EXPLANATION OF COLOR-CODING IN K-6 READING …

1 *This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support.

**This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).

EXPLANATION OF COLOR-CODING IN K-6 READING INSTRUCTIONAL GUIDES FOR THE 2021-2022 SCHOOL YEAR

The chart below will be helpful to teachers in understanding the changes to the K-6 Reading curriculum that were made based on the above analysis of the reading curriculum. Many of the changes to the K-6 reading curriculum were made based on the recommendations from the SAP guidance document. Below you will find explanations of the color-coding system you will see in the Reading K-6 instructional guides.

Color Meaning

White/No Color

(No change; standard, grade-level content)

Essential grade level content

Grey Highlight

(Supplemental) Consider skipping; add in, time permitting, if students have mastered essential and recommended grade-level content

Light Blue Highlight Light Blue

(Recommended)

Content should be taught; however, if needed, skill could be incorporated during other parts of the lesson (e.g. writing, small group)

Yellow Highlight Yellow

(Replacement to Journeys)

&

K-2: Heggerty Phonemic Awareness lessons replace Journey’s phonemic awareness lessons

K-3: CKLA lessons replace some Journey’s Read-Aloud lessons

K-6: Additional SUTW lessons replace Journey’s writing

Yellow Highlight Yellow

Recommendations

from SAP Guidance document added to IGS

(new in 2020-2021 IG)

The central understanding and essential TDQs (text dependent questions) added for the anchor text (K-6) and read-alouds (K-2) NOTE: TDQ = HOT! Questions in grades 3-6 and second half of grade 2)

myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. lessons

Focus Standards from SAP Guidance: RF4, L4, L5, L6, R1, R4, R9, W7

https://www.myon.com/login/



Grade 2 BPS Instructional Guide for Literacy SY 2021-22

Timeline

Unit/Topic

Reading Strand

Foundational skills

Reading Strand Comprehension

Vocabulary and Language Strand Writing, Speaking &

Listening Strands

Sept. 8-18: TBD

Sept. 13 -24

Unit: 1

Lesson: 1

Topic: Animal traits Domain: Life science

Essential Question: What is a perfect pet like?

Phonemic Awareness: (1RF2) • Heggerty Primary Week 1

LETRS Explicit Phonics Lesson Plan Phonics: ( 2RF3a) • Short vowels: a, i

• CVC syllable pattern

Fluency: (2RF4b)

• Accuracy: Word recognition

High Frequency Words (2RF3e) around, be, five, help, next, or, pull, take, until, walked,

Selections: (RSRE2)

• Henry and Mudge (Realistic

fiction) Central Understanding:

• The perfect pet can look and be different for every family.

Key TDQs:

• Why did Henry want a dog?

• What happens as Mudge grows?

Use words and pictures to tell

what happens in order.

• Do you think Henry and his

parents knew how big Mudge

would get? Why or why not?

• All in the Family (Informational)

Central Understanding & Key TDQs

Skill: ( 2R2;2R4;2R5) • Sequence of events

• Author’s word choice

Strategy: (2R1; 2R2; 2R5)

• Infer/Predict

Grammar: (CCS/PreK-2)

• Subjects and Predicates {*SUTW Tools B2-32, B2-34, 35, 36a- d}

Spelling: (2RF3a; CPS/PreK-2)

• Short vowels: a, i (**LLG pp. 56-57}

Vocabulary: (2L5; 2L6) • curly, weighed, straight, stood,

floppy, collars, drooled, row

• Academic and domain specific words

Vocabulary Strategy:

• Alphabetic order (2L4e)

Writing:

• Genre: Narrative (2W3;LPW)

{*SUTW Section 6}

{*SUTW Tool B6-1a,d,e}

• Focus trait: Ideas {*SUTW Tool B2-3a) Writing process (LPW, PRW2) {*SUTW B2-14a}

Speaking/Listening: (2SL1a; 2SL1b; 2SL1d; 2SL2; 2SL3; 2SL6)

Read Aloud:

CKLA: Domain 9 The U.S. Civil

War Lesson 1 –Harriet

Tubman Part 1 Central Understanding:

• Ordinary people can change the world.

Key TDQs: • What types of work did

enslaved people do? • What was life like for enslaved

people? • How was Minty’s life different

from that of a plantation owner?


NOTES: (RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing

Suggested scaffolding technique: Chunking – pp. 16-19, 20-22, 23-25

myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: RF4, L4, L5, L6, R1, R4, R9, W7

https://schoology.buffaloschools.org/group/787924781/materials?f=227135917


https://schoology.buffaloschools.org/template/5208979677






http://www.buffaloschools.org/files/129058/Kinder_Activities_Aligned_to_HMH_Journeys_lessons_from_FCRR.pdf





Timeline

Unit/Topic

Reading Strand Foundational skills

Reading Strand

Comprehension Vocabulary and Language Strand

Writing, Speaking & Listening

Strands

Sept. 27 –Oct. 8

Unit: 1

Lesson: 2

Topic: Family time Domain: Social relationships Essential Question: What are some things that families like to do together?


LETRS Explicit Phonics Lesson Plan Phonics: (RF3a)

• Short vowels: o, u, e 2 • CVC syllable pattern

Fluency: (2RF4b)

• Accuracy: words in

connected text

High Frequency Words: ( 2RF3e)

bring, children, comes, do, family, like, make, those, use, with

Selections: (RSRE2) • My Family (Informational)


• Family Poetry (Poetry)

Skill: ( 2R1;2R7)

• Compare and contrast

• Genre (Informational text)

Strategy: Question (2R1)

Grammar: ( CCS/PreK-2)

• Simple sentences {*SUTW Tool B2-40a-b}

Spelling: 2RF3a; CPS/PreK-2

• Short vowels: o, u, e {**LLG pp. 58-59}

Vocabulary: ( 2L5; 2L6)

• remembered, stuck, porch,

visit,

crown, cousin, spend, piano


Vocabulary Strategy:

• Using a glossary (2L4e)

Writing:

• Genre: Narrative writing

(2W3; LPW)

{*SUTW Section 6}

{*SUTW Tool B10-12a, b}

• Focus trait: Voice

• Writing process (PW; PRW2)

{*SUTW Section 2, Tool B2-14a}

Speaking/Listening: (2SL1; 2SL2; 2SL6)

Read Aloud:

CKLA: Domain 9 The U.S. Civil War Lesson

2 –Harriet Tubman Part 2


NOTES : (RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing Suggested scaffolding technique: Chunking – pp. 42-45, 46-51, 52-57














Timeline

Unit/Topic Reading Strand

Foundational skills Reading Strand Comprehension


Listening Strands

Oct. 12-22

Unit: 1 Lesson: 3 Topic: Animal Traits Domain: Life Science Essential Question: What do pets need to be healthy and happy?


LETRS Explicit Phonics Lesson Plan

Phonics: (1RF2; 2RF3a)

• Long vowels: a, i

• Sounds for c

Fluency: RF.2.4c (2RF3b)

• Accuracy: Self-correct

High Frequency Words: (2RF3e) city, full, no, other, places, put, school,

sing, think, this

Selections: (RSRE2) • Dogs (Informational) Central Understanding & Key TDQs

• Helping Paws (Informational)

Skill:

• Author’s purpose (2R6)

• Compare and contrast (2R3)

Strategy: (2R1; 2R6; RSRE2)

• Analyze/evaluate

Grammar: (CCS/PreK-2) • Types of sentences

(statements & questions) {*SUTW Tool B2-39a}

Spelling: (CPS/PreK-2; 2RF3a)

• Long vowels: a, i {**LLG pp. 60-61}

Vocabulary: (2L5; 2L6)

• hairy, stayed, litter, coat, canned, chews, clipped, mammals


Vocabulary Strategy: (2L4)

• Multiple-meaning words

Writing: • Genre: Narrative writing

W.2.3, W.2.8 (2W3; LPW)

{*SUTW Section 6}

• Form: Sentences that

describe {*SUTW Tool 21a, b}

• Focus trait: Word choice

Writing process W.2.5 (PRW2;

LPW) {*SUTW Section 2} SUTW Tool

B2—14a} Speaking/Listening:(2SL1; 2SL3; 2SL6)

Read Aloud: CKLA: Domain 9 The U.S. Civil War Lesson 4 –Abraham Lincoln


















Timeline



Vocabulary and Language Strand Writing, Speaking & Listening

Strands

Oct. 25- Nov.

4

Unit: 1 Lesson: 5 Topic: Places around town Domain: Community Essential Question: How is a school like a community? Lesson 4 intentionally omitted



Phonics: (RF3a)

• Consonant blends with r, l, s

Fluency: (1RF1a; 2RF4a)

• Phrasing: punctuation

High Frequency Words: (2RF3a) both, cold, eat, find, green, little, long, says,

table

Selections: (RSRE2)

• Teacher’s Pets (Realistic fiction)


• See Westburg by Bus (Informational)

Skill: (2R1)

• Story structure (2R5)

• Author’s word choice (2R8)

Strategy:

• Visualize


• Singular and plural nouns {*SUTW Tool B2-21a-b}

Spelling: (CPS/PreK-2)

• Consonant blends with

r, l, s {**LLG pp. 64-65}

Vocabulary: (L4; 2L5b)

• wonderful, share, noises, noticed, quiet, bursting, sprinkled, suddenly


Vocabulary Strategy: (1L4c)

Writing:

• Genre: Narrative writing (2W3; 2W7; LPW)

{*SUTW Section 6}

• Focus trait: Sentence fluency {*SUTW Tool B2-32a, b}

• Writing process ( PRW2; LPW)

{*SUTW Section 2, Tool B2-14a} Speaking/Listening: (2SL1; 2SL2; 2SL3; 2SL6)

Read Aloud: CKLA: Domain 9 The U.S. Civil War Lesson 9 –The Emancipation Proclamation

















Timeline Unit/Topic


Reading Strand Comprehension


Listening Strands

Nov. 5- 17

Unit: 2 Lesson: 6 Topic: Animal homes Domain: Life Sciences Essential Question: What are animal homes like?



Phonics: (1RF3a)

• Common final blends: nd, nt, ft, xt, mp

Fluency: ( 2RF4a)

• Expression

High Frequency Words: (2RF3e) animals, bear, know, most, myself, second, she, sleep, three, work

Selections: (RSRE2)

• Animals Building Homes

(Informational) Central Understanding & Key TDQs

• Whose Home Is This? (Informational)

Skill:

• Text and graphic features

(2R5; 2R7)

• Using context 2R4)

Strategy: (2R1)

• Question


• plural nouns {*SUTW Tool B2-23a-c}

Spelling: (1RF3a; CPS/PreK-2)

• Common final blends: nd, nt, ft, xt, mp

{**LLG pp. 66-67}

Vocabulary: ( L4b; 2L4; 2L5b)

• shaped, deepest, branches, break, pond, hang, beaks, winding

• Academic and domain specific

words

Strategy: ( L4b)

Writing: • Genre: Informative writing (2W2;

2W7; LPW)

{*SUTW Section 4}

• Form: Informational paragraph

{*SUTW Section 4}

• Focus Trait: Ideas

{*SUTW Tool B2-3d}

• Writing process (LPW, PRW2)

{*SUTW Section 2, ToolB2-14a} Speaking/Listening:

(2SL1; 2SL3; 2SL4; 2SL6)

Read Aloud: CKLA: Domain 9 The U.S. Civil War Lesson 11 –The End of the War

















Timeline

Unit/Topic

Reading Strand



Listening Strands

Nov. 18 – Dec. 1

Unit: 2 Lesson: 7 Topic: Agriculture Domain: Life science Essential Question: What can you learn by planting a garden?



Phonics: (1RF3a; 1RF3c)

• Double consonants and ck

• Double consonants CVC

Fluency: (2RF4a)

• Accuracy: Connected text

High Frequency Words: (2RF3e) air, car, cried, funny, he, pictures,

pretty, told, try, window

Selections: (RSRE2)

• The Ugly Vegetables

(Realistic fiction) Central Understanding & Key TDQs

• They Really Are Giant

(informational)

Skill:

• Draw conclusions


Strategy: RL.2.5; (2R5; 2R7)


Grammar: (CCS/PreK-2) • Proper nouns {*SUTW Tool

B2-21 a, b, c}


• Double consonants and ck {**LLG pp. 68-69}

Vocabulary: (2L5a; 2L6) • blooming, wrinkled, shovels,

plain, scent, muscles, tough, nodded


Vocabulary Strategy: (2L4, 2L5)

• Homophones

Writing: • Genre: Informative writing

W.2.2 {*SUTW Section 4} W.2.8 (2W2; 2W7; LPW)

• Form: Summary paragraph

{*SUTW Tool B1-29 a- c}

• Focus Trait: Organization

{*SUTW Tool B2-3c}

• Writing process W.2.5 ( LPW, PRW2)

{*SUTW Section 2)

Speaking/Listening: (2SL1; 2SL2;

2SL6)

Read Aloud: CKLA: Domain 6 Cycles of Nature Lesson 4 –The Life Cycle of a Plant


NOTES: (RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing Suggested scaffolding technique: Chunking – pp. 226-232, 233-238, 239-249

myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax














Timeline

Unit/Topic

Reading Strand



Listening Strands

Dec. 2- 13

Unit: 2 Lesson: 8 Topic: Weather Domain: Earth science Essential Question: How can storms be dangerous?

Phonemic Awareness: (1RF2) • Heggerty Primary Week 7 LETRS Explicit Phonics Lesson Plan Phonics:

• Consonant digraphs: th, sh, wh, ch, tch, ph (2RF3)

•

Fluency: Rate (2RF4a) High Frequency Words (2RF3e) before, eye, few, happy, high,

my, open, people, starts, yellow

Selections: (RSRE2)

• Super Storms (Informational) Central Understanding & Key TDQs

• Weather poems (Poetry)

Skill:

• Main ideas and details

(2R1; 2R2)

• Cause and effect

Strategy: Visualize

Grammar: (2L1; CCS/PreK-2) • Verbs

{*SUTW Tool B2-23a, b, c}


• Consonant digraphs: th, sh, wh, ch, tch

Vocabulary: (2L5, 2L6) • beware, pounding, damage,

prevent, bend, reach, flash, equal


Vocabulary Strategy: (2L4d)

• Compound words

Writing:

* Genre: informative writing

(2W2; LPW)

{*SUTW Section 4}

• Form: Informational paragraph {*SUTW Section 4}

• Focus Trait: Word choice

• Writing process W.2.5 (LPW; PRW2) {*SUTW Section 2}

Speaking/Listening:

(2SL1; 2SL2; 2SL4; 2SL6)

Read Aloud: CKLA: Domain 6 Cycles of Nature Lesson 2A–The Reasons for the Seasons


NOTES : (RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing
















Timeline

Unit/Topic


Reading Strand


Writing, Speaking & Listening Strands

Dec. 14- 23

Unit: 2 Lesson: 10 Topic: Ocean Life Domain: Civics Essential Question: What is special about animals that live in the ocean?

Lesson 9

intentionally

omitted

Phonemic Awareness: (1RF2) • Heggerty Primary Week 8 LETRS Explicit Phonics Lesson Plan Phonics:

• Contractions (CCS)

Fluency: Stress (2RF4a) High Frequency Words (2RF3e) before, eye, few, happy, high, my,

open, people, starts, yellow

Selections: (RSRE2)

• Jellies: The Life of a Jellyfish


• Splash Photography (Inform)

• Poppleton in Winter (Extended

group time, independent reading, teacher-led small group)

Skill: (2R1; 2R2)

• Fact and Opinion

• Author’s Purpose

• Enhanced comprehension with

diagrams and labels (2R7) Strategy: Monitor/Clarify (2R7)

Grammar: (2L1)

• Verbs: present, past

{*SUTW Tool B2-23a, b, c}

Spelling: (CPS)

• Contractions

{LLG pp.74 – 75}

Vocabulary: (2L5, 2L6) • millions, weaker, choices,

wrapped, drift, distinguished, simple, decide



Writing:

• Genre: informative writing {*SUTW

Section 4 (2W2; LPW)

• Form: Instructions {*SUTW Section 4}

• Focus Trait: Word choice

• Writing process {*SUTW Section 2}

W.2.5 (LPW; PRW2)

Speaking/Listening:

(2SL1; 2SL2; 2SL4; 2SL6)

Read Aloud: CKLA: Domain 6 Cycles of Nature Lesson 9–The Water Cycle



















Timeline

Unit/Topic


Reading Strand


Writing, Speaking &

Listening Strands

Jan. 3- 12

Unit: 3

Lesson: 11

Topic: Human and Animal Interactions Domain: Social Relationships Essential Question: How can people and animals help each other?



Phonics: (2RF3d; CCS)

Fluency: (2RF4a)

• Expression

High Frequency Words: (2RF3e) another, far, hard, grow, heard, kind, light, more, some, to

Selections: (RSRE2)

• Click, Clack, Moo: Cows that Type

(Humorous fiction) Central Understanding & Key TDQs

• Talk about Smart Animals (Informational)

Skill: 7 (2R4; 2R7)

• Draw conclusions

• Author’s word choice


• Infer/predict


• Compound sentences {*SUTW Tool B2-40a, b}

Spelling:(2RF3d; CPS)

{**LLG pp. 76-77}

Vocabulary:(2L5a; 2L6)

• understand, believe, gathered, problem, impatient, demand, impossible, furious

• Academic and domain

specific words

Vocabulary Strategy: (2L4b)

Writing:

• Genre: Opinion writing (2W1)

{*SUTW Section 5}

• Form: Persuasive letter

• Focus trait: Ideas

{*SUTW Tool B2-3d} • Writing process (LPW; PRW)

{*SUTW Section 2, Tool B2-

14a}

Speaking/Listening: (2SL1a-c; 2SL2; 2SL3; 2SL6)

Read Aloud:

CKLA: Domain 8 - Lesson 6 - Insects that Glow and Sing

















Timeline

Unit/Topic


Reading Strand


Writing, Speaking &

Listening Strands

Jan. 13- 25

Unit: 3 Lesson: 12 Topic: Music Domain: The Arts Essential Question: What are different ways to enjoy music?


Phonics: (2RF3a)


Fluency: (2RF4a)

• Adjust rate to purpose High Frequency Words: (2RF3e) against, along, bird, different, girl, hold, morning, night, part, someone

Selections: (RSRE2)

• Ah, Music


• “There’s a Hole at the Bottom of the Sea” (Song)

Skill: (2R7)

• Text and Graphic Features

• Fact and Opinion

Strategy: (2R1)

• Question


• Expanding/rearranging Compound sentences


Spelling:(2RF3a; CPS) {**LLG pp. 78-79} Vocabulary: (2L5a; 2L6)

• vibration, performance, concentrate, tune, relieved, expression, creative, volume


Vocabulary Strategy: (2L4a)

• Figurative language/idioms

Writing:

• Genre: Opinion writing (2W1; 2W7)

{*SUTW Section 5}

• Form: Opinion paragraph {*SUTW Tool B5-8a-e}


• Writing process (LPW; PRW) {*SUTW Section 2,B2-14a}

Speaking/Listening: (2SL1; 2SL3;

2SL6)

Read Aloud:

CKLA: Domain 12 - Lesson 1 People

who Fought for a Cause






https://buffaloschools-my.sharepoint.com/:f:/g/personal/jbyrnes_buffaloschools_org/Ei6VTkictFxNg47nAkFS0vUBj5oP1LEAlHFo2AlkztzKvw?e=Kllo4c











Timeline

Unit/Topic


Reading Strand


Writing, Speaking &

Listening Strands

Jan. 26- Feb. 4

Unit: 3 Lesson: 13

Topic: School Differences Domain: Cultures Essential Question: How are schools different from each other?


Phonics: (1RF3b; 2RF3a)

• Vowel digraphs LETRS Explicit Phonics Lesson Plan Fluency: (2RF4a-b)


High Frequency Words: (2RF3e) about, everything, first, her of, slowly, store, story, two, world

Selections: (RSRE2)

• Schools Around the World

(Informational) An American

School (Informational) Central Understanding & Key TDQs

Skill:

• Main idea and details (Mini Lesson LLG p. 210) (2R2; 2R6)

• Text and graphic features (2R5, 2R7)

Strategy: • Analyze/evaluate

Grammar: (CCS/PreK-2) • Quotation marks


Spelling: (2L2d; 2RF3a)

• Vowel digraphs {**LLG pp. 80-81}

Vocabulary: (2L5a; 2L6)

• Culture, subjects, community, lessons, languages, special, transportation, wear


Vocabulary Strategy: (2L4e)

• Using a dictionary

Writing:


{*SUTW Section 5}

• Form: Persuasive paragraph

{*SUTW Section 5, Tool B5-2c, B5-

14a, b, B5-19b}


{*SUTW Tool B5-10a, B5-11a-d} • Writing process (LPW; PRW)


Speaking/Listening: (2SL1-4; 2SL6)

Read Aloud:

CKLA: Domain 12 - Lesson 2 Susan

B Anthony



Suggested scaffolding technique: Chunking – pp.438-444, 445-448, 449-455














Timeline Unit/Topic


Reading Strand


Writing, Speaking &

Listening Strands Feb. 7-16

Unit: 3 Lesson: 14 Topic: Special Ways to Communicate Domain: Communication Essential Question: How can you communicate in different ways?


Phonics: RF.2.3f (2RF3a)

LETRS Explicit Phonics Lesson Plan Fluency: RF.2.4b (2RF4a)

• Natural pauses

High Frequency Words: (2RF3e)

all, food, front, hair, never,

party, sky, started, stories,

warm

Selections: RI.2.10 (RSRE2)

• Helen Keller (Biography)

• Talking Tools (Informational)


Skill:

• Author’s purpose RI.2.6 (2R6)

• Genre: biography

Strategy: RI.2.1 (2R2)

• Summarize

Grammar: L.2.2a (CCS/PreK-2)

• Using proper nouns {*SUTW Tool B2-9a, b}

Spelling: L.2.2d (CPS/PreK-2; 2RF3a)

• {**LLG pp. 82-83}

Vocabulary: L.2.5a, L.2.6 (2L5a; 2L6)

• Knowledge, illness, curious, imitated, motion, darkness, silence, behavior


Vocabulary Strategy: L.2.4b (1L4b)

Writing:

• Genre: Opinion writing W.2.1 (2W1)

{*SUTW Section 5}

• Form: Persuasive essay {*SUTW Tool B5-2c, d}


{*SUTW Tool B2-3d}

• Writing process W.2.5 (LPW; PRW)

{*SUTW Section 2 Tool B2-14a}

Speaking/Listening: SL.2.1; SL.2.2.; SL.2.3; SL.2.5; SL.2.6 (2SL1-3; 2SL5; 2SL6)

Read Aloud:

CKLA: Domain 12 –

Lesson 3 Eleanor Roosevelt


NOTES: (RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing Suggested scaffolding technique: Chunking – pp. 472-477, 478-483, 484-489














Timeline

Unit/Topic


Reading Strand


Writing, Speaking & Listening

Strands

Feb. 17 – March 7

Unit: 4 Lesson: 16 Topic: Helping Others Domain: Civics Essential Question: How can helping others make you feel good?

Lesson 15

intentionally

omitted


LETRS Explicit Phonics Lesson Plan Phonics: (2RF3d)

Fluency: Rate (2RF4a)

High Frequency Words: (2RF3a)

also, fly, gone, have, horse, look, river, said, saw, something

Selections: (RSRE2)

• Mr. Tanen’s Tie Trouble

(Realistic fiction) • The Jefferson Daily News

(Informational)


Skill:


• Understanding character (2R3)

Strategy: (2R1; 2R3)

• Infer/predict

Supplemental Higher Order Oral Response Questions (HOT!)


• Pronouns {*SUTW Tool B2-22a-c}

Spelling: (CPS/PreK-2; 2RF3d)

• {**LLG pp. 86-87}

Vocabulary:(2L5a; 2L6) • received, chuckled, account,

staring, budget, repeated, disappointed, fund



• Homographs

Writing:

• Genre: Narrative writing (2W3)

{*SUTW Section 6} • Form: Story paragraph

{*SUTW Tool B6-12 a, b, c, d}


{*SUTW Tool B2-3d}

• Writing process (LPW; PRW)

{*SUTW Section 2,Tool B2-14a}

Speaking/Listening: 2SL1-2; 2SL4-6)

Read Aloud:

CKLA: Domain 12 - Lesson 4 Mary

McLoed Bethune Central Understanding & Key TDQs

Supplemental Higher Order Constructed Response Questions (HOT!)





















Timeline Unit/Topic


Reading Strand


Writing, Speaking &

Listening Strands

March 8- 17

Unit: 4

Lesson: 17

Topic: Never Give Up

Domain: Values

Essential Question: Why is it important to keep trying even if something is too difficult to do?


Phonics: RF.2.3e (2RF3a)

LETRS Explicit Phonics Lesson Plan Fluency: Stress (2RF4a)

High Frequency Words: (2RF3e) any, blue, carry, doing, else, room, studied, sure, teacher, turned

Selections: (RSRE2) • Luke Goes to Bat (Realistic

fiction)

• Jackie Robinson (Biography)


Skill: (2R2; 2R3)

• Sequence of events

• Formal and informal

language

Strategy: Visualize

Supplemental Higher Order Oral

Response Questions (HOT!)


• Subject-verb agreement {*SUTW Tool B2-42a-c}

Spelling: (CPS/PreK-2; 2RF3a)

{**LLG pp. 88-89}


• practice, extra, hurried, curb, position, cheered, roared, final


words


• Antonyms

Writing:


{*SUTW Section 6}

• Form: Story paragraph

{*SUTW Section 6, Tool # B6-10c, d, B6-11a, b, c}



{*SUTW Section 2, Tool # B2, 14a}

Speaking/Listening: (2SL1-2; 2SL4; 2SL6)

Read Aloud: CKLA: Domain 12 - Lesson 5 Jackie Robinson

Central Understanding & Key TDQs Supplemental Higher Order Constructed


NOTES: RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing Suggested scaffolding technique: Chunking – pp. 52-58, 59-66, 67-73


















Timeline

Unit/Topic


Reading Strand


Writing, Speaking &

Listening Strands

March 18- 29

Unit: 4 Lesson: 18 Topic: Reading and Writing Domain: Communication Essential Question: Why are reading and writing important?


LETRS Explicit Phonics Lesson Plan Phonics: (2RF3a)

•Changing y to i

Fluency: (2RF4a)

• Expression High Frequency Words: (2RF3e) always, anything, been, draw, friends, mother, soon, under, watch, words

Selections: (RSRE2)

• My Name Is Gabriela (Biography) • Poems About Reading and

Writing (Poetry)


Skill:

• Understanding characters (2R3)

• Author’s word choice (2R4)

Strategy:




• Verb: Be


•Changing y to i

{**LLG pp. 90-91}


• accepted, pretend, express, prize, taught, wonder, grand, fluttering


Vocabulary Strategy: (1L4b)

Writing:


{*SUTW Section 6} • Form: Descriptive

paragraph

{*SUTW Tool B3-21a}


• Writing process (LPW, PRW)



Read Aloud: CKLA: Domain 12 - Lesson 6 Rosa Parks


Supplemental Higher Order

Constructed Response

Questions (HOT!)


myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax



















Timeline

Unit/Topic


Reading Strand


Writing, Speaking &

Listening Strands

March 30 –April 20

Unit: 4 Lesson: 19

Topic: Signs Domain: Communication Essential Question: How are signs helpful?

Phonemic Awareness: (1RF2) • Heggerty Primary Week 16 LETRS Explicit Phonics Lesson Plan

Phonics: (2RF3)

Fluency: Phrasing: Punctuation (2RF4a)

High Frequency Words: (2RF3e) are, baby, didn’t, good, I’ll, is, please, sound, talk, too

Selections: (RSRE2)

• The Signmaker’s

Assistant(Humorous fiction) • The Trouble with Signs (Play) Central Understanding & Key TDQs

Skill:

•Text and graphic features (2R7)

•Point of view (2R6)

Strategy: Questioning (2R1)



• Commas in dates and places {*SUTW Tool B2-28a}


{**LLG pp. 92-93}

Vocabulary: (2L5a; 2L6) • assistant, tearing, agreed,

wisdom, polite, cleared, failed, trouble



• Shades of meaning

Writing:

• Genre: Narrative writing {*SUTW Section 6} (2W3)

• Form: Fictional story

{*SUTW Section 6, Tool B6-1a, b,

c}

• Focus trait: Organization

{*SUTW Section 2 Tool B14a}



Read Aloud: CKLA: Domain 2 Lesson 10 The Magic Paintbrush

Option: CKLA Early Asian Civilizations Domain (Lessons 9 and 10) Central Understanding & Key TDQs

Supplemental Higher Order Constructed Response

Questions (HOT!)

NOTES : RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing









https://www.coreknowledge.org/free-resource/ckla-domain-02-early-asian-civilizations/

https://www.coreknowledge.org/free-resource/ckla-domain-02-early-asian-civilizations/













Timeline Unit/Topic


Reading Strand


Writing, Speaking &

Listening Strands

April 21 – May 2

Unit: 5

Lesson: 21 Topic: Animal Development Domain: Life Science Essential Question:

How do animals care

for their young?

Phonemic Awareness: (1RF2) • Heggerty Primary Week 17 LETRS Explicit Phonics Lesson Plan Phonics: ( 2RF3)

Fluency: (2RF4a)

• Phrasing: Natural pauses High Frequency Words: (2RF3e) across, behind, house, how, move,

nothing,

one, out, took, voice

Selections: (RSRE2)

• Penguin Chick (Narrative nonfiction)

• Emperor Penguins (Informational)


Skill:

• Main ideas and details (2R2)

• Cause and effect (2R3)


• Infer/Predict




• adjective {*SUTW Tool B2-24a-b}


{**LLG pp. 96-97}

Vocabulary: (2L5a)

• webbed, otherwise, waterproof,

junior, steer, slippery, whistle,

finally


Vocabulary Strategies:

• Dictionary entry (2L4e)

Writing:

• Genre: Informative (2W2) {*SUTW Section 4}

• Form: Problem-solution paragraph {*SUTW Tool B10-5a-e}

• Focus trait: Word Choice


{*SUTW Section2, Tool B2- 14a}

Speaking/Listening: (2SL1-3; 2SL5-6)

Read Aloud: CKLA: Domain 12 - Lesson 7 Martin Luther King Central Understanding & Key TDQs

Supplemental Higher Order Constructed Response Questions (HOT!)



















Timeline



Vocabulary and Language Strand Writing, Speaking & Listening Strands

May 3- 16

Unit: 5

Lesson: 22 Topic: Following

Directions Domain: Recreation

and Travel

Essential Question: How do friends help each other?


Phonics:

• Homophones (2RF3)

Fluency:(2RF4b)


High Frequency Words: (2RF3e) boy, does, everyone, field, floor,

found, into, their, toward, what’s

Selections: (RSRE2) • Gloria Who Might be My Best

Friend (Realistic Fiction)

• How to Make a Kite (Informatio

nal) Central Understanding & Key TDQs

Skill:

• Understanding characters RL.2.3 (2R3)

• Figurative language (2R4)

Strategy: Question (2R1)



Grammar: (CCS/PreK-2) • Using adjectives

{*SUTW Tool B2-24a-c}


• Homophones {**LLG pp. 98-99}


• knot, heavily, copy, seriously, planning, answered, lonely, guessed


words

Vocabulary Strategies (2L4a)

• Figurative

language/idioms

Writing: • Genre: Informative

writing) {*SUTW Section 4}

• Form: Compare and

contrast paragraph {*SUTW

Tool B10-4a-e}

• Focus trait: Organization

{*SUTW Tool B6-3c}


{*SUTW Section 2 Tool B2-14a}

Speaking/Listening:

(2SL1; 2SL3-6)

Read Aloud:

Journeys: The Middle Seat

• Answer questions to clarify comprehension



Constructed Response Questions (HOT!)

NOTES : RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing





















Timeline

Unit/Topic


Reading Strand


Writing, Speaking &

Listening Strands

May 17 – 26

Unit: 5

Lesson: 23

Topic: Visual Arts Domain: The Arts Essential Question: How is art connected to the past?


Phonics: RF.2.3d (2RF3d)

Fluency: (2RF4a)

• Rate: Adjust rate to purpose High Frequency Words: coming, down, four, give, great, idea, knew, large, though, write

Selections: (RSRE2) • The Goat in the Rug (Narrative

nonfiction)

• Basket Weaving (Informational) Central Understanding & Key TDQs

Skill: (2R3, 2R5)

• Conclusions

• Sequence of events

Strategy: (2R2)

• Summarize



Grammar: (CCS/PreK-2) • Irregular verbs

{*SUTW Tool B2-23c}

Spelling: (2L4c)

{**LLG pp. 100-101}


• yarn, weave, strands, sharpening,

spinning, duplicated, dye, delicious


Vocabulary Strategies: • Compound words (2L4d)

Writing: • Genre: Informative writing (2W2)

{*SUTW Section 4} • Form: Informational

paragraph {*SUTW Tool B4-1c, B4-7b-c}


{*SUTW Tool B4-20b }

• Writing process (LPW, PRW)


Speaking/Listening:

(2SL1-6)

Read Aloud:

Journeys: Nothing but a Quilt

• Recount most important details


Supplemental Higher Order Constructed Response

Questions (HOT!)

NOTES: RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing


















*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support.



Timeline

Unit/Topic


Reading Strand


Writing, Speaking &

Listening Strands

May 27 - June 8

Unit: 5 Lesson: 25 Topic: Life Cycles Domain: Life Science Essential Question: How do plants grow and change?



Phonics: RF.2.3f (2RF3a)

• Words with au, aw, al, o, a

Fluency: RF.2.4b (2RF4a)

• Phrasing: Punctuation

High Frequency Words: (2RF3e)

ball, done, hear, learn, leaves,

only, our, through, were, young

Selections: (RSRE2)

• From Seed to Plant

(Informational)

• Super Soil (Informational) Central Understanding & Key TDQs

Skill:

• Text and graphic features

(2R6; 2R7)

• Cause and effect (2R3)

Strategy: RI.2.7 (2R1)

• Monitor/Clarify Supplemental Higher Order Oral Response Questions (HOT!)

Grammar: (CCS/PreK-2) • More irregular action verbs

{*SUTW Tool B2-23c}

Spelling:(CPS/PreK-2)

• Words with au, aw, al, o

{**LLG pp. 104-105}

Vocabulary:(2L5a; 2L6)

• pod, tasty, soak, soften, shoot, grain, nutrition, root


words

Vocabulary Strategies:

• Using context (2L4a)

Writing:

• Genre: Informative

writing W.2.2 (2W2) {*SUTW Section 4} Form: Research report (2W6) {*SUTW Tool B7-1, 3- 6, 11}


• Writing process =(LPW; PRW)

{*SUTW Section 2}

Speaking/Listening: (2SL1; 2SL3-6)

Read Aloud: CKLA: Domain 6 - Lesson 5 The Life Cycle of a Tree Central Understanding & Key TDQs

Supplemental Higher Order Constructed Response Questions

(HOT!)

NOTES: RSRE)-Range of Student Reading Experiences, (CCS)-Core Conventions Skills/Grade Banded PreK-2, (CPS)-Core Punctuation and Spelling Skills/Grade Banded PreK-2, (LPW)-Lifelong Practice of Writing, (PRW)-Production and Range of Writing
















*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support.



Timeline

Unit/Topic

Reading Strand



Listening Strands

June 9 - 23

Unit 6 Lesson: 26 Topic: Life Cycles

Domain: Life Science

Phonemic Awareness (1RF2) • Heggerty Primary Week 21


Phonics: (2RF3a)

• Words with oo, ew, ue, ou

Fluency: (2RF4a)

• Accuracy: Connected text High Frequency Words: 2RF3e again, ago, alone, don’t, every,

follow, goes, head, now, won’t

Selections: (RSRE2)

• The Mysterious Tadpole (Fantasy)

• From Eggs to Frogs (Informational)


Skill: (2R5)

• Story structure

• Conclusions

Strategy: (2R3; 2R7)

• Infer/Predict



• Contractions


• Words with ew, oo, ue, ou


• ordinary, sensible, control, confused, cage, training, upset, suspiciously


Vocabulary Strategies: (2L4a)

• Multiple meaning words

Writing:


• Form: Response poem




Read Aloud: CKLA: Domain 6 - Lesson 7 The Life Cycle of a Frog Central Understanding & Key TDQs


Constructed Response Questions

(HOT!)

















Documents

EXPLANATION OF COLOR-CODING IN K-6 READING …