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Collierville Schools
Second Grade Language Arts
Quarter 1 Scope and Sequence
Quarter 1 Interactive Read Aloud Titles
Month Type Title Author Lexile
August Fiction A Chair for My Mother Vera B. Williams 640L
August Non-Fiction From Seed to Plant Gail Gibbons 660L
September Fiction Harry the Dirty Dog Gene Zion AD700L
September Non-Fiction Pond Circle Betsy Franco AD1270L
Quarter 1 Writing Assessments
Weeks 1-3 Weeks 4-6 Weeks 7-9
2.W.RBK.8
2.W.PDW.5
2.FL.SC.6
2.SL.PKI.4
• After reading a literary or informational
text, students will respond to a writing
prompt.
• Prompt ideas: Have you ever tried
something that was scary or difficult?
Have you ever had friend help you
accomplish something that was scary or
difficult?
• Students will write 3–4 sentences based
upon evidence from the text.
• Students will write sentences with correct
use of English grammar including
capitalization and punctuation.
• With guidance and support from adults,
students will respond to questions and
suggestsions from others, and add details
to strengthen writing as needed.
• Students will share finished narrative.
2.W.TTP.3
2.W.PDW.5
2.FL.SC.6.f
• After reading a literary or informational
text, students will respond to a writing
prompt.
• Students will write narratives to a prompt:
(Big Red Lollipop) How does Rubina’s relationship with her sister, Sana, change
from the beginning of the story to the end?
• Students will produce simple statements,
commands, questions, and exclamations
using appropriate punctuation.
• Students will write 3–4 sentences based
upon evidence from the text.
• With guidance and support from adults,
students will respond to questions and
suggestsions from others, and add details
to strengthen writing as needed.
• Students will share finished narrative.
2.W.TTP.2
2.W.PDW.5
2.FL.SC.6.k
2.SL.PKI.4
Using text(s) read in class:
• Students will create a double bubble
thinking map comparing and contrasting
the Siberian Husky and Fennec Fox.
• Students will respond to a writing prompt.
• Prompt ideas: How are these two animals
the same? How are they different? How do their bodies help them survive?
• Students will write 3–4 sentences based
upon evidence from the text.
• With guidance and support from adults,
students will respond to questions and
suggestsions from others, and add details
to strengthen writing as needed.
• Students will share finished piece.
Quarter 1
Pacing Standards Learning Targets Texts and Resources Assessment / Writing
Weeks
1-3
2.FL.PWR.3 Know and
apply grade-level phonics
and word analysis skills
when decoding isolated
words and in connected
text.
a. Distinguish long and
short vowels when
reading regularly spelled
one-syllable words.
b. Know spelling-sound
correspondences for
additional common vowel
teams.
c. Decode regularly
spelled two-syllable
words with long vowels.
f. Recognize and read
grade-appropriate
irregularly spelled words.
g. Decode grade-level
texts with purpose and
understanding.
2.FL.WC.4 Know and
apply grade level phonics
and word analysis skills
when encoding words;
write legibly.
f. Print legibly in
manuscript; write many
upper and lowercawse
letters in cursive.
2.FL.SC.6 Demonstrate
command of the
conventions of standard
English grammar and
usage when speaking and
Foundational Literacy
• I can identify the
rules for long and
short vowel sounds in
one-syllable words.
• I can hear and say
short vowels.
• I can identify long
and short sounds
made by vocal teams
(families).
• I can apply second
grade phonics skills
to decode words.
Writing
• I can use capital
letters at the
beginning of a
sentence.
• I can write sentences
that end with a
punctuation mark.
• I can write simple
sentences.
• I can write
statements.
• I can write questions.
•
Reading
• I can identify key
details in a text by
asking “who, what,
where, when, why,
and how.”
• I can formulate
questions (who, what,
where, when, why,
and how) based on a
Wonders Unit 0- Weeks 1 & 2:
The Lion and the Mouse
Meet the Artists
Wonders Unit 1- Week 1:
Little Flap Learns to Fly
Help! A Story of Friendship
Teacher Read Aloud suggestions:
Chrysanthemum
First Day Jitters
Do Unto Otters
Stand Tall Molly Lou Melon Spaghetti
in a Hot Dog Bun
IRA titles from list above
Read Write Think.Org
Florida Center for Reading Research:
Read Works Key Details: “All About
Bats”
Read Write Think Info. Text
Into the Book
Turtle Diary
National Geographic Kids
www.spellingcity.com
2.RL.KID.1
• Cold read a text and formulate
questions that relate to the text
containing key details.
2.RI.KID.1
• Cold read a non-fiction text and
formulate and answer questions
showing understand of key
details.
2.FL.SC.6.f
• Produce simple statements and
questions using appropriate
punctuation.
2.W.RBK.8
2.W.PDW.5
2.FL.SC.6
2.SL.PKI.4
• After reading a literary or
informational text, students will
respond to a writing prompt.
• Prompt ideas: Have you ever
tried something that was scary
or difficult? Have you ever had
friend help you accomplish
something that was scary or
difficult?
• Students will write 3–4 sentences
based upon evidence from the
text.
• Students will write sentences
with correct use of English
grammar including
capitalization and punctuation.
• With guidance and support
from adults, students will
conventions of standard
English grammar and
usage, including
capitalization and
punctuation, when
writing.
2.RL.KID.1 Ask and
answer such questions as
who, what, where, when,
why, and how to
demonstrate
understanding of key
details in a text.
2.RL.KID.2
Recount stories, including
fables and folktales from
diverse cultures and
determine their central
message, lesson, or
moral.
2.RL.KID.3 Describe
how characters in a story
respond to major events
and challenges.
2.RI.KID.1 Ask and
answer such questions as
who, what, where, when,
why, and how to
demonstrate
understanding of key
details in a text.
2.RL.CS.6 Determine
when characters have
different points of view.
2.FL.PWR.3
non-fiction text.
• I can answer
questions (who, what,
where, when, why,
and how) based on a
text to demonstrate
understanding.
• I can tell how
characters in a story
respond to parts in a
story.
• I can tell the points of
view of different
characters.
• I can show
differences in the
characters by
speaking in a
different voice for
each character.
Speaking and Listening
• I can recall
information to answer
a specific question.
• I can tell a story
about something that
happened to me.
• I can include facts,
details, and
interesting words.
• I can speak so that
the listener can hear
and understand me.
respond to questions and
suggestsions from others, and
add details to strengthen writing
as needed.
• Students will share finished
narrative.
2.FL.PWR.3
2.RL.KID.3
2.RL.CS.6
• Teacher created assessments
• Wonder series cold reads.
• Students will be orally assessed
using Wonders Placement &
Diagnostic Assessment –Fluency
• (Resources tab in Wonders, then
click Assessment)
• Thinking Maps (double bubble)
[Wonders U1: W1]
2.FL.SC.6.f Produce
simple sentences.
[Wonders U1:W1]
2.W.PDW.4 With
guidance and support
produce clear and
coherent writing in which
the development,
organization, and style
are appropriate to task,
purpose, and audience.
2.W.PDW.5 With
guidance and support
from adults, focus on a
topic, respond to
questions and suggestions
from peers, and
strengthen writing as
needed by revising and
editing.
2.W.RW.10 With
guidance and support
form adults engage
routinely in writing
activites to promote
writing fluency.
2.W.RBPK.8 Recall
information from
experiences or gather
information from
provided sources to
answer a question.
2.SL.PKI.4 Tell a story
or recount an experience
with appropriate facts and
relevant, descriptive
details, speaking audibly
in coherent sentences.
2.RI.RRTC.10 Read and
comprehend stories and
informational text
throughout the grades 2-3
text complexty band
proficiently, with
scaffolding at the high
end as needed.
We4444eks
4-6
2.FL.PWR.3.a
[Wonders U1:W2]
2.FL.SC.6.f
[Wonders U1: W2]
2.RL.KID.1
[Wonders U1:W2]
2.RL.KID.3
[Wonders U1:W2 & W3]
2.W.TTP.3 Write
narratives recounting an
event or short sequence of
events.
a. Include details to
describe actions,
thoughts, and feelings.
b. Use time order words
to signal event order.
[Wonders U1:W2]
2.RL.IKI.7 Use
information gained from
the illustrations and
words in a print or digital
text to demonstrate
Foundational Literacy
• I can identify the
rules for long and
short vowel sounds in
one-syllable words.
• I can hear and say
short vowels.
• I can apply second
grade phonics skills
to decode words.
• I can use phonics
skills and
conventional spelling
to write words with
two-letter blends.
• I can identify
unknown words and
phrases (vocabulary
words) in a text.
Writing
• I can write simple
sentences.
• I can write
statements.
• I can write questions.
Wonders Reading/Writing Workshop
Wonders Literature Anthology
Unit 1 Weeks 2-4 Texts:
Maria Celebrates Brazil
Big Red Lollipop
Finding Cal
Not Norman: A Goldfish Story
Taking Care of Pepper
Lola and Tiva
Wonders Leveled Readers
IRA titles from list above
Read Write Think
Florida Center for Reading Research
Soft Skills Context Clues
www.spellingcity.com
2.W.TTP.3
2.W.PDW.5
2.FL.SC.6.f
• After reading a literary or
informational text, students will
respond to a writing prompt.
• Students will write narratives to a
prompt: (Big Red Lollipop) How does Rubina’s relationship with
her sister, Sana, change from the beginning of the story to the end?
• Students will produce simple
statements, commands, questions,
and exclamations using
appropriate punctuation.
• Students will write 3–4 sentences
based upon evidence from the
text.
• With guidance and support
from adults, students will
respond to questions and
suggestsions from others, and
add details to strengthen writing
as needed.
• Students will share finished
narrative.
understanding of its
characters, setting, or
plot.
[Wonders U1:W2 & W3]
2.FL.F.5 Read with
sufficient accuracy and
fluency to support
comprehension.
a. Read grade-level text
with purpose and
understanding.
b. Read gravel-level text
orally with accuracy,
appropriate rate and
expression on successive
readings.
c. Use context to confirm
or self-correct word
recognition and
understanding of words;
reread as necessary.
2.RL.CS.4 Identify
meanings of words used
in context.
[Wonders U1: W2 & W3]
2.FL.VA.7.a. Determine
or clarify the meaning of
unknown or multiple-
meaning words and
phrases based on grade 2
reading and content,
choosing flexibly from an
array of strategies.
i.Use sentence-level
• I can write commands.
• I can write
exclamations.
• I can write about an
event or a sequence of
events.
• I can include
descriptive details in
my writing.
• I can use time order
words.
• I can end my story by
giving a sense of
closure.
• I can use story details
and illustrations to
describe characters,
setting and plot from a
print or digital text.
Reading
• I can identify key
details in a text by
asking “who, what,
where, when, why,
and how.”
• I can formulate
questions (who, what,
where, when, why, and how) based on a
non-fiction text.
• I can answer
questions (who, what,
where, when, why,
and how) based on a
text to demonstrate
understanding.
• I can tell how
characters in a story
2.RL.KID.1
2.RL.IKI.7
• Cold read a text and formulate
questions that relate to the text
containing key details.
2.RL.CS.4
2.FL.VA.7.a.
• Cold read a text to understand the
meaning of a word in context.
2.RI.KID.1
• Cold read a non-fiction text and
formulate and answer questions
showing understand of key
details.
2.FL.PWR.3
2.RL.KID.3
2.RI.CS.4
2.RI.CS.5
2.FL.VA.7.a.
2.FL.WC.4
• Teacher created and Wonder
series cold reads.
• Students will be orally assessed
focusing on fluency.
• Resources tab in Wonders, then
click Assessment
• Teacher created assessment and
Wonder series assessment
• Thinking Maps (flow map)
context as a clue to the
meaning of a word or
phrase.
[Wonders U1: W2 & W3]
2.FL.WC.4 Know and
apply grade-level phonics
and word analysis skills
when encoding words;
write legibly.
a. Use conventional
spelling for one-syllable
words including position-
based patterns, complex
consonant blends, less
common vowel teams for
long vowels, vowel-r
combinations,
contractions,
homophones, plurals, and
possessives.
[2-letter blends]
[Wonders U1:W3]
2.RI.KID.1
[Wonders U1:W4]
2.RI.CS.4 Determine the
meaning of words and
phrases in a text relevant
to a grade 2 topic or
subject area.
[Wonders U1:W4]
2.RI.CS.5 Know and use
various text features to
locate key facts or
information in a text
efficiently.
[Wonders U1:W4]
respond to parts in a
story.
• I can show
differences in the
characters by
speaking in a
different voice for
each character.
• I can identify the
characteristics of
fiction including
character, setting, and
plot.
• I can identify
captions.
• I can identify bold
print.
• I can identify
subheadings.
• I can identify icons.
• I can use various text
features to locate key
facts and information
in a text efficiently.
• I can read on-level
text fluently and
accurately.
• I can read with
expression.
• I can describe how
words and phrases add to the meaning of
a story, poem, or
song.
• I can confirm or self-
correct word
recognition &
understanding by
using context.
• I can identify context
clues within a
sentence to construct
meanings of
unknown/multiple
meaning words.
W77eek
7-9
2.FL.PWR.3.a
[Wonders U1:W5]
2.RI.KID.1
[Wonders U1:W5]
2.RI.KID.2 Identify the
main topic of a multi-
paragraph text as well as
the focus of specific
paragraphs within a text.
[Wonders U1:W5]
2.FL.PWR.3
[Wonders U2:W1]
2.RL.CS.5 Describe the
overall structure of a
story, including how the
beginning introduces the
story and the ending
concludes the action.
[Wonders U2:W1 & W2]
2.RL.KID.3
[Wonders U2:W1 & W2]
2.W.TTP.2 Write
informative/explanatory
texts.
a. Introduce a topic. b. Use facts and
definitions to provide
information. c. Provide a concluding
statement or section.
Foundational Literacy
• I can identify the
rules for long and
short vowel sounds in
one-syllable words.
• I can hear and say
short vowels.
• I can apply second
grade phonics skills
to decode words.
• I can identify and
write words with long
and short o sounds.
• I can read on-level
text fluently and
accurately.
• I can read with
expression.
• I can read at the
appropriate rate.
Reading
• I can identify key
details in a text by
asking “who, what,
where, when, why,
and how.”
• I can formulate
questions (who, what,
where, when, why,
and how) based on a
non-fiction text.
• I can answer
questions (who, what,
where, when, why,
Wonders Reading/Writing Workshop
Wonders Literature Anthology
Unit 1 Weeks 5 and Unit 2 Weeks 1-2
Texts:
Families Work!
Families Working Together
A Visit to the Desert
Sled Dogs Run
Cold Dog, Hot Fox
The Boy Who Cried Wolf
Wolf! Wolf!
Wonders Leveled Readers
IRA titles from list above
Soft Schools
Quia.com
Internet4classrooms
Writing Resources:
Read, Think, Talk, Write
POW TIDE strategies
Read Works
Character Scrapbook
Interactives Elements of a Story
Speaking and Listening
Speaking and Listening
Accountable Talk
Accountable Talk
Respectful Talk
2.W.TTP.3
• Write to prompt [Wonders
Reading/Writing Workshop
p.128]:
• Add an event to the story and tell
what the boy does the next day
instead of crying wolf.
2.W.PDW.5
• Write to prompt [Wonders Lit.
Anthology p. 159]
• How does the wolf in Wolf!
Wolf! change from the beginning
to the end?
2.W.TTP.2
2.W.PDW.5
2.FL.SC.6.k
2.SL.PKI.4
Using text(s) read in class:
• Students will create a double
bubble thinking map comparing
and contrasting the Siberian
Husky and Fennec Fox.
• Students will respond to a writing
prompt.
• Prompt ideas: How are these two
animals the same? How are they
different? How do their bodies help them survive?
• Students will write 3–4 sentences
based upon evidence from the
text.
• With guidance and support
from adults, students will
[Wonders U2:W2]
2.FL.SC.6.k. With
prompting and support,
link sentences into a
simple, cohesive
paragraph with a main
idea or topic.
[Wonders U2:W2]
2.SL.CC.1 Participate in
collaborative
conversations with
diverse partners about
grade 2 topics and texts
with peers and adults in
small and larger groups.
[Wonders U2:W2]
2.SL.CC.2 Recount or
describe key ideas or
details from a text read
aloud or information
presented orally or
through other media.
[Wonders U2:W2]
2.SL.PKI [Wonders U2:W2]
2.SL.PKI.6 Speak in
complete sentences when
appropriate to task and
situation in order to
provide requested detail
or clarification.
[Wonders U2:W2]
2.FL.F.5a and 2.FL.F.5b
b. Read grade-level text
orally with accuracy,
and how) based on a
text to demonstrate
understanding.
• I can identify the
main topic in a text.
• I can identify the
focus of a paragraph. • I can identify the
structure of the story.
• I can describe how
the beginning
introduces the story.
• I can describe the
action that takes
place in the middle of
the story.
• I can describe how
the ending concludes
the action.
• I can tell how
characters in a story
respond to parts in a
story.
• I can tell the points of
view of different
characters.
• I can show
differences in the
characters by
speaking in a
different voice for
each character.
• Writing I can introduce a
topic.
• I can use facts and
definitions to give
more information.
respond to questions and
suggestsions from others, and
add details to strengthen writing
as needed.
• Students will share finished
piece.
2.FL.PWR.3
2.RL.CS.5
• Teacher created and Wonder
series cold reads.
• Students will be orally assessed
focusing on fluency.
• STAR • (Resources tab in Wonders, then
click Assessment)
2.FL.PWR.3
• Teacher created phonics
assessment on short and long o
sounds
2.RI.KID.1
2.RI.KID.2
2.FL.F.5a
• Cold read a non-fiction text and
formulate and answer questions
showing understand of key
details.
• Cold read a fiction text and
formulate and describe, orally or
in writing, the overall structure of
a story.
2.RL.KID.3
• Cold read a fiction text and
describe, orally or in writing, how
characters in the story respond to
major events and challenges.
appropriate rate, and
expression on successive
readings.
2.W.TTP.3
c. Provide a sense of
closure.
[Wonders U2:W2]
2.W.PDW.5 With
guidance and support
from adults, focus on a
topic, respond to
questions and suggestions
from peers, and
strengthen writing as
needed by revising and
editing.
[Wonders U2:W2]
• I can write a
concluding statement
or section.
• I can link sentences
into a paragraph
about one topic. • I can write about an
event or a sequence
of events.
• I can include
descriptive details in
my writing.
• I can use time order
words.
• I can end my story by
giving a sense of
closure.
• I can focus on a topic
in writing.
• I can revise and edit
my work.
Speaking and Listening
• I can follow rules for
discussion.
• I can participate on
conversations with
others.
• I can ask questions
during discussions. • I can ask and answer
a question about what
a speaker says.
• I can tell a story
about something that
happened to me.
• I can include facts,
details, and
interesting words.
2.SL.CC.1
2.SL.CC.2
2.SL.PKI.4
2.SL.PKI.6
Assess using teacher created rubrics
• I can speak so that
the listener can hear
and understand me. • I can use complete
sentences when I
answer questions.
• I can find key ideas
or details from text
read aloud or
information presented
aloud or digitally.
• I can remember and
tell others the
important details that
I have read or heard.
The
following
standards
are
reinforced
every
quarter:
Foundational Literacy
• 2.FL.PWR.3g Decode grade-level texts with purpose and understanding.
• 2.FL.F.5 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and
understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to
confirm or self-correct word recognition and understanding of words; reread as necessary.
• 2.FL.VA.7c Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using
adjectives and adverbs to describe.
• 2.FL.WC.4 Know and apply grade-level phonics and word analysis skills when encoding words; write legibly. d. Write most common,
frequently used words and most irregular words. e. Consult reference materials, including beginning dictionaries, to check and correct
spelling. f. Print legibly in manuscript; write many upper and lowercase letters in cursive.
Reading Literature
• 2.RL.KID.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a
text.
• 2.RL.KID.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
• 2.RL.KID.3 Describe how characters in a story respond to major events and challenges.
• 2.RL.IKI.7 Use information gained from illustrations and words in a print or digital text to demonstrate understanding of its characters,
setting, or plot.
• 2.RL.RRTC.10 Read and comprehend stories and poems throughout the grades 2-3 text complexity band proficiently, with scaffolding
at the high end as needed.
Reading Informational Text
• 2.RI.KID.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a
text.
• 2.RI.CS.5 Know and use various text features to locate key facts or information in a text efficiently.
• 2.RI.RRTC.10 Read and comprehend stories and informational texts throughout the grades 2-3 text complexity band proficiently, with
scaffolding at the high end as needed.
Writing
• 2.W.PDW.4 With guidance and support, produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade- specific expectations for writing types are defined in standards 1-3 above.)
• 2.W.PDW.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and strengthen
writing as needed by revising and editing.
• 2.W.RW.10 With guidance and support from adults, engage routinely in writing activities to promote writing fluency.
Speaking and Listening
• 2.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 2nd grade
topics and texts.
• 2.SL.CC.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
• 2.SL.PKI.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
