ROCKY FORD CURRICULUM GUIDE
SUBJECT: Reading/Writing/Comm
Grade Level
Expectation
Evidence Outcome
1. Fluent reading
depends on specific
skills and approaches to
understanding strategies
when reading literary
text
a.Use Key Ideas and Details to:
i. Demonstrate use of selfmonitoring comprehension
strategies: rereading, checking
context clues, predicting,
questioning, clarifying, activating
schema/background knowledge to
construct meaning and draw
inferences C
ii. Ask and answer such
questions as who, what, where,
when, why, and how to demonstrate
understanding of key details in a
text. (CCSS: RL.2.1) C
iii. Recount stories, including
fables and folktales from diverse
cultures, and determine their central
message, lesson, or moral. (CCSS:
RL.2.2) C
iv. Describe how characters in a
story respond to major events and
challenges. (CCSS: RL.2.3) C
1. Fluent reading
depends on specific
skills and approaches to
understanding strategies
when reading literary
text
b. Use Craft and Structure to:
i. Describe how words and
phrases (e.g., regular beats,
alliteration, rhymes, repeated lines)
supply rhythm and meaning in a
story, poem, or song. (CCSS:
RL.2.4) C
iv. Acknowledge differences in the
points of view of characters,
including by speaking in a different
© Learning Keys, 800.927.0478, www.learningkeys.org
GRADE: 2
TIMELINE: 3rd Quarter
Student-Friendly
Learning Objective
Level of
Thinking
Resource Correlation
We will use strategies to
help understand what we
read.
(changes as needed)
Appl
Synth
Substitute for each strategy.
Context clues, predicting,
questioning, clarifying,
activating
schema/background to
construct meaning and draw
inferences.
Mrs. Fox
Smart Board Activities
Know
We will ask and answer wh
questions to understand
what we read.
We will identify the
message, lesson or moral.
Know
Core Reading /Mrs. Fox
Jr. Great Books
Kagan HLT activities
Reading Games Books
Florida Research Center
Activities
Retell
Story Grammar Marker
We will describe how
characters respond in the
story to major events.
Know
Academic
Vocabulary
Self-monitoring
Activating
background
knowledge
Inferences
Context clue
Draw conclusions
Predicting
Self questioning
Rereading
Pacing
Fables
Folktales
Fairy Tales
Diverse cultures
Moral
Lesson
message
Events
Main character
Problem solution
Cause and effect
Plot
Make believe
Story Grammar Marker
Jr. Great Books
We will describe how
alliteration supplies rhythm
and meaning in a story,
poem or song.
Comp
Substitute rhymes, repeated
lines, imagery
Word Families
Core
Alteration
Rhymes
Rhymithic pattern
Repeated lines
Rhythm
Readers Theater
We will change our voice
when reading dialogue.
Comp
Dialogue
Page 1
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Reading/Writing/Comm
Grade Level
Expectation
Evidence Outcome
voice for each character when
reading dialogue aloud. (CCSS:
RL.2.6) C
1. Fluent reading
depends on specific
skills and approaches to
understanding strategies
when reading literary
text
1. Fluent reading
depends on specific
skills and approaches to
understanding strategies
when reading literary
text
1. Fluent reading
depends on specific
skills and approaches to
understanding strategies
when reading literary
v. Identify how word choice
(sensory details, figurative
language) enhances meaning in
poetry C
c. Use Integration of Knowledge
and Ideas to:
i. Use information gained from the
illustrations and words in a print or
digital text to demonstrate
understanding of its characters,
setting, or plot(CCSS: RL.2.7) C
GRADE: 2
TIMELINE: 3rd Quarter
Student-Friendly
Learning Objective
Level of
Thinking
We will explain how word
choice enhances the
meaning and affects the
mood in a poem.
Synth
We will use illustrations to
help us understand the
characters, setting and plot
of a story.
Appl
Core writing alive
Bug box
Venn Diagram
Science
Academic
Vocabulary
Sensory details
Figurative language
Simile
Metaphor
Illustrations
Digital text
Demonstrate
Compare and
contrast
Analysis
ii. Compare and contrast two or
more versions of the same story
(e.g., Cinderella stories) by different
authors or from different cultures.
(CCSS: RL.2.9) C
d. Use Range of Reading and Level
of Text Complexity to:
i.By the end of the year, read
and comprehend literature,
including stories and poetry, in the
grades 2–3 text complexity band
proficiently, with scaffolding as
needed at the high end of the
range. (CCSS: RL.2.10) C
We will compare and
contrast two versions of the
same story.
We will read and
comprehend 2nd grade
literature.
Comp
e. Compare formal and informal
uses of English. (CCSS: L.2.3a) C
We will compare formal and
informal uses of language.
Analysis
© Learning Keys, 800.927.0478, www.learningkeys.org
Resource Correlation
Venn Diagram
Writing Alive Library,
AR, Core, leveled readers
Contractions
Slang
Manners
DOL
Alteration
Rhymes
Rhymithic pattern
Repeated lines
Rhythm
Dialogue
Sensory details
adjectives
Figurative language
Similes
Metaphors
Formal and informal
language
Page 2
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Reading/Writing/Comm
Grade Level
Expectation
text
2. Fluent reading
depends on specific
skills and approaches to
understanding strategies
when reading
informational text
2. Fluent reading
depends on specific
skills and approaches to
understanding strategies
when reading
informational text
2. Fluent reading
depends on specific
skills and approaches to
understanding strategies
when reading
informational text
2. Fluent reading
depends on specific
skills and approaches to
understanding strategies
when reading
informational text
Evidence Outcome
a. Use Key Ideas and Details to:
i. Ask and answer such questions
as who, what, where, when, why,
and how to demonstrate
understanding of key details in a
text. (CCSS: RI.2.1) C
b. Use Craft and Structure to:
ii. Know and use various text
features (e.g., captions, bold
print, subheadings, glossaries,
indexes, electronic menus,
icons) to locate key facts or
information in a text efficiently.
(CCSS: RI.2.5) C
c. Use Integration of Knowledge
and Ideas to:
i. Explain how specific images
(e.g., a diagram showing how a
machine works) contribute to and
clarify a text. (CCSS: RI.2.7) C
iii. Compare and contrast the
most important points presented by
two texts on the same topic.
(CCSS: RI.2.9) C
d. Use Range of Reading and
Level of Text Complexity to:
i. Adjust reading rate according to
type of text and purpose for reading
M
ii. By the end of year, read and
comprehend informational texts,
including history/social studies,
science, and technical texts, in the
grades 2–3 text complexity band
© Learning Keys, 800.927.0478, www.learningkeys.org
GRADE: 2
TIMELINE: 3rd Quarter
Student-Friendly
Learning Objective
Level of
Thinking
We will ask and answer wh
show understanding of
what we read.
Synth
We will use text features to
locate key facts or
information efficiently.
App
Resource Correlation
Substitute captions, bold print
subheadings, glossaries,
indexes, electronic menus,
icons etc.
Academic
Vocabulary
captions, bold print,
subheadings,
glossaries, indexes,
electronic menus,
icons
Quote
Diagram
Core Mrs. Flox
We will explain how text
features clarify the text.
Comp
We will compare and
contrast the most important
points of two similar stories.
Analysis
Venn Diagram
Core Mrs. Fox
AR, Science leveled readers,
We will adjust our reading
rate according to the genre
we are reading.
We will read and
comprehend 2nd grade
informational text.
Comp
Magazines
Advertisements
Labels
Compare and
contrast
topic
Non fiction
Informational
Technical text
Pamphlet
Brochure
Manual
Field guide
Memorandum
Newspaper
Editorial
Debate
Page 3
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Reading/Writing/Comm
Grade Level
Expectation
Evidence Outcome
GRADE: 2
Student-Friendly
Learning Objective
TIMELINE: 3rd Quarter
Level of
Thinking
Resource Correlation
proficiently, with scaffolding as
needed at the high end of the
range. (CCSS: RI.2.10) C
2. Fluent reading
depends on specific
skills and approaches to
understanding strategies
when reading
informational text
3. Decoding words with
accuracy depends on
knowledge of complex
spelling patterns and
morphology
e. e. Use glossaries and beginning
dictionaries, both print and digital, to
determine or clarify the meaning of
words and phrases. (CCSS:
L.2.4e) C
a. Know and apply grade-level
phonics and word analysis skills in
decoding words. (CCSS: RF.2.3)
i. Distinguish long and short
vowels when reading regularly
spelled one-syllable words. (CCSS:
RF.2.3a) M
iii. Read multisyllabic words
accurately and fluently C
3. Decoding words with
accuracy depends on
knowledge of complex
spelling patterns and
morphology
vi. Identify words with inconsistent
but common spelling-sound
correspondences. (CCSS: RF.2.3e)
M
b. Read with sufficient accuracy and
fluency to support comprehension.
(CCSS: RF.2.4)
i. Read grade-level text with
purpose and understanding.
(CCSS: RF.2.4a) C
ii. Read grade-level text orally
with accuracy, appropriate rate, and
expression. (CCSS: RF.2.4b) C
iii. Use context to confirm or selfcorrect word recognition and
© Learning Keys, 800.927.0478, www.learningkeys.org
Academic
Vocabulary
Conflict
Bias
We will use appropriate
resource material to
determine or clarify the
meaning of words and
phrases.
Appl
We will read and spell
words.
Analysis
We will fluently read
multisyllabic words
accurately.
Appl
We will fluently read words
that don’t follow the rules.
Appl
We will set a purpose for
our reading.
Syn
We will fluently read 2nd
grade text with prosody.
Appl
We will use context clues.
Eval
Class thesaurus, dictionaries
etc.
Glossaries
Dictionaries
Alphabetical Order
Sorts, tiles, overhead, vowel
power
Word analysis
Long and short
vowel
Multisyllabic words
Open / closed
Final stable le
Magic e
Sound-spelling
correspondence
Core Mrs. Fox
Read Naturally
Six Minute Fluency
Accuracy
Fluency
Author’s Purpose
Word analysis
Long and short
vowel
Multisyllabic words
Open / closed
Final stable le
Magic e
Sound-spelling
correspondence
Page 4
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Reading/Writing/Comm
Grade Level
Expectation
Evidence Outcome
GRADE: 2
Student-Friendly
Learning Objective
TIMELINE: 3rd Quarter
Level of
Thinking
Resource Correlation
understanding, rereading as
necessary. (CCSS: RF.2.4c) C
3. Decoding words with
accuracy depends on
knowledge of complex
spelling patterns and
morphology
1. Exploring the writing
process helps to plan
and draft a variety of
literary genres
2. Exploring the writing
process helps to plan
and draft a variety of
simple informational
texts
e. Use words and phrases acquired
through conversations, reading and
being read to, and responding to
texts, including using adjectives and
adverbs to describe (e.g., When
other kids are happy that makes me
happy). (CCSS: L.2.6) C
a. Write opinion pieces in which
they introduce the topic or book
they are writing about, state an
opinion, supply reasons that
support the opinion, use linking
words (e.g., because, and, also) to
connect opinion and reasons, and
provide a concluding statement or
section. (CCSS: W.2.1) I
a. Write informative/explanatory
texts in which they introduce a
topic, use facts and definitions to
develop points, and provide a
concluding statement or section.
(CCSS: W.2.2) I
c. Organize informational texts
using main ideas and specific
supporting details C
2. Exploring the writing
process helps to plan
and draft a variety of
simple informational
texts
2. Exploring the writing
d. Organize ideas using a variety of
process helps to plan
pictures, graphic organizers or
bulleted list C
and draft a variety of
simple informational
texts
2. Exploring the writing
e. Use relevant details when
© Learning Keys, 800.927.0478, www.learningkeys.org
Academic
Vocabulary
Self monitor
Predict
confirm
We will speak in complete
sentences using adjectives
and adverbs to describe.
Appl
Counselors Lessons
Conversations
Responding to text
Constructed
response
Adjectives
Adverbs
We will plan and write a
paragraph.
*opinion
Syn
Scholastic new
Kid’s speak… point of view
Opinion
State an opinion
Support
We will plan and write a
paragraph.
*explanatory
Eval
We will plan and write a
paragraph.
*informational
Syn
Planners Step-up
Edit info piece cut and paste
main idea and details
We will plan and write a
paragraph.
Syn
Camera, informational
planner, personal narrative
planner
We will write a constructed
Appl
Constructed response work,
Transition sets
Linking word:
(because and also)
In conclusion
Informational
paragraph
Topic sentence
Main Idea
Details
Conclusion
Organize
Planner
Main ideas
And specific
Supporting details
Graphic organizer
Planner
Constructed
Page 5
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Reading/Writing/Comm
GRADE: 2
Grade Level
Expectation
Evidence Outcome
Student-Friendly
Learning Objective
process helps to plan
and draft a variety of
simple informational
texts
2. Exploring the writing
process helps to plan
and draft a variety of
simple informational
texts
3. Appropriate spelling,
capitalization, grammar,
and punctuation are
used and applied when
writing
responding in writing to questions
about texts C
response.
f. State a focus when responding to
a given question, and use details
from text to support a given focus M
We will respond to a
question using a main idea
and details.
b. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing. (CCSS: L.2.2)
iv. Generalize learned spelling
patterns when writing words (e.g.,
cage → badge; boy → boil).
(CCSS: L.2.2d) M
v. Consult reference materials,
including beginning dictionaries, as
needed to check and correct
spellings. (CCSS: L.2.2e) C
3. Appropriate spelling,
capitalization, grammar,
and punctuation are
used and applied when
writing
1. Reference materials
help us locate
information and answer
questions
c. With guidance and support from
adults and peers, focus on a topic
and strengthen writing as needed
by revising and editing. (CCSS:
W.2.5) C
a. Identify a variety of resources
and the information they might
contain (dictionary, trade book,
library databases, Internet web
page) C
© Learning Keys, 800.927.0478, www.learningkeys.org
TIMELINE: 3rd Quarter
Level of
Thinking
Resource Correlation
Academic
Vocabulary
Code the text, note taking
response
Details
Syn
Mrs. Fox
Sppl
This will change each week
with new spelling pattern.
Appl
DOL
We will edit our writing with
a friend.
Eval
Writing Alive Editing poster
Exemplars
rubrics
We will identify types of
resources.
Know
Library, research materials
Supplemental materials
We will read and spell
words.
We will use reference
resources to spell correctly.
We will correctly use
conventions.
Constructed
response
Details from the text
Use question as part
of the answer
Capitalization
Punctuation
Spelling
Grammar
Comma
Apostrophe
Quotes
Question mark
Explanation point
Rough draft
Proofread
Edit
Revise
Final copy
Dictionary
Thesaurus
Rough draft
Proofread
Edit
Revise
Dictionary
Thesaurus
Resources
Research
dictionary, trade
book, library
databases, Internet
Page 6
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Reading/Writing/Comm
Grade Level
Expectation
Evidence Outcome
GRADE: 2
Student-Friendly
Learning Objective
TIMELINE: 3rd Quarter
Level of
Thinking
Resource Correlation
1. Reference materials
help us locate
information and answer
questions
c. Use text features to locate,
interpret, and use information (table
of contents, illustrations, diagrams,
headings, bold type) C
We will use text features to
locate important information
in text.
Appl
Substitute table of contents,
illustrations, diagrams,
headings, bold type etc.
1. Reference materials
help us locate
information and answer
questions
e. Recall information from
experiences or gather information
from provided sources to answer a
question. (CCSS: W.2.8) C
We will use experiences or
reference materials to
answer questions.
Appl
Reference materials
© Learning Keys, 800.927.0478, www.learningkeys.org
Academic
Vocabulary
web page
menu
Text features
Locate
Interpret
dictionary, trade
book, library
databases, Internet
web page
menu
Personal narrative
Page 7