Grade 2 Pacing Guide: Q3 CKLA
Listening & Learning
Week 1 - 2/4
Week 2 - 2/11
Week 3 - 2/18
Week 4 - 2/25
Week 5 - 3/4
Week 6 - 3/11
Week 7 - 3/18
Week 8 - 3/25
Week 9 - 4/1
This domain builds on The Ancient Greek Civilization domain and will introduce students to several well-known Greek myths and many well-known mythical characters. Students will learn that the ancient Greeks worshiped many gods and goddesses, and that the twelve they believed lived on Mount Olympus, the home of the gods, were the most powerful. Students will learn the definition of a myth: a fictional story, once thought to be true that tried to explain mysteries of nature and humankind. They will also learn about myths that include supernatural beings or events, and that myths give insight into the ancient Greek culture. Students will hear about Prometheus and Pandora, Demeter and Persephone, Arachne the Weaver, the Sphinx, and Hercules, among others.
This domain introduces students to an important time in US History: The War of 1812. Students will learn why the War of 1812 is often called "America's second war for independence". Students will learn how the US and affected by the Napoleonic Wars between France and Great Britain.
Domain Review: Choose a review activity based on student misconceptions you have observed throughout the domain. Choose an activity that addresses those misconceptions and will also be covered on the Domain Assessment.
Domain Assessment: Complete as is. Pull students to complete in small groups, if necessary. In addition, this Domain Assessment has 4 parts, so you may want to give students a "brain break" in the middle.
Culminating Activities: Choose a Culminating Activity that addresses students' misconceptions, according to the results of the Domain Assessment. you can have the whole class complete one Culminating Activity, or you can choose to have students work in small groups on an activity that meets their needs.
Lesson 1: Reacquaint students with what they learned about gods and goddesses from Grade 1. This can be done by creating a K-W-L chart to activate prior knowledge. You will need a world map and will refer to this throughout the entire domain. Make sure that Greece is labeled and the map is posted. Inform students that the myths that they will be hearing about over the next several days originated in, or were first told in Ancient Greece. Create a Character Chart to be used throughout the entire domain. Use it to introduce and record relevant information about each character as they are introduced in each read aloud throughout the domain. Create student journals to be used each day using Instructional Master 3B-1. You will need at least 10 pages per student journal.
Lesson 2: Remind students that the myths they will be hearing about originated in, or were first told in, Ancient Greece. Create a T chart to compare the differences between gods/goddesses and human beings. In preparation for the read aloud, you may want to identify bright markers to stick on the posters of the characters that will be introduced so students can refer to them. Add to your character chart as each character is introduced in the read aloud. It will be very important to discuss the terms mortal and immortal. Prompt students to listen carefully to find out which character is mortal/immortal.
Lesson 3: Several gods/goddesses will be in today's read aloud. Review what students remember about Zeus, Poseidon, Ares, Aphrodite, and Demeter to prepare them for the read aloud. Review what a moral is with students. Set the purpose for the read aloud by telling students to listen carefully to identify whether this myth explains something in nature or teaches a moral lesson.
Lesson 4: As students are reviewing the Greek gods/goddesses that they learned about in previous read alouds, have them refer back to their journals to retrieve information. Make sure that students are adding important information to their journals, especially the supernatural powers that the gods/goddesses possess. Students will be working in groups to create a tapestry that retells the myth that was just read. Make sure to review or introduce expectations for working in groups. It would be helpful to create or review an anchor chart for group work expectations. Make sure students discuss a plan for creating their illustrations before they begin to draw.
Lesson 5: Today, groups will take the illustrations that they created in the previous lesson to create their tapestry. Allow them a few minutes to meet with their groups to discuss how they will present their illustration. Create a Greek Myths Chart to review the different myths that students have heard thus far. Students should be able to recall/be knowledgeable about all of the information on the chart. You can refer to this chart throughout the domain and add more myths as they are introduced. Also, make sure you are adding to the Character Chart after a new character is introduced. Make sure to discuss how Greek myths do not always involve supernatural gods and goddesses, but can also include humans, heroes and mythical characters. Make sure to engage students in a Think-Pair-Share with a partner.
Domain 4 Pausing Point
Lesson 6: Review the Greek myth from the previous lesson. Students can access facts from their students journals for this discussion. Make sure to remind students that myths are fictional stories that try to explain events or things in nature, teach a moral lesson, and/or entertain listeners. They should be encouraged to think about what the myth is trying to do as they listen to it being read aloud. Students should be able to recall how The Aegean Sea got its name. Yesterday's read aloud and the one for today both contain sad events, which is why emphasizing the fictional aspect of myths today is also important. Be sure to do the Syntactic Awareness Activity extension in conjunction with the complex text presented within the read-aloud. When introducing the activity make sure to model expectations, model with the help of a student, and have students practice with each other before they begin to engage in the task in pairs.
Pausing Point: Begin with the Student Performance Task Assessment, following it, select any additional activities that you deem necessary for student success. Activities can be conducted in either whole group or small group settings.
Lesson 7: As you are reviewing with students what they have learned, refer to the Greek Myths Chart. This is a perfect opportunity to add any important details that you omitted to the Greek Myths Chart and make sure the Characters Chart is updated.
Note: PARCC dates may effect when the lessons are completed between weeks 5 and 7. Adjust based on your schools PARCC schedule.
Lesson 8: Start the lesson by using tahe image cards to help review the events of Hercules in yesterday's read aloud. During the read aloud, refer back to the world map and point out where Nemea and Delphi are as Hercules travels there. Students should be able to describe Hercules based on what he endured and overcame during his journey. As students are sharing out from the Think-Pair-Share, use response prompts/discussion stems (anchor chart) to support them. From your planning exemplar, model how to create your first draft. You can do this with a small group or the whole class depending on need.
Lesson 9: During the word work activity, make sure everyone knows the definition of "insisted." Students can do a Turn & Talk to share sentences using the word before they work on the Drawing/Writing activity independently. Students will be editing their Greek Myths in today's lesson. To support students with the editing process, you may want to model using the editing checklist (Instructional Masters 9B-2) on your own piece of writing. Model your expectations for peer editing with the help of a student before they begin to engage in the task in pairs.
Lesson 10: Make sure your Greek Myths and Characters Charts are completely updated as you add today's myth and characters to the charts. Also, you can add a writing component to the word work activity. Students can write about something that they "resisted" and use antonyms of the word in a sentence, as well. Remember, you can make these activities your own.
Domain 4 Assessment
Domain Review: You should spend this day reviewing and reinforcing the material from this domain. You can have the students do any combination of the activities provided in either whole-group or small group settings. If the review activities are happening in small groups, the teacher should move to the different stations as students rotate to ensure that they cover them all. Add a writing accountability piece to the Sequencing Events activity.
Domain Assessment: Feel free to complete the assessment throughout the course of a given day. Part I (vocabulary assessment) is divided into two sections: the first assesses domain-related vocabulary and the second assesses academic vocabulary. Parts II and III of the assessment addresses the core content targeted in Greek Myths.
Culminating Activity: Choose activities based on students' performance on the Domain Assessment. Students who didn't perform well on the assessment should complete remediation tasks while the rest of the class participates in enrichment activities. You can set up a variety of tasks throughout the room for students to complete based on needs.
Note: prior to beginning unit 5, teacher are encouraged to take a day to activate and build background knowledge about American history. Teachers may choose to show a video or read a story about the period of American Independence. The related unit is CKLA Grade 1, Domain 10.
Lesson 1: This unit builds some background knowledge about the post-independence period of American history. Students will learn about the Constitution and the Louisiana Purchase. Push students to consider the "why" behind the decisions of all parties (US, France, Great Britain). Teachers should consider splitting up the read aloud into two days to have time to build enough background knowledge for the remainder of the unit. The Extension activities in this lesson can be skipped- do not have students create a portrait. .
Lesson 2: Push students to understand the different perspectives on going to war. Consider using a compare/contract writing activities to supplement students' understanding of different perspectives of the war. The extension activity (presenting a persuasive speech) can be utilized to present contrasting arguments about the war. The other extension activity can be skipped- do not have students create a portrait of James Madison.
Domain 5 Pausing Point
Lesson 3: The structure of the read aloud changes in this lesson-- the text is told from the perspective of a child hearing about the war from her grandfather. Make sure students understand that although the historical facts in the lesson are accurate, the characters of Adele and her grandfather are "historical fiction".
Lesson 4: The read aloud structure from the previous lesson continues. Ensure students understand the roles of different groups of people during the war. Ensure student are able to understand the impact of the Napoleonic Wars on the War of 1812.
Pausing Point: The writing activity on page 69 is the highest quality task for this lesson.
Lesson 5: Push students to connect the actions of the British to earlier learning (Revolutionary War, Napoleonic Wars, general relationship with America). Skip the "portrait" activities that are in the extension lesson.
Lesson 6: Ensure students can compare and contrast the attack on the White House with the attacks on other cities as described in this lesson. Ensure students can explain the emergence of the Star Spangled Banner.
Week 1 - 2/4
Week 2 - 2/11
Week 3 - 2/18
Week 4 - 2/25
Week 5 - 3/4
Week 6 - 3/11
Week 7 - 3/18
Week 8 - 3/25
Week 9 - 4/1
Unit 4 Overview:
Unit 4 is devoted to introducing more spelling alternatives for vowel sounds and tricky spellings. Students will practice the spelling-sound correspondance for the /er/, /i/, /ie/, /oe/, /ee/, and /aw/ sounds. Tricky words will be introduced on an as-needed basis. Students will also develop their persuasive writing skills in this unit. This unit also includes multiple opportunities for students to practice their close reading skills.
Unit 5 Overview:
This unit is devoted to introducing spelling alternatives for vowel sounds. Specific sounds and spelling that are taught in the unit are /u/, the scwha sound, and "tion". Students will continue to apply their knowledge of the advanced code in their student readers. Students will practice narrative writing as part of this unit.
Lesson 15: Unit Assessment
Lesson 13: Before this lesson prepare Worksheets 13.2 and 13.3 for display. Also, write the sentences on p. 98 on the board.
Lesson 14: In this lesson, students will work in pairs to write persuasive letters on various topics. Intentionally determine student partnerships before this lesson. Also, write the writing prompts on p. 103 on index cards or slips of paper, which will be distributed during the lesson. Feel free to add or substitute different prompts; you may also want to make multiple copies of some prompts, so several student pairs have the opportunity to write about the same topic. The sentences found on pp. 103 & 104 need to be written on the board as well. There are additional verb activities within the Pausing Point that align with the Recognize To Be as a Verb activity.
Lesson 15: If you choose to have students work with a partner during the Close Reading activity, intentionally group students based off their abilities, needs, and what they're able to contribute within a partnership.
Lesson 16: Today's small group component calls for you to determine whether students need to finish their persuasive letter, or if everyone's in a good place and Skills Groups can occur.
Lesson 20: Spelling Assessment
Lesson 17: You will use the /ee/ Spelling Tree you created in Lesson 11 in this lesson. This tree should already have two branches labeled with the spelling ‘y’ and the spelling ‘ey’. In addition, write the words on p.119 on leaves. There are additional tricky spelling "y" activities within the Pausing Point that support the /ee/ Sound and Its Spellings activity.
Lesson 18: It's important to remember, when teaching the Changing ‘y’ to ‘i’ and Adding –es activity, that the addition of ‘s’ to a verb in a sentence occurs in order to ensure subject-verb agreement. It is not necessary for second graders to know the name of this process at this time. The focus in this lesson is on making sure students understand the spelling rule about the need to change ‘y’ to ‘i’ and then add –es, whenever the /s/ sound or letter ‘s’ is added to a word ending in ‘y’.
Lesson 19: Select the Wiggle Cards you'll use for this lesson beforehand, they should all contain action verbs. The Grammar templates on p.137 also needed to be written on the board.
Lesson 20: Today's Grammar activity is a review of all content taught in this unit thus far. You can complete it with the class, or give directions and have students complete it independently or with the help of a partner.
Lesson 22: Reading Comprehension and Grammar Assessments
Lesson 21: Before this lesson, you will need to add an additional branch labeled ‘al’ to the /aw/ Spelling Tree you created in Unit 3. You will also need to write the words on p.145 on spelling leaves prior to the lesson: hallway, wallpaper, install, salt, also, always, false, walnut, walrus, Walter, walk, talk.
Lesson 22: Teacher will administer an end of unit reading comprehension and grammar assessment.
Note: We will be skipping lessons 23-25 since students were recently assessed using DIBELS and TRC.
Lesson 1: In this lesson, you will introduce students to the skill of alphabetizing words by the first letter. You may want to have several different versions of dictionaries, hard copy and electronic, available to reinforce for students a reason to learn this skill. Additionally, some books with an index and a set of encyclopedias would be good to have available. If you do not have a set of encyclopedias in your classroom, perhaps the media specialist would welcome a class trip to the media center. Prior to this lesson, write all of the spelling words on index cards or sentence strips. After introducing the words, you will fold the index cards so only the first letter of each word is visible to students. If you use index cards, you might find it helpful to paper clip them as you remove them from the board during the spelling portion of the lesson, so they stay folded over during the exercise. Also, write the alphabet vertically on the board for student reference for several days to come. For space sake, this can also be done on an anchor chart. Additionally, in this lesson you will use the /u/ Spelling Tree created in Unit 3, to which you will add three new branches. Two long branches are for ‘o’ and ‘ou’. Prepare a much shorter branch for ‘o_e’.
Last, prepare the following leaves to add to the /u/ Tree: public, subject, tantrum, mother, brother, cousin, touch, some, and love. Remind students that they already know ‘o_e’ stands for the /oe/ sound, but now they are learning a new sound for this spelling during the /u/ Sound and Its Spellings activity.
Lesson 5: Spelling Assessment
Lesson 2: Prior to this lesson write the following words on leaves to add to the /u/ Spelling: son, cover, month, money, front, wonder, won, dozen, crunchy, trumpet, husband, thunder. The Tricky Word from can now be seen as part of a larger spelling pattern. After today's lesson it should be removed from your Tricky Word wall. Be sure to refer to the Pausing Point for additional resources to use while teaching ‘o’ > /u/ if students had difficulty with today's /u/ Sound and Its Spellings activity.
Lesson 3: Before today's lesson write the following words on leaves to add to the Spelling Tree: done, none, some, come, love, shove, glove, cousins, country, young, touch, southern.
As you complete the /u/ Sound and Its Spellings activity remind students they have already learned ‘o_e’ stands for /oe/ as in drove, rose, and hose, and ‘ou’ sounds like /ou/ as in shout, ounce, and bounce. During the Reading Time activity remind students that ‘ie’ is a tricky spelling, either representing the sound /ie/ as in pie or /ee/ as in thief. This will help them when decoding. The Tricky Word some can now be seen as part of a larger spelling pattern. Following this lesson, it should be moved to the decodable word wall.
Lesson 4: The goal for today's Grammar activity is not to have students memorize the definitions for the adjectives presented, but rather they recognize ‘ous’ as a suffix that signals a word is an adjective. Today's Close Reading activity is significantly more complex than ones of the past. Students are going to have to reflect on the author’s purpose in using multiple-meaning words. Although the particular focus is on the multiple-meaning word well in this chapter, there are other multiple-meaning words that may be used to reinforce the concept that words can have more than one meaning. It is up to your discretion, based on students’ needs and time constraints, to further discuss these words.
Lesson 5: Following the /u/ Sound and Its Spellings activity, use the Pausing Point for additional instructional activities for the /u/ sound and its spellings.
Lesson 6: For this lesson you will need to utilize the vertical alphabet you used to previously practice alphabetical order. The Spelling Words also need to be written on index cards. Write the words listed on p.47 on index cards or paper for the Baseball Game review of spellings. Finally, the words in the sentences on p.48 need to be written on index cards for the Grammar activity. Write one word on each card. Capitalize the first word of each sentence and add the period after the last word in each sentence. Students may ask what the remaining words in the sentence are called during today's Grammar activity. We will not teach articles, adverbs or other parts of speech at this point; however, if students ask about them, feel free to give them this information.
Lesson 7: Prior to the lesson, make a simple drawing of two ladders on the board. At the top of each ladder write, “Winner!”
Additionally, you will need to prepare a Spelling Tree for /ə/. For today, you will need to prepare two branches for the tree. One of the branches will be the ‘a’ branch and the other will be the ‘e’ branch. Prepare the following leaves for the ‘a’ branch: about, alike, afraid, China, America, and appear. Also, prepare these leaves for the ‘e’ branch: debate, appetite, decide, and category. You might want to think about using some of the students’ names to illustrate the /ə/, such as: Linda, Martha, Evan, Adam, Steven, and Jeremy. In this lesson, you will give a teacher-led presentation on schwa. Then you will present a fictional read-aloud about schwa called “The Spelling Spoilers.” Be sure to read the story before presenting it to the class as a read-aloud. You will be asked to customize the text in some places, e.g., filling in your name, the name of your school, and the name of your community.
Be intentional when creating teams for the Review Subject and Predicate activity. The teams should be as heterogeneous as possible. If the, a, what, and was are understood as containing the /ə/ sound, then they are no longer tricky and can be removed from the class' Tricky Word wall.
Lesson 8: In CKLA, the /u/ sounds are not called schwa sounds. It is not important for students to differentiate whether a spelling is an /u/ or a schwa sound. What is important, however, is that they can read and write the words correctly. Please see the Pausing Point for additional instructional activities for the /u/ and /ə/ sound.
Lesson 9: In this lesson, students will review the contractions they learned in Unit 2. Prior to this lesson, prepare index cards according to the chart shown on p.73. (If you still have your index cards from Unit 2, you may use them again). See the Pausing Point for additional activities that support today's Grammar activity on subjects and predicates.
Lesson 10: Spelling Assessment
Lesson 10: Prior to today’s lesson, make a photocopy of the sentences on p.78 for use in the Grammar Review game. Cut them apart and place them in a container. Also, make two copies of the chart in the Parts of Speech section of this lesson for the Parts of Speech review. Determine the student groupings for the Grammar Review game beforehand.
Lesson 11: Prior to the lesson, prepare the spelling words on index cards in order to teach alphabetizing. However, this time you will not fold over the letters on the cards. Also, decide whether you will create a new Spelling Tree for /ə/ + /l/, or whether you will instead just add new branches to the /ə/ Tree. See the Introduction of this Teacher's Guide for more information. In either case, you will need three new branches, one each for ‘al’, ‘il’, and ‘ul’. Also prepare these leaves for the tree: helpful, cheerful, wonderful, animal, metal, total, royal, principal, typical, normal, practical, signal, pencil, evil, April, devil, fossil, nostril. Please note the sound combination of /ə / + /l/ is not on the Vowel Code Flip Book or the Individual Code Chart.
Lesson 12: Before today’s lesson, prepare leaves for the Spelling Trees with the following words: general, stencil, hospital, normal, tonsils, equal, petal, tropical, emergency, civil, several, local, amount, legal, rental, pedal, personal, come, touch, love, son, mother.
These leaves will be used for students completing independent work. Students will divide the word into syllables and tell you on which tree branch it belongs. If you feel you have students who are unable to complete this task on their own, you may want to create duplicates of the leaves. Students can then be told to find the other person in the class who has the same word on their leaf and they can complete the task together. You will be asking students to attach leaves to both the /u/ and the /ə/ Spelling Trees, as well as the /ə/ + /l/ Spelling Tree (if it was created). If you are unable to display multiple Spelling Trees, you may ask students to orally state to which Spelling Tree the leaf would be attached. For example, the student might say, “This leaf belongs to the /ə/ Tree.” You can then add the leaves at a later time.
Lesson 13: Before beginning this lesson new branches and leaves need to be prepared for the the /ə/ or /ə/ + /l/ Spelling Tree. Remember to refer to the Appendix: Using Chunking to Decode Multi-Syllable Words, if students are having trouble during the Syllable Chunking activity. Also, see the unit's Pausing Point for additional instructional materials with the /ə/ + /l/ sound combination. When previewing spellings during the Whole Group: “The Letter” activity, you may want to point out that llama is one of the few words with ‘ll’ at the beginning.
Lesson 15: Spelling Assessment
Lesson 14: In this lesson, students will review and practice the schwa sound-spelling. Students will also have time to re-read a passage from their unit 5 reader
Lesson 15: Advanced Spelling Tree preparation is required for this lesson, please see p.107 of your guide. While completing The /sh/ + /ə/ + /n/ Sound Combination and Its Spelling activity, you may note that ‘tion’ is not in the Code Flip Books or Individual Code Chart.
Lesson 16: You will practice alphabetizing words today. Many of the spelling words for this week, however, begin with the same letters, and thus far you have taught students how to alphabetize words based on just the first letter. (Later in Grade 2, students will learn how to alphabetize to the second letter). For this reason, you will only write some of the spelling words on index cards for today. Write the following words on index cards: yelled, myth, symbol, cry, frying, lying, edge. See the Pausing Point for additional materials and resources for the ‘tion’ spelling to use during The /sh/ + /ə/ + /n/ Sound and Its Spellings activity.
Lesson 17: Before this lesson, create four heterogeneous student groupings to be used during the Verb Review activity. Remember that you can pull groups of students (small groups) when students are completing workbook pages, ie. 17.1, 17.2, 17.3.
Lesson 20: Spelling Assessment
Lesson 18: Before this lesson choose several Wiggle Cards with a clear action verb for the warm-up activity.
Lesson 19: If students have trouble locating the verbs in today's warm-up activity, scaffold by writing the sentences on the board. It may be easier for some students to locate the verb when they see the sentence, instead of just hearing the words orally.
Lesson 20: During this lesson's Remediation and Enrichment Small Group activity, work with students on pieces of the code that they need. This should directly align to your data, and the scope and sequence or path of action that you determined.
Lesson 21: Before beginning this lesson, write the spelling words for the week on index cards. Today students will work on decoding the tricky spelling ‘a’. This spelling poses a problem for readers because it can be pronounced /a/ as in hat, /ae/ as in paper, /ə/ as in about, or /o/ as in water. See the Pausing Point for additional materials and resources for the tricky spelling ‘a’ to use if students have difficulties during the Sound Search activity.
Lesson 25: Spelling Assessment
Lesson 22: You will practice alphabetizing words today. Write the following words on individual pieces of paper (the text should be large enough that students can read the words from their desks): young, southern, apple, China, fossil, mental, eagle, tunnel, portion, reaction, needle. Today students will work on decoding the tricky spelling ‘e’. This spelling poses a challenge for readers because it is regularly pronounced three different ways: /e/ as in pet, /ee/ as in me, and /ə/ as in debate. Please see the Pausing Point for additional materials and resources for the tricky spelling ‘e’ to use if students have trouble during the Which Sounds Do You Hear? activity.
Lesson 23: Before beginning the lesson draw the chart on p.149 of the teacher's guide on chart paper for the warm up activity. Today students will work on decoding the tricky spelling ‘o’. This spelling poses a challenge for readers because it is regularly pronounced three different ways. At this point, the students have been introduced to all three of the most common pronunciations, /o/ as in hop, /oe/ as in open, and /u/ as in son. Please see the Pausing Point for additional materials addressing the tricky spelling ‘o’ to use if students have difficulties during the Sound Search activity.
Lesson 24: Prior to today’s lesson, photocopy the sentences on p.157 of the teacher's guide, and cut into strips for the warm-up activity. Today students will work on decoding the tricky spelling ‘o_e’. This spelling poses a problem for readers because it can be pronounced several different ways. At this point, students have been introduced to the two most common pronunciations, /oe/ and /u/. Please see the Pausing Point for additional materials for the tricky spelling ‘o_e’ if students have trouble during the Sound Sort activity.
Lesson 25: Today students will work on decoding the tricky spelling ‘ou’. This spelling poses a challenge for readers because it can be pronounced several different ways. At this point, students have been introduced to the two most common pronunciations, /ou/ and /u/.