Curriculum Instructional Resources for ELLs
SCSD ESL Department
Grade 2 Unit 1: Fiction - Character
Common Core Grade Level Standards
Curriculum Teaching Points
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.
1.5 Readers retell a story by describing the characters and setting, problem and solution.
RL.2.2 Recount stories including fables and folktales from diverse cultures and
determine their central messages, lessons or moral.
1.8 The author does not always tell you how a character feels but readers have an idea
from studying the pictures and the words.
RL.2.3 Describe how characters in a story respond to major events and challenges.
SCSD Recommended Text
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The Principals New Clothes by Stephanie Calmenson
Jamaica’s Find by Juanita Havil
Two Mrs. Gibsons by Toyomi Iqus
Chester’s Way by Kevin Henkes
Imogene’s Antlers by David Small
My Rotten, Red-Headed, Older Brother by Patricia
Palacco
Lilly’s Purple Plastic Purse by Kevin Henkes
Tuesday by David Wiesner
The Snowman by Raymond Briggs
Fantastic Mr. Fox by Roald Dahl
The Raft by Jim LaMarche
George and Martha by James Marshall
* Additional scaffolds, supports, resources, and tools can
be found in the district curriculum.
Supplemental Texts and Resources for ELLs
Rigby’s On Our Way to English
Unit Resources
Grade 1 / Fiction Big Books
 Look Out the Window
 Good News
 Mother Duck’s Walk
 Just Like Me
 Tran and the Beautiful Tree
Grade 2 / Fiction Big Books
 Are We There Yet?
 What Fine Gardeners
 Barge Cat
 Ibis and Jaguar’s Dinner
Grade 3 / Fiction Big Books
 The Bird Who Ate Too Much
 Rosita’s Robot
 Diego Saves the Planet
 Making a Difference
 The Moneybag
Grade 4 / Class Collection Fiction Texts
 Unit 1 American Journeys: A New Land, A New Life Historical
Fiction
 Unit 2 Across the US: How Water Came to Dry Lands Folktale
 Unit 3 Our Changing Earth: Grand Canyon Mystery Realistic
Fiction
 Unit 5 The Early Americas: Hoof Prints in a New Land Fantasy
 Unit 6 Under the Canopy: Our Rain Forest Home Realistic
Fiction
 Unit 7 Golden Opportunities: How I Saved Closets and Made
Money Humorous Fiction
 Unit 7 Inside Our Bodies: Visiting Chef Jeff’s Nose Fantasy
Select Fiction Leveled Readers Focused on Characters
 Level A Dad and I
 Level C Chico
 Level D Pablo’s Fiesta
 Level E Omar’s Surprise
 Level E Will You Play with Me?
 Level E I Speak English and Chinese
 Level F Diego’s Moving Day
 Level H The New Girl
 Level K Dora’s Soapbox Car
 Level K Yun’s Visit
 Level L Grasshopper Learns a Lesson
 Level L Practice Makes Perfect
 Level M Fun for Everyone
 Level N Finding Talent
 Level O Mr. Kean’s Garden
 Level Q Dora’s Time to Shine
 Level R Keeping Up with Claire
Other Leveled Readers
 Grade 3 Level M A Job for a Day (plot/story problem,
conflict, and sequence of events)
 Grade 3 Level L Practice Makes Perfect
(understanding character and setting, retelling story
events and key facts)
 Grade 2 Level K Dora’s Soapbox Car (identifying
problem and solution, understanding characters)
Character Map Graphic Organizers
Character Analysis Activities
Other: Bilingual dictionaries and glossaries
Grade 2, Unit 1
September 2014 Grade 2
page 1
Curriculum Instructional Resources for ELLs
SCSD ESL Department
Grade 2 Unit 2: Non-Fiction - My Role in the Community
Common Core Grade Level Standards
RI.2.1 Readers ask and answer questions (who, what, where, when, why, and
how) to understand key details in a text.
RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of
specific paragraphs within the text.
Curriculum Teaching Points
2.4 Writers learn different ways to organize their text by looking at various mentor texts.
2.7 Writers share what they know about a topic by writing different kinds of pages: diagram
page, glossary page, different kinds of... how to...what is.
2.10 Writers convey information to readers by drafting and labeling a diagram page.
RI.2.4 Determine the meaning of words and phrases in a text relevant to grade 2
topic or subject area.
2.13 Writers organize their information by writing paragraphs with clear topic sentences, facts,
and concluding sentences.
RI.2.5 Know and use various text features (captions, bold print, subheadings,
glossaries, indexes, and electronic menus, icons) to locate key facts or
information in a text efficiently.
RI.2.6 Identify the main purpose of a text, including what the author wants to
answer, explain, or describe.
SCSD Recommended Text
Treasures Informational Nonfiction Leveled readers (In order of Lexile Level):
 Three American Heroes - 2.1 Week 4
 Family History - 2.1 Week 3
 People at Work - 2.4 Week 3
 Inside Caves Nature’s Artwork -2.3 Week 5
 Our Statue of Liberty - 2.3 Week 1
 Computers Then and Now - 2.2 Week 5
 Communities Across America - 3.2 Week 3
Treasures Anthology selections
 Family Farms Then and Now - Unit 1 Week 3
 New Americans In Texas - Unit 1 Week 5
 Where in the World is Tanzania - Unit 2 Week 1
 Henrietta Chamberlain King - Unit 2 Week 2
 Same Story Different Culture - Unit 2 Week 4
* Additional scaffolds, supports, resources, and tools can be found in the district
curriculum.
Supplemental Texts and Resources for ELLs
Rigby’s On Our Way to English
Unit Resources
Grade 1 / Unit 3
 Manipulative Chart, Chant Poster,
Picture Cards, Concept Poster
 Good News (Big Book)
Grade 1 / Unit 8
 Tran and the Beautiful Tree (Big Book)
Grade 3 / Unit 6
 Diego Saves the Planet (Big Book)
Grade 3 / Unit 7
 Picture Card 1: Community
 Manipulative Chart, Chant Poster,
Concept Poster, Newcomer Book
 Making a Difference (Big Book)
Leveled Readers / Community
 Level A My New School
 Level B We Are Working
 Level E Making a Park
 Level F Classroom Rules
 Level G We Can Be Helpers
 Level K Biking Safely
 Level P Working for the Government
Grade 2, Unit 2
Other Leveled Readers
 Grade 2 Level L The Wonderful Water
Cycle (use of diagrams in text)
 Grade 2 Level L Our Garden (glossary,
comparing and contrasting information)
 Grade 2 Level K Tarantulas (headings)
 Grade 2 Level I Desert Clowns (index)
 Grade 3 Level O As Time Goes By
(headings and subheadings)
 Grade 3 Level O The Rainy Day
Adventure (table of contents and chapter
titles)
 Grade 3 Level K Teamwork Saves the
Day (theme)
 Grade 3 Level M A Job for a Day
(context clues and sequence of events)
Scholastic Resources about Community
Other: Bilingual dictionaries and glossaries
September 2014 Grade 2
page 2
Curriculum Instructional Resources for ELLs
SCSD ESL Department
Grade 2 Unit 3: Fiction – Fables & Folktales
Common Core Grade Level Standards
Curriculum Teaching Points
RL.2.2 Recount stories including fables and folktales from diverse
cultures and determine their central messages, lesson or moral.
3.2 Fables have special characteristics, like: one to three characters, usually animals with
human characteristics, short stories, and teach a moral or lesson.
RL.2.3 Describe how characters in a story respond to major events and challenges.
3.14 Readers understand what it means to compare and contrast. Here’s how: Compare and
contrast words and themes. Ask: How are __ the same? How are __ different?
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.
RL.2.5 Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the story.
RL.2.6 Acknowledge differences in the points of view of characters, including speaking in a
different voice for each character when reading a dialogue aloud.
RL.2.9 Compare and contrast two or more versions of the same story (i.e. Cinderella)
by different authors or from different cultures.
SCSD Recommended Text
Aesop’s Fables
 Fables by Arnold Lobel
 The Girl Who Wore Too Much: A Folktale from Thailand by Margaret
Reed McDonald and Yvonne Lebrun Davis
 Moon Rope: A Peruvian Folktale by Lois Ehlert and Amy Price
 Tales by Gerald McDermott
 Raven: A Trickster Tale from the Pacific Northwest
 Jabuit the Tortoise: A Trickster Tale from the Amazon Zomo the Rabbit: A
Trickster Tale from West Africa
 The Emperor’s New Clothes by Hans Christian Andersen
 The Principal’s New Clothes by Stephanie Calmenson
* Additional scaffolds, supports, resources, and tools can be found in the district
curriculum.
Supplemental Texts and Resources for ELLs
Rigby’s On Our Way to English
Unit Resources
Grade 4 / Unit 2
 How Water Came to Dry Lands Folktale
p24-29 (Class Collections)
Grade 5 / Unit 3
 The Loveliest Song of All Folktale
pp10-19 (Class Collections)
Grade 3 / Unit 2
 The Bird Who Ate Too Much (Big Book)
Grade 3 / Unit 8
 The Moneybag: A Tale from Korea
The Elephants Boast (3.5 week 4)
Leveled Readers Fables / Folktales
 Level L The Sparrow’s Gift
 Level L Grasshopper Learns a Lesson
 Level L The Legend of the Bluebonnet
 Level O The First Rainbow
 Level O The Goat and the Rock
 Level P Why the Moon is Ivory
Grade 2, Unit 3
Other Leveled Readers
 Grade 1 Level B Yes, We Can!
(rhythm)
 Grade 3 Level N Save the Birds
(rhyme, rhythm, and alliteration)
 Grade 3 Level N Rosa’s Rebozo
(descriptive language and imagery)
 Grade 4 Level N Getting to Know your
Neighbors,” (comparing and
contrasting plots, settings, and
characters)
 Grade 4 Level O Ask the Veterinarians,
(comparing and contrasting)
 Grade 1 Level F Ready, Set, Pedal
(sequencing)
Aesop Fables Videos
Other: Bilingual dictionaries and glossaries
September 2014 Grade 2
page 3
Curriculum Instructional Resources for ELLs
SCSD ESL Department
Grade 2 Unit 4: Non-Fiction - Reading Across Informational Texts
Common Core Grade Level Standards
Curriculum Teaching Points
RI.2.5 Know and use various text features (captions, bold print, subheadings,
glossaries, indexes, electronic menus, icons) to locate key facts or information
in a text efficiently.
4.1 Readers locate specific topics in the text by using various text features (e.g., contents,
indexes, sub headings...) by asking: “What text features help you locate ___? How do they
help you?”
RI.2.4 Determine the meaning of words and phrases in a text relevant to grade 2
topic or subject area.
4.4 Readers figure out the meaning of unfamiliar words/phrases by looking for illustrations
and captions that help determine meaning.
RI.2.7 Explain how specific images (e.g., a diagram showing how a machine
works) contribute to and clarify a text.
4.5 Readers find the meaning of unfamiliar words by using glossaries, computer dictionary,
and other resources. Identify unknown words by asking: “What we are able to infer the word
means? What does the glossary tell us?”
RI.2.8 Describe how reasons support specific points the author makes in a text.
RI.2.9 Compare and contrast the most important points presented by two
texts on the same topic.
4.12 Readers compare connections between different texts, poetry, or videos on the same
topic. Here’s how:
 Look at different text to compare similarities
 Ask how are ____ similar?”
SCSD Recommended Text
Supplemental Texts and Resources for ELLs
Treasures Informational Texts (from Unit 5) Teacher’s Manual Pages
Pg. 168-170
Growing and Changing
Rigby’s On Our Way to English
Unit Resources
“Plant Parts” by Pilar Jacob
pp. 174-175 Plant Power pp. 208-209 Garden City
Grade 2 / Unit 4
 What Fine Gardeners by Brenda Parkes
(life cycle of a plant, plant needs)
 Manipulative Chart: parts of a plant and
needs of a plant
 Vocabulary Cards 37-48
 Shared Writing Card, explaining how a
diagram works (RI.2.7)
Treasures Informational Nonfiction Leveled Readers (Lexile level order)
 Plants you Can Eat - 2.2 Week 1
 The World of Plants - 2.5 Week 1
 All about Tomatoes - 2.5 Week 2
 All About Pumpkins - 2.5 Week 4
 From the Farm to You (from Treasures’ Time for Kids)
- Oct. 2010,
Edition 2-Harvest
 Unit 5 Week 2-Issue #7 (all about seeds and plants) Poetry Resources
Links in a food chain
Plant poems
Mentor Texts:
 Are Trees Alive by Debbie Miller
 The Seasons of Arnold’s Apple Tree by Gail Gibbons 580L
 Take a Tree Walk by Jane Kirkland
* Additional scaffolds, supports, resources, and tools can be found in the district
curriculum.
Grade 3 / Unit 5
 Future Space Explorers, using context
to define words in text (RI.2.4) (see
grade 3 teachers guide U119)
Leveled Readers / Plants
 Level D Planting and Growing
 Level J Plants We Use
 Grade 2 Level E Sylvia Hops Home
(reinforcement of life cycle)
 Grade 2 Level N My Frog Log
(reinforcement of life cycle)
 Grade 2 Level L The Wonderful Water
Cycle (diagrams in text)
 Grade 2 Level L Our Garden (glossary,
comparing and contrasting information)
 Grade 2 Level K Tarantulas (headings)
 Grade 2 Level I Desert Clowns (index)
 Grade 3 Level O As Time Goes By
(headings and subheadings)
 Grade 3 Level O The Rainy Day
Adventure (table of contents and chapter
titles)
 Grade 3 Level O Where are the Prairie
Dogs? (supporting an idea with reasons)
 Grade 3 Level H The Living Desert
(comparing and contrasting)
Common Core Extension, Grades 3-5, Section 15
(supporting compare and contrast)
Other: Bilingual dictionaries and glossaries
Grade 2, Unit 4
September 2014 Grade 2
page 4
Curriculum Instructional Resources for ELLs
SCSD ESL Department
Grade 2 Unit 5: Fiction - Studying Characters Across Series
Common Core Grade Level Standards
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.
RL.2.3 Describe how characters in a story respond to major events and
challenges.
Curriculum Teaching Points
5.4 Readers notice details about how characters look, feel, and act by thinking about: how a
character looks, what a character says or thinks, what the character does, how the character
feels.
5.11 Readers understand what it means to compare and contrast books within a series. Ask:
“How are __ and __ the same? How are __ and __ different?
RL.2.6 Acknowledge differences in the points of view of characters, including
speaking in a different voice for each character when reading dialogue aloud.
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.
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 proficiency, with scaffolding as
needed at the high end of the range.
SCSD Recommended Text
Possible series to use:
 Julian, Dream Doctor by Ann Cameron
 Make Way for Dyamonde Daniel by Nikki Grimes
 Dymonde Daniel by Nikki Grimes
 Horrible Harry by Suzy Kline
 Judy Moody by Megan McDonald
 Stink by McDonald
 Little Bill by Cosby
 Willimena Rules by Valerie Wesley
 Polk Street Kids by Patricia Reilly Giff
 Katie Kazoo by Nancy Krulik
 Junie B Jones by Barbara Park
 Pinky and Rex by James Howe
 Arthor’s chapter books by Marc Brown
 Jigsaw Jones by James Preller
 Bailey School Kids by Debbie Dadey
 Andy Shane by Jennifer Richards Jacobsen
 Ivy and Bean by Annie Barrows
 Cam Jansen and the Mystery of ... by David Adler
 Mr. Putter and Tabby by Cynthia Rylant
 Magic Tree House by Mary Pope Osborne
* Additional scaffolds, supports, resources, and tools can be
found in the district curriculum.
Supplemental Resources
Rigby’s On Our Way to English
Leveled Readers
Several Rigby leveled readers, though not part of a series, tell
various different stories about the same characters. Leveled
readers below are grouped by similar characters.
Characters: Omar, Dora, Carlos
 Level C Chico
 Level D Cold Day, Hot Chocolate
 Level E Omar’s Surprise
 Level F Mom’s Salsa Garden
 Level G A Mystery on Penn Street
 Level H Grandma Alma’s Special Room
 Level J A Big Mess
 Level K Dora’s Soapbox Car
 Level M A Job for a Day
 Level M Away From Home
 Level N Dora’s Decision
 Level O Grandma’s Project
 Level P The Math Master
 Level Q Dora’s Time to Shine
 Level R Under Lock and Key
 Level T Lost in a Cave
Characters: Jen, Yun
 Level C This is my Family
 Level E I Speak English and Chinese
 Level F Grandma’s Birthday
 Level H So Much to Do
 Level I Little Dragon Boats
 Level K Yun’s Visit
 Level L Practice Makes Perfect
 Level M Fun for Everyone
 Level N Getting to Know your Neighbors
 Level S No Fair
Other Leveled Readers
 Grade 3 Level H The Living Desert, (comparing and
contrasting)
 Grade 3 Level K Teamwork Saves the Day
 Grade 4 Level L The Craft Stick Project, (dialogue)
 Grade 4 Level M Away From Home, (understanding
character and setting)
 Grade 4 Level N Getting to Know your Neighbors,
(comparing and contrasting plots, settings, and characters)
 Grade 4 Level O Ask the Veterinarians, (comparing and
contrasting)
Other: Bilingual dictionaries and glossaries
Grade 2, Unit 5
September 2014 Grade 2
page 5