SADLIER New York Progress English Language Arts · PDF file · 2015-11-13New York Progress English Language Arts ... lesson, or moral. Unit 1 Reading Literature: ... Sadlier New York

[ [GRADE 6GRADE 6

SADLIER

New York Progress English Language Arts

Correlated to the

Core Knowledge Language ArtsUnit-by-Unit Common CoreState Standards Alignment

William H. Sadlier, Inc.www.sadlierschool.com800-221-5175

Grade 2

ContentsLISTENING & LEARNING STRAND

2 Domain 1 Fairy Tales and Tall Tales

11 Domain 2 Early Asian Civilizations

24 Domain 3 Ancient Greek Civilizations

36 Domain 4 Greek Myths

46 Domain 5 War of 1812

57 Domain 6 Cycles in Nature

66 Domain 7 Westward Expansion

77 Domain 8 Insects

87 Domain 9 U.S. Civil War

98 Domain 10 Human Body

106 Domain 11 Immigration

118 Domain 12 Fighting for a Cause

SKILLS STRAND

129 Unit 1

138 Unit 2

148 Unit 3

160 Unit 4

172 Unit 5

183 Unit 6

S a d l i e r N e w Y o r k P r o g r e s s E n g l i s h L a n g u a g e A r t s , G r ad e 2 , C orr e l a te d t o t he C o r e K n ow l ed g e L an gu ag e Ar t s (C K L A ) U n i t - b y - U n i t C o m m o n C o re S ta t e S t a nd ar d s A l i g n m en t G r a d e 2

Copyright © William H. Sadlier, Inc. All rights reserved. 2

Listening & Learning Strand

Domain 1: Fairy Tales and Tall Tales

COMMON CORE ENGLISH LANGUAGE ARTS STANDARDS, GRADE 2 / CORE KNOWLEDGE LANGUAGE ARTS (CKLA) GOALS, GRADE 2

SADLIER NEW YORK PROGRESS ENGLISH LANGUAGE ARTS, GRADE 2 / CORE KNOWLEDGE LANGUAGE ARTS LESSONS, GRADE 2

Reading Standards for Literature

Key Ideas and Details

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Unit 1 Reading Literature: Key Ideas and Details Understanding Key Story Details: “The Pizza Pain” (Realistic

Fiction)—pp. 12–17

SEE ALSO

Introducing Unit 1/Home Connect/Essential Question—pp. 9–11 Close Reading: “Bo Lends a Paw” (Fantasy)—pp. 33–34 Unit 1 Common Core Review—pp. 39–40 Performance Task—Online

CKLA Goal(s)

Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fiction read-aloud

Lesson 1: The Fisherman and His Wife Lesson 2: The Emperor’s New Clothes Lesson 3: Beauty and the Beast, Part I Lesson 4: Beauty and the Beast, Part II Lesson 5: Paul Bunyan Lesson 6: Pecos Bill Lesson 7: John Henry Lesson 8: Casey Jones

Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a fiction read-aloud, including answering why questions that require recognizing cause/effect relationships


RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Unit 1 Reading Literature: Key Ideas and Details Determining a Story’s Central Message: “Leon and Max”

(Fable)—pp. 18–23

SEE ALSO


CKLA Goal(s)

Recount fiction read-alouds, including fables and folktales from diverse cultures, and determine the central message, lesson, or moral

Lesson 1: The Fisherman and His Wife Lesson 2: The Emperor’s New Clothes Lesson 4: Beauty and the Beast, Part II

RL.2.3 Describe how characters in a story respond to major events and challenges.

Unit 1 Reading Literature: Key Ideas and Details Understanding Character Actions: “The Mad Glad Mystery”

(Adventure Story)—pp. 24–29

SEE ALSO


CKLA Goal(s)

Describe how characters in a fiction read-aloud respond to major events and challenges

Lesson 1: The Fisherman and His Wife Lesson 2: The Emperor’s New Clothes Lesson 3: Beauty and the Beast, Part I Lesson 4: Beauty and the Beast, Part II







Craft and Structure

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Unit 5 Reading Literature: Craft and Structure Understanding Rhythm and Meaning: “The Strange Tale of

Cat R. Pillar” (Poetry)—pp. 104–109

SEE ALSO

Introducing Unit 5/Home Connect/Essential Question—pp. 101–103 Close Reading: “Making Tracks” (Mystery)—pp. 125–128 Unit 5 Common Core Review—pp. 131–132 Performance Task—Online

CKLA Goal(s)

Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song

Lesson 7: John Henry Lesson 8: Casey Jones

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Unit 5 Reading Literature: Craft and Structure Describing Story Structure: “Benny and the Sea Monster”

(Realistic Fiction)—pp. 110–115

SEE ALSO


CKLA Goal(s)

Describe the following story elements: characters, setting, and plot, including how the beginning introduces the story and the ending concludes the action

Lesson 1: The Fisherman and His Wife Lesson 3: Beauty and the Beast, Part I

Integration of Knowledge and Ideas

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Unit 9 Reading Literature: Integration of Knowledge and Ideas Using Words and Illustrations: “Coyote and the Fire Quest: A

Native American Folktale” (Folktale)—pp. 202–207

SEE ALSO

Introducing Unit 9/Home Connect/Essential Question—pp. 199–201 Close Reading: “Coyote and Turtle” (Folktale)/”Mr. Rabbit and Mr.

Fox”—pp. 217–220 Unit 9 Common Core Review—pp. 223–224 Performance Task—Online

CKLA Goal(s)

Use information gained from the illustrations and words in a read aloud to demonstrate understanding of its characters, setting, or plot


RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Unit 9 Reading Literature: Integration of Knowledge and Ideas Comparing and Contrasting Stories: “Mantis and the Fire

Trick: An African Folktale” (Folktale)—pp. 208–213 Connect Across Texts: Compare and Contrast Texts—p. 221

SEE ALSO









CKLA Goal(s)

Compare and contrast (orally or in writing) similarities and differences within a single fiction read-aloud or between two or more read-alouds

Lesson 3: Beauty and the Beast, Part I Lesson 6: Pecos Bill Lesson 7: John Henry Lesson 8: Casey Jones

Writing Standards

Text Types and Purposes

W.2.1 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.

Unit 8 Text Types and Purposes: Write Opinion Pieces Read a Student Model/Use a Chart to Plan Your Opinion

Piece/Draft Your Opinion Piece—pp. 188–191 Unit 8 Common Core Review: Revise/Publish Your Opinion

Piece—p. 198

SEE ALSO

Introducing Unit 8/Home Connect/Essential Question—pp. 185–187

CKLA Goal(s)

Plan, draft, and edit 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

Lesson 3: Beauty and the Beast, Part I

W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Unit 2 Text Types and Purposes: Write Fictional Narratives Read a Student Model/Plan Your Fictional Narrative/Create

Your Fictional Narrative—pp. 44–47 Unit 2 Common Core Review: Revise/Publish Your Fictional

Narrative—p. 54

SEE ALSO


Unit 6 Text Types and Purposes: Write Nonfictional Narratives Read a Student Model/Plan Your Nonfictional

Narrative/Create Your Nonfictional Narrative—pp. 136–139

Unit 6 Common Core Review: Revise/Publish Your Nonfictional Narrative—p. 146

SEE ALSO


CKLA Goal(s)

Plan, draft, and edit a narrative retelling of a fiction read-aloud, including a title, setting, characters, and well-elaborated events of the story in proper sequence, including details to describe actions, thoughts, and feelings, using temporal words to signal event order, and providing a sense of closure


Research to Build and Present Knowledge

W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

Unit 4 Text Types and Purposes: Write Informational Texts Read a Student Model/Use a Chart to Draft an Observation

Log/Draft Your Observation Log—pp. 90–93 Unit 8 Common Core Review: Revise/Publish Your

Observation Log—p. 100







SEE ALSO


Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft

Your Report—pp. 228–231 Unit 10 Common Core Review: Revise/Publish Your Research

Report—p. 238

SEE ALSO


CKLA Goal(s)

Participate in shared research and writing projects (e.g., after listening to several read-alouds, produce a report on a single topic)

Lesson 3: Beauty and the Beast, Part I

W.2.8 Recall information from experiences or gather information from provided sources to answer a question.


Narrative/Create Your Nonfictional Narrative (recount an amazing experience in nature)—pp. 136–139


SEE ALSO



Your Report—pp. 228–231 Speaking and Listening: Return to the Essential Question (how

do writers gather and present information?)—p. 236 Unit 10 Common Core Review: Revise/Publish Your Research

Report—p. 238

SEE ALSO


Writing Handbook Step 1: Planning: Research Tip (gather information)—p. 278

CKLA Goal(s)

Make personal connections (orally or in writing) to events or experiences in a fiction or nonfiction/informational read-aloud and/or make connections among several read-alouds

Lesson 2: The Emperor’s New Clothes Lesson 3: Beauty and the Beast, Part I Lesson 4: Beauty and the Beast, Part II

With assistance, categorize and organize facts and information within a given domain to answer questions

Lesson 5: Paul Bunyan Lesson 6: Pecos Bill Lesson 7: John Henry Lesson 8: Casey Jones

Generate questions and gather information from multiple sources to answer questions

Lesson 8: Casey Jones







Speaking and Listening Standards

Comprehension and Collaboration

SL.2.1 Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and large groups

SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Connect Across Texts: Compare and Contrast Texts/Return to the Essential Question (discuss ideas with the class/remember rules for being a good speaker and listener)—pp. 37, 79, 129, 181, 217, 267

Speaking and Listening: Return to the Essential Question (small group or class discussion)—pp. 52, 98, 144, 196, 236

See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child)—pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240

CKLA Goal(s)

Use agreed-upon rules for group discussions, e.g., look at and listen to the speaker, raise hand to speak, take turns, say “excuse me” or “please,” etc.


SL.2.1b Build on others' talk in conversations by responding to the comments of others through multiple exchanges.

Connect Across Texts: Compare and Contrast Texts/Return to the Essential Question (Did I: Add to what others said?)—pp. 37, 79, 129, 181, 217, 267



CKLA Goal(s)

Carry on and participate in a conversation over at least six turns, staying on topic, linking their comments to the remarks of others, with either an adult or another child of the same age


SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.

Connect Across Texts: Compare and Contrast Texts/Return to the Essential Question (discuss ideas with the class)—pp. 37, 79, 129, 181, 217, 267









CKLA Goal(s)

Ask questions to clarify information about the topic in a fiction or nonfiction/informational read-aloud

Lesson 5: Paul Bunyan

SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.




CKLA Goal(s)

Retell (orally or in writing) important facts and information from a fiction or nonfiction/informational read-aloud

Lesson 1: The Fisherman and His Wife Lesson 3: Beauty and the Beast, Part I Lesson 5: Paul Bunyan

Summarize (orally or in writing) text content and/or oral information presented by others

Lesson 1: The Fisherman and His Wife

SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Unit 3 Reading Informational Text: Key Ideas and Details Asking and Answering Questions: “Prairie Dogs and Their Homes” (Magazine Article)—pp. 58–63




CKLA Goal(s)

Ask questions to clarify directions, exercises, classroom routines and/or what a speaker says about a topic to gather additional information, or deepen understanding of a topic or issue

Lesson 1: The Fisherman and His Wife

Presentation of Knowledge and Ideas

SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.



See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child)—pp. 10 (sketch pictures), 42, 56, 88, 102, 134, 154, 186, 200, 226, 240

CKLA Goal(s)

Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings

Lesson 1: The Fisherman and His Wife Lesson 3: Beauty and the Beast, Part I Lesson 6: Pecos Bill







SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Grade 2 Language)



CKLA Goal(s)

Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification


Language Standards

Vocabulary Acquisition and Use

L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies.

L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Unit 5 Reading Literature: Craft and Structure Language: Prefixes—p. 130

SEE ALSO

Introducing Unit 5/Home Connect—pp. 101–102 Unit 5 Common Core Review—pp. 131–132

Unit 7 Reading Informational Text: Craft and Structure Foundational Skills Read Together: “Our Town Is the Best!”

(prefixes un and re)—p. 174 Foundational Skills Reader: “New York City” (prefixes un- and

re-)—pp. 175–176

CKLA Goal(s)

Use word parts to determine meanings of unknown words in fiction or nonfiction/ informational read-alouds and discussions


L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Unit 1 Reading Literature: Key Ideas and Details Language: Related Words—p. 38

SEE ALSO


CKLA Goal(s)


Lesson 4: Beauty and the Beast, Part II Lesson 8: Casey Jones

L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.

L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Real-Life Word Meanings—p. 268







SEE ALSO


CKLA Goal(s)

Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy)


Provide synonyms and antonyms of selected core vocabulary words


Determine the meaning of unknown and multiple-meaning words and phrases in fiction or nonfiction/informational read-alouds and discussions

Lesson 4: Beauty and the Beast, Part II Lesson 7: John Henry

L.2.6 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).

Words to Know—pp. 12, 14, 16, 18, 20, 22, 24, 26, 28, 58, 60, 62, 64, 66, 68, 70, 72, 74, 104, 106, 108, 110, 112, 114, 116, 118, 120, 156, 158, 160, 162, 164, 166, 168, 170, 172, 202, 204, 206, 208, 210, 212, 242, 244, 246, 248, 250, 252, 254, 256, 258


Unit 3 Reading Informational Text: Key Ideas and Details Language: Context Clues—p. 84


Unit 7 Reading Informational Text: Craft and Structure Determining Word Meanings: “Who Helps in Your

Community?” (Informational Text)—pp. 156–161 Language: Compound Words—p. 182

Unit 9 Reading Literature: Integration of Knowledge and Ideas Language: Shades of Meaning—p. 222


Writing Handbook Step 3: Revising: Revising Checklist (Word Choice)—p. 281

CKLA Goal(s)

Learn the meaning of common sayings and phrases

Lesson 4: Beauty and the Beast, Part II

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)

Lesson 1: The Fisherman and His Wife Lesson 2: The Emperor’s New Clothes Lesson 3: Beauty and the Beast, Part I Lesson 4: Beauty and the Beast, Part II Lesson 5: Paul Bunyan Lesson 6: Pecos Bill







Lesson 7: John Henry Lesson 8: Casey Jones

Additional CKLA Goals

Distinguish fantasy from realistic text Lesson 1: The Fisherman and His Wife Lesson 5: Paul Bunyan Lesson 6: Pecos Bill Lesson 7: John Henry

Prior to listening to a read-aloud, orally predict what happens and compare the actual outcome to the prediction

Lesson 1: The Fisherman and His Wife Lesson 2: The Emperor’s New Clothes Lesson 3: Beauty and the Beast, Part I Lesson 4: Beauty and the Beast, Part II Lesson 6: Pecos Bill Lesson 7: John Henry

Prior to listening to a read-aloud, identify orally what they know or have learned about a given topic

Lesson 1: The Fisherman and His Wife Lesson 3: Beauty and the Beast, Part I Lesson 6: Pecos Bill Lesson 7: John Henry Lesson 8: Casey Jones

Rehearse and perform a read-aloud for an audience using eye contact, appropriate volume, and clear enunciation

Lesson 2: The Emperor’s New Clothes




Domain 2: Early Asian Civilizations








SEE ALSO


CKLA Goal(s)


Lesson 4: The Tiger, the Brahman, and the Jackal Lesson 10: The Magic Paintbrush




SEE ALSO


CKLA Goal(s)


Lesson 4: The Tiger, the Brahman, and the Jackal Lesson 5: The Blind Men and the Elephant Lesson 10: The Magic Paintbrush

Craft and Structure




SEE ALSO


CKLA Goal(s)


Lesson 5: The Blind Men and the Elephant Lesson 10: The Magic Paintbrush





SEE ALSO









CKLA Goal(s)


Lesson 4: The Tiger, the Brahman, and the Jackal Lesson 5: The Blind Men and the Elephant Lesson 10: The Magic Paintbrush

Reading Standards for Informational Text


RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.


SEE ALSO

Introducing Unit 3/Home Connect/Essential Question—pp. 55–57 Close Reading: “At Home in a Cave” (Magazine Article)—pp. 79–82 Unit 3 Common Core Review—pp. 85–86 Performance Task—Online

CKLA Goal(s)

Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational read-aloud

Lesson 1: The Indus River Valley, Part I Lesson 2: The Indus River Valley, Part II Lesson 3: Hindus and Hinduism Lesson 4: The Tiger, the Brahman, and the Jackal Lesson 5: The Blind Men and the Elephant Lesson 6: Diwali Lesson 7: Buddhists and Buddhism Lesson 8: The Yellow and the Yangtze Rivers Lesson 9: Paper, Writing, and Calligraphy Lesson 10: The Magic Paintbrush Lesson 11: The Importance of Silk Lesson 12: China’s Great Wall Lesson 13: Confucius Lesson 14: Chinese New Year

CKLA Goal(s)

Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/informational read-aloud, including answering why questions that require recognizing cause/effect relationships


Craft and Structure

RI.2.4 Determine the meaning of words and phrases in a text relevant to a Grade 2 topic or subject area.


Community?” (Informational Text)—pp. 156–161

SEE ALSO

Introducing Unit 7/Home Connect/Essential Question—pp. 153–155 Close Reading: “Ben Franklin, Outstanding Citizen” (Biography)—pp.

177–180 Unit 7 Common Core Review—pp. 183–184







CKLA Goal(s)

Determine the meaning of unknown words and phrases in nonfiction/informational read-alouds and discussions



RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Using Images to Understand Text: “Toys and Games in

Colonial Times” (Magazine Article)—pp. 242–245

SEE ALSO

Introducing Unit 11/Home Connect/Essential Question—pp. 239–241 Close Reading: “How Boston Got More Land” (Magazine

Article)/”Goodbye, Swamp” (Opinion Piece)—pp. 263–266 Unit 11 Common Core Review—pp. 269–270 Performance Task—Online

CKLA Goal(s)

Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with a nonfiction/informational read-aloud and explain how these graphics clarify the meaning of the read-aloud

Lesson 1: The Indus River Valley, Part I Lesson 2: The Indus River Valley, Part II Lesson 3: Hindus and Hinduism Lesson 6: Diwali Lesson 7: Buddhists and Buddhism Lesson 8: The Yellow and the Yangtze Rivers Lesson 9: Paper, Writing, and Calligraphy Lesson 12: China’s Great Wall Lesson 13: Confucius Lesson 14: Chinese New Year

RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.

Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Comparing and Contrasting Texts: “Colonial Children Were

Lucky!” (Opinion Piece)—pp. 254–259

SEE ALSO



CKLA Goal(s)

Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational read-aloud or between two or more nonfiction/informational read-alouds

Lesson 4: The Tiger, the Brahman, and the Jackal Lesson 8: The Yellow and the Yangtze Rivers Lesson 9: Paper, Writing, and Calligraphy Lesson 13: Confucius Lesson 14: Chinese New Year







Range of Reading and Level of Text Complexity

RI.2.10 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 proficiently, with scaffolding as needed at the high end of the range.

Unit 3 Reading Informational Text: Key Ideas and Details Introducing Unit 3/Home Connect/Essential Question—pp.

53–55 Key Ideas and Details: Comprehension Check—pp. 59, 61, 63,

65, 67, 69, 71, 73, 75, 81–82 Asking and Answering Questions: “Prairie Dogs and Their Homes” (Magazine Article)—pp. 58–63 Identifying Topics: “Jacques Cousteau” (Biography)—pp. 64–

69 Describing Connections Between Ideas: “Make Wild Animal

Homes” (Procedural Text)—pp. 70–75 Foundational Skills Read Together: “Animals That Carry Their

Homes”—p. 76 Foundational Skills Reader: “Moving Day!” (vowel teams oi, oy,

ow, ou)—pp. 77–78 Close Reading: “At Home in a Cave” (Magazine Article)—pp. 79–

82 Connect Across Texts: Compare and Contrast Texts/Return to

the Essential Question—p. 83 Unit 3 Common Core Review: “Weaver Bird Nests”—pp. 85–86

Unit 7 Reading Informational Text: Craft and Structure Introducing Unit 7/Home Connect/Essential Question—pp.

145–147 Craft and Structure: Comprehension Check—pp. 157, 159,

161, 163, 165, 167, 169, 171, 173, 179–180 Determining Word Meanings: “Who Helps in Your

Community?” (Informational Text)—pp. 156–161 Using Text Features: “Subway—Way to Go!” (Magazine

Article)—pp. 162–167 Determining an Author’s Purpose: “New Ways to Solve an Old

Problem” (Opinion Piece)—pp. 168–173 Foundational Skills Read Together: “Our Town Is the Best!”—p.

174

Foundational Skills Reader: “New York City” (two-syllable long vowel words; prefixes un- and re-)—pp. 175–176

Close Reading: “Ben Franklin, Outstanding Citizen” (Biography)—pp. 177–180

Connect Across Texts: Compare and Contrast Texts/Return to the Essential Question—p. 181

Unit 7 Common Core Review: “Please Be Kind”—pp. 183–184

Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Introducing Unit 11/Home Connect/Essential Question—pp.

239–241 Integration of Knowledge and Ideas: Comprehension

Check—pp. 237, 241, 245, 253–254 Using Images to Understand Text: “Toys and Games in

Colonial Times” (Magazine Article)—pp. 242–245 Finding Supporting Reasons: “Toys and Games Are Better

Today (Opinion Piece)—pp. 248–253 Comparing and Contrasting Texts: “Colonial Children Were








Foundational Skills Read Together: “Schools in Colonial Times”—p. 260

Foundational Skills Reader: “Colonial Schools” (inconsistent but common spellings; irregular spellings)—pp. 261–262

Close Reading: “How Boston Got More Land” (Magazine Article)/”Goodbye, Swamp” (Opinion Piece)—pp. 263–266


Unit 11 Common Core Review: “Welcome to Boston!”—pp. 269–270

CKLA Goal(s)

Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for Grades 2–4


Writing Standards


W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.




SEE ALSO




Report—p. 238

SEE ALSO


CKLA Goal(s)

Plan and/or draft, and edit an informative/ explanatory text that presents information from a nonfiction/informational read-aloud that introduces a topic, uses facts and definitions to develop points, and provides a concluding statement or section

Lesson 9: Paper, Writing, and Calligraphy Lesson 11: The Importance of Silk







Production and Distribution of Writing

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Writing Handbook Step 1: Planning—pp. 278–279 Step 2: Drafting—p. 280 Step 3: Revising—pp. 281–282 Step 4: Editing—pp. 283–284 Step 5: Producing, Publishing, and Presenting—p. 284

CKLA Goal(s)

With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing

Lesson 6: Diwali






SEE ALSO




Report—p. 238

SEE ALSO


CKLA Goal(s)


Lesson 9: Paper, Writing, and Calligraphy





SEE ALSO





Report—p. 238

SEE ALSO









CKLA Goal(s)

Make personal connections (orally or in writing) to events or experiences in a fiction or nonfiction/ informational read-aloud and/or make connections among several read-alouds

Lesson 7: Buddhists and Buddhism Lesson 10: The Magic Paintbrush


Lesson 2: The Indus River Valley, Part II Lesson 3: Hindus and Hinduism Lesson 4: The Tiger, the Brahman, and the Jackal Lesson 7: Buddhists and Buddhism Lesson 9: Paper, Writing, and Calligraphy Lesson 12: China’s Great Wall Lesson 13: Confucius Lesson 14: Chinese New Year



SL.2.1 Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and large groups.





CKLA Goal(s)



SL.2.1b Build on others' talk in conversations by responding to the comments of others through multiple exchanges.










CKLA Goal(s)







CKLA Goal(s)













CKLA Goal(s)


Lesson 1: The Indus River Valley, Part I Lesson 2: The Indus River Valley, Part II Lesson 3: Hindus and Hinduism Lesson 4: The Tiger, the Brahman, and the Jackal Lesson 5: The Blind Men and the Elephant Lesson 6: Diwali Lesson 7: Buddhists and Buddhism Lesson 8: The Yellow and the Yangtze Rivers

Lesson 9: Paper, Writing, and Calligraphy Lesson 10: The Magic Paintbrush Lesson 11: The Importance of Silk Lesson 12: China’s Great Wall Lesson 13: Confucius Lesson 14: Chinese New Year


Lesson 2: The Indus River Valley, Part II Lesson 6: Diwali






CKLA Goal(s)


Lesson 2: The Indus River Valley, Part II Lesson 4: The Tiger, the Brahman, and the Jackal Lesson 6: Diwali Lesson 8: The Yellow and the Yangtze Rivers Lesson 11: The Importance of Silk Lesson 12: China’s Great Wall Lesson 13: Confucius


SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.



See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child)—pp. 10, 42 (make up stories), 56, 88, 102, 134, 154, 186, 200, 226, 240

CKLA Goal(s)

Recount a personal experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences

Lesson 12: China’s Great Wall Lesson 13: Confucius











CKLA Goal(s)


Lesson 1: The Indus River Valley, Part I Lesson 6: Diwali Lesson 7: Buddhists and Buddhism Lesson 9: Paper, Writing, and Calligraphy Lesson 10: The Magic Paintbrush




CKLA Goal(s)



Language Standards





SEE ALSO




re-)—pp. 175–176







CKLA Goal(s)


Lesson 4: The Tiger, the Brahman, and the Jackal



SEE ALSO


CKLA Goal(s)


Lesson 1: The Indus River Valley, Part I Lesson 14: Chinese New Year




SEE ALSO


CKLA Goal(s)




Lesson 2: The Indus River Valley, Part II Lesson 9: Paper, Writing, and Calligraphy Lesson 11: The Importance of Silk

Determine the meaning of unknown and multiple meaning words and phrases in fiction or nonfiction/informational read-alouds and discussions

Lesson 3: Hindus and Hinduism Lesson 7: Buddhists and Buddhism

L.2.5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).


SEE ALSO


CKLA Goal(s)

Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny)

Lesson 13: Confucius








Words to Know—pp. 12, 14, 16, 18, 20, 22, 24, 26, 28, 58, 60, 62, 64, 66, 68, 70, 72, 74, 104, 106, 108, 110, 112, 114, 116, 118, 120, 156, 158, 160, 162, 164, 166, 168, 170, 172, 202, 204, 206, 208, 210, 212, 242, 244, 246, 248, 250, 252, 254, 256, 258









CKLA Goal(s)


Lesson 12: China’s Great Wall Lesson 13: Confucius




Distinguish fantasy from realistic text Lesson 1: The Fisherman and His Wife Lesson 5: Paul Bunyan Lesson 6: Pecos Bill Lesson 7: John Henry

Prior to listening to a read-aloud, orally predict what happens and compare the actual outcome to the prediction








Lesson 6: Pecos Bill Lesson 7: John Henry

Prior to listening to a read-aloud, identify orally what they know or have learned about a given topic

Lesson 1: The Fisherman and His Wife Lesson 3: Beauty and the Beast, Part I Lesson 6: Pecos Bill Lesson 7: John Henry Lesson 8: Casey Jones


Lesson 2: The Emperor’s New Clothes




Domain 3: Ancient Greek Civilizations








SEE ALSO


CKLA Goal(s)


Lesson 2: Mount Olympus, Part I Lesson 3: Mount Olympus, Part II





SEE ALSO


CKLA Goal(s)


Lesson 1: The Ancient Greeks Lesson 2: Mount Olympus, Part I Lesson 3: Mount Olympus, Part II Lesson 4: The Olympic Games Lesson 5: All for Sparta Lesson 6: Athens and the Olive Tree Lesson 7: Athens: The Birthplace of Democracy Lesson 8: Marathon Lesson 9: Thermopylae: The Persians Strike Again Lesson 10: The Great Thinkers of Greece Lesson 11: Alexander the Great, Part I Lesson 12: Alexander the Great, Part II









Craft and Structure




SEE ALSO


177–180 Unit 7 Common Core Review—pp. 183–184 Performance Task—Online

CKLA Goal(s)







SEE ALSO



CKLA Goal(s)


Lesson 1: The Ancient Greeks Lesson 2: Mount Olympus, Part I Lesson 6: Athens and the Olive Tree Lesson 12: Alexander the Great, Part II

RI.2.8 Describe how reasons support specific points the author makes in a text.

Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Finding Supporting Reasons: “Toys and Games Are Better

Today (Opinion Piece)—pp. 248–253

SEE ALSO



CKLA Goal(s)

Describe how reasons or facts support specific points the author makes in a nonfiction/informational read-aloud

Lesson 10: The Great Thinkers of Greece Lesson 11: Alexander the Great, Part I Lesson 12: Alexander the Great, Part II










SEE ALSO



CKLA Goal(s)


Lesson 1: The Ancient Greeks Lesson 3: Mount Olympus, Part II Lesson 4: The Olympic Games Lesson 7: Athens: The Birthplace of Democracy






69

Describing Connections Between Ideas: “Make Wild Animal Homes” (Procedural Text)—pp. 70–75

Foundational Skills Read Together: “Animals That Carry Their Homes”—p. 76

Foundational Skills Reader: “Moving Day!” (vowel teams oi, oy, ow, ou)—pp. 77–78

Close Reading: “At Home in a Cave” (Magazine Article)—pp. 79–82


Unit 3 Common Core Review: “Weaver Bird Nests”—pp. 85–86







174 Foundational Skills Reader: “New York City” (two-syllable long

vowel words; prefixes un- and re-)—pp. 175–176 Close Reading: “Ben Franklin, Outstanding Citizen”

(Biography)—pp. 177–180














Lucky!” (Opinion Piece)—pp. 254–259 Foundational Skills Read Together: “Schools in Colonial

Times”—p. 260 Foundational Skills Reader: “Colonial Schools” (inconsistent but

common spellings; irregular spellings)—pp. 261–262 Close Reading: “How Boston Got More Land” (Magazine

Article)/”Goodbye, Swamp” (Opinion Piece)—pp. 263–266 Connect Across Texts: Compare and Contrast Texts/Return to

the Essential Question—p. 267 Unit 11 Common Core Review: “Welcome to Boston!”—pp.

269–270

CKLA Goal(s)



Writing Standards





Piece—p. 198

SEE ALSO


CKLA Goal(s)

Plan, draft, and edit opinion pieces in which they introduce the topic or book they are writing about,

– continued on next page –

Lesson 7: Athens: The Birthplace of Democracy







– continued from previous page

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




Narrative—p. 54

SEE ALSO





SEE ALSO


CKLA Goal(s)






CKLA Goal(s)








SEE ALSO










Report—p. 238

SEE ALSO


CKLA Goal(s)







SEE ALSO





Report—p. 238

SEE ALSO



CKLA Goal(s)


Lesson 4: The Olympic Games Lesson 5: All for Sparta Lesson 7: Athens: The Birthplace of Democracy Lesson 11: Alexander the Great, Part I


Lesson 1: The Ancient Greeks Lesson 2: Mount Olympus, Part I Lesson 3: Mount Olympus, Part II Lesson 4: The Olympic Games Lesson 5: All for Sparta Lesson 6: Athens and the Olive Tree Lesson 7: Athens: The Birthplace of Democracy Lesson 8: Marathon Lesson 9: Thermopylae: The Persians Strike Again Lesson 10: The Great Thinkers of Greece Lesson 11: Alexander the Great, Part I














CKLA Goal(s)



SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.




CKLA Goal(s)













CKLA Goal(s)







CKLA Goal(s)




Lesson 2: Mount Olympus, Part I Lesson 3: Mount Olympus, Part II Lesson 8: Marathon












CKLA Goal(s)


Lesson 9: Thermopylae: The Persians Strike Again Lesson 10: The Great Thinkers of Greece






CKLA Goal(s)


Lesson 4: The Olympic Games





CKLA Goal(s)


Lesson 1: The Ancient Greeks Lesson 8: Marathon




CKLA Goal(s)


Lesson 1: The Ancient Greeks Lesson 2: Mount Olympus, Part I Lesson 3: Mount Olympus, Part II Lesson 4: The Olympic Games Lesson 5: All for Sparta Lesson 6: Athens and the Olive Tree Lesson 7: Athens: The Birthplace of Democracy Lesson 8: Marathon Lesson 9: Thermopylae: The Persians Strike Again Lesson 10: The Great Thinkers of Greece







Language Standards





SEE ALSO




re-)—pp. 175–176

CKLA Goal(s)


Lesson 1: The Ancient Greeks



SEE ALSO


CKLA Goal(s)


Lesson 12: Alexander the Great, Part II




SEE ALSO


CKLA Goal(s)










Lesson 1: The Ancient Greeks Lesson 5: All for Sparta


Lesson 5: All for Sparta Lesson 9: Thermopylae: The Persians Strike Again



SEE ALSO


CKLA Goal(s)


Lesson 9: Thermopylae: The Persians Strike Again


Words to Know—pp. 12, 14, 16, 18, 20, 22, 24, 26, 28, 58, 60, 62, 64, 66, 68, 70, 72, 74, 104, 106, 108, 110, 112, 114, 116, 118, 120, 156, 158, 160, 162, 164, 166, 168, 170, 172, 202, 204, 206, 208, 210, 212, 242, 244, 246, 248, 250, 252, 254, 256, 258









CKLA Goal(s)


Lesson 4: The Olympic Games Lesson 10: The Great Thinkers of Greece


Lesson 1: The Ancient Greeks Lesson 2: Mount Olympus, Part I Lesson 3: Mount Olympus, Part II Lesson 4: The Olympic Games Lesson 5: All for Sparta Lesson 6: Athens and the Olive Tree Lesson 7: Athens: The Birthplace of Democracy







Lesson 8: Marathon Lesson 9: Thermopylae: The Persians Strike Again Lesson 10: The Great Thinkers of Greece Lesson 11: Alexander the Great, Part I Lesson 12: Alexander the Great, Part II


Prior to listening to a read-aloud, identify orally what they know and have learned about a given topic

Lesson 2: Mount Olympus, Part I Lesson 3: Mount Olympus, Part II Lesson 4: The Olympic Games Lesson 5: All for Sparta Lesson 6: Athens and the Olive Tree Lesson 7: Athens: The Birthplace of Democracy Lesson 8: Marathon Lesson 9: Thermopylae: The Persians Strike Again Lesson 10: The Great Thinkers of Greece Lesson 11: Alexander the Great, Part I Lesson 12: Alexander the Great, Part II

Prior to listening to a read-aloud, orally predict what will happen based on images or text heard and then compare the actual outcome to the prediction

Lesson 2: Mount Olympus, Part I Lesson 3: Mount Olympus, Part II Lesson 6: Athens and the Olive Tree Lesson 9: Thermopylae: The Persians Strike Again Lesson 11: Alexander the Great, Part I Lesson 12: Alexander the Great, Part II




Domain 4: Greek Myths








SEE ALSO


CKLA Goal(s)


Lesson 1: The Twelve Gods of Mount Olympus Lesson 2: Prometheus and Pandora Lesson 3: Demeter and Persephone Lesson 4: Arachne the Weaver Lesson 5: Theseus and the Minotaur Lesson 6: Daedalus and Icarus Lesson 7: Hercules Lesson 8: Other Adventures of Hercules Lesson 9: Oedipus and the Riddle of the Sphinx Lesson 10: Atalanta and the Golden Apples






SEE ALSO


CKLA Goal(s)


Lesson 2: Prometheus and Pandora Lesson 3: Demeter and Persephone Lesson 4: Arachne the Weaver Lesson 5: Theseus and the Minotaur Lesson 6: Daedalus and Icarus Lesson 7: Hercules Lesson 8: Other Adventures of Hercules Lesson 9: Oedipus and the Riddle of the Sphinx Lesson 10: Atalanta and the Golden Apples










SEE ALSO


CKLA Goal(s)


Lesson 2: Prometheus and Pandora Lesson 3: Demeter and Persephone Lesson 4: Arachne the Weaver Lesson 5: Theseus and the Minotaur Lesson 6: Daedalus and Icarus Lesson 7: Hercules Lesson 8: Other Adventures of Hercules Lesson 10: Atalanta and the Golden Apples

Craft and Structure




SEE ALSO


CKLA Goal(s)


Lesson 3: Demeter and Persephone Lesson 4: Arachne the Weaver Lesson 8: Other Adventures of Hercules Lesson 10: Atalanta and the Golden Apples





SEE ALSO



CKLA Goal(s)









RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Unit 9 Reading Literature: Integration of Knowledge and Ideas Comparing and Contrasting Stories: “Mantis and the Fire

Trick: An African Folktale” (Folktale)—pp. 208–213 Connect Across Texts: Compare and Contrast Texts—p. 221

SEE ALSO



CKLA Goal(s)

Compare and contrast (orally or in writing) similarities and differences within a single fiction read-aloud or between two or more read-alouds

Lesson 1: The Twelve Gods of Mount Olympus






SEE ALSO



CKLA Goal(s)


Lesson 1: The Twelve Gods of Mount Olympus Lesson 2: Prometheus and Pandora Lesson 4: Arachne the Weaver

Writing Standards





Narrative—p. 54

SEE ALSO











SEE ALSO


CKLA Goal(s)


Lesson 4: Arachne the Weaver Lesson 7: Hercules Lesson 8: Other Adventures of Hercules Lesson 9: Oedipus and the Riddle of the Sphinx Lesson 10: Atalanta and the Golden Apples




CKLA Goal(s)


Lesson 9: Oedipus and the Riddle of the Sphinx

W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Writing Handbook Step 1: Planning: Research Tip (use the Internet)—p. 278 Step 2: Drafting (use a computer to write)—p. 280 Step 5: Producing, Publishing, and Presenting (use a

computer)—p. 284

See also Home Connect: (using technology/Internet, also online activities: sadlierconnect.com)—pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226 (researching on the Internet), 240 (online news)

CKLA Goal(s)

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers

Lesson 10: Atalanta and the Golden Apples






SEE ALSO





Report—p. 238







SEE ALSO



CKLA Goal(s)


Lesson 4: Arachne the Weaver Lesson 6: Daedalus and Icarus Lesson 7: Hercules


Lesson 5: Theseus and the Minotaur








CKLA Goal(s)













CKLA Goal(s)







CKLA Goal(s)







CKLA Goal(s)




Lesson 1: The Twelve Gods of Mount Olympus Lesson 2: Prometheus and Pandora Lesson 3: Demeter and Persephone Lesson 4: Arachne the Weaver







Lesson 5: Theseus and the Minotaur Lesson 6: Daedalus and Icarus Lesson 7: Hercules Lesson 8: Other Adventures of Hercules Lesson 9: Oedipus and the Riddle of the Sphinx Lesson 10: Atalanta and the Golden Apples






CKLA Goal(s)


Lesson 5: Theseus and the Minotaur Lesson 6: Daedalus and Icarus Lesson 9: Oedipus and the Riddle of the Sphinx






CKLA Goal(s)


Lesson 6: Daedalus and Icarus Lesson 9: Oedipus and the Riddle of the Sphinx





CKLA Goal(s)


Lesson 1: The Twelve Gods of Mount Olympus Lesson 3: Demeter and Persephone Lesson 4: Arachne the Weaver Lesson 10: Atalanta and the Golden Apples







SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Grade 2 Language.)



CKLA Goal(s)



Language Standards





SEE ALSO


CKLA Goal(s)




Lesson 3: Demeter and Persephone Lesson 4: Arachne the Weaver Lesson 5: Theseus and the Minotaur Lesson 10: Atalanta and the Golden Apples


Lesson 3: Demeter and Persephone Lesson 10: Atalanta and the Golden Apples


Words to Know—pp. 12, 14, 16, 18, 20, 22, 24, 26, 28, 58, 60, 62, 64, 66, 68, 70, 72, 74, 104, 106, 108, 110, 112, 114, 116, 118, 120, 156, 158, 160, 162, 164, 166, 168, 170, 172, 202, 204, 206, 208, 210, 212, 242, 244, 246, 248, 250, 252, 254, 256, 258















CKLA Goal(s)


Lesson 6: Daedalus and Icarus Lesson 8: Other Adventures of Hercules




Prior to listening to a read-aloud, identify (orally or in writing) what they know and have learned that may be related to the specific story or topic to be read aloud


Share writing with others Lesson 1: The Twelve Gods of Mount Olympus Lesson 4: Arachne the Weaver Lesson 9: Oedipus and the Riddle of the Sphinx Lesson 10: Atalanta and the Golden Apples







Identify and express physical sensations, mental states, and emotions of self and others

Lesson 1: The Twelve Gods of Mount Olympus Lesson 2: Prometheus and Pandora Lesson 3: Demeter and Persephone Lesson 6: Daedalus and Icarus Lesson 7: Hercules Lesson 8: Other Adventures of Hercules

Make predictions (orally or in writing) prior to and during a read-aloud, based on title, pictures, and/or text heard thus far, and then compare the actual outcomes to predictions

Lesson 8: Other Adventures of Hercules

Create, tell, and/or draw and write an original story with characters, a beginning, a middle, and an end

Lesson 10: Atalanta and the Golden Apples

Use adjectives correctly in oral language Lesson 6: Daedalus and Icarus




Domain 5: War of 1812




Craft and Structure




SEE ALSO


CKLA Goal(s)


Lesson 4: Another War Already? Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War





SEE ALSO


CKLA Goal(s)


Lesson 1: America in 1812, Part I Lesson 2: America in 1812, Part II Lesson 3: Mr. and Mrs. Madison Lesson 4: Another War Already? Lesson 5: The Attack on Washington, D.C. Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War Lesson 8: Peace and Pirates



RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Unit 3 Reading Informational Text: Key Ideas and Details Identifying Topics: “Jacques Cousteau” (Biography)—pp. 64–

69

SEE ALSO








CKLA Goal(s)

Identify the main topic of a multiparagraph nonfiction/informational read-aloud as well as the focus of specific paragraphs within the text

Lesson 2: America in 1812, Part II Lesson 4: Another War Already? Lesson 5: The Attack on Washington, D.C. Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War Lesson 8: Peace and Pirates

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Unit 3 Reading Informational Text: Key Ideas and Details Describing Connections Between Ideas: “Make Wild Animal

Homes” (Procedural Text)—pp. 70–75

SEE ALSO


CKLA Goal(s)

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a nonfiction/informational read-aloud

Lesson 1: America in 1812, Part I Lesson 2: America in 1812, Part II Lesson 5: The Attack on Washington, D.C. Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War Lesson 8: Peace and Pirates

Craft and Structure




SEE ALSO



CKLA Goal(s)







SEE ALSO









CKLA Goal(s)


Lesson 6: Broad Stripes and Bright Stars Lesson 8: Peace and Pirates








Foundational Skills Read Together: “Animals That Carry Their Homes”—p. 76

Foundational Skills Reader: “Moving Day!” (vowel teams oi, oy, ow, ou)—pp. 77–78












(Biography)—pp. 177–180 Connect Across Texts: Compare and Contrast Texts/Return to

the Essential Question—p. 181 Unit 7 Common Core Review: “Please Be Kind”—pp. 183–184



Check—pp. 237, 241, 245, 253–254







Using Images to Understand Text: “Toys and Games in Colonial Times” (Magazine Article)—pp. 242–245

Finding Supporting Reasons: “Toys and Games Are Better Today (Opinion Piece)—pp. 248–253

Comparing and Contrasting Texts: “Colonial Children Were Lucky!” (Opinion Piece)—pp. 254–259






CKLA Goal(s)



Writing Standards





Piece—p. 198

SEE ALSO


CKLA Goal(s)


Lesson 2: America in 1812, Part II





SEE ALSO



Your Report—pp. 228–231







Unit 10 Common Core Review: Revise/Publish Your Research Report—p. 238

SEE ALSO


CKLA Goal(s)


Lesson 2: America in 1812, Part II Lesson 4: Another War Already? Lesson 5: The Attack on Washington, D.C. Lesson 7: The Battle After the War Lesson 8: Peace and Pirates






SEE ALSO



Your Report—pp. 228–231


SEE ALSO


CKLA Goal(s)


Lesson 8: Peace and Pirates





SEE ALSO





Report—p. 238

SEE ALSO









CKLA Goal(s)


Lesson 2: America in 1812, Part II Lesson 6: Broad Stripes and Bright Stars












CKLA Goal(s)







CKLA Goal(s)


Lesson 1: America in 1812, Part I Lesson 2: America in 1812, Part II Lesson 3: Mr. and Mrs. Madison Lesson 4: Another War Already? Lesson 5: The Attack on Washington, D.C.







Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War Lesson 8: Peace and Pirates





CKLA Goal(s)







CKLA Goal(s)














CKLA Goal(s)


Lesson 1: America in 1812, Part I Lesson 3: Mr. and Mrs. Madison Lesson 5: The Attack on Washington, D.C. Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War Lesson 8: Peace and Pirates






CKLA Goal(s)


Lesson 7: The Battle After the War





CKLA Goal(s)


Lesson 2: America in 1812, Part II Lesson 4: Another War Already? Lesson 5: The Attack on Washington, D.C. Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War Lesson 8: Peace and Pirates




CKLA Goal(s)









Language Standards





SEE ALSO


CKLA Goal(s)


Lesson 3: Mr. and Mrs. Madison




SEE ALSO


CKLA Goal(s)






Lesson 3: Mr. and Mrs. Madison Lesson 6: Broad Stripes and Bright Stars



SEE ALSO


CKLA Goal(s)










Words to Know—pp. 12, 14, 16, 18, 20, 22, 24, 26, 28, 58, 60, 62, 64, 66, 68, 70, 72, 74, 104, 106, 108, 110, 112, 114, 116, 118, 120, 156, 158, 160, 162, 164, 166, 168, 170, 172, 202, 204, 206, 208, 210, 212, 242, 244, 246, 248, 250, 252, 254, 256, 258









CKLA Goal(s)







Lesson 2: America in 1812, Part II Lesson 3: Mr. and Mrs. Madison Lesson 4: Another War Already? Lesson 5: The Attack on Washington, D.C. Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War Lesson 8: Peace and Pirates

Prior to listening to a read-aloud, orally predict what will happen based on images or text heard and then compare the actual outcome to the prediction








Share writing with others Lesson 1: America in 1812, Part I Lesson 2: America in 1812, Part II Lesson 4: Another War Already? Lesson 5: The Attack on Washington, D.C. Lesson 7: The Battle After the War Lesson 8: Peace and Pirates


Lesson 2: America in 1812, Part II Lesson 4: Another War Already? Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War




Domain 6: Cycles in Nature







SEE ALSO


CKLA Goal(s)


Lesson 1: The Cycle of Daytime and Nighttime Lesson 2: The Reasons for Seasons Lesson 3: Four Seasons in One Year Lesson 4: The Life Cycle of a Plant Lesson 5: The Life Cycle of a Tree Lesson 6: Which Came First, the Chicken or the Egg? Lesson 7: The Life Cycle of a Frog Lesson 8: The Life Cycle of a Butterfly Lesson 9: The Water Cycle





69

SEE ALSO


CKLA Goal(s)






SEE ALSO








Close Reading: “At Home in a Cave” (Magazine Article)—pp. 79–82 Unit 3 Common Core Review—pp. 85–86 Performance Task—Online

CKLA Goal(s)


Lesson 1: The Cycle of Daytime and Nighttime Lesson 2: The Reasons for Seasons Lesson 3: Four Seasons in One Year Lesson 7: The Life Cycle of a Frog

Craft and Structure




SEE ALSO



CKLA Goal(s)







SEE ALSO



CKLA Goal(s)


Lesson 1: The Cycle of Daytime and Nighttime Lesson 2: The Reasons for Seasons




SEE ALSO









CKLA Goal(s)


Lesson 3: Four Seasons in One Year Lesson 4: The Life Cycle of a Plant Lesson 5: The Life Cycle of a Tree Lesson 6: Which Came First, the Chicken or the Egg? Lesson 8: The Life Cycle of a Butterfly









ow, ou)—pp. 77–78
















Check—pp. 237, 241, 245, 253–254















CKLA Goal(s)

Listen to and demonstrate understanding of nonfiction/ informational read-alouds of appropriate complexity for Grades 2–4


Writing Standards






SEE ALSO




Report—p. 238

SEE ALSO


CKLA Goal(s)


Lesson 7: The Life Cycle of a Frog










CKLA Goal(s)


Lesson 6: Which Came First, the Chicken or the Egg? Lesson 7: The Life Cycle of a Frog






SEE ALSO




do writers gather and present information?)—p. 236


SEE ALSO



CKLA Goal(s)


Lesson 5: The Life Cycle of a Tree














CKLA Goal(s)







CKLA Goal(s)







CKLA Goal(s)













CKLA Goal(s)




Lesson 6: Which Came First, the Chicken or the Egg? Lesson 9: The Water Cycle






CKLA Goal(s)


Lesson 3: Four Seasons in One Year Lesson 4: The Life Cycle of a Plant Lesson 7: The Life Cycle of a Frog






CKLA Goal(s)


Lesson 6: Which Came First, the Chicken or the Egg? Lesson 9: The Water Cycle










CKLA Goal(s)



Language Standards






SEE ALSO


CKLA Goal(s)

Determine the meaning of unknown and multiple meaning words and phrases in fiction or nonfiction/ informational read-alouds and discussions

Lesson 1: The Cycle of Daytime and Nighttime Lesson 3: Four Seasons in One Year Lesson 4: The Life Cycle of a Plant Lesson 8: The Life Cycle of a Butterfly


Words to Know—pp. 12, 14, 16, 18, 20, 22, 24, 26, 28, 58, 60, 62, 64, 66, 68, 70, 72, 74, 104, 106, 108, 110, 112, 114, 116, 118, 120, 156, 158, 160, 162, 164, 166, 168, 170, 172, 202, 204, 206, 208, 210, 212, 242, 244, 246, 248, 250, 252, 254, 256, 258















CKLA Goal(s)




Prior to listening to a read-aloud, identify orally what students know and have learned about a topic

Lesson 1: The Cycle of Daytime and Nighttime Lesson 2: The Reasons for Seasons Lesson 5: The Life Cycle of a Tree Lesson 7: The Life Cycle of a Frog Lesson 9: The Water Cycle

Identify and express whether they are able to feel the rotation of the earth

Lesson 1: The Cycle of Daytime and Nighttime

Discuss personal connections to given topics Lesson 2: The Reasons for Seasons Lesson 3: Four Seasons in One Year Lesson 8: The Life Cycle of a Butterfly

Use knowledge of the meaning of individual words to predict the meanings of compound words

Lesson 3: Four Seasons in One Year

Sequence four to six pictures illustrating events from a nonfiction read-aloud

Lesson 4: The Life Cycle of a Plant Lesson 8: The Life Cycle of a Butterfly

Prior to listening to a read-aloud, make a prediction and then compare the actual outcome to the prediction

Lesson 6: Which Came First, the Chicken or the Egg?

Share writing with others Lesson 6: Which Came First, the Chicken or the Egg? Lesson 7: The Life Cycle of a Frog




Domain 7: Westward Expansion








SEE ALSO


CKLA Goal(s)


Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 8: Working on the Transcontinental Railroad





SEE ALSO


CKLA Goal(s)


Lesson 1: Going West Lesson 2: Mr. Fulton’s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 4: The Story of Sequoyah Lesson 5: The Trail of Tears Lesson 6: Westward on the Oregon Trail Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad Lesson 9: The Buffalo Hunters





69

SEE ALSO

Introducing Unit 3/Home Connect/Essential Question—pp. 55–57 Close Reading: “At Home in a Cave” (Magazine Article)—pp. 79–82







Unit 3 Common Core Review—pp. 85–86 Performance Task—Online

CKLA Goal(s)


Lesson 2: Mr. Fulton’s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 4: The Story of Sequoyah Lesson 5: The Trail of Tears Lesson 6: Westward on the Oregon Trail Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad Lesson 9: The Buffalo Hunters




SEE ALSO


CKLA Goal(s)


Lesson 1: Going West Lesson 2: Mr. Fulton’s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 4: The Story of Sequoyah Lesson 5: The Trail of Tears Lesson 6: Westward on the Oregon Trail Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad

Craft and Structure




SEE ALSO



CKLA Goal(s)













SEE ALSO



CKLA Goal(s)


Lesson 1: Going West Lesson 2: Mr. Fulton’s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 4: The Story of Sequoyah Lesson 5: The Trail of Tears Lesson 6: Westward on the Oregon Trail Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad




SEE ALSO



CKLA Goal(s)


Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 5: The Trail of Tears Lesson 8: Working on the Transcontinental Railroad






































269–270

CKLA Goal(s)









Writing Standards






SEE ALSO




Report—p. 238

SEE ALSO


CKLA Goal(s)


Lesson 1: Going West Lesson 2: Mr. Fulton’s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 4: The Story of Sequoyah Lesson 5: The Trail of Tears Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad Lesson 9: The Buffalo Hunters






SEE ALSO




Report—p. 238

SEE ALSO


CKLA Goal(s)


Lesson 6: Westward on the Oregon Trail











SEE ALSO





Report—p. 238

SEE ALSO



CKLA Goal(s)


Lesson 1: Going West Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 6: Westward on the Oregon Trail Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad Lesson 9: The Buffalo Hunters


Lesson 1: Going West Lesson 6: Westward on the Oregon Trail


Lesson 6: Westward on the Oregon Trail














CKLA Goal(s)







CKLA Goal(s)







CKLA Goal(s)













CKLA Goal(s)








CKLA Goal(s)


Lesson 1: Going West Lesson 2: Mr. Fulton’s Journey Lesson 4: The Story of Sequoyah Lesson 6: Westward on the Oregon Trail Lesson 9: The Buffalo Hunters






CKLA Goal(s)


Lesson 4: The Story of Sequoyah











CKLA Goal(s)


Lesson 1: Going West Lesson 2: Mr. Fulton’s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 4: The Story of Sequoyah Lesson 5: The Trail of Tears Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad Lesson 9: The Buffalo Hunters




CKLA Goal(s)



Language Standards





SEE ALSO


CKLA Goal(s)


Lesson 8: Working on the Transcontinental Railroad




SEE ALSO


CKLA Goal(s)


Lesson 1: Going West Lesson 2: Mr. Fulton’s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 4: The Story of Sequoyah







Lesson 5: The Trail of Tears Lesson 6: Westward on the Oregon Trail Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad Lesson 9: The Buffalo Hunters


Lesson 8: Working on the Transcontinental Railroad


Lesson 2: Mr. Fulton’s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal


Words to Know—pp. 12, 14, 16, 18, 20, 22, 24, 26, 28, 58, 60, 62, 64, 66, 68, 70, 72, 74, 104, 106, 108, 110, 112, 114, 116, 118, 120, 156, 158, 160, 162, 164, 166, 168, 170, 172, 202, 204, 206, 208, 210, 212, 242, 244, 246, 248, 250, 252, 254, 256, 258









CKLA Goal(s)


Lesson 4: The Story of Sequoyah










Prior to listening to a read-aloud, identify orally what they have learned that may be related to the specific read-aloud

Lesson 1: Going West Lesson 9: The Buffalo Hunters

Share writing with others Lesson 1: Going West Lesson 2: Mr. Fulton’s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 4: The Story of Sequoyah Lesson 5: The Trail of Tears Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad Lesson 9: The Buffalo Hunters




Domain 8: Insects







SEE ALSO


CKLA Goal(s)


Lesson 1: Insects Everywhere! Lesson 2: What Makes an Insect an Insect? Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World Lesson 8: Friend or Foe?





69

SEE ALSO


CKLA Goal(s)


Lesson 8: Friend or Foe?




SEE ALSO


CKLA Goal(s)


Lesson 4: Social Insects: Bees and Wasps Lesson 8: Friend or Foe?




Domain 8: Insects



Craft and Structure




SEE ALSO




CKLA Goal(s)



RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Unit 7 Reading Informational Text: Craft and Structure Determining an Author’s Purpose: “New Ways to Solve an Old

Problem” (Opinion Piece)—pp. 168–173

SEE ALSO



CKLA Goal(s)

Identify the main purpose of a nonfiction/informational read-aloud, including what the author wants to answer, explain, or describe

Lesson 2: What Makes an Insect an Insect?





SEE ALSO



CKLA Goal(s)


Lesson 5: Social Insects: Ants and Termites Lesson 7: Armored Tanks of the Insect World




SEE ALSO





Domain 8: Insects





CKLA Goal(s)


Lesson 2: What Makes an Insect an Insect? Lesson 4: Social Insects: Bees and Wasps























239–241




Domain 8: Insects



Integration of Knowledge and Ideas: Comprehension Check—pp. 237, 241, 245, 253–254









CKLA Goal(s)



Writing Standards






SEE ALSO




Report—p. 238

SEE ALSO


CKLA Goal(s)


Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World Lesson 8: Friend or Foe?




Domain 8: Insects






CKLA Goal(s)


Lesson 8: Friend or Foe?






SEE ALSO




Report—p. 238

SEE ALSO


CKLA Goal(s)


Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World





SEE ALSO





Report—p. 238

SEE ALSO





Domain 8: Insects




CKLA Goal(s)




Lesson 1: Insects Everywhere! Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World


Lesson 1: Insects Everywhere! Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World








CKLA Goal(s)









Domain 8: Insects




CKLA Goal(s)







CKLA Goal(s)







CKLA Goal(s)








Domain 8: Insects






CKLA Goal(s)


Lesson 1: Insects Everywhere!






CKLA Goal(s)







CKLA Goal(s)


Lesson 1: Insects Everywhere! Lesson 2: What Makes an Insect an Insect? Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World




CKLA Goal(s)


Lesson 1: Insects Everywhere! Lesson 2: What Makes an Insect an Insect? Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps




Domain 8: Insects



Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World Lesson 8: Friend or Foe?

Language Standards





SEE ALSO


CKLA Goal(s)




Lesson 2: What Makes an Insect an Insect? Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 8: Friend or Foe?


Lesson 4: Social Insects: Bees and Wasps Lesson 8: Friend or Foe?


Words to Know—pp. 12, 14, 16, 18, 20, 22, 24, 26, 28, 58, 60, 62, 64, 66, 68, 70, 72, 74, 104, 106, 108, 110, 112, 114, 116, 118, 120, 156, 158, 160, 162, 164, 166, 168, 170, 172, 202, 204, 206, 208, 210, 212, 242, 244, 246, 248, 250, 252, 254, 256, 258









Domain 8: Insects






CKLA Goal(s)


Lesson 1: Insects Everywhere!





Lesson 2: What Makes an Insect an Insect? Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World

Make predictions (orally or in writing) prior to and during a read- aloud, based on the title, pictures, and/or text heard thus far, and then compare the actual outcomes to predictions


Share writing with others Lesson 1: Insects Everywhere! Lesson 2: What Makes an Insect an Insect? Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World Lesson 8: Friend or Foe?

Use adverbs correctly in oral language Lesson 6: Insects that Glow and Sing




Domain 9: The U.S. Civil War








SEE ALSO


CKLA Goal(s)


Lesson 2: Harriet Tubman, Part II Lesson 4: Abraham Lincoln





SEE ALSO



CKLA Goal(s)


Lesson 2: Harriet Tubman, Part II





SEE ALSO


CKLA Goal(s)


Lesson 1: Harriet Tubman, Part I Lesson 2: Harriet Tubman, Part II Lesson 3: The Controversy Over Slavery Lesson 4: Abraham Lincoln Lesson 5: The Division of the United States Lesson 6: The War Begins Lesson 7: Robert E. Lee Lesson 8: Clara Barton Lesson 9: The Emancipation Proclamation Lesson 10: Ulysses S. Grant Lesson 11: The End of the War












SEE ALSO


CKLA Goal(s)



Craft and Structure




SEE ALSO



CKLA Goal(s)













SEE ALSO



CKLA Goal(s)


Lesson 1: Harriet Tubman, Part I Lesson 2: Harriet Tubman, Part II Lesson 3: The Controversy Over Slavery Lesson 5: The Division of the United States Lesson 7: Robert E. Lee Lesson 8: Clara Barton Lesson 9: The Emancipation Proclamation Lesson 10: Ulysses S. Grant Lesson 11: The End of the War




SEE ALSO



CKLA Goal(s)


Lesson 1: Harriet Tubman, Part I Lesson 3: The Controversy Over Slavery Lesson 10: Ulysses S. Grant










82






























CKLA Goal(s)


Lesson 1: Harriet Tubman, Part I Lesson 2: Harriet Tubman, Part II Lesson 3: The Controversy Over Slavery Lesson 4: Abraham Lincoln Lesson 5: The Division of the United States Lesson 6: The War Begins Lesson 7: Robert E. Lee Lesson 8: Clara Barton







Lesson 9: The Emancipation Proclamation Lesson 10: Ulysses S. Grant Lesson 11: The End of the War

Writing Standards






SEE ALSO




Report—p. 238

CKLA Goal(s)

Plan and/or draft, and edit an informative/explanatory text that presents information from a nonfiction/informational read- aloud that introduces a topic, uses facts and definitions to develop points, and provides a concluding statement or section

Lesson 1: Harriet Tubman, Part I Lesson 3: The Controversy Over Slavery Lesson 4: Abraham Lincoln Lesson 5: The Division of the United States Lesson 7: Robert E. Lee Lesson 8: Clara Barton Lesson 9: The Emancipation Proclamation Lesson 10: Ulysses S. Grant Lesson 11: The End of the War






SEE ALSO





Report—p. 238

SEE ALSO









CKLA Goal(s)


Lesson 1: Harriet Tubman, Part I Lesson 2: Harriet Tubman, Part II


Lesson 1: Harriet Tubman, Part I Lesson 3: The Controversy Over Slavery Lesson 5: The Division of the United States








CKLA Goal(s)







CKLA Goal(s)


Lesson 1: Harriet Tubman, Part I Lesson 2: Harriet Tubman, Part II Lesson 3: The Controversy Over Slavery Lesson 4: Abraham Lincoln Lesson 5: The Division of the United States







Lesson 6: The War Begins Lesson 7: Robert E. Lee Lesson 8: Clara Barton Lesson 9: The Emancipation Proclamation Lesson 10: Ulysses S. Grant Lesson 11: The End of the War





CKLA Goal(s)







CKLA Goal(s)




Lesson 4: Abraham Lincoln












CKLA Goal(s)


Lesson 3: The Controversy Over Slavery Lesson 4: Abraham Lincoln Lesson 5: The Division of the United States Lesson 6: The War Begins Lesson 8: Clara Barton Lesson 10: Ulysses S. Grant






CKLA Goal(s)


Lesson 6: The War Begins





CKLA Goal(s)












CKLA Goal(s)



Language Standards





SEE ALSO


CKLA Goal(s)






SEE ALSO


CKLA Goal(s)


Lesson 1: Harriet Tubman, Part I Lesson 2: Harriet Tubman, Part II Lesson 3: The Controversy Over Slavery Lesson 4: Abraham Lincoln Lesson 5: The Division of the United States Lesson 6: The War Begins Lesson 7: Robert E. Lee Lesson 8: Clara Barton Lesson 9: The Emancipation Proclamation







Lesson 10: Ulysses S. Grant Lesson 11: The End of the War


Lesson 4: Abraham Lincoln Lesson 10: Ulysses S. Grant Lesson 11: The End of the War


Lesson 2: Harriet Tubman, Part II Lesson 10: Ulysses S. Grant


Words to Know—pp. 12, 14, 16, 18, 20, 22, 24, 26, 28, 58, 60, 62, 64, 66, 68, 70, 72, 74, 104, 106, 108, 110, 112, 114, 116, 118, 120, 156, 158, 160, 162, 164, 166, 168, 170, 172, 202, 204, 206, 208, 210, 212, 242, 244, 246, 248, 250, 252, 254, 256, 258









CKLA Goal(s)













Lesson 1: Harriet Tubman, Part I Lesson 2: Harriet Tubman, Part II Lesson 7: Robert E. Lee Lesson 8: Clara Barton Lesson 9: The Emancipation Proclamation Lesson 11: The End of the War

Share writing with others Lesson 1: Harriet Tubman, Part I Lesson 2: Harriet Tubman, Part II Lesson 3: The Controversy Over Slavery Lesson 4: Abraham Lincoln Lesson 5: The Division of the United States Lesson 7: Robert E. Lee Lesson 8: Clara Barton Lesson 9: The Emancipation Proclamation Lesson 10: Ulysses S. Grant Lesson 11: The End of the War

Prior to listening to a read-aloud, orally predict what will happen based on images or text heard, and then compare the actual outcome to the prediction

Lesson 2: Harriet Tubman, Part II Lesson 5: The Division of the United States Lesson 8: Clara Barton Lesson 11: The End of the War


Lesson 2: Harriet Tubman, Part II Lesson 5: The Division of the United States Lesson 7: Robert E. Lee Lesson 8: Clara Barton Lesson 9: The Emancipation Proclamation Lesson 10: Ulysses S. Grant Lesson 11: The End of the War




Domain 10: The Human Body







SEE ALSO


CKLA Goal(s)


Lesson 1: The Amazing Human Body Lesson 2: Anton van Leeuwenhoek Lesson 3: Cells and Tissues Lesson 4: Organs Lesson 5: The Digestive System Lesson 6: The Excretory System Lesson 7: Nutrients Lesson 8: A Well-Balanced Diet Lesson 9: A Healthy Human Body






SEE ALSO


CKLA Goal(s)


Lesson 1: The Amazing Human Body Lesson 2: Anton van Leeuwenhoek Lesson 3: Cells and Tissues Lesson 4: Organs Lesson 5: The Digestive System Lesson 6: The Excretory System Lesson 7: Nutrients

Craft and Structure




SEE ALSO










CKLA Goal(s)







SEE ALSO



CKLA Goal(s)


Lesson 1: The Amazing Human Body Lesson 4: Organs Lesson 5: The Digestive System Lesson 6: The Excretory System Lesson 7: Nutrients Lesson 8: A Well-Balanced Diet




SEE ALSO



CKLA Goal(s)

Describe how reasons or facts support specific points the author makes in a nonfiction/ informational read-aloud

Lesson 9: A Healthy Human Body




SEE ALSO









CKLA Goal(s)


Lesson 1: The Amazing Human Body Lesson 6: The Excretory System Lesson 7: Nutrients







































CKLA Goal(s)



Writing Standards






SEE ALSO





Report—p. 238

SEE ALSO









CKLA Goal(s)


Lesson 1: The Amazing Human Body Lesson 2: Anton van Leeuwenhoek Lesson 9: A Healthy Human Body


Lesson 3: Cells and Tissues Lesson 4: Organs Lesson 5: The Digestive System Lesson 6: The Excretory System Lesson 7: Nutrients Lesson 8: A Well-Balanced Diet








CKLA Goal(s)







CKLA Goal(s)


Lesson 1: The Amazing Human Body Lesson 2: Anton van Leeuwenhoek Lesson 3: Cells and Tissues Lesson 4: Organs Lesson 5: The Digestive System Lesson 6: The Excretory System







Lesson 7: Nutrients Lesson 8: A Well-Balanced Diet Lesson 9: A Healthy Human Body





CKLA Goal(s)








CKLA Goal(s)


Lesson 1: The Amazing Human Body Lesson 9: A Healthy Human Body





CKLA Goal(s)


Lesson 7: Nutrients










CKLA Goal(s)



Language Standards


L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and context, choosing flexibly from an array of strategies.



SEE ALSO




re-)—pp. 175–176

CKLA Goal(s)


Lesson 5: The Digestive System




SEE ALSO


CKLA Goal(s)


Lesson 1: The Amazing Human Body Lesson 2: Anton van Leeuwenhoek Lesson 3: Cells and Tissues Lesson 4: Organs Lesson 5: The Digestive System Lesson 6: The Excretory System Lesson 7: Nutrients







Lesson 8: A Well-Balanced Diet Lesson 9: A Healthy Human Body


Lesson 3: Cells and Tissues Lesson 8: A Well-Balanced Diet


Words to Know—pp. 12, 14, 16, 18, 20, 22, 24, 26, 28, 58, 60, 62, 64, 66, 68, 70, 72, 74, 104, 106, 108, 110, 112, 114, 116, 118, 120, 156, 158, 160, 162, 164, 166, 168, 170, 172, 202, 204, 206, 208, 210, 212, 242, 244, 246, 248, 250, 252, 254, 256, 258









CKLA Goal(s)


Lesson 1: The Amazing Human Body Lesson 9: A Healthy Human Body





Lesson 6: The Excretory System Lesson 8: A Well-Balanced Diet Lesson 9: A Healthy Human Body

Sequence five pictures illustrating the digestive process Lesson 5: The Digestive System




Domain 11: Immigration








SEE ALSO


CKLA Goal(s)


Lesson 1: E Pluribus Unum Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 4: From Ireland to New York City Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity Lesson 7: A Mosaic of Immigrants Lesson 8: Becoming a Citizen Lesson 9: We the People Lesson 10: Immigration and Citizenship






SEE ALSO


CKLA Goal(s)


Lesson 3: Life in the City





SEE ALSO


Fox”—pp. 217–220








CKLA Goal(s)


Lesson 3: Life in the City Lesson 4: From Ireland to New York City Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity Lesson 8: Becoming a Citizen





SEE ALSO


CKLA Goal(s)








SEE ALSO


CKLA Goal(s)


Lesson 1: E Pluribus Unum Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 4: From Ireland to New York City Lesson 5: Gold Mountain







Lesson 6: A Land of Opportunity Lesson 7: A Mosaic of Immigrants Lesson 8: Becoming a Citizen Lesson 9: We the People Lesson 10: Immigration and Citizenship

Craft and Structure




SEE ALSO



CKLA Goal(s)







SEE ALSO



CKLA Goal(s)


Lesson 7: A Mosaic of Immigrants




SEE ALSO









CKLA Goal(s)


Lesson 1: E Pluribus Unum Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 5: Gold Mountain Lesson 8: Becoming a Citizen Lesson 10: Immigration and Citizenship




SEE ALSO



CKLA Goal(s)


Lesson 3: Life in the City Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity Lesson 9: We the People
























Foundational Skills Read Together: “Our Town Is the Best!”—p. 174















269–270

CKLA Goal(s)



Writing Standards





Narrative—p. 54

SEE ALSO











SEE ALSO


CKLA Goal(s)


Lesson 7: A Mosaic of Immigrants Lesson 8: Becoming a Citizen




CKLA Goal(s)


Lesson 7: A Mosaic of Immigrants Lesson 8: Becoming a Citizen






SEE ALSO




Report—p. 238

SEE ALSO


CKLA Goal(s)


Lesson 7: A Mosaic of Immigrants Lesson 9: We the People











SEE ALSO





Report—p. 238

SEE ALSO



CKLA Goal(s)


Lesson 1: E Pluribus Unum Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 7: A Mosaic of Immigrants Lesson 9: We the People Lesson 10: Immigration and Citizenship


Lesson 8: Becoming a Citizen








CKLA Goal(s)


Lesson 1: E Pluribus Unum Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 4: From Ireland to New York City







Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity Lesson 7: A Mosaic of Immigrants Lesson 8: Becoming a Citizen Lesson 9: We the People Lesson 10: Immigration and Citizenship





CKLA Goal(s)







CKLA Goal(s)













CKLA Goal(s)




Lesson 2: A Little Giant Comes to America Lesson 7: A Mosaic of Immigrants






CKLA Goal(s)


Lesson 1: E Pluribus Unum Lesson 4: From Ireland to New York City Lesson 9: We the People






CKLA Goal(s)


Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity











CKLA Goal(s)


Lesson 1: E Pluribus Unum Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 4: From Ireland to New York City Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity




CKLA Goal(s)



Language Standards





SEE ALSO




re-)—pp. 175–176

CKLA Goal(s)


Lesson 9: We the People



SEE ALSO








CKLA Goal(s)


Lesson 1: E Pluribus Unum Lesson 4: From Ireland to New York City




SEE ALSO


CKLA Goal(s)




Lesson 5: Gold Mountain


Lesson 3: Life in the City Lesson 6: A Land of Opportunity Lesson 10: Immigration and Citizenship


Words to Know—pp. 12, 14, 16, 18, 20, 22, 24, 26, 28, 58, 60, 62, 64, 66, 68, 70, 72, 74, 104, 106, 108, 110, 112, 114, 116, 118, 120, 156, 158, 160, 162, 164, 166, 168, 170, 172, 202, 204, 206, 208, 210, 212, 242, 244, 246, 248, 250, 252, 254, 256, 258















CKLA Goal(s)


Lesson 2: A Little Giant Comes to America Lesson 5: Gold Mountain





Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 4: From Ireland to New York City Lesson 5: Gold Mountain Lesson 7: A Mosaic of Immigrants Lesson 8: Becoming a Citizen


Lesson 1: E Pluribus Unum Lesson 3: Life in the City Lesson 4: From Ireland to New York City Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity Lesson 7: A Mosaic of Immigrants Lesson 10: Immigration and Citizenship

Make predictions (orally or in writing) prior to and during a read-aloud, based on the title, pictures, and/or text heard thus far, and then compare the actual outcomes to predictions

Lesson 6: A Land of Opportunity

Share writing with others Lesson 1: E Pluribus Unum Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 4: From Ireland to New York City Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity Lesson 8: Becoming a Citizen




Domain 12: Fighting for a Cause




Craft and Structure




SEE ALSO


CKLA Goal(s)


Lesson 1: People Who Fought for a Cause Lesson 2: Susan B. Anthony: An Advocate for Women’s Rights Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Lesson 7: Martin Luther King Jr.: Defender of the Dream Lesson 8: Cesar Chavez: Protector of Workers’ Rights





SEE ALSO


CKLA Goal(s)


Lesson 1: People Who Fought for a Cause Lesson 2: Susan B. Anthony: An Advocate for Women’s Rights Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Lesson 7: Martin Luther King Jr.: Defender of the Dream Lesson 8: Cesar Chavez: Protector of Workers’ Rights Lesson 9: Celebrating Those Who Fought for a Cause











69

SEE ALSO


CKLA Goal(s)


Lesson 7: Martin Luther King Jr.: Defender of the Dream



Homes” (Procedural Text)—pp. 70–75 Introducing Unit 3/Home Connect/Essential Question—pp. 55–57 Close Reading: “At Home in a Cave” (Magazine Article)—pp. 79–82

SEE ALSO


CKLA Goal(s)


Lesson 1: People Who Fought for a Cause Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Lesson 7: Martin Luther King Jr.: Defender of the Dream

Craft and Structure




SEE ALSO



CKLA Goal(s)






SEE ALSO









CKLA Goal(s)

Identify the main purpose of a nonfiction/informational read-aloud, including what the author wants to answer, explain, or describe

Lesson 9: Celebrating Those Who Fought for a Cause





SEE ALSO



CKLA Goal(s)


Lesson 2: Susan B. Anthony: An Advocate for Women’s Rights Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Lesson 7: Martin Luther King Jr.: Defender of the Dream Lesson 8: Cesar Chavez: Protector of Workers’ Rights




SEE ALSO



CKLA Goal(s)






SEE ALSO



CKLA Goal(s)


Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement




















161, 163, 165, 167, 169, 171, 173, 179–180

Determining Word Meanings: “Who Helps in Your Community?” (Informational Text)—pp. 156–161

Using Text Features: “Subway—Way to Go!” (Magazine Article)—pp. 162–167

Determining an Author’s Purpose: “New Ways to Solve an Old Problem” (Opinion Piece)—pp. 168–173























CKLA Goal(s)



Writing Standards





Piece—p. 198

SEE ALSO


CKLA Goal(s)






CKLA Goal(s)











computer)—p. 284


CKLA Goal(s)








SEE ALSO





Report—p. 238

SEE ALSO



CKLA Goal(s)


Lesson 4: Mary McLeod Bethune: A Dedicated Teacher
















CKLA Goal(s)







CKLA Goal(s)













CKLA Goal(s)







CKLA Goal(s)


Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality






CKLA Goal(s)


Lesson 1: People Who Fought for a Cause Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality












CKLA Goal(s)


Lesson 1: People Who Fought for a Cause Lesson 3: Eleanor Roosevelt: A Voice for Human Rights





CKLA Goal(s)


Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality




CKLA Goal(s)



Language Standards





SEE ALSO


CKLA Goal(s)


Lesson 1: People Who Fought for a Cause Lesson 2: Susan B. Anthony: An Advocate for Women’s Rights Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement







Lesson 7: Martin Luther King Jr.: Defender of the Dream Lesson 8: Cesar Chavez: Protector of Workers’ Rights Lesson 9: Celebrating Those Who Fought for a Cause


Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement



SEE ALSO


CKLA Goal(s)


Lesson 5: Jackie Robinson: Champion of Equality


Words to Know—pp. 12, 14, 16, 18, 20, 22, 24, 26, 28, 58, 60, 62, 64, 66, 68, 70, 72, 74, 104, 106, 108, 110, 112, 114, 116, 118, 120, 156, 158, 160, 162, 164, 166, 168, 170, 172, 202, 204, 206, 208, 210, 212, 242, 244, 246, 248, 250, 252, 254, 256, 258









CKLA Goal(s)


Lesson 1: People Who Fought for a Cause Lesson 3: Eleanor Roosevelt: A Voice for Human Rights


Lesson 1: People Who Fought for a Cause Lesson 2: Susan B. Anthony: An Advocate for Women’s Rights Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Lesson 7: Martin Luther King Jr.: Defender of the Dream







Lesson 8: Cesar Chavez: Protector of Workers’ Rights Lesson 9: Celebrating Those Who Fought for a Cause



Lesson 2: Susan B. Anthony: An Advocate for Women’s Rights Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Lesson 7: Martin Luther King Jr.: Defender of the Dream Lesson 8: Cesar Chavez: Protector of Workers’ Rights Lesson 9: Celebrating Those Who Fought for a Cause


Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Lesson 7: Martin Luther King Jr.: Defender of the Dream Lesson 8: Cesar Chavez: Protector of Workers’ Rights

Share writing with others Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 9: Celebrating Those Who Fought for a Cause

Use knowledge of the meaning of individual words to predict the meaning of compound words

Lesson 7: Martin Luther King Jr.: Defender of the Dream



Skills Strand

Unit 1





RL.2.10 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.

Unit 1 Reading Literature: Key Ideas and Details Introducing Unit 1/Home Connect/Essential Question—pp.


19, 21, 23, 25, 27, 29, 35–36 Understanding Key Story Details: “The Pizza Pain” (Realistic

Fiction)—pp. 12–17 Determining a Story’s Central Message: “Leon and Max”

(Fable)—pp. 18–23 Understanding Character Actions: “The Mad Glad Mystery”

(Adventure Story)—pp. 24–29 Foundational Skills Read Together: “Lunch or Not?”—p. 30 Foundational Skills Reader: “The Big Meal Deal” (Short Vowels;

Long Vowels (CVCe Vowel teams)—pp. 31–32 Connect Across Texts: Compare and Contrast Texts/Return to

the Essential Question—p. 37 Close Reading: “Bo Lends a Paw” (Fantasy)—pp. 33–34 Unit 1 Common Core Review: “Ting’s Sleepy Morning”—pp. 39–

40

Unit 5 Reading Literature: Craft and Structure Introducing Unit 5/Home Connect/Essential Question—pp.


109, 111, 113, 115, 117, 119, 121, 127–128 Understanding Rhythm and Meaning: “The Strange Tale of

Cat R. Pillar” (Poetry)—pp. 104–109 Describing Story Structure: “Benny and the Sea Monster”

(Realistic Fiction)—pp. 110–115 Understanding Character Point of View: “Squirrel and Frog

Outsmart Fox” (Play)—pp. 116–121 Foundational Skills Read Together: “A School for Fish?”—p. 122 Foundational Skills Reader: “Dawn’s Pet” (vowel teams oo, ul,

ow, au)—pp. 123–124 Close Reading: “Making Tracks” (Mystery)—pp. 125–128 Connect Across Texts: Compare and Contrast Texts/Return to

the Essential Question—p. 129 Unit 5 Common Core Review: “A Bug for Dee”—pp. 131–132

Unit 9 Reading Literature: Integration of Knowledge and Ideas Introducing Unit 9/Home Connect/Essential Question—pp.


Check—pp. 203, 205, 207, 209. 211, 213, 219–220 Using Words and Illustrations: “Coyote and the Fire Quest: A

Native American Folktale” (Folktale)—pp. 202–207 Comparing and Contrasting Stories: “Mantis and the Fire

Trick: An African Folktale” (Folktale)—pp. 208–213 Foundational Skills Read Together: “How the Camel Got Her

Hump—p. 214



Skills Strand

Unit 1



Foundational Skills Reader: “The Smallest Cat” (suffixes -ful, -less, -ness, -ly, -er, -est)—pp. 215–216

Close Reading: “Coyote and Turtle” (Folktale)/”Mr. Rabbit and Mr. Fox”—pp. 217–220


Unit 9 Common Core Review: “Anansi’s Long Legs”—pp. 223–224

Performance Task 1 Part 1: Literary Analysis—pp. 147–149 Part 2: Narrative Writing—pp. 147, 150


CKLA Goal(s)

Read and understand decodable text of appropriate complexity for Grades 2–3 that incorporates the specific code knowledge taught

Lesson 8: Assessment “The Beach” Lesson 11: Tricky Words: the, he, she, we, be, me; Double Letter

Spellings ‘bb’, ‘cc’, ‘ck’, ‘dd’, ‘ff’, ‘gg’, ‘ll’ Lesson 12: Tricky Words: was, of, a; Double Letter Spellings

‘mm’, ‘nn’, ‘pp’, ‘rr’, ‘ss’, ‘tt’, ‘zz’



RI.2.10 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 proficiently.














Article)—pp. 162–167



Skills Strand

Unit 1



















269–270

CKLA Goal(s)

Read independently and demonstrate understanding of nonfiction/informational text in the Grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range

Lesson 8: Assessment “The Beach”

Reading Standards for Foundational Skills

Phonics and Word Recognition

RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.

RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Unit 1 Reading Literature: Key Ideas and Details Foundational Skills Read Together: “Lunch or Not?” (long and

short vowels)—p. 30 Foundational Skills Reader: “The Big Meal Deal” (Short Vowels;

Long Vowels (CVCe vowel teams))—pp. 31–32



Skills Strand

Unit 1



CKLA Goal(s)

Use knowledge of the letter sound correspondences that have been taught to distinguish and correctly read long and short vowels in one-syllable words Unit 1: ‘a’ > /a/; ‘e’ > /e/; ‘i’ > /i/; ‘o’ > /o/; ‘u’ > /u/

Lesson 1: Basic Code Spellings for /a/, /i/, /p/, /b/, /t/, /d/ Lesson 2: Basic Code Spellings for /o/, /e/, /u/, /k/, /g/ Lesson 3: Basic Code Spellings for /k/, /j/, /v/, /f/, /h/, /l/ Lesson 4: Basic Code Spellings for /th/, /th/, /n/, /ng/, /sh/, /ch/ Lesson 5: Basic Code Spellings for /s/, /z/, /m/, /w/, /r/, /y/, /x/,

/qu/ Lesson 8: Assessment “The Beach” Lesson 11: Tricky Words: the, he, she, we, be, me; Double Letter


‘mm’, ‘nn’, ‘pp’, ‘rr’, ‘ss’, ‘tt’, ‘zz’

RF.2.3c Decode regularly spelled two-syllable words with long vowels.


(two-syllable words with long vowels)—p. 174 Foundational Skills Reader: “New York City” (two-syllable long

vowel words)—pp. 175–176

CKLA Goal(s)

Decode two-syllable words with any combination of the following syllable types: closed syllables; magic –e syllables; vowel digraph syllables; r-controlled syllables; open syllables; consonant –LE syllables

Lesson 13: Read Two-Syllable Words

RF.2.3d Decode words with common prefixes and suffixes. Unit 5 Reading Literature: Craft and Structure Language: Prefixes—p. 130

SEE ALSO




re-)—pp. 175–176

Unit 9 Reading Literature: Integration of Knowledge and Ideas Foundational Skills Read Together: “How the Camel Got Her

Hump” (suffixes -ful, -less, -ness, -ly, -er, -est)—p. 214 Foundational Skills Reader: “The Smallest Cat” (suffixes -ful,

-less, -ness, -ly, -er, -est)—pp. 215–216

CKLA Goal(s)

Read and write words with the following inflectional endings and suffixes: Unit 1: –ing, –ed

Lesson 13: Read Two-Syllable Words Lesson 16: Spelling Alternatives ‘qu’, ‘wh’, ‘wr’, ‘kn’ Lesson 19: Past Tense –ed Lesson 20: Tricky Spelling ‘s’

RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Foundational Skills Read Together: “Schools in Colonial Times”

(inconsistent but common spellings; irregular spellings)—p. 260




Skills Strand

Unit 1



CKLA Goal(s)

Read and write words with the following letter-sound correspondences: 'a' as /a/ (hat), /ae/ (paper), /ә/ (about), or /aw/ (wall); ‘i’ as /i/ (hit), /ie/ (item), or /ee/ (ski); 'o' as /o/ (hop), /oe/ (open), or /u/ (son); 'e' as /e/ (pet), /ee/ (me), or /ә/ (debate); 'u' as /ue/ (unit) or /u/ (but); ‘y’ as /y/ (yes), /ie/ (try), /i/ (myth), or /ee/ (funny); 'ir' (bird), 'ur' (hurt), or 'er' as /er/ (her); 'ar' > /ar/ (car) or /or/ (war); 'al’ > /ә/ + /l/ (animal); ‘il’ > /ә/ + /l/ (pencil); ‘ul’ > /ә/ + /l/ (awful); ‘el’ > /ә/ + /l/ (travel), ‘le’ > /ә/ + /l/ (apple); ‘tion’ > /sh/ + /ә/ + /n/; ‘ph’ > /f/ (phone); ‘ch’ > /k/ (school); 'wa' > /o/ (water)


/qu/ Lesson 8: Assessment “The Beach” Lesson 11: Tricky Words: the, he, she, we, be, me; Double Letter

Spellings ‘bb’, ‘cc’, ‘ck’, ‘dd’, ‘ff’, ‘gg’, ‘ll’ Lesson 13: Read Two-Syllable Words

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.




CKLA Goal(s)

Read the following tricky words Unit 1: he, she, we, be, me, the, was, of, a, do, down, how, to, two, what, where, why, from, once, one, could, would, should, there, said, says, why, word

Lesson 11: Tricky Words: the, he, she, we, be, me; Double Letter Spellings ‘bb’, ‘cc’, ‘ck’, ‘dd’, ‘ff’, ‘gg’, ‘ll’

Lesson 12: Tricky Words: was, of, a; Double Letter Spellings ‘mm’, ‘nn’, ‘pp’, ‘rr’, ‘ss’, ‘tt’, ‘zz’

Lesson 13: Read Two-Syllable Words Lesson 14: Tricky Words: do, down, how, to; Tricky Spelling ‘g’ Lesson 15: Tricky Spelling ‘c’ Lesson 16: Spelling Alternatives ‘qu’, ‘wh’, ‘wr’, ‘kn’ Lesson 17: Tricky Words: what, where, why, from; Spelling

Alternatives ‘ge’, ‘ve’ Lesson 18: Tricky Words: once, one; Spelling Alternatives ‘se’,

‘ce’, ‘tch’ Lesson 19: Past Tense –ed Lesson 20: Tricky Spelling ‘s’ Lesson 21: Tricky Spelling ‘n’; Tricky Words: could, would, should Lesson 22: Tricky Words: there, said, says, word; Unit Assessment

Fluency

RF.2.4 Read with sufficient accuracy and fluency to support comprehension.

CKLA Goal(s)

Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension


/qu/ Lesson 6: Assessment “Snacks” Lesson 7: Assessment “Prince Vincent” Lesson 8: Assessment “The Beach” Lesson 9: Assessment “Sink or Float” Lesson 11: Tricky Words: the, he, she, we, be, me; Double Letter

Spellings ‘bb’, ‘cc’, ‘ck’, ‘dd’, ‘ff’, ‘gg’, ‘ll’



Skills Strand

Unit 1



Lesson 12: Tricky Words: was, of, a; Double Letter Spellings ‘mm’, ‘nn’, ‘pp’, ‘rr’, ‘ss’, ‘tt’, ‘zz’

Lesson 14: Tricky Words: do, down, how, to; Tricky Spelling ‘g’ Lesson 15: Tricky Spelling ‘c’ Lesson 16: Spelling Alternatives ‘qu’, ‘wh’, ‘wr’, ‘kn’ Lesson 17: Tricky Words: what, where, why, from; Spelling


‘ce’, ‘tch’ Lesson 19: Past Tense –ed Lesson 21: Tricky Spelling ‘n’; Tricky Words: could, would, should Lesson 22: Tricky Words: there, said, says, word; Unit

Assessment

RF.2.4a Read grade-level text with purpose and understanding.

Unit 1 Reading Literature: Key Ideas and Details Foundational Skills Reader: “The Big Meal Deal” (Fluency: Read

with purpose and understanding)—pp. 31–32

CKLA Goal(s)

Read and understand decodable text that incorporates letter-sound correspondences taught with purpose and understanding


/qu/ Lesson 6: Assessment “Snacks” Lesson 7: Assessment “Prince Vincent” Lesson 8: Assessment “The Beach” Lesson 9: Assessment “Sink or Float” Lesson 11: Tricky Words: the, he, she, we, be, me; Double Letter


‘mm’, ‘nn’, ‘pp’, ‘rr’, ‘ss’, ‘tt’, ‘zz’ Lesson 14: Tricky Words: do, down, how, to; Tricky Spelling ‘g’ Lesson 15: Tricky Spelling ‘c’ Lesson 16: Spelling Alternatives ‘qu’, ‘wh’, ‘wr’, ‘kn’ Lesson 17: Tricky Words: what, where, why, from; Spelling


‘ce’, ‘tch’ Lesson 19: Past Tense –ed Lesson 21: Tricky Spelling ‘n’; Tricky Words: could, would, should Lesson 22: Tricky Words: there, said, says, word; Unit Assessment

RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Unit 3 Reading Informational Text: Key Ideas and Details Foundational Skills Reader: “Moving Day!” (Fluency: Use

punctuation)—pp. 77–78

Unit 5 Reading Literature: Craft and Structure Foundational Skills Reader: “Dawn’s Pet” (Fluency: Read in

phrases)—pp. 123–124

Unit 9 Reading Literature: Integration of Knowledge and Ideas Foundational Skills Reader: “The Smallest Cat” ((Fluency: Read

with expression)—pp. 215–216



Skills Strand

Unit 1



Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Foundational Skills Reader: “Colonial Schools” (Fluency: Read

words with special print)—pp. 261–262

CKLA Goal(s)

Read decodable text that incorporates the letter-sound correspondences taught with increased accuracy, appropriate rate, and expression on successive readings

Lesson 14: Tricky Words: do, down, how, to; Tricky Spelling ‘g’ Lesson 15: Tricky Spelling ‘c’ Lesson 19: Past Tense –ed

RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


SEE ALSO


Unit 7 Reading Informational Text: Craft and Structure Foundational Skills Reader: “New York City” (Fluency: Use

context)—pp. 175–176

CKLA Goal(s)

Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary


/qu/ Lesson 6: Assessment “Snacks” Lesson 7: Assessment “Prince Vincent” Lesson 8: Assessment “The Beach” Lesson 9: Assessment “Sink or Float”


CKLA Goal(s)

Read and write words in which ‘c’ > /k/ as in cat or /s/ as in city; ‘g’ > /g/ as in got or /j/ as in gem

Lesson 14: Tricky Words: do, down, how, to; Tricky Spelling ‘g’ Lesson 15: Tricky Spelling ‘c’ Lesson 16: Spelling Alternatives ‘qu’, ‘wh’, ‘wr’, ‘kn’ Lesson 18: Tricky Words: once, one; Spelling Alternatives ‘se’,

‘ce’, ‘tch’ Lesson 20: Tricky Spelling ‘s’






CKLA Goal(s)


Lesson 7: Assessment “Prince Vincent”



Skills Strand

Unit 1



Language Standards

Conventions of Standard English

L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

Unit 4 Text Types and Purposes: Write Informational Texts Language: Irregular Past-Tense Verbs—p. 94

SEE ALSO


CKLA Goal(s)

Use both regular and irregular past-, present-, and future-tense verbs orally and in own writing

Lesson 19: Past Tense –ed

L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

Unit 10 Research to Build and Present Knowledge: Write Research Reports Language: Simple Sentences—pp. 232–233 Language: Compound Sentences—pp. 234–235

SEE ALSO


CKLA Goal(s)

Use and expand complete simple and compound sentences orally and in own writing

Lesson 10: Assessment Word Reading Placement

L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Writing Handbook Step 4: Editing: Editing Checklist (use a dictionary)—p. 283

CKLA Goal(s)

Spell and write one-syllable words using the letter-sound correspondences taught in Grade 2, using the Individual Code Chart as needed


/qu/ Lesson 10: Assessment Word Reading Placement Lesson 15: Tricky Spelling ‘c’ Lesson 21: Tricky Spelling ‘n’; Tricky Words: could, would, should Lesson 22: Tricky Words: there, said, says, word; Unit Assessment



L.2.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Unit 7 Reading Informational Text: Craft and Structure Language: Compound Words—p. 182

SEE ALSO

Introducing Unit 7/Home Connect—pp. 153–154 Unit 7 Common Core Review—p. 183



Skills Strand

Unit 1



CKLA Goal(s)

Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly, bookshelf, notebook, bookmark)

Lesson 6: Assessment “Snacks” Lesson 9: Assessment “Sink or Float”



Skills Strand

Unit 2








SEE ALSO


CKLA Goal(s)

Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fiction text read independently

Lesson 1: Basic Code Review /ae/ and /ie/; Tricky Words I, you, your, street

Lesson 2: Basic Code Review /oe/ and /ue/; Tricky Words my, by, have

Lesson 3: Basic Code Spellings /ee/ Lesson 4: Grammar—Quotation Marks; Tricky Words all, who Lesson 5: Tricky Spelling ‘oo’; Tricky Words no, go, so Lesson 9: Grammar—Quotation Marks Lesson 10: Basic Code Review /er/; Tricky Words they, their Lesson 12: Writing a Narrative—Planning Lesson 13: Writing a Narrative—Editing; Antonyms Lesson 15: Antonyms, Review




SEE ALSO


CKLA Goal(s)

Recount fables and folktales read independently, identifying specific features of the genre represented in the story, as well as the central message, lesson, or moral


Lesson 10: Basic Code Review /er/; Tricky Words they, their




SEE ALSO


CKLA Goal(s)

Describe how characters in a fiction text that has been read independently respond to major events and challenges



Craft and Structure






Skills Strand

Unit 2



SEE ALSO


CKLA Goal(s)





RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Unit 5 Reading Literature: Craft and Structure Understanding Character Point of View: “Squirrel and Frog

Outsmart Fox” (Play)—pp. 116–121

SEE ALSO


CKLA Goal(s)

Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud

Lesson 4: Grammar—Quotation Marks; Tricky Words all, who Lesson 5: Tricky Spelling ‘oo’; Tricky Words no, go, so Lesson 9: Grammar—Quotation Marks Lesson 12: Writing a Narrative—Planning Lesson 13: Writing a Narrative—Editing; Antonyms Lesson 15: Antonyms, Review





SEE ALSO



CKLA Goal(s)

Use information gained from the illustrations and words in a text read independently to demonstrate understanding of its characters, setting, or plot













Skills Strand

Unit 2



Foundational Skills Read Together: “Lunch or Not?”—p. 30 Foundational Skills Reader: “The Big Meal Deal” (Short Vowels;



40



109, 111, 113, 115, 117, 119, 121, 127–128

Understanding Rhythm and Meaning: “The Strange Tale of Cat R. Pillar” (Poetry)—pp. 104–109

Describing Story Structure: “Benny and the Sea Monster” (Realistic Fiction)—pp. 110–115

Understanding Character Point of View: “Squirrel and Frog Outsmart Fox” (Play)—pp. 116–121

Foundational Skills Read Together: “A School for Fish?”—p. 122 Foundational Skills Reader: “Dawn’s Pet” (vowel teams oo, ul,








Hump—p. 214 Foundational Skills Reader: “The Smallest Cat” (suffixes -ful,

-less, -ness, -ly, -er, -est)—pp. 215–216 Close Reading: “Coyote and Turtle” (Folktale)/”Mr. Rabbit and

Mr. Fox”—pp. 217–220 Connect Across Texts: Compare and Contrast Texts/Return to

the Essential Question—p. 221 Unit 9 Common Core Review: “Anansi’s Long Legs”—pp. 223–

224





Skills Strand

Unit 2



CKLA Goal(s)












CKLA Goal(s)

Use knowledge of the letter sound correspondences that have been taught to distinguish and correctly read long and short vowels in one-syllable words Unit 2: ‘a_e’ > /ae/; ‘ee’ > /ee/; ‘i_e’ > /ie/; ‘o_e’ > /oe/; ‘u_e’ > /ue/


Lesson 3: Basic Code Spellings /ee/ Lesson 5: Tricky Spelling ‘oo’; Tricky Words no, go, so Lesson 6: Writing a Narrative—Planning; Tricky Words are, were,

some Lesson 7: Writing a Narrative—Drafting; Basic Code ‘ou’ and

‘ow’ for /ou/ Lesson 8: Writing a Narrative—Editing; Basic Code ‘oi’ and ‘oy’

for /oy/ Lesson 10: Basic Code Review /er/; Tricky Words they, their Lesson 11: Basic Code Review /or/ and /ar/ Lesson 14: Writing a Narrative—Editing; Antonyms





CKLA Goal(s)

Decode two-syllable words with any combination of the following syllable types: closed syllables; magic –e syllables; vowel digraph syllables; r-controlled syllables; open syllables; and consonant –LE syllables


Lesson 5: Tricky Spelling ‘oo’; Tricky Words no, go, so


SEE ALSO




re-)—pp. 175–176



Skills Strand

Unit 2






CKLA Goal(s)

Read and write words with the following inflectional endings and suffixes: Unit 2: –ed, –ing


Lesson 5: Tricky Spelling ‘oo’; Tricky Words no, go, so Lesson 6: Writing a Narrative—Planning; Tricky Words are, were,

some Lesson 11: Basic Code Review /or/ and /ar/ Lesson 15: Antonyms, Review





CKLA Goal(s)

Read the following Tricky Words Unit 2: I, you, your, street, my, by, have, all, who, no, go, so, are, were, some, they, their



Lesson 4: Grammar—Quotation Marks; Tricky Words all, who Lesson 5: Tricky Spelling ‘oo’; Tricky Words no, go, so Lesson 6: Writing a Narrative—Planning; Tricky Words are, were,

some Lesson 10: Basic Code Review /er/; Tricky Words they, their

Fluency


CKLA Goal(s)



Lesson 3: Basic Code Spellings /ee/ Lesson 4: Grammar—Quotation Marks; Tricky Words all, who Lesson 5: Tricky Spelling ‘oo’; Tricky Words no, go, so Lesson 9: Grammar—Quotation Marks Lesson 12: Writing a Narrative—Planning Lesson 13: Writing a Narrative—Editing; Antonyms Lesson 15: Antonyms, Review




CKLA Goal(s)



Lesson 3: Basic Code Spellings /ee/ Lesson 4: Grammar—Quotation Marks; Tricky Words all, who Lesson 5: Tricky Spelling ‘oo’; Tricky Words no, go, so Lesson 9: Grammar—Quotation Marks



Skills Strand

Unit 2



Lesson 12: Writing a Narrative—Planning Lesson 13: Writing a Narrative—Editing; Antonyms Lesson 15: Antonyms, Review










CKLA Goal(s)





SEE ALSO




CKLA Goal(s)



Writing Standards





Piece—p. 198

SEE ALSO




Skills Strand

Unit 2



CKLA Goal(s)


Lesson 12: Writing a Narrative—Planning Lesson 13: Writing a Narrative—Editing; Antonyms Lesson 14: Writing a Narrative—Editing; Antonyms




Narrative—p. 54

SEE ALSO





SEE ALSO


CKLA Goal(s)


Lesson 6: Writing a Narrative—Planning; Tricky Words are, were, some

Lesson 7: Writing a Narrative—Drafting; Basic Code ‘ou’ and ‘ow’ for /ou/

Lesson 8: Writing a Narrative—Editing; Basic Code ‘oi’ and ‘oy’ for /oy/




CKLA Goal(s)



Lesson 13: Writing a Narrative—Editing; Antonyms Lesson 14: Writing a Narrative—Editing; Antonyms



computer)—p. 284




Skills Strand

Unit 2



CKLA Goal(s)



Lesson 14: Writing a Narrative—Editing; Antonyms

Language Standards





SEE ALSO


CKLA Goal(s)




Lesson 5: Tricky Spelling ‘oo’; Tricky Words no, go, so Lesson 6: Writing a Narrative—Planning; Tricky Words are, were,

some Lesson 11: Basic Code Review /or/ and /ar/ Lesson 12: Writing a Narrative—Planning Lesson 13: Writing a Narrative—Editing; Antonyms Lesson 14: Writing a Narrative—Editing; Antonyms

L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.

Unit 6 Text Types and Purposes: Write Nonfictional Narratives Language: Adjectives—pp. 140–141 Language: Adverbs—pp. 142–143

SEE ALSO


CKLA Goal(s)

Use adjectives appropriately orally and in own writing


Lesson 12: Writing a Narrative—Planning Lesson 13: Writing a Narrative—Editing; Antonyms Lesson 14: Writing a Narrative—Editing; Antonyms



SEE ALSO


CKLA Goal(s)


Lesson 3: Basic Code Spellings /ee/ Lesson 12: Writing a Narrative—Planning Lesson 13: Writing a Narrative—Editing; Antonyms Lesson 14: Writing a Narrative—Editing; Antonyms



Skills Strand

Unit 2




L.2.2a Capitalize holidays, product names, and geographic names.

Unit 2 Text Types and Purposes: Write Nonfictional Narratives Language: Names of Holidays and Places—p. 51

SEE ALSO


CKLA Goal(s)

Capitalize holidays, product names, and geographic names


L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.

Unit 4 Text Types and Purposes: Write Informational Texts Language: Apostrophes—p. 96

SEE ALSO


CKLA Goal(s)

Use an apostrophe to form contractions and frequently occurring possessives


Lesson 11: Basic Code Review /or/ and /ar/ Lesson 15: Antonyms, Review



CKLA Goal(s)



Lesson 3: Basic Code Spellings /ee/ Lesson 4: Grammar—Quotation Marks; Tricky Words all, who Lesson 5: Tricky Spelling ‘oo’; Tricky Words no, go, so Lesson 6: Writing a Narrative—Planning; Tricky Words are, were,

some Lesson 8: Writing a Narrative—Editing; Basic Code ‘oi’ and ‘oy’

for /oy/ Lesson 11: Basic Code Review /or/ and /ar/ Lesson 12: Writing a Narrative—Planning Lesson 13: Writing a Narrative—Editing; Antonyms Lesson 14: Writing a Narrative—Editing; Antonyms Lesson 15: Antonyms, Review

L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.


Glossary—pp. 285–288

CKLA Goal(s)

Consult the Individual Code Chart and simple dictionaries to check spelling



Lesson 3: Basic Code Spellings /ee/ Lesson 6: Writing a Narrative—Planning; Tricky Words are, were,

some Lesson 7: Writing a Narrative—Drafting; Basic Code ‘ou’ and

‘ow’ for /ou/



Skills Strand

Unit 2




Lesson 11: Basic Code Review /or/ and /ar/ Lesson 12: Writing a Narrative—Planning Lesson 13: Writing a Narrative—Editing; Antonyms Lesson 14: Writing a Narrative—Editing; Antonyms



Skills Strand

Unit 3







SEE ALSO


CKLA Goal(s)

Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational text read independently

Lesson 1: Introduction to Spelling Alternatives for /ae/ Lesson 2: Spelling Alternatives for /ae/: ‘a_e’, ‘ai’, ‘ay’ Lesson 3: Spelling Alternatives for /ae/: ‘a’; Tricky Spelling ‘a’ Lesson 4: Spelling Alternatives Review; Tricky Spelling ‘a’ Lesson 6: Introduction to Spelling Alternatives for /oe/ Lesson 7: Spelling Alternatives for /oe/: ‘oa’, ‘oe’; Common

Nouns Lesson 8: Spelling Alternative for /oe/: ‘o’; Tricky Spelling ‘o’ Lesson 9: Spelling Alternatives Review; Tricky Spelling ‘o’ Lesson 10: Review of Spelling Alternatives for /oe/ Lesson 11: Introduction to Spelling Alternatives for /ie/ Lesson 13: Review of Spelling Alternatives; Tricky Spelling ‘i’ Lesson 14: Common and Proper Nouns; Capitalization Lesson 16: Introduction to Spelling Alternatives for /ue/ Lesson 18: Review of Spelling Alternatives for /ue/ Lesson 19: Spelling Alternatives for /aw/: ‘aw’, ‘au’ Lesson 20: Spelling Alternative for /aw/: ‘augh’

Craft and Structure

RI.2.5 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.

Unit 7 Reading Informational Text: Craft and Structure Using Text Features: “Subway—Way to Go!” (Magazine


SEE ALSO


177–180

CKLA Goal(s)

Identify and use text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a nonfiction/informational

Lesson 3: Spelling Alternatives for /ae/: ‘a’; Tricky Spelling ‘a’ Lesson 9: Spelling Alternatives Review; Tricky Spelling ‘o’ Lesson 10: Review of Spelling Alternatives for /oe/ Lesson 14: Common and Proper Nouns; Capitalization Lesson 16: Introduction to Spelling Alternatives for /ue/




SEE ALSO





Skills Strand

Unit 3



CKLA Goal(s)

Identify the main purpose of a nonfiction/informational text read independently,

Lesson 1: Introduction to Spelling Alternatives for /ae/ Lesson 2: Spelling Alternatives for /ae/: ‘a_e’, ‘ai’, ‘ay’ Lesson 3: Spelling Alternatives for /ae/: ‘a’; Tricky Spelling ‘a’ Lesson 4: Spelling Alternatives Review; Tricky Spelling ‘a’ Lesson 6: Introduction to Spelling Alternatives for /oe/ Lesson 7: Spelling Alternatives for /oe/: ‘oa’, ‘oe’; Common

Nouns Lesson 8: Spelling Alternative for /oe/: ‘o’; Tricky Spelling ‘o’ Lesson 9: Spelling Alternatives Review; Tricky Spelling ‘o’ Lesson 10: Review of Spelling Alternatives for /oe/ Lesson 11: Introduction to Spelling Alternatives for /ie/ Lesson 13: Review of Spelling Alternatives; Tricky Spelling ‘i’ Lesson 14: Common and Proper Nouns; Capitalization Lesson 16: Introduction to Spelling Alternatives for /ue/ Lesson 18: Review of Spelling Alternatives for /ue/ Lesson 19: Spelling Alternatives for /aw/: ‘aw’, ‘au’ Lesson 20: Spelling Alternative for /aw/: ‘augh’





SEE ALSO



CKLA Goal(s)

Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with a nonfiction/informational text read independently and explain how these graphics clarify the meaning of the text

Lesson 2: Spelling Alternatives for /ae/: ‘a_e’, ‘ai’, ‘ay’ Lesson 8: Spelling Alternative for /oe/: ‘o’; Tricky Spelling ‘o’ Lesson 19: Spelling Alternatives for /aw/: ‘aw’, ‘au’ Lesson 20: Spelling Alternative for /aw/: ‘augh’ Lesson 21: Writing a Personal Narrative: Planning Lesson 22: Writing a Personal Narrative: Planning and Drafting Lesson 23: Writing a Personal Narrative: Planning and Drafting




SEE ALSO



CKLA Goal(s)

Describe how reasons or facts support specific points the author makes in a nonfiction text read independently

Lesson 1: Introduction to Spelling Alternatives for /ae/ Lesson 2: Spelling Alternatives for /ae/: ‘a_e’, ‘ai’, ‘ay’ Lesson 3: Spelling Alternatives for /ae/: ‘a’; Tricky Spelling ‘a’ Lesson 4: Spelling Alternatives Review; Tricky Spelling ‘a’ Lesson 6: Introduction to Spelling Alternatives for /oe/ Lesson 8: Spelling Alternative for /oe/: ‘o’; Tricky Spelling ‘o’ Lesson 9: Spelling Alternatives Review; Tricky Spelling ‘o’ Lesson 10: Review of Spelling Alternatives for /oe/



Skills Strand

Unit 3



Lesson 11: Introduction to Spelling Alternatives for /ie/ Lesson 13: Review of Spelling Alternatives; Tricky Spelling ‘i’ Lesson 14: Common and Proper Nouns; Capitalization Lesson 16: Introduction to Spelling Alternatives for /ue/ Lesson 18: Review of Spelling Alternatives for /ue/ Lesson 19: Spelling Alternatives for /aw/: ‘aw’, ‘au’ Lesson 20: Spelling Alternative for /aw/: ‘augh’




SEE ALSO



CKLA Goal(s)

Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational text read independently or between two or more nonfiction/informational texts read independently

Lesson 19: Spelling Alternatives for /aw/: ‘aw’, ‘au’ Lesson 20: Spelling Alternative for /aw/: ‘augh’



















Skills Strand

Unit 3



















269–270

CKLA Goal(s)


Lesson 1: Introduction to Spelling Alternatives for /ae/ Lesson 2: Spelling Alternatives for /ae/: ‘a_e’, ‘ai’, ‘ay’ Lesson 3: Spelling Alternatives for /ae/: ‘a’; Tricky Spelling ‘a’ Lesson 4: Spelling Alternatives Review; Tricky Spelling ‘a’ Lesson 5: Review of Spelling Alternatives for /ae/ Lesson 6: Introduction to Spelling Alternatives for /oe/ Lesson 7: Spelling Alternatives for /oe/: ‘oa’, ‘oe’; Common

Nouns Lesson 8: Spelling Alternative for /oe/: ‘o’; Tricky Spelling ‘o’ Lesson 9: Spelling Alternatives Review; Tricky Spelling ‘o’ Lesson 10: Review of Spelling Alternatives for /oe/ Lesson 11: Introduction to Spelling Alternatives for /ie/ Lesson 12: Spelling Alternatives for /ie/: ‘ie’, ‘i’; Common and

Proper Nouns Lesson 13: Review of Spelling Alternatives; Tricky Spelling ‘i’ Lesson 14: Common and Proper Nouns; Capitalization Lesson 15: Midpoint Decoding Assessment Lesson 16: Introduction to Spelling Alternatives for /ue/ Lesson 17: Spelling Alternatives for /ue/: ‘u’, ‘u_e’, ‘ue’; Plural

Nouns Lesson 18: Review of Spelling Alternatives for /ue/



Skills Strand

Unit 3



Lesson 19: Spelling Alternatives for /aw/: ‘aw’, ‘au’ Lesson 20: Spelling Alternative for /aw/: ‘augh’ Lesson 21: Writing a Personal Narrative: Planning Lesson 22: Writing a Personal Narrative: Planning and Drafting Lesson 23: Writing a Personal Narrative: Planning and Drafting Lesson 24: Writing a Personal Narrative: Editing Lesson 25: Student Performance Task Assessment

Reading Standards: Foundational Skills







CKLA Goal(s)

Use knowledge of the letter sound correspondences that have been taught to distinguish and correctly read long and short vowels in one-syllable words Unit 1: ‘a’ > /a/; ‘e’ > /e/; ‘i’ > /i/; ‘o’ > /o/; ‘u’ > /u/ Unit 2: ‘a_e’ > /ae/; ‘ee’ > /ee/; ‘i_e’ > /ie/; ‘o_e’ > /oe/; ‘u_e’ > /ue/




Nouns Lesson 18: Review of Spelling Alternatives for /ue/ Lesson 19: Spelling Alternatives for /aw/: ‘aw’, ‘au’ Lesson 20: Spelling Alternative for /aw/: ‘augh’ Lesson 21: Writing a Personal Narrative: Planning Lesson 22: Writing a Personal Narrative: Planning and Drafting Lesson 23: Writing a Personal Narrative: Planning and Drafting Lesson 24: Writing a Personal Narrative: Editing Lesson 25: Student Performance Task Assessment

RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Unit 3 Reading Informational Text: Key Ideas and Details Foundational Skills Read Together: “Animals That Carry Their

Homes” (vowel teams oi, oy, ow, ou)—p. 76 Foundational Skills Reader: “Moving Day!” (vowel teams oi, oy,

ow, ou)—pp. 77–78



Skills Strand

Unit 3



Unit 5 Reading Literature: Craft and Structure Foundational Skills Read Together: “A School for Fish?” (vowel

teams oo, ul, ow, au)—p. 122 Foundational Skills Reader: “Dawn’s Pet” (vowel teams oo, ul,

ow, au)—pp. 123–124

CKLA Goal(s)

Read and write words spelled with the following vowel teams: long vowel sounds: 'ai', 'ay' > /ae/; 'ea', 'ey', 'ee' > /ee/; 'oa', 'oe', 'ow' > /oe/; 'ie', 'igh'> /ie/; short vowel sounds: 'ou', 'o_e' > /u/; 'ea' > /e/; other vowel sounds: 'oi', 'oy' > /oi/; 'aw', 'au' , 'augh', 'al' > /aw/; 'ow' > /ou/; r-controlled vowel sounds: 'er' > /er/; 'or' > /or/; 'ar' > /ar/









CKLA Goal(s)

Decode two-syllable words with any combination of the following syllable types: closed syllables; magic –e syllables; vowel digraph syllables; r-controlled syllables; open syllables; and consonant –LE syllables



Proper Nouns Lesson 13: Review of Spelling Alternatives; Tricky Spelling ‘i’ Lesson 14: Common and Proper Nouns; Capitalization



Skills Strand

Unit 3



Lesson 15: Midpoint Decoding Assessment Lesson 16: Introduction to Spelling Alternatives for /ue/ Lesson 17: Spelling Alternatives for /ue/: ‘u’, ‘u_e’, ‘ue’; Plural



SEE ALSO




re-)—pp. 175–176




CKLA Goal(s)

Read and write words with the following inflectional endings and suffixes: Unit 1: –ing, –ed Unit 2: –ed, –ing Unit 3: –ed, –ing, –s, –es Unit 5: –tion

Lesson 1: Introduction to Spelling Alternatives for /ae/ Lesson 2: Spelling Alternatives for /ae/: ‘a_e’, ‘ai’, ‘ay’ Lesson 3: Spelling Alternatives for /ae/: ‘a’; Tricky Spelling ‘a’ Lesson 5: Review of Spelling Alternatives for /ae/ Lesson 11: Introduction to Spelling Alternatives for /ie/ Lesson 15: Midpoint Decoding Assessment Lesson 17: Spelling Alternatives for /ue/: ‘u’, ‘u_e’, ‘ue’; Plural

Nouns







Skills Strand

Unit 3



CKLA Goal(s)






Fluency


CKLA Goal(s)


Lesson 1: Introduction to Spelling Alternatives for /ae/ Lesson 2: Spelling Alternatives for /ae/: ‘a_e’, ‘ai’, ‘ay’ Lesson 3: Spelling Alternatives for /ae/: ‘a’; Tricky Spelling ‘a’ Lesson 4: Spelling Alternatives Review; Tricky Spelling ‘a’ Lesson 6: Introduction to Spelling Alternatives for /oe/ Lesson 8: Spelling Alternative for /oe/: ‘o’; Tricky Spelling ‘o’ Lesson 9: Spelling Alternatives Review; Tricky Spelling ‘o’ Lesson 10: Review of Spelling Alternatives for /oe/ Lesson 11: Introduction to Spelling Alternatives for /ie/ Lesson 13: Review of Spelling Alternatives; Tricky Spelling ‘i’ Lesson 14: Common and Proper Nouns; Capitalization Lesson 16: Introduction to Spelling Alternatives for /ue/ Lesson 18: Review of Spelling Alternatives for /ue/ Lesson 19: Spelling Alternatives for /aw/: ‘aw’, ‘au’ Lesson 20: Spelling Alternative for /aw/: ‘augh’






Skills Strand

Unit 3



CKLA Goal(s)


Lesson 1: Introduction to Spelling Alternatives for /ae/ Lesson 2: Spelling Alternatives for /ae/: ‘a_e’, ‘ai’, ‘ay’ Lesson 3: Spelling Alternatives for /ae/: ‘a’; Tricky Spelling ‘a’ Lesson 4: Spelling Alternatives Review; Tricky Spelling ‘a’ Lesson 6: Introduction to Spelling Alternatives for /oe/ Lesson 8: Spelling Alternative for /oe/: ‘o’; Tricky Spelling ‘o’ Lesson 9: Spelling Alternatives Review; Tricky Spelling ‘o’ Lesson 10: Review of Spelling Alternatives for /oe/ Lesson 11: Introduction to Spelling Alternatives for /ie/ Lesson 13: Review of Spelling Alternatives; Tricky Spelling ‘i’ Lesson 14: Common and Proper Nouns; Capitalization Lesson 16: Introduction to Spelling Alternatives for /ue/ Lesson 18: Review of Spelling Alternatives for /ue/ Lesson 19: Spelling Alternatives for /aw/: ‘aw’, ‘au’ Lesson 20: Spelling Alternative for /aw/: ‘augh’

Writing Standards





Narrative—p. 54

SEE ALSO





SEE ALSO


CKLA Goal(s)


Lesson 21: Writing a Personal Narrative: Planning Lesson 22: Writing a Personal Narrative: Planning and Drafting Lesson 23: Writing a Personal Narrative: Planning and Drafting Lesson 24: Writing a Personal Narrative: Editing






Skills Strand

Unit 3



CKLA Goal(s)


Lesson 24: Writing a Personal Narrative: Editing






CKLA Goal(s)






Language Standards


L.2.2 Demonstrate command of the conventions of Standard English capitalization, pronunciations, and spelling when writing.





Skills Strand

Unit 3



SEE ALSO


CKLA Goal(s)


Lesson 12: Spelling Alternatives for /ie/: ‘ie’, ‘i’; Common and Proper Nouns

Lesson 14: Common and Proper Nouns; Capitalization





CKLA Goal(s)

Consult the Individual Code Chart Lesson 1: Introduction to Spelling Alternatives for /ae/ Lesson 2: Spelling Alternatives for /ae/: ‘a_e’, ‘ai’, ‘ay’ Lesson 3: Spelling Alternatives for /ae/: ‘a’; Tricky Spelling ‘a’ Lesson 4: Spelling Alternatives Review; Tricky Spelling ‘a’ Lesson 5: Review of Spelling Alternatives for /ae/ Lesson 6: Introduction to Spelling Alternatives for /oe/ Lesson 7: Spelling Alternatives for /oe/: ‘oa’, ‘oe’; Common





L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.


SEE ALSO




Skills Strand

Unit 3



CKLA Goal(s)

Use sentence-level context as a clue to the meaning of a word or phrase

Lesson 4: Spelling Alternatives Review; Tricky Spelling ‘a’ Lesson 8: Spelling Alternative for /oe/: ‘o’; Tricky Spelling ‘o’ Lesson 11: Introduction to Spelling Alternatives for /ie/ Lesson 18: Review of Spelling Alternatives for /ue/ Lesson 20: Spelling Alternative for /aw/: ‘augh’



Skills Strand

Unit 4








SEE ALSO


CKLA Goal(s)


Lesson 2: Spelling Alternatives for /er/: ‘er’, ‘ur’, ‘ir’ Lesson 3: Spelling Alternative for /i/: ‘y’ Lesson 4: Tricky Spelling ‘i’; Spelling Alternatives for /ie/: ‘i’ in

One-Syllable Words Lesson 5: Spelling Alternative for /ie/: ‘igh’ Lesson 6: Spelling Alternative for /ie/: ‘y’; Changing ‘y’ to ‘i’ and

Adding –es Lesson 7: Regular and Irregular Plural Nouns Lesson 8: Tricky Spelling ‘o’; Spelling Alternative for /oe/: ‘o’ in

One-Syllable Words Lesson 9: Spelling Alternative for /oe/: ‘ow’; Tricky Spelling ‘ow’ Lesson 10: Regular and Irregular Singular and Plural Nouns Lesson 11: Tricky Spelling ‘e’; Spelling Alternative for /ee/: ‘e’ Lesson 15: Drafting a Persuasive Letter Lesson 16: Editing a Persuasive Letter Lesson 17: Tricky Spelling ‘y’; Spelling Alternatives for /ee/: ‘y’,

‘ey’ Lesson 18: Changing ‘y’ to ‘i’ and Adding –es Lesson 19: Review of to be Verbs Lesson 21: Spelling Alternative for /aw/: ‘a’ + ‘I’

Craft and Structure




SEE ALSO


CKLA Goal(s)


Lesson 5: Spelling Alternative for /ie/: ‘igh’ Lesson 9: Spelling Alternative for /oe/: ‘ow’; Tricky Spelling ‘ow’







Skills Strand

Unit 4



SEE ALSO



CKLA Goal(s)











19, 21, 23, 25, 27, 29, 35–36

Understanding Key Story Details: “The Pizza Pain” (Realistic Fiction)—pp. 12–17

Determining a Story’s Central Message: “Leon and Max” (Fable)—pp. 18–23

Understanding Character Actions: “The Mad Glad Mystery” (Adventure Story)—pp. 24–29

Foundational Skills Read Together: “Lunch or Not?”—p. 30 Foundational Skills Reader: “The Big Meal Deal” (Short Vowels;



40







Skills Strand

Unit 4



Describing Story Structure: “Benny and the Sea Monster” (Realistic Fiction)—pp. 110–115

Understanding Character Point of View: “Squirrel and Frog Outsmart Fox” (Play)—pp. 116–121

Foundational Skills Read Together: “A School for Fish?”—p. 122 Foundational Skills Reader: “Dawn’s Pet” (vowel teams oo, ul,








Hump—p. 214 Foundational Skills Reader: “The Smallest Cat” (suffixes -ful,

-less, -ness, -ly, -er, -est)—pp. 215–216 Close Reading: “Coyote and Turtle” (Folktale)/”Mr. Rabbit and

Mr. Fox”—pp. 217–220 Connect Across Texts: Compare and Contrast Texts/Return to

the Essential Question—p. 221 Unit 9 Common Core Review: “Anansi’s Long Legs”—pp. 223–

224



CKLA Goal(s)


Lesson 1: Spelling Alternatives for /er/: ‘er’, ‘ur’, ‘ir’ Lesson 2: Spelling Alternatives for /er/: ‘er’, ‘ur’, ‘ir’ Lesson 3: Spelling Alternative for /i/: ‘y’ Lesson 4: Tricky Spelling ‘i’; Spelling Alternatives for /ie/: ‘i’ in



One-Syllable Words Lesson 9: Spelling Alternative for /oe/: ‘ow’; Tricky Spelling ‘ow’ Lesson 10: Regular and Irregular Singular and Plural Nouns Lesson 11: Tricky Spelling ‘e’; Spelling Alternative for /ee/: ‘e’ Lesson 12: Proper Nouns; Introduction to a Persuasive Letter Lesson 13: Proper Nouns; Planning a Persuasive Letter



Skills Strand

Unit 4



Lesson 14: Introduction of to be as a Verb; Drafting a Persuasive Letter

Lesson 15: Drafting a Persuasive Letter Lesson 16: Editing a Persuasive Letter Lesson 17: Tricky Spelling ‘y’; Spelling Alternatives for /ee/: ‘y’,

‘ey’ Lesson 18: Changing ‘y’ to ‘i’ and Adding –es Lesson 19: Review of to be Verbs Lesson 20: Grammar Review Lesson 21: Spelling Alternative for /aw/: ‘a’ + ‘I’ Lesson 22: Assessment Lessons 23–25: Assessment and Small Group Activities






SEE ALSO



CKLA Goal(s)

Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with a nonfiction/informational text read independently and explain how these graphics clarify the meaning of the text

Lesson 7: Regular and Irregular Plural Nouns








CKLA Goal(s)

Use knowledge of the letter sound correspondences that have been taught to distinguish and correctly read long and short vowels in one-syllable words Unit 1: ‘a’ > /a/; ‘e’ > /e/; ‘i’ > /i/; ‘o’ > /o/; ‘u’ > /u/ Unit 2: ‘a_e’ > /ae/; ‘ee’ > /ee/; ‘i_e’ > /ie/; ‘o_e’ > /oe/; ‘u_e’ > /ue/



Adding –es Lesson 7: Regular and Irregular Plural Nouns



Skills Strand

Unit 4



Lesson 8: Tricky Spelling ‘o’; Spelling Alternative for /oe/: ‘o’ in One-Syllable Words

Lesson 9: Spelling Alternative for /oe/: ‘ow’; Tricky Spelling ‘ow’ Lesson 10: Regular and Irregular Singular and Plural Nouns Lesson 11: Tricky Spelling ‘e’; Spelling Alternative for /ee/: ‘e’ Lesson 12: Proper Nouns; Introduction to a Persuasive Letter Lesson 13: Proper Nouns; Planning a Persuasive Letter Lesson 14: Introduction of to be as a Verb; Drafting a Persuasive

Letter Lesson 15: Drafting a Persuasive Letter Lesson 16: Editing a Persuasive Letter Lesson 17: Tricky Spelling ‘y’; Spelling Alternatives for /ee/: ‘y’,





ow, ou)—pp. 77–78


teams oo, ul, ow, au)—p. 122

Foundational Skills Reader: “Dawn’s Pet” (vowel teams oo, ul, ow, au)—pp. 123–124

CKLA Goal(s)

Read and write words spelled with the following vowel teams: long vowel sounds: 'ai', 'ay' > /ae/; 'ea', 'ey', 'ee' > /ee/; 'oa', 'oe', 'ow' > /oe/; 'ie', 'igh'> /ie/; short vowel sounds: 'ou', 'o_e' > /u/; 'ea' > /e/; other vowel sounds: 'oi', 'oy' > /oi/; 'aw', 'au' , 'augh', 'al' > /aw/; 'ow' > /ou/; r-controlled vowel sounds: 'er' > /er/; 'or' > /or/; 'ar' > /ar/




One-Syllable Words Lesson 9: Spelling Alternative for /oe/: ‘ow’; Tricky Spelling ‘ow’ Lesson 10: Regular and Irregular Singular and Plural Nouns Lesson 11: Tricky Spelling ‘e’; Spelling Alternative for /ee/: ‘e’ Lesson 12: Proper Nouns; Introduction to a Persuasive Letter Lesson 13: Proper Nouns; Planning a Persuasive Letter Lesson 14: Introduction of to be as a Verb; Drafting a Persuasive


‘ey’ Lesson 18: Changing ‘y’ to ‘i’ and Adding –es Lesson 19: Review of to be Verbs



Skills Strand

Unit 4



Lesson 20: Grammar Review Lesson 21: Spelling Alternative for /aw/: ‘a’ + ‘I’ Lesson 22: Assessment Lessons 23–25: Assessment and Small Group Activities





CKLA Goal(s)

Decode two-syllable words with any combination of the following syllable types: closed syllables; magic ‘e’ syllables; vowel digraph syllables; r-controlled syllables; open syllables; and consonant –LE syllables













Skills Strand

Unit 4



CKLA Goal(s)












CKLA Goal(s)

Read the following tricky words: Unit 4: people, walk, grownup, building, statue

Lesson 3: Spelling Alternative for /i/: ‘y’

Fluency


CKLA Goal(s)





One-Syllable Words Lesson 9: Spelling Alternative for /oe/: ‘ow’; Tricky Spelling ‘ow’ Lesson 10: Regular and Irregular Singular and Plural Nouns



Skills Strand

Unit 4



Lesson 11: Tricky Spelling ‘e’; Spelling Alternative for /ee/: ‘e’ Lesson 15: Drafting a Persuasive Letter Lesson 16: Editing a Persuasive Letter Lesson 17: Tricky Spelling ‘y’; Spelling Alternatives for /ee/: ‘y’,





CKLA Goal(s)







Writing Standards





Piece—p. 198

SEE ALSO


CKLA Goal(s)


Lesson 12: Proper Nouns; Introduction to a Persuasive Letter Lesson 13: Proper Nouns; Planning a Persuasive Letter Lesson 14: Introduction of to be as a Verb; Drafting a Persuasive

Letter Lesson 15: Drafting a Persuasive Letter Lesson 16: Editing a Persuasive Letter Lesson 20: Grammar Review



Skills Strand

Unit 4






CKLA Goal(s)


Lesson 16: Editing a Persuasive Letter






CKLA Goal(s)










Skills Strand

Unit 4



Language Standards



L.2.1a Use collective nouns (e.g., group). Unit 2 Text Types and Purposes: Write Nonfictional Narratives Language: Collective Nouns—p. 50

SEE ALSO


CKLA Goal(s)

Use collective nouns (e.g., group) Lesson 7: Regular and Irregular Plural Nouns Lesson 10: Regular and Irregular Singular and Plural Nouns Lesson 11: Tricky Spelling ‘e’; Spelling Alternative for /ee/: ‘e’ Lesson 12: Proper Nouns; Introduction to a Persuasive Letter

L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

Unit 2 Text Types and Purposes: Write Nonfictional Narratives Language: Irregular Proper Nouns—pp. 48–49

SEE ALSO


CKLA Goal(s)

Form and use irregular plural nouns orally and in own writing

Lesson 7: Regular and Irregular Plural Nouns Lesson 10: Regular and Irregular Singular and Plural Nouns



SEE ALSO


CKLA Goal(s)


Lesson 4: Tricky Spelling ‘i’; Spelling Alternatives for /ie/: ‘i’ in One-Syllable Words


Lesson 10: Regular and Irregular Singular and Plural Nouns Lesson 14: Introduction of to be as a Verb; Drafting a Persuasive

Letter Lesson 19: Review of to be Verbs



SEE ALSO




Skills Strand

Unit 4



CKLA Goal(s)


Lesson 7: Regular and Irregular Plural Nouns Lesson 16: Editing a Persuasive Letter Lesson 17: Tricky Spelling ‘y’; Spelling Alternatives for /ee/: ‘y’,

‘ey’ Lesson 19: Review of to be Verbs




SEE ALSO


CKLA Goal(s)


Lesson 2: Spelling Alternatives for /er/: ‘er’, ‘ur’, ‘ir’ Lesson 9: Spelling Alternative for /oe/: ‘ow’; Tricky Spelling ‘ow’ Lesson 11: Tricky Spelling ‘e’; Spelling Alternative for /ee/: ‘e’ Lesson 12: Proper Nouns; Introduction to a Persuasive Letter Lesson 13: Proper Nouns; Planning a Persuasive Letter Lesson 14: Introduction of to be as a Verb; Drafting a Persuasive

Letter Lesson 15: Drafting a Persuasive Letter Lesson 16: Editing a Persuasive Letter Lesson 20: Grammar Review

L.2.2b Use commas in greetings and closings of letters. Unit 8 Text Types and Purposes: Write Opinion Pieces Language: Commas in Letters—pp. 194–195

SEE ALSO


CKLA Goal(s)

Use commas in greetings and closings of letters Lesson 12: Proper Nouns; Introduction to a Persuasive Letter Lesson 13: Proper Nouns; Planning a Persuasive Letter Lesson 14: Introduction of to be as a Verb; Drafting a Persuasive

Letter Lesson 15: Drafting a Persuasive Letter Lesson 16: Editing a Persuasive Letter




CKLA Goal(s)


Lesson 1: Spelling Alternatives for /er/: ‘er’, ‘ur’, ‘ir’ Lesson 3: Spelling Alternative for /i/: ‘y’ Lesson 5: Spelling Alternative for /ie/: ‘igh’ Lesson 6: Spelling Alternative for /ie/: ‘y’; Changing ‘y’ to ‘i’ and

Adding –es Lesson 16: Editing a Persuasive Letter

Knowledge of Language

L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.2.3a Compare formal and informal uses of English.



Skills Strand

Unit 4



CKLA Goal(s)

Compare formal and informal uses of English Lesson 5: Spelling Alternative for /ie/: ‘igh’





SEE ALSO


CKLA Goal(s)


Lesson 4: Tricky Spelling ‘i’; Spelling Alternatives for /ie/: ‘i’ in One-Syllable Words


Lesson 15: Drafting a Persuasive Letter



Skills Strand

Unit 5








SEE ALSO


CKLA Goal(s)


Lesson 2: Spelling Alternative for /u/: ‘o’ Lesson 3: Spelling Alternatives for /u/: ‘o_e’, ‘ou’; Adjectives Lesson 4: Adjectives Lesson 5: Review of Spelling Alternatives for /u/; Adjectives Lesson 7: Introduction of Schwa /ә/: ‘a’, ‘e’ Lesson 8: Spelling Alternatives for /ә/: ‘a’, ‘e’ Lesson 9: Spelling Alternatives for /ә/: ‘a’, ‘e’; Compound

Subject and Predicate Lesson 11: Spelling Alternatives for /ә/ + /l/: ‘al’, ‘il’, ‘ul’ Lesson 13: Spelling Alternatives for /ә/ + /l/: ‘el’, ‘le’ Lesson 14: Review Spelling Alternatives for /ә/ + /l/: ‘el’, ‘le’ Lesson 15: Spelling Alternatives for /sh/ + /ә/ + /n/: ‘tion’ Lesson 16: Review Spelling Alternatives for /sh/ + /ә/ + /n/: ‘tion’ Lesson 18: Writing New Ending to a Story Lesson 20: Reading a Decodable Story Lesson 21: Tricky Spelling ‘a’ Lesson 22: Tricky Spelling ‘e’ Lesson 23: Tricky Spelling ‘o’ Lesson 24: Tricky Spelling ‘o_e’ Lesson 25: Tricky Spelling ‘ou’ Lesson 27: Unit Assessment




SEE ALSO


CKLA Goal(s)



Subject and Predicate Lesson 11: Spelling Alternatives for /ә/ + /l/: ‘al’, ‘il’, ‘ul’ Lesson 13: Spelling Alternatives for /ә/ + /l/: ‘el’, ‘le’ Lesson 14: Review Spelling Alternatives for /ә/ + /l/: ‘el’, ‘le’ Lesson 15: Spelling Alternatives for /sh/ + /ә/ + /n/: ‘tion’



Skills Strand

Unit 5



Lesson 16: Review Spelling Alternatives for /sh/ + /ә/ + /n/: ‘tion’ Lesson 18: Writing New Ending to a Story Lesson 20: Reading a Decodable Story Lesson 21: Tricky Spelling ‘a’ Lesson 22: Tricky Spelling ‘e’ Lesson 23: Tricky Spelling ‘o’ Lesson 24: Tricky Spelling ‘o_e’ Lesson 25: Tricky Spelling ‘ou’ Lesson 27: Unit Assessment

Craft and Structure




SEE ALSO


CKLA Goal(s)


Lesson 7: Introduction of Schwa /ә/: ‘a’, ‘e’





SEE ALSO



CKLA Goal(s)


Lesson 2: Spelling Alternative for /u/: ‘o’ Lesson 4: Adjectives Lesson 5: Review of Spelling Alternatives for /u/; Adjectives Lesson 7: Introduction of Schwa /ә/: ‘a’, ‘e’ Lesson 8: Spelling Alternatives for /ә/: ‘a’, ‘e’ Lesson 9: Spelling Alternatives for /ә/: ‘a’, ‘e’; Compound

Subject and Predicate Lesson 11: Spelling Alternatives for /ә/ + /l/: ‘al’, ‘il’, ‘ul’ Lesson 13: Spelling Alternatives for /ә/ + /l/: ‘el’, ‘le’ Lesson 14: Review Spelling Alternatives for /ә/ + /l/: ‘el’, ‘le’ Lesson 15: Spelling Alternatives for /sh/ + /ә/ + /n/: ‘tion’ Lesson 16: Review Spelling Alternatives for /sh/ + /ә/ + /n/: ‘tion’ Lesson 18: Writing New Ending to a Story Lesson 20: Reading a Decodable Story Lesson 21: Tricky Spelling ‘a’ Lesson 22: Tricky Spelling ‘e’ Lesson 23: Tricky Spelling ‘o’ Lesson 24: Tricky Spelling ‘o_e’



Skills Strand

Unit 5



Lesson 25: Tricky Spelling ‘ou’ Lesson 27: Unit Assessment








(Adventure Story)—pp. 24–29 Foundational Skills Read Together: “Lunch or Not?”—p. 30 Foundational Skills Reader: “The Big Meal Deal” (Short Vowels;



40




Cat R. Pillar” (Poetry)—pp. 104–109 Describing Story Structure: “Benny and the Sea Monster”

(Realistic Fiction)—pp. 110–115 Understanding Character Point of View: “Squirrel and Frog

Outsmart Fox” (Play)—pp. 116–121 Foundational Skills Read Together: “A School for Fish?”—p. 122 Foundational Skills Reader: “Dawn’s Pet” (vowel teams oo, ul,








Hump—p. 214



Skills Strand

Unit 5



Foundational Skills Reader: “The Smallest Cat” (suffixes -ful, -less, -ness, -ly, -er, -est)—pp. 215–216

Close Reading: “Coyote and Turtle” (Folktale)/”Mr. Rabbit and Mr. Fox”—pp. 217–220


Unit 9 Common Core Review: “Anansi’s Long Legs”—pp. 223–224



CKLA Goal(s)


Lesson 1: Introduction of Spelling Alternatives for /u/: ‘o’, ’ou’, ’o_e’; Introduce Adjectives

Lesson 2: Spelling Alternative for /u/: ‘o’ Lesson 3: Spelling Alternatives for /u/: ‘o_e’, ‘ou’; Adjectives Lesson 4: Adjectives Lesson 5: Review of Spelling Alternatives for /u/; Adjectives Lesson 6: Review of Spelling Alternatives for /u/; Introduce

Subject and Predicate Lesson 7: Introduction of Schwa /ә/: ‘a’, ‘e’ Lesson 8: Spelling Alternatives for /ә/: ‘a’, ‘e’ Lesson 9: Spelling Alternatives for /ә/: ‘a’, ‘e’; Compound

Subject and Predicate Lesson 10: Review Parts of Speech; Subject and Predicate Lesson 11: Spelling Alternatives for /ә/ + /l/: ‘al’, ‘il’, ‘ul’ Lesson 12: Review Spelling Alternatives for /ә/ + /l/: ‘al’, ‘il’, ‘ul’ Lesson 13: Spelling Alternatives for /ә/ + /l/: ‘el’, ‘le’ Lesson 14: Review Spelling Alternatives for /ә/ + /l/: ‘el’, ‘le’ Lesson 15: Spelling Alternatives for /sh/ + /ә/ + /n/: ‘tion’ Lesson 16: Review Spelling Alternatives for /sh/ + /ә/ + /n/: ‘tion’ Lesson 17: Introduce Changing Verb Tense; Writing New

Ending to a Story Lesson 18: Writing New Ending to a Story Lesson 19: Changing Verb Tense; Writing New Ending to a Story Lesson 20: Reading a Decodable Story Lesson 21: Tricky Spelling ‘a’ Lesson 22: Tricky Spelling ‘e’ Lesson 23: Tricky Spelling ‘o’ Lesson 24: Tricky Spelling ‘o_e’ Lesson 25: Tricky Spelling ‘ou’ Lesson 26: Unit Assessment Lesson 27: Unit Assessment Lessons 28–30: Individual Assessment






Skills Strand

Unit 5



CKLA Goal(s)

Know and apply grade-level phonics and word analysis skills in decoding words.

Lesson 21: Tricky Spelling ‘a’ Lesson 22: Tricky Spelling ‘e’


SEE ALSO




re-)—pp. 175–176




CKLA Goal(s)

Read and write words with the following inflectional endings and suffixes: Unit 5: –ed, –ous

Lesson 4: Adjectives Lesson 15: Spelling Alternatives for /sh/ + /ә/ + /n/: ‘tion’ Lesson 16: Review Spelling Alternatives for /sh/ + /ә/ + /n/: ‘tion’ Lesson 17: Introduce Changing Verb Tense; Writing New

Ending to a Story Lesson 18: Writing New Ending to a Story Lesson 19: Changing Verb Tense; Writing New Ending to a Story





CKLA Goal(s)

Read and write words with the following letter-sound correspondences: ‘a’ as /a/ (hat), /ae/ (paper), /ә/ (about), or /o/ (water); ‘i’ as /i/ (hit), /ie/ (item), or / ee/ (ski); ‘o’ as /o/ (hop), /oe/ (open), or /u/ (son); ‘e’ as /e/ (pet), /ee/ (me), or /ә/ (debate); ‘u’ as /ue/ (unit) or /u/ (but); ‘y’ as /y/ (yes), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’ (bird), ‘ur’ (hurt), or ‘er’ (her) as /er/; ‘ar’ > / ar/ (car) or /or/ (war); ‘al’ > /ә/ + /l/ (animal); ‘il’ > /ә/ + /l/ (pencil); ‘ul’ > /ә/ + /l/ (awful); ‘el’ > /ә/ + /l/ (travel), ‘le’ > /ә/ + /l/ (apple); ‘tion’ > /sh/ + /ә/ + /n/; ‘ph’ > /f/ (phone); ‘ch’ > /k/ (school); ‘al’ > /aw/ (wall)


Lesson 7: Introduction of Schwa /ә/: ‘a’, ‘e’ Lesson 8: Spelling Alternatives for /ә/: ‘a’, ‘e’ Lesson 9: Spelling Alternatives for /ә/: ‘a’, ‘e’; Compound


Ending to a Story Lesson 18: Writing New Ending to a Story Lesson 19: Changing Verb Tense; Writing New Ending to a Story Lesson 20: Reading a Decodable Story Lesson 21: Tricky Spelling ‘a’



Skills Strand

Unit 5



Lesson 22: Tricky Spelling ‘e’ Lesson 23: Tricky Spelling ‘o’ Lesson 24: Tricky Spelling ‘o_e’ Lesson 25: Tricky Spelling ‘ou’ Lesson 26: Unit Assessment Lesson 27: Unit Assessment





CKLA Goal(s)

Read the following Tricky Words Unit 5: alphabet, kingdom, war, water, schwa, edge, father, ghost, again, bridge, eyes, death, wizard, break, against, friend, sure

Lesson 3: Spelling Alternatives for /u/: ‘o_e’, ‘ou’; Adjectives Lesson 7: Introduction of Schwa /ә/: ‘a’, ‘e’ Lesson 9: Spelling Alternatives for /ә/: ‘a’, ‘e’; Compound

Subject and Predicate Lesson 11: Spelling Alternatives for /ә/ + /l/: ‘al’, ‘il’, ‘ul’ Lesson 13: Spelling Alternatives for /ә/ + /l/: ‘el’, ‘le’ Lesson 15: Spelling Alternatives for /sh/ + /ә/ + /n/: ‘tion’ Lesson 16: Review Spelling Alternatives for /sh/ + /ә/ + /n/: ‘tion’ Lesson 20: Reading a Decodable Story Lesson 21: Tricky Spelling ‘a’ Lesson 22: Tricky Spelling ‘e’ Lesson 23: Tricky Spelling ‘o’


CKLA Goal(s)



Subject and Predicate Lesson 11: Spelling Alternatives for /ә/ + /l/: ‘al’, ‘il’, ‘ul’ Lesson 13: Spelling Alternatives for /ә/ + /l/: ‘el’, ‘le’ Lesson 14: Review Spelling Alternatives for /ә/ + /l/: ‘el’, ‘le’ Lesson 15: Spelling Alternatives for /sh/ + /ә/ + /n/: ‘tion’ Lesson 16: Review Spelling Alternatives for /sh/ + /ә/ + /n/: ‘tion’ Lesson 18: Writing New Ending to a Story Lesson 20: Reading a Decodable Story Lesson 21: Tricky Spelling ‘a’ Lesson 22: Tricky Spelling ‘e’ Lesson 23: Tricky Spelling ‘o’ Lesson 24: Tricky Spelling ‘o_e’ Lesson 25: Tricky Spelling ‘ou’ Lesson 26: Unit Assessment Lesson 27: Unit Assessment






Skills Strand

Unit 5



CKLA Goal(s)



Subject and Predicate Lesson 11: Spelling Alternatives for /ә/ + /l/: ‘al’, ‘il’, ‘ul’ Lesson 13: Spelling Alternatives for /ә/ + /l/: ‘el’, ‘le’ Lesson 14: Review Spelling Alternatives for /ә/ + /l/: ‘el’, ‘le’ Lesson 15: Spelling Alternatives for /sh/ + /ә/ + /n/: ‘tion’ Lesson 16: Review Spelling Alternatives for /sh/ + /ә/ + /n/: ‘tion’ Lesson 18: Writing New Ending to a Story Lesson 20: Reading a Decodable Story Lesson 21: Tricky Spelling ‘a’ Lesson 22: Tricky Spelling ‘e’ Lesson 23: Tricky Spelling ‘o’ Lesson 24: Tricky Spelling ‘o_e’ Lesson 25: Tricky Spelling ‘ou’ Lesson 27: Unit Assessment



SEE ALSO




CKLA Goal(s)



Subject and Predicate Lesson 11: Spelling Alternatives for /ә/ + /l/: ‘al’, ‘il’, ‘ul’ Lesson 13: Spelling Alternatives for /ә/ + /l/: ‘el’, ‘le’ Lesson 14: Review Spelling Alternatives for /ә/ + /l/: ‘el’, ‘le’ Lesson 15: Spelling Alternatives for /sh/ + /ә/ + /n/: ‘tion’ Lesson 16: Review Spelling Alternatives for /sh/ + /ә/ + /n/: ‘tion’ Lesson 17: Introduce Changing Verb Tense; Writing New

Ending to a Story Lesson 18: Writing New Ending to a Story Lesson 19: Changing Verb Tense; Writing New Ending to a Story Lesson 20: Reading a Decodable Story Lesson 21: Tricky Spelling ‘a’ Lesson 22: Tricky Spelling ‘e’ Lesson 23: Tricky Spelling ‘o’ Lesson 24: Tricky Spelling ‘o_e’ Lesson 25: Tricky Spelling ‘ou’



Skills Strand

Unit 5



Lesson 26: Unit Assessment Lesson 27: Unit Assessment

Writing Standards





Narrative—p. 54

SEE ALSO





SEE ALSO


CKLA Goal(s)

Plan, draft, and edit a personal narrative with a title, recounting a well-elaborated event or short sequence of events, including details to describe actions, thoughts, and feelings, using temporal words to signal event order, and providing a sense of closure

Lesson 17: Introduce Changing Verb Tense; Writing New Ending to a Story

Lesson 18: Writing New Ending to a Story Lesson 19: Changing Verb Tense; Writing New Ending to a Story



CKLA Goal(s)



Lesson 18: Writing New Ending to a Story Lesson 19: Changing Verb Tense; Writing New Ending to a Story Lesson 20: Reading a Decodable Story

Language Standards



CKLA Goal(s)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


Lesson 18: Writing New Ending to a Story Lesson 19: Changing Verb Tense; Writing New Ending to a Story



Skills Strand

Unit 5



Lesson 23: Tricky Spelling ‘o’ Lesson 24: Tricky Spelling ‘o_e’

L.2.1a Use collective nouns (e.g., group). Unit 2 Text Types and Purposes: Write Nonfictional Narratives Language: Collective Nouns—p. 50

SEE ALSO


CKLA Goal(s)

Use collective nouns (e.g., group) Lesson 12: Review Spelling Alternatives for /ә/ + /l/: ‘al’, ‘il’, ‘ul’ Lesson 17: Introduce Changing Verb Tense; Writing New

Ending to a Story Lesson 18: Writing New Ending to a Story Lesson 19: Changing Verb Tense; Writing New Ending to a Story Lesson 23: Tricky Spelling ‘o’ Lesson 24: Tricky Spelling ‘o_e’

L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

Unit 2 Text Types and Purposes: Write Nonfictional Narratives Language: Irregular Proper Nouns—pp. 48–49

SEE ALSO


CKLA Goal(s)

Form and use irregular plural nouns orally and in own writing

Lesson 12: Review Spelling Alternatives for /ә/ + /l/: ‘al’, ‘il’, ‘ul’ Lesson 17: Introduce Changing Verb Tense; Writing New




SEE ALSO


CKLA Goal(s)


Lesson 10: Review Parts of Speech; Subject and Predicate Lesson 12: Review Spelling Alternatives for /ә/ + /l/: ‘al’, ‘il’, ‘ul’ Lesson 17: Introduce Changing Verb Tense; Writing New




SEE ALSO




Skills Strand

Unit 5



CKLA Goal(s)



Lesson 3: Spelling Alternatives for /u/: ‘o_e’, ‘ou’; Adjectives Lesson 4: Adjectives Lesson 6: Review of Spelling Alternatives for /u/; Introduce

Subject and Predicate Lesson 7: Introduction of Schwa /ә/: ‘a’, ‘e’ Lesson 10: Review Parts of Speech; Subject and Predicate Lesson 12: Review Spelling Alternatives for /ә/ + /l/: ‘al’, ‘il’, ‘ul’ Lesson 17: Introduce Changing Verb Tense; Writing New





SEE ALSO


CKLA Goal(s)


Lesson 12: Review Spelling Alternatives for /ә/ + /l/: ‘al’, ‘il’, ‘ul’ Lesson 14: Review Spelling Alternatives for /ә/ + /l/: ‘el’, ‘le’




CKLA Goal(s)



Lesson 2: Spelling Alternative for /u/: ‘o’ Lesson 3: Spelling Alternatives for /u/: ‘o_e’, ‘ou’; Adjectives Lesson 4: Adjectives Lesson 5: Review of Spelling Alternatives for /u/; Adjectives Lesson 6: Review of Spelling Alternatives for /u/; Introduce

Subject and Predicate Lesson 7: Introduction of Schwa /ә/: ‘a’, ‘e’ Lesson 8: Spelling Alternatives for /ә/: ‘a’, ‘e’ Lesson 9: Spelling Alternatives for /ә/: ‘a’, ‘e’; Compound


Ending to a Story



Skills Strand

Unit 5



Lesson 18: Writing New Ending to a Story Lesson 19: Changing Verb Tense; Writing New Ending to a Story Lesson 20: Reading a Decodable Story Lesson 21: Tricky Spelling ‘a’ Lesson 22: Tricky Spelling ‘e’ Lesson 23: Tricky Spelling ‘o’ Lesson 24: Tricky Spelling ‘o_e’ Lesson 25: Tricky Spelling ‘ou’ Lesson 26: Unit Assessment Lesson 27: Unit Assessment Lessons 28–30: Individual Assessment



SEE ALSO


CKLA Goal(s)


Lesson 4: Adjectives Lesson 7: Introduction of Schwa /ә/: ‘a’, ‘e’ Lesson 14: Review Spelling Alternatives for /ә/ + /l/: ‘el’, ‘le’ Lesson 16: Review Spelling Alternatives for /sh/ + /ә/ + /n/: ‘tion’



Skills Strand

Unit 6







SEE ALSO


CKLA Goal(s)

Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational text read independently

Lesson 5: Tricky Words: Great Britain, Europe, native, Americans, signature, war

Lesson 6: Spelling Alternatives for /er/ Lesson 8: Spelling Alternatives for /er/: ‘ar’ and ‘or’ Lesson 9: Adverbs Lesson 11: Tricky Words: imagine, soldier, Washington; Spelling

Alternatives for /k/: ‘ch’ Lesson 12: Close Reading: The War Starts; Introduce Run-On

Sentences Lesson 13: Tricky Word: iron; Tricky Spelling ‘i’ Lesson 14: Close Reading: A Famous Ship; Tricky Spelling ‘i’ Lesson 15: Tricky Word: special; Run-On Sentences Lesson 16: Close Reading: The Attack on Washington, D.C.; Tricky

Spelling ‘i’ Lesson 17: Tricky Word: shoe; Building Sentences Lesson 18: Building Sentences Lesson 19: Tricky Word: Fort McHenry; Spelling Alternatives for

/ә/ Lesson 20: Spelling Assessment Lesson 21: Tricky Words: early, whose, broad, bomb Lesson 22: Close Reading: Francis Scott Key and the National

Anthem; Topic Sentences and Paragraphs Lesson 23: Tricky Words: Andrew, new Lesson 24: Close Reading: Andrew Jackson Lesson 25: Spelling Alternative for /o/: ‘a’ Lesson 26: Close Reading: The End of the War; Spelling

Alternative for /o/: ‘a’ Lesson 30: Topic and Irrelevant Sentences Lesson 31: Report Writing Lesson 32: Report Writing Lesson 35: End-of-Year Assessment; Report Writing

Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/ informational read-aloud

Lesson 4: Read-Aloud: “America in 1812, Part I” Lesson 7: Read-Aloud: “America in 1812, Part II”; Introduce

Adverbs



Skills Strand

Unit 6





69

SEE ALSO


CKLA Goal(s)

Identify the main topic of a multiparagraph nonfiction/informational text read independently, as well as the focus of specific paragraphs within the text

Lesson 12: Close Reading: The War Starts; Introduce Run-On Sentences

Lesson 14: Close Reading: A Famous Ship; Tricky Spelling ‘i’ Lesson 16: Close Reading: The Attack on Washington, D.C.; Tricky

Spelling ‘i’ Lesson 22: Close Reading: Francis Scott Key and the National

Anthem; Topic Sentences and Paragraphs Lesson 24: Close Reading: Andrew Jackson Lesson 26: Close Reading: The End of the War; Spelling

Alternative for /o/: ‘a’




SEE ALSO


CKLA Goal(s)

Describe the connection between a series of historical events in nonfiction/informational text read independently





Alternative for /o/: ‘a’ Lesson 31: Report Writing

Describe the connection between a series of historical events in a nonfiction/informational read-aloud


Adverbs Lesson 13: Tricky Word: iron; Tricky Spelling ‘i’

Craft and Structure




SEE ALSO





Skills Strand

Unit 6



CKLA Goal(s)

Determine the meaning of unknown words and phrases in nonfiction/informational text read independently


Lesson 8: Spelling Alternatives for /er/: ‘ar’ and ‘or’ Lesson 11: Tricky Words: imagine, soldier, Washington; Spelling


Sentences Lesson 13: Tricky Word: iron; Tricky Spelling ‘i’ Lesson 14: Close Reading: A Famous Ship; Tricky Spelling ‘i’ Lesson 15: Tricky Word: special; Run-On Sentences Lesson 16: Close Reading: The Attack on Washington, D.C.; Tricky

Spelling ‘i’ Lesson 17: Tricky Word: shoe; Building Sentences Lesson 19: Tricky Word: Fort McHenry; Spelling Alternatives for

/ә/ Lesson 21: Tricky Words: early, whose, broad, bomb Lesson 22: Close Reading: Francis Scott Key and the National

Anthem; Topic Sentences and Paragraphs Lesson 23: Tricky Words: Andrew, new Lesson 24: Close Reading: Andrew Jackson Lesson 25: Spelling Alternative for /o/: ‘a’ Lesson 26: Close Reading: The End of the War; Spelling

Alternative for /o/: ‘a’ Lesson 30: Topic and Irrelevant Sentences Lesson 31: Report Writing Lesson 32: Report Writing

Determine the meaning of unknown words and phrases in nonfiction/informational read- alouds and discussions


Adverbs

RI.2.5 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.

Unit 7 Reading Informational Text: Craft and Structure Using Text Features: “Subway—Way to Go!” (Magazine


SEE ALSO


177–180

CKLA Goal(s)

Identify and use text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a nonfiction/informational text



Alternatives for /k/: ‘ch’ Lesson 13: Tricky Word: iron; Tricky Spelling ‘i’ Lesson 15: Tricky Word: special; Run-On Sentences Lesson 17: Tricky Word: shoe; Building Sentences Lesson 19: Tricky Word: Fort McHenry; Spelling Alternatives for

/ә/ Lesson 21: Tricky Words: early, whose, broad, bomb Lesson 23: Tricky Words: Andrew, new Lesson 25: Spelling Alternative for /o/: ‘a’ Lesson 30: Topic and Irrelevant Sentences Lesson 31: Report Writing Lesson 32: Report Writing



Skills Strand

Unit 6






SEE ALSO



CKLA Goal(s)

Identify the main purpose of a nonfiction/ informational text read independently, including what the author wants to answer, explain, or describe










SEE ALSO



CKLA Goal(s)

Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with nonfiction/informational text read independently, and explain how these graphics clarify the meaning of the text

Lesson 3: Introduce Reader and Timeline; Tricky Spelling ‘ea’ Lesson 6: Spelling Alternatives for /er/ Lesson 9: Adverbs Lesson 18: Building Sentences Lesson 20: Spelling Assessment

Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with nonfiction/informational read- aloud, and explain how these graphics clarify the meaning of the read-aloud


Adverbs




SEE ALSO





Skills Strand

Unit 6



CKLA Goal(s)

Describe how reasons or facts support specific points the author makes in a nonfiction text read independently


Lesson 14: Close Reading: A Famous Ship; Tricky Spelling ‘i’ Lesson 15: Tricky Word: special; Run-On Sentences Lesson 16: Close Reading: The Attack on Washington, D.C.; Tricky




Describe how reasons or facts support specific points the author makes in a nonfiction informational read-aloud


Adverbs




















(Biography)—pp. 177–180



Skills Strand

Unit 6















269–270

CKLA Goal(s)



Lesson 6: Spelling Alternatives for /er/ Lesson 8: Spelling Alternatives for /er/: ‘ar’ and ‘or’ Lesson 9: Adverbs Lesson 10: Introduce Complete vs. Incomplete Sentences Lesson 11: Tricky Words: imagine, soldier, Washington; Spelling


Sentences Lesson 14: Close Reading: A Famous Ship; Tricky Spelling ‘i’ Lesson 15: Tricky Word: special; Run-On Sentences Lesson 16: Close Reading: The Attack on Washington, D.C.; Tricky

Spelling ‘i’ Lesson 18: Building Sentences Lesson 20: Spelling Assessment Lesson 22: Close Reading: Francis Scott Key and the National





Adverbs



Skills Strand

Unit 6










CKLA Goal(s)

Use knowledge of the letter sound correspondences that have been taught to distinguish and correctly read long and short vowels in one-syllable words

Unit 1: ‘a’ > /a/; ‘e’ > /e/; ‘i’ > /i/; ‘o’ > /o/; ‘u’ > /u/ Unit 2: ‘a_e’ > /ae/; ‘ee’ > /ee/; ‘i_e’ > /ie/; ‘o_e’ > /oe/; ‘u_e’ > /ue/

Lesson 1: Spelling Alternative for /f/: ‘ph’ Lesson 2: Spelling Alternative for /f/: ‘ph’ Lesson 3: Introduce Reader and Timeline; Tricky Spelling ‘ea’ Lesson 6: Spelling Alternatives for /er/




ow, ou)—pp. 77–78


teams oo, ul, ow, au)—p. 122 Foundational Skills Reader: “Dawn’s Pet” (vowel teams oo, ul,

ow, au)—pp. 123–124

CKLA Goal(s)

Read and write words spelled with the following vowel teams: long vowel sounds: ‘ai’, ‘ay’ > /ae/; ‘ea’, ‘ey’, ‘ee’ > /ee/; ‘oa’, ‘oe’, ‘ow’ > /oe/; ‘ie’, ‘igh’ > /ie/; short vowel sounds: ‘ou’, ‘o_e’ > /u/; ‘ea’ > /e/; other vowel sounds: ‘oi’, ‘oy’ > /oi/; ‘aw’, ‘au’, ‘augh’, ‘al’ > /aw/; ‘ow’ > /ou/; r-controlled vowel sounds: ‘er’ > /er/; ‘or’ > /or/; ‘ar’ > /ar/

Lesson 1: Spelling Alternative for /f/: ‘ph’ Lesson 2: Spelling Alternative for /f/: ‘ph’ Lesson 3: Introduce Reader and Timeline; Tricky Spelling ‘ea’ Lesson 6: Spelling Alternatives for /er/ Lesson 16: Close Reading: The Attack on Washington, D.C.; Tricky

Spelling ‘i’ Lesson 21: Tricky Words: early, whose, broad, bomb Lesson 23: Tricky Words: Andrew, new Lesson 27: Unit Assessment





CKLA Goal(s)

Decode two-syllable words with any combination of the following syllable types: closed syllables; magic –e syllables; vowel digraph syllables; r-controlled syllables; open syllables; and consonant –le syllables

Lesson 1: Spelling Alternative for /f/: ‘ph’ Lesson 2: Spelling Alternative for /f/: ‘ph’ Lesson 6: Spelling Alternatives for /er/ Lesson 8: Spelling Alternatives for /er/: ‘ar’ and ‘or’ Lesson 21: Tricky Words: early, whose, broad, bomb Lesson 23: Tricky Words: Andrew, new



Skills Strand

Unit 6







CKLA Goal(s)

Read and write words with the following letter-sound correspondences: ‘a’ as /a/ (hat), /ae/ (paper), /ә/ (about), or /o/ (water); ‘i’ as /i/ (hit), /ie/ (item), or /ee/ (ski); ‘o’ as /o/ (hop), /oe/ (open), or /u/ (son); ‘e’ as /e/ (pet), /ee/ (me), or /ә/ (debate); ‘u’ as /ue/ (unit) or /u/ (but); ‘y’ as /y/ (yes), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’ (bird), ‘ur’ (hurt), or ‘er’ (her) as /er/; ‘ar’ > /ar/ (car) or /or/ (war); ‘al’ > /ә/ + /l/ (animal) or ‘aw’ (wall); ‘il’ > /ә/ + /l/ (pencil); ‘ul’ > /ә/ + /l/ (awful); ‘el’ > /ә/ + /l/ (travel), ‘le’ > /ә/ + /l/ (apple); ‘tion’ > /sh/ + /ә/ + /n/; ‘ph’ > /f/ (phone); ‘ch’ > /k/ (school); ‘al’ > /aw/ (wall)

Lesson 1: Spelling Alternative for /f/: ‘ph’ Lesson 2: Spelling Alternative for /f/: ‘ph’ Lesson 3: Introduce Reader and Timeline; Tricky Spelling ‘ea’ Lesson 6: Spelling Alternatives for /er/ Lesson 11: Tricky Words: imagine, soldier, Washington; Spelling

Alternatives for /k/: ‘ch’ Lesson 13: Tricky Word: iron; Tricky Spelling ‘i’ Lesson 14: Close Reading: A Famous Ship; Tricky Spelling ‘i’ Lesson 16: Close Reading: The Attack on Washington, D.C.; Tricky

Spelling ‘i’ Lesson 19: Tricky Word: Fort McHenry; Spelling Alternatives for

/ә/ Lesson 21: Tricky Words: early, whose, broad, bomb Lesson 23: Tricky Words: Andrew, new Lesson 27: Unit Assessment Lesson 28: Organizing a Paragraph





CKLA Goal(s)

Read the following Tricky Words

Unit 6: Great Britain, Europe, native, Americans, war, signature, imagine, soldier, Washington, iron, special, shoe, Fort McHenry, early, whose, broad, bomb, Andrew, new


Lesson 11: Tricky Words: imagine, soldier, Washington; Spelling Alternatives for /k/: ‘ch’

Lesson 13: Tricky Word: iron; Tricky Spelling ‘i’ Lesson 15: Tricky Word: special; Run-On Sentences Lesson 17: Tricky Word: shoe; Building Sentences Lesson 19: Tricky Word: Fort McHenry; Spelling Alternatives for

/ә/ Lesson 21: Tricky Words: early, whose, broad, bomb Lesson 23: Tricky Words: Andrew, new

Fluency


CKLA Goal(s)




Alternatives for /k/: ‘ch’ Lesson 13: Tricky Word: iron; Tricky Spelling ‘i’



Skills Strand

Unit 6



Lesson 15: Tricky Word: special; Run-On Sentences Lesson 17: Tricky Word: shoe; Building Sentences Lesson 18: Building Sentences Lesson 19: Tricky Word: Fort McHenry; Spelling Alternatives for

/ә/ Lesson 20: Spelling Assessment Lesson 21: Tricky Words: early, whose, broad, bomb Lesson 23: Tricky Words: Andrew, new Lesson 25: Spelling Alternative for /o/: ‘a’ Lesson 30: Topic and Irrelevant Sentences Lesson 31: Report Writing Lesson 32: Report Writing




CKLA Goal(s)




Alternatives for /k/: ‘ch’ Lesson 13: Tricky Word: iron; Tricky Spelling ‘i’ Lesson 15: Tricky Word: special; Run-On Sentences Lesson 17: Tricky Word: shoe; Building Sentences Lesson 18: Building Sentences Lesson 19: Tricky Word: Fort McHenry; Spelling Alternatives for













Skills Strand

Unit 6



CKLA Goal(s)


Lesson 6: Spelling Alternatives for /er/ Lesson 9: Adverbs Lesson 18: Building Sentences Lesson 20: Spelling Assessment



SEE ALSO




CKLA Goal(s)




Alternatives for /k/: ‘ch’ Lesson 14: Close Reading: A Famous Ship; Tricky Spelling ‘i’ Lesson 15: Tricky Word: special; Run-On Sentences Lesson 17: Tricky Word: shoe; Building Sentences Lesson 18: Building Sentences Lesson 19: Tricky Word: Fort McHenry; Spelling Alternatives for


Writing Standards






SEE ALSO




Report—p. 238

SEE ALSO




Skills Strand

Unit 6



CKLA Goal(s)

Plan, draft, and edit an informative/explanatory text that introduces a topic, uses facts and definitions to develop points, and provides a concluding statement or section

Lesson 29: Report Writing Lesson 31: Report Writing Lesson 32: Report Writing Lesson 33: End-of-Year Assessment; Report Writing Lesson 34: End-of-Year Assessment; Report Writing Lesson 35: End-of-Year Assessment; Report Writing Lesson 36: End-of-Year Assessment; Report Writing




CKLA Goal(s)


Lesson 34: End-of-Year Assessment; Report Writing Lesson 35: End-of-Year Assessment; Report Writing Lesson 36: End-of-Year Assessment; Report Writing






CKLA Goal(s)



Lesson 8: Spelling Alternatives for /er/: ‘ar’ and ‘or’ Lesson 10: Introduce Complete vs. Incomplete Sentences Lesson 11: Tricky Words: imagine, soldier, Washington; Spelling

Alternatives for /k/: ‘ch’ Lesson 14: Close Reading: A Famous Ship; Tricky Spelling ‘i’ Lesson 17: Tricky Word: shoe; Building Sentences Lesson 19: Tricky Word: Fort McHenry; Spelling Alternatives for

/ә/ Lesson 21: Tricky Words: early, whose, broad, bomb Lesson 22: Close Reading: Francis Scott Key and the National

Anthem; Topic Sentences and Paragraphs Lesson 23: Tricky Words: Andrew, new Lesson 25: Spelling Alternative for /o/: ‘a’ Lesson 30: Topic and Irrelevant Sentences Lesson 31: Report Writing

Lesson 32: Report Writing Lesson 35: End-of-Year Assessment; Report Writing



Skills Strand

Unit 6



Language Standards





SEE ALSO


CKLA Goal(s)


Lesson 1: Spelling Alternative for /f/: ‘ph’ Lesson 24: Close Reading: Andrew Jackson



SEE ALSO


CKLA Goal(s)


Lesson 1: Spelling Alternative for /f/: ‘ph’ Lesson 12: Close Reading: The War Starts; Introduce Run-On

Sentences

Use adverbs appropriately orally and in own writing

Lesson 7: Read-Aloud: “America in 1812, Part II”; Introduce Adverbs

Lesson 8: Spelling Alternatives for /er/: ‘ar’ and ‘or’ Lesson 9: Adverbs Lesson 12: Close Reading: The War Starts; Introduce Run-On

Sentences



SEE ALSO


CKLA Goal(s)


Lesson 17: Tricky Word: shoe; Building Sentences Lesson 18: Building Sentences




CKLA Goal(s)


Lesson 1: Spelling Alternative for /f/: ‘ph’



Skills Strand

Unit 6





STD L.2.4e

Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

CKLA Goal(s)

Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases



Alternatives for /k/: ‘ch’ Lesson 13: Tricky Word: iron; Tricky Spelling ‘i’ Lesson 15: Tricky Word: special; Run-On Sentences Lesson 17: Tricky Word: shoe; Building Sentences Lesson 19: Tricky Word: Fort McHenry; Spelling Alternatives for

/ә/ Lesson 21: Tricky Words: early, whose, broad, bomb Lesson 23: Tricky Words: Andrew, new Lesson 25: Spelling Alternative for /o/: ‘a’ Lesson 30: Topic and Irrelevant Sentences Lesson 31: Report Writing Lesson 32: Report Writing

Documents

SADLIER New York Progress English Language Arts · PDF file · 2015-11-13New York Progress English Language Arts ... lesson, or moral. Unit 1 Reading Literature: ... Sadlier New York