EAST ALLEN COUNTY SCHOOLS
Bundle 3
Grade 2
Language Arts
Story Elements
Big Idea: Connections
Enduring Understandings
Essential Questions
We write with our readers in mind.
How are reading and writing connected?
Paying attention to characters, setting, and plot will help us make
connections to the story.
How do the characters, setting, and plot help us understand the story?
What can readers do to find the meaning of new words in a story?
Readers use clues in their reading to understand the meaning of new
words.
What connections can we make when comparing stories?
Comparing literature teaches us how stories are alike and different.
CC/Learning Targets
RI.4
2.2.5
RL.5
RL.6
RL.9
2.3.1
2.3.2
RF.3 b,c, e, f
2.1.2
W.3
W.5
L.1 b, f
L.2 a, c, d
L.3 a
L.4 a, e
L.5 a, b
2.6.1
2.6.6
2.6.8
SL.2
SL.4
SL.6
Core Vocabulary
facts
point of view
Links to Technology
Read Me Stories (app)
MeeGenius! Kids' Books (app)
Interactive Touch Books (app)
Scholastic Storia (app)
Bluster (app)
Build a Word Express (app)
ABC Magnetic Alphabet (app)
A+ Spelling Test (app)
Spelling Test (app)
PopWords! App
Bundle Performance Task(s)
After listening to an original fairytale (Cinderella, Little Red Riding Hood, etc.) read aloud, the students will determine the different points of view of the main
characters. They will develop a different ending to the fairytale and orally present the story summary. Read aloud another version of the same fairytale. Using a
double bubble map(NUA strategy), Venn diagram, or graphic organizer, students will compare and contrast the characters, settings, and plots in both fairytales.
Students will write a personal narrative that includes them as the main character, and develops the setting and plot. The students will use the writing process to
create a story that is clear to the reader and uses complete sentences. They will then share the favorite part of their story with the entire class or small groups of
students.
As an extension, students will create posters of a main character in the fairy tale incorporating the personality traits taught through Character Counts. The
characters may demonstrate a positive or negative example of the traits.
Grade 2
LA Bundle 3
Quarter 2
Oct-Nov
Recommended Read-Alouds
G2 - Bundle 3
Big Idea: Connections
Title
Relates to…
Author
If You Were an Antonym
Stop and Go, Yes and No
The Greatest Gymnast of All
Code Blue – Calling all Capitals
Chrysanthemum
Mufaro’s Beautiful Daughter
Once a Mouse…
Stephanie’s Ponytail
The Giant Jam Sandwich
Michael Dahl
Brian Cleary
Stuart Murphy
Pamela Hall
Kevin Henkes
John Steptoe
Marcia Brown
Robert Munsch
John Vernon Lord
Aunt Flossie’s Hats
Elizabeth Howard
Going Home
Rapunzel
Rumpelstiltskin
Knuffle Bunny
Cynthia Rylant
Paul O. Zelinsky
Paul O. Zelinsky
Mo Willems
Root Beer and Banana
Sarah Sullivan
Saturdays and Teacakes
Lester L. Laminack
Plot, Setting, Characters
Possessive Nouns
The Rough Faced Girl
The Egyptian Cinderella
Rafe Martin
Shirley Climo
Point of View
Point of View
Antonyms
Antonyms
Antonyms
Capitalization
Context Clues
Context Clues
Create Different Endings
Create Different Endings
Create Different Endings
Narratives
Connections
Narratives
Paraphrasing
Paraphrasing
Plot, Setting, Characters
Plot, Setting, Characters
Retelling
Possessive Nouns
Reading Workshop
CC/Learning Targets
RI.4
(2.2.9)
Determine the meaning of words and
phrases in a text relevant to a grade 2
topic or subject area.
G2 - Bundle 3
Resource of Ideas
-Strategies that Work pp. 140-141
-Creating Young Writers pp. 118
-Mufaro’s Beautiful Daughter by John Steptoe
-Chrysanthemum by Kevin Henkes
Evidence of Learning
-Wonders Assessments
-Strategies that Work pp. 148-149
-Anecdotal Records from Guided
Reading
-Cloze Activities
-Guess the Covered Word
-Teaching Vocabulary
-Vocabulary Lessons- Scroll to Bottom
-Context Clues
-Create a Jeopardy Game
-Anita Archer Videos and Resources
-Homophones App
Reading Wonders – Unit 2
-(WK 3) pp. T200-T201, T230-T231
-(WK 4) pp. T292-T293, T322-T323
2.2.5
Restate facts and details or summarize
the main idea in the text to clarify and
organize ideas
- Strategies that Work pp. 82-84, 181-182
- Comprehending and Fluency pp. 48
- The Important Book by Margaret Wise Brown
- Hansel and Gretel by Rika Lesser
- The Boy on Fairfield Street by Kathleen Krull
- Starfall- Online Stories
- Finding the Main Idea- SmartBoard
- Comprehension Activities
- Summarizing 2
Reading Wonders – Unit 2
-(WK 3) pp. T218-T219, R/W Workshop A Prairie Guard Dog pp. 134-141
-(WK 3) pp. T231A-T231L, Anthology Turtle, Turtle, Watch Out! pp. 164183
- Wonders Assessments
- Strategies that Work pp. 84-85
- Thinking Map/Graphic Organizer
- One-Sentence Summary
- Oral/Written Summary
- Book Talk
Reading Workshop
G2 - Bundle 3
-(WK 3) pp. T256-T257
-(WK 4) pp. T310-T311, R/W Workshop Eagles and Eaglets pp. 150-157
-(WK 4) pp. T323A-T323J, Anthology Baby Bears pp. 186-203
RL.5
Describe the overall structure of a story,
including describing how the beginning
introduces the story and the ending
concludes the action.
-Teaching for Comprehension and Fluency pp, 354-366
• Describe the elements of the beginning,
middle (identify climax or problem), and
end.
-Story Elements- 1
-Story Elements- 2
-Setting Activities
-Plot
-Reading Response Notebook
-Story Sequence
-The True Story of the Three Little Pigs by Jon Scieszka
-The Three Little Wolves and the Pig Bad Big by Michele Higgins
Reading Wonders – Unit 2
-(WK 2) pp. T126-T127, R/W Workshop The Boy Who Cried Wolf pp.
118-125
-(WK 2) pp. T139A-T139N, Anthology Wolf! Wolf! pp. 136-159
RL.6
Acknowledge differences in the points of
view of characters, including by speaking
in a different voice for each character
when reading dialogue aloud.
-Teaching for Comprehension and Fluency pp, 290f-291f, 366
-The Continuum of Literacy Learning pp. 176-178
-The Rough Faced Girl by Rafe Martin
-The Egyptian Cinderella by Shirley Climo
-Cinderella by Joseph Jacobs
-Character Point of View- Two Bad Ants
-Point of View Activities
-Character Organizers
-Comparing Fairy Tale Characters
-Circle Map (NUA)
-Double Bubble Character Trait
Map
-Reader’s Theater
Reading Workshop
RL.9
(2.3.3)
Compare and contrast two or more
versions of the same story (e.g.,
Cinderella stories) by different authors or
from different cultures.
G2 - Bundle 3
-The Three Little Pigs by Patricia Seibert
-The Three Little Javelinas by Jon Scieszka
-The True Story of the Three Little Pigs by Jon Scieszka
-The Three Little Wolves and the Pig Bad Big by Michele Higgins
-The Three Pigs by David Wiesner
-Thinking Map/Graphic Organizer
-Double Bubble Character Trait
Map
-Venn Diagram
-Comprehension Activities
-True Story of the Three Little Pigs Activities
-Compare/Contrast
-Interactive Graphic Organizer
Reading Wonders – Unit 2
-(WK 2) pp. T139A-T139N, Anthology Wolf! Wolf! pp. 135-159
-(WK 2) pp. T145A-T145B, Anthology Cinderella and Friends pp. 160-163
-(WK 2) pp. T150-T151
2.3.1
Compare plots, settings, and characters
presented by different authors.
-Wee Can Write pp. 14, 24, 64
-Comprehending and Fluency pp. 243, 355-366
-Saturdays and Teacakes by Lester L. Laminack
-Root Beer and Banana by Sarah Sullivan
-Knuffle Bunny by Mo Willems
-Compare and Contrast Organizers
-Comparing Story Elements
-Character, Setting, Plot 2
-Character Analysis
-Compare/Contrast
Reading Wonders – Unit 4
-(WK 3) pp. T212-T213, R/W Workshop Happy New Year! pp. 290-295
-(WK 3) pp. T225A-T225P, Anthology Dear Primo pp. 336-365
-(WK 3) pp. T242-T243
-Wonders Assessments
-Thinking Map/Graphic Organizer
-Oral/Written Summary
Reading Workshop
2.3.2
Create different endings to stories and
identify the problem and the impact of
the different ending.
G2 - Bundle 3
-Once a Mouse… by Marcia Brown
-Stephanie’s Ponytail by Robert Munsch
-The Giant Jam Sandwich by John Vernon Lord
-Dramatization
-Think-Pair-Share
-Students Create Story Endings
-Great Endings- The Relatives Came
-Re-inventing Stories
RF.3
Know and apply grade-level phonics and
word analysis skills in decoding words.
(2.1.3)
b. Know spelling-sound
correspondences for additional common
vowel teams.
c. Decode regularly spelled two-syllable
words with long vowels.
e. Identify words with inconsistent but
common spelling-sound
correspondences.
f. Recognize and read grade-appropriate
irregularly spelled words.
-Wee Can Write pp. 25
-Prompting Guide 1 pp. 11-15
-Continuum of Literacy Learning K-8 pp. 209
-Phonics Lessons pp. 331-334
-Word Matters pp. 98-99
-Teaching Phonics & Word Study in the Intermediate Grades pp. 167-189
-Brain Busters- Word Games
-Long Vowels
-Look Out Below- making words
-Making Words
-Prefix and Suffix Lessons- Scroll to Bottom
-Phonics Activities
-Long Vowel Jeopardy
-Blending Syllables
-KinderCards App
-8 Great Word Patterns App
Segmentation
-Phonics Awareness- 1st Grade (app)
Vowel sounds
-ABC Phonics Butterfly (app)
-ABC Phonics Make Word Free (app) (Short ‘a’)
-ABC Phonics Short Vowel Words (app) (Long ‘a’ and ‘o’)
-Wonders Assessments
-Phonics Lessons: Teaching
Resources pp. 88-89
-Anecdotal Records from Guided
Reading
Reading Workshop
G2 - Bundle 3
Decoding
-MELS Phonics CVC (app) (Short ‘a’ and ‘e’)
-ABC Magic Reading 3 (app) (Blending and Segmenting)
Reading Wonders – Unit 3 (common vowel teams)
-(WK 1) pp. T12-T14, T28-T29, T40-T41, T68-T69
Reading Wonders – Unit 3 (two-syllable words with long vowels)
-(WK 2) pp. T121, T133, T143, T152, T162
Reading Wonders – Unit 3 (inconsistent but common spelling-sound)
-(WK 1) pp. T12, T30
-(WK 2) p. T122
Reading Wonders – Unit 3 (irregularly spelled words)
-(WK 1) p. T15
-(WK 2) p. T107
2.1.2
Recognize and use knowledge of
spelling patterns (such as cut/cutting,
slide/sliding) when reading.
-Phonics Lessons pp. 103-106, 445-448
-Continuum of Literacy Learning K-8 pp. 368-371
-Spelling Patterns
-Phonics Genius- Word List (app)
-Reading Wonders (All Units)
-Phonics Lessons: Teaching
Resources pp. 39-42, 116-119
-Buddy Study Spelling
Reading Workshop
G2 - Bundle 3
Correlating CC/Learning Targets
RI.6
RI.10
2.2.2
2.2.10
2.2.11
RL.1
RL.2
RL.3
RL.7
RL.10
2.3.5
RF.3 a
RF.4 a-c
2.1.1
Teacher Notes
- IDOE Resources
- Students will use effective keyboarding movements for efficient use of the computer.
Teacher Notes
Writing Workshop
CC/Learning Targets
W.3
(2.5.1)
(2.5.6)
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 for different
purposes/audiences
G2 - Bundle 3
Resource of Ideas
-Units of Study for Teaching Writing: Book 3
-Continuum of Literacy Learning K-8 pp. 122
-6 + 1 Traits of Writing pp. 159
-Wilfrid Gordon McDonald Partridge by Mem Fox
-Aunt Flossie’s Hats by Elizabeth Howard
-Going Home by Cynthia Rylant
-Listen to the Rain by Bill Martin Jr.
-Feathers for Lunch by Lois Ehlert
-The Napping House by Audrey Wood
-When I Get Old With You by Angela Johnson
-The Leaving Morning by Angela Johnson
-Amelia Bedelia (series) by Peggy Parish
Evidence of Learning
-Units of Study for Teaching
Writing: Assessment Checklist
-Units of Study for Teaching
Writing: Assessment Rubric
-Creating Young Writers
pp. 204-226
-Narrative Writing Sample
- Descriptive Writing Sample
- District Writing Prompt
-Writing Conference
-Writing Tips
-Create Your Own Flip Book
-Anchor Papers
Reading Wonders – Unit 3
-(WK 2) pp. T114-T115, T128, T140, T146, R/W Workshop Readers
to…Writers pp. 208-209
W.5
(2.4.1)
(2.4.2)
(2.4.3)
(2.4.6)
(2.4.7)
(2.4.8)
With guidance and support from adults
and peers, focus on a topic and
strengthen writing as needed by revising
and editing.
Create a list of ideas for writing
Organize related ideas together
to maintain a consistent focus
-Units of Study for Teaching Writing: Book 3
-Units of Study for Teaching Writing: Book 5
-Creating Young Writers pp. 82-85, 98-99, 106-107
-6 + 1 Traits of Writing pp. 88, 95-98,117-133
-Continuum of Literacy Learning K-8 pp. 126-127
-Creating Young Writers pp. 77-82, 92-94,107,143-150
-Launching the Writer’s Workshop: Primary Grades pp. 11-18, 25-30, 4352
-Lucy Calkins e-docs
Unit 8 Writing Adaptations of Familiar Fairy Tales and Folk Tales, and
Perhaps Writing Original Fantasy Stories as Well pp. 89-102
-Units of Study for Teaching
Writing: Assessment Checklist
-Units of Study for Teaching
Writing: Assessment Rubric
-6+1 Traits of Writing pp. 6970,103-104, 208-209
-6+1 Traits of Writing pp. 139-140
(2.4.7)
-6+1 Traits of Writing pp. 243-245
(2.4.8)
-Thinking Map/Graphic Organize
Writing Workshop
Find ideas for writing stories and
descriptions in pictures or books
Revise original drafts to improve
sequence (the order of events)
or to provide more descriptive
detail
G2 - Bundle 3
-Do Like Kyla by Angela Johnson
-Joshua’s Night Whispers by Angela Johnson*
-Meanest Thing to Say by Bill Cosby
-A Bear Called Paddington (series) by Michael Bond
-Google Wonder Wheel
-Organizing Writing
-Proofreading Practice
-Proofreading Paragraph
Reading Wonders – Unit 2
-(WK 3) pp. T238-T239
-(WK 4) pp. T298-T299, T312, T324, T330, R/W Workshop Readers
to…Writers pp. 160-161
-(WK 5) pp. T388-T389, T402, T420, R/W Workshop Readers to…Writers
pp. 174-175
Reading Wonders – Unit 3
-(WK 1) pp. T22-T23, T54, R/W Workshop Readers to…Writers pp. 192193
Correlating CC/Learning Targets
W.8
2.5.5
Teacher Notes
-Evidence from Writer’s Notebook
-Author/Writer Talk
-Illustration of Ideas
-Writing Sample
-Writing Conference
-Interactive Edit
Language and Word Study
CC/Learning Targets
L.1
(2.1.5)
(2.6.2)
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
b. Form and use frequently occurring
irregular plural nouns (e.g., feet, children,
teeth, mice, fish).
Identify and correctly use
regular plural words
f. 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 between complete
and incomplete sentences
G2 - Bundle 3
Resource of Ideas
b. Plural Words
- Continuum of Literacy Learning: Primary Grades pp. 209
- Phonics Lessons pp. 335-338
- If You Were a Plural Word by Trisha Shaskan
- Plural Nouns- SmartBoard Activities
- Plural Fishing Game
- Irregular Plurals
- Irregular Plurals App
-Reading Wonders – Unit 2
-(WK 4) pp. T300, T313, T325, T339
f. Complete/Incomplete Sentences
- Wee Can Write pp. 29, 31
- Launching the Writer’s Workshop: Primary Grades pp. 55
- Creating Young Writers pp.120, 123
- The No-Good, Rotten, Run-On Sentences by Liza Charlesworth
- Complete Sentences- SmartBoard Activities
- Sentence Activity
- Capital Letters- Beginning and Advanced
- Wall of Words- Correct Word Order
- Choose the Correct Punctuation
- Complete Sentences
-I Can Write 1 (app)
-I Can Write2 (Word Order App)
Reading Wonders – Unit 3
-(WK 5) pp. T388-T390, T402-T403, T414-T415, T421, T429
Evidence of Learning
Plural Words
-Phonics Lessons: Teaching
Resources pp. 92
-Identify and Highlight in Text
-Interactive Edit
Complete/Incomplete Sentences
-Writing Sample
-Interactive Edit
Language and Word Study
L.2
(2.6.7)
(2.6.9)
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
a. Capitalization
- 6 + 1 Traits of Writing pp. 267-268
a. Capitalize holidays, product names,
and geographic names.
- Magic Capitals
- Capital Letters- Beginning and Advanced
- Complete Sentences- Dinosaur's Week
- Grammar Tales: Capitalization
- Capitalization
c. Use an apostrophe to form
contractions and frequently occurring
possessives.
d. Generalize learned spelling patterns
when writing words (e.g., cage-badge;
boy-boil).
Short and long vowel sounds
R-controlled vowels
Consonant-blend patterns
- The Mega-Deluxe Capitalization Machine by Justin McCory Martin
Reading Wonders – Unit 2
-(WK 3) pp. T208-T209, T221, T233, T239, T247
c. Apostrophe
- The Continuum of Literacy Learning pp. 377-378
- Punctuation takes a Vacation by Robyn Pulver
- Contractions- SmartBoard Activities
- Possessive Nouns- SmartBoard Activities
- Contraction Games
- Apostrophes in Action
Reading Wonders – Unit 2
-(WK 5) pp. T390-T391, T403, T421, T429
Reading Wonders – Unit 3
-(WK 1) pp. T29, T41, T51, T60
d. Spelling Patterns
- Phonics Lessons pp. 91-102, 173-184
- Spelling Practice
G2 - Bundle 3
Capitalization
-Writing Sample
-Interactive Edit
-Highlight proper nouns found in
newspaper or magazine article.
Spelling Patterns
-Phonics Lessons: Teaching
Resources pp. 5-14
-Buddy Study Spelling
-Writing Sample
-Student-Generated Word Puzzle
-Interactive Edit
Language and Word Study
G2 - Bundle 3
Reading Wonders – Unit 2
-(WK 3) pp. T198, T225, T236, T245
-(WK 4) pp. T290, T306, T317, T336
-(WK 5) pp. T380, T407, T427
Reading Wonders – Unit 3
-(WK 1) pp. T14, T41
L.3
L.4
(2.4.4)
Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.
- Word Matters pp.57-62
a. Compare formal and informal uses of
English.
- Figurative Language Jeopardy
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.
a. Context Clues
- Strategies that Work pp. 140-141
- Creating Young Writers pp. 118
a. Use sentence-level context as a clue
to the meaning of a word or phrase.
e. Use glossaries and beginning
dictionaries, both print and digital, to
determine or clarify the meaning of
words and phrases.
- Pink and Say by Patricia Polacco
- Mufaro’s Beautiful Daughter by John Steptoe
- Chrysanthemum by Kevin Henkes
- Context Clues
- Homophones App
Reading Wonders – Unit 2
-(WK 4) pp. T322-T323, R/W Workshop Multiple Meaning Words p. 159
-(WK 4) pp. T323F, T323J, Anthology Baby Bears p. 196, 203
-(WK 5) pp. T412-T413, R/W Workshop Multiple Meaning Words p. 173
e. Glossaries/Dictionaries
Reading Wonders – Unit 2
-(WK 3) pp. T200, R/W Workshop Vocabulary pp. 132-133
-(WK 4) pp. T292, R/W Workshop Vocabulary pp. 148-149
-Journal Response
-Anecdotal Notes from
conversation/questioning
-Wonders Assessments
-Strategies that Work pp. 148-149
-Anecdotal Records from Guided
Reading
-Cloze Activities
-Guess the Covered Word
Language and Word Study
G2 - Bundle 3
-(WK 5) pp. T384, R/W Workshop Vocabulary pp. 164-165
Reading Wonders – Unit 3
-(WK 1) pp. T16, R/W Workshop Vocabulary pp. 180-181
L.5
(2.1.7)
Demonstrate understanding of figurative
language, word relationships and
nuances in word meanings.
- Wee Can Write p. 13
- Phonics Lessons pp. 277-280
- Comprehending and Fluency p. 531
a. Identify real-life connections between
words and their use (e.g., describe foods
that are spicy or juicy).
- The Greatest Gymnast of All by Stuart Murphy
- If You Were an Antonym by Michael Dahl
- Stop and Go, Yes and No by Brian Cleary
b. Distinguish shades of meaning among
closely related verbs (e.g., toss, throw,
hurl) and closely related adjectives (e.g.,
thin, slender, skinny, scrawny).
Antonyms/Synonyms
- Synonym/Antonym Review
- Synonym Sam's Lab
- Synonyms and Antonyms- SmartBoard Activities
- Ball Hogs- Snyonym and Antonym Game
- Word Jungle- Synonym Game
- Synonyms & Antonyms
- Antonyms App
Reading Wonders – Unit 2
-(WK 3) pp. T200, T227, R/W Workshop Vocabulary pp. 132-133
-(WK 4) p. T292
-(WK 5) pp. T384, T388, T402, T408, T414
Reading Wonders – Unit 3
-(WK 1) pp. T16, T42, T86
-(WK 3) pp. T230-T231, R/W Workshop Synonyms p. 223
-(WK 3) pp. T231E, T231L, Anthology Biblioburro p. 265, 277
-(WK 4) pp. T322-T323, R/W Workshop Antonyms p. 239
-(WK 4) pp. T323A, T323H Anthology Wild Weather p. 281, 291
-Phonics Lessons: Teaching
Resources pp. 71-73
-Identify and Highlight in Text
-Quiz (matching)
-Interactive Edit
Language and Word Study
2.6.1
Form letters correctly and space words
and sentences properly so that writing
can be read easily by another person.
- Wee Can Write pp. 27, 63
- Launching the Writer’s Workshop: Primary Grades pp. 53-54
- Prompting Guide 1 pp. 23-26
- Zaner-Bloser Handwriting
G2 - Bundle 3
- Daily Writing Activities
- Handwriting
2.6.6
Use quotation marks correctly to show
that someone is speaking.
Reading Wonders – Unit 1
-(WK 5) pp. T391, T403, T415, T421, T429
Reading Wonders – Unit 4
-(WK 2) pp. T113, T125, T137, T143, T151
2.6.8
Spell correctly words like was, were,
says, said, who, what, and why, which
are used frequently but do not fit
common spelling patterns.
- Phonics Lessons pp. 243-246
- High-Frequency Word List
- High Frequency Words
Reading Wonders – Unit 2
-(WK 3) pp. T199, T214, T236
-(WK 4) pp. T291, T306, T328
-(WK 5) pp. T383, T396, T418
SL.2
Recount or describe key ideas or details
from a text read aloud or information
presented orally or through other media.
- The Continuum for Literacy Learning pp. 176, 184
- The Daily Five pp. 59-78
Reading Wonders – Unit 2
-(WK 3) p. T211
-(WK 4) p. T303
-(WK 5) p. T393
Reading Wonders – Unit 3
-(WK 1) p. T27
-Phonics Lessons: Teaching
Resources pp. 57-59
-Buddy Study Spelling
-Writing Sample
-Student-Generated Word Puzzle
-Interactive Edit
-Oral Summary
-Oral Presentation
-Create Web
-Anecdotal records taken during
teacher observation
Language and Word Study
SL.4
SL.6
G2 - Bundle 3
Tell a story or recount an experience
with appropriate facts and relevant,
descriptive details, speaking audibly in
coherent sentences.
- The Continuum for Literacy Learning pp. 56-57, pp. 184-185
Produce complete sentences when
appropriate to task and situation in order
to provide requested detail or
clarification.
- Interactive Writing pp. 3-5
- Guiding Readers and Writers pp. 50-53, 226, 227
-Oral Presentation
Reading Wonders – Unit 2
-(WK 5) pp. T424-T425
-(WK 6) pp. T470-T471
- Stellaluna by Jannell Cannon
- Writing Detailed Sentences
- Define and Describe
Reading Wonders – Unit 2
-(WK 3) p. T243
-(WK 4) p. T335
-(WK 5) p. T425
Reading Wonders – Unit 3
-(WK 1) p. T59
Correlating CC/Learning Targets
L.1 a, d
SL.1
SL.3
SL.5
-Oral retell
Teacher Notes
-Response to literature
-Anecdotal Notes