April 2013

Second Grade Curriculum Guide – Houghton Mifflin Reading – Medallion Edition

Theme

/

Window of instruction

/

CCSS Included

/

CCSS Missing

/

Assessment

Back to School

/

Aug. 12 – 23

(2 weeks)

/ / / ORP
STAR Reading Diagnostic

Theme 1

/

Silly Stories

/ / /
Seven Sillies(RA)
A Balanced Diet (GSR)
Dragon Gets By
Roly-Poly (SL) / Aug. 26 – 30 / RL.2.1, 4, 9
RI.2.1-3, 5-7
RF.2.3-4
W.2.3-5
SL.2.2-4
L.2.1-4
Daddy, Could I Have an Elephant? (RA)
How Real Pigs Act (GSR)
Julius
It’s Easy to be Polite (SSL) / Sept. 3 – 6
(4-day week) / RL.2.1, 4, 9
RI.2.1-3, 5-7
RF.2.3-4
W.2.3-5
SL.2.2-4
L.2.1-4
Lemonade Stand (RA)
Life on a Farm (GSR)
Mrs. Brown Went to Town
Oodles of Riddles (LL) / Sept. 9 – 13 / RL.2.1, 4, 9
RI.2.1-3, 5-7
RF.2.3-4
W.2.3-5
SL.2.2-4
L.2.1-4
Writing - Narrative / Sept. 16 – 20 / W.2.3-5 / W.2.1-2, 6-8
Theme 1: Extend/Review/Assess / Sept. 23 – 27 / RL.2.1, 4, 9
RI.2.1-3, 5-7
RF.2.3-4
W.2.3-5
SL.2.2-4
L.2.1-4 / RL.2.2-3, 5-7
RI.2.4, 8-9
RF.2
W.2.1-2, 6-8
SL.2.1, 5-6
L.2.5-6

Theme 2

/ Nature Walk
The Big Dipper (RA)
Camping and Hiking (GSR)
Henry and Mudge
Campfire Games (SSL) / Sept. 30 – Oct. 4 / RL.2.1, 4, 9
RI.2.1-3, 5-7
RF.2.3-4
W.2.3-5
SL.2.2-4
L.2.1-4
A Moose in the Bathroom (RA)
Park Rangers(GSR)
Exploring Parks with Ranger Dockett
Nature Poems(PL) / Oct. 7 – 11 / RL.2.1, 4, 9
RI.2.1-3, 5-7
RF.2.3-4
W.2.3-5
SL.2.2-4
L.2.1-4
Squirrels and Chipmunks (RA)
Ponds (GSR)
Around the Pond: Who’s Been Here?
How to Be a Wildlife Spy (SL) / Oct. 14 – 18
(4-day week) / RL.2.1, 4, 9
RI.2.1-3, 5-7
RF.2.3-4
W.2.3-5
SL.2.2-4
L.2.1-4
Theme 2: Extend/Review/Assess / Oct. 21 – Nov. 1*
(2 weeks) / RL.2.1, 4, 9
RI.2.1-3, 5-7
RF.2.3-4
W.2.3-5
SL.2.2-4
L.2.1-4 / RL.2.2-3, 5-7
RI.2.4, 8-9
RF.2
W.2.1-2, 6-8
SL.2.1, 5-6
L.2.5-6 / ORP
STAR Reading
DPA & Writing (Narrative)

Theme 3

/ Around Town

Good-Bye Curtis (RA)

What Is a Chinatown? (GSR)
Chinatown
Make a Tangram (ML) / Nov. 4 – 8 / RL.2.1, 4, 9
RI.2.1-3, 5-7
RF.2.3-4
W.2.2, 4-5, 7-8
SL.2.2-4
L.2.1-4
A Seldom-Seen Neighbor (RA)
Fighting Fires (GSR)
A Trip to the Firehouse
Fire-Safety Tips (HL) / Nov. 12 – 15
(4-day week) / RL.2.1, 4, 9
RI.2.1-3, 5-7
RF.2.3-4
W.2.2, 4-5, 7-8
SL.2.2-4
L.2.1-4
Cat Up a Tree (RA)
Costumes and Disguises (GSR)
Big Bushy Mustache
Family Poems (PL) / Nov. 18 – 22 / RL.2.1, 4, 9
RI.2.1-3, 5-7
RF.2.3-4
W.2.2, 4-5, 7-8
SL.2.2-4
L.2.1-4
Thanksgiving Break / Nov. 25 – 29
Millie’s Garden (RA)
Subway Travel (GSR)
Jamaica Louise James
Sidewalk Sticks (AL) / Nov. 26 – 30 / RL.2.1, 4, 9
RI.2.1-3, 5-7
RF.2.3-4
W.2.2, 4-5, 7-8
SL.2.2-4
L.2.1-4
Writing: Informative/ Explanatory / Dec. 2 – 6 / W.2.2, 4-5, 7-8
Theme 3: Extend/Review/Assess / Dec. 9 – 20
(2 weeks) / RL.2.1, 4, 9
RI.2.1-3, 5-7
RF.2.3-4
W.2.2, 4-5, 7-8
SL.2.2-4
L.2.1-4 / RL.2.2-3, 5-7
RI.2.4, 8-9
RF.2
W.2.1, 3, 6
SL.2.1, 5-6
L.2.5-6
Winter Break / Dec. 23 – Jan. 3

Theme 4

/ Amazing Animals
Oscar’s Enormous Purr (RA)
Safety Officers (GSR)
Officer Buckle and Gloria
The Story of Owney (SSL) / Jan. 6 – 10 / RL.2.1, 4, 9
RI.2.1-3, 5-7
RF.2.3-4
W.2.2, 4-5, 7-8
SL.2.2-4
L.2.1-4
An Octopus is Amazing (RA)
Fun Facts About Ants (GSR)
Ant
The Ants Go Marching (ML) / Jan. 13 – 17 / RL.2.1, 4, 9
RI.2.1-3, 5-7
RF.2.3-4
W.2.2, 4-5, 7-8
SL.2.2-4
L.2.1-4
The Little Fly and the Great Moose (RA)
Ball Games (GSR)
The Great Ball Game
Bat Attitude (SL) / Jan. 21 – 24
(4-day week) / RL.2.1, 4, 9
RI.2.1-3, 5-7
RF.2.3-4
W.2.2, 4-5, 7-8
SL.2.2-4
L.2.1-4
Theme 4:
Extend/Review/Assess / Jan. 27 – Feb. 7
(2 weeks) / RL.2.1, 4, 9
RI.2.1-3, 5-7
RF.2.3-4
W.2.2, 4-5, 7-8
SL.2.2-4
L.2.1-4 / RL.2.2-3, 5-7
RI.2.4, 8-9
RF.2
W.2.1, 3, 6
SL.2.1, 5-6
L.2.5-6 / ORP
STAR Reading
DPA & Writing (Informative/Explanatory)

Theme 5

/ Family Time
Only Emily (RA)
Being a Brother or Sister (GSR)
Brothers and Sisters
Brother and Sister Poems (PL) / Feb. 11 – 14 / RL.2.1, 4, 9
RI.2.1-3, 5-7
RF.2.3-4
W.2.2, 4-5, 7-8
SL.2.2-4
L.2.1-4
Jennifer and Granddad’s Garden (RA)
Inside a Bakery (GSR)
Jalapeno Bagels
Welcome to the Kitchen (HL) / Feb. 18 – 21 / RL.2.1, 4, 9
RI.2.1-3, 5-7
RF.2.3-4
W.2.1, 4-5
SL.2.2-4
L.2.1-4
Great Aunt Martha (RA)
A Bad Day (GSR)
Carousel
Carousel Designed by Kids (AL) / Feb. 24 – 28 / RL.2.1, 4, 9
RI.2.1-3, 5-7
RF.2.3-4
W.2.1, 4-5
SL.2.2-4
L.2.1-4
Sophie’s Special Sponge Cake (RA)
Thunder and Lightening (GSR)
Thunder Cake
Sun and Ice (DL) / March 3 – 7 / RL.2.1, 4, 9
RI.2.1-3, 5-7
RF.2.3-4
W.2.1, 4-5
SL.2.2-4
L.2.1-4

Writing – Opinion

/ March 10 – 14 / W.2.1, 4-5

Theme 5:

Extend/Review/Assess

/ March 17 – 28
(2 weeks) / RL.2.1, 4, 9
RI.2.1-3, 5-7
RF.2.3-4
W.2.1, 4-5
SL.2.2-4
L.2.1-4 / RL.2.2-3, 5-7
RI.2.4, 8-9
RF.2
W.2.2-3, 6-8
SL.2.1, 5-6
L.2.5-6

Theme 6

/ Talent Show
Omar on Ice (RA)
Be an Artist (GSR)
The Art Lesson
Carmen Lomas Garza (AL) / March 31 – April 4
Sam Sings (RA)
Communicating with Sign Language (GSR)
Moses Goes to a Concert
Go to a Concert (SSL) / April 7 – 11 / RL.2.1, 4, 9
RI.2.1-3, 5-7
RF.2.3-4
W.2.1, 4-5
SL.2.2-4
L.2.1-4

Spring Break

/ April 14 – 21
Mr. Mell Goes to Camp (RA)
A Mural (GSR)
The School Mural
School Comics (Media Link) / April 22 – 25
(4-day week) / RL.2.1, 4, 9
RI.2.1-3, 5-7
RF.2.3-4
W.2.1, 4-5
SL.2.2-4
L.2.1-4
Theme 6:
Extend/Review/Assess / April 28 – May 2 / RL.2.1, 4, 9
RI.2.1-3, 5-7
RF.2.3-4
W.2.1, 4-5
SL.2.2-4
L.2.1-4 / RL.2.2-3, 5-7
RI.2.4, 8-9
RF.2
W.2.2-3, 6-8
SL.2.1, 5-6
L.2.5-6
End of Year
Extend/Review/Assess / May 5 – 29
(4 weeks) / ORP
STAR Reading
DPA & Writing (Opinion)

Italicized font indicates non-fiction/informational text

Bold-faced font indicates main selection

Non-italicized font indicates fictional text

* Indicates end of trimester

CCSS not directly addressed or minimally addressed in HM Medallion:

RL.2.2-3, 5-7

2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (see CCSS Question Prompts)

2.3 Describe how characters in a story respond to major events and challenges. (see CCSS Question Prompts)

2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (see CCSS Question Prompts)

2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. (see CCSS Question Prompts)

2.7 Use information gained from the illustrations and words in print or digital text to demonstrate understanding of its characters, setting, or plot. (see CCSS Question Prompts)

RI.2.4, 8, 9

2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (see CCSS Question Prompts)

2.8 Describe how reasons support specific points the author makes in a text. (see CCSS Question Prompts)

2.9 Compare and contrast the most important points presented by two texts on the same topic. (see CCSS Question Prompts)

W.2.1-3, 6

2.1 Opinion: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

·  Have students write their opinion about something (favorite story, character, season, animal, etc.) and give two or three reasons to support their opinion. They may have to do research to look for reasons to support their opinion. This can also be done in science and social studies!

·  HM Opinion Writing: T1/W2 (p. 79M), T2/W1 (p. 153M), T3/W1 (p. 263M), T3/W2 (p. 295M), T3/W4 (p. 367M), T4/W3 (p. 115M), T5/W1 (p. 151M), T5/Theme Resources (p. R38-R39)

2.2 Informative/explanatory: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

·  Have students write directions for a how to do something. Have them write a couple of sentences that include facts about something they observed in a science experiment or in a social studies video clip.

·  HM Informative/Explanatory Writing: T1/W1 (p. 41M), T1/W3 (p. 111M), T1/Theme Resources (p. R27-R29), T2/RWW (p. 154), T2/W2 (p. 177M), T2/W3 (p. 209M), T2/Theme Resources (p. R31-R33), T3/RWW (p. 264), T3/W3 (p. 335M), T3/Theme Resources (p. R40-R41), T4/W1 (p. 55M), T4/RWW (p. 56), T4/W2 (p. 87M), T4/Theme Resources (p. R29-R31), T5/W3 (p. 221M), T5/Theme Resources (p. R38-R39), T6/W1 (p. 325M), T6/RWW (p. 326), T6/W2 (p. 369M), T6/W3 (p. 397M), T6/Theme Resources (p. R25-R27)

2.3 Narrative: 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.

·  HM Narrative Writing: T1/RWW (p. 42), T2/Theme Resources (p. R31-R33), T4/Theme Resources (p. R29-R31), T5/RWW (p. 152), T5/W2 (p. 181M), T5/W4 (p. 261M)

2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

·  Use computer lab time to work on keyboarding skills, typing up final drafts of sentences or paragraphs on MSWord, use of the Internet to do research for various writing tasks, using Edublogs or Google Docs to collaborate about writing.

A couple more notes about the Writing Strand:

*There are additional writing prompts in the Theme Resources in the back of each TE.

*Do not wait for the full process weeks to do writing in your classroom! Think about where you can incorporate all three genres throughout each theme, with short constructed responses (e.g. 1-2 sentences)! Remember, writing does not always require a full process paragraph.

SL.2.1, 5-6

2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

·  Incorporate collaborative conversations whole class and small group throughout each theme. Establish conversation norms. Teach students how to ask questions and build on each other’s ideas. Use sentence frames or discussion prompts to scaffold discussion techniques, as needed.

2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

·  Have students include drawings or multimedia components to enhance their presentations. This could include a video clip, pictures, music, etc. Students can use programs like Animoto or YouTube to create/show a photo collage/video with music to go along with a presentation of ideas.

2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

·  When students make presentations, give their classmates an opportunity to ask them questions. The presenter should be able to answer questions in complete sentences to give more information or to clarify the information they presented.

L.2.5-6

2.5 Demonstrate understanding of word relationships and nuances in word meanings. a) Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b) Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

·  Word relationships, nuances – making real-life connections to words and their use in everyday life

·  Distinguish shades of meaning – discussing the difference between closely related verbs (e.g. toss, throw, hurl), act them out, get in order of least intensity to greatest intensity and discuss the rationale for the order chosen

2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

·  This standard is emphasizing the need to use newly acquired words and phrases – consider giving students a word bank (or allowing them to help create one) to use when discussing or writing about a text

Note: This curriculum guide is just a guide. It is not intended to take away your creativity or professional judgment as an expert in your particular grade level. You will easily address all strands of the ELA CCSS in each lesson if you follow an integrated approach that includes components of reading, questioning, discussing, and writing (not necessarily always in that order). This also goes for your science and social studies units. Furthermore, if you use the “CCSS Reading Questions for Literature & Informational Text” for discussion and writing, you will also be covering the CCSS. Remember that you are teaching literacy skills all day, not just during your designated ELA time!

Revised 4/24/13