2nd Grade Curriculum Calendar – Fourth Quarter
NOTE: HM is not in order. The lessons are in an order that aligns with the learning targets. Everything has been
created with expectations that first grade accomplished certain things. Connections have been made to the units
whenever possible.
Reading Foundational
Week of
March 30
Week 1
th
(RF 3: Phonics,
RF 4: Fluency)
Review base words and
suffixes
TE: Theme 5; 222I
April 6th
Week 2
April 13th
Week 3
2-syllable words with
long vowels
TE: Theme 5; 182I
Vowel Teams:
oo, ue, ew, ou
TE: Theme 6; 288A-B
th
Long vowel: igh, ie
April 20
Week 4
TE: Theme 6; 328I-J
th
April 27
Week 5
2-syllable words with
long vowels
TE: Theme 6; 370I-J
Sound/Spelling
Card
Speaking and
Listening
Phonics Library
Book
(SL 1-6)
*Eight
Daughters!
*Jade’s
Drumming
eagle
*Aunt Lizzy Finds
Her Cake
moon
*Our Classroom
Zoo Book
*Who Drew the
Cartoon?
ice cream
Language:
Conventions
(L 1 and 2)
Review parts of
speech and
sentence
construction.
(nouns,
adjectives,
verbs, adverbs)
(L 3-6)
Practice Book
PB1: Practice
Book 1
PB2: Practice
Book 2
PB2: 127
Give 3 and 4 step
oral directions
(see suggested
lesson below)
PB2: 109
Review
consulting
dictionaries
(see suggested
lesson below)
PB2: 155,
163-165
Review using
dictionaries and
glossaries for word
meanings
(see suggested lesson
below)
*Dwight the
Knight
*Fright Night
*Will Holly Sing?
Language: Knowledge
of Language and
Vocabulary
Acquisition
Reflexive
pronouns
(see suggested
lesson below)
PB2: 177,
185-187
PB2: 194,
202-204
th
May 4
Week 6
May 11th
Week 7
oo
cook
(see suggested lesson
below)
Possessives
TE: Theme 4;
87K
May 18th
Week 8
Identify real-life
connections between
words and their use
(see suggested lesson
below)
Compare correct
language in interviews
(see suggested lesson
below)
Root word as clue to
unknown word
PB2: 39-41
PB2: 166
TE: Theme 6; 325I
(Be sure to teach add,
addition, additional)
May 25th
Week 9
(4-day week)
June 1st
Week 10
(4-day week)
Review and CCPM testing
Review the skills your students need
Not in HM TEs:
 Wk 2: Give 3 and 4-step oral directions (SL2a) --> Review with students the importance of giving directions in the order in which they must be
completed, speaking clearly when giving directions, and giving enough information for the directions to be completed. Choose one student to give the
rest of the class directions that are 3 or 4 steps, or you can put the students in small groups and one student can give directions to each group. Possible
directions could be a small obstacle course outside or steps for drawing something. (For example, skip to the cone, walk around it twice, and then run
back to the start. Draw a square with a triangle on top of it and a circle inside it).

Wk 3: Review consulting dictionaries to check and correct spelling (L2e) --> Review the parts of a dictionary and why we use a dictionary. Display
writing from a student with spelling errors or a paragraph that you wrote. Model using a dictionary to find the correct spelling while thinking aloud
about the steps you are using. (For example, I know favorite starts with an f, so I’ll open the dictionary to the beginning, but toward the middle. This
guide word is fox, so I know I’ve gone too far because I want f-a and f-a comes before f-o.)
A paragraph you can use …
Munkees are my faverit animal. One reason is munkees are fun to watch. For example, it is fun to watch them swing in the trees. Anuther
reason I like munkees is they are playful. Munkees like to play with each other. Munkees are grate animals!

Wk 4: Review using dictionaries and glossaries for word meanings (L4e) --> Display a paragraph from the science book or one that you have written
that has some difficult words for the students to understand. Model using a dictionary to find the meaning of a word while using a think aloud.

Wk 5: Use reflexive pronouns (L1c) --> http://pitnerm.blogspot.com/2013/01/reflexive-pronouns-freebie_20.html has a free game you can play with
your students to teach reflexive pronouns. Then, create sentences about the characters in Ramona to further practice.

Wk 6: Words with oo (RF3b) --> Teach the cook card. Point out the difference between the moon and cook card. (Sample words: cook, hook)

Wk 6: Identify real-life connections between words and their use (L5a) --> Create a list of words that can placed in different categories. As a class, or in
small groups, the students can place the words in the categories and justify their placements. (See below for examples)
Foods that are spicy: jalapenos, pepperoni, tacos, hot sauce
Foods that are juicy: oranges, watermelon, apples,
Weather: sunny, windy, rainy, foggy
Temperature: hot, cold, freezing

Wk 7: Compare correct language in interviews (L3a) --> Discuss the differences between children talking to other children and children talking to adults.
As a class, create questions that one child could ask another child in an interview. Then, students interview one another. Later, as a class, create
questions that children could ask an adult in an interview. You could have them create questions to interview Ramona’s mother and/or teacher. If your
principal is willing, you could create interview questions your class could ask him/her when he/she visits the classroom.