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2nd Grade Scope and Sequence with Assessments Listed Grade 2 ELA Standards BAS Assessments in Correlation to Grade Level Foundational Standards
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MonthWeek ofLessonLetter SoundAssessmentWords Refer to the Classroom Phonics Assessments on Brainspring website for more informationBlending Board Syllable TypesCard Pack TipsStorySyllabication Lesson / Syllabicate 2 words a day T-FHelpful Hints
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August15Layer 1 Phonetic Spelling and Red Word Spelling Diagnostic Assessments to look for skills that need to be addressed in layer 1. After assessing, ask: Can the skill be addressed in a skill intensive because the students need more practice with it? Or, does the skill need to be retaught because most of the students are missing it.
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222-1,2-5suffix -sclosed, suffix sDivide your card pack into two card packs and switch card packs each day.Ships on the DocksRefer to dictation verbiage in your curriculum guide for verbaige for words with affixes on page 127.. You are systematically supporting students to recognize the base word in words with affixes.For Advanced Students When Ready
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292-2floss ruleclosed, suffix sDivide the floss cards between two decks.A Big MessCreate a class chart for referenceAppendix
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52-3 A, 2-3 Bng, nkSpelling (Week #4 Asssessment) RequiredSpelling: songs, buzz, sank,puff, chunk, fills, things, shock, pass, lung, winks, select 4 red words from those being reviewedclosed, suffix sDivide -ng and -nk cards between two decks.Hank's VanHave students feel the back of their tongue touching the roof of their mouth to make the /ng/ sound. 3-21, A-20, A-21, A-23ph, kn,-mb, wr
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September122-4open syllableReading (Week #5 Assessment) OptionalReading: think, honks, yank, publish, Dublin, quits, wombat, shells, napkins, thinks, jazz, cashbox, things, Ross, zigzag, publish select 4 red words from reviewclosed, suffix s, openAs you are doing your visual drill, put vowels on the back of your board for easy retrieval.Fun with a Pal Put hi on a sticky note on the door of your classroom and m on the door frame to support the introduction of open syllables. Refer to activiy on page 123. Put a video here to demonstrate.A-11-ey (key)
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192-6,2-8two syllable compound words and two syllable wordsclosed, suffix s, openThe only way a word will have two syllables on a blending boards is with the use of the affixes. The QuintetRefer to dictation verbiage in your curriculum guide on page 129. This is where students begin to hear the division of syllables which will support reading and writing of multisyllable words.
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262-10 A, 2-10 B, 2-10 CBeginning 2 letter blendsSpelling (Week #6 Assessment) Required Spelling: plus, fresh, sunset, smash, spun, glass, trucks, wombat, bandit, flex, select 4 red words from reviewclosed, suffix s, openDivide the blends between the two card decks and remove overlearned consonants. You will need some of these consonants for lesson 3-1.Skill Hill2-9 2 syllable VCCV When teaching blends, when students struggle, segment each sound in the word by attending to each phoneme. For example, in the word, thrill (/th/ /r/ /il/ /l/). To promote fluency, bring it back to 3 fingers when appropriate.
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October32-10 DBeginning 3 letter blendsclosed, suffix s, openDivide the blends between the two decks. Spring Haiku2-10 D 2 and 3 syllable VCCV 2-10 A-C were done in 1st grade. If your students need more practice with prior syllabication skills, your students' needs trump the syllabication lessons listed. When teaching blends, when students struggle, segment each sound in the word by attending to each phoneme. For example, in the word, thrill (/th/ /r/ /il/ /l/). To promote fluency, bring it back to 3 fingers when appropriate.
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102-12y = /I/ (fly)closed, suffix s, openA Spring Picnic2-12 VCCCV Build chart on page 158 with students
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171-35, 2-19, 2-20-ck, -tch, -dgeSpelling (Week #8 Assessment) RequiredSpelling: scrap, string, catch, splash, dry, fudge, pitch, stick, edge, spry, select 5 red words from those being reviewedclosed, suffix s, opendivide -tch and -dge between two decksThe Best Fudge2-13 A VCCCV with blendsExplain the rule to students: When the /ch/ or /j/ sound is heard immediately after a short vowel at the end of a word, it is spelled with the trigraph tch/dge. You could do a skill intensive for students to identify these sounds at the beginning and end of words: jump/budge, chip/lunch/church/ditch; ck is a digraph - 2 leters written together to make a single sound at the end of a word or syllable, immediately after a short vowel sound.
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242-13 A, 2-13 B, 2-13 CEnding blendsclosed, suffix s, openDivide the blends between the two decks. Band Camp2-13 C 2 and 3 syllable VCCV and VCCCVEnding blends can be tricky, so make sure your students are articulating each sound. If this is hard, connect Kilpatrick skills at the onset of the lesson and take to all fingers.
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312-15,2-17Practice with blendsclosed, suffix s, openThe Pumpkin and the Dentist2-15 2 and 3 syllable VCCV and VCCCV
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November72-21, 2-22Prefixes and suffix -ingclosed, suffix -s,-ing, open, Bill and Ross2-18 open syllable Refer to the pounding/tapping with suffixes in Lesson 2-1.
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142-23wild old wordsclosed, suffix -s,-ing, open, Divide wild old words between two decksThe Wild Colt2-19 V/CV
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21Thanksgiving
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282-24Plural suffix -esSpelling and Reading (Week #10 Assessment) Spelling requried, reading optionalSpelling: kept, bench, invent, brushes, bend, dentist, plant, next, glasses, desk, select 5 red words from those being reviewed Reading: benches, mask, untwist, judges, spry, stamp, squishes, splotch, camp, insects, bend, shrimp, select 8 red words from those being reviewed closed, suffix -s,-ing,-es, openThe Fritzes2-20 V/CVRefer to the pounding/tapping with suffixes in Lesson 2-1. Teach the rule on page 197
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December52-25a /o/Spelling (Week #12 Assessment) RequiredSpelling: bold, submit, contact, pecking, small, wild, kind, inching, mishap, stall, select 5 red words from those being reviewedclosed, suffix -s,-ing,-es, openA Walk to the Mall2-23 VC/V and -ing suffixTeach the rule on page 201
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123-1, 3-2, 3-3magic-e, m-e with blends, special m-eText Reading AssessmentGrade 2 Reading Assessment Lesson 3-2closed, suffix -s,-ing,-es open, magic-ePut the magic-e on the back of your board and paper clip 5 good consonants to it that will make good CVe words (d,k,m,n,p,t,v,z). These live on the back of your board from here on. Theoretically, you can take out all overlearned consonants. As you do your visual drill, put vowels on the back of your board for easy retrieval. As you build your syllables on your board think: closed, open, magic-e, suffix, closed, open, magic-e, suffix. When you build a magic-e return vowels and consonants to the back of your board. The Plane Trip2-24 V/CV and VC/VMagic-e introduction video After introducing the magic-e in this video, have 4 students line up with one student being the magic e. 3 students will make a cvc word like cap then the magic e will hold a magic wand, dance over, move the magic wand over the consonant to tap the vowel on the head to turn the vowel from short to long. During dictation, students will always draw an arrow from the magic-e to the vowel.
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19,203-4magic-e/not magic-eclosed, suffix -s,-ing,-es open, magic-eMy Class3-4 magic-e or not magic-eThis is a practice/review lesson
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12/21-1/3Christmas
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January5,63-6two-syllable magic-eclosed, suffix -s,-ing,-es open, magic-eThe Ump3-5 practice with all skillsThis is a practice/review lesson
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93-7suffixesSpelling (Week #14 Assessment) RequiredSpelling: wise, spoke, invite, pancake, mute, rude, quit, wire, homemade, strip, wire, homemade, strip, sure, said, off, select 2 red words from those being reviewedclosed, suffixes taught, open, magic-eThe Selfish King3-6 practice with all skillsRefer to the pounding/tapping with suffixes in Lesson 2-1.
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163-8C-le with closed syllableclosed, suffixes taught, open, magic-e, closed c-le (rumble)Divide the C-le cards between the two decks. If your decks are getting thicker than a finger width, take out overlearned blends. 3 letter blends and ending blends should probably stay in your decks. As you do the visual drill, put the c-le cards on the back of your board for easy retrieval. Rumble in the Jungle3-7 suffix syllablesIn dictation, students pound each syllable, but only segment the first syllable. C-le is not segmented. Students must also circle the C-le and label the first syllable "cl" for closed.
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233-9C-le with open syllableclosed, suffixes taught, open, magic-e, closed c-le (rumble), open c-le (moble)The Noble Man3-8 practice with all skillsIn dictation, students pound each syllable, but only segment the first syllable. C-le is not segmented. Students must also circle the C-le and label the first syllable "cl" for closed.
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303-13contractionsclosed, suffixes taught, open, magic-e, closed c-le (rumble), open c-le (moble)The Shack3-9 C-leFocus on a strong, engaging multisensory, activity to build long term memory.
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February63-14,3-15,3-16ai, ea,oaSpelling and Reading (Week #16 Assessment) Spelling Required, reading encouragedSpelling: treat, they're, thankless, hopeful, isn't, nail, I've, they'll, coldness, sure, said, know, your, knew Reading: unbolt, confuse, pride, shameless, coast, peach, bald, umpire, flute, golden, haven't, mailbox, off, sure, said, know, new, your, knew, your'reclosed, suffix -s,-ing,-es open, magic-e, closed c-le (rumble), open c-le (moble), VTDivide the vowel team cards between your two decks. June at Uncle Jed's3-10 C-leai, ea, oa usually come at the beginning or in the middle of a word or syllable.
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133-17,3-18,3-19ay, ee, oeclosed, suffix -s,-ing,-es open, magic-e, closed c-le (rumble), open c-le (moble), VTDivide the vowel team cards between your two decks. Add "ph" to your card pack and explain that ph says /f/. It is not found in your grade level standards, so there will not be dictation for this digraph. It will be taught in 3rd. A Jeep for the Twins3-16 vowel teamsay,oe is found at the end of a word or syllable. ee can come in the middle or end of a word or syllable.
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203-22prefixesclosed, suffixes taught, prefixes taught, open, magic-e, closed c-le (rumble), open c-le (moble)The Kids in My Class3-17 vowel teamsRefer to the pounding/tapping with suffixes in Lesson 2-1.
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273-25,3-26,3-27er,ir,urSpelling (Week #18 Assessment) RequiredSpelling: tray, need, stay, foe, chirp, beehive, green, toenail, spray, burst, third, clay, birthday, street, knew, new, you're, great, such, yourclosed, suffix -s,-ing,-es open, magic-e, closed c-le (rumble), open c-le (moble), VT, VRDivide the vowel-r cards between 2 decksKay Goes to Church3-18 vowel teams
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March64-3,4-4ar, orclosed, suffix -s,-ing,-es open, magic-e, closed c-le (rumble), open c-le (moble), VT, VRDivide the vowel-r cards between two decks. Card decks should not be thicker than your finger. Take out any overlearned blends.Baseball3-19 practice with all skills
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134-5y=/E/ (candy/baby)closed, suffixes taught, prefixes taught, open, magic-e, closed c-le (rumble), open c-le (moble), VT, VR, y at end of syllables (baby,candy_In the visual drill, put Cy cards on the back of your board for easy retrieval. Grumpy Old Men3-25 Bossy-r syllable
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20Spring Break
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274-7Basic 1-1-1-v doubling rule (hopping)Text Reading AssessmentGrade 2 Reading Assessment "Grumpy Old Men" Revised after lesson 4-7closed, suffixes taught, prefixes taught, open, magic-e, closed c-le (rumble), open c-le (moble), VT, VR, y at end of syllables (baby,candy_No new story3-26 Practice with Bossy-r syllables
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April34-8ouclosed, suffixes taught, prefixes taught, open, magic-e, closed c-le (rumble), open c-le (moble), VT, VR, y at end of syllables (baby,candy), diphthongDivide the diphthong cards between two decks. The Prowler on the Prowl3-27 Practice with mixed syllable types
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104-9ow4-2 Practice with soft c/g
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174-10,4-11,4-15oi,oy,awSpelling (Week #20 Assessment) RequiredSpelling: shark, north, draw, spoil, coy, join, crawl, flower, south, round, smart, harmless, powder, orbit, would, your, much, could, theirclosed, suffixes taught, prefixes taught, open, magic-e, closed c-le (rumble), open c-le (moble), VT, VR, y at end of syllables (baby,candy), diphthongDivide the diphthong cards between two decks. Floyd's Toys4-5 Practice with y as a vowel
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244-13,4-20,4-17,4-21igh, ow, oo (school/book)Reading (Week #21 Assessment) EncouragedReading: blurt, storm, sirloin, oyster, highway, seesaw, scout, crowbar, brook, crown, stray, tiptoe, great, should, there, could, they're, knew, would, theirclosed, suffixes taught, prefixes taught, open, magic-e, closed c-le (rumble), open c-le (moble), VT, VR, y at end of syllables (baby,candy), diphthongDivide the diphthong cards between two decks. Hide and Seek4-9 Introduction diphthong syllable type
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May14-16suffix -edSpelling (Week #22 Assessment) RequiredSpelling: hood, candle, grow, spoon, rooster, throw, sample, bright, fishhook, midnight, window, broom, rumble, might, they're, should, to, two, their, tooclosed, suffixes taught, prefixes taught, open, magic-e, closed c-le (rumble), open c-le (moble), VT, VR, y at end of syllables (baby,candy), diphthongThe Camping Trip4-10 Practice diphthongs
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84-19magic-e plus suffix ruleclosed, suffixes taught, prefixes taught, open, magic-e, closed c-le (rumble), open c-le (moble), VT, VR, y at end of syllables (baby,candy), diphthongThe Harvest This story is out of order to provide a story for practice from an earlier lesson. Because some lessons are not taught in 2nd (soft c, soft g, y=/E/) check for words with these skills to support students.4-16 Introduction V/V syllable division pattern
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15Appendix A-10-ew (grew/few)Spellingclosed, suffixes taught, prefixes taught, open, magic-e, closed c-le (rumble), open c-le (moble), VT, VR, y at end of syllables (baby,candy), diphthongRace Day This story is out of order to provide a story for practice from an earlier lesson. Because some lessons are not taught in 2nd (soft c, soft g, y=/E/) check for words with these skills to support students. Also, there are not stories for Appendix lessons. 4-17 Introduction Schwa
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Last Week of School22Appendix A-12ie (piece)Text Reading AssessmentEnd of year reading assessmentclosed, suffixes taught, prefixes taught, open, magic-e, closed c-le (rumble), open c-le (moble), VT, VR, y at end of syllables (baby,candy), diphthongThe Dinner Party This story is out of order to provide a story for practice from an earlier lesson. Because some lessons are not taught in 2nd (soft c, soft g, y=/E/) check for words with these skills to support students. Also, there are not stories for Appendix lessons. 4-19 Mixed practice
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Appendix A-18, A-19ar (warm) or (work)Spelling (Week #24 Assessment) RequiredSpelling: table, warm, worst, able, work, ladle, warning, staple, were, its, who's, it's, also, whoseclosed, suffixes taught, prefixes taught, open, magic-e, closed c-le (rumble), open c-le (moble), VT, VR, y at end of syllables (baby,candy), diphthongThe Sawmill This story is out of order to provide a story for practice from an earlier lesson. Because some lessons are not taught in 2nd (soft c, soft g, y=/E/) check for words with these skills to support students. Also, there are not stories for Appendix lessons. 4-20 Mixed practice
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