic representations contribute to and clarify a text.
CC.1.2.2.H Describe how reasons support specific points the author makes in a text.
CC.1.2.2.J/CC.1.3.2.J Acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases.
CC.1.2.2.K/CC.1.3.2.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing from a range of strategies and tools.
CC.1.3.2.A Recount stories and determine their central message, lesson, or moral.
CC.1.3.2.C Describe how characters in a story respond to major events and challenges.
CC.1.3.2.F Describe how words and phrases supply rhythm and meaning in a story, poem, or song.
CC.1.3.2.G Use information from illustrations and words, in print or digital text, to demonstrate understanding of characters, setting, or plot.
CC.1.3.2.H Compare and contrast two or more versions of the same story by different authors or from different cultures.

Foundational Skills

CC.1.1.2.D Know and apply grade-level phonics and word analysis skills in decoding words.
- Distinguish long and short vowels when reading regularly spelled one-syllable words.
- Decode two-syllable words with long vowels and words with common prefixes and suffixes.
- Read grade-level high-frequency sight words and words with inconsistent but common spelling-sound correspondences.
- Read grade-appropriate irregularly spelled words.
CC.1.1.2.E Read with accuracy and fluency to support comprehension:
- Read on-level text with purpose and understanding.
- Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing

CC.1.4.2.A Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
CC.1.4.2.B Identify and introduce the topic.
CC.1.4.2.C Develop the topic with facts and/or definitions.
CC.1.4.2.D Group information and provide a concluding statement or section.
CC.1.4.2.E Choose words and phrases for effect.
CC.1.4.2.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
- Capitalize proper nouns.
- Use commas and apostrophes appropriately.
- Spell words drawing on common spelling patterns.
- Consult reference material as needed.
C.C.1.4.2.T With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
CC.1.4.2.U With guidance and support, use a variety of digital tools to produce and publish writing including in collaboration with peers.
CC.1.4.2.V Participate in individual or shared research and writing projects.
CC.1.4.2.W Recall information from experiences or gather information from provided sources to answer a question.
CC.1.4.2.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

Speaking/Listening

CC.1.5.2.A Participate in collaborative conversations with peers and adults in small and larger groups.
CC.1.5.2.B Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
CC.1.5.2.C 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.
CC.1.5.2.D Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
CC.1.5.2.E Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
CC.1.5.2.G Demonstrate command of the conventions of standard English when speaking based on grade 2 level and content.

Know

Building Knowledge

Offspring are like their parents.
Animals in stories can teach us lessons.
Things we love about animals.

Word Work

Sounds are blended together to make words.
Sounds can be added to words to make new words.
Sounds in words can be changed to make new words.
Letters and sounds are connected.
Words can be segmented into their individual sounds.
Rhyming words have similar patterns.
Words with the CVCe pattern usually make a long vowel sound (o,o_e, u, u_e, ).
Words with c and g can make a soft sound ( /s/, / j/).
Words with consonant digraphs and trigraphs ch, tch, sh, ph, th, ng, and wh make one individual sound.
Grade level high frequency words.
Vocabulary words can be expanded and written to make new words.

Structural Analysis

Words with prefixes re-(again), un- and dis- (not or opposite of), change the meaning of a base word.
Words with suffixes -less (without) and -ful (full of) change the meaning of the word.
Inflectional endings-ed and -ing change the meaning of words.
CVCe syllables have a long vowel sound and silent e.
Understanding the meaning of individual words helps us predict the meaning of compound words.
Suffixes -y and- ly mean “like” or “in a certain way” and can help to understand word meanings.

Comprehension

The meaning of multiple-meaning and unknown words and phrases can be figured out from context clues, word relationships, and background knowledge.
Accuracy, appropriate rate, phrasing, intonation, expression, and automaticity are important features of fluent reading.
Two or more texts on the same topic can be compared to better understand the topic.
Readers can actively listen to an expository text to learn about how offspring are like their parents.
Text evidence can be used to answer and respond to questions about an expository text, fable, folktale or poetry .
Asking questions and reading to find the answers helps to understand an expository text, fable, folktale and poetry.
Diagrams and labels help readers understand expository text.
The central idea and relevant details help readers to understand expository texts.
Readers reread to understand and analyze craft and structure in expository text, fables, folktales, and poetry.
Readers use accuracy and expression to read fluently.
New vocabulary words help readers to understand expository texts, fables, folktales, and poetry.
Images contribute to and clarify a text.
Context clues can help figure out the meaning of homographs.
Reasons support specific points the author makes.
Reliable and relevant sources help to understand a story.
Sources are used to answer questions when gathering information.
Texts have events, ideas, concepts and steps that are connected.
Texts need to be reread to understand the craft and structure.
Multiple sources can be used to compare and contrast important points.
Fables are short stories that teach lessons.
Words with opposite meanings, antonyms, are used to understand a text.
A character responds to major events and challenges in fables.
Character’s traits, feelings, and behaviors help us read and understand fables.
The central message, lesson, and theme help readers to understand fables, folktales, and poetry.
Sequence of events clarify the fable or folktale.
Poetry is written in lines and expresses a poet’s thoughts or ideas with rich language and it may rhyme or have rhythm.
Line and line breaks make up the rhyme scheme and help us understand poetry.
Words and phrases supply rhythm and meaning to poetry.
Alliteration is when the beginning sounds of words repeat in a line, or lines, of poetry and it helps to understand poetry.
Words and their uses can have real life connections.

Writing/Conventions/Grammar

A research report has an introduction that introduces the topic and gives facts about the topic.
A research report tells facts in a structured order and may include text features such as charts, photographs, and captions.
A noun is a person, place, or thing.
Plural nouns name more than one person, place, or thing.
Common nouns name kinds of people, places, and things.
Collective nouns name a group of people, things, or animals.
Proper nouns name a particular person, place, or thing; they begin with a capital letter.
Spellings change with irregular plural nouns.
Quotation marks set off the exact words a person says.
Writers use quotation marks at the beginning and end of dialogue.
An apostrophe and an s are added to a singular noun to show possession or ownership.
Possessive nouns show who or what owns or possesses something.
An apostrophe can be used to combine two words, making a contraction.
Commas are used to separate three or more words in a series.
Abbreviations are shortened forms of words that start with a capital and end with a period.
Sources need to be cited and used for research.

Understanding/Key Learning

Offspring resemble their parents.
Animals in stories can teach valuable lessons.
Sounds correspond to letters and can be blended, changed or removed to create new words.
Words are constructed from sounds, syllables, and graphemes and follow patterns that help us read, spell, and understand them.
Good readers identify the central idea and key details and use context clues, diagrams, and text evidence to better understand stories.
Writers use the correct forms of nouns to communicate clearly and properly use punctuation, such as quotation marks and apostrophes to enhance writing clarity.
A research report gives facts about a topic and includes text features such as charts, photographs, and captions.

Do

Text Set 1

Add sounds to a word to make a new word.
Change the first sound in a word to make a new word.
Connect sounds to their correct letters.
Blend sounds to make words.
Take away the first sound in a word to make a new word.
Identify and say each sound in a word.
Decode and spell words with short -o and long -o (o_e).
Decode and spell words with short -u and long -u (u_e).
Read and write grade-level high frequency words.
Identify and use inflectional endings (-ed, -ing).
Identify and read words with final e syllable (CVCe).
Read and understand expository text.
Use text evidence to respond to expository texts.
Use text evidence to answer questions about a text.
Identify how offspring are like their parents.
Use text evidence to write about a text.
Use new vocabulary words to read and understand expository text.
Identify and determine the meaning of homographs.
Read grade-level text orally with accuracy, appropriate rate, phrasing, intonation, expression, and automaticity.
Identify the central idea and relevant details of a text.
Explain how images help clarify the text.
Use context clues to determine the meaning of homographs.
Use diagrams and labels to read and understand expository text.
Identify and describe how reasons support specific points the author makes.
Identify and use reliable and relevant sources.
Recall or gather information from sources to answer a question.
Identify and describe the connection between events, ideas, concepts, or steps in a text.
Ask and answer questions to demonstrate understanding of a text.
Reread to understand a text and analyze the craft and structure.
Compare and contrast the most important points presented by two texts on the same topic.
Identify and use nouns.
Identify and spell singular and plural nouns.
Correctly use commas in a list of three or more things.
Identify and use abbreviations.

Text Set 2

Identify and say each sound in a word.
Change the first or last sound in a word to make a new word.
Blend sounds to make words.
Identify and say rhyming words.
Decode and spell words with soft c and soft g.
Decode and spell words with consonant digraphs and trigraphs (ch, tch, sh, ph, th, ng, wh).
Read and write grade-level high frequency words.
Identify and use prefixes (re-, un-, dis-).
Identify and use words with suffixes (-ful, -less).
Read and understand a fable.
Use text evidence to respond to a fable.
Use text evidence to answer questions about a text.
Identify what animals in stories can teach us.
Use text evidence to write about a text.
Use new vocabulary words to read and understand a fable.
Identify and use antonyms to understand a text.
Read grade-level text orally with accuracy, appropriate rate, phrasing, intonation expression, and automaticity.
Identify and describe how characters in a story respond to major events and challenges.
Use context clues to determine the meaning of antonyms.
Ask and answer questions to demonstrate understanding of a text.
Reread to understand a text and analyze the craft and structure.
Use character traits to read and understand a fable.
Identify the central message, theme, lesson, or moral of fables and folktales.
Identify the sequence of events to read and understand a fable.
Use and cite sources from research.
Compare and contrast the most important points presented by two texts on the same topic.
Identify and use common, proper, and collective nouns.
Identify and use irregular plural nouns.
Capitalize proper nouns.
Identify and use quotation marks to represent dialogue.

Text Set 3

Identify and say rhyming words.
Change the last sound in a word to make a new word.
Blend sounds to make words.
Decode and spell words with 3-letter blends.
Read and write grade-level high frequency words.
Identify and read compound words.
Read and understand poetry.
Use text evidence to respond to poetry.
Use text evidence to answer questions about a text.
Identify what we love about animals.
Use text evidence to write about a text.
Use new vocabulary words to read and understand poetry.
Identify the meaning of suffixes -y and -ly understand new words.
Read grade-level text orally with accuracy, appropriate rate, phrasing, intonation expression, and automaticity.
Identify and describe how words and phrases supply rhythm and meaning in poetry.
Identify real-life connections between words and their use.
Identify alliteration to understand poetry.
Identify and mark the rhyme scheme of a poem.
Ask and answer questions to demonstrate understanding of a text.
Reread to understand a text and analyze the craft and structure.
Identify the central message, theme, lesson, or moral of poems.
Identify lines and line breaks to read and understand poetry.
Compare and contrast the most important points presented by two texts on the same topic.
Identify and use possessive and possessive plural nouns.
Use an apostrophe -s to show possession.

Writing (Continued from unit 1)

Write a research report
Identify features of a research report.
Choose a topic to write a research report.
Ask questions to plan a research report.
Write a draft of a research report.
Revise writing to focus on sentence fluency.
Edit a research report to check for errors in spelling and grammar.
Publish, present and evaluate a research report.

Unit Essential Questions

Lesson Essential Questions

What letters represent each sound?
How are sounds blended, added, and changed to make words?
What makes a word have a short vowel sound?
What happens to the vowel sound when the word ends with an -e?
How do we read and spell words that end with an -e?
How do we identify rhyming words?
When do the c and g make a soft sound?
How do we read and spell words that have a soft -c and -g?
How do we read and write grade level high frequency words?
How can we add endings to words to make new words and determine their meaning?
What are the key features of expository text?
How can we use text evidence to respond to questions about a text?
How do context clues help us determine the meaning of homographs?
How can we use text evidence to write about a text?
How do we orally read with accuracy, appropriate rate, phrasing, intonation, expression, and automaticity?
How does understanding specific vocabulary help the reader understand the text?
How do diagrams, labels, and images help us better understand an expository text?
How do we determine the correct form and use of a noun?
How are quotation marks used to mark dialogue?
How do we use an apostrophe to show possession/ownership and form a contraction?
How can we determine the meaning of unfamiliar words?
How can asking questions and finding the answers help us better understand a text?
How does identifying the central idea and relevant details help us better understand a text?
How can we compare two or more texts on the same topic?
How do authors use reasons to support the point they are trying to make?
What can we use to determine the theme or main message the author wants to share in a text?
How are events, ideas, concepts, or steps in a text connected?
What are the key features of a fable?
How do a character’s traits, feelings, and behaviors help us read and understand fables?
How does identifying the central message, lesson, or theme help readers understand fables and folktales?
What are the key features of poetry?
How do we use commas and abbreviations in writing?
What are the key features of a research report?

Materials/Resources

Resource	Text Set 1 (weeks 1-2)	Text Set 2 (weeks 3-4)	Text Set 3 (week 5)
Interactive Read Aloud	Wild Animal Families	The Fox and the Crane	The Furry Alarm Clock Little Crocodile
Shared Read	Eagles and Eaglets	The Boy Who Cried Wolf	Cats and Kittens Desert Camels A Bat is Not a Bird
Anchor Text	Baby Bears	Wolf! Wolf!	Beetles The Little Turtle
Paired Selection	From Caterpillar to Butterfly	Cinderella and Friends	Gray Goose
Decodable Readers	At Home in Nome At Home in a Pond Duke and Bud’s Run Cute Cubs and Pups	Animal Places and Spaces Mice on Ice Baby Watch Phil the Chick	Mrs. Sprig’s Spring Flowers A Thrilling Bird That Hums
Leveled Readers	Animal Families	The Cat and the Mice - A The Dog and the Bone - O, ELL The Spider and the Honey Tree- B	Amira’s Petting Zoo - A Alice’s New Pet - O, ELL Ava’s Animals - B
Games (Data Collected)	U2 Central Idea & Relevant Details and Text Features: Diagrams & Labels- (w1) U2 Word Relationships- Homophones- (w1) U2 Phonics: Practice: Blending: Short o, Long o (o_e)- (w1) U2 Phonics: Practice: Blending: Short u, Long u (u_e)- (w2) U2 Text Features: Diagrams- (w2)	U2 Antonyms- (w3) U2 Phonics: Practice: Blending: Soft c and g- (w3) U2 Plot: Sequence and Main Story Elements: Character- (w3) U2 Author's Purpose- (w4) U2 Phonics: Practice: Blending: Consonant Digraphs- (w4)	U2 Phonics: Practice: Blending: Three-letter Blends- (w5) U2 Poetry: Lines & Line Breaks- (w5) U2 Theme and Poetry: Rhyme Schemes- (w5) U2 Word Parts: Suffixes- (w5)
Other	Family Letter, Online Lesson Resources Presentation, Visual Vocabulary Cards, Word-Building Cards, Response Boards, HFW Cards, Spelling List, Weekly Printables, Differentiated Genre Passages, Decodable Readers/Passages, Practice Book, Reading Writing Companions Unit 1 and Unit 2

Vocabulary

Oral Vocabulary
Weeks 1-2

guide
leader
protect
provide
separate

Weeks 3-4

affection
crave
frustrated
nourishment
seek

Week 5

alarm
howling
knobby
munch
problem

Academic Vocabulary

Weeks 1-2

adult
alive
covered
fur
giant
groom
mammal
offspring

Weeks 3-4

believe
delicious
feast
fond
lessons
remarkable
snatch
stories

Week 5

behave
feathers
flapping
express
alliteration
poem
rhyme
rhythm

High Frequency Words

Weeks 1-2

because
cold
family
friends
have
know
off
picture
school
took
change
cheer
fall
five
look
open
should
their
won
yes

Weeks 3-4

almost
buy
food
out
pull
saw
sky
straight
under
wash
baby
early
eight
isn’t
learn
seven
start
these
try
walk

Week 5

bird
far
field
flower
grow
leaves
light
orange
ready
until

Academic Language
Grammar:

noun
comma
direct address
singular noun
plural noun
abbreviation
proofread
capital
common noun
proper noun
collective noun
irregular plural noun
quotation marks
dialogue
possessive noun
possession
ownership
apostrophe
contraction

Reading:

passage
central idea
details
sentence
diagram
author
purpose
question
support
opposite
compare
explain
answer
base
poem
rhymes
statements
complete sentence
describes
includes
pattern
theme
plot
sequence of events

Genres:

nonfiction
expository text
fiction
fable
poetry

Phonics:

short vowel sound
soft c
soft g
definition
consonant
digraph
blend
rhyme

Essential Question:

protect
offspring
adult

Assessments

Unit 3: Wonders

Standards

PA Core Standards- ELA
Reading Literature / Informational

CC.1.2.2.A Identify the main idea of a multi-paragraph text as well as the focus of specific paragraphs within the text.
CC.1.2.2.B / CC.1.3.2.B Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CC.1.2.2.E Use various text features and search tools to locate key facts or information in a text efficiently.
CC.1.2.2.F Determine the meaning of words and phrases as they are used in grade-level text including multiple-meaning words.
CC.1.2.2.G Explain how graphic representations contribute to and clarify a text.
CC.1.2.2.H Describe how reasons support specific points the author makes in a text.
CC.1.2.2.J/CC.1.3.2.J Acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases.
CC.1.2.2.K/CC.1.3.2.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing from a range of strategies and tools.
CC.1.3.2.A Recount stories and determine their central message, lesson, or moral.
CC.1.3.2.C Describe how characters in a story respond to major events and challenges.
CC.1.3.2.D Acknowledge differences in the points of views of characters, including by speaking in a different voice for each character when reading dialogue aloud.
CC.1.3.2.E Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
CC.1.3.2.G Use information from illustrations and words, in print or digital text, to demonstrate understanding of characters, setting, or plot.

Foundational Skills

CC.1.1.2.D Know and apply grade-level phonics and word analysis skills in decoding words.
Distinguish long and short vowels when reading regularly spelled one-syllable words.
Decode two-syllable words with long vowels and words with common prefixes and suffixes.
Read grade-level high-frequency sight words and words with inconsistent but common spelling-sound correspondences.
Read grade-appropriate irregularly spelled words.
CC.1.1.2.E Read with accuracy and fluency to support comprehension:
Read on-level text with purpose and understanding.
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing

CC.1.4.2.M Write narratives to develop real or imagined experiences or events.
CC.1.4.2.N Establish a situation and introduce a narrator and/or characters.
CC.1.4.2.O Include thoughts and feelings to describe experiences and events to show the response of characters to situations.
CC.1.4.2.P Organize a short sequence of events, using temporal words to signal event order; provide a sense of closure.
CC.1.4.2.Q Choose words and phrases for effect
CC.1.4.2.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
- Capitalize proper nouns.
- Use commas and apostrophes appropriately.
- Spell words drawing on common spelling patterns.
- Consult reference material as needed.
C.C.1.4.2.T With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
CC.1.4.2.U With guidance and support, use a variety of digital tools to produce and publish writing including in collaboration with peers.
CC.1.4.2.V Participate in individual or shared research and writing projects.
CC.1.4.2.W Recall information from experiences or gather information from provided sources to answer a question.
CC.1.4.2.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

Speaking/Listening

CC.1.5.2.A Participate in collaborative conversations with peers and adults in small and larger groups.
CC.1.5.2.B Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
CC.1.5.2.C 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.
CC.1.5.2.D Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
CC.1.5.2.F Add drawings or other visual displays to presentations when appropriate to clarify ideas, thoughts, and feelings.
CC.1.5.2.G Demonstrate command of the conventions of standard English when speaking based on grade 2 level and content.

Know

Building Knowledge

People help their community in different ways.
We can identify the things we see in the sky.
We can express ourselves in different ways.

Word Work

Sounds are blended together to make words.
Sounds in words can be added, removed, or changed to make new words.
Words are made up of syllables.
Grade level high frequency words.
The long -a sound can be spelled with different graphemes (a, ai, ay, ea, ei, eigh, ey).
The long -i sound can be spelled with different graphemes ( i, y, igh, ie).
The long -o sound can be spelled with different graphemes (o, oa, ow, oe).
The long -e sound can be spelled with different graphemes (e, ee, ea, ie, y, ey).
The long -u sound can be spelled with different graphemes (u_e, ew, ue, u).

Structural Analysis

Apostrophes can be used to form contractions and frequently occurring possessives.
Open syllables end with a vowel and are read with a long vowel sound.
Contractions with not can be made by adding n’t.
Adding suffix -s or -es to a noun makes it plural.
Comparative words can be made by adding -er and -est to the base word.

Comprehension

The meaning of multiple-meaning and unknown words and phrases can be figured out from context clues, word relationships, and background knowledge.
Narrative nonfiction is a story about a real person or people. It may have a beginning, a middle, and an end. It may include text features, such as photos and captions.
Text evidence can be used to answer and respond to questions about a text.
Asking questions and reading to find the answers helps to understand a text.
Personal narratives tell a true story, with a beginning, middle, and end, about an event that happened to the narrator and is usually told in first-person.
Time words (first, next, finally) are used to understand a text.
Synonyms are words that have the same meaning.
Accuracy, appropriate rate, phrasing, intonation, expression, and automaticity are important features of fluent reading.
Rereading helps the reader understand a text and analyze the craft and structure.
Author’s purpose is the author’s reason for writing a text. Determining the author’s purpose helps us read and understand a text.
Text features can be used to find information in a text.
Two or more texts on the same topic can be compared to better understand the topic.
Fiction is a made-up story with a beginning, middle, and end.
Identifying the story structure (beginning, middle, end) helps the reader understand the events in a story.
Compound words are two words combined to make a new word.
Character perspective and the sequence of events helps us read and understand fiction.
Character perspective is the way a character feels about something and the words the character uses.
Sequence of events is the order in which a story happens.
Expository text gives information about a topic. It may have text features such as headings, charts, and photos with captions.
Headings help to understand expository text by providing more information about the topic.
The central idea is what an expository text is mostly about.
Relevant details are the most important details in a text that support the central idea.
Idioms are words or phrases that have different meanings from the meanings of the individual words. (Ex: Lend me a hand)
Prefixes & suffixes can be used to determine the meaning of new words.
Prefixes re- (again) and dis- (opposite) can be used to understand new words.
Diagrams help to understand expository text by providing more information about the topic.

Writing/Conventions/Grammar

A personal narrative tells a true story about an event that happened to the narrator, is usually written in first person and includes how the narrator feels.
A personal narrative has a beginning, middle, and an end and uses words and phrases to tell about events in order.
Action verbs show action.
Present-Tense verbs are used to tell actions that are happening right now.
Past-Tense verbs are used to tell actions that happen in the past.
Future-Tense verbs are used to tell actions that will happen in the future and are preceded by the word will.
The verb in a sentence must agree with its subject.
The verb have has two forms in the present-tense: have and has.
Book titles follow special rules for capitalization. Capitalize the first word and each important word in the title.
Writers use commas to separate the different items in a list of three or more things.
Letters have special punctuation after the greeting and the closing.
Abbreviations are a short way of writing a word. They start with a capital letter and end with a period.
All sentences begin with a capital letter and end with an end mark.
A statement is a sentence that tells an idea and ends with a period.
An “asking sentence” is called a question and ends with a question mark.
A command is a sentence that tells something to do and ends with a period.
An exclamation is a sentence that expresses excitement and ends with a question mark.

Understanding/Key Learning

People contribute to their communities and express themselves in different ways.
Words are constructed from sounds, syllables, and graphemes.
Words are constructed from sounds, syllables, and graphemes and follow patterns that help us read, spell, and understand them.
Narrative nonfiction and expository text have distinct features that aid in their understanding.
Good readers identify the author’s purpose, story structure and text features and use text evidence to answer questions about a text.
Writers use proper punctuation, capitalization, and correct verb tense to express ideas.
Personal narratives include a beginning, middle, and end, and tell about events that happened to the narrator.

Do

Text Set 1

Identify and produce rhyme.
Blend sounds to make words.
Identify and say the middle and last sounds in words.
Decode and spell words with long -a (a, ai, ay, ea, ei, eigh, ey).
Decode and spell words with long -i (i, y, igh, ie)
Read and write grade-level high frequency words.
Write and use contractions (‘s, ‘re, ‘ll, ‘ve)
Identify and read words with open syllables.
Read and understand narrative nonfiction.
Use text evidence to respond to narrative nonfiction.
Use text evidence to answer questions about a text.
Identify how people help their community.
Use primary and secondary sources for research.
Read and understand personal narrative.
Use time words to read and understand a personal narrative.
Use text evidence to write about a text.
Identify and use synonyms to understand a text.
Read grade-level text orally with accuracy, appropriate rate, phrasing, intonation expression, and automaticity.
Reread to understand a text and analyze the craft and structure.
Use context clues to figure out the meaning of synonyms.
Use photos and captions to read and understand narrative nonfiction.
Determine the author’s purpose to read and understand narrative nonfiction.
Use new vocabulary words to read and understand narrative nonfiction.
Identify and use text features to locate information in a text.
Ask and answer questions to demonstrate understanding of a text.
Recall or gather information from sources to answer a question.
Compare and contrast the most important points presented by two texts on the same topic.
Identify and use action verbs.
Identify and use present-tense verbs.
Correctly use commas in a list of three or more things.
Identify how important words in book titles are capitalized.

Text Set 2

Take away a sound in a word to make a new word.
Add sounds to a word to make a new word.
Identify and count the number of syllables in a word.
Blend sounds to make words.
Decode and spell words with long -o (o, oa, ow, oe).
Decode and spell words with long -e (e, ee, ea, ie, y, ey)
Read and write grade-level high frequency words.
Write and use contractions with not.
Use suffixes -s and -es to make plural nouns.
Read and understand fiction.
Use text evidence to respond to fiction.
Use text evidence to answer questions about a text.
Identify what we can see in the sky.
Identify the structure of a story (beginning, middle, end).
Use the meaning of individual words to predict the meaning of compound words.
Use new vocabulary words to read and understand fiction.
Identify and use compound words to understand a text.
Identify character perspective to read and understand fiction.
Identify the sequence of events in a story.
Read and understand expository text.
Identify headings to read and understand expository text.
Use text evidence to write about a text.
Read grade-level text orally with accuracy, appropriate rate, phrasing, intonation expression, and automaticity.
Reread to understand a text and analyze the craft and structure.
Identify and use text features to locate information in a text.
Ask and answer questions to demonstrate understanding of a text.
Recall or gather information from sources to answer a question.
Compare and contrast the most important points presented by two texts on the same topic.
Identify and apply subject-verb agreement.
Identify and use past- and future- tense verbs.
Correctly use punctuation when writing a letter.
Identify and use abbreviations.

Text Set 3

Add and take away sounds to make new words.
Blend sounds to make words.
Decode and spell words with long -u (u_e, ew, ue, u).
Identify and use comparative endings (-er, -est).
Read and write grade-level high frequency words.
Read and understand expository text.
Use text evidence to respond to expository text.
Use text evidence to answer questions about a text.
Identify ways we can express ourselves.
Identify the central idea and relevant details of a text.
Use prefixes and suffixes to determine the meaning of new words.
Read and understand idioms.
Identify relevant information when researching a topic.
Use text evidence to write about a text.
Use new vocabulary words to read and understand expository text.
Identify the meaning of prefixes re- and dis- to understand new words.
Read grade-level text orally with accuracy, appropriate rate, phrasing, intonation expression, and automaticity.
Reread to understand a text and analyze the craft and structure.
Identify and use text features to locate information in a text.
Ask and answer questions to demonstrate understanding of a text.
Use diagrams to understand expository text.
Recall or gather information from sources to answer a question.
Compare and contrast the most important points presented by two texts on the same topic.
Identify and use the verbs have and has.
Correctly use capitalization and punctuation when writing sentences.

Writing

Write a personal narrative
Identify features of a personal narrative.
Choose a topic to write a personal narrative.
Use sequence to plan a personal narrative.
Write a draft of a personal narrative.
Revise writing to focus on a strong conclusion.
Edit a personal narrative to check for errors in spelling and grammar.
Publish, present and evaluate a personal narrative.

Unit Essential Questions

Lesson Essential Questions

How are sounds blended together to make words?
How can words be changed to make new words?
How does knowing syllable types help us read words?
What grapheme patterns can be used to represent long vowel sounds?
How do we read and spell words with long vowel grapheme patterns?
How do we read and write grade level high frequency words?
How can we determine the meaning of unfamiliar words?
How do we use apostrophes to form contractions and frequently occurring possessives?
How can we use suffixes to make plural nouns?
What endings can be added to words to show comparison?
How can we use context clues, word knowledge, and background knowledge to determine the meaning of unknown and multiple-meaning words?
What are the key features of narrative nonfiction?
How can we use text evidence to respond to questions about a text?
What are the key features of a personal narrative?
How can synonyms help us understand and write stories?
How do we orally read with accuracy, appropriate rate, phrasing, intonation, expression, and automaticity?
How does understanding specific vocabulary help the reader understand the text?
How does knowing the author’s purpose help us read and understand a text?
How do text features help the reader find information in a text?
How can we compare two or more texts on the same topic?
How can asking questions and finding the answers help the reader better understand a text?
How does story structure help the reader understand the events in a story?
How can we use the character’s perspective and sequence of events to help us read and understand realistic fiction?
What are the key features of expository text?
How can we determine the central idea and relevant details of a text?
How are idioms used to add meaning to a text?
How can we build a complete sentence, using the right words in the correct order to clearly express an idea?
How are capitalization and punctuation used in special circumstances such as abbreviations, book titles and letters?

Materials/Resources

Resource	Text Set 1 (weeks 1-2)	Text Set 2 (weeks 3-4)	Text Set 3 (week 5)
Interactive Read Aloud	Color Your Community	The Hidden Sun	Why People Drum
Shared Read	Lighting Lives	Starry Night	They’ve Got the Beat!
Anchor Text	Biblioburro: A True Story from Colombia	Mr. Putter & Tabby See the Stars	Many Ways to Enjoy Music
Paired Selection	Landing on Your Feet	Day to Night	A Musical Museum
Decodable Readers	Ray Saves the Play Eight is Great! High in the Sky A Bright Flight	Three Goats and a Troll A Rose Grows It Won’t Be Easy! The Beach is a Treat	Luke’s Tune Mules Growing Stew Dan and Jen Made Music
Leveled Readers	City Communities	A Special Sunset - A A Different Set of Stars - O, ELL Shadows in the Sky - B	The Sounds of Trash
Games (Data Collected)	U3 Author's Purpose and Text Features: Photographs & Captions- (w1) U3 Phonics: Practice: Blending: Long a: a, ai, ay, ea, ei, eigh, ey- (w1) U3 Synonyms- (w1) U3 Author's Purpose- (w2) U3 Phonics: Practice: Blending: Long i: i, y, igh, ie- (w2)	U3 Phonics: Practice: Blending: Long o: o, oa, ow, oe- (w3) U3 Plot: Sequence and Character's Perspective- (w3) U3 Word Parts: Compound Words- (w3) U3 Phonics: Practice: Blending: Long e: e, ee, ea, ie, y, ey, e_e- (w4) U3 Text Features: Headings- (w4)	U3 Central Idea & Relevant Details and Figurative Language: Idioms- (w5) U3 Phonics: Practice: Blending: Long u: u_e, ew, ue, u- (w5) U3 Text Features: Diagrams- (w5) U3 Word Parts: Prefixes- (w5)
Other	Family Letter, Online Lesson Resources Presentation, Visual Vocabulary Cards, Word-Building Cards, Response Boards, HFW Cards, Spelling List, Weekly Printables, Differentiated Genre Passages, Decodable Readers/Passages, Practice Book, Reading Writing Companion

Vocabulary

Oral Vocabulary

Weeks 1-2

artist
celebration
commented
community
mural

Weeks 3-4

exactly
present
report
telescope
total

Week 5

communicate
festival
respect
squeezing
tradition

Academic Vocabulary

Weeks 1-2

across
borrow
countryside
idea
insists
lonely
solution
villages

Weeks 3-4

adventure
delighted
dreamed
enjoy
grumbled
moonlight
neighbor
nighttime

Week 5

cheered
concert
instrument
movements
music
rhythm
sounds
understand

High Frequency Words
Weeks 1-2

about
around
good
great
idea
often
part
second
two
world
also
apart
begin
either
hundred
over
places
those
which
without

Weeks 3-4

better
group
long
more
only
our
started
three
who
won’t
after
before
every
few
first
hear
hurt
old
special
would

Week 5

America
beautiful
began
climbed
come
country
didn’t
give
live
turned

Academic Language
Grammar:

verb
action verb
title
capitalization
articles
conjunctions
prepositions
lowercase
uppercase
capital
proofread
present-tense verb
comma
past-tense verb
future-tense verb
punctuation
greeting
closing
subject-verb agreement
collective noun
abbreviation
statement
question
command
exclamation

Reading:

question
answer
reasons
details
time order
describe
events
complete
connect
passage
paragraph
different
ideas
sentences
author
synonym
meaning
caption
photo
first
next
soon
finally
explain
beginning
middle
end
order of events
compound words
headings
central idea
pair
state (verb)
idiom
diagram

Genres:

narrative nonfiction
personal narrative
fiction
nonfiction
expository text

Phonics:

long vowel sound
riddle
opposite

Essential Question:

community
neighbors
Native Americans
solar power
village
moon phases
magnetic field
solar eclipse
comet
crescent
soprano
alto
deaf
interpreter

Assessments

Unit 4: Wonders

Standards

PA Core Standards- ELA
Reading Literature / Informational

CC.1.2.2.B / CC.1.3.2.B Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CC.1.2.2.E Use various text features and search tools to locate key facts or information in a text efficiently.
CC.1.2.2.H Describe how reasons support specific points the author makes in a text.
CC.1.2.2.J/CC.1.3.2.J Acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases.
CC.1.2.2.K/CC.1.3.2.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing from a range of strategies and tools.
CC.1.2.2.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
CC.1.3.2.A Recount stories and determine their central message, lesson, or moral.
CC.1.3.2.C Describe how characters in a story respond to major events and challenges.
CC.1.3.2.E Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
CC.1.3.2.F Describe how words and phrases supply rhythm and meaning in a story, poem, or song.
CC.1.3.2.G Use information from illustrations and words, in print or digital text, to demonstrate understanding of characters, setting, or plot.
CC.1.3.2.K Read and comprehend literature on grade-level, reading independently and proficiently.

Foundational Skills

CC.1.1.2.D Know and apply grade-level phonics and word analysis skills in decoding words.
- Distinguish long and short vowels when reading regularly spelled one-syllable words.
- Decode two-syllable words with long vowels and words with common prefixes and suffixes.
- Read grade-level high-frequency sight words and words with inconsistent but common spelling-sound correspondences.
- Read grade-appropriate irregularly spelled words.
CC.1.1.2.E Read with accuracy and fluency to support comprehension:
- Read on-level text with purpose and understanding.
- Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing

CC.1.4.2.M Write narratives to develop real or imagined experiences or events.
CC.1.4.2.N Establish a situation and introduce a narrator and/or characters.
CC.1.4.2.O Include thoughts and feelings to describe experiences and events to show the response of characters to situations.
CC.1.4.2.P Organize a short sequence of events, using temporal words to signal event order; provide a sense of closure.
CC.1.4.2.Q Choose words and phrases for effect
CC.1.4.2.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
- Capitalize proper nouns.
- Use commas and apostrophes appropriately.
- Spell words drawing on common spelling patterns.
- Consult reference material as needed.
C.C.1.4.2.T With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
CC.1.4.2.U With guidance and support, use a variety of digital tools to produce and publish writing including in collaboration with peers.
CC.1.4.2.V Participate in individual or shared research and writing projects.
CC.1.4.2.W Recall information from experiences or gather information from provided sources to answer a question.
CC.1.4.2.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

Speaking/Listening

CC.1.5.2.A Participate in collaborative conversations with peers and adults in small and larger groups.
CC.1.5.2.B Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
CC.1.5.2.D Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
CC.1.5.2.F Add drawings or other visual displays to presentations when appropriate to clarify ideas, thoughts, and feelings.
CC.1.5.2.G Demonstrate command of the conventions of standard English when speaking based on grade 2 level and content.

Know

Building Knowledge

Kids around the world are alike and different.
Earth’s surface can change slowly and suddenly.
Nature can be exciting.

Word Work

Sounds are blended together to make words.
Sounds in words can be changed to make new words.
Rhyming words have similar patterns.
Words are made up of syllables.
Grade level high frequency words.
Wr, kn, gn, mb, sc are silent letter combinations in which only 1 letter is pronounced.
Vowel -r patterns have unique pronunciations.

Structural Analysis

Prefixes and suffixes are added to base words to make new words.
The base word is the simplest form of a word.
Inflectional endings are added to the end of base words and change their meaning.
Plural nouns name more than one and are made by added -s or -es.
Some nouns change their spelling to become plural (child - children).
Some nouns do not change their spelling to become plural (sheep - sheep).

Comprehension

Accuracy, appropriate rate, phrasing, intonation, expression, and automaticity are important features of fluent reading.
Two or more texts on the same topic can be compared to better understand the topic.
Realistic fiction is a make-believe story with characters, settings, and events that seem real.
Reading and rereading help to analyze and understand the craft and structure of a text.
Text evidence can be used to answer and respond to questions about a text.
New vocabulary words help readers to understand expository texts.
Determining the meaning of similes helps to understand how an author compares things.
Visualization, creating a mental picture, can help you understand what is happening in a story.
Setting is when and where the story takes place.
Identifying the setting helps the reader understand the story.
Comparing the plot events helps the reader understand a story.
To compare plot events, look for ways two or more plot events are alike or different.
The information from illustrations helps to understand a text.
Asking and answering questions and reading to find the answers helps to understand a text.
Information can be gathered from sources or recalled from prior knowledge to answer a question.
Expository text gives information about a topic. It can have headings and bold print.
Maps aid in understanding expository text.
Compare and contrast important points with multiple sources.
Poetry is written in lines and expresses the poet’s thoughts using rich words. It may rhyme and have a rhythm.
Antonyms are words with opposite meanings.
Similes are words with similar meanings.
Theme is the message or big idea in a text.

Writing/Conventions/Grammar

Linking verbs connect the subject to the rest of the sentence. It does not show action. (am, is, are)
A letter has special punctuation. The greeting and closing begin with a capital letter and are followed by a comma.
Have, has, and had are helping verbs.
Use a capital letter for the first word, the last word, and all important words in a book’s title.
An abbreviation is a shortened form of a word.
Irregular verbs do not add -ed to form past tense. Irregular verbs have special forms (see - say).
Proper nouns name a specific person, place, or thing. They begin with a capital letter.
Apostrophes are used to form contractions and to show possession/ownership.
Compound sentences are 2 sentences joined with a comma and a conjunction (and, or, but, so)
Progressive verb tense tells that an action is, was or will be in progress. (is playing)
Future verb tense tells about an action that will be happening.
Words and phrases can provide rhythm, rhyme, and meaning in a poem.
A statement is a sentence that tells an idea and ends with a period.
An “asking sentence” is called a question and ends with a question mark.
A command is a sentence that tells something to do and ends with a period.
An exclamation is a sentence that expresses excitement and ends with a question mark.

Understanding/Key Learning

People around the world have unique characteristics.
Our planet is constantly changing through both gradual and sudden processes.
The world is full of wonder, and nature offers exciting experiences that help us understand how everything is connected.
Words are constructed from sounds, syllables, and graphemes and follow patterns that help us read, spell, and understand them.
Realistic fiction and expository text have distinct features that aid in their understanding.
Good readers visualize while reading, identify the setting and plot events, and use text evidence to answer questions about a text.
Writers use proper punctuation, capitalization, and verb choice to express ideas.
Realistic fiction is a make-believe story that could happen in real life, with characters and events that feel true even though they are imaginary.

Do

Text Set 1

Identify and name the same sound in a group of words.
Blend sounds to make words.
Change the first sound in a word to make a new word.
Decode and spell words with silent letters (wr, kn, gn, mb, sc).
Decode and spell words with the vowel -r pattern (er, ur, ur, or)
Read and write grade-level high frequency words.
Read and understand words with prefixes and suffixes.
Add inflectional endings (-s, -es, -ed, -ing) to make new words.
Read and understand realistic fiction.
Use text evidence to respond to realistic fiction.
Use text evidence to answer questions about a text.
Identify how kids around the world are different.
Use text evidence to write about a text.
Use new vocabulary words to read and understand realistic fiction.
Determine the meaning of similes to help understand the story.
Read grade-level text orally with accuracy, appropriate rate, phrasing, intonation expression, and automaticity.
Reread to understand a text and analyze the craft and structure.
Use similes to understand how authors compare things.
Visualize to understand realistic fiction.
Identify the setting to read and understand realistic fiction.
Compare and contrast plot events to read and understand realistic fiction.
Use information from illustrations and words to demonstrate understanding of a text.
Ask and answer questions to demonstrate understanding of a text.
Recall or gather information from sources to answer a question.
Read and understand expository text.
Use maps to read and understand expository text.
Compare and contrast the most important points presented by two texts on the same topic.
Identify and use linking verbs (am, is, are).
Correctly use punctuation to write a letter.
Identify and use helping verbs (have, has, had).
Identify how important words in book titles are capitalized.

Text Set 2

Identify and say rhyming words.
Blend sounds to make words.
Identify and count the syllables in words.
Decode and spell words with the vowel -r pattern (or, ore, oar, ar).
Decode and spell words with vowels and the letter r (eer, ere, ear).
Read and write grade-level high frequency words.
Understand and use irregular plurals.
Read and write abbreviations.
Count the number of syllables in a word.
Read and understand expository text.
Use text evidence to respond to expository text.
Use text evidence to answer questions about a text.
Identify how Earth changes.
Use text evidence to write about a text.
Use new vocabulary words to read and understand expository text.
Use context clues to figure out the meaning of new words.
Read grade-level text orally with accuracy, appropriate rate, phrasing, intonation expression, and automaticity.
Reread to understand a text and analyze the craft and structure.
Ask and answer questions to demonstrate understanding of a text.
Recall or gather information from sources to answer a question.
Use titles, headings, and bold print to read and understand expository text.
Explain an author’s purpose in expository text.
Compare and contrast the most important points presented by two texts on the same topic.
Identify irregular verbs (go, do, say, tell, see, make)
Identify and capitalize proper nouns.
Use apostrophes to form contractions.
Form and use progressive and future tense verbs.

Text Set 3

Identify and count the syllables in words.
Blend sounds to make words.
Decode and spell words with vowels and the letter r (are, air, ear, ere).
Read and write grade-level high frequency words.
Recognize syllables with vowels and the letter r.
Read and understand poetry.
Use text evidence to respond to poetry.
Use text evidence to answer questions about a text.
Identify what excites us about nature.
Use text evidence to write about a text.
Use new vocabulary words to read and understand poetry.
Identify and use antonyms to understand a text.
Read grade-level text orally with accuracy, appropriate rate, phrasing, intonation expression, and automaticity.
Reread to understand a text and analyze the craft and structure.
Ask and answer questions to demonstrate understanding of a text.
Recall or gather information from sources to answer a question.
Use word relationships to figure out the meaning of antonyms.
Use similes to read and understand poetry.
Describe how words and phrases (rhymes, alliterable, repeated lines) provide rhythm and meaning in a story, poem, or song.
Identify and explain the theme of free verse poetry.
Identify rhyme schemes to read and understand poetry.
Identify and form compound sentences.
Use the correct punctuation for statements, questions, and exclamations.

Writing

Write a personal narrative (Continued from Unit 3)
Identify features of a personal narrative.
Choose a topic to write a personal narrative.
Use sequence to plan a personal narrative.
Write a draft of a personal narrative.
Revise writing to focus on a strong conclusion.
Edit a personal narrative to check for errors in spelling and grammar.
Publish, present and evaluate a personal narrative.

Unit Essential Questions

Lesson Essential Questions

How are sounds blended together to make words?
How are sounds blended, added, and changed to make words?
How do we identify rhyming words?
How do we read and spell words with silent letter graphemes?
How do we read and spell words with vowel -r patterns?
How do we read and write grade level high frequency words?
How does knowing syllable types help us read words?
How do we add prefixes and suffixes to base words to make new words?
How do we orally read with accuracy, appropriate rate, phrasing, intonation, expression, and automaticity?
How does understanding specific vocabulary help the reader understand the text?
How can we determine the meaning of unfamiliar words?
How can we use context clues, word knowledge, and background knowledge to determine the meaning of unknown and multiple-meaning words?
How can we use text evidence to respond to questions about a text?
How can we compare two or more texts on the same topic?
How can asking questions and finding the answers help the reader better understand a text?
What are the key features of realistic fiction?
How are similes used to compare ideas?
How does visualization help the reader understand what is happening in the story?
How does knowing the setting and plot events help us read and understand a text?
How do illustrations help the reader understand a text?
How do we gather information to answer a question?
What are the key features of expository text?
How can we compare and contrast important points using multiple sources?
How can we determine the theme of a text?
How can using compound sentences help us express ideas in writing?
How are linking verbs and helping verbs used to connect the subject to the rest of the sentence?
How can we determine if a verb is irregular?
How can we determine if a noun is proper?
How are apostrophes used to show possession/ownership?
How can we build a complete sentence, using the right words in the correct order to clearly express an idea?
How are capitalization and punctuation used in special circumstances such as abbreviations, book titles and letters?
What are the key features of poetry?

Materials/Resources

Resource	Text Set 1 (weeks 1-2)	Text Set 2 (weeks 3-4)	Text Set 3 (week 5)
Interactive Read Aloud	My New School	Earth Changes	Redwood National Forest The Amazing Meadow The Sahara Desert
Shared Read	Happy New Year!	Into the Sea	Snow Shape Nature Walk In the Sky
Anchor Text	Dear Primo: A Letter to My Cousin	Volcanoes	April Rain Song Rain Poem
Paired Selection	Games Around the World	To the Rescue	Helicopters Windy Tree
Decodable Readers	The Thumb’s-Up Rain Forest Acadia Scenes Shirl and Her Tern Dogs Work	More Fun Than a Hat! Just for Fun Cheer Up, Dot Watching and Hearing Animals	Mike’s Big Bike A Site on Vine Lane
Leveled Readers	Sharing Cultures- A A New Life in India - O, ELL Akita and Carlo - B	Earthquakes	A Hike in the Woods - A A Little World - O, ELL Star Party - B
Games (Data Collected)	U4 Figurative Language: Similes- (w1) U4 Phonics: Practice: Blending: Silent Letters wr, kn, gn, mb, sc- (w1) U4 Plot: Compare & Contrast and Main Story Elements: Setting- (w1) U4 Phonics: Practice: Blending: r-controlled vowels er, ir, ur, or- (w2) U4 Text Features: Maps- (w2)	U4 Author's Purpose and Text Features: Headings & Bold Print- (w3) U4 Context Clues: Sentence Clues- (w3) U4 Phonics: Practice: Blending: r-controlled vowels or, ore, oar; ar- (w3) U4 Phonics: Practice: Blending: r-controlled vowels: eer, ere, ear- (w4) U4 Text Features: Titles and Headings- (w4)	U4 Antonyms- (w5) U4 Phonics: Practice: Blending: r-controlled vowels are, air, ear, ere- (w5) U4 Poetry: Rhyme Schemes- (w5) U4 Theme and Poetry: Free Verse- (w5)
Other	Family Letter, Online Lesson Resources Presentation, Visual Vocabulary Cards, Word-Building Cards, Response Boards, HFW Cards, Spelling List, Weekly Printables, Differentiated Genre Passages, Decodable Readers/Passages, Practice Book, Reading Writing Companions Unit 3 and Unit 4

Vocabulary

Oral Vocabulary
Weeks 1-2

accompanies
locker
crowded
usual
assigns

Weeks 3-4

sphere
surface
suddenly
carved
glide

Week 5

broad
dunes
plump
swaying
twirling

Academic Vocabulary
Weeks 1-2

common
costume
customs
favorite
parade
surrounded
travels
wonder

Weeks 3-4

active
Earth
explode
island
local
properties
solid
steep

Week 5

drops
excite
outdoors
pale

High Frequency Words
Weeks 1-2

below
colors
don’t
down
eat
many
morning
sleep
through
very
animal
away
building
found
from
Saturday
though
today
toward
watch

Weeks 3-4

ago
ago
carry
certain
everyone
heavy
outside
people
problem
together
warm
again
behind
eyes
gone
happened
house
inside
neither
stood
young

Week 5

among
bought
knew
never
once
soon
sorry
talk
touch
upon

Academic Language
Grammar:

verb
linking verb
subject
present tense
singular
plural
punctuation
greeing
salutation
closing
capital
comma
proofread
helping verb
main verb
title
irregular verb
proper noun
progressive tense
perfect tense
apostrophe
contraction
compound sentence
simple sentence
conjunction
statement
question
exclamation

Reading:

passage
paragraph
answer
event
sentences
support
explain
reasons
bold print
point out
cause and effect
details
heading
poem
opposite
true
false
free verse
explains
complete sentences
repeated lines
stanzas
rhyme
meter
theme
character
setting
beginning
middle
end

Genres:

realistic fiction
informational text
expository text
poetry
biography
fairytale
narrative nonfiction
opinion text

Phonics:

rhyme
r-controlled vowels
opposite
analogies
synonym
antonym

Essential Question:

Earth
nature
countries
seasons
landscape

Assessments

Unit 5: Wonders

Standards

PA Core Standards- ELA
Reading Literature / Informational

CC.1.2.2.A Identify the main idea of a multi-paragraph text as well as the focus of specific paragraphs within the text.
CC.1.2.2.B / CC.1.3.2.B Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CC.1.2.2.C Describe the connection between a series of events, concepts, or steps in a procedure within a text.
CC.1.2.2.E Use various text features and search tools to locate key facts or information in a text efficiently.
CC.1.2.2.F Determine the meaning of words and phrases as they are used in grade-level text including multiple-meaning words.
CC.1.2.2.G Explain how graphic representations contribute to and clarify a text.
CC.1.2.2.H Describe how reasons support specific points the author makes in a text.
CC.1.2.2.J/CC.1.3.2.J Acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases.
CC.1.2.2.K/CC.1.3.2.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing from a range of strategies and tools.
CC.1.2.2.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
CC.1.3.2.A Recount stories and determine their central message, lesson, or moral.
CC.1.3.2.C Describe how characters in a story respond to major events and challenges.
CC.1.3.2.D Acknowledge differences in the points of views of characters, including by speaking in a different voice for each character when reading dialogue aloud.
CC.1.3.2.E Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
CC.1.3.2.G Use information from illustrations and words, in print or digital text, to demonstrate understanding of characters, setting, or plot.
CC.1.3.2.K Read and comprehend literature on grade-level, reading independently and proficiently.

Foundational Skills

CC.1.1.2.D Know and apply grade-level phonics and word analysis skills in decoding words.
- Distinguish long and short vowels when reading regularly spelled one-syllable words.
- Decode two-syllable words with long vowels and words with common prefixes and suffixes.
- Read grade-level high-frequency sight words and words with inconsistent but common spelling-sound correspondences.
- Read grade-appropriate irregularly spelled words.
CC.1.1.2.E Read with accuracy and fluency to support comprehension:
- Read on-level text with purpose and understanding.
- Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing

CC.1.4.2.G Write opinion pieces on familiar topics.
CC.1.4.2.H Identify the topic and state an opinion.
CC.1.4.2.I Support the opinion with reasons that include details connected to the opinion.
CC.1.4.2.J Create an organizational structure that includes reasons and includes a concluding statement.
CC.1.4.2.K Use a variety of words and phrases to appeal to the audience.
CC.1.4.2.L Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
- Capitalize proper nouns.
- Use commas and apostrophes appropriately.
- Spell words drawing on common spelling patterns.
- Consult reference material as needed.
C.C.1.4.2.T With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
CC.1.4.2.U With guidance and support, use a variety of digital tools to produce and publish writing including in collaboration with peers.
CC.1.4.2.V Participate in individual or shared research and writing projects.
CC.1.4.2.W Recall information from experiences or gather information from provided sources to answer a question.
CC.1.4.2.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

Speaking/Listening

CC.1.5.2.A Participate in collaborative conversations with peers and adults in small and larger groups.
CC.1.5.2.B Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
CC.1.5.2.D Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
CC.1.5.2.G Demonstrate command of the conventions of standard English when speaking based on grade 2 level and content.

Know

Building Knowledge

Heroes do brave things.
Good citizens make a difference in their homes and communities.
Rules are important.

Word Work

Sounds are blended together to make words.
Sounds can be removed from words to make new words.
Words are made up of syllables.
ou, ow, oi, and oy are diphthongs.
Diphthongs are sounds formed by a combination of two vowels in a single syllable.
Variant vowels are groups of letters that produce the same vowel sound, but with different spellings.
u, u_e, u, ew, ue, ou, ui, a, aw, au, augh, al, and ough are variant vowels.
ea, ou, and y are short vowel digraphs.
Short vowel digraphs are two vowels that combine to make one sound.
Grade level high frequency words.

Structural Analysis

Plural nouns name more than one. Some nouns change their spelling to become plural (child - children). Some nouns do not change their spelling to become plural (sheep - sheep).
Final stable syllables are consonant + le, el, al (ta+ble)
Prefixes & suffixes are affixes that can be added to base words and can be used to determine the meaning of new words.
A contraction is a short form of two words.
Words can be ordered alphabetically by looking at the first letters in the word.

Comprehension

Accuracy, appropriate rate, phrasing, intonation, expression, and automaticity are important features of fluent reading.
Two or more texts on the same topic can be compared to better understand the topic.
Expository text gives information about a topic. It can have text features: captions, bold print, subheadings, glossaries, and icons.
Text evidence can be used to answer and respond to questions about a text.
Asking and answering questions and reading to find the answers helps to understand a text.
Information can be gathered from sources or recalled from prior knowledge to answer a question.
New vocabulary words help readers to understand a text.
Reading and rereading help to analyze and understand the craft and structure of a text.
A biography is a type of narrative nonfiction that tells about a real person’s life in chronological order.
The purpose of a text is to persuade, inform, or entertain.
The central idea is what an expository text is mostly about. The details support the central idea.
New vocabulary words help readers to understand expository texts.
Synonyms are words that have the same meaning.
A summary includes the most important events retold in the order in which they happened.
Analyzing the craft and structure can help the reader understand the text.
To paraphrase means to put information into your own words.
Character perspective and the sequence of events helps us read and understand fairytales..
Realistic fiction is a made-up story with characters, settings, and events that seem real.
Using the text to make, confirm, and correct predictions helps readers monitor their understanding.
Theme is the message or big idea in a text. The moral is the lesson in the story.
The plot is the action or sequential events in the story. The beginning introduces the events or problem of the story, and the end concludes the events or problem.
Character perspective and the sequence of events helps us read and understand the text.
Character perspective is the way a character feels about something and the words the character uses.
Narrative nonfiction is a story about a real person or people. It may have a beginning, a middle, and an end. It may include text features, such as photos and captions.
Graphic features give more information about a topic in a text.
Context clues, word knowledge, and background knowledge can be used to determine the meaning of unknown and multiple-meaning words.
Making connections between a series of events, ideas, concepts or procedures helps the reader understand the text.
Authors provide reasons to support their beliefs in an opinion text.

Writing/Conventions/Grammar

An opinion text is the writer’s belief or point of view about a topic.
An opinion text includes an introduction of the topic, reasons to support the opinion, linking words to connect the opinion and reasons, and a concluding statement.
A pronoun is a word that takes the place of a noun or nouns. The pronouns I, he, she, it, and you are singular pronouns. The pronouns we, you, and they can take the place of a plural noun.
A subjective pronoun is used as the subject in a sentence. I, we, he, she, and they are used as subjects in sentences.
An objective pronoun is the pronoun that is receiving the action of the sentence. Him, them, me, us, and her can receive the action in sentences.
A possessive pronoun tells who or what owns something.
A reflexive pronoun refers to the subject of a sentence. It ends in -self or -selves.
An apostrophe can be used to combine two words, making a contraction.
Commas are used to separate the different parts of a date.
Print and online resources can be used to gather relevant information about a topic.
Proper nouns name a specific person, place, or thing and must be capitalized.
Idioms are words or phrases that have different meanings from the meanings of the individual words. (Ex: Lend me a hand)
A letter has special punctuation. The greeting and closing begin with a capital letter and are followed by a comma.

Understanding/Key Learning

Heroes demonstrate courage through brave actions, while good citizens contribute positively to their homes and communities by following important rules and making meaningful differences in the lives of others.
Words are constructed from sounds, syllables, and graphemes and follow patterns that help us read, spell, and understand them.
Genres of text each have distinct features that aid in their understanding.
Good readers identify character perspective, theme, and plot and use text evidence to answer questions about a text.
Writers use proper punctuation, capitalization, and correct use of pronouns to express ideas.
An opinion text is the writer’s belief or point of view about a topic and it includes an introduction of the topic and reasons to support the opinion.

Do

Text Set 1

Say the sounds in words backward to make new words.
Blend sounds to make words.
Identify each sound in a word.
Decode and spell words with diphthongs ou, ow, oi, and oy.
Read and write grade-level high frequency words.
Identify irregular plural nouns.
Identify words with final stable syllables (consonant + le, el, al)
Read and understand expository text.
Use text evidence to respond to expository text.
Use text evidence to answer questions about a text.
Identify what makes a hero.
Use text evidence to write about a text.
Use new vocabulary words to read and understand expository text.
Read grade-level text orally with accuracy, appropriate rate, phrasing, intonation expression, and automaticity.
Reread to understand a text and analyze the craft and structure.
Read and understand biographies.
Identify the central idea or main topic and relevant details of a text.
Use text features (captions, bold print, subheadings, glossaries, icons) to locate key facts and information.
Identify and explain the author’s purpose of a text.
Use new vocabulary words to read and understand a text.
Identify and use synonyms to understand a text.
Ask and answer questions to demonstrate understanding of a text.
Recall or gather information from sources to answer a question.
Summarize to understand biographies.
Analyze the craft and structure of an expository text.
Use text evidence to respond to biographies.
Paraphrase information from sources.
Read grade-level text orally with accuracy, appropriate rate, phrasing and automaticity.
Identify characters’ perspectives to read and understand fairytales.
Compare and contrast the most important points presented by two texts on the same topic.
Use synonyms to figure out the meanings of words.
Identify and use singular and plural pronouns.
Identify and use subjective, objective, and possessive pronouns.
Use commas to separate the different parts of a date.

Text Set 2

Identify and count the syllables in a word.
Blend sounds to make words.
Decode and spell words with variant vowels u, u_e, u, ew, ue, ou, ui, a, aw, au, augh, al, and ough.
Read and write grade-level high frequency words.
Count the number of syllables in a word.
Make contractions with the word not.
Identify Vowel Team Syllables.
Read and understand realistic fiction.
Use text evidence to respond to realistic fiction.
Identify what good citizens do.
Use text evidence to answer questions about a text.
Use text evidence to write about a text.
Ask and answer questions to demonstrate understanding of key details in a text.
Describe the structure of a story.
Use new vocabulary to read and understand realistic fiction.
Use suffixes to determine the meaning of unfamiliar words.
Make and confirm predictions to read and understand realistic fiction.
Recount stories and determine their central message, lesson or moral.
Identify the plot - beginning, middle, and end of a story.
Describe how characters respond to major events and challenges.
Use character perspectives to read and understand realistic fiction.
Analyze the craft and structure of realistic fiction.
Read grade-level text orally with accuracy, appropriate rate, phrasing, intonation expression, and automaticity.
Reread to understand a text and analyze the craft and structure.
Use print and online resources to gather relevant information about a topic.
Read and understand narrative nonfiction.
Identify and use graphic features to read and understand narrative fiction.
Identify and understand words with affixes.
Identify and understand idioms.
Identify proper and common nouns and capitalize appropriately.
Use correct punctuation when writing a letter.
Identify and use possessive and reflexive pronouns.

Text Set 3

Take away the first sound in a word to make a new word.
Say the sounds in words backward to make new words.
Decode and spell words with Short Vowel Digraphs ea, ou, and y.
Read and write grade-level high frequency words.
Order words alphabetically.
Read and understand opinion text.
Use text evidence to respond to opinion text.
Identify why rules are important.
Identify the central idea or main topic and relevant details of a text.
Use text features (captions, bold print, subheadings, glossaries, icons) to locate key facts and information.
Identify and explain the author’s purpose of a text.
Identify the author's opinion using details from the text.
Describe how reasons support specific points the author makes in a text.
Use new vocabulary to read and understand opinion text.
Use context clues to figure out multiple-meaning words.
Summarize to understand an opinion text.
Describe the connection between a series of events, ideas, concepts or procedures in a text.
Use charts to read and understand opinion text.
Read grade-level text orally with accuracy, appropriate rate, phrasing, intonation expression, and automaticity.
Reread to understand a text and analyze the craft and structure.
Compare two text selections to understand why rules are important.
Use apostrophes to form contractions.

Writing

Write an opinion essay.
Identify an opinion statement and supporting details.
Set a purpose for reading and find relevant evidence to answer a prompt.
Identify and take notes of evidence to support the opinion statement.
Combine information from two sources to plan and write an opinion essay.
Identify and use transition words in an opinion essay.

Unit Essential Questions

Lesson Essential Questions

How are sounds blended, added, and changed to make words?
How does knowing syllable types help us read words?
How do we read and spell words with variant vowels?
How do we read and spell words with short vowel digraphs?
How do we read and write grade level high frequency words?
How do we make a noun plural?
How do we read and write final stable syllables?
How can affixes (prefixes and suffixes) be used to determine the meaning of new words?
How do we form contractions?
How do we list words in alphabetical order?
How do we orally read with accuracy, appropriate rate, phrasing, intonation, expression, and automaticity?
How does understanding specific vocabulary help the reader understand the text?
How can we determine the meaning of unfamiliar words?
How can we use context clues, word knowledge, and background knowledge to determine the meaning of unknown and multiple-meaning words?
How can we use text evidence to respond to questions about a text?
How can we compare two or more texts on the same topic?
How can asking questions and finding the answers help the reader better understand a text?
What are the key features of a biography?
What are the key features of expository text?
What can we use to determine the central idea of an expository text?
What information should be included in a summary?
How do we paraphrase a text?
What are the key features of a fairytale?
How does identifying the character perspective and sequence of events help us better understand fairytales?
What are the key features of realistic fiction?
What are the key features of narrative nonfiction?
How can we use graphic features to learn more about a topic within the text?
How can we monitor our understanding while reading?
What can we use to determine the theme or moral of a story?
How can we identify the plot of a story?
How can we make connections between a series of events, ideas, concepts or procedures?
What are key features of an opinion text?
How can pronouns help us read and write sentences?
What capitalization and punctuation rules are used to write the date?
How can we use print and online resources to gather relevant information about a topic?
How do we determine the correct form and use of a proper noun?
How are idioms used to add meaning to a text?
How are capitalization and punctuation used in special circumstances such as abbreviations, book titles and letters?

Materials/Resources

Resource	Text Set 1 (weeks 1-2)	Text Set 2 (weeks 3-4)	Text Set 3 (week 5)
Interactive Read Aloud	A Hero On and Off Skis	A Colorful Problem	Towns Need Rules
Shared Read	Cesar Chavez	A Difficult Decision	The Problem with Plastic Bags
Anchor Text	Brave Bessie	Grace for President	A Call to Compost
Paired Selection	The Prince’s Frog	Helping to Make Smiles	Should Students Wear Uniforms
Decodable Readers	Out of String Beans! Let’s Help Out! Let’s Join Joy’s Show! Join a Team!	Soon the North Wind Blew It Couldn’t Be Done Paul Saw Arctic Foxes Small Ways to Save the Earth	Don’t Dread Rules Stay Out of Trouble!
Leveled Readers	Rudy Garcia-Tolson	Fixing the Playground - A The Food Crew - O, ELL How Many Greats? - B	Do People Need Rules
Games (Data Collected)	U5 Author's Purpose and Text Features: Bold Print & Timelines- (w1) U5 Phonics: Practice: Blending: Diphthongs ou, ow- (w1) U5 Synonyms- (w1) U5 Character's Perspective- (w2) U5 Phonics: Practice: Blending: Diphthongs oy, oi- (w2)	U5 Character's Perspective and Plot: Beginning, Middle, End- (w3) U5 Phonics: Blending: Variant /ü/ and /ú/- (w3) U5 Word Parts: Suffixes- (w3) U5 Phonics: Practice: Blending: Variant Vowel /ô/- (w4) U5 Text Features: Graphic Features and Callouts- (w4)	U5 Author's Opinion- (w5) U5 Author's Purpose and Text Features: Charts- (w5) U5 Multiple Meanings- (w5) U5 Phonics: Practice: Blending: Short Vowel Digraphs /e/ea; /u/ ou; /i/ y- (w5)
Other	Family Letter, Online Lesson Resources Presentation, Visual Vocabulary Cards, Word-Building Cards, Response Boards, HFW Cards, Spelling List, Weekly Printables, Differentiated Genre Passages, Decodable Readers/Passages, Practice Book, Reading Writing Companion

Vocabulary

Oral Vocabulary
Weeks 1-2

competing
inspired
limited
overcome
refused

Weeks 3-4

calm
concern
exhausted
offered
treat

Week 5

permission
elected
transportation
services
recycle

Academic Vocabulary
Weeks 1-2

agree
challenging
discover
heroes
interest
perform
study
succeed

Weeks 3-4

champion
determined
issues
promises
responsibility
right
volunteered
votes

Week 5

exclaimed
finally
form
history
public
rules
united
writers

High Frequency Words
Weeks 1-2

answer
been
body
build
head
heard
minutes
myself
pretty
pushed
brought
busy
else
happy
I’ll
laugh
love
maybe
please
several

Weeks 3-4

air
along
always
draw
during
ever
meant
nothing
story
strong
city
father
mother
o’clock
own
questions
read
searching
sure
though

Week 5

anything
children
everybody
instead
paper
person
voice
whole
woman
words

Academic Language
Grammar:

singular pronoun
plural pronoun
capitalize
proofread
subjective pronoun
objective pronoun
possessive pronoun
comma
agreement
proper noun
common noun
reflexive pronoun
punctuation
greeting
salutation
closing
conclusion

Reading:

passage
sentence
question
answer
meaning
author
support
reasons
bold print
explained
instructions
describe
timeline
true
false
dates
information
events
author
details
beginning
middle
end
flowchart
titled
author’s purpose
argue
chart

Genres:

biography
fairy tales
realistic fiction
persuasive text
narrative nonfiction
opinion text

Phonics:

diphthong
variant vowel
digraph
short vowel digraph

Essential Question:

heroes
citizens
rules
generous
challenges
inspire
respect