Grade: 2 Unit: 4.1 Splish! Splash! Animal Baths Utah Core StandardsREADING: With every text, address these items: text type & genre, point of view, main idea

Comprehension Strategy: Compare and ContrastEssential Question: How can I use compare and contrast when I read?Texts

Animals Need to Eat

Splish! Splash! Animal Baths

Ant and Grasshopper

Key Ideas & Details:How are all of the animals alike in this selection? How are they different?

RI.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Craft & Structure:What words does the author use to describe how each animal cleans themselves? Work in small groups.(See Speaking & Listening)

The text says that a cleaner shrimp is an animal dentist. How does this comparison help you understand what the cleaner shrimp does? (pg. 32)

RI.2.6Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Integration of Knowledge & Ideas:How is “Animals Need to Eat” on pages 12-13 like “Splish! Splash!” How is it different? Cite evidence.

RI.2.9Compare and contrast the most important points presented by two texts on the same topic.

FOUNDATIONAL

Phonics/Spelling r-controlled vowels: ar, orRF.2.3.BKnow spelling-sound correspondences for additional common vowel teams.

Fluency PunctuationRF.2.4.BRead grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

SPEAKING & LISTENING

Comprehension & Collaboration

What words does the author use to describe how each animal cleans themselves? Work in small groups.(See Craft & Structure)

SL.2.2Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Presentation of Knowledge Have you ever seen an animal bath? Describe it.

SL.2.4Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

LANGUAGE

Academic LanguageVocabulary Skill Word parts/inflected nounGrammar Linking verbsWRITING

Text Type Expository W.2.1Write 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.W.2.2Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Focus ConventionsText Dependent Writing Prompt

In your opinion, which animal bath do you find the most interesting? Use information from the text to support your opinion of how it is interesting.

Write to describe how animals help each other get clean. Use details from the text in your descriptions.

Grade: 2 Unit: 4.2 Goose’s Story Utah Core StandardsREADING: With every text, address these items: text type & genre, point of view, main idea

Comprehension Strategy: Cause and Effect/Make InferencesEssential Question: How can I use inferences to predict what will happen in the story?Texts

Bill Helps Geese Survive

Goose’s Story

Baby Owl Rescue is a “Hooting” Success!

Key Ideas & Details:Read page 53. Why does the girl balance on one foot?

RL.2.3Describe how characters in a story respond to major events and challenges.

Craft & Structure:This story is a series of causes and effects. Create a web that shows this sequence (pg. 70)

RL.2.5Describe the overall structure of a story; including describing how the beginning introduces the story and the ending concludes the action.

Integration of Knowledge & Ideas:How are the deserted geese in “Bill Helps Geese Survive” on pg. 44-45 like the girl’s goose? How are they different?

RL.2.9Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

FOUNDATIONAL

Phonics/Spellingr-controlled vowels: er, ir, ur

RF.2.3.BKnow spelling-sound correspondences for additional common vowel teams.

FluencyQuotation marks

RF.2.4.BRead grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

SPEAKING & LISTENING

Comprehension & CollaborationPresentation of KnowledgeLANGUAGE

Academic LanguageVocabulary Skill Word parts: Comparatives and superlativesGrammar Helping verbsWRITING

Text Type News story W.2.1Write 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.

Focus IdeasText Dependent Writing Prompt

How do the little girls feelings for the goose change throughout the story? Cite examples from the text to support your answer.

In your opinion, why will the other geese not play with the injured goose? Use details, and information from the text, to support your answer.

Grade: 2 Unit: 4.3 A Way to Help Planet Earth Utah Core StandardsREADING: With every text, address these items: text type & genre, point of view, main idea

Comprehension Strategy: Main Idea and Details/Retell EventsEssential Question: How do I sequence to tell someone how to do something?Texts

Prairie Problem

A Way to Help Planet Earth

Water Troubles

Key Ideas & Details:Why is plastic trash a problem?

RI.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Craft & Structure:Look on page 86. Describe the text feature the author is using and its purpose. When could you use this feature in your own writing?

RI.2.5Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.RI.2.7Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Integration of Knowledge & Ideas:Identify the main idea and find 2 details that support it.

RI.2.8Describe how reasons support specific points the author makes in a text.

FOUNDATIONAL

Phonics/SpellingVariant vowel: oo, ou

RF.2.3.BKnow spelling-sound correspondences for additional common vowel teams.

FluencyPunctuation

RF.2.4.BRead grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

SPEAKING & LISTENING

Comprehension & CollaborationPresentation of KnowledgeLANGUAGE

Academic LanguageVocabulary Skill Context clues: comparatives & superlativesGrammar Irregular verbsWRITING

Text Type Persuasive W.2.1Write 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.W.2.2Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Focus OrganizationText Dependent Writing Prompt In your opinion, why do we need to take care of planet

Earth? Give examples from the text to support your opinion.

Using information in the text, describe the steps taken for recycling plastic.

Grade: 2 Unit: 4.4 Super Storms Utah Core StandardsREADING: With every text, address these items: text type & genre, point of view, main idea

Comprehension Strategy: Re-read/Cause and Effect/Make PredictionsEssential Question: Why do strong readers make predictions?Texts

Wild: Weather Hits Florida

Super Storms

It Fell in the City

Key Ideas & Details:Name the different storms described in the story. What do they all have in common?

RI.2.3Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Craft & Structure:What do you think uproot means? (pg 113)Use context clues to discuss “howling.” (pg 113)

RI.2.4Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Integration of Knowledge & Ideas:After looking at the map (pg. 110), do you think all states get the same number of tornadoes? How can you tell? Why do you think the author used a map to teach this point, rather than writing it in words?

RI.2.7Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

FOUNDATIONAL

Phonics/SpellingVariant vowels: oo, ui, ew, oe, ue

RF.2.3.EIdentify words with inconsistent but common spelling-sound correspondences.

FluencyPunctuation

RF.2.4.BRead grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

SPEAKING & LISTENING

Comprehension & CollaborationPresentation of KnowledgeLANGUAGE

Academic LanguageVocabulary Skill

Word parts: compound wordsL.2.4.DUse knowledge of the meaning of individual words to predict the meaning of compound words

GrammarIrregular verbs

L.2.1.GForm and use the past tense of frequently occurring irregular verbs

WRITING

Text Type Expository W.2.1Write 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.W.2.2Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Focus IdeasText Dependent Writing Prompt

Many violent storms strike across the U.S. each year. In your opinion, what type of storm do you think is the most dangerous? Use information from the story to explain your opinion.

Many violent storms strike across the U.S. each year. Using information from the text, write to describe different storms.

Grade: 2 Unit: 4.5 Nutik the Wolf Pup Utah Core StandardsREADING: With every text, address these items: text type & genre, point of view, main idea

Comprehension Strategy: Making Inferences/PredictionsEssential Question: What clues tell you when, where and what happens in a story?Texts

My Home in Alaska

Nutik the Wolf Pup

Wolves

Key Ideas & Details:How does the setting/culture affect this story? Would the story be the same if the setting were changed to your town?

RL.2.2Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Craft & Structure:What does the author mean by, “When the moon had changed from a crescent to a circle and back again…” Why do you think they chose that phrase? (pg 135)

RL.2.4Describe how words and phrases supply rhythm and meaning in a story, poem, or song.

Integration of Knowledge & Ideas:Julie promised the wolves she will return the pups, so why does she let Nutik stay with Amaroq in the end? (pg 149)

RL.2.7Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

FOUNDATIONAL

Phonics/SpellingVariant vowels: au, aw

RF.2.3.EIdentify words with inconsistent but common spelling-sound correspondences.

FluencyIntonation and expression

RF.2.4.BRead grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

SPEAKING & LISTENING

Comprehension & CollaborationPresentation of KnowledgeLANGUAGE

Academic LanguageVocabulary Skill

Word parts: inflected verbs and base wordsRF.2.3.DDecode words with common prefixes and suffixes.

GrammarContractions

L.2.2.CUse an apostrophe to form contractions and frequently occurring possessives.

WRITING

Text Type Book report W.2.1Write 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.

Focus Word choiceText Dependent Writing Prompt

A wolf is a very unusual and dangerous pet. What unique animal would you choose for a pet? Write a persuasive letter to your parents explaining why you think it would make a good pet. Be sure to list several reasons to support your opinion.

After you’ve written your persuasive letter, write another letter from your parents’ point of view. What do you think they would say? What reasons would they give to support their opposing opinion?