Reading Informational: 2.RI.CS.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Big Ideas/Key Concepts: Essential Questions: Unit One: Friends and Family Unit One: How do families and friends learn, grow, and help one another? Unit Two: Animal Discoveries Unit Two: How do animals play a part in the world around us? Ongoing Standards: 2.FL.PWR.3.f Recognize and read grade-appropriate irregularly spelled words. 2.FL.F.5 Read with sufficient accuracy and fluency to support comprehension. 2.FL.F.5.a Read on-level text with purpose and understanding. 2.FL.F.5.b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. 2.FL.WC.4.e Consult reference materials, including beginning dictionaries, to check and correct spelling. 2.FL.VA.7 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. 2.FL.VA.7.i Use sentence-level context as a clue to the meaning of a word or phrase. 2.FL.VA.7.e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases 2.FL.VA.7.b Demonstrate understanding of word relationships and nuances in word meanings 2.FL.VA.7.b.i Identify real-life connections between words and their use. 2.FL.VA.7c Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. Reading Informational: 2.RI.CS.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 2.RL.RRTC.10 Read and comprehend stories and poems throughout the grades 2-3 text complexity band proficiently, with scaffolding at the high end as needed. Speaking and Listening: 2.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 2nd grade topics and texts. 2.SL.CC.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 2.SL.CC.3 Ask and answer questions about what a speaker says in order to gather information or clarify something that is not understood. 2.SL.PKI.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences 2.SL.PKI.5 Add audio or visual elements to stories or recounts of experiences, when appropriate, to clarify ideas, thoughts, and feelings. 2.SL.PKI.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. 2.W.PDW.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and strengthen writing as needed by revising and editing. 2.W.PDW.6 With guidance and support from adults, and in collaboration with peers, use a variety of digital tools to produce and publish writing. 2.W.RBPK.7 Participate in shared research and writing projects, such exploring a number of books on a single topic or engaging in science experiments to produce a report. Week One: Start Smart Standards Student-Friendly I Can Statements

2.FL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text. 2.FL.PWR.3.f Recognize and read grade-appropriate irregularly spelled words. I can read some irregularly spelled words (rule breakers). encoding words; write legibly. 2.RL.KID.3 Describe how characters in a story respond to major events and challenges. R2.FL.VA.7B Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the actions. 2.RL.IKI.7 Use information gained from illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Reading Informational: 2.RI.KID.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Speaking and Listening: 2.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 2nd grade topics and texts. 2.SL.CC.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 2.SL.CC.3 Ask and answer questions about what a speaker says in order to gather information or clarify something that is not understood. 2.W.TTP.2 Write informative/explanatory texts. a. Introduce a topic. b. Use facts and definitions to provide information. c. Provide a concluding statement or section. I can know and apply grade-level phonics and word analysis skills in decoding words. I can read some irregularly spelled words (rule breakers). I can know and apply grade-level phonics and word analysis skills when spelling words. I can describe how characters react to events and challenges from a variety of genres. I can recognize that a story has a beginning, middle and end and describe how the characters, setting, and action are introduced in a story. I can describe how the events at the end of a story let me know what happened to the characters. I can identify characters, setting, and events of a story. I can ask and answer who, what, where, when, why, and how questions about texts in a variety of genres before, during and after I read it. I can participate in conversations with many different people, including adults. I can identify and describe key ideas and details presented visually or orally. I can ask and answer questions about a presentation. I can use sequence to organize my writing.

2.W.TTP.3 Write narratives recounting an event or short sequence of events. a. Include details to describe actions, thoughts, and feelings. b. Use time order words to signal event order. c. Provide a sense of closure. I can write a narrative that uses details to explain my ideas. I can describe actions thoughts, and feelings in my story. 2.W.PDW.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and strengthen writing as needed by revising and editing. I can write more than one draft with the help of my teachers and classmates by editing and revising. I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Week Two: Unit 1.1: Little Flap Learns to Fly; Help! A Story of Friendship Essential Question: How do friends depend on each other? Reading Skills and Strategies: Visualize, Summarize, Key Details, Fantasy, and Inflectional Endings Grammar and Writing Skills: Statements, Questions, Capitalization, and Ideas 2.FL.PWR.3.a Distinguish long and short vowels when reading regularly spelled onesyllable words. I can decode and blend words with short a and i I can segment words into phonemes I can look for and understand patterns of letters and sounds when I spell words. I can spell words with short a and i. 2.FL.SC.6 Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. (Assessed unit) I can capitalize and punctuate a statement and question. I can identify and read plural nouns with -s and es I can capitalize and punctuate correctly. 2.FL.VA.7a.iii. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. iii. Use a known root word as a clue to the meaning of an unknown word with the same root. (Assessed weekly/ unit) I can learn and use new vocabulary words. I can figure out the meaning of an unknown word by looking at word parts. I can read words that end in s and ed and tell their meaning. 2.FL.VA.7.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). (Assessed unit) 2.FL.SC.6.i Use commas in greetings and closings of letters. (Assessed unit) I can place a comma after a greeting and closing. 2.FL.WC.7.a Use conventional spelling for one-syllable words including position-

based patterns, complex consonant blends, less common vowel teams for long 2.RL.KID.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (Assessed weekly/unit) 2.RL.IKI.7 Use information gained from illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (Assessed unit) Speaking and Listening: 2.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 2nd grade topics and texts. 2.SL.CC.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 2.SL.CC.3 Ask and answer questions about what a speaker says in order to gather information or clarify something that is not understood. I can develop answers to the essential question. I can identify, answer and show the key ideas in fiction and non-fiction texts according to who, what, when, why, and how. I can identify characters, setting, and events of a story. I can visualize while reading to support comprehension I can visualize in order to help describe character, setting, and plot I can use illustrations and words in the text to demonstrate understanding of the text. I can participate in conversations with many different people, including adults. I can identify and describe key ideas and details presented visually or orally. I can ask and answer questions about a presentation. 2.W.TTP.3 Write narratives recounting an event or short sequence of events. a. Include details to describe actions, thoughts, and feelings. b. Use time order words to signal event order. c. Provide a sense of closure. I can write a narrative that includes details to make my ideas clear. I can describe actions, thoughts, and feelings in my story. Week Three: Unit 1.2: Maria Celebrates Brazil; Big Red Lollipop Essential Question: How are families around the world the same and different? Reading Skills and Strategies- Visualize, Characters, Setting, Events, Realistic Fiction, Root Words Grammar and Writing Skills- Commands and Exclamations, Capitalization, and Organization 2.FL.PWR.3Know and apply grade-level phonics and word analysis skills in decoding words. (Assessed unit) I can identify and read word with s and es. I can decode and read words with short e, o, and u. 2.FL.PWR.3.d Decode words with common prefixes and suffixes. I can read words with prefixes and suffixes. I can explain that a command is a sentence that tells someone to do something and that it ends with a period.

2.FL.SC.6 Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. 2.FL.WC.7.a Use conventional spelling for one-syllable words including positionbased patterns, complex consonant blends, less common vowel teams for long 2.FL.VA.7.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). (Assessed unit/ weekly) 2.RL.KID.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2.RL.KID.3 Describe how characters in a story respond to major events and challenges. (Assessed unit/weekly) 2.RL.CS.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. 2.RL.IKI.7 Use information gained from illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (Assessed unit) Speaking and Listening: 2.SL.CC.3 Ask and answer questions about what a speaker says in order to gather information or clarify something that is not understood. 2.W.TTP.3 Write narratives recounting an event or short sequence of events. a. Include details to describe actions, thoughts, and feelings. b. Use time order words to signal event order. c. Provide a sense of closure. (Assessed unit) 2.W.PDW.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and strengthen writing as needed by revising and editing. I can explain that an exclamation shows strong feeling and that it ends with an exclamation mark. I can spell words with short e, o, and u. I can look for and understand patterns of letters and sounds when I spell words. I can use what I know about root words to figure out the meaning of a longer word. I can ask and answer questions based on the key ideas in texts (who, what, when, why and how). I can describe how characters in a story respond to major events and challenges. I can recognize that a story has a beginning, middle, and end and describe how the characters, setting and action are introduced in a story. I can identify illustrations that support a story and use them to explain how they add meaning to the words. I can use illustrations and words in a story to help describe the characters, setting, or plot. I can form pictures in my mind about characters, settings, and events. I can recognize the characteristics of realistic fiction. I can identify and follow agreed upon rules for discussion. I can ask and answer questions about a presentation. I can write a narrative with a strong beginning. I can revise and edit my writing with the help of my teachers and classmates.

2.W.RBPK.8 Recall information from experiences or gather information from I can use text evidence in my writing to show how the author uses details to provided sources to answer a question. develop realistic characters and events. Week Four: Unit 1.3: Finding Cal; Not Norman: A Goldfish Story Essential Question: How can a pet be an important friend? Reading Skills and Strategies- Ask and Answer Question, Character, Setting, Events, Fiction, Context Clues Grammar and Writing Skills- Subjects, Letter Punctuation, and Word Choice 2.FL.PWR.3 Know and apply grade-level phonics and word analysis skills in decoding words. (Assessed unit) I can substitute phonemes to form new words. I can blend and build words with two-letter blends. I can clap out syllables and tell the letters in a closed syllable. 2.FL.F.5.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. I can reread to make self-corrections. 2.FL.SC.6 Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. (Assessed unit) 2.FL.VA.7.i Use sentence level context as a clue to the meaning of a word or phrase. 2.FL.WC.7.a Use conventional spelling for one-syllable words including positionbased patterns, complex consonant blends, less common vowel teams for long 2.FL.SC.6.i Use commas in greetings and closings of letters. 2.RL.KID.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (Assessed unit) 2.RL.KID.3 Describe how characters in a story respond to major events and challenges. (Assessed unit/ weekly) 2.FL.VA.7B Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. 2.RL.IKI.7 Use information gained from illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (Assessed I can identify the subject of a sentence. I can use context clues to determine the meaning of a word. I can spell words with two-letter blends. I can look for and understand patterns of letters and sounds when I spell words. I can use commas after greeting and closing of letters. I can ask and answer questions based on the key ideas in texts (who, what, when, why and how). I can describe how characters in a story respond to major events and challenges. I can recognize that a story has a beginning, middle, and end and describe how the characters, setting, and action are introduced in a story. I can use illustrations and words in a story to help describe the characters, setting, or plot.

unit/assessed weekly) Speaking and Listening: 2.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 2nd grade topics and texts. 2.SL.CC.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 2.W.TTP.3 Write narratives recounting an event or short sequence of events. a. Include details to describe actions, thoughts, and feelings. b. Use time order words to signal event order. c. Provide a sense of closure. (Assessed unit) 2.W.PDW.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and strengthen writing as needed by revising and editing. I can participate in conversations with many different people, including adults. I can identify and describe key ideas and details presented visually or orally. I can identify and use precise words in my narrative writing. I can revise and edit my writing with the help of my teachers and classmates. 2.W.RBPK.8 Recall information from experiences or gather information from provided sources to answer a question. I can use evidence from the text to write about how the author uses characters, setting, and events. Week Five: Unit 1.4: Taking Care of Pepper; Lola and Tiva; An Unlikely Friendship Essential Question: How do we care for animals? Reading Skills and Strategies- Ask and Answer Questions, Key Details, Narrative Nonfiction, Root Words Grammar and Writing Skills- Organization, Predicates 2.FL.PWR.3 Know and apply grade-level phonics and word analysis skills in decoding words. (Assessed unit) I can segment phonemes in a word. I can read words with ed and ing and tell their meanings 2.FL.PWR.3.a Distinguish long and short vowels when reading regularly spelled onesyllable words. (Assessed unit) 2.FL.PWR.3.d Decode words with common prefixes and suffixes. 2.FL.SC.6 Demonstrate command of the conventions of standard English grammar I can identify the short vowel CVC and long vowel CVCE patterns. I can blend and build words with short and long a I can connect the letters a_e to the long a sound. I can identify and read words with common prefixes and suffixes. I can identify the subject and predicate of a sentence. I can use a comma after a sequence word.

and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. 2.FL.WC.7.a Use conventional spelling for one-syllable words including positionbased patterns, complex consonant blends, less common vowel teams for long 2.FL.VA.7.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). (Assessed unit/ weekly) 2.FL.VA.7.b.i Identify real-life connections between words and their use. I can spell long and short a words with the CVC and CVCe patterns. I can read and define words with the inflectional endings: -ed,- ing. I can figure out the meaning of an unknown word by looking at word parts. I can provide real-world examples of words. Reading Informational: 2.RI.KID.1 Ask and answer such questions as who, what, when, where, why, and how to demonstrate understanding of key details in a text. (Assessed unit/ weekly) 2.RI.CS.5 Know and use various text features to locate key facts or information in a text efficiently. (Assessed weekly) 2.RI.IKI.8 Describe how reasons support specific points an author makes in a text. 2.W.TTP.2 Write informative/explanatory texts. a. Introduce a topic. b. Use facts and definitions to provide information. c. Provide a concluding statement or section. 2.W.PDW.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and strengthen writing as needed by revising and editing. I can ask and answer questions based on the key ideas in texts (who, what, when, why and how). I can use text features (captions, bold print, subheadings, glossaries, indexes, menus, and graphics) to locate key information in texts. I can read a text and describe the points the author makes. I can explain why the author s ideas make sense. I can select a topic and put my ideas in order when I write an informational text. I can use a concluding statement. I can revise and edit my writing with the help of my teachers and classmates. 2.W.RBPK.7 Participate in shared research and writing projects, such exploring a I can work with my classmates to research a topic and write about it. number of books on a single topic or engaging in science experiments to produce a report. Week Six: Unit 1.5: Families Work; Families Working Together Essential Question: What happens when families work together? Reading Skills and Strategies- Ask and Answer Questions, Key Details, Inflectional Endings, Expository Text Grammar and Writing Skills- Expanding and Combining Sentences, Sentence Fluency

2.FL.PWR.3 Know and apply grade-level phonics and word analysis skills in decoding words. (Assessed unit) 2.FL.PWR.3.a Distinguish long and short vowels when reading regularly spelled onesyllable words. (Assessed unit) 2.FL.F.5.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 2.FL.SC.6.f Produce, expand, and rearrange simple and compound sentences. (Assessed unit) I can blend and build words with long and short i. I can identify the most common short (CVC) and long vowel ((CVCE and VCE) patterns. I can connect the letters i_e to the long i sound. I can isolate the medial sound of words. I can reread to make self-corrections. I can use quotation marks at the beginning and end of dialogue. I can produce, expand, and rearrange complete simple and compound sentences without changing the meaning. 2.FL.SC.6 Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. (Assessed unit) 2.FL.SC.6.j Use an apostrophe to form contractions and frequently occurring possessives. I can use an apostrophe to form a contraction I can use an apostrophe and an s to show ownership. 2.FL.WC.7.a Use conventional spelling for one-syllable words including positionbased patterns, complex consonant blends, less common vowel teams for long 2.FL.VA.7.i Use sentence level context as a clue to the meaning of a word or phrase. 2.FL.VA.7.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). (Assessed unit) 2.FL.VA.7b.i Identify real-life connections between words and their use. Reading Informational: 2.RI.KID.1 Ask and answer such questions as who, what, when, where, why, and how to demonstrate understanding of key details in a text. (Assessed unit/assessed weekly) 2.RI.KID.2 Identify the main topic of a multi-paragraph text as well as the focus of I can spell words with long and short i.i can look for and understand patterns of letters and sounds when I spell words. I can use context clues to figure out the meaning of a word. I can use inflectional endings and root words to figure out the meaning of an unknown word. I can provide real-world examples of words. I can use key details in the text to answer who, what, where, when, why and how questions before, during, and after I read it. I can read stories with more than one paragraph and explain the topic or main

specific paragraphs within the text. 2.RI.CS.5 Know and use various text features to locate key facts or information in a text efficiently. (Assessed weekly) 2.RI.IKI.7 Identify and explain how illustrations and words contribute to and clarify a text. (Assessed unit) 2.W.TTP.2 Write informative/explanatory texts. a. Introduce a topic. b. Use facts and definitions to provide information. c. Provide a concluding statement or section. 2.W.PDW.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and strengthen writing as needed by revising and editing. idea of each paragraph. I can use text features (captions, bold print, subheadings, glossaries, indexes, menu, and graphics) to locate key information in texts. I can study and explain how the pictures in a text are helpful in learning more about a topic. I can select a topic, identify facts and definitions to write about the topic. I can use a concluding statement. I can use long and short sentences in my writing. I can revise and edit my writing with the help of my teachers and classmates. 2.W.PDW.6 With guidance and support from adults, and in collaboration with peers, I can work with my classmates to research a topic and write about it. use a variety of digital tools to produce and publish writing. Week Seven: Unit 2.1: A Visit to the Desert; Sled Dogs Run Essential Question: How do animals survive? Reading Skills and Strategies- Make Predictions, Character, Plot, Setting, Realistic Fiction, Prefixes Grammar and Writing Skills- Nouns, Ideas 2.FL.PWR.3 Know and apply grade-level phonics and word analysis skills in decoding I can blend, build, and read words with the long o sound. words. 2.FL.PWR.3.b Know spelling-sound correspondences for additional common vowel teams. I can connect the letters o, oa, ow, and oe to the long o sound. I can identify past- and future- tense verbs. I can use correct letter punctuation. 2.FL.SC.6.i Use commas in greetings and closings of letters. 2.FL.SC.6.j Use an apostrophe to form contractions and frequently occurring possessives. 2.FL.WC.7.a Use conventional spelling for one-syllable words including positionbased patterns, complex consonant blends, less common vowel teams for long I can use contractions with not. I can spell words with long o sound.

2.FL.VA.7.d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). (Assessed weekly) 2.FL.VA.7B.b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). (Assessed weekly/unit) 2.RL.KID.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Reading Informational: 2.RI.KID.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (Review- Assessed weekly/ unit) 2.RI.KID.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. (Review- Assessed weekly/ unit) 2.RI.CS.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (Assessed weekly) I can explain that a compound word is made up of two smaller words. I can distinguish shades of meaning between similar words (synonyms). I can recount stories and determine their central message, lesson, or moral. I can use the strategy of ask and answer questions to identify the main topic and key details. I can identify the main purpose of a text. I can use text evidence to identify reasons that support the main topic. 2.RI.IKI.8 Describe how reasons support specific points an author makes in a text. (Assessed weekly) 2.W.TTP.1 Write opinion pieces on topics or texts. a. Introduce topic or text. b. State an opinion. c. Supply reasons to support the opinion. d. Use linking words to connect the reasons to the opinion. e. Provide a concluding statement or section. (Assessed unit) I can write an opinion piece to share my opinions and ideas. 2.W.PDW.4 With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) Week Eight: Unit 2.2: The Boy Who Cried Wolf; Wolf! Wolf!

Essential Question: What can animals in stories teach us? Reading Skills and Strategies- Make Predictions, Problem and Solution, Fables, Suffixes Grammar and Writing Skills- Singular and Plural Nouns, Ideas 2.FL.PWR.3 Know and apply grade-level phonics and word analysis skills in decoding words. (Assessed unit) 2.FL.PWR.3.a Distinguish long and short vowels when reading regularly spelled one- syllable words. (Assessed unit) I can blend and build words with long and short u. I can connect the letters u_e with the long u sound. I can form a new word by deleting the first sound. I can segment phonemes to form new word. I can identify and read words with CVCe syllable. 2.FL.SC.6 Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. (Assessed unit) 2.FL.WC.7.a Use conventional spelling for one-syllable words including positionbased patterns, complex consonant blends, less common vowel teams for long 2.FL.VA.7.b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). (Assessed weekly/unit) 2.FL.VA.7.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). 2.RL.KID.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (Assessed unit) 2.RL.KID.3 Describe how characters in a story respond to major events and challenges. (Assessed weekly/unit) 2.FL.VA.7B Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (Review skill- Assessed weekly/ unit) I can identify singular and plural nouns I can use commas to separate three or more words in a series. I can spell words with short and long u. I can determine the meaning of a new word formed when a known prefix is added to a known word. I can use prefixes and root words to figure out the meaning of an unknown word. I can explain the lesson that is learned in a fable I can recognize the features of a fable. I can describe how characters respond to events and challenges in a story. I can use text evidence to make, confirm, and revise predictions. I can recognize that a story has a beginning, middle, and end, and describe how the characters are introduced in a story. I can identify the story elements of character, setting, plot, problem, and solution.

2.RL.IKI.9 Compare and contrast two or more versions of the same story by different authors or different cultures. 2.W.TTP.3 Write narratives recounting an event or short sequence of events. a. Include details to describe actions, thoughts, and feelings. b. Use time order words to signal event order. c. Provide a sense of closure. (Assessed unit) I can compare two fables. I can write a narrative that uses details to explain my ideas. 2.W.PDW.5 With guidance and support from adults, focus on a topic, respond to I can revise and edit my writing with the help of my teachers and classmates. questions and suggestions from peers, and strengthen writing as needed by revising and editing. Week Nine: Assessment