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
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
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)
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
2 *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).
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 &
enslaved people do? • What was life like for enslaved
people? • How was Minty’s life different
from that of a plantation owner?
Central Understanding & Key TDQs
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
3 *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).
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. 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)
Central Understanding & Key TDQs
• 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
• Academic and domain specific words
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
Central Understanding & Key TDQs
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
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
4 *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).
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
Oct. 12-22
Unit: 1 Lesson: 3 Topic: Animal Traits Domain: Life Science Essential Question: What do pets need to be healthy and happy?
Read Aloud: CKLA: Domain 9 The U.S. Civil War Lesson 4 –Abraham Lincoln
Central Understanding & Key TDQs
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. 74-79, 80-85, 86-89
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
5 *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).
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
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
Read Aloud: CKLA: Domain 9 The U.S. Civil War Lesson 9 –The Emancipation Proclamation
Central Understanding & Key TDQs
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. 146-151, 152-159, 160-169
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
6 *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).
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
Nov. 5- 17
Unit: 2 Lesson: 6 Topic: Animal homes Domain: Life Sciences Essential Question: What are animal homes like?
Read Aloud: CKLA: Domain 9 The U.S. Civil War Lesson 11 –The End of the War
Central Understanding & Key TDQs
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. 190-196, 197-201, 202-205
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
7 *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).
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
Nov. 18 – Dec. 1
Unit: 2 Lesson: 7 Topic: Agriculture Domain: Life science Essential Question: What can you learn by planting a garden?
Read Aloud: CKLA: Domain 6 Cycles of Nature Lesson 4 –The Life Cycle of a Plant
Central Understanding & Key TDQs
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
Focus Standards from SAP Guidance: RF4, L4, L5, L6, R1, R4, R9, W7
8 *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).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline
Unit/Topic
Reading Strand
Foundational skills Reading Strand Comprehension
Vocabulary and Language Strand Writing, Speaking &
Listening Strands
Dec. 2- 13
Unit: 2 Lesson: 8 Topic: Weather Domain: Earth science Essential Question: How can storms be dangerous?
• 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
Central Understanding & Key TDQs
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. 266-272, 273-278, 279-281
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
9 *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).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline
Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension Vocabulary and Language 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?
Read Aloud: CKLA: Domain 6 Cycles of Nature Lesson 9–The Water Cycle
Central Understanding & Key TDQs
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. 266-272, 273-278, 279-281
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
10 *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).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline
Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension Vocabulary and Language 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?
CKLA: Domain 8 - Lesson 6 - Insects that Glow and Sing
Central Understanding & Key TDQs
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. 374-380, 381-387, 388-393
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
11 *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).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline
Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension Vocabulary and Language 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?
• 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
Central Understanding & Key TDQs
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. 410-414, 415-418, 419-421
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
12 *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).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline
Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension Vocabulary and Language 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?
{*SUTW Tool B5-10a, B5-11a-d} • Writing process (LPW; PRW)
{*SUTW Section 2, Tool B2-14a}
Speaking/Listening: (2SL1-4; 2SL6)
Read Aloud:
CKLA: Domain 12 - Lesson 2 Susan
B Anthony
Central Understanding & Key TDQs
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
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
13 *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).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension Vocabulary and Language 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?
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
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
14 *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).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline
Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension Vocabulary and Language 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?
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
Suggested scaffolding technique: Chunking – pp. 14-20, 21-28, 29-35
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
15 *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).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension Vocabulary and Language 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?
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 Suggested scaffolding technique: Chunking – pp. 52-58, 59-66, 67-73
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
16 *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).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline
Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension Vocabulary and Language 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?
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. 90-96, 97-101, 102-109
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
17 *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).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline
Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension Vocabulary and Language Strand
Writing, Speaking &
Listening Strands
March 30 –April 20
Unit: 4 Lesson: 19
Topic: Signs Domain: Communication Essential Question: How are signs helpful?
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
Suggested scaffolding technique: Chunking – pp. 126-133, 134-141, 142-149
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
18 *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).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension Vocabulary and Language Strand
Writing, Speaking &
Listening Strands
April 21 – May 2
Unit: 5
Lesson: 21 Topic: Animal Development Domain: Life Science Essential Question:
Read Aloud: CKLA: Domain 12 - Lesson 7 Martin Luther King 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 Suggested scaffolding technique: Chunking – pp. 210-215, 216-221, 222-227
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
19 *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).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline
Unit/Topic Reading Strand
Foundational skills Reading Strand Comprehension
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?
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. 244-249, 250-255, 256-261
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
20 *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).
Grade 2 BPS Instructional Guide for Literacy SY 2020-21
Timeline
Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension Vocabulary and Language 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?
• 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
Supplemental Higher Order Oral
Response Questions (HOT!)
Grammar: (CCS/PreK-2) • Irregular verbs
{*SUTW Tool B2-23c}
Spelling: (2L4c)
{**LLG pp. 100-101}
Vocabulary: (2L5a; 2L6)
• yarn, weave, strands, sharpening,
spinning, duplicated, dye, delicious
• Academic and domain specific words
Vocabulary Strategies: • Compound words (2L4d)
Writing: • Genre: Informative writing (2W2)
{*SUTW Section 4} • Form: Informational
paragraph {*SUTW Tool B4-1c, B4-7b-c}
• Focus trait: Word choice
{*SUTW Tool B4-20b }
• Writing process (LPW, PRW)
{*SUTW Section 2, Tool B2-14a}
Speaking/Listening:
(2SL1-6)
Read Aloud:
Journeys: Nothing but a Quilt
• Recount most important details
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
Suggested scaffolding technique: Chunking – pp. 278-284, 285-288, 289-197
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
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
Suggested scaffolding technique: Chunking – pp. 348-353, 354-357, 358-363
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
Read Aloud: CKLA: Domain 6 - Lesson 7 The Life Cycle of a Frog 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 Suggested scaffolding technique: Chunking – pp. 384-391, 392-399, 400-405
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