Reading/ELA Scope and Sequence

Key Topics in Second Grade Reading/ELA:

Reads Grade Level Text

Sight Words/Fluency

  • Read at a level M (Fountas & Pinellas) or 451-500 (Lexile) or DRA (28).
  • Read independently for a sustained period of time.

Sight Words

  • Memorize sight words from Fry Sight Word Lists (201-400)

Fluency

  • Read grade level text orally with accuracy
  • Read grade level text orally with appropriate rate (100 WPM)
  • Read grade level text with expression
  • Reread when needed
  • Use context clues to self correct

Phonics/Word Analysis

Vocabulary

  • Distinguish long and short vowels when reading regularly spelled one-syllable words.
  • Know spelling-sound correspondences for additional common vowel teams.
  • Decode regularly spelled words
  • Decode regularly spelled two-syllable words with long vowels.
  • Decode words with common prefixes and suffixes.
  • Identify words with inconsistent but common spelling-sound correspondences.
  • Identify and read contractions and abbreviations.
  • Recognize and read grade-appropriate irregularly spelled words.
  • Use sentence-level context as a clue to the meaning of a word or phrase.
  • Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
  • Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
  • Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
  • Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
  • Alphabetize a series of words
  • Demonstrate understanding of word relationships and nuances in word meanings.
  • Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
  • Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
  • 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).

Comprehension Skills and Strategies

Literary Text

  • Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
  • Describe how characters in a story respond to major events and challenges.
  • Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
  • Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
  • Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
  • Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
  • 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.
  • Distinguish between fiction and nonfiction.
  • Distinguish between biographies and autobiographies.

Informational Text

  • Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
  • Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
  • Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
  • 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.
  • Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
  • Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
  • Describe how reasons support specific points the author makes in a text.
  • Compare and contrast the most important points presented by two texts on the same topic.
  • Follow multi-step written directions.

Writing

Conventions: spelling, capitalization, punctuation, usage grammar and Handwriting

  • 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.
  • Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
  • 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.
  • With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
  • With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Conventions

  • Use collective nouns (e.g., group).
  • Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
  • Use reflexive pronouns (e.g., myself, ourselves).
  • Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
  • Use adjectives and adverbs, and choose between them depending on what is to be modified.
  • 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).
  • Distinguish among statements and questions.

Handwriting

  • Print Neatly
  • Form letters correctly

Capitalization and Punctuation

  • Capitalize holidays, product names, and geographic names.
  • Use commas in greetings and closings of letters.
  • Use an apostrophe to form contractions and frequently occurring possessives.
  • Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Spelling

  • Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
  • Spell simple contractions, base words with endings

Research

Speaking and Listening

  • 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).
  • Recall information from experiences or gather information from provided sources to answer a question.

  • Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
  • 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).
  • Build on others' talk in conversations by linking their comments to the remarks of others.
  • Ask for clarification and further explanation as needed about the topics and texts under discussion.
  • Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
  • 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.
  • Presentation of Knowledge and Ideas:

  • Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
  • 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.
  • CCSS.ELA-LITERACY.SL.2.6
  • Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Reading/ELA Units: 2nd Grade

First Quarter

Topic

Standard

Quarter

UNIT 1: Key Ideas and Details in Informational Text

Review of 1st Grade Skills

Beginning Reading Skills and Strategies

1st

Asking Questions About Key Details

Ask/answer questions (5Ws) to demonstrate understanding about key details

1st

Finding the Main Topic

Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs

1st

Describing Connections between Historical Events,

Describe the connection between a series of historical events

1st

Describing Connections between Scientific Ideas

Describe the connection between a series of, scientific ideas or concepts

1st

Describing Connections Between Steps

Describe the connection between a series of concepts or steps in technical procedures in a text

1st

Writing: Friendly Letter

Identify the parts of a letter and write a letter

1st

UNIT 1 Test:

1st

Sight Words:  201-250 Review from 1st grade

Reading Level: Fountas & Pinnell (J & K)

Second Quarter:

UNIT 2: Key Ideas and Details in Literature

Asking Questions about Key Details

Ask/answer questions (5Ws) to demonstrate understanding about key details

2nd

Recounting Stories

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

2nd

Determining the Central Message

Determine the central message, lesson or moral.of stories, including fables and folktales from diverse cultures.

2nd

Describing How Characters Act

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

2nd

Writing: To inform and write a narrative paragraph

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.

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

2nd

UNIT 2 Test:

2nd

Sight Words:  251 - 300

Reading Level: Fountas & Pinnell (L)

Third Quarter:

UNIT 3: Craft and Structure in Informational Text

Unfamiliar Words

Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area

3rd

Text Features, Part 1 (Captions, Bold Print, Subheadings)

Know and use various text features to locate key facts or information in a text efficiently.

3rd

Text Features, Part 2 (Glossaries, Indexes, Tables of Contents)

Know and use various text features to locate key facts or information in a text efficiently.

3rd

Author’s Purpose

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

3rd

UNIT 3 Test:

3rd

UNIT 4: Craft and Structure in Literature

Sound and Meaning in Stories

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

3rd

Rhythm and Meaning in Poems and Songs

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

3rd

Parts of a Story

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

3rd

Point of View

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

3rd

Writing: Opinion paragraph and writing a narrative: diary

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.

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.

3rd

UNIT 4 Test:

3rd

Sight Words:  301 - 350

Reading Level: Fountas & Pinnell (L/M)

Fourth Quarter:

UNIT 5:  Integration of Knowledge and Ideas

In Informational Text

Explaining how Images Support Text

Explain how specific images (e.g. a diagram of how a machine works) contributes to and clarifies a text

4th

Describing How Authors Use Reasons to Support Their Ideas

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

4th

Comparing and Contrasting Two Texts

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

4th

UNIT 5 Test

UNIT 6:  Integration of Knowledge and Ideas

In Literature

Connecting words and Pictures

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

4th

Comparing and Contrasting Stories

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

4th

Writing: Inform: lab report and write an opinion:letter

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.

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.

4th

UNIT 6 Test

Sight Words:  351-400

Reading Level: Fountas & Pinnell (M)

First Quarter:

UNIT 1: Conventions of Standard English

Review of 1st grade skills

1st

Lesson 1

Nouns

1st

Lesson 2

Plural Nouns

1st

Lesson 3

Collective Nouns

1st

Lesson 6

Verbs

1st

Lesson 7

Past Tense of Irregular Verbs

1st

Lesson 8

Adjectives and Adverbs

1st

Lesson 4

Pronouns

1st

Lesson 5

Reflexive Pronouns

1st

Second Quarter:

UNIT 1: Conventions of Standard English

Lesson 9

Complete Sentences

2nd

Lesson 10

Simple and Compound Sentences

2nd

Lesson 11

Capitalization in Holidays, Product Names, and Geographic Names (Proper Nouns)

2nd

Lesson 12

Punctuation in Greetings and Closings of Letters

2nd

Lesson 13

Contractions

2nd

Lesson 14

Possessive Nouns

2nd

Lesson 15

Spelling Patterns

2nd

Lesson 16

Using a dictionary to check spelling

2nd

Lesson 17

Comparing Formal and Informal Uses of English

2nd

Third Quarter:

UNIT 2: Vocabulary Acquisition and Use

Lesson 18

Using Context Clues

3rd

Lesson 19

Prefixes

3rd

Lesson 20

Root Words

3rd

Lesson 21

Compound Words

3rd

Lesson 22

Using a Dictionary

3rd

Lesson 23

Using a Glossary

3rd

Lesson 24

Real-Life Connections

3rd

Lesson 25

Shades of Meaning

3rd

Lesson 26

Using Adjectives and Adverbs to Describe

3rd

Fourth Quarter:

Additional Lesson

Prepositions

4th

Additional Lesson

Conjunctions

4th

Additional Lesson

Interjections

4th

Review and Application of Conventions

4th