Grade: 2 Unit: 1 Week: 1 Content: ELA Dates: 8/20-8/24/12

Essential Question: What is challenging about a chapter book?

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

Phonics and Word Recognition
  • RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words.
  • Distinguish long and short vowels when reading regularly spelled one-syllable words.
  • Know spelling-sound correspondences for additional common vowel teams.
  • 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.
  • Recognize and read grade-appropriate irregularly spelled words.

  • RF.2.4. Read with sufficient accuracy and fluency to support comprehension.
  • Read grade-level text with purpose and understanding.
  • Read grade-level text orally with accuracy, appropriate rate, and expression.
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Independently read chapter books by Cynthia Rylant (or another grade level series). (RF.2.4, RL.2.5)
  • state reading strategies for self-monitoring
  • choose strategy for self-monitoring
  • apply strategy to reading
  • select and read chapter books at appropriate levels
Distinguish between the roles of author and illustrator in chapter books. ()
  • explain the role of author and illustrator
  • compare roles between the author and illustrator
  • distinguish between the roles of the author and illustrator
Ask the questions “who, what, where, when, why, and how” after reading fictional books. (RL.2.1, W.2.8)
  • ask questions independently
  • provide evidence from the text to answer questions
  • construct questions that require using evidence from the text
  • identify story elements such as; setting, characters, and events in details.
  • ask the questions “who, what, where, when, why, and how” apply the questions “who, what, where, when, why, and how” after reading fictional books appropriately.

  • Write a list of questions about the book … Switch with a partner and answer the questions.

Key Questions (match Standard)
  • Define author.
  • Define illustrator.

Observable Student Behaviors
  • Students identify, compare and distinguish the role of author and illustrator.
  • Students answer who, what, when, where, why and how questions after reading or hearing a story read to them.
  • Students ask a partner who, what, when, where, why and how questions about a story read aloud whole group or small group.
  • Students use decoding skills to read unknown words.
  • Students read chapter books independently.


•Digital graphic organizer
•Digital sources
•Main idea
•Shared writing
•Spelling patterns

Sample Literacy Block

Reading Workshop

  • Familiar Reading (15 min)
  • Word Study (30 min)
  • Read Aloud (15 min)
  • Reading Workshop (1 hour)
    • Book Talk (5 min)
    • Mini-Lesson (10 min)
    • Independent Reading-Guided Reading-Independent Research (40 min)
    • Sharing-Reflection-Feedback (5 min)

Writing Workshop

  • Writers Talk/Mini-Lesson-Status of the Class (10 min)
  • Independent Writing/Guided Writing/Investigations (45 min)
  • Sharing/Reflection/Feedback (5-10 min)

Suggested Activities [see Legend to highlight MCO and HYS]

Odyssey Lesson (Assignment Archive, My District Assignment): Rl.2.1 Developing Comprehension: Recalling Detail LA260 (code)

Establishing Normes and Procedures:
Using the text Guiding Readers & Writers 3-6 by Fountas and Pinnell use suggested mini-lessons for “The First 20 Days of School” to create anchor charts, model and rehearse procedures for speaking, sharing and listening. (SL.2.1.a., SL.2.1.b, LS.2.1c)

Class Discussion / Literature:

In pairs discuss your favorite winter activity and share with the class. Introduce and read the first chapter of Poppleton in Winter by Cynthia Rylant. The following day, look at the chapter again. Explain to the class how Cynthia Rylant is an author who knows exactly how to write the beginning of a story and how to wrap it up with a strong ending. Direct the students to look closely at how the story begins. Reread the section where the story is set up. Students will see the setting, characters, and situation/problem in the first two sentences of the story: “Poppleton’s house grew very long icicles in winter. Poppleton was proud of them.” Create a bulleted list as the students discuss what they see, finishing the sentence “A strong beginning has…” Then turn to the end of the story and discuss what is contained in an ending. Read Rylant’s final sentences: “Poppleton was glad his icicles were knocked down. Icicles always melted. But a new friend would stay. Continue the bulleted list, having students finish the sentence “A strong ending has…” As the students read each successive chapter independently, with a partner, or with the teacher, make these charts a focus of discussion. Eventually add a chart for the action in the middle of the story. (RL.2.5, RF.2.4) (MCO-R/D)

Reading Literature, Speaking and Listening:

After reading the fictional read-aloud picture books for each of the seasons, have students ask and answer questions using who, what, where, when, why, and how. Challenge students to create questions from these stems that apply directly to the books you are reading. Encourage students to answer the questions on sticky notes under each question on the following chart. (RL.2.1)







Art, Speaking and Listening:

Artists often convey a sense of season in their depictions of flowers or trees. Ask students to study the Tiffany image, van Gogh’s Mulberry Tree, and the work titled Snow-Laden Branches. Note that these works were created on three different continents at around the same time period. Ask students to discuss similarities and differences in these artists’ techniques for depicting the seasons. (SL.2.2)

  • Read Scott Foresman p. 180-187. Complete the Writing in Science. Workbook p. 72-75.
  • Weather Changes:


Terminology –

•Alliteration – use of the same consonant at the beginning of each stressed syllable in a line of verse; "around the rock the ragged rascal ran"

•Author – The author of a book, story, article or the like, is the person who has written it (or is writing it). This can be short or long, fiction or nonfiction, poetry or prose, technical or literature; in particular it is a profession (doing this for pay).

•Beginning - the first part or section of something

•Chapter - a subdivision of a written work; usually numbered and titled

•Conclusion - the act of ending something

•Digital graphic organizer – a graphic organizer that is created using techonology, for example a Smart Board Venn Diagram

•Digital sources – an online reference source

•Ending – a final part or section

•Illustrator – an artist who makes illustrations (for books or magazines or advertisements etc.)

•Introduction – the act of beginning something new; the first section of a communication

•Main idea – The primary topic of a passage whether expressed or implied.

•Paragraph – one of several distinct subdivisions of a text intended to separate ideas; the beginning is usually marked by a new indented line

•Poet – a writer of poems (the term is usually reserved for writers of good poetry)
•Poetry – literature in metrical form

•Repetition – the repeated use of the same word or word pattern as a rhetorical device

•Research – systematic investigation to establish facts

•Rhyme – a piece of poetry; be similar in sound, especially with respect to the last syllable; "hat and cat rhyme"

•Rhythm – recurring at regular intervals; the arrangement of spoken words alternating stressed and unstressed elements; "the rhythm of Frost''s poetry"

•Shared writing – Writing executed by more than one person

•Spelling patterns – A pattern that occurs frequently in spelling, such as bright, light, and sight.

Multicultural Concepts
Ethnicity/Culture | Immigration/Migration | Intercultural Competence | Socialization | Racism/Discrimination
High Yield Strategies
Similarities/Differences | Summarizing/Notetaking | Reinforcing/Recognition | Homework/Practice |
Non-Linguistic representation | Cooperative Learning | Objectives/Feedback |
Generating-Testing Hypothesis | Cues, Questions, Organizers

Professional Texts
Effective Literacy for Grades 2- 4
Professional Texts for 2011-2013

Bringing Words to Life by Beck et al (9781572307537)
Guiding Readers and Writers Grades 3-6 by Fountas and Pinnell (9780325003108)
Is That A Fact? Teaching Nonfiction Writing, K-3 by Tony Stead (1571103317)
Strategies That Work, 2nd edition by Harvey and Goudvis (9781571104816)
Teaching for Comprehending and Fluency; Thinking, Talking, and Writing About Reading, K-8 by Fountas and Pinnell (0-325-00308-4)
Teaching for Deep Comprehension by Dorn and Soffos (9781571104038)
Teaching Reading Sourcebook, 2nd Edition by Honig, Diamond, and Gutlohn (978-1-57128-457)
The Fluent Reader by Rasinski (9780439332088)
The Writing Workshop: Working Through The Hard Parts (and They’re All Hard Parts) by Katie Wood Ray

Words Their Way, Word Study for Phonics, Vocabulary, and Spelling, 4th Edition by Bear, Invernizzi, Templeton, and Johnston (978-0-13-2239684)

Literary Texts
      • Poems
        • “A Vagabond Song” (Bliss Carman) in The Seasons (ed. John N. Serio) (Read Aloud)
        • “Autumn” (Emily Dickinson) (E)
        • “Bed in Summer” (Robert Louis Stevenson) (Read Aloud)
        • “Knoxville, Tennessee” (Nikki Giovanni) (E)
        • “Something Told the Wild Geese” (Rachel Field) (E)
        • “Stopping by Woods on a Snowy Evening” (Robert Frost) (E)
        • “Summer Song” (John Ciardi) in The Seasons (ed. John N. Serio)
        • “The Locust Tree in Flower” (William Carlos Williams) in The Seasons (ed. John N. Serio) (Read Aloud)
        • “The Snowflake” (Walter de la Mare) in The Seasons (ed. John N. Serio) (Read Aloud)
        • “Weather” (Eve Merriam) (E)
        • “Who Has Seen the Wind?” (Christina Rossetti) (E)
      • Stories
        • Every Autumn Comes the Bear (Jim Arnosky)
        • Henry and Mudge and the Snowman Plan (Cynthia Rylant and Sucie Stevenson) (EA)
        • Leaf Man (Lois Ehlert)
        • Peepers (Eve Bunting and James Ransome)
        • Poppleton in Fall(Cynthia Rylant and Mark Teague) (EA)
        • Poppleton in Spring (Cynthia Rylant and Mark Teague) (EA)
        • Poppleton in Winter (Cynthia Rylant and Mark Teague) (E)
        • Red Leaf, Yellow Leaf (Lois Ehlert)
        • Snow (Uri Shulevitz)
        • Snowballs (Lois Ehlert)
        • The Days of Summer (Eve Bunting and William Low)
        • The Little Yellow Leaf (Carin Berger)
        • The Mitten (Jan Brett) (Read Aloud)

Informational Texts
    • Nonfiction Books
      • A River of Words: The Story of William Carlos Williams (Jennifer Bryant and Melissa Sweet) (Read Aloud)
      • Cynthia Rylant: A Writer’s Story (Alice Cary and Susan Spellman)
      • Energy from the Sun (Rookie Read-About Science) (Allan Fowler)
      • How Do You Know It’s Fall? (Rookie Read-About Science) (Allan Fowler)
      • How Do You Know It’s Spring? (Rookie Read-About Science) (Allan Fowler)
      • How Do You Know It’s Summer? (Rookie Read-About Science) (Allan Fowler)
      • How Do You Know It’s Winter? (Rookie Read-About Science) (Allan Fowler)
      • Look How It Changes! (Rookie Read-About Science) (June Young)
      • Snowflake Bentley (Jacqueline Briggs Martin and Mary Azarian) (Read Aloud)
      • Snowflakes in Photographs (W.A. Bentley) (Read Aloud)
      • Sunshine Makes the Seasons (Franklyn M. Branley and Michael Rex)
      • What Do Authors Do? (Eileen Christelow)
      • What Do Illustrators Do? (Eileen Christelow)
      • Why Do Leaves Change Color? (Betsy Maestro and Loretta Krupinski)
      • Scott Foresman Leveled Science Readers

Art, Music, and Media

Thinkfinity Lessons
Family Ties: Making Connections to Improve Comprehension

  • List



Sight Words
  • Fry’s List

The expectation for 2nd grade is for the students to learn the first 300 words by the end of the year.

Smartboard Lessons

Smartboard Aegom Lessons
Story Elements: EK2-025 (Discuss, how, why, and what-if questions)

Other Activities, etc.

  • The Four Seasons

Click here for word document. (Click cancel if asked for a username and password.)

2nd Grade
ELA Resources
Week 1 ELA

Week 2 ELA

Week 3 ELA

Week 4 ELA

Week 5 ELA

Week 6 ELA

2nd Grade Math
Week 1 Math

Week 2 Math

Week 3 Math

Week 4 Math

Week 5 Math

Week 6 Math


Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6