KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 1
Big Idea: Realistic Fiction, Short Vowels, Character/Setting, Predicting
Title of Story: Iris and Walter
Essential Vocabulary: Character/Setting; Predict; Realistic Fiction
Teaching Vocabulary: Predict
Site Words: would, very, your, its, around
Spelling Words: drum, rock, list, desk, job, sad, chop, sack, tag, rib, mess, dust, pocket, lettuce, engine
Reading Vocabulary: someone, somewhere, friend, country, beautiful, front
Common Core
Essential
Suggested
Resources
Standard
Questions/Learning
Skills (VERB)
Activities
(Additional
How the students will How will we teach
Targets
Resources)
this content?
(I CAN statements) perform to understand
What the students will
the Learning Target
know when the lesson are
complete
CC.2.R.L.2
Key Ideas and
Details:Recount
Stories, including
fables and folktales
from diverse cultures,
and determine their
central message, lesson
or moral.
I CAN identify
character and setting.
I CAN predict events
in a story.
I CAN create a
complete and clear
sentence
*Demonstrate
understanding of
literary elements and
literary
passages/texts
 Identify and
describe
characters,
major
Guided
Readingpicture walk,
think alouds,
comprehension
question games
Shared
reading-poem
related one of
Scott Foresman
Assessment
How will students
be formatively and
summatively
assessed to find out
what they already
know, and what
they’ve learned?
Formative
assessments
Leveled readers
Workooks
Thums up/
thumbs down
Spelling worksheets
White boards
Grammer Practice
Exit slips
1
CC.2.R.L.10
Range of reading and
level of text
Complexity: By the
end of the year, read
and comprehend
literature, including
prose and poetry, in the
grades 2-3 text
complexity band
proficiently, with
scaffolding as needed
at the high end of the
range.
CC.2.L.3.Knowledge
of Language: U se
knowledge of language
and its conventions
when writing,
speaking, reading, or
listening.
events/plot,
setting or
problem/solution.
*Students will utilize
comprehension
strategies while
reading, listening to,
or viewing literary,
and informational
texts.
* Construct and clear
sentences
the weeks skills
Read Aloudbooks related
to first of
school
Self-selected
reading
Book
Think/pair/share
Daily fix-it
Oral questioning
Brainpop
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly
assessment
Spelling Test
CC.2.R.F.3.a Phonics
and Word Recognition:
Distinguish long and
short vowels when
reading regularly
spelled one-syllable
words.
2
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 2
Big Idea: Main Idea/ Details, Text Features, Expository Non-fiction, Long Vowels CVCe, Subject
Title of Story: Exploring Space with an Astronaut
Essential Vocabulary: Main Idea/details, text features(title, captions, pictures, bold, italics, glossary, table of contents)
Teaching Vocabulary: Identify
Site Words: don’t, right, their, call, sleep
Spelling Words: tune, page, nose, space, size, fine, mice, late, cube, blaze, home, vote, erase, spice, confuse
Reading Vocabulary: everywhere, live, work, woman, machines, move, world
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning
Skills (VERB)
Activities
(Additional
formatively and
How
will
we
teach
How the students will
Targets
Resources)
summatively assessed
this
content?
perform to understand
(I CAN statements)
to find out what they
What the students will
the Learning Target
already know, and
know when the lesson are
complete
CC.2.R.L.2
Key Ideas and
Details:Ask and
answer such
questions as who,
what, when,
where, why, an
dhow to
demonstrate
I CAN identify main
idea and supporting
details.
I CAN identify text
features.
I CAN identify the
subject of a sentence.
what they’ve learned?
*Utilize
comprehension
strategies while
reading, listening to, or
viewing literary and
informational texts.
 Locating and
using text
features
Guided
Reading-picture
walk, think
alouds,
comprehension
question games
Shared
reading-poem
related one of
Scott Forseman
Formative
assessments
Leveled readers
Workbooks
Thumbs up/
thumbs down
Spelling worksheets
White boards
Grammer Practice
Exit slips
3
understanding of
key details in a
text.
CC.2.R.I.7
Integration of
Knowledge and
Ideas: Explain
how specific
images(e.g., a
diagram showing
how a machine
works) contribute
to and clarify a
text.
CC.2.L.1.F
Conventions of
Standard of
English: Produce,
Expand, and
rearrange
complete simple
and compound
sentences
CC.2.R.F.3.a
Phonics and
Word
Recognition:
Distinguish long
and short vowels
when reading
regularly spelled
*Demonstrate
understanding of
structure and features
of informational
passages/text
 Locate key
ideas, facts and
details.
* Identify the subject of
a sentence.
the weeks skills
Read Aloudbooks related to
first of school
Self-selected
reading
Book
Think/pair/share
Daily fix-it
Oral questioning
Brainpop
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly assessment
Spelling Test
4
one-syllable
words.
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 3
Big Idea: Realistic-Fiction, Consonant Blends, Context Clues, Character/Setting, Predicate
Title of Story: Henry and Mudge
Essential Vocabulary: character/setting, realistic fiction, context clues
Teaching Vocabulary: Describe
Sight Words: wash, or, before, been, off
Spelling Words: stop, strap, next, hand, brave, ask, clip, stream, mask, twin, breeze, state, browse, straight, skeleton
Reading Vocabulary: couldn’t, love, build, mother, bear, father, straight
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning
Skills (VERB)
Activities
(Additional
formatively and
How will we teach
How the students
Targets
Resources)
summatively assessed to
this content?
will perform to
(I CAN statements)
find out what they
What the students will
understand the
already know, and what
know when the lesson are
Learning
Target
they’ve learned?
complete
5
CC.2.R F.4
Read with Sufficient
Accuracy and
fluency to support
comprehension.
CC.2.L.1.F
Conventions of
Standard of English:
Produce, Expand,
and rearrange
complete simple and
compound sentences
CC.2.R.F.3 Phonics
and Word
Recognition: Know
and apply gradelevel phonics and
word analysis skills
in decoding.
CC.2.R.F.4 Read
with sufficient
accuracy and
fluency to support
comprehension.
I CAN identify main
idea and supporting
details.
I CAN identify text
features.
I CAN identify the
subject of a sentence.
*Demonstrate
understanding of
literary elements
and literary
passages/text
Identify traits of
main characters,
interpret possible
motives, and
explain a
character’s
actions
* Identify the
predicate of a
sentence.
Guided
Reading-picture
walk, think
alouds,
comprehension
question games
Shared readingpoem related one
of the weeks
skills
Read Aloudbooks related to
first of school
Self-selected
reading
Scott Forseman
Formative
assessments
Leveled readers
Workbooks
Thumbs up/ thumbs
down
Spelling worksheets
White boards
Grammer Practice
Book
Exit slips
Think/pair/share
Daily fix-it
Oral questioning
Brainpop
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly assessment
Spelling Test
6
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 4
Big Idea: Main Idea/ Details, Text Features, Expository Non-fiction, Statements/questions
Title of Story: A Walk in the Desert
Essential Vocabulary: Main Idea/details, text features(title, captions, pictures, bold, italics, glossary, table of contents)
Teaching Vocabulary: Identify
Site Words: cold, tell, work, first, does
Spelling Words: talked, talking, dropped, dropping, excited, exciting, lifted, lifting, hugged, hugging, smiled, smiling,
dragging, amazed, danced
Reading Vocabulary: water, early, full, eyes, animals, warm
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning
Skills (VERB)
Activities
(Additional
formatively and
How will we teach
How the students will
Targets
Resources)
summatively assessed
this content?
(I CAN statements) perform to understand
to find out what they
What the students will
the Learning Target
already know, and
know when the lesson are
complete
CC.2.R.L.1
Key Ideas and
Details:Ask and
answer such
questions as who,
what, when,
where, why, and
how to
I CAN identify main
idea and supporting
details.
I CAN identify text
features.
I CAN distinguish
what they’ve learned?
*Utilize
comprehension
strategies while
reading, listening to,
or viewing literary and
informational texts.
 Locating and
using text
Guided
Reading-picture
walk, think
alouds,
comprehension
question games
Shared
reading-poem
Scott Forseman
Formative
assessments
Leveled readers
Workbooks
Thumbs up/
thumbs down
Spelling worksheets
White boards
7
demonstrate
understanding of
key details in a
text.
CC.2.R.L.2
Key Ideas and
Details: Identify
the main topic of a
multiparagraph
text as well as the
focus of specific
paragraphs within
the text
CC.2.R.I.7
Integration of
Knowledge and
Ideas: Explain
how specific
images(e.g., a
diagram showing
how a machine
works) contribute
to and clarify a
text.
CC.2.L.1.F
Conventions of
Standard of
English: Produce,
Expand, and
rearrange
complete simple
between a statement
and a question.
features
*Demonstrate
understanding of
structure and features
of informational
passages/text
 Locate key
ideas, facts and
details.
*Distinguish between a
statement and a
question.
related one of
the weeks skills
Read Aloudbooks related to
first of school
Self-selected
reading
Grammer Practice
Book
Exit slips
Think/pair/share
Daily fix-it
Oral questioning
Brainpop
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly
assessment
Spelling Test
8
and compound
sentences
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 4
Big Idea: Main Idea/ Details, Text Features, Expository Non-fiction, Statements/questions
Title of Story: A Walk in the Desert
Essential Vocabulary: Main Idea/details, text features(title, captions, pictures, bold, italics, glossary, table of contents)
Teaching Vocabulary: Identify
Site Words: cold, tell, work, first, does
Spelling Words: talked, talking, dropped, dropping, excited, exciting, lifted, lifting, hugged, hugging, smiled, smiling,
dragging, amazed, danced
Reading Vocabulary: water, early, full, eyes, animals, warm
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning
Skills (VERB)
Activities
(Additional
formatively and
How
will
we
teach
How the students will
Targets
Resources)
summatively assessed
this
content?
(I CAN statements) perform to understand
to find out what they
What the students will
the Learning Target
already know, and
know when the lesson are
complete
what they’ve learned?
9
CC.2.R.L.1
Key Ideas and
Details:Ask and
answer such
questions as who,
what, when,
where, why, and
how to
demonstrate
understanding of
key details in a
text.
CC.2.R.L.2
Key Ideas and
Details: Identify
the main topic of a
multiparagraph
text as well as the
focus of specific
paragraphs within
the text
CC.2.R.I.7
Integration of
Knowledge and
Ideas: Explain
how specific
images(e.g., a
diagram showing
how a machine
works) contribute
to and clarify a
I CAN identify main
idea and supporting
details.
I CAN identify text
features.
I CAN distinguish
between a statement
and a question.
*Utilize
comprehension
strategies while
reading, listening to,
or viewing literary and
informational texts.
 Locating and
using text
features
*Demonstrate
understanding of
structure and features
of informational
passages/text
 Locate key
ideas, facts and
details.
*Distinguish between a
statement and a
question.
Guided
Reading-picture
walk, think
alouds,
comprehension
question games
Shared
reading-poem
related one of
the weeks skills
Read Aloudbooks related to
first of school
Self-selected
reading
Scott Forseman
Formative
assessments
Leveled readers
Workbooks
Thumbs up/
thumbs down
Spelling worksheets
White boards
Grammer Practice
Book
Exit slips
Think/pair/share
Daily fix-it
Oral questioning
Brainpop
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly
assessment
Spelling Test
10
text.
CC.2.L.1.F
Conventions of
Standard of
English: Produce,
Expand, and
rearrange
complete simple
and compound
sentences
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 6
Big Idea: Realistic Fiction, r-controlled ar, or, ore, Sequencing, Predicting, Nouns
Title of Story: Tara and Tiree, Fearless Friends
Essential Vocabulary: Sequence, Predict, Fiction, Noun
Teaching Vocabulary: Sequence, Predict
Site Words: goes, write, always, made, gave
Spelling Words: part, hard, born, horse, before, more, smart, farm, porch, corn, chore, score, cardinal, therefore, morning
Reading Vocabulary: family, listen, break, once, pull, heard
11
Common Core
Standard
Essential
Questions/Learning
Targets
(I CAN statements)
What the students will
know when the lesson are
complete
CC.2.R.L.5
Craft and Structure:
Describe the overall
structure of a story,
including describing
how the beginning
introduces the story
and the ending
concludes the action.
CC.2.SL.1.c
Comprehension and
Collaboration: Ask for
clarification and
further explanation as
needed about topics
and texts under
construction.read and
comprehend
informational texts,
including prose and
poetry, in the grades 23 text complexity band
proficiently, with
I CAN Predict what
will happen next in a
story.
I CAN sequence the
events in a story
I CAN identify
common and proper
nouns.
Skills (VERB)
How the students
will perform to
understand the
Learning Target
*Utilize text
structure cues
(sequence,
compare/contrast)
to aid in
comprehension.
*Utilize
comprehension
strategies while
reading, listening
to, or viewing
literary and
informational texts
*Identify Common
and Proper Nouns.
Suggested
Activities
How will we teach
this content?
Guided
Readingpicture walk,
think alouds,
comprehension
question games
Shared
reading-poem
related one of
the weeks skills
Read Aloudbooks related to
first of school
Self-selected
reading
Resources
(Additional
Resources)
Scott Forseman
Assessment
How will students be
formatively and
summatively assessed
to find out what they
already know, and
what they’ve
learned?
Formative
assessments
Leveled readers
Workbooks
Thumbs up/
thumbs down
Spelling worksheets
White boards
Grammer Practice
Book
Exit slips
Think/pair/share
Daily fix-it
Oral questioning
Brainpop
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
12
scaffolding as needed
at the high end of the
range.
CC.2.L.1.a
Conventions of
Standard English: Use
Collective Nouns
weekly
assessment
Spelling Test
CC.2.R.L.7 Integration
of Knowledge and
Ideas: Use information
gained from the
illustrations and words
in a print or digital text
to demonstrate
understanding of its
characters, setting, or
plot.
CC.2.L.2.a
Conventions of
Standard English:
Capitalize holidays,
product names, and
geographic names.
13
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 7
Big Idea: Realistic Fiction, Contractions, Realism/Fantasy, Prior Knowledge, Verb
Title of Story: Ronald Morgan Goes to Bat
Essential Vocabulary: Realism, Fantasy, Prior Knowledge, Verb
Teaching Vocabulary: Identify, Describe
Site Words: us, buy, those, use, fast
Spelling Words: I’ll, wasn’t, it’s, he’s, I’m, didn’t, who’s, she’s, we’ll, isn’t, hasn’t, hadn’t, wouldn’t, shouldn’t, where’s
Reading Vocabulary: laugh, either, second, great, you’re, certainly, worst
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning
Skills (VERB)
Activities
(Additional
formatively and
How
will
we
teach
How the students
Targets
Resources)
summatively assessed to
this
content?
will perform to
(I CAN statements)
find out what they
What the students will know
understand the
already know, and what
when the lesson are complete
Learning Target
they’ve learned?
CC.2.R.L.1
Key Ideas and
Details: Ask and
answer such
questions as who,
what, where,
when, why.
CC.2.R.L.5 Craft
and Structure:
I CAN identify a
realistic story and
explain what makes it
realistic.
I CAN use prior
knowledge to make
predictions and draw
conclusions.
*Utilize prior
knowledge to
make predictions
and draw
conclusions.
*Distinguish
between
Realism/Fantasy
Guided Readingpicture walk,
think alouds,
comprehension
question games
Shared readingpoem related one
of the weeks
skills
Scott Forseman
Formative
assessments
Leveled readers
Workbooks
Thumbs up/ thumbs
down
Spelling worksheets
White boards
Grammer Practice
Exit slips
14
Know and use
various text
features to locate
key facts or
information in a
text efficiently.
CC.2.L.1.d
Conventions of
Standard English:
Form and Use the
past tense of
frequently
occurring
irregular verbs
CC.2.L.2.c
Conventions of
standard English:
Use an
apostrophe to
form contractions
and frequently
occurring
possessives.
I CAN identify verbs in
a sentence.
*Identify Verbs in
a sentence.
I CAN identify
contractions and the
words that make up
those contractions.
Read Aloudbooks related to
first of school
Self-selected
reading
Book
Think/pair/share
Daily fix-it
Oral questioning
Brainpop
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly assessment
Spelling Test
15
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 8
Big Idea: Folk Tale, Sequence, Summarize, r-controlled er, ir, ur
Title of Story: Turtle’s Race with Beaver
Essential Vocabulary: Sequence, Summarize, Folk Tale
Teaching Vocabulary: Sequence, Summarize
Site Words: people, better, pretty, where, should
Spelling Words: her, person, nurse, dirt, turn, birth, serve, curb, curl, skirt, purse, turtle, hamburger, surface, perfect
Reading Vocabulary: enough, toward, above, ago, word, whole
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning
Skills (VERB)
Activities
(Additional
formatively and
How will we teach
How the students
Targets
Resources)
summatively assessed
this content?
will perform to
(I CAN statements)
to find out what they
What the students will
understand the
already know, and
know when the lesson are
Learning
Target
what they’ve learned?
complete
CC.2.R.L.5
Craft and Structure:
Describe the overall
structure of a story,
including
describing how the
beginning
introduces the story
I CAN summarize
events in a story.
I CAN sequence the
events in a story
*Utilize text
structure cues
(sequence,
compare/contrast) to
aid in
comprehension.
*Utilize
Guided
Reading-picture
walk, think
alouds,
comprehension
question games
Shared readingpoem related one
Scott Forseman
Formative
assessments
Leveled readers
Workbooks
Thumbs up/
thumbs down
Spelling worksheets
White boards
16
and the ending
concludes the
action.
CC.2.R.L.2
Key Ideas and
Details:recount
Stories, including
Fables and
Folktales from
diverse cultures,
cultures, determine
their central
message, lesson or
moral.
comprehension
strategies while
reading, listening to,
or viewing literary
and informational
texts
*Summarize events
in a story.
of the weeks
skills
Read Aloudbooks related to
first of school
Self-selected
reading
Grammer Practice
Book
Exit slips
Think/pair/share
Daily fix-it
Oral questioning
Brainpop
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly assessment
Spelling Test
17
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 9
Big Idea: Fairy Tale, Plurals, Irregular plurals, Author’s Purpose, Story Structure, plural nouns
Title of Story: The Bremen Town Musicians
Essential Vocabulary: Fairy Tale, Author’s Purpose, Character, Setting, Plot
Teaching Vocabulary: Identify
Site Words: why, found, because, best, upon
Spelling Words: note, notes, lunch, lunches, story, stories, tune, tunes, switch, switches, baby, babies, crumbs, supplies,
centuries
Reading Vocabulary: people, bought, pleasant, sign, shall, probably, scared
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning
Skills (VERB)
Activities
(Additional
formatively and
How will we teach
How the students
Targets
Resources)
summatively assessed
this content?
will perform to
(I CAN statements)
to find out what they
What the students will
understand the
already know, and what
know when the lesson are
Learning
Target
they’ve learned?
complete
CC.2.R.l. 6
Craft and structure:
Identify the main
purpose of a text,
including what the
author wants to
answer, explain, or
describe.
I CAN identify the
author’s purpose.
I CAN identify story
elements(character,
setting, plot)
I CAN identify plural
* identify and
describe
characters, major
events/plot, setting,
or
problem/solution
*Identify and
Guided
Reading-picture
walk, think
alouds,
comprehension
question games
Shared readingpoem related one
Scott Forseman
Formative
assessments
Leveled readers
Workbooks
Thumbs up/
thumbs down
Spelling worksheets
White boards
18
CC.2.R.1. 5
Craft and Structure:
Describe the overall
structure of a story,
including describing
how the beginning
introduces the story
and the ending
concludes the
action.
CC.2.L.1.a
Conventions of
Standard English:
Use collective
nouns
nouns that change
spelling.
I CAN identify
irregular plurals.
describe the
author’s purpose(to
inform, persuade
and entertain)
of the weeks
skills
Read Aloudbooks related to
first of school
Self-selected
reading
Grammer Practice
Book
Exit slips
Think/pair/share
Daily fix-it
Oral questioning
Brainpop
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly assessment
Spelling Test
CC.2.L.1.b
Conventions of
Standard English:
Form and use
frequently occurring
irregular plural
nouns (feet,
children, teeth,
mice, fish)
CC.2.R.L.6 Craft
and Structure:
Acknowledge
19
differences in the
points of view of
characters,
including by
speaking in a
different voice for
each character when
reading dialogue
aloud.
20
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 10
Big Idea: Draw Conclusions, Visualize, long a: a, ai, ay, Possessive Nouns
Title of Story: A Turkey For Thanksgiving
Essential Vocabulary: Draw Conclusions, Visualize
Teaching Vocabulary: Infer
Site Words: these, sing, wish, many, behind
Spelling Words: tail, main, wait, say, away, play, raise, brain, paint, stay, today, tray, holiday, daily, raisin
Reading Vocabulary: door, minute, sorry, behind, brought, promise, everybody
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning
Skills (VERB)
Activities
(Additional
formatively and
How
will
we
teach
How the
Targets
Resources)
summatively assessed to
this
content?
students will
(I CAN statements)
find out what they
What the students will know
perform to
already know, and what
when the lesson are complete
understand the
they’ve learned?
Learning Target
CC.2.R.l. 5
I CAN draw
*Utilize prior
Guided Reading- Scott Forseman
Formative
Craft and
conclusions using prior knowledge to
picture walk, think
assessments
structure: Know
knowledge.
draw
alouds,
Leveled readers
and Use various
conclusions and comprehension
Thumbs up/ thumbs
text features to
I CAN visualize the
make inferences question games
Workbooks
down
locate key facts or characters, settings and about characters Shared readinginformation in a
events in a story.
and events in a
poem related one
Spelling worksheets
White boards
text efficiently.
story.
of the weeks skills
Read AloudGrammer Practice
Exit slips
21
CC.2.R. l.6
Craft and
Structure: Identify
the main purpose
of a text, including
what the author
wants to answer,
explain, or
describe.
CC.2.L.1.a
Conventions of
Standard English:
Use collective
nouns
*Visualize
characters,
settings, and
events in a story
books related to
first of school
Self-selected
reading
Book
Think/pair/share
Daily fix-it
Oral questioning
Brainpop
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly assessment
Spelling Test
22
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 11
Big Idea: Author’s Purpose, Story Structure, Long e, e, ee, ea, y, Character Development
Title of Story: Pearl and Wagner
Essential Vocabulary: Author’s Purpose, Inform, Persuade and Entertain Character, Setting, Plot
Teaching Vocabulary: Identify and Describe
Sight Words: although, beautiful, caught, describe, explain
Spelling Words: read, feel, easy, deep, seat, party, wheel, leave, windy, sleep, teeth, team, wreath, season, eagle
Reading Vocabulary: science, shoe, won, guess, village, pretty, watch
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning
Skills
Activities
(Additional
formatively and
How
will
we
teach
Targets
(VERB)
Resources)
summatively assessed to
this
content?
How the
(I CAN statements)
find out what they
What the students will know
students will
already know, and what
when the lesson are complete
perform to
they’ve learned?
understand
the Learning
Target
CC.2.R.l. 6
I CAN identify story
*List
Scott Forseman
Guided
Formative
Craft and structure:
elements (character,
characters,
Reading-picture
assessments
Identify the main
setting, and plot)
setting and
walk, think
Leveled readers
purpose of a text,
plot
alouds,
Thumbs up/ thumbs
including what the
I CAN identify
comprehension
Workbooks
down
author wants to
author’s purpose.
*Describe
question games
answer, explain, or
whether or not Shared reading- Spelling worksheets
White boards
23
describe.
CC.2.R. L. 5
Craft and Structure:
Describe the overall
structure of a story,
including describing
how the beginning
introduces the story
and the ending
concludes the action.
CC.2.R..F.3.b Phonics
and Word Recognition:
Know spelling-sound
correspondences for
additional common
vowel teams.
CC.2.R.L.3 Key Ideas
and Details: Describe
how characters in a
story respond to major
events and challenges.
I CAN describe
changes in a character
during the course of
the story.
the author’s
purpose is to
inform,
persuade, or
entertain.
*Describe
how
characters in a
story respond
to major
events and
challenges.
poem related one
of the weeks
skills
Read Aloudbooks related to
first of school
Self-selected
reading
Grammer Practice
Book
Exit slips
Think/pair/share
Daily fix-it
Oral questioning
Brainpop
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly assessment
Spelling Test
24
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 12
Big Idea: Draw Conclusions, Visualize, Long o, o, oa, ow
Title of Story: Dear Juno
Essential Vocabulary: Draw Conclusions, Visualize
Teaching Vocabulary: Infer
Sight Words: among, believe, cause, either, field,
Spelling Words: goat, hold, show, most, bowl, float, toast, ago, open, told, toad, slow, almost, throat, hollow
Reading Vocabulary: picture, school, answer, wash, parents, company, faraway
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning
Skills (VERB)
Activities
(Additional
formatively and
How
will
we
teach
How the students
Targets
Resources)
summatively assessed to
this
content?
will perform to
(I CAN statements)
find out what they
What the students will
understand the
already know, and what
know when the lesson are
Learning
Target
they’ve learned?
complete
CC.2.R.l. 5
Craft and
structure: Know
and Use various
text features to
locate key facts or
information in a
text efficiently.
I CAN visualize
*make an
characters, events, and inference based
setting.
on new
information
I CAN draw
conclusions.
*create a mental
image to improve
comprehension
Guided Readingpicture walk, think
alouds,
comprehension
question games
Shared readingpoem related one
of the weeks skills
Read Aloud-
Scott Forseman
Formative
assessments
Leveled readers
Workbooks
Thumbs up/ thumbs
down
Spelling worksheets
White boards
Grammer Practice
Exit slips
25
CC.2.R. l.6
Craft and
Structure: Identify
the main purpose
of a text,
including what
the author wants
to answer,
explain, or
describe.
books related to
first of school
Self-selected
reading
Book
Think/pair/share
Daily fix-it
Oral questioning
Brainpop
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly assessment
Spelling Test
26
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 13
Big Idea: Cause/Effect, Monitor and Fix up, Compound Words, Folk Tale, Dictionary skills
Title of Story: Anansi
Essential Vocabulary: Cause, Effect
Teaching Vocabulary: Identify and Explain
Sight Words: certain, fact, heart, noun, include
Spelling Words: basketball, someone, weekend, something, birthday, riverbank, bathtub, backyard, driveway, bedtime,
raindrop, mailbox, grandparent, rattlesnake, earthquake
Reading Vocabulary: today, whatever, caught, believe, been, finally, tomorrow
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning
Skills (VERB)
Activities
(Additional
formatively and
How will we teach
How the students
Targets
Resources)
summatively assessed to
this content?
will perform to
(I CAN statements)
find out what they
What the students will
understand the
already know, and what
know when the lesson are
Learning
Target
they’ve learned?
complete
CC.2.R.l. 5
Craft and structure:
Know and Use
various text
features to locate
key facts or
information in a
text efficiently.
I CAN identify cause
and effect
I CAN use monitor
and fix-up strategies.
I CAN identify
compound words
*identify cause
and effect
Guided Readingpicture walk,
think alouds,
*utilize monitor
comprehension
and fix-up
question games
strategies to aid in Shared readingcomprehension.
poem related one
of the weeks
Scott Forseman
Formative
assessments
Leveled readers
Workbooks
Thumbs up/ thumbs
down
Spelling worksheets
White boards
27
CC.2.L.2.e
Conventions of
Standard English:
Consult reference
materials, including
and beginning
dictionaries, as
needed to check
and correct
spellings.
skills
Read Aloudbooks related to
first of school
Self-selected
reading
Grammer Practice
Book
Exit slips
Think/pair/share
Daily fix-it
Oral questioning
Brainpop
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
Study Island
CC.2.L.4.d
Vocabulary
Acquisition and
use: Use
Knowledge of the
meaning of
individuals
Words to predict
the meaning of
compound words
(birdhouse,
lighthouse,
housefly,
bookshelf,
notebook)
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly assessment
Spelling Test
28
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 14
Big Idea: Realistic Fiction, Theme and Plot, Predict, Long i: i, ie, igh, y
Title of Story: Rosa and Blanca
Essential Vocabulary: Theme, Plot, Predict
Teaching Vocabulary: Describe
Sight Words: another, must, want, while, house
Spelling Words: find, child, sky, bright, wild, fly, right, flight, spider, cry, blind, myself, frighten, arrival, identify
Reading Vocabulary: their, many, alone, buy, half, youngest, daughters
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning
Skills (VERB)
Activities
(Additional
formatively and
How
will
we
teach
How the students
Targets
Resources)
summatively assessed
this
content?
will perform to
(I CAN statements)
to find out what they
What the students will know
understand the
already know, and
when the lesson are complete
Learning Target
what they’ve learned?
CC.2.R.L.2
Key Ideas and
Details: Recount
stories, including
fables and folktales
from diverse
cultures, and
determine their
central message,
I CAN describe the
theme and plot of a
story.
I CAN predict the
events in a story using
prior knowledge and
by drawing
conclusions.
*trace plot across
multiple episodes
*utilize
comprehension
strategies (making
predictions) while
reading, listening
to, or viewing
Guided
Reading-picture
walk, think
alouds,
comprehension
question games
Shared readingpoem related one
of the weeks
Scott Forseman
Formative
assessments
Leveled readers
Workbooks
Thumbs up/
thumbs down
Spelling worksheets
White boards
Grammer Practice
Exit slips
29
lesson or moral
CC.2.R.L.1 Key
Ideas and Details:
Ask and answer
such questions as
who, what, where,
when, why, and h
to demonstrate
understanding of
key details in a
text.
literary and
informational
texts.
skills
Read Aloudbooks related to
first of school
Self-selected
reading
Book
Think/pair/share
Daily fix-it
Oral questioning
Brainpop
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly assessment
Spelling Test
30
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 15
Big Idea: Biography, Cause and Effect, Monitor and Fix-up, Comparative Endings, Verbs,
Synonyms/Antonyms
Title of Story: A Weed is a Flower
Essential Vocabulary: Biography, Cause and Effect, Synonyms/Antonyms
Teaching Vocabulary: Identify
Sight Words: thing, please, night, made, hand
Spelling Words: sooner, soonest, hotter, hottest, busier, busiest, happier, happiest, smaller, smallest, fatter, fattest, angrier,
angriest, straighter, straightest
Reading Vocabulary: only, question, clothes, money, hours, neighbor, taught
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning Skills (VERB)
Activities
(Additional
formatively and
How
will
we
teach
How the
Targets
Resources)
summatively assessed to
this
content?
students will
(I CAN statements)
find out what they
What the students will
perform to
already know, and what
know when the lesson are
understand
the
they’ve learned?
complete
Learning
Target
I CAN identify a
*identify
Guided Reading- Scott Forseman
Formative
CC.2.R.L.1 Key Ideas Biography
biographies
picture walk,
assessments
and Details: Ask and
and explain
think alouds,
Leveled readers
answer such questions I CAN identify cause the elements
comprehension
Thumbs up/ thumbs
as who, what, where, And effect.
that make it a
question games
Workbooks
down
when, why, and h to
biography.
Shared readingdemonstrate
poem related one
Spelling worksheets
White boards
31
understanding of key
details in a text.
CC.2.R. l.6
Craft and Structure:
Identify the main
purpose of a text,
including what the
author wants to
answer, explain, or
describe.
*Identify
cause and
effect.
of the weeks skills
Read Aloudbooks related to
first of school
Self-selected
reading
Grammer Practice
Book
Exit slips
Think/pair/share
Daily fix-it
Oral questioning
Brainpop
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
CC.2.L.2.d
Conventions of
Standard English:
Generalize learned
spelling patterns
when writing words
CC.2.L.5 Vocabulary
Acquisition and Use:
Demonstrate
understanding of
word relationships
and nuances in word
meanings.
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly assessment
Spelling Test
32
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 16
Big Idea: Realistic Fiction, Compare and Contrast, Story Structure, Adjectives
Title of Story: The Quilt Story
Essential Vocabulary: Compare, Contrast, Beginning, Middle, End, Adjectives
Teaching Vocabulary: Compare/Contrast
Sight Words: find, live, more, most, leave
Spelling Words: ankle, title, apple, cable, purple, able, bugle, bundle, bubble, giggle, sparkle, tickle, mumble, scramble,
twinkle
Reading Vocabulary: mother, father, warm, family, ago, beautiful, country, friend, front, someone
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning Skills (VERB)
Activities
(Additional
formatively and
How will we teach
How the
Targets
Resources)
summatively assessed to
this content?
students will
(I CAN statements)
find out what they
What the students will know
perform to
already know, and what
when the lesson are
understand
the
they’ve learned?
complete
Learning
Target
I CAN compare and
*Compare and Guided Reading- Scott Forseman
Formative
CC.2.R.1.9
contrast.
Contrast
picture walk,
assessments
Integration of
events,
think alouds,
Leveled readers
knowledge and ideas: I CAN identify the
authors, books comprehension
Thumbs up/ thumbs
Compare and
beginning, middle, and about the same question games
Workbooks
down
Contrast two or more end of a story.
theme or topic Shared readingversions of the same
, and or
poem related one Spelling worksheets
White boards
33
story by different
authors or from
different cultures.
CC.2.R.1.2 Key
Ideas and Details:
Recount stories,
including fables and
folktales from
diverse cultures, and
determine their
central message,
lesson, or moral.
CC.2.L.5.a
Vocabulary
Acquisition and Use:
Identify real-life
connections between
words and their use
(e.g describe foods
that are spicy or
juicy)
I CAN identify
adjectives.
characters
of the weeks skills
Read AloudGrammer Practice
*Identify the
books related to
Book
beginning,
first of school
middle and end Self-selected
Daily fix-it
of a story.
reading
Brainpop
Exit slips
Think/pair/share
Oral questioning
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly assessment
Spelling Test
CC.2.L.5.b.
Vocabulary
Acqusition and Use:
Distinguish shades of
meaning among
closely related verbs
(e.g toss, throw, hurl)
and closely related
34
adjectives (e.g. thin,
slender, skinny,
scrawny)
35
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 17
Big Idea: Expository Nonficton, Fact and Opinion, Ask Questions
Title of Story: Life Cycle of a Pumpkin Seed
Essential Vocabulary: fact, opinion
Teaching Vocabulary: Identify, Describe
Sight Words: about, boy, come, did, from
Spelling Words: put, cook, stood, full, wood, July, shook, push, pull, brook, hook, hood, pudding, cushion, footprint
Reading Vocabulary: water, animals, warm, people, ago, everywhere, live, work, woman, machines, move, world
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning
Skills (VERB)
Activities
(Additional
formatively and
How
will
we
teach
How the students
Targets
Resources)
summatively assessed to
this
content?
will perform to
(I CAN statements)
find out what they
What the students will
understand the
already know, and what
know when the lesson are
Learning
Target
they’ve learned?
complete
CC.2.R.l.6
Craft and Structure:
Identify the main
purpose of a text,
including what the
author wants to
answer, explain or
describe.
I CAN identify fact
and opinion.
I CAN ask questions
to aid in
comprehension.
*distinguish
between fact and
opinion.
*Utilize
questioning skills
to aid in
comprehension.
Guided Readingpicture walk,
think alouds,
comprehension
question games
Shared readingpoem related one
of the weeks
skills
Scott Forseman
Formative
assessments
Leveled readers
Workbooks
Thumbs up/ thumbs
down
Spelling worksheets
White boards
Grammer Practice
Exit slips
36
CC.2.R.F.4.c
Use context to
confirm or selfcorrect word
recognition and
understanding,
rereading as
necessary.
Read Aloudbooks related to
first of school
Self-selected
reading
Book
Think/pair/share
Daily fix-it
Oral questioning
Brainpop
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly assessment
Spelling Test
37
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 18
Big Idea: Expository Nonficton, Fact and Opinion, Ask Questions
Title of Story: Frogs
Essential Vocabulary: fact, opinion
Teaching Vocabulary: Identify, Describe
Sight Words: about, boy, come, did, from
Spelling Words: put, cook, stood, full, wood, July, shook, push, pull, brook, hook, hood, pudding, cushion, footprint
Reading Vocabulary: water, animals, warm, people, ago, everywhere, live, work, woman, machines, move, world
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning
Skills (VERB)
Activities
(Additional
formatively and
How
will
we
teach
How the students
Targets
Resources)
summatively assessed
this
content?
will perform to
(I CAN statements)
to find out what they
What the students will
understand the
already know, and
know when the lesson are
Learning
Target
what they’ve learned?
complete
CC.2.R.l.6
Craft and Structure:
Identify the main
purpose of a text,
including what the
author wants to answer,
explain or describe.
I CAN identify fact
and opinion.
I CAN ask questions
to aid in
comprehension.
*distinguish
between fact and
opinion.
*Utilize
questioning
skills to aid in
comprehension.
Guided
Reading-picture
walk, think
alouds,
comprehension
question games
Shared
reading-poem
related one of
Scott Forseman
Formative
assessments
Leveled readers
Workbooks
Thumbs up/
thumbs down
Spelling worksheets
White boards
Grammer Practice
Exit slips
38
CC.2.R.F.4.c
Use context to confirm
or self-correct word
recognition and
understanding,
rereading as necessary.
the weeks skills
Read Aloudbooks related to
first of school
Self-selected
reading
Book
Think/pair/share
Daily fix-it
Oral questioning
Brainpop
Post-it
Starfall
CC.2.R.F.3.e
Phonics and Word
Recognition: Identify
words with inconsistent
but common spellingsound correspondences.
CC.2.L.6 Vocabulary
Acquisition and Use:
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)
T-CHART
www.shsu.edu/~txcae/
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly assessment
Spelling Test
39
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 19
Big Idea: Narrative Poem, Theme, Plot, Summarize, Dipthongs oi, oy,
Title of Story: I Like Where I Am
Essential Vocabulary: Narrative Poem, Theme and Plot, Summarize
Teaching Vocabulary: summarize, Describe
Sight Words: again, long, much, that, were
Spelling Words: joy, noise, royal, moist, broil, cowboy, spoil, joint, foil, enjoy, destroy, loyal, employee, corduroy, turquoise
Reading Vocabulary: friend, animals, move, early, love, eyes, pretty, love, school, mother, straight
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning
Skills
Activities
(Additional
formatively and
How
will
we
teach
Targets
(VERB)
Resources)
summatively assessed to
this
content?
How the
(I CAN statements)
find out what they
What the students will
students will
already know, and what
know when the lesson are
perform
to
they’ve learned?
complete
understand the
Learning
Target
I CAN describe the
*trace plot
Guided Reading- Scott Forseman
Formative
CC.2.R.L.7 Integration theme and plot of a
across
picture walk,
assessments
of Knowledge and
story.
multiple
think alouds,
Leveled readers
Ideas: Use information
episodes
comprehension
Thumbs up/ thumbs
gained from the
I CAN summarize the
question games
Workbooks
down
illustrations and words events in a story.
*summarize
Shared readingin a print or digital ext
events in a
poem related one Spelling worksheets
White boards
40
to demonstrate
understanding of
character, setting, or
plot
CC.2.R.L.1 Key Ideas
and details: Ask and
answer such questions
as who, what, where,
when, why, and how
to demonstrate
understanding of key
details in a text.
CC.2.R.L.4 Craft and
Structure: Describe
how words and
phrases (e.g. regular
beats, alliteration,
rhymes, repeated lines)
supply rhythm and
meaning in a story,
poem, or song.
story
of the weeks skills
Read AloudGrammer Practice
books related to
Book
first of school
Daily fix-it
Self-selected
reading
Brainpop
Exit slips
Think/pair/share
Oral questioning
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly assessment
Spelling Test
41
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 20
Big Idea: Fact and Opinion, Questioning, Narrative Nonfiction, Adverbs
Title of Story: Helen Keller and The Big Storm
Essential Vocabulary: fact, opinion, narrative nonfiction
Teaching Vocabulary: identify
Sight Words: any, down, eat, give, have
Spelling Words: too, new, fruit, blue, true, cool, suit, spoon, clue, juice, drew, flew, cruise, nephew, shampoo
Reading Vocabulary: word, together, learn, very, love, learn, move, often, friend, though, gone, pieces
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning
Skills (VERB)
Activities
(Additional
formatively and
How
will
we
teach
How the students
Targets
Resources)
summatively assessed to
this
content?
will perform to
(I CAN statements)
find out what they
What the students will
understand the
already know, and what
know when the lesson are
Learning
Target
they’ve learned?
complete
CC.2.R.l.6
Craft and Structure:
Identify the main
purpose of a text,
including what the
author wants to
answer, explain or
describe.
I CAN identify fact
and opinion.
I CAN ask questions
to aid in
comprehension
I CAN identify
adverbs in a sentence
*distinguish
between fact and
opinion.
*Utilize
questioning skills
to aid in
comprehension.
Guided Readingpicture walk,
think alouds,
comprehension
question games
Shared readingpoem related one
of the weeks
skills
Scott Forseman
Formative
assessments
Leveled readers
Workbooks
Thumbs up/ thumbs
down
Spelling worksheets
White boards
Grammer Practice
Exit slips
42
CC.2.R.F.4.c
Use context to
confirm or selfcorrect word
recognition and
understanding,
rereading as
necessary.
*identify adverbs
in a sentence
Read Aloudbooks related to
first of school
Self-selected
reading
Book
Think/pair/share
Daily fix-it
Oral questioning
Brainpop
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
CC.2.L.1.e
Conventions of
Standard English:
Use adjectives and
adverbs, and choose
between them
depending on what
is to be modified.
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly assessment
Spelling Test
CC.2.R.F.3.f
Phonics and Word
Recognition:
Recognize and read
grade appropriate
irregularly spelled
words.
43
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 21
Big Idea: Narratve Nonfiction, Main Idea/ Supporting Details, Text Structure, pronouns
Title of Story: Firefighter
Essential Vocabulary: Fiction/Nonfiction, Main Idea, Supporting details, pronoun
Teaching Vocabulary: identify
Sight Words: how, make, new, said, what
Spelling Words: cheerful, visitor, slowly, weekly, teacher, helper, hardly, graceful, yearly, quickly, fighter, sailor, gardener,
competitor, extremely
Reading Vocabulary: enough, breaks, finally, family, someone, heard, special, listen, once, pull
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning Skills (VERB)
Activities
(Additional
formatively and
How will we teach
How the
Targets
Resources)
summatively assessed to
this content?
students will
(I CAN statements)
find out what they
What the students will
perform to
already know, and what
know when the lesson are
understand
the
they’ve learned?
complete
Learning
Target
CC.2.R.L.2
I CAN identify the
*identify the
Guided Reading- Scott Forseman
Formative
Key Ideas and Details: main idea and
main idea and picture walk,
assessments
Identify the main
supporting details.
supporting
think alouds,
Leveled readers
topic of a
details.
comprehension
Thumbs up/ thumbs
multiparagraph text as I CAN identify text
question games
Workbooks
down
well as the focus of
structure
*identify text
Shared readingspecific paragraphs
structure such poem related one Spelling worksheets
White boards
44
within the text
CC.2.R.L.1
I CAN identify
Key Ideas and
pronouns in a
Details:Ask and
sentence
answer such questions
as who, what, when,
where, why, and how
to demonstrate
understanding of key
details in a text
CC.2.R.I.7
Integration of
Knowledge and Ideas:
Explain how specific
images(e.g., a diagram
showing how a
machine works)
contribute to and
clarify a text.
CC.2.L.4e
Vocabulary
Acquisition and Use:
Use glossaries and
beginning
dictionaries, both print
and digital to
determine or clarify
the meaning of words
and phrases.
CC.2.L.1.c
Conventions of
as pictures,
captions,
glossaries,
maps, charts,
bold words,
italics.
*identify
adverbs in a
sentence
of the weeks
skills
Read Aloudbooks related to
first of school
Self-selected
reading
Grammer Practice
Book
Exit slips
Think/pair/share
Daily fix-it
Oral questioning
Brainpop
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly assessment
Spelling Test
45
Standard English: Use
reflexive pronouns
(e.g. myself,
ourselves)
46
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 22
Big Idea: Realistic Fiction, Sequence, Graphic Organizer, Prefixes un-, re-, pre-, dis-, Suffixes
Title of Story: One Dark Night
Essential Vocabulary: Realistic Fiction, Sequence, Prefix, Suffix
Teaching Vocabulary: sequence, identify
Sight Words: how, make, new, said, what
Spelling Words: unsafe, preheat, rerun, disappear, unlock, retie, rewind, unpack, unplug, regroup, preschool, disagree,
prehistoric, unfortunate, reunion
Reading Vocabulary: angry, certainly, door, either, second, great, watch, once, warm, pull, water,
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning
Skills
Activities
(Additional
formatively and
How will we teach this
Targets
(VERB)
Resources)
summatively assessed to
content?
How the
(I CAN statements)
find out what they already
What the students will
students will
know, and what they’ve
know when the lesson are
perform
to
learned?
complete
understand
the Learning
Target
CC.2.R.L.5 Craft and I CAN sequence the
*sequence
Guided Reading- Scott Forseman
Formative
Structure: Describe
events in a story.
events in a
picture walk, think
assessments
the overall structure
story
alouds,
Leveled readers
of a story, including
I CAN identify
comprehension
Thumbs up/ thumbs
describing how the
prefixes and suffixes. *identify
question games
Workbooks
down
beginning introduces
prefixes and
Shared reading-
47
the story and the
ending concludes the
action.
CC.2.L.4.b
Vocabulary
Acquisition and Use:
Determine the
meaning of the new
word formed when a
known prefix is
added to a known
word.
suffixes
poem related one
of the weeks skills
Read Aloudbooks related to
first of school
Self-selected
reading
Spelling worksheets
White boards
Grammer Practice
Book
Exit slips
Think/pair/share
Daily fix-it
Oral questioning
Brainpop
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly assessment
Spelling Test
48
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 23
Big Idea: Realistic Fiction, Plot and Theme, Prior Knowledge, Silent Consonants
Title of Story: Bad Dog Dodger
Essential Vocabulary: Plot, Theme
Teaching Vocabulary: Describe
Sight Words: him, little, other, them, two
Spelling Words: knock, sign, knee, wrong, write, climb, wrap, wren, gnat, lamb, comb, knob, knuckle, plumber, wrestle
Reading Vocabulary: everybody, enough, laugh , toward, mother, above, picture, ago, school, word, pull, whole, parents
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning
Skills (VERB)
Activities
(Additional
formatively and
How
will
we
teach
How the students
Targets
Resources)
summatively assessed
this
content?
will perform to
(I CAN statements)
to find out what they
What the students will know
understand the
already know, and
when the lesson are
Learning
Target
what they’ve learned?
complete
CC.2.R.1.7
Integration of
Knowledge and
Ideas: Use
information gained
from the
illustrations and
words in a print or
digital ext to
I CAN describe the
plot and theme of a
story.
I CAN use prior
knowledge to make
predictions and draw
conclusions
*identify problems
and explain how
conflicts are
resolved
*utilize prior
knowledge as a
comprehension
strategy while
Guided
Reading-picture
walk, think
alouds,
comprehension
question games
Shared readingpoem related one
of the weeks
Scott Forseman
Formative
assessments
Leveled readers
Workbooks
Thumbs up/
thumbs down
Spelling worksheets
White boards
Grammer Practice
Exit slips
49
demonstrate
understanding of
character, setting, or
plot
CC.2.R.L.1
Key Ideas and
Details: Ask and
answer such
questions as who,
what, where, when,
why
reading, listening
to, or viewing
informational or
literary texts.
skills
Read Aloudbooks related to
first of school
Self-selected
reading
Book
Think/pair/share
Daily fix-it
Oral questioning
Brainpop
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly assessment
Spelling Test
50
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 24
Big Idea: Fantasy, Author’s Purpose, Ask questions, ph, gh/f/
Title of Story: Horace and Morris but Mostly Delores
Essential Vocabulary: Author’s Purpose, Inform, Entertain, Persuade
Teaching Vocabulary: Identify
Sight Words: along, carry, didn’t, eyes, ride
Spelling Words: phone, enough, stuff, laugh, puff, giraffe, graph, tough, photo, rough, cough, cliff, dolphin,
physical, autograph
Reading Vocabulary: alone, bought, door, people, friends, pleasant, love, probably, their, scared, shall, sign
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning Skills (VERB)
Activities
(Additional
formatively and
How
will
we
teach
this
How
the
Targets
Resources)
summatively assessed to
content?
students will
(I CAN statements)
find out what they already
What the students will know
perform to
know, and what they’ve
when the lesson are
understand
the
learned?
complete
Learning
Target
CC.2.R.l. 6
I CAN identify the
*determine the Guided ReadingScott Forseman
Formative
Craft and
Author’s Purpose.
author’s
picture walk, think
assessments
structure: Identify
purpose of a
alouds,
Leveled readers
the main purpose
piece of
comprehension
Thumbs up/ thumbs
of a text,
writing.
question games
Workbooks
down
including what
Shared readingthe author wants
poem related one of Spelling worksheets
White boards
51
to answer,
explain, or
describe.
the weeks skills
Read Aloud-books
related to first of
school
Self-selected
reading
Grammer Practice
Book
Exit slips
Think/pair/share
Daily fix-it
Oral questioning
Brainpop
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly assessment
Spelling Test
52
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 25
Big Idea: Humorous Fiction, Realism/Fantasy, Monitor and Fix Up, Context Clues, Commas
Title of Story: The Sign maker’s Assistant
Essential Vocabulary: Fiction, Realism/Fantasy, Monitor and Fix Up, Context Clues, Commas
Teaching Vocabulary: Identify
Sight Words: also, away, back, dear, four
Spelling Words: talk, because, August, caught, draw, walk, chalk, auto, taught, thaw, fault, launch, applause,
audience, awkward
Reading Vocabulary: couldn’t, behind, door, brought, sign, sorry, everybody, school, minute, tomorrow, promise, work,
watch
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning
Skills (VERB)
Activities
(Additional
formatively and
How
will
we
teach
How the
Targets
Resources)
summatively assessed
this
content?
students will
(I CAN statements)
to find out what they
What the students will
perform to
already know, and what
know when the lesson are
understand
the
they’ve learned?
complete
Learning Target
CC.2.R.F.4.a
I CAN identify a
*distinguish
Scott Forseman
Guided
Formative
Read Grade level text fiction story
between realism Reading-picture
assessments
with purpose and
and fantasy.
walk, think
Leveled readers
understanding
I CAN distinguish
alouds,
Thumbs up/ thumbs
between realism and
*Distinguish
comprehension
Workbooks
down
CC.2.R.F.4.c Use
fantasy
between fiction
question games
Context to confirm or
and non-fiction. Shared reading- Spelling worksheets
White boards
53
self-correct word
recognition and
understanding,
rereading as necessary
CC.2.R.l.4 Craft and
Structure: Determine
the meaning of words
and phrases in a text
relevant to a grade 2
topic or subject area.
I CAN use context
clue strategies to
monitor and fix-up
I CAN identify
context clues
*utilize context
clues to aid in
comprehension
poem related one
of the weeks
skills
Read Aloudbooks related to
first of school
Self-selected
reading
Grammer Practice
Book
Exit slips
Think/pair/share
Daily fix-it
Oral questioning
Brainpop
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
Study Island
CC.2.L.4.a
Vocabulary
Acquisition and Use:
Use sentence-level
context as a clue to the
meaning of a word or
phrase.
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly assessment
Spelling Test
CC.2.L.4 Vocabulary
Acquisition and Use:
Determine or clarify
the meaning of
unknown and
multiple-meaning
words and phrases
based on grade 2
reading and content,
choosing flexibility
from an array of
54
strategies.
CC.2.L.2.b
Conventions of
Standard English: Use
commas in greetings
and closings of letters.
55
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 27
Big Idea: Narrative Nonfiction, Fact and Opinion, Monitor and Fix Up
Title of Story: Red, White, and Blue
Essential Vocabulary: fact/opinion, nonfiction
Teaching Vocabulary: identify
Sight Words: had, just, know, look, clean
Spelling Words: tried, trying, planned, planning, liked, liking, hiked, hiking, cried, crying, skipped, skipping,
danced, dancing, replied, replying
Reading Vocabulary: won, answer, very, company, people, faraway, early, parents, together, watch
Common Core
Essential
Suggested
Resources
Standard
Questions/Learning
Skills (VERB)
Activities
(Additional
How will we teach
How the students
Targets
Resources)
this content?
will perform to
(I CAN statements)
What the students will
understand the
know when the lesson are
Learning Target
complete
CC.2.R.F.4.a
Read Grade level text
with purpose and
understanding
CC.2.R.I.6 Craft and
Structure: Identify the
main purpose of a
I CAN identify fact
and opinion
I CAN identify
nonfiction.
I CAN use
comprehension
* distinguish
between fact and
opinion
*distinguish
between
fiction/nonfiction.
Guided
Reading-picture
walk, think
alouds,
comprehension
question games
Shared
reading-poem
Scott Forseman
Assessment
How will students be
formatively and
summatively assessed
to find out what they
already know, and
what they’ve learned?
Formative
assessments
Leveled readers
Workbooks
Thumbs up/
thumbs down
Spelling worksheets
White boards
56
text, including what
the author wants to
answer, explain, or
describe.
CC.2.R.I.10 Range of
Reading and Level of
Text Complexity: By
the end year, read and
comprehend
informational texts,
including
history/social studies,
science, and technical
texts, in the grades 23 text complexity
band proficiently,
with scaffolding as
needed at the high end
of the range.
strategies to monitor
and fix-up.
*Utilize
comprehension
strategies to
monitor and fix-up.
related one of
the weeks skills
Read Aloudbooks related to
first of school
Self-selected
reading
Grammer Practice
Book
Exit slips
Think/pair/share
Daily fix-it
Oral questioning
Brainpop
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly assessment
Spelling Test
57
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 28
Big Idea: Realistc Fiction, Draw Conclusions, Summarize, Syllables
Title of Story: A Birthday Basket for Tia
Essential Vocabulary: draw conclusions, summarize, syllables
Teaching Vocabulary: summarize, Infer, identify
Sight Words: not, put, some, take, then
Spelling Words: mixture, nation, section, future, picture, action, caution, station, fixture, motion, nature, feature,
furniture, adventure, tuition
Reading Vocabulary: birthday, believe, today, been, door, caught, family, finally, laugh, today, tomorrow, whatever
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning Skills (VERB)
Activities
(Additional
formatively and
How
will
we
teach
How
the
Targets
Resources)
summatively assessed to
this content?
students will
(I CAN statements)
find out what they
What the students will
perform to
already know, and what
know when the lesson are
understand
the
they’ve learned?
complete
Learning
Target
CC.2.R.F.4.a
I CAN draw
* make
Guided Reading- Scott Forseman
Formative
Read Grade level text conclusions
inferences
picture walk,
assessments
with purpose and
with new
think alouds,
Leveled readers
understanding
I CAN summarize
information I
comprehension
Thumbs up/ thumbs
events in a story.
read
question games
Workbooks
down
CC.2.R.I.8 Integration
Shared readingof knowledge and
I CAN identify
*summarize
poem related one
Spelling worksheets
White boards
58
Ideas: Describe how
reasons support
specific points the
author makes in a
text.
CC.2.R.F.3.c Phonics
and Word
Recognition: Decode
regularly spelled twosyllable words with ,
long vowels.
CC.2.R.L.1 Key Ideas
and Details: Ask and
answer such questions
as who, what, where,
when, why, and how
to demonstrate
understanding of key
details in a text.
syllables
events in a
story
*identify
syllables
of the weeks skills
Read AloudGrammer Practice
books related to
Book
first of school
Daily fix-it
Self-selected
reading
Brainpop
Exit slips
Think/pair/share
Oral questioning
Post-it
Starfall
T-CHART
www.shsu.edu/~txcae/
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly assessment
Spelling Test
59
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 29
Big Idea: Narrative Nonfiction, Cause and Effect, Graphic Organizers, Suffixes
Title of Story: Cowboys
Essential Vocabulary: cause/effect, graphic organizer, suffix, nonfiction
Teaching Vocabulary: identify
Sight Words: black, close, end, far, girl
Spelling Words: kindness, careless, goodness, useless, fearless, darkness, sadness, sickness, helpless, thankless,
fitness, weakness, awareness, eagerness, wireless
Reading Vocabulary: enough, clothes, animals, hours, aunt, money, above, neighbor, family, only, question, taught
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning Skills (VERB)
Activities
(Additional
formatively and
How
will
we
teach
How
the
Targets
Resources)
summatively assessed to
this content?
students will
(I CAN statements)
find out what they
What the students will
perform to
already know, and what
know when the lesson are
understand
the
they’ve learned?
complete
Learning
Target
CC.2.R.F.4.a
I CAN draw
* make
Guided Reading- Scott Forseman
Formative
Read Grade level text conclusions
inferences
picture walk,
assessments
with purpose and
with new
think alouds,
Leveled readers
understanding
I CAN summarize
information I
comprehension
Thumbs up/ thumbs
events in a story.
read
question games
Workbooks
down
CC.2.R.I.3 Key Ideas
Shared readingand Details: Describe I CAN identify
*summarize
poem related one
Spelling worksheets
White boards
60
the connection
between a series of
historical events,
scientific ideas or
concepts, or steps in
technical procedures
in a text.
syllables
events in a
story
*identify
syllables
of the weeks skills
Read AloudGrammer Practice
books related to
Book
first of school
Daily fix-it
Self-selected
reading
Brainpop
Exit slips
Think/pair/share
Oral questioning
Post-it
CC.2.R.F.3.d Phonics
and Word
Recognition: Decode
words with common
prefixes and suffixes.
Starfall
T-CHART
www.shsu.edu/~txcae/
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly assessment
Spelling Test
61
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2
Duration: 5 days
Map:Week 30
Big Idea: Realistic Fiction, Character, Setting, Plot, Prior Knowledge, Prefix
Title of Story: Jingle Dancer
Essential Vocabulary: realistic Fiction, Character, Setting, Plot, Prior Knowledge, prefix
Teaching Vocabulary: identify, describe, recall
Sight Words: big, color, five, high, stand
Spelling Words: midair, misplace, mislead, midway, misprint, midday, midweek, misbehave, midyear, mismatch,
misdeed, mistake, midstream, midnight, misbehavior
Reading Vocabulary: enough, clothes, animals, hours, aunt, money, above, neighbor, family, only, question, taught
Common Core
Essential
Suggested
Resources
Assessment
How will students be
Standard
Questions/Learning
Skills
Activities
(Additional
formatively and
How
will
we
teach
Targets
(VERB)
Resources)
summatively assessed to
this content?
How the
(I CAN statements)
find out what they
What the students will
students will
already know, and what
know when the lesson are
perform
to
they’ve learned?
complete
understand
the Learning
Target
CC.2.L.4.b Vocabulary
I CAN identify
* identify
Guided Reading- Scott Forseman
Formative
Acquisition and Use:
character, setting, and character,
picture walk,
assessments
Determine the meaning
plot
setting, and
think alouds,
Leveled readers
of the new word formed
plot
comprehension
Thumbs up/ thumbs
when a known prefix is
I CAN recall prior
question games
Workbooks
down
added to a known word
knowledge
*recall prior Shared reading-
62
(e.g. happy/unhappy,
tell/retell)
CC.2.L.4.c Vocabulary
Acquisition and Use:
Use a known root word
as a clue to the meaning
of an unknown word
with the same root (e.g
addition, additional)
I CAN identify
prefixes
knowledge
*identify
prefixes
poem related one
of the weeks
skills
Read Aloudbooks related to
first of school
Self-selected
reading
Spelling worksheets
White boards
Grammer Practice
Book
Exit slips
Think/pair/share
Daily fix-it
Oral questioning
Brainpop
Post-it
Starfall
T-CHART
CC.2.SL.1
Comprehension and
Collaboration:
Participate in
collaborative
conversations with
diverse partners about
grade 2 topics and texts
with peers and adults in
small and larger groups.
www.shsu.edu/~txcae/
Study Island
classroom.jcschools.net/waltkek/
Summative
Assessment
Scott Foresman
weekly assessment
Spelling Test
CC.2.R.L.6 Craft and
Structure: Acknowledge
differences in the points
of views of characters,
including by speaking in
a different voice for
each character when
reading dialogue aloud.
CC.2.R.L.7 Integration
63
of Knowledge and
Ideas: Use information
gained from the
illustrations and words
in a print or digital text
to demonstrate
understanding of its
characters, setting, or
plot.
64