Grade 2
Unit 1
Phonics/Spelling2.RF.3a-f
1.RF.3a-f-OAS addresses
Week 1 Realistic
Fiction 2.RL.1-10
Short vowels
Week 2 Expository
Nonfiction 2.RI.1-10
Long vowels CVCe
Week 3 Realistic
Fiction 2.RL.1-10
Consonant Blends
Week 4 Expository
Nonfiction 2.RI. 1-10
Inflected endings
Week 5 Play 2.RL.110
Consonant digraphs
Syllable patterns VC/CV
and VCC/V
review
Short vowels review
Long vowels CVCe
review
Consonant Blends
review
Inflected endings
review
Character/setting
2.RL.3 and 5
Predict
Character/setting
Monitor-Fix-up
2.RF.4
Main Idea/supporting
details (metacognitive
skill)
Text structure
GP on writing text
dependent responses
2.RI.9
Compare/contrastreview
Realism/fantasy
Monitor-Fix-upconnect to fluency
practice
GP on writing text
dependent responses
Main Idea/supporting
details-review
Main Idea/supporting
details 2.RI.1, .2, .6
(metacognitive skill)
Text structure
Guided practice on
writing text
dependent responses
Author’s Purposereview
Context clues need to be
taught daily.
Context clues need to be
taught daily.
Context clues need to be
taught daily.
Context clues need to be
taught daily.
Context clues need to be
taught daily.
Basal Focus:
Figurative
Language/similes
Basal Focus:
Position words and
transitions
Basal Focus:
Synonyms
Basal Focus:
Descriptive words
Basal Focus:
Synonyms
Sentence building
Sentence subjects
Sentence predicates
Statements/questions
Commands/exclamations
Conventions should be
practiced daily in
application.
Use mentor text to model
and analyze strong
narratives.
Review grading rubric
Conventions should be
practiced daily in
application.
Continue with writing
narrative short pieces. Begin
a lengthier piece. Focus on
sequence and structure.
Conventions should be
practiced daily in
application.
Begin reflective small groups
for revision/edit.
Choose a piece to publish
and share. Revise/edit rough
draft.
Conventions should be
practiced daily in
application.
Speaking and Listening,
Language, and all genres of
reading as much as possible.
2.W.3 1-10 narrative
Conventions should be
practiced daily in
application.
Narrative
(personal/fictional)-All
About Me-several short
pieces or one lengthy one to
final step of writing process.
Research skills-
Library/media skills
ABC order to 1st
letter
Parts of a Book
Online references
Maps
In application in
reading/writing
information.
Active Listening
routines. Discussion
and responses
routines.
Active Listening
routines
Practice group
discussion routines
in large and small
groups.
Small group practice
for writing
reflections.
Publish/share
writing
Checklists, rubrics,
observations in
cooperative grouping
tasks, anecdotal records,
and writing examples.
Rate/pace
Accuracy
Accuracy/rate
Attend to punctuation
Reading with expression
Lit First Fall fluency test
Basal running records
most phonics in the basal at
the 1st grade level.
Comprehension-skills
should be practiced in
application of reading text.
Include text dependent
written responses daily.
Focus on metacognitive
skills listed in guide
introduction.
VocabularyDomain specific vocabulary
is on-going. Vocabulary
Acquisition standards are
woven throughout reading
and language.
2.L.4 2.L.5
2.RI.4 2.RL.5
Language-apply
language skills to writing
daily 2.L.1-6
Writing-connect to
Guided practice on
writing text dependent
responses
combine with 2.RI.1-10
and 2.W.2. 1-10
2.L.2e and 4e
Speaking and
Listening 2. SL.1-6
Connect to writing 2.W.5
writing process (publish and
share) and cooperative
grouping techniques
Fluency-2.RF.4a-c
Guided practice on
writing text dependent
responses
Realism/fantasy-review
Assessment
Literacy First Assessment
Word Stage
Development test
STAR Early Literacy
STAR Enterprise
Basal Unit Test
Unit test
STAR Early Literacy
STAR Enterprise
Embedded tests
Character/settingreview
Publish and share final
drafts of narrative writing.
Quizzes, tests, daily
application in content
areas and writing.
STAR Early Literacy
and Enterprise
Teacher made
rubrics, district
rubric, application of
skills in daily writing
and text dependent
responses.
Grade 2
Unit 2
Phonics/Spelling2.RF.3a-f
1.RF.3a-f-OAS addresses
most phonics in the basal at
the 1st grade level.
Comprehension-skills
should be practiced in
application of reading text.
Include text dependent
written responses daily.
Focus on metacognitive
skills listed in guide
introduction.
VocabularyDomain specific vocabulary
is on-going. Vocabulary
Acquisition standards are
woven throughout reading
and language.
2.L.4 2.L.5
2.RI.4 2.RL.5
Language-apply
language skills to writing
daily 2.L.1-6
Writing-connect to
Speaking and Listening,
Language, and all genres of
reading as much as possible.
2.W.2 1-10 Informational
Research skillscombine with 2.RI.1-10 and
2.W.2. 1-10 and 2.L.2e & 4e
Speaking and Listening 2.
SL.1-6
Week 1 Realistic
Week 2 Realistic
Fiction 2.RL.1-10
Fiction 2.RL.1-10
r-controlled ar,or, ore Contractions
syllable pattern VCCV
Week 3 Folktale
2.RL.1-10
R controlled er, ir, ur
Week 4 Fairy Tale
2.RL.1-10
Plurals
Week 5 Animal
Fantasy 2.RL.1-10
Long a: a, ai, ay
consonant digraphs
review
Contractions review
R controlled er, ir, ur
review
Author’s purpose
Story structure
Begin gradual release
of text dependent
question responses
-s, -es, -ies review
Sequence 2.RL.1,.5
Predict
Guided practice on writing
text dependent responses
-r controlled ar, or,
ore review
Realism/fantasy
Prior knowledge
(schema)
Literacy First
Assessment
Word Stage
Development test
STAR Early Literacy
STAR Enterprise
Basal Unit Test
Guided practice on writing
text dependent responses
Sequence
Summarize
Guided practice on
writing text dependent
responses
Character/setting 2.L.3review
Context clues need to be
taught daily.
Sequence-review
Realism/fantasy-review
Realism/fantasy-review
Author’s purpose-review
Context clues need to be
taught daily.
Context clues need to be
taught daily.
Context clues need to be
taught daily.
Context clues need to be
taught daily.
Basal focus:
Focus on position and
direction words to include
in writing.
Basal Focus:
Descriptive words and
action verbs
Basal Focus:
Time and order words
Basal Focus:
Homophones
Basal Focus:
Similes
Sentence building
Sentence subjects
Sentence predicates
Statements/questions
Commands/exclamations
Conventions should be
practiced daily in
application.
Plan several short projects to
practice functional (how to)
writing. Introduce sequence
transitions. Begin paragraph
structure.
Conventions should be
practiced daily in
application.
Explain the rubric for
grading informational
writing. Use mentor text to
show the sequence in
functional writing.
Conventions should be
practiced daily in
application.
Plan a lengthier piece that
may require some research
to gather information. Allow
time to work in writing
groups.
Conventions should be
practiced daily in
application.
Begin reflective small
groups for revision/edit.
Choose a piece to publish
and share. Revise/edit
rough draft.
Conventions should be
practiced daily in
application.
Glossary: guide
words
Newspaper/periodicals
ABC to 2nd letter
Advertisement
posters
Reading a web page
In application in
reading/writing
information.
Narrate a sequence
Types of media
Follow and give
directions
Compare and
contrast characters
Make introductions
Checklists, rubrics,
observations in cooperative
grouping tasks, anecdotal
records, and writing
examples.
Express
characterization
Phrasing
Read silently with
fluency
Basal running records
Connect to writing 2.W.5
writing process (publish and
share) and cooperative
grouping techniques
Fluency-2.RF.4a-c
Assessment
Accuracy/appropriate Expression/intonation
Attend to punctuation
pace
Draw conclusions
visualize (metacognitve
strategy)
Continue with gradual
release of text dependent
question responses
Publish and share final
drafts of informational
pieces.
Unit test
STAR Early Literacy
STAR Enterprise
Embedded tests
Quizzes, tests, daily
application in content
areas and writing.
STAR Early Literacy
and Enterprise
Teacher made
rubrics, district
rubric, application
of skills in daily
writing and text
dependent
responses.
Grade 2
Unit 3
Phonics/Spelling2.RF.3a-f 1.RF.3a-f-
Week 1 Animal
Fantasy 2.RL.1-10
Long e: e, ee, ea, y
Week 2 Realistic
Fiction 2.L.1-10
Long o: o, oo, ow
Week 3 Folktale
2.RL.1-10
Compound words
Week 4 Realistic
Fiction 2.RL.1-10
Long i: i, ie, igh, y
Week 5 Biography
2.RI.1-10
Comparative
endings
OAS addresses most
phonics in the basal at the
1st grade level
Long a: a, ai, ay review
Long e: e, ee, ea, y
review
Long o: o, oo, ow
review
Compound words
review
Long i: I, ie, igh, y
review
Comprehension-skills
Author’s Purpose
Story Structure
Draw
conclusions/inference
visualize
(metacognitive skills)
Author’s purposereview
Cause/effect
Monitor-Fix-up
Theme/Plot
Cause/Effect
Monitor-Fix-up
Draw
conclusions/inferencereview
Cause/effect-review
Draw
conclusions/inferencereview
Context clues need to be
taught daily.
Context clues need to be
taught daily.
Context clues need to be
taught daily.
Context clues need to be
taught daily.
Context clues need to be
taught daily.
Basal focus:
Basal focus:
Shortened forms of
words
Basal Focus:
Antonyms
Basal Focus:
Words from other
languages
Basal Focus:
Synonyms
Conventions should be
practiced daily in
application.
Verbs
This unit focuses on compare
and contrast essays which is
considered literary analysis.
Small comparison projects
should be planned. Working
on paragraph format as well.
Conventions should be
practiced daily in
application.
Verbs w/singular and plural
nouns
Compare and contrast two
characters within a story or
varying stories, two
different books or poems.
Complete as guided writing.
Conventions should be
practiced daily in
application.
Verbs for past, present,
future tenses
Continue with guided
writing of paragraph that
compares. Stories,
characters, poems, objects,
food-all are ideas.
Conventions should be
practiced daily in
application.
more about verbs
Choose a comparison
project that is a short
response to something
read, (poem), work in small
groups through the writing
process. Include
illustrations/media
Conventions should be
practiced daily in
application.
Verbs of being-am, is, are,
was, were
Continue through the final
draft of the comparison
piece. Publish and share.
Teacher made rubrics,
district rubric,
application of skills in
daily writing and text
dependent responses.
Glossary: parts of an entry
Globe
ABC order to second
letter
Tally chart
Search the internet with
adult guidance.
Focus on key words.
In application in
reading/writing
information.
Continue with small
group discussions and
writing groups.
Recite poems that are
being compared.
Plan sharing and
publishing of written
pieces.
Publish and share.
2.W.5 writing process
(publish and share) and
cooperative grouping
techniques
Combine with writing to plan
and implement discussions
over comparisons and
contrasts of objects. Small
groups with cooperative tasks
to develop vocabulary.
Checklists, rubrics,
observations in cooperative
grouping tasks, anecdotal
records, and writing
examples.
Fluency-2.RF.4a-c
Expression and intonation
Accuracy/rate
Express characterization
Phrasing
Read silently with fluency
and accuracy
Lit First Fluency-winter
Basal running records
should be practiced in
application of reading text.
Include text dependent
written responses daily.
Focus on metacognitive
skills listed in guide
introduction.
VocabularyDomain specific vocabulary
is on-going. Vocabulary
Acquisition standards are
woven throughout reading
and language.
2.L.4 2.L.5
2.RI.4 2.RL.5
Language-apply
language skills to writing
daily 2.L.1-6
Writing-connect to
Speaking and Listening,
Language, and all genres of
reading as much as possible.
2.W.2 1-10 Informational
Research skills-
Sequence-review
Antonyms-connect to
comparing and contrasting to
build vocabulary for writing.
combine with 2.RI.1-10 and
2.W.2. 1-10 and 2.L.2e and
4e
Speaking and Listening 2.
SL.1-6 Connect to writing
Assessment
Literacy First Assessment
Word Stage Development
test
STAR Early Literacy
STAR Enterprise
Basal Unit Test
Unit test
STAR Early Literacy
STAR Enterprise
Embedded tests
Quizzes, tests, daily
application in content
areas and writing.
STAR Early Literacy
and Enterprise
Grade 2
Unit 4
Phonics/Spelling2.RF.3a-f 1.RF.3a-f-
Week 1 Animal
Fantasy 2.RL.1-10
C+le
Week 2 Realistic
Fiction 2.L.1-10
Vowels oo,u
Week 3 Folktale
2.RL.1-10
Diphthongs ou, ow
/ou/
Week 4 Realistic
Fiction 2.RL.1-10
Diphthongs oi, oy
Week 5 Biography
2.RI.1-10
Vowels oo, ue, ew,
ui
OAS addresses most phonics
in the basal at the 1st grade
level.
Comparative endingsreview
C+le-review
Vowels oo,u-review
Diphthongs ou,
ow/ou/-review
Diphthongs oi, oyreview
Comprehension-skills
Compare/contrast
story structure
Fact/opinion
Ask questions
(metacognition skill)
Compare/contrast
Graphic organizer
Plot/theme
Summarize
Fact/opinion
Ask questions
Fact/opinion-review
Draw conclusionsreview
Main idea/supporting
details (determining
importancemetacognitive skills)review
should be practiced in
application of reading text.
Include text dependent
written responses daily.
Focus on metacognitive
skills listed in guide
introduction.
VocabularyDomain specific vocabulary
is on-going. Vocabulary
Acquisition standards are
woven throughout reading
and language.
2.L.4 2.L.5
2.RI.4 2.RL.5
Language-apply
language skills to writing
daily 2.L.1-6
Writing-connect to
Speaking and Listening,
Language, and all genres of
reading as much as possible.
2.W.1.1-10
argument/opinion
Research skillscombine with 2.RI.1-10 and
2.W.2. 1-10 and 2.L.2e and
4e
Speaking and Listening 2.
SL.1-6 Connect to writing
2.W.5 writing process
(publish and share) and
cooperative grouping
techniques
Fluency-2.RF.4a-c
Assessment
Literacy First Assessment
Word Stage Development
test
STAR Early Literacy
STAR Enterprise
Basal Unit Test
Unit test
STAR Early Literacy
STAR Enterprise
Embedded tests
Character/settingreview
Compare/contrastreview
Context clues need to be
taught daily.
Vocabulary should be
connected to opinion and
argument writing. Transition
words that help writing ideas
to fluently flow from one
reason to the next. Basal
focus:
Prefixes, word structure,
multimeaning words
Conventions should be
practiced daily in
application.
This unit is supposed to be
about description, but we
need to refocus on argument
opinion. Plan short written
responses that ask the
student to express an
opinion with reasons.
Context clues need to be
taught daily.
Context clues need to be
taught daily.
Context clues need to be
taught daily.
Context clues need to be
taught daily.
Basal focus:
Homonyms/antonyms
Basal Focus:
Word structure
suffixes
Basal Focus:
Multi-meaning wordssynonyms
Basal Focus:
Homographs
Conventions should be
practiced daily in
application.
Analyze photos/illustrations
and write opinions with
reasons over preferences.
Use guided writing over
favorite foods, games, toys,
etc. that allow students to
support opinions with facts.
Conventions should be
practiced daily in
application.
Continue with short opinion
based written responses.
Use guided and
independent writing pieces.
Conventions should be
practiced daily in
application.
Conventions should be
practiced daily in
application.
Organization and purpose
of different reference
sources.
Circle graphs
Diagrams
Email
Choose appropriate
reference sources.
In application in
reading/writing
information.
Build speaking vocabulary by
listing words for expressing
opinions. Discuss the
difference between
emotional and factual
speech.
Continue with small
group discussions and
writing groups.
Plan small group
discussions that develop
speaking opinions and
supporting them.
Plan sharing and
publishing of written
pieces.
Publish and share.
Checklists, rubrics,
observations in cooperative
grouping tasks, anecdotal
records, and writing
examples.
Expression and
intonation
Accuracy/rate
Express
characterization
Phrasing
Read silently with
fluency and accuracy
Basal running records
Plan sharing and
publishing of short
pieces. Use writing
groups for revision and
editing.
Share and publish
Quizzes, tests, daily
application in content
areas and writing.
STAR Early Literacy
and Enterprise
Teacher made rubrics,
district rubric,
application of skills in
daily writing and text
dependent responses.
Grade 2
Unit 5
Phonics/Spelling2.RF.3a-f 1.RF.3a-f-
Week 1 Narrative
Nonfiction 2.RI.1-10
Suffixes ly, ful, er, or
Week 2 Realistic
Fiction 2.L.1-10
Prefix un, re, pre, dis
Week 3 Realistic
Fiction 2.RL.1-10
Silent consonants
Kn, wr, gn, mb
Week 4 Fantasy
2.RL.1-10
Ph, gh sound of f
Week 5 Humorous
Fiction 2.RL.1-10
Vowels aw, au,
augh, al
OAS addresses most phonics
in the basal at the 1st grade
level.
Vowels oo, ue, ew, ureview
Suffixes ly, ful,er,orreview
Prefixes un, re, pre, disreview
Silent consonants kn,
wr, gn, mb-review
Ph, gh, sound of freview
Comprehension-skills
Main ideas/supporting
details (metacognitive
skill-determining
importance)
Sequence
Graphic organizers
Theme/plot
Prior knowledge
(schema-metacognitive
skill)
Author’s Purpose
Ask Questions
(metacognitive skill)
Realism and fantasy
Monitor-fix-up
Sequence-review
Theme and plotreview
Author’s purposereview
should be practiced in
application of reading text.
Include text dependent
written responses daily.
Focus on metacognitive
skills listed in guide
introduction.
VocabularyDomain specific vocabulary
is on-going. Vocabulary
Acquisition standards are
woven throughout reading
and language.
Author’s purpose-review
Plot/theme-review
Assessment
Literacy First Assessment
Word Stage Development
test
STAR Early Literacy
STAR Enterprise
Basal Unit Test
Unit test
STAR Early Literacy
STAR Enterprise
Embedded tests
Context clues need to be
taught daily.
Context clues need to be
taught daily.
Context clues need to be
taught daily.
Context clues need to be
taught daily.
Context clues need to be
taught daily.
Basal focus:
Basal Focus:
Word structure
Basal Focus:
Basal Focus:
Ending-est
Basal Focus:
Conventions should be
practiced daily in
application.
This unit is opinion writing,
but feel free to return to
information since we have
covered all writing modes.
Work on whatever your
students need more
experience in.
Conventions should be
practiced daily in
application.
Choose short projects that
require group work and
some research of facts.
Students should be more
independent in their writing
at this time of the year.
Conventions should be
practiced daily in
application.
Independent writing of
short pieces in opinion or
information.
Conventions should be
practiced daily in
application.
Conventions should be
practiced daily in
application.
Plan sharing and
publishing of short
pieces. Use writing
groups for revision and
editing.
Share and publish
Glossary: word
meaning/pronunciation
key
Bar graphs
Encyclopedia
Tables/charts
Evaluate online sources
In application in
reading/writing
information.
Build speaking vocabulary by
listing words for expressing
thoughts. Plan questions for
practice in answering
completely. Target looking
for main ideas and details.
Continue with small
group discussions and
writing groups.
Plan small group
discussions that develop
speaking. Retell a movie.
Plan sharing and
publishing of written
pieces.
Publish and share.
Checklists, rubrics,
observations in cooperative
grouping tasks, anecdotal
records, and writing
examples.
Read silently with
fluency and accuracy
Accuracy/rate
Read with expression
Express
characterization
Phrasing
Lit First fluency- spring
Basal running records
Word structure
Ending-ed, -ing
Compound words
Word structure
Quizzes, tests, daily
application in content
areas and writing.
STAR Early Literacy
and Enterprise
2.L.4 2.L.5
2.RI.4 2.RL.5
Language-apply
language skills to writing
daily 2.L.1-6
Writing-connect to
Speaking and Listening,
Language, and all genres of
reading as much as possible.
2.W.1.1-10
argument/opinion or inform
Research skillscombine with 2.RI.1-10 and
2.W.2. 1-10 and 2.L.2e and
4e
Speaking and Listening 2.
SL.1-6 Connect to writing
2.W.5 writing process
(publish and share) and
cooperative grouping
techniques
Fluency-2.RF.4a-c
Teacher made
rubrics, district
rubric, application
of skills in daily
writing and text
dependent
responses.
Grade 2
Unit 6
Phonics/Spelling2.RF.3a-f
1.RF.3a-f-OAS addresses
Week 1 Realistic
fiction 2.L.1-10
Contractions
Week 2 Narrative
Nonfiction 2.RI.1-10
Inflected endings
Week 3 Realistic
Fiction 2.RL.1-10
Syllables tion, ture
Week 4 Narrative
Nonfiction 2.RI.1-10
Suffixes ness, less
Week 5 Realistic
Fiction 2.RL.1-10
Prefixes mis, mid
most phonics in the basal at
the 1st grade level.
Aw, au, augh, alreview
Contractions-review
Inflected endingsreview
Syllables tion, turereview
Syllables tion, turereview
Comprehension-skills
Compare/contrast
Visualize (metacognitive
skill)
Fact/opinion
Monitor-fix-up
Draw
conclusions/inference
(metacognitive skill)
Summarize
Cause/effect
Graphic organizer
Character, setting,
plot
Prior knowledge
should be practiced in
application of reading text.
Include text dependent
written responses daily.
Focus on metacognitive
skills listed in guide
introduction.
VocabularyDomain specific vocabulary
is on-going. Vocabulary
Acquisition standards are
woven throughout reading
and language.
2.L.4 2.L.5
2.RI.4 2.RL.5
Language-apply
language skills to writing
daily 2.L.1-6
Writing-connect to
Speaking and Listening,
Language, and all genres of
reading as much as possible.
2.W.3.1-10
Research skillscombine with 2.RI.1-10 and
2.W.2. 1-10 and 2.L.2e and
4e
Speaking and Listening 2.
SL.1-6 Connect to writing
2.W.5 writing process
(publish and share) and
cooperative grouping
techniques
Fluency-2.RF.4a-c
(schema-metacognitive
skill)
Assessment
Adapt and align to
Literacy First continuum.
-Literacy First
Assessments, Word
Stage Development test.
Unit test
STAR Early Literacy
STAR Enterprise
Embedded tests
Fact/opinion-review
Main idea/supporting
details-review
cause/effect-review
Context clues need to be
taught daily.
Context clues need to be
taught daily.
Context clues need to be
taught daily.
Context clues need to be
taught daily.
Context clues need to be
taught daily.
Basal Focus:
Basal Focus:
Basal Focus:
Basal Focus:
Basal Focus:
Multiple meaning wordshomophones
Compound words
Homonyms, words form
other languages
Compound words, time
words
Unfamiliar wordshomonyms
Conventions should be
practiced daily in
application.
Return to narrative writingfocus on beginning, middle,
and end connected to story
elements. Guided writing,
short projects, or longer
pieces are all appropriate.
Conventions should be
practiced daily in
application.
Continue with writing
pieces: sequels, prequels,
episodes, skits, plays etc.
fictional or personal
narratives are possible.
Conventions should be
practiced daily in
application.
Independent writing of
short pieces in narrative.
Conventions should be
practiced daily in
application.
Conventions should be
practiced daily in
application.
Plan sharing and
publishing of short
pieces. Use writing
groups for revision and
editing.
Share and publish
Use people as resources
(careers)
Taking notes
Online directories
Thesaurus
Timelines
In application in
reading/writing
information.
Build speaking vocabulary by
listing words for expressing
thoughts. Focus on
storytelling to connect to
narrative writing.
Story telling- sequence
words and staying on
topic.
Plan small group
discussions that develop
speaking. Retell a movie.
Plan sharing and
publishing of written
pieces.
Publish and share.
Checklists, rubrics,
observations in cooperative
grouping tasks, anecdotal
records, and writing
examples.
Accuracy/pace
Read silently with
fluency
Phrasing
Accuracy/pace
Phrasing
Basal running records
Fact/opinion-review
Cause/effect-review
Quizzes, tests, daily
application in content
areas and writing.
STAR Early Literacy
and Enterprise
Teacher made rubrics,
district rubric,
application of skills in
daily writing and text
dependent responses.