Common Core State Standards for Language Arts Correlation to

Literacy by Design

Correlatio

n to

Com

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ore

1503463

Grade 2

SAMPLER

2

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 3 pp. 16–17

Essential Resources Guide: 6–7 Writing Bridge Cards: 1, 5, 9, 25, 29, 34, 38

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3f Recognize and read grade-appropriate irregularly spelled words. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 4 pp. 18–19

Essential Resources Guide: 8–9 Comprehension Bridge Cards: 1 Writer’s Handbook: 4, 5, 6, 8 Writing Bridge Cards: 1, 5, 9, 25, 29, 34 Writing Resource Guide: 1

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 20–21

Essential Resources Guide: 10–11 Writing Bridge Cards: 1, 5, 9, 25, 29, 34

W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.2b Use commas in greetings and closings of letters. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

1

Literacy by Design ©2013 Grade 2

correlated to the

Common Core State Standards for English Language Arts

Grade 2

Comprehensive Teacher’s Guide

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Unit: Proud to Be Me Theme 1 Stories from Our Past

Lesson 1 pp. 8-9

Essential Resources Guide: 1–3 Writing Bridge Cards: 1, 5, 9, 25, 29, 33 Writing Resource Guide: 33, 35, 37, 45, 47

RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 2 pp. 14-15

Essential Resources Guide: 4–5 Comprehension Bridge Cards: 1 Writing Bridge Cards: 1, 5, 9, 25, 29, 33

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

2

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 3 pp. 16–17

Essential Resources Guide: 6–7 Writing Bridge Cards: 1, 5, 9, 25, 29, 34, 38

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3f Recognize and read grade-appropriate irregularly spelled words. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 4 pp. 18–19

Essential Resources Guide: 8–9 Comprehension Bridge Cards: 1 Writer’s Handbook: 4, 5, 6, 8 Writing Bridge Cards: 1, 5, 9, 25, 29, 34 Writing Resource Guide: 1

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 20–21

Essential Resources Guide: 10–11 Writing Bridge Cards: 1, 5, 9, 25, 29, 34

W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.2b Use commas in greetings and closings of letters. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

1

Literacy by Design ©2013 Grade 2

correlated to the

Common Core State Standards for English Language Arts

Grade 2

Comprehensive Teacher’s Guide

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Unit: Proud to Be Me Theme 1 Stories from Our Past

Lesson 1 pp. 8-9

Essential Resources Guide: 1–3 Writing Bridge Cards: 1, 5, 9, 25, 29, 33 Writing Resource Guide: 33, 35, 37, 45, 47

RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 2 pp. 14-15

Essential Resources Guide: 4–5 Comprehension Bridge Cards: 1 Writing Bridge Cards: 1, 5, 9, 25, 29, 33

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

4

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 10 pp. 32–33

Comprehension Bridge Cards: 1 Writing Bridge Cards: 1, 5, 9, 20, 25, 29, 36 Writing Resource Guide: 70

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Theme 2 My Family

Lesson 1 pp. 40–41

Essential Resources Guide: 12–13 Writing Bridge Cards: 3, 33 Writing Resource Guide: 34

RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3c Decode regularly spelled two-syllable words with long vowels. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 2 pp. 46–47

Essential Resources Guide: 14–15 Comprehension Bridge Cards: 1, 2 Writing Bridge Cards: 3, 33 Writing Resource Guide: 34

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

3

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 6 pp. 24–25

Comprehension Bridge Cards: 1 Writing Bridge Cards: 1, 2, 5, 9, 25, 29, 35

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 7 pp. 26–27

Writing Bridge Cards: 1, 2, 5, 9, 25, 29, 35

RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.4a Read on-level text with purpose and understanding. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 28–29

Comprehension Bridge Cards: 1 Writer’s Handbook: 4 Writing Bridge Cards: 1, 5, 9, 20, 25, 29, 35 Writer’s Resource Guide: 2, 54–55

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 9 pp. 30–31

Writing Bridge Cards: 1, 5, 9, 20, 25, 29, 36 Writing Resource Guide: 70

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

4

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 10 pp. 32–33

Comprehension Bridge Cards: 1 Writing Bridge Cards: 1, 5, 9, 20, 25, 29, 36 Writing Resource Guide: 70

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Theme 2 My Family

Lesson 1 pp. 40–41

Essential Resources Guide: 12–13 Writing Bridge Cards: 3, 33 Writing Resource Guide: 34

RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3c Decode regularly spelled two-syllable words with long vowels. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 2 pp. 46–47

Essential Resources Guide: 14–15 Comprehension Bridge Cards: 1, 2 Writing Bridge Cards: 3, 33 Writing Resource Guide: 34

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

3

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 6 pp. 24–25

Comprehension Bridge Cards: 1 Writing Bridge Cards: 1, 2, 5, 9, 25, 29, 35

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 7 pp. 26–27

Writing Bridge Cards: 1, 2, 5, 9, 25, 29, 35

RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.4a Read on-level text with purpose and understanding. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 28–29

Comprehension Bridge Cards: 1 Writer’s Handbook: 4 Writing Bridge Cards: 1, 5, 9, 20, 25, 29, 35 Writer’s Resource Guide: 2, 54–55

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 9 pp. 30–31

Writing Bridge Cards: 1, 5, 9, 20, 25, 29, 36 Writing Resource Guide: 70

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

6

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 7 pp. 58–59

Writing Bridge Cards: 3, 4, 35

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 60–61

Comprehension Bridge Cards: 1, 2 Writer’s Handbook: 5 Writing Bridge Cards: 3, 36 Writing Resource Guide: 4, 72

RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.4a Read on-level text with purpose and understanding. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 9 pp. 62–63

Comprehension Bridge Cards: 2 Writing Bridge Cards: 3, 4, 36 Writing Resource Guide: 70

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 64–65

Writing Bridge Cards: 3, 4, 37 Writing Resource Guide: 71

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

5

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 3 pp. 48–49

Essential Resources Guide: 16–17 Writing Bridge Cards: 3, 34, 41

W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 4 pp. 50–51

Essential Resources Guide: 18–19 Comprehension Bridge Cards: 1, 2 Writer’s Handbook: 4 Writing Bridge Cards: 3, 36 Writing Resource Guide: 33

RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.1c Use reflexive pronouns (e.g., myself, ourselves). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 52–53

Essential Resources Guide: 20–21 Writing Bridge Cards: 3, 36

W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.2a Capitalize holidays, product names, and geographic names. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 6 pp. 56–57

Essential Resources Guide: 22–23 Comprehension Bridge Cards: 2 Writing Bridge Cards: 3, 4, 35

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

6

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 7 pp. 58–59

Writing Bridge Cards: 3, 4, 35

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 60–61

Comprehension Bridge Cards: 1, 2 Writer’s Handbook: 5 Writing Bridge Cards: 3, 36 Writing Resource Guide: 4, 72

RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.4a Read on-level text with purpose and understanding. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 9 pp. 62–63

Comprehension Bridge Cards: 2 Writing Bridge Cards: 3, 4, 36 Writing Resource Guide: 70

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 64–65

Writing Bridge Cards: 3, 4, 37 Writing Resource Guide: 71

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

5

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 3 pp. 48–49

Essential Resources Guide: 16–17 Writing Bridge Cards: 3, 34, 41

W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 4 pp. 50–51

Essential Resources Guide: 18–19 Comprehension Bridge Cards: 1, 2 Writer’s Handbook: 4 Writing Bridge Cards: 3, 36 Writing Resource Guide: 33

RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.1c Use reflexive pronouns (e.g., myself, ourselves). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 52–53

Essential Resources Guide: 20–21 Writing Bridge Cards: 3, 36

W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.2a Capitalize holidays, product names, and geographic names. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 6 pp. 56–57

Essential Resources Guide: 22–23 Comprehension Bridge Cards: 2 Writing Bridge Cards: 3, 4, 35

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

8

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 4 pp. 84–85

Essential Resources Guide: 30–31 Comprehension Bridge Cards: 3 Writer’s Handbook: 5, 8 Writing Bridge Cards: 1, 5, 9, 25, 29, 34 Writing Resource Guide: 5

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 86–87

Writing Bridge Cards: 1, 5, 9, 25, 29, 34

W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 6 pp. 90–91

Writing Bridge Cards: 1, 5, 9, 25, 29, 34

RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 7 pp. 92–93

Comprehension Bridge Cards: 4 Writing Bridge Cards: 7, 33 Writing Resource Guide: 36

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

7

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Unit: Patterns in the Sky Theme 3 The Moon in Motion

Lesson 1 pp. 74–75

Essential Resources Guide: 24–25 Writing Bridge Cards: 1, 5, 9, 25, 29, 33 Writing Resource Guide: 71

RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. RF.2.3c Decode regularly spelled two-syllable words with long vowels. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 2 pp. 80–81

Essential Resources Guide: 26–27 Comprehension Bridge Cards: 2, 3 Electronic Resources Guide: 102–103, 110–111, 137–138 Writing Bridge Cards: 1, 5, 9, 25, 29, 33 Writing Resource Guide: 33, 35, 37, 45, 47

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 3 pp. 82–83

Essential Resources Guide: 28–29 Writing Bridge Cards: 1, 5, 9, 25, 29, 34, 43, 44

RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

8

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 4 pp. 84–85

Essential Resources Guide: 30–31 Comprehension Bridge Cards: 3 Writer’s Handbook: 5, 8 Writing Bridge Cards: 1, 5, 9, 25, 29, 34 Writing Resource Guide: 5

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 86–87

Writing Bridge Cards: 1, 5, 9, 25, 29, 34

W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 6 pp. 90–91

Writing Bridge Cards: 1, 5, 9, 25, 29, 34

RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 7 pp. 92–93

Comprehension Bridge Cards: 4 Writing Bridge Cards: 7, 33 Writing Resource Guide: 36

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

7

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Unit: Patterns in the Sky Theme 3 The Moon in Motion

Lesson 1 pp. 74–75

Essential Resources Guide: 24–25 Writing Bridge Cards: 1, 5, 9, 25, 29, 33 Writing Resource Guide: 71

RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. RF.2.3c Decode regularly spelled two-syllable words with long vowels. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 2 pp. 80–81

Essential Resources Guide: 26–27 Comprehension Bridge Cards: 2, 3 Electronic Resources Guide: 102–103, 110–111, 137–138 Writing Bridge Cards: 1, 5, 9, 25, 29, 33 Writing Resource Guide: 33, 35, 37, 45, 47

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 3 pp. 82–83

Essential Resources Guide: 28–29 Writing Bridge Cards: 1, 5, 9, 25, 29, 34, 43, 44

RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

10

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 2 pp. 112–113

Essential Resources Guide: 34–35 Comprehension Bridge Cards: 3, 4 Writing Bridge Cards: 7, 33 Writing Resource Guide: 36

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.1a Use collective nouns (e.g., group). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 3 pp. 114–115

Essential Resources Guide: 36–37 Comprehension Bridge Cards: 3, 4 Writing Bridge Cards: 7, 34, 40

RL.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. RF.2.3f Recognize and read grade-appropriate irregularly spelled words. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 4 pp. 116–117

Essential Resources Guide: 38–39 Comprehension Bridge Cards: 3, 4 Writer’s Handbook: 14 Writing Bridge Cards: 7, 34 Writing Resource Guide: 7

RL.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. L.2.1a Use collective nouns (e.g., group). L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 118–119

Writing Bridge Cards: 7, 34

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

9

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 8 pp. 94–95

Comprehension Bridge Cards: 2, 3 Writer’s Handbook: 5, 8 Writing Bridge Cards: 7, 35 Writing Resource Guide: 6, 56–57

RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 9 pp. 96–97

Comprehension Bridge Cards: 3 Writing Bridge Cards: 7, 36 Writing Resource Guide: 70

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 98–99

Writing Bridge Cards: 7, 37 Writing Resource Guide: 71

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Theme 4 Circling the Sun Lesson 1 pp. 106–107

Essential Resources Guide: 32–33 Comprehension Bridge Cards: 4 Writing Bridge Cards: 7, 33 Writing Resource Guide: 36

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

10

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 2 pp. 112–113

Essential Resources Guide: 34–35 Comprehension Bridge Cards: 3, 4 Writing Bridge Cards: 7, 33 Writing Resource Guide: 36

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.1a Use collective nouns (e.g., group). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 3 pp. 114–115

Essential Resources Guide: 36–37 Comprehension Bridge Cards: 3, 4 Writing Bridge Cards: 7, 34, 40

RL.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. RF.2.3f Recognize and read grade-appropriate irregularly spelled words. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 4 pp. 116–117

Essential Resources Guide: 38–39 Comprehension Bridge Cards: 3, 4 Writer’s Handbook: 14 Writing Bridge Cards: 7, 34 Writing Resource Guide: 7

RL.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. L.2.1a Use collective nouns (e.g., group). L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 118–119

Writing Bridge Cards: 7, 34

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

9

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 8 pp. 94–95

Comprehension Bridge Cards: 2, 3 Writer’s Handbook: 5, 8 Writing Bridge Cards: 7, 35 Writing Resource Guide: 6, 56–57

RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 9 pp. 96–97

Comprehension Bridge Cards: 3 Writing Bridge Cards: 7, 36 Writing Resource Guide: 70

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 98–99

Writing Bridge Cards: 7, 37 Writing Resource Guide: 71

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Theme 4 Circling the Sun Lesson 1 pp. 106–107

Essential Resources Guide: 32–33 Comprehension Bridge Cards: 4 Writing Bridge Cards: 7, 33 Writing Resource Guide: 36

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Unit: Living in America

Theme 5 Where People Live Lesson 1 pp. 140–141

Essential Resources Guide: 40–41 Comprehension Bridge Cards: 1 Writing Bridge Cards: 1, 5, 9, 25, 29, 33 Writing Resource Guide: 28, 33, 37, 45, 47

RL.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.1b Build on other’s talk in conversations by linking their comments to the remarks of others. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 2 pp. 146–147

Essential Resources Guide: 42–43 Comprehension Bridge Cards: 4, 5 Writing Bridge Cards: 1, 5, 9, 25, 29, 33 Writing Resource Guide: 28, 33, 37, 45, 47

RL.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 3 pp. 148–149

Essential Resources Guide: 44–45 Writing Bridge Cards: 1, 5, 9, 25, 29, 34

W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 6 pp. 122–123

Comprehension Bridge Cards: 4 Writing Bridge Cards: 7, 8, 35

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 7 pp. 124–125

Comprehension Bridge Cards: 4 Writing Bridge Cards: 7, 35

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 126–127

Comprehension Bridge Cards: 3, 4 Writer’s Handbook: 14 Writing Bridge Cards: 735 Writing Resource Guide: 8, 72

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RF.2.4a Read on-level text with purpose and understanding. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 9 pp. 128–129

Comprehension Bridge Cards: 4 Writing Bridge Cards: 7, 36 Writing Resource Guide: 70

RI.2.8 Describe how reasons support specific points the author makes in a text. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 130–131

Comprehension Bridge Cards: 4 Writing Bridge Cards: 7, 37 Writing Resource Guide: 70

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

12

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Unit: Living in America

Theme 5 Where People Live Lesson 1 pp. 140–141

Essential Resources Guide: 40–41 Comprehension Bridge Cards: 1 Writing Bridge Cards: 1, 5, 9, 25, 29, 33 Writing Resource Guide: 28, 33, 37, 45, 47

RL.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.1b Build on other’s talk in conversations by linking their comments to the remarks of others. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 2 pp. 146–147

Essential Resources Guide: 42–43 Comprehension Bridge Cards: 4, 5 Writing Bridge Cards: 1, 5, 9, 25, 29, 33 Writing Resource Guide: 28, 33, 37, 45, 47

RL.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 3 pp. 148–149

Essential Resources Guide: 44–45 Writing Bridge Cards: 1, 5, 9, 25, 29, 34

W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 6 pp. 122–123

Comprehension Bridge Cards: 4 Writing Bridge Cards: 7, 8, 35

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 7 pp. 124–125

Comprehension Bridge Cards: 4 Writing Bridge Cards: 7, 35

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 126–127

Comprehension Bridge Cards: 3, 4 Writer’s Handbook: 14 Writing Bridge Cards: 735 Writing Resource Guide: 8, 72

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RF.2.4a Read on-level text with purpose and understanding. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 9 pp. 128–129

Comprehension Bridge Cards: 4 Writing Bridge Cards: 7, 36 Writing Resource Guide: 70

RI.2.8 Describe how reasons support specific points the author makes in a text. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 130–131

Comprehension Bridge Cards: 4 Writing Bridge Cards: 7, 37 Writing Resource Guide: 70

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 8 pp. 160–161

Comprehension Bridge Cards: 4, 5 Writer’s Handbook: 12–14 Writing Bridge Cards: 1, 5, 9, 25, 29, 35 Writing Resource Guide: 10, 58–59, 72

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.2a Capitalize holidays, product names, and geographic names. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 9 pp. 162–163

Comprehension Bridge Cards: 5 Writing Bridge Cards: 1, 5, 9, 25, 29, 36 Writing Resource Guide: 70

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 164–165

Writing Bridge Cards: 1, 5, 9, 25, 29, 37 Writing Resource Guide: 71

W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Theme 6 Many States, One Country

Lesson 1 pp. 172–173

Essential Resources Guide: 48–50 Comprehension Bridge Cards: 6 Writing Bridge Cards: 11, 19, 23, 31, 33 Writing Resource Guide: 38, 42, 44, 48

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 4 pp. 150–151

Essential Resources Guide: 46–47 Comprehension Bridge Cards: 4, 5 Writer’s Handbook: 12, 14 Writing Bridge Cards: 1, 5, 9, 25, 29, 34 Writing Resource Guide: 9

W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.2a Capitalize holidays, product names, and geographic names. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 152–153

Writing Bridge Cards: 1, 5, 9, 25, 29, 34

W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 6 pp. 156–157

Comprehension Bridge Cards: 5 Writing Bridge Cards: 1, 5, 9, 10, 25, 29, 35

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 7 pp. 158–159

Writing Bridge Cards: 1, 5, 9, 25, 29, 35 Writing Resource Guide: 25

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.2c Use an apostrophe to form contractions and frequently occurring possessives. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 8 pp. 160–161

Comprehension Bridge Cards: 4, 5 Writer’s Handbook: 12–14 Writing Bridge Cards: 1, 5, 9, 25, 29, 35 Writing Resource Guide: 10, 58–59, 72

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.2a Capitalize holidays, product names, and geographic names. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 9 pp. 162–163

Comprehension Bridge Cards: 5 Writing Bridge Cards: 1, 5, 9, 25, 29, 36 Writing Resource Guide: 70

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 164–165

Writing Bridge Cards: 1, 5, 9, 25, 29, 37 Writing Resource Guide: 71

W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Theme 6 Many States, One Country

Lesson 1 pp. 172–173

Essential Resources Guide: 48–50 Comprehension Bridge Cards: 6 Writing Bridge Cards: 11, 19, 23, 31, 33 Writing Resource Guide: 38, 42, 44, 48

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 4 pp. 150–151

Essential Resources Guide: 46–47 Comprehension Bridge Cards: 4, 5 Writer’s Handbook: 12, 14 Writing Bridge Cards: 1, 5, 9, 25, 29, 34 Writing Resource Guide: 9

W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.2a Capitalize holidays, product names, and geographic names. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 152–153

Writing Bridge Cards: 1, 5, 9, 25, 29, 34

W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 6 pp. 156–157

Comprehension Bridge Cards: 5 Writing Bridge Cards: 1, 5, 9, 10, 25, 29, 35

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 7 pp. 158–159

Writing Bridge Cards: 1, 5, 9, 25, 29, 35 Writing Resource Guide: 25

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.2c Use an apostrophe to form contractions and frequently occurring possessives. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 6 pp. 188–189

Writing Bridge Cards: 11, 12, 19, 23, 31, 35

RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 7 pp. 190–191

Writing Bridge Cards: 11, 12, 19, 23, 31, 35

RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 192–193

Comprehension Bridge Cards: 5, 6 Writing Bridge Cards: 11, 19, 23, 31, 35 Writing Resource Guide: 12, 72

RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.2a Capitalize holidays, product names, and geographic names. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 9 pp. 194–195

Comprehension Bridge Cards: 6 Writing Bridge Cards: 11, 19, 23, 31, 36, 37 Writing Resource Guide: 70

RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. L.2.2a Capitalize holidays, product names, and geographic names. L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 196–197

Writing Bridge Cards: 11, 19, 23, 31, 37 Writing Resource Guide: 71

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Lesson 2 pp. 178–179

Essential Resources Guide: 51–52 Comprehension Bridge Cards: 5, 6 Writing Bridge Cards: 11, 19, 23, 31, 33 Writing Resource Guide: 38, 42, 44, 48

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 3 pp. 180–181

Essential Resources Guide: 53–54 Writing Bridge Cards: 11, 19, 23, 31, 33, 41, 42

RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 4 pp. 182–183

Essential Resources Guide: 55–56 Comprehension Bridge Cards: 5, 6 Writer’s Handbook: 11, 12, 14 Writing Bridge Cards: 11, 19, 23, 31, 34 Writing Resource Guide: 11

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 184–185

Writing Bridge Cards: 11, 19, 23, 31, 34

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

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Lesson 6 pp. 188–189

Writing Bridge Cards: 11, 12, 19, 23, 31, 35

RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 7 pp. 190–191

Writing Bridge Cards: 11, 12, 19, 23, 31, 35

RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 192–193

Comprehension Bridge Cards: 5, 6 Writing Bridge Cards: 11, 19, 23, 31, 35 Writing Resource Guide: 12, 72

RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.2a Capitalize holidays, product names, and geographic names. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 9 pp. 194–195

Comprehension Bridge Cards: 6 Writing Bridge Cards: 11, 19, 23, 31, 36, 37 Writing Resource Guide: 70

RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. L.2.2a Capitalize holidays, product names, and geographic names. L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 196–197

Writing Bridge Cards: 11, 19, 23, 31, 37 Writing Resource Guide: 71

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

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Lesson 2 pp. 178–179

Essential Resources Guide: 51–52 Comprehension Bridge Cards: 5, 6 Writing Bridge Cards: 11, 19, 23, 31, 33 Writing Resource Guide: 38, 42, 44, 48

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 3 pp. 180–181

Essential Resources Guide: 53–54 Writing Bridge Cards: 11, 19, 23, 31, 33, 41, 42

RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 4 pp. 182–183

Essential Resources Guide: 55–56 Comprehension Bridge Cards: 5, 6 Writer’s Handbook: 11, 12, 14 Writing Bridge Cards: 11, 19, 23, 31, 34 Writing Resource Guide: 11

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 184–185

Writing Bridge Cards: 11, 19, 23, 31, 34

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Lesson 4 pp. 216–217

Essential Resources Guide: 63–64 Comprehension Bridge Cards: 6, 7 Writer’s Handbook: 10, 14 Writing Bridge Cards: 13, 34 Writing Resource Guide: 33

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. L.2.2c Use an apostrophe to form contractions and frequently occurring possessives. L.2.3a Compare formal and informal uses of English. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 218–219

Essential Resources Guide: 65–66 Writing Bridge Cards: 13, 34

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 6 pp. 222–223

Comprehension Bridge Cards: 7 Writing Bridge Cards: 13, 14, 35 Writing Resource Guide: 39

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 7 pp. 224–225

Writing Bridge Cards: 13, 14, 35

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

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Unit: Thinking Like a Scientist Theme 7 How Do Machines Work? Lesson 1 pp. 206–207

Essential Resources Guide: 57–58 Comprehension Bridge Cards: 7 Writing Bridge Cards: 13, 33 Writing Resource Guide: 39

RL.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 2 pp. 212–213

Essential Resources Guide: 59–60 Comprehension Bridge Cards: 7 Writing Bridge Cards: 13, 33 Writing Resource Guide: 39

RL.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.1a Use collective nouns (e.g., group). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 3 pp. 214–215

Essential Resources Guide: 61–62 Writing Bridge Cards: 13, 34, 43

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3f Recognize and read grade-appropriate irregularly spelled words. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. L.2.2b Use commas in greetings and closings of letters. L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

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Lesson 4 pp. 216–217

Essential Resources Guide: 63–64 Comprehension Bridge Cards: 6, 7 Writer’s Handbook: 10, 14 Writing Bridge Cards: 13, 34 Writing Resource Guide: 33

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. L.2.2c Use an apostrophe to form contractions and frequently occurring possessives. L.2.3a Compare formal and informal uses of English. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 218–219

Essential Resources Guide: 65–66 Writing Bridge Cards: 13, 34

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 6 pp. 222–223

Comprehension Bridge Cards: 7 Writing Bridge Cards: 13, 14, 35 Writing Resource Guide: 39

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 7 pp. 224–225

Writing Bridge Cards: 13, 14, 35

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

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Unit: Thinking Like a Scientist Theme 7 How Do Machines Work? Lesson 1 pp. 206–207

Essential Resources Guide: 57–58 Comprehension Bridge Cards: 7 Writing Bridge Cards: 13, 33 Writing Resource Guide: 39

RL.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 2 pp. 212–213

Essential Resources Guide: 59–60 Comprehension Bridge Cards: 7 Writing Bridge Cards: 13, 33 Writing Resource Guide: 39

RL.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.1a Use collective nouns (e.g., group). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 3 pp. 214–215

Essential Resources Guide: 61–62 Writing Bridge Cards: 13, 34, 43

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3f Recognize and read grade-appropriate irregularly spelled words. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. L.2.2b Use commas in greetings and closings of letters. L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Lesson 2 pp. 244–245

Essential Resources Guide: 70–71 Comprehension Bridge Cards: 7, 8 Writing Bridge Cards: 15, 33 Writing Resource Guide: 40

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 3 pp. 246–247

Essential Resources Guide: 72–73 Comprehension Bridge Cards: 7, 8 Writing Bridge Cards: 15, 34, 39

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.3a Compare formal and informal uses of English. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 4 pp. 248–249

Essential Resources Guide: 74–75 Comprehension Bridge Cards: 7, 8 Writer’s Handbook: 16 Writing Bridge Cards: 15, 34, 39 Writing Resource Guide: 15

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. L.2.5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 250–251

Writing Bridge Cards: 15, 34,

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

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Lesson 8 pp. 226–227

Comprehension Bridge Cards: 6, 7 Writer’s Handbook: 9 Writing Bridge Cards: 13, 35 Writing Resource Guide: 14, 60–61, 72

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.2b Use commas in greetings and closings of letters. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 9 pp. 228–229

Comprehension Bridge Cards: 7 Writing Bridge Cards: 13, 36, 37 Writing Resource Guide: 70

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.2c Use an apostrophe to form contractions and frequently occurring possessives. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 230–231

Writing Bridge Cards: 13, 37 Writing Resource Guide: 71

SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Theme 8 What is a Magnet? Lesson 1 pp. 238–239

Essential Resources Guide: 67–69 Writing Resource Guide: 15, 33 Writing Bridge Cards: 15, 33

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Lesson 2 pp. 244–245

Essential Resources Guide: 70–71 Comprehension Bridge Cards: 7, 8 Writing Bridge Cards: 15, 33 Writing Resource Guide: 40

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 3 pp. 246–247

Essential Resources Guide: 72–73 Comprehension Bridge Cards: 7, 8 Writing Bridge Cards: 15, 34, 39

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.3a Compare formal and informal uses of English. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 4 pp. 248–249

Essential Resources Guide: 74–75 Comprehension Bridge Cards: 7, 8 Writer’s Handbook: 16 Writing Bridge Cards: 15, 34, 39 Writing Resource Guide: 15

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. L.2.5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 250–251

Writing Bridge Cards: 15, 34,

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

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Lesson 8 pp. 226–227

Comprehension Bridge Cards: 6, 7 Writer’s Handbook: 9 Writing Bridge Cards: 13, 35 Writing Resource Guide: 14, 60–61, 72

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.2b Use commas in greetings and closings of letters. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 9 pp. 228–229

Comprehension Bridge Cards: 7 Writing Bridge Cards: 13, 36, 37 Writing Resource Guide: 70

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.2c Use an apostrophe to form contractions and frequently occurring possessives. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 230–231

Writing Bridge Cards: 13, 37 Writing Resource Guide: 71

SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Theme 8 What is a Magnet? Lesson 1 pp. 238–239

Essential Resources Guide: 67–69 Writing Resource Guide: 15, 33 Writing Bridge Cards: 15, 33

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Unit: Making a Difference Theme 9 Cast Your Vote Lesson 1 pp. 272–273

Essential Resources Guide: 76–77 Comprehension Bridge Cards: 9 Writing Bridge Cards: 17, 33 Writing Resource Guide: 41

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3c Decode regularly spelled two-syllable words with long vowels. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 2 pp. 278–279

Essential Resources Guide: 78–79 Comprehension Bridge Cards: 8, 9 Writing Bridge Cards: 17, 33 Writing Resource Guide: 41

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 3 pp. 280–281

Essential Resources Guide: 80–81 Writing Bridge Cards: 17, 34, 42

W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Lesson 6 pp. 254–255

Comprehension Bridge Cards: 8 Writing Bridge Cards: 15, 16

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 7 pp. 256–257

Comprehension Bridge Cards: 8 Writing Bridge Cards: 15, 16, 35

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 258–259

Comprehension Bridge Cards: 7, 8 Writer’s Handbook: 15–16 Writing Bridge Cards: 15, 35 Writing Resource Guide: 16, 72

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4a Read on-level text with purpose and understanding. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 9 pp. 260–261

Comprehension Bridge Cards: 8 Writing Bridge Cards: 15, 336, 37 Writing Resource Guide: 70

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 262–263

Comprehension Bridge Cards: 6 Writing Resource Guide: 71

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Unit: Making a Difference Theme 9 Cast Your Vote Lesson 1 pp. 272–273

Essential Resources Guide: 76–77 Comprehension Bridge Cards: 9 Writing Bridge Cards: 17, 33 Writing Resource Guide: 41

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3c Decode regularly spelled two-syllable words with long vowels. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 2 pp. 278–279

Essential Resources Guide: 78–79 Comprehension Bridge Cards: 8, 9 Writing Bridge Cards: 17, 33 Writing Resource Guide: 41

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 3 pp. 280–281

Essential Resources Guide: 80–81 Writing Bridge Cards: 17, 34, 42

W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 6 pp. 254–255

Comprehension Bridge Cards: 8 Writing Bridge Cards: 15, 16

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 7 pp. 256–257

Comprehension Bridge Cards: 8 Writing Bridge Cards: 15, 16, 35

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 258–259

Comprehension Bridge Cards: 7, 8 Writer’s Handbook: 15–16 Writing Bridge Cards: 15, 35 Writing Resource Guide: 16, 72

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4a Read on-level text with purpose and understanding. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 9 pp. 260–261

Comprehension Bridge Cards: 8 Writing Bridge Cards: 15, 336, 37 Writing Resource Guide: 70

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 262–263

Comprehension Bridge Cards: 6 Writing Resource Guide: 71

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Lesson 9 pp. 294–295

Comprehension Bridge Cards: 9 Writing Bridge Cards: 17, 18, 36, 37 Writing Resource Guide: 70

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 296–297

Writing Bridge Cards: 17, 18, 37 Writing Resource Guide: 71

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Theme 10 Work That Matters Lesson 1 pp. 304–305

Essential Resources Guide: 84–86 Comprehension Bridge Cards: 10 Writing Bridge Cards: 11, 19, 23, 31, 33 Writing Resource Guide: 38, 42, 44, 48

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 2 pp. 310–311

Essential Resources Guide: 87–88 Comprehension Bridge Cards: 9, 10 Writing Bridge Cards: 11, 19, 23, 31, 33 Writing Resource Guide: 38, 42, 44, 48

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.1a Use collective nouns (e.g., group). L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Lesson 4 pp. 282–283

Essential Resources Guide: 82–83 Comprehension Bridge Cards: 8, 9 Writer’s Handbook: 15 Writing Bridge Cards: 15, 17, 34 Writing Resource Guide: 17

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). L.2.5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 284–285

Writing Bridge Cards: 15, 17, 34

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 6 pp. 288–289

Comprehension Bridge Cards: 9 Writing Bridge Cards: 17, 18, 35 Writing Resource Guide: 41

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 7 pp. 290–291

Writing Bridge Cards: 17, 18, 35

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 292–293

Comprehension Bridge Cards: 8, 9 Writer’s Handbook: 16 Writing Bridge Cards: 17, 35 Writing Resource Guide: 18, 62–63, 72

RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

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Lesson 9 pp. 294–295

Comprehension Bridge Cards: 9 Writing Bridge Cards: 17, 18, 36, 37 Writing Resource Guide: 70

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 296–297

Writing Bridge Cards: 17, 18, 37 Writing Resource Guide: 71

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Theme 10 Work That Matters Lesson 1 pp. 304–305

Essential Resources Guide: 84–86 Comprehension Bridge Cards: 10 Writing Bridge Cards: 11, 19, 23, 31, 33 Writing Resource Guide: 38, 42, 44, 48

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 2 pp. 310–311

Essential Resources Guide: 87–88 Comprehension Bridge Cards: 9, 10 Writing Bridge Cards: 11, 19, 23, 31, 33 Writing Resource Guide: 38, 42, 44, 48

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.1a Use collective nouns (e.g., group). L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

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Lesson 4 pp. 282–283

Essential Resources Guide: 82–83 Comprehension Bridge Cards: 8, 9 Writer’s Handbook: 15 Writing Bridge Cards: 15, 17, 34 Writing Resource Guide: 17

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). L.2.5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 284–285

Writing Bridge Cards: 15, 17, 34

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 6 pp. 288–289

Comprehension Bridge Cards: 9 Writing Bridge Cards: 17, 18, 35 Writing Resource Guide: 41

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 7 pp. 290–291

Writing Bridge Cards: 17, 18, 35

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 292–293

Comprehension Bridge Cards: 8, 9 Writer’s Handbook: 16 Writing Bridge Cards: 17, 35 Writing Resource Guide: 18, 62–63, 72

RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Lesson 7 pp. 322–323

Writing Bridge Cards: 11, 19, 20, 23, 31, 35

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 324–325

Comprehension Bridge Cards: 9, 10 Writing Bridge Cards: 11, 19, 23, 31, 35 Writing Resource Guide: 20, 72

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.1a Use collective nouns (e.g., group). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 9 pp. 326–327

Comprehension Bridge Cards: 10 Writing Bridge Cards: 11, 19, 23, 31, 36, 37 Writing Resource Guide: 72

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. L.2.1a Use collective nouns (e.g., group). L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 328–329

Writing Bridge Cards: 11, 19, 23, 31, 37 Writing Resource Guide: 71

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Lesson 3 pp. 312–313

Essential Resources Guide: 89–90 Writing Bridge Cards: 11, 19, 23, 31, 33, 41

W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.3a Compare formal and informal uses of English. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 4 pp. 314–315

Essential Resources Guide: 91–92 Comprehension Bridge Cards: 9, 10 Writer’s Handbook: 16 Writing Bridge Cards: 11, 19, 23, 31, 34 Writing Resource Guide: 19

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 316–317

Writing Bridge Cards: 11, 19, 23, 31, 34 Writing Resource Guide: 25

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 6 pp. 320–321

Comprehension Bridge Cards: 10 Writing Bridge Cards: 11, 19, 20, 23, 31, 35

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Lesson 7 pp. 322–323

Writing Bridge Cards: 11, 19, 20, 23, 31, 35

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 324–325

Comprehension Bridge Cards: 9, 10 Writing Bridge Cards: 11, 19, 23, 31, 35 Writing Resource Guide: 20, 72

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.1a Use collective nouns (e.g., group). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 9 pp. 326–327

Comprehension Bridge Cards: 10 Writing Bridge Cards: 11, 19, 23, 31, 36, 37 Writing Resource Guide: 72

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. L.2.1a Use collective nouns (e.g., group). L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 328–329

Writing Bridge Cards: 11, 19, 23, 31, 37 Writing Resource Guide: 71

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 3 pp. 312–313

Essential Resources Guide: 89–90 Writing Bridge Cards: 11, 19, 23, 31, 33, 41

W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.3a Compare formal and informal uses of English. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 4 pp. 314–315

Essential Resources Guide: 91–92 Comprehension Bridge Cards: 9, 10 Writer’s Handbook: 16 Writing Bridge Cards: 11, 19, 23, 31, 34 Writing Resource Guide: 19

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 316–317

Writing Bridge Cards: 11, 19, 23, 31, 34 Writing Resource Guide: 25

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 6 pp. 320–321

Comprehension Bridge Cards: 10 Writing Bridge Cards: 11, 19, 20, 23, 31, 35

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Lesson 4 pp. 348–349

Essential Resources Guide: 100–101 Comprehension Bridge Cards: 10, 11 Writer’s Handbook: 17 Writing Bridge Cards: 21, 33 Writing Resource Guide: 17

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. L.2.1c Use reflexive pronouns (e.g., myself, ourselves). L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 350–351

Writing Bridge Cards: 21, 34

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

Lesson 6 pp. 354–355

Comprehension Bridge Cards: 11 Writing Bridge Cards: 21, 22, 35

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 7 pp. 356–357

Writing Bridge Cards: 21, 22, 35

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 358–359

Comprehension Bridge Cards: 10, 11 Writer’s Handbook: 17 Writing Bridge Cards: 21, 35 Writing Resource Guide: 22, 64–65, 72

RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Unit: From Farm to You Theme 11 On the Farm Lesson 1 pp. 338–339

Essential Resources Guide: 93–95 Comprehension Bridge Cards: 11 Writing Bridge Cards: 21, 33 Writing Resource Guide: 43

RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 2 pp. 344–345

Essential Resources Guide: 96–97 Comprehension Bridge Cards: 11 Writing Bridge Cards: 21, 33 Writing Resource Guide: 25, 43

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.2c Use an apostrophe to form contractions and frequently occurring possessives. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 3 pp. 346–347

Essential Resources Guide: 98–99 Writing Bridge Cards: 21, 34 Writing Resource Guide: 25

W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. SL.2.1b Build on other’s talk in conversations by linking their comments to the remarks of others. L.2.2c Use an apostrophe to form contractions and frequently occurring possessives. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Lesson 4 pp. 348–349

Essential Resources Guide: 100–101 Comprehension Bridge Cards: 10, 11 Writer’s Handbook: 17 Writing Bridge Cards: 21, 33 Writing Resource Guide: 17

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. L.2.1c Use reflexive pronouns (e.g., myself, ourselves). L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 350–351

Writing Bridge Cards: 21, 34

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

Lesson 6 pp. 354–355

Comprehension Bridge Cards: 11 Writing Bridge Cards: 21, 22, 35

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 7 pp. 356–357

Writing Bridge Cards: 21, 22, 35

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 358–359

Comprehension Bridge Cards: 10, 11 Writer’s Handbook: 17 Writing Bridge Cards: 21, 35 Writing Resource Guide: 22, 64–65, 72

RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Unit: From Farm to You Theme 11 On the Farm Lesson 1 pp. 338–339

Essential Resources Guide: 93–95 Comprehension Bridge Cards: 11 Writing Bridge Cards: 21, 33 Writing Resource Guide: 43

RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 2 pp. 344–345

Essential Resources Guide: 96–97 Comprehension Bridge Cards: 11 Writing Bridge Cards: 21, 33 Writing Resource Guide: 25, 43

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.2c Use an apostrophe to form contractions and frequently occurring possessives. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 3 pp. 346–347

Essential Resources Guide: 98–99 Writing Bridge Cards: 21, 34 Writing Resource Guide: 25

W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. SL.2.1b Build on other’s talk in conversations by linking their comments to the remarks of others. L.2.2c Use an apostrophe to form contractions and frequently occurring possessives. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Lesson 2 pp. 376–377

Essential Resources Guide: 104–105 Comprehension Bridge Cards: 12 Writing Bridge Cards: 11, 19, 23, 31, 33 Writing Resource Guide: 38, 42, 44, 48

RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 3 pp. 378–379

Essential Resources Guide: 106–107 Comprehension Bridge Cards: 11, 12 Writing Bridge Cards: 11, 19, 23, 31, 34, 39

RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). L.2.1c Use reflexive pronouns (e.g., myself, ourselves). L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 4 pp. 380–381

Essential Resources Guide: 108–109 Comprehension Bridge Cards: 11, 12 Writer’s Handbook: 17 Writing Bridge Cards: 11, 19, 23, 31, 34 Writing Resource Guide: 23

RI.2.8 Describe how reasons support specific points the author makes in a text. RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Lesson 9 pp. 360–361

Comprehension Bridge Cards: 11 Writing Bridge Cards: 21, 36, 37 Writing Resource Guide: 70

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. SL.2.4 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 362–363

Writing Bridge Cards: 21, 37 Writing Resource Guide: 71

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Theme 12 To Market, To Market Lesson 1 pp. 370–371

Essential Resources Guide: 102–103 Comprehension Bridge Cards: 12 Writing Bridge Cards: 11, 19, 23, 31, 33 Writing Resource Guide: 38, 42, 44, 48

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Lesson 2 pp. 376–377

Essential Resources Guide: 104–105 Comprehension Bridge Cards: 12 Writing Bridge Cards: 11, 19, 23, 31, 33 Writing Resource Guide: 38, 42, 44, 48

RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 3 pp. 378–379

Essential Resources Guide: 106–107 Comprehension Bridge Cards: 11, 12 Writing Bridge Cards: 11, 19, 23, 31, 34, 39

RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). L.2.1c Use reflexive pronouns (e.g., myself, ourselves). L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 4 pp. 380–381

Essential Resources Guide: 108–109 Comprehension Bridge Cards: 11, 12 Writer’s Handbook: 17 Writing Bridge Cards: 11, 19, 23, 31, 34 Writing Resource Guide: 23

RI.2.8 Describe how reasons support specific points the author makes in a text. RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 9 pp. 360–361

Comprehension Bridge Cards: 11 Writing Bridge Cards: 21, 36, 37 Writing Resource Guide: 70

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. SL.2.4 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 362–363

Writing Bridge Cards: 21, 37 Writing Resource Guide: 71

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Theme 12 To Market, To Market Lesson 1 pp. 370–371

Essential Resources Guide: 102–103 Comprehension Bridge Cards: 12 Writing Bridge Cards: 11, 19, 23, 31, 33 Writing Resource Guide: 38, 42, 44, 48

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 9 pp. 392–393

Comprehension Bridge Cards: 12 Writing Bridge Cards: 11, 19, 23, 31, 36, 37 Writing Resource Guide: 27, 70

RI.2.8 Describe how reasons support specific points the author makes in a text. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 394–395

Comprehension Bridge Cards: 12 Writing Bridge Cards: 11, 19, 23, 31, 37 Writing Resource Guide: 27, 71

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Unit: Earning and Saving

Theme 13 Your Money

Lesson 1 pp. 404–405

Essential Resources Guide: 110–111 Comprehension Bridge Cards: 13 Writing Bridge Cards: 1, 5, 9, 25, 29, 33 Writing Resource Guide: 33, 35, 37, 45, 47

RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3d Decode words with common prefixes and suffixes. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 5 pp. 382–383

Writing Bridge Cards: 11, 19, 23, 31, 34

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 6 pp. 386–387

Comprehension Bridge Cards: 12 Writing Bridge Cards: 11, 19, 23, 31, 35 Writing Resource Guide: 27

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 7 pp. 388–389

Comprehension Bridge Cards: 12 Writing Bridge Cards: 11, 19, 23, 24, 31, 35

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 390–391

Comprehension Bridge Cards: 11, 12 Writer’s Handbook: 17 Writing Bridge Cards: 11, 19, 23, 231, 35 Writing Resource Guide: 24, 27, 72

RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RF.2.4a Read on-level text with purpose and understanding. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 9 pp. 392–393

Comprehension Bridge Cards: 12 Writing Bridge Cards: 11, 19, 23, 31, 36, 37 Writing Resource Guide: 27, 70

RI.2.8 Describe how reasons support specific points the author makes in a text. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 394–395

Comprehension Bridge Cards: 12 Writing Bridge Cards: 11, 19, 23, 31, 37 Writing Resource Guide: 27, 71

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Unit: Earning and Saving

Theme 13 Your Money

Lesson 1 pp. 404–405

Essential Resources Guide: 110–111 Comprehension Bridge Cards: 13 Writing Bridge Cards: 1, 5, 9, 25, 29, 33 Writing Resource Guide: 33, 35, 37, 45, 47

RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3d Decode words with common prefixes and suffixes. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 5 pp. 382–383

Writing Bridge Cards: 11, 19, 23, 31, 34

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 6 pp. 386–387

Comprehension Bridge Cards: 12 Writing Bridge Cards: 11, 19, 23, 31, 35 Writing Resource Guide: 27

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 7 pp. 388–389

Comprehension Bridge Cards: 12 Writing Bridge Cards: 11, 19, 23, 24, 31, 35

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 390–391

Comprehension Bridge Cards: 11, 12 Writer’s Handbook: 17 Writing Bridge Cards: 11, 19, 23, 231, 35 Writing Resource Guide: 24, 27, 72

RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RF.2.4a Read on-level text with purpose and understanding. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 5 pp. 416–417

Essential Resources Guide: 119–120 Writing Bridge Cards: 1, 5, 9, 25, 29, 34

RF.2.3d Decode words with common prefixes and suffixes. W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 6 pp. 420–420

Comprehension Bridge Cards: 13 Writing Bridge Cards: 1, 5, 9, 25, 26, 29, 34

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3d Decode words with common prefixes and suffixes. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 7 pp. 422–423

Writing Bridge Cards: 1, 5, 9, 25, 26, 29, 35

RF.2.3d Decode words with common prefixes and suffixes. L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 424–425

Comprehension Bridge Cards: 12, 13 Writer’s Handbook: 18 Writing Bridge Cards: 1, 5, 9, 25, 29, 35 Writing Resource Guide: 26, 66–67, 72

RF.2.3d Decode words with common prefixes and suffixes. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 2 pp. 410–411

Comprehension Bridge Cards: 13 Essential Resources Guide: 112–114 Writing Bridge Cards: 1, 5, 9, 25, 29, 33 Writing Resource Guide: 33, 35, 37, 45, 47

RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3d Decode words with common prefixes and suffixes. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 3 pp. 412–413

Essential Resources Guide: 115–116 Writing Bridge Cards: 1, 5, 9, 25, 29, 34 Writing Resource Guide: 33, 35, 37, 45, 47

RF.2.3d Decode words with common prefixes and suffixes. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion. L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 4 pp. 414–415

Essential Resources Guide: 117–118 Comprehension Bridge Cards: 12, 13 Writer’s Handbook: 10 Writing Bridge Cards: 1, 5, 9, 25, 29, 34 Writing Resource Guide: 25, 28, 33, 35, 37, 45, 47

RF.2.3d Decode words with common prefixes and suffixes. W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.2c Use an apostrophe to form contractions and frequently occurring possessives. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 5 pp. 416–417

Essential Resources Guide: 119–120 Writing Bridge Cards: 1, 5, 9, 25, 29, 34

RF.2.3d Decode words with common prefixes and suffixes. W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 6 pp. 420–420

Comprehension Bridge Cards: 13 Writing Bridge Cards: 1, 5, 9, 25, 26, 29, 34

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3d Decode words with common prefixes and suffixes. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 7 pp. 422–423

Writing Bridge Cards: 1, 5, 9, 25, 26, 29, 35

RF.2.3d Decode words with common prefixes and suffixes. L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 424–425

Comprehension Bridge Cards: 12, 13 Writer’s Handbook: 18 Writing Bridge Cards: 1, 5, 9, 25, 29, 35 Writing Resource Guide: 26, 66–67, 72

RF.2.3d Decode words with common prefixes and suffixes. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 2 pp. 410–411

Comprehension Bridge Cards: 13 Essential Resources Guide: 112–114 Writing Bridge Cards: 1, 5, 9, 25, 29, 33 Writing Resource Guide: 33, 35, 37, 45, 47

RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3d Decode words with common prefixes and suffixes. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 3 pp. 412–413

Essential Resources Guide: 115–116 Writing Bridge Cards: 1, 5, 9, 25, 29, 34 Writing Resource Guide: 33, 35, 37, 45, 47

RF.2.3d Decode words with common prefixes and suffixes. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion. L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 4 pp. 414–415

Essential Resources Guide: 117–118 Comprehension Bridge Cards: 12, 13 Writer’s Handbook: 10 Writing Bridge Cards: 1, 5, 9, 25, 29, 34 Writing Resource Guide: 25, 28, 33, 35, 37, 45, 47

RF.2.3d Decode words with common prefixes and suffixes. W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.2c Use an apostrophe to form contractions and frequently occurring possessives. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 2 pp. 442–443

Essential Resources Guide: 123–124 Comprehension Bridge Cards: 14 Writing Bridge Cards: 27, 33 Writing Resource Guide: 40

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.1b Build on other’s talk in conversations by linking their comments to the remarks of others. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 3 pp. 444–445

Essential Resources Guide: 125–126 Writing Bridge Cards: 27, 38, 39, 34, 40

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 4 pp. 446–447

Essential Resources Guide: 127–128 Comprehension Bridge Cards: 13, 14 Writer’s Handbook: 18 Writing Bridge Cards: 27, 35 Writing Resource Guide: 37

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. L.2.5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 448–449

Writing Resource Guide: 27, 35

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Lesson 9 pp. 426–427

Comprehension Bridge Cards: 13 Writer’s Handbook: 18 Writing Bridge Cards: 1, 5, 9, 25, 29, 36, 37 Writing Resource Guide: 70

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3d Decode words with common prefixes and suffixes. W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 428–429

Writing Bridge Cards: 1, 5, 9, 25, 29, 37 Writing Resource Guide: 71

RF.2.3d Decode words with common prefixes and suffixes. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Theme 14 Going to Work Lesson 1 pp. 436–437

Essential Resources Guide: 121–122 Comprehension Bridge Cards: 14 Writing Bridge Cards: 27, 33 Writing Resource Guide: 40

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 2 pp. 442–443

Essential Resources Guide: 123–124 Comprehension Bridge Cards: 14 Writing Bridge Cards: 27, 33 Writing Resource Guide: 40

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.1b Build on other’s talk in conversations by linking their comments to the remarks of others. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 3 pp. 444–445

Essential Resources Guide: 125–126 Writing Bridge Cards: 27, 38, 39, 34, 40

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 4 pp. 446–447

Essential Resources Guide: 127–128 Comprehension Bridge Cards: 13, 14 Writer’s Handbook: 18 Writing Bridge Cards: 27, 35 Writing Resource Guide: 37

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. L.2.5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 448–449

Writing Resource Guide: 27, 35

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 9 pp. 426–427

Comprehension Bridge Cards: 13 Writer’s Handbook: 18 Writing Bridge Cards: 1, 5, 9, 25, 29, 36, 37 Writing Resource Guide: 70

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3d Decode words with common prefixes and suffixes. W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 428–429

Writing Bridge Cards: 1, 5, 9, 25, 29, 37 Writing Resource Guide: 71

RF.2.3d Decode words with common prefixes and suffixes. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Theme 14 Going to Work Lesson 1 pp. 436–437

Essential Resources Guide: 121–122 Comprehension Bridge Cards: 14 Writing Bridge Cards: 27, 33 Writing Resource Guide: 40

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 10 pp. 460–461

Writing Bridge Cards: 27, 37 Writing Resource Guide: 71

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.1b Build on other’s talk in conversations by linking their comments to the remarks of others. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Unit: Water Works Theme 15 The Wonderful Changes of Water Lesson 1 pp. 470–471

Essential Resources Guide: 129–130 Comprehension Bridge Cards: 15 Writing Bridge Cards: 5, 9, 25, 29, 33 Writing Resource Guide: 33, 35, 37, 45, 47

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3c Decode regularly spelled two-syllable words with long vowels. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 2 pp. 476–477

Essential Resources Guide: 131–132 Comprehension Bridge Cards: 14, 15 Writing Bridge Cards: 5, 9, 25, 29, 33 Writing Resource Guide: 33, 35, 37, 45, 47

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 6 pp. 452–453

Comprehension Bridge Cards: 27 Writing Bridge Cards: 27, 35

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 7 pp. 454–455

Comprehension Bridge Cards: 27 Writing Bridge Cards: 27, 16, 35

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 456–457

Comprehension Bridge Cards: 13, 14 Writer’s Handbook: 18–19 Writing Bridge Cards: 27, 35 Writing Resource Guide: 28, 72

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 9 pp. 458–459

Comprehension Bridge Cards: 14 Writing Bridge Cards: 27, 36, 37 Writing Resource Guide: 70

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 10 pp. 460–461

Writing Bridge Cards: 27, 37 Writing Resource Guide: 71

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.1b Build on other’s talk in conversations by linking their comments to the remarks of others. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Unit: Water Works Theme 15 The Wonderful Changes of Water Lesson 1 pp. 470–471

Essential Resources Guide: 129–130 Comprehension Bridge Cards: 15 Writing Bridge Cards: 5, 9, 25, 29, 33 Writing Resource Guide: 33, 35, 37, 45, 47

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3c Decode regularly spelled two-syllable words with long vowels. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 2 pp. 476–477

Essential Resources Guide: 131–132 Comprehension Bridge Cards: 14, 15 Writing Bridge Cards: 5, 9, 25, 29, 33 Writing Resource Guide: 33, 35, 37, 45, 47

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 6 pp. 452–453

Comprehension Bridge Cards: 27 Writing Bridge Cards: 27, 35

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 7 pp. 454–455

Comprehension Bridge Cards: 27 Writing Bridge Cards: 27, 16, 35

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 456–457

Comprehension Bridge Cards: 13, 14 Writer’s Handbook: 18–19 Writing Bridge Cards: 27, 35 Writing Resource Guide: 28, 72

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 9 pp. 458–459

Comprehension Bridge Cards: 14 Writing Bridge Cards: 27, 36, 37 Writing Resource Guide: 70

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 7 pp. 488–489

Comprehension Bridge Cards: 15 Writing Bridge Cards: 5, 9, 25, 29, 30, 35 Writing Resource Guide: 33, 35, 37, 45, 47

RL.2.3 Describe how characters in a story respond to major events and challenges. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 490–491

Comprehension Bridge Cards: 14, 15 Writer’s Handbook: 6 Writing Bridge Cards: 5, 9, 25, 29, 35 Writing Resource Guide: 30, 68–69, 72

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 9 pp. 492–493

Comprehension Bridge Cards: 15 Writing Bridge Cards: 5, 9, 25, 29, 30, 36, 37 Writing Resource Guide: 70

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 3 pp. 478–479

Essential Resources Guide: 133–134 Comprehension Bridge Cards: 14, 15 Writing Bridge Cards: 5, 9, 25, 29, 33 Writing Resource Guide: 33, 35, 37, 45, 43, 44, 47

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 4 pp. 480–481

Essential Resources Guide: 135–136 Comprehension Bridge Cards: 14, 15 Writer’s Handbook: 4–6 Writing Bridge Cards: 5, 9, 25, 29, 34 Writing Resource Guide: 29

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.2b Use commas in greetings and closings of letters. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 482–483

Writing Bridge Cards: 5, 9, 25, 29, 34

W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 6 pp. 486–487

Writing Bridge Cards: 5, 9, 25, 29, 35

W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 7 pp. 488–489

Comprehension Bridge Cards: 15 Writing Bridge Cards: 5, 9, 25, 29, 30, 35 Writing Resource Guide: 33, 35, 37, 45, 47

RL.2.3 Describe how characters in a story respond to major events and challenges. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 490–491

Comprehension Bridge Cards: 14, 15 Writer’s Handbook: 6 Writing Bridge Cards: 5, 9, 25, 29, 35 Writing Resource Guide: 30, 68–69, 72

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 9 pp. 492–493

Comprehension Bridge Cards: 15 Writing Bridge Cards: 5, 9, 25, 29, 30, 36, 37 Writing Resource Guide: 70

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

39

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 3 pp. 478–479

Essential Resources Guide: 133–134 Comprehension Bridge Cards: 14, 15 Writing Bridge Cards: 5, 9, 25, 29, 33 Writing Resource Guide: 33, 35, 37, 45, 43, 44, 47

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 4 pp. 480–481

Essential Resources Guide: 135–136 Comprehension Bridge Cards: 14, 15 Writer’s Handbook: 4–6 Writing Bridge Cards: 5, 9, 25, 29, 34 Writing Resource Guide: 29

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.2b Use commas in greetings and closings of letters. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 482–483

Writing Bridge Cards: 5, 9, 25, 29, 34

W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 6 pp. 486–487

Writing Bridge Cards: 5, 9, 25, 29, 35

W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

42

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 3 pp. 510–511

Essential Resources Guide: 141–142 Comprehension Bridge Cards: 15, 16 Writing Bridge Cards: 1, 19, 23, 31, 33, 41, 42 Writing Resource Guide: 38, 42, 44, 48

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 4 pp. 512–513

Comprehension Bridge Cards: 15, 16 Writer’s Handbook: 6 Writing Bridge Cards: 1, 19, 23, 31, 34 Writing Resource Guide: 31

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.8 Recall information from experiences or gather information from provided sources to answer a question. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 514–515

Writing Bridge Cards: 1, 19, 23, 31, 34

RF.2.3c Decode regularly spelled two-syllable words with long vowels. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. L.2.5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 6 pp. 518–519

Comprehension Bridge Cards: 16 Writing Bridge Cards: 1, 19, 23, 31, 35

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

41

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 10 pp. 494–495

Comprehension Bridge Cards: 15 Writing Bridge Cards: 5, 9, 25, 29, 30, 37 Writing Resource Guide: 71

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Theme 16 Every Drop Counts Lesson 1 pp. 502–503

Essential Resources Guide: 137–138 Comprehension Bridge Cards: 16 Writing Bridge Cards: 1, 19, 23, 31, 33 Writing Resource Guide: 38, 42, 44, 48

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 2 pp. 508–509

Essential Resources Guide: 139–140 Comprehension Bridge Cards: 15, 16 Writing Bridge Cards: 1, 19, 23, 31, 33 Writing Resource Guide: 38, 42, 44, 48

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3f Recognize and read grade-appropriate irregularly spelled words. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

42

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 3 pp. 510–511

Essential Resources Guide: 141–142 Comprehension Bridge Cards: 15, 16 Writing Bridge Cards: 1, 19, 23, 31, 33, 41, 42 Writing Resource Guide: 38, 42, 44, 48

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 4 pp. 512–513

Comprehension Bridge Cards: 15, 16 Writer’s Handbook: 6 Writing Bridge Cards: 1, 19, 23, 31, 34 Writing Resource Guide: 31

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.8 Recall information from experiences or gather information from provided sources to answer a question. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 5 pp. 514–515

Writing Bridge Cards: 1, 19, 23, 31, 34

RF.2.3c Decode regularly spelled two-syllable words with long vowels. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. L.2.5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 6 pp. 518–519

Comprehension Bridge Cards: 16 Writing Bridge Cards: 1, 19, 23, 31, 35

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

41

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 10 pp. 494–495

Comprehension Bridge Cards: 15 Writing Bridge Cards: 5, 9, 25, 29, 30, 37 Writing Resource Guide: 71

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Theme 16 Every Drop Counts Lesson 1 pp. 502–503

Essential Resources Guide: 137–138 Comprehension Bridge Cards: 16 Writing Bridge Cards: 1, 19, 23, 31, 33 Writing Resource Guide: 38, 42, 44, 48

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 2 pp. 508–509

Essential Resources Guide: 139–140 Comprehension Bridge Cards: 15, 16 Writing Bridge Cards: 1, 19, 23, 31, 33 Writing Resource Guide: 38, 42, 44, 48

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3f Recognize and read grade-appropriate irregularly spelled words. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

44

Literacy by Design ©2013 Grade 2

correlated to the

Common Core State Standards for English Language Arts

Grade 2

Small Group Reading Teacher’s Guide

Small Group Teacher’s

Guide LBD

Ancillaries Common Core State Standards for English Language Arts

Level G

Who Needs Rooster?

Lesson 1 pp. 1–3

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16 Essential Resources Guide: 139–140

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Lesson 2 pp. 4–5

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16

RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

The Case of the Missing Homework

Lesson 1 pp. 6–8

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

43

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 7 pp. 520–521

Writing Bridge Cards: 1, 19, 23, 31, 32, 35

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 522–523

Comprehension Bridge Cards: 15, 16 Writing Bridge Cards: 1, 19, 23, 31, 35 Writing Resource Guide: 72

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 9 pp. 524–525

Comprehension Bridge Cards: 16 Writing Bridge Cards: 1, 19, 23, 31, 36, 37 Writing Resource Guide: 70

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 526–527

Comprehension Bridge Cards: 16 Writing Bridge Cards: 1, 19, 23, 31, 37 Writing Resource Guide: 71

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

44

Literacy by Design ©2013 Grade 2

correlated to the

Common Core State Standards for English Language Arts

Grade 2

Small Group Reading Teacher’s Guide

Small Group Teacher’s

Guide LBD

Ancillaries Common Core State Standards for English Language Arts

Level G

Who Needs Rooster?

Lesson 1 pp. 1–3

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16 Essential Resources Guide: 139–140

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Lesson 2 pp. 4–5

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16

RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

The Case of the Missing Homework

Lesson 1 pp. 6–8

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

43

Comprehensive Teacher’s Guide

LBD Ancillaries Common Core State Standards for English Language Arts

Lesson 7 pp. 520–521

Writing Bridge Cards: 1, 19, 23, 31, 32, 35

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 8 pp. 522–523

Comprehension Bridge Cards: 15, 16 Writing Bridge Cards: 1, 19, 23, 31, 35 Writing Resource Guide: 72

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 9 pp. 524–525

Comprehension Bridge Cards: 16 Writing Bridge Cards: 1, 19, 23, 31, 36, 37 Writing Resource Guide: 70

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Lesson 10 pp. 526–527

Comprehension Bridge Cards: 16 Writing Bridge Cards: 1, 19, 23, 31, 37 Writing Resource Guide: 71

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

46

Small Group Teacher’s

Guide LBD

Ancillaries Common Core State Standards for English Language Arts

Lesson 2 pp. 19–20

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16 Electronic Resources Guide: 102–103, 110–111, 137–138

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.3 Describe how characters in a story respond to major events and challenges. RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

The Land and Water of the United States

Lesson 1 pp. 21–23

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16 Essential Resources Guide: 22–23, 38–39, 91–92

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Lesson 2 pp. 24–25

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16 Essential Resources Guide: 28–29, 141–142

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4a Read on-level text with purpose and understanding. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

45

Small Group Teacher’s

Guide LBD

Ancillaries Common Core State Standards for English Language Arts

Lesson 2 pp. 9–10

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

A New Friend

Lesson 1 pp. 11–13

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16 Essential Resources Guide: 139–140

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3f Recognize and read grade-appropriate irregularly spelled words. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Lesson 2 pp. 14–15

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16

RL.2.3 Describe how characters in a story respond to major events and challenges. RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Help for Loc: A Play

Lesson 1 pp. 16–18

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16 Essential Resources Guide: 139–140

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3f Recognize and read grade-appropriate irregularly spelled words. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

46

Small Group Teacher’s

Guide LBD

Ancillaries Common Core State Standards for English Language Arts

Lesson 2 pp. 19–20

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16 Electronic Resources Guide: 102–103, 110–111, 137–138

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.3 Describe how characters in a story respond to major events and challenges. RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

The Land and Water of the United States

Lesson 1 pp. 21–23

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16 Essential Resources Guide: 22–23, 38–39, 91–92

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Lesson 2 pp. 24–25

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16 Essential Resources Guide: 28–29, 141–142

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4a Read on-level text with purpose and understanding. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

45

Small Group Teacher’s

Guide LBD

Ancillaries Common Core State Standards for English Language Arts

Lesson 2 pp. 9–10

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

A New Friend

Lesson 1 pp. 11–13

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16 Essential Resources Guide: 139–140

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3f Recognize and read grade-appropriate irregularly spelled words. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Lesson 2 pp. 14–15

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16

RL.2.3 Describe how characters in a story respond to major events and challenges. RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Help for Loc: A Play

Lesson 1 pp. 16–18

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16 Essential Resources Guide: 139–140

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3f Recognize and read grade-appropriate irregularly spelled words. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

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Small Group Teacher’s

Guide LBD

Ancillaries Common Core State Standards for English Language Arts

Making Butter

Lesson 1 pp. 36–38

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16 Essential Resources Guide: 12–13, 24–25, 76–77

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Lesson 2 pp. 39–40

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16 Writing Bridge Cards: 1, 5, 9, 25, 29 Writing Resource Guide: 33, 37, 45, 47,

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4a Read on-level text with purpose and understanding. W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Level H

Tooth on the Loose

Lesson 1 pp. 41–43

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16 Essential Resources Guide: 4–5, 12–13, 23–24, 30–31, 38–39, 70–71, 76–77, 91–92, 129–130, 139–140

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. RF.2.3f Recognize and read grade-appropriate irregularly spelled words. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

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Small Group Teacher’s

Guide LBD

Ancillaries Common Core State Standards for English Language Arts

Cowboys on a Ranch

Lesson 1 pp. 26–28

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16 Essential Resources Guide: 12–13, 24–25, 76–77, 139–140

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Lesson 2 pp. 29–30

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4a Read on-level text with purpose and understanding.

How Living Things Help Each Other

Lesson 1 pp. 31–33

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16 Essential Resources Guide: 12–13, 24–25, 76–77, 139–140

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Lesson 2 pp. 34–35

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Small Group Teacher’s

Guide LBD

Ancillaries Common Core State Standards for English Language Arts

Making Butter

Lesson 1 pp. 36–38

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16 Essential Resources Guide: 12–13, 24–25, 76–77

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Lesson 2 pp. 39–40

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16 Writing Bridge Cards: 1, 5, 9, 25, 29 Writing Resource Guide: 33, 37, 45, 47,

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4a Read on-level text with purpose and understanding. W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Level H

Tooth on the Loose

Lesson 1 pp. 41–43

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16 Essential Resources Guide: 4–5, 12–13, 23–24, 30–31, 38–39, 70–71, 76–77, 91–92, 129–130, 139–140

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. RF.2.3f Recognize and read grade-appropriate irregularly spelled words. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

47

Small Group Teacher’s

Guide LBD

Ancillaries Common Core State Standards for English Language Arts

Cowboys on a Ranch

Lesson 1 pp. 26–28

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16 Essential Resources Guide: 12–13, 24–25, 76–77, 139–140

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Lesson 2 pp. 29–30

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4a Read on-level text with purpose and understanding.

How Living Things Help Each Other

Lesson 1 pp. 31–33

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16 Essential Resources Guide: 12–13, 24–25, 76–77, 139–140

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Lesson 2 pp. 34–35

Comprehension Bridge Cards: 1, 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 16

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Small Group Teacher’s

Guide LBD

Ancillaries Common Core State Standards for English Language Arts

Lesson 2 pp. 59–60

Comprehension Bridge Card: 5 Essential Resources Guide: 110–111

RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

African Americans in History

Lesson 1 pp. 61–63

Comprehension Bridge Cards: 1, 3, 5, 7, 8, 10 Essential Resources Guide: 12–13, 24–25, 76–77

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Lesson 2 pp. 64–65

Comprehension Bridge Cards: 3

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Tomatoes Everywhere

Lesson 1 pp. 66–68

Essential Resources Guide: 102–103, 137–138

RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Lesson 2 pp. 69–70

Writing Bridge Cards: 11, 19, 23, 31 Writing Resource Guide: 38, 42, 44, 48

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

Biggest, Smallest, Fastest, Slowest

Lesson 1 pp. 71–73

Essential Resources Guide: 12–13, 24–25, 76–77

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

Lesson 2 pp. 74–75

Comprehension Bridge Cards: 5, 9

RF.2.4a Read on-level text with purpose and understanding.

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Small Group Teacher’s

Guide LBD

Ancillaries Common Core State Standards for English Language Arts

Lesson 2 pp. 44–45

Comprehension Bridge Cards: 5, 9 Writing Bridge Card: 3

RL.2.3 Describe how characters in a story respond to major events and challenges. RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

A Winter Wonderland

Lesson 1 pp. 46–48

Essential Resources Guide: 4–5, 12–13, 24–25, 70–71, 76–77, 129–130

RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Lesson 2 pp. 49–50

Essential Resources Guide: 4–5, 70–71, 129–130

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Saving Scruffy

Lesson 1 pp. 51–53

Essential Resources Guide: 4–5, 70–71, 129–130

RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Lesson 2 pp. 54–55

Comprehension Bridge Cards: 5, 9

RL.2.3 Describe how characters in a story respond to major events and challenges. RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

When the Wind Blows and the Sun Shines

Lesson 1 pp. 56–58

Comprehension Bridge Card: 5

RI.2.5 Know 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. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

50

Small Group Teacher’s

Guide LBD

Ancillaries Common Core State Standards for English Language Arts

Lesson 2 pp. 59–60

Comprehension Bridge Card: 5 Essential Resources Guide: 110–111

RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

African Americans in History

Lesson 1 pp. 61–63

Comprehension Bridge Cards: 1, 3, 5, 7, 8, 10 Essential Resources Guide: 12–13, 24–25, 76–77

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Lesson 2 pp. 64–65

Comprehension Bridge Cards: 3

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Tomatoes Everywhere

Lesson 1 pp. 66–68

Essential Resources Guide: 102–103, 137–138

RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Lesson 2 pp. 69–70

Writing Bridge Cards: 11, 19, 23, 31 Writing Resource Guide: 38, 42, 44, 48

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

Biggest, Smallest, Fastest, Slowest

Lesson 1 pp. 71–73

Essential Resources Guide: 12–13, 24–25, 76–77

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

Lesson 2 pp. 74–75

Comprehension Bridge Cards: 5, 9

RF.2.4a Read on-level text with purpose and understanding.

49

Small Group Teacher’s

Guide LBD

Ancillaries Common Core State Standards for English Language Arts

Lesson 2 pp. 44–45

Comprehension Bridge Cards: 5, 9 Writing Bridge Card: 3

RL.2.3 Describe how characters in a story respond to major events and challenges. RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

A Winter Wonderland

Lesson 1 pp. 46–48

Essential Resources Guide: 4–5, 12–13, 24–25, 70–71, 76–77, 129–130

RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Lesson 2 pp. 49–50

Essential Resources Guide: 4–5, 70–71, 129–130

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Saving Scruffy

Lesson 1 pp. 51–53

Essential Resources Guide: 4–5, 70–71, 129–130

RF.2.3e Identify words with inconsistent but common spelling-sound correspondences. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Lesson 2 pp. 54–55

Comprehension Bridge Cards: 5, 9

RL.2.3 Describe how characters in a story respond to major events and challenges. RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

When the Wind Blows and the Sun Shines

Lesson 1 pp. 56–58

Comprehension Bridge Card: 5

RI.2.5 Know 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. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

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Small Group Teacher’s

Guide LBD

Ancillaries Common Core State Standards for English Language Arts

Rodeo Under the Sea

Lesson 1 pp. 91–93

Comprehension Bridge Card: 7

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4a Read on-level text with purpose and understanding.

Lesson 2 pp. 94–95

Comprehension Bridge Cards: 5, 9

RL.2.3 Describe how characters in a story respond to major events and challenges. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Little Dragon Boats

Lesson 1 pp. 96–98

Comprehension Bridge Cards: 3 Electronic Resources Guide: 102–103, 110–111, 137–138

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

Lesson 2 pp. 99–100

Comprehension Bridge Cards: 5, 9

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Technology Past and Present

Lesson 1 pp. 101–103

Essential Resources Guide: 12–13, 24–25, 76–77

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

Lesson 2 pp. 104–105

Essential Resources Guide: 28–29, 141–142

L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

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Desert Life

Lesson 1 pp. 76–78

Comprehension Bridge Cards: 11 Essential Resources Guide: 12–13, 24–25, 76–77, 102–103, 137–138

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Lesson 2 pp. 79–80

Comprehension Bridge Cards: 5, 9, 12

RI.2.8 Describe how reasons support specific points the author makes in a text. RF.2.4a Read on-level text with purpose and understanding.

Level I

The Princess and the Peas

Lesson 1 pp. 81–83

Essential Resources Guide: 139–140

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Lesson 2 pp. 84–85

Comprehension Bridge Cards: 5, 9

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

What to Do About Woolsey?

Lesson 1 pp. 86–88

Essential Resources Guide: 139–140

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Lesson 2 pp. 89–90

Comprehension Bridge Card: 5

RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

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Ancillaries Common Core State Standards for English Language Arts

Rodeo Under the Sea

Lesson 1 pp. 91–93

Comprehension Bridge Card: 7

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4a Read on-level text with purpose and understanding.

Lesson 2 pp. 94–95

Comprehension Bridge Cards: 5, 9

RL.2.3 Describe how characters in a story respond to major events and challenges. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Little Dragon Boats

Lesson 1 pp. 96–98

Comprehension Bridge Cards: 3 Electronic Resources Guide: 102–103, 110–111, 137–138

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

Lesson 2 pp. 99–100

Comprehension Bridge Cards: 5, 9

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Technology Past and Present

Lesson 1 pp. 101–103

Essential Resources Guide: 12–13, 24–25, 76–77

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

Lesson 2 pp. 104–105

Essential Resources Guide: 28–29, 141–142

L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

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Ancillaries Common Core State Standards for English Language Arts

Desert Life

Lesson 1 pp. 76–78

Comprehension Bridge Cards: 11 Essential Resources Guide: 12–13, 24–25, 76–77, 102–103, 137–138

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Lesson 2 pp. 79–80

Comprehension Bridge Cards: 5, 9, 12

RI.2.8 Describe how reasons support specific points the author makes in a text. RF.2.4a Read on-level text with purpose and understanding.

Level I

The Princess and the Peas

Lesson 1 pp. 81–83

Essential Resources Guide: 139–140

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Lesson 2 pp. 84–85

Comprehension Bridge Cards: 5, 9

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

What to Do About Woolsey?

Lesson 1 pp. 86–88

Essential Resources Guide: 139–140

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Lesson 2 pp. 89–90

Comprehension Bridge Card: 5

RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

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Level J

The Mystery of the Missing Berries

Lesson 1 pp. 121–123

Comprehension Bridge Cards: 1, 9

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RF.2.4a Read on-level text with purpose and understanding.

Lesson 2 pp. 124–125

Writer’s Handbook: 10 Writing Resource Guide: 13, 25

RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RI.2.5 Know 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. L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.

Sand Castles and Guitars

Lesson 1 pp. 126–128

Comprehension Bridge Cards: 7

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Lesson 2 pp. 129–130

Comprehension Bridge Cards: 5, 9

RL.2.3 Describe how characters in a story respond to major events and challenges. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

The Giant Jumperee: A Play

Lesson 1 pp. 131–132

Comprehension Bridge Cards: 2

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

Lesson 2 pp. 134–135

Comprehension Bridge Cards: 5

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RF.2.4a Read on-level text with purpose and understanding.

The Mystery of the Clever Cat

Lesson 1 pp. 136–138

Comprehension Bridge Cards: 3 Electronic Resources Guide: 102–103, 110–111, 137–138

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

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Many Ways to Work

Lesson 1 pp. 106–108

Essential Resources Guide: 12–13, 24–25, 76–77

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Lesson 2 pp. 109–110

Comprehension Bridge Cards: 5, 9

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.5 Know 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. RF.2.4a Read on-level text with purpose and understanding.

Gibbons, the Singing Apes

Lesson 1 pp. 111–113

Essential Resources Guide: 12–13, 24–25, 76–77

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

Lesson 2 pp. 114–115

Essential Resources Guide: 6–7, 78–79, 115–116

RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.

Forest Fire!

Lesson 1 pp. 116–118

Essential Resources Guide: 12–13, 24–25, 76–77

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

Lesson 2 pp. 119–120

Comprehension Bridge Card: 5 Writing Bridge Card: 15

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.5 Know 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.

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Level J

The Mystery of the Missing Berries

Lesson 1 pp. 121–123

Comprehension Bridge Cards: 1, 9

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RF.2.4a Read on-level text with purpose and understanding.

Lesson 2 pp. 124–125

Writer’s Handbook: 10 Writing Resource Guide: 13, 25

RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RI.2.5 Know 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. L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.

Sand Castles and Guitars

Lesson 1 pp. 126–128

Comprehension Bridge Cards: 7

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Lesson 2 pp. 129–130

Comprehension Bridge Cards: 5, 9

RL.2.3 Describe how characters in a story respond to major events and challenges. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

The Giant Jumperee: A Play

Lesson 1 pp. 131–132

Comprehension Bridge Cards: 2

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

Lesson 2 pp. 134–135

Comprehension Bridge Cards: 5

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RF.2.4a Read on-level text with purpose and understanding.

The Mystery of the Clever Cat

Lesson 1 pp. 136–138

Comprehension Bridge Cards: 3 Electronic Resources Guide: 102–103, 110–111, 137–138

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

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Many Ways to Work

Lesson 1 pp. 106–108

Essential Resources Guide: 12–13, 24–25, 76–77

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Lesson 2 pp. 109–110

Comprehension Bridge Cards: 5, 9

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.5 Know 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. RF.2.4a Read on-level text with purpose and understanding.

Gibbons, the Singing Apes

Lesson 1 pp. 111–113

Essential Resources Guide: 12–13, 24–25, 76–77

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

Lesson 2 pp. 114–115

Essential Resources Guide: 6–7, 78–79, 115–116

RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.

Forest Fire!

Lesson 1 pp. 116–118

Essential Resources Guide: 12–13, 24–25, 76–77

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

Lesson 2 pp. 119–120

Comprehension Bridge Card: 5 Writing Bridge Card: 15

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.5 Know 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.

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Plants We Use

Lesson 1 pp. 156–158

Essential Resources Guide: 22–23, 38–39, 91–92

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.8 Describe how reasons support specific points the author makes in a text. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Lesson 2 pp. 159–160

Comprehension Bridge Cards: 5, 9

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Level K

A Bundle of Sticks: An Aesop Fable

Lesson 1 pp. 161–163

Comprehension Bridge Cards: 7

RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Lesson 2 pp. 164–165

Comprehension Bridge Cards: 5, 9 Writing Bridge Cards: 3

RL.2.3 Describe how characters in a story respond to major events and challenges. RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Hurry Up!

Lesson 1 pp. 166–168

Comprehension Bridge Cards: 5, 9, 11

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Lesson 2 pp. 169–170

Comprehension Bridge Cards: 5, 9

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

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Lesson 2 pp. 139–140

Comprehension Bridge Cards: 5

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

My Hero

Lesson 1 pp. 141–143

Essential Resources Guide: 22–23, 38–39, 91–92

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Lesson 2 pp. 144–145

Comprehension Bridge Cards: 5, 9

RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Don't Stomp on That Bug!

Lesson 1 pp. 146–148

Essential Resources Guide: 22–23, 38–39, 91–92

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

Lesson 2 pp. 149–150

Comprehension Bridge Cards: 5

RI.2.5 Know 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. RF.2.4a Read on-level text with purpose and understanding.

Kitchen Table Scene

Lesson 1 pp. 151–153

Essential Resources Guide: 22–23, 38–39, 91–92

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Lesson 2 pp. 154–155

Comprehension Bridge Cards: 5, 9

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RF.2.4a Read on-level text with purpose and understanding.

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Ancillaries Common Core State Standards for English Language Arts

Plants We Use

Lesson 1 pp. 156–158

Essential Resources Guide: 22–23, 38–39, 91–92

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.8 Describe how reasons support specific points the author makes in a text. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Lesson 2 pp. 159–160

Comprehension Bridge Cards: 5, 9

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Level K

A Bundle of Sticks: An Aesop Fable

Lesson 1 pp. 161–163

Comprehension Bridge Cards: 7

RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Lesson 2 pp. 164–165

Comprehension Bridge Cards: 5, 9 Writing Bridge Cards: 3

RL.2.3 Describe how characters in a story respond to major events and challenges. RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Hurry Up!

Lesson 1 pp. 166–168

Comprehension Bridge Cards: 5, 9, 11

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Lesson 2 pp. 169–170

Comprehension Bridge Cards: 5, 9

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

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Ancillaries Common Core State Standards for English Language Arts

Lesson 2 pp. 139–140

Comprehension Bridge Cards: 5

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

My Hero

Lesson 1 pp. 141–143

Essential Resources Guide: 22–23, 38–39, 91–92

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Lesson 2 pp. 144–145

Comprehension Bridge Cards: 5, 9

RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Don't Stomp on That Bug!

Lesson 1 pp. 146–148

Essential Resources Guide: 22–23, 38–39, 91–92

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

Lesson 2 pp. 149–150

Comprehension Bridge Cards: 5

RI.2.5 Know 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. RF.2.4a Read on-level text with purpose and understanding.

Kitchen Table Scene

Lesson 1 pp. 151–153

Essential Resources Guide: 22–23, 38–39, 91–92

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Lesson 2 pp. 154–155

Comprehension Bridge Cards: 5, 9

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RF.2.4a Read on-level text with purpose and understanding.

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Ben Franklin

Lesson 1 pp. 186–188

Comprehension Bridge Cards: 11 Essential Resources Guide: 22–23, 38–39, 91–92, 102–103, 137–138

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Lesson 2 pp. 189–190

Comprehension Bridge Cards: 5

RI.2.5 Know 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. RF.2.4a Read on-level text with purpose and understanding.

Tarantulas!

Lesson 1 pp. 191–193

Essential Resources Guide: 22–23, 38–39, 91–92

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.8 Describe how reasons support specific points the author makes in a text.

Lesson 2 pp. 194–195

Essential Resources Guide: 28–29, 141–142

L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

The Power of the Wind

Lesson 1 pp. 196–198

Essential Resources Guide: 22–23, 38–39, 91–92

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

Lesson 2 pp. 199–200

Comprehension Bridge Cards: 5 Writing Bridge Cards: 1, 5, 9, 25, 29

RF.2.4a Read on-level text with purpose and understanding.

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Footprints in the Garden

Lesson 1 pp. 171–173

Comprehension Bridge Cards: 5, 9

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Lesson 2 pp. 174–175

Writing Bridge Cards: 11, 19, 23, 31

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RF.2.4a Read on-level text with purpose and understanding. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

Is the Wise Owl Wise?

Lesson 1 pp. 176–178

Comprehension Bridge Cards: 3

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Lesson 2 pp. 179–180

Comprehension Bridge Cards: 5, 9 Writing Bridge Cards: 6

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

Whoosh! The Story of Snowboarding

Lesson 1 pp. 181–183

Essential Resources Guide: 22–23, 38–39, 91–92

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

Lesson 2 pp. 184–185

Writer’s Handbook: 10 Writing Resource Guide: 13, 25

RF.2.4a Read on-level text with purpose and understanding. L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.

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Ben Franklin

Lesson 1 pp. 186–188

Comprehension Bridge Cards: 11 Essential Resources Guide: 22–23, 38–39, 91–92, 102–103, 137–138

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Lesson 2 pp. 189–190

Comprehension Bridge Cards: 5

RI.2.5 Know 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. RF.2.4a Read on-level text with purpose and understanding.

Tarantulas!

Lesson 1 pp. 191–193

Essential Resources Guide: 22–23, 38–39, 91–92

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.8 Describe how reasons support specific points the author makes in a text.

Lesson 2 pp. 194–195

Essential Resources Guide: 28–29, 141–142

L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

The Power of the Wind

Lesson 1 pp. 196–198

Essential Resources Guide: 22–23, 38–39, 91–92

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

Lesson 2 pp. 199–200

Comprehension Bridge Cards: 5 Writing Bridge Cards: 1, 5, 9, 25, 29

RF.2.4a Read on-level text with purpose and understanding.

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Footprints in the Garden

Lesson 1 pp. 171–173

Comprehension Bridge Cards: 5, 9

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Lesson 2 pp. 174–175

Writing Bridge Cards: 11, 19, 23, 31

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RF.2.4a Read on-level text with purpose and understanding. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

Is the Wise Owl Wise?

Lesson 1 pp. 176–178

Comprehension Bridge Cards: 3

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Lesson 2 pp. 179–180

Comprehension Bridge Cards: 5, 9 Writing Bridge Cards: 6

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

Whoosh! The Story of Snowboarding

Lesson 1 pp. 181–183

Essential Resources Guide: 22–23, 38–39, 91–92

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

Lesson 2 pp. 184–185

Writer’s Handbook: 10 Writing Resource Guide: 13, 25

RF.2.4a Read on-level text with purpose and understanding. L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.

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Lesson 2 pp. 219–220

Comprehension Bridge Cards: 5

RL.2.3 Describe how characters in a story respond to major events and challenges. RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RF.2.4a Read on-level text with purpose and understanding.

Regions from Coast to Coast

Lesson 1 pp. 221–223

Essential Resources Guide: 22–23, 38–39, 91–92

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

Lesson 2 pp. 224–225

Comprehension Bridge Cards: 5

RF.2.4a Read on-level text with purpose and understanding.

Cesar Chavez: The Farm Workers’ Friend

Lesson 1 pp. 226–228

Comprehension Bridge Cards: 11 Essential Resources Guide: 22–23, 38–39, 91–92

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Lesson 2 pp. 229–230

Comprehension Bridge Cards: 5, 9 Writing Bridge Cards: 3

RF.2.4a Read on-level text with purpose and understanding.

Mount St. Helens: A Mountain Explodes

Lesson 1 pp. 231–233

Essential Resources Guide: 22–23, 38–39, 91–92

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Lesson 2 pp. 234–235

Comprehension Bridge Cards: 5, 9

RF.2.4a Read on-level text with purpose and understanding.

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Guide LBD

Ancillaries Common Core State Standards for English Language Arts

Level L

Where Is Hoppy?

Lesson 1 pp. 201–203

Comprehension Bridge Cards: 9, 11

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

Lesson 2 pp. 204–205

Comprehension Bridge Cards: 5

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Why Coyote Howls at the Moon

Lesson 1 pp. 206–208

Comprehension Bridge Cards: 5, 9, 13

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Lesson 2 pp. 209–210

Comprehension Bridge Cards: 5 Writing Bridge Cards: 1, 5, 9, 25, 29

RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

The Mysterious Animal Tracks

Lesson 1 pp. 211–213

Comprehension Bridge Cards: 3 Electronic Resources Guide: 102–103, 110–111, 137–138

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Lesson 2 pp. 214–215

Comprehension Bridge Cards: 5

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

A Ship Is Coming!

Lesson 1 pp. 216–218

Comprehension Bridge Cards: 9, 12

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Guide LBD

Ancillaries Common Core State Standards for English Language Arts

Lesson 2 pp. 219–220

Comprehension Bridge Cards: 5

RL.2.3 Describe how characters in a story respond to major events and challenges. RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RF.2.4a Read on-level text with purpose and understanding.

Regions from Coast to Coast

Lesson 1 pp. 221–223

Essential Resources Guide: 22–23, 38–39, 91–92

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

Lesson 2 pp. 224–225

Comprehension Bridge Cards: 5

RF.2.4a Read on-level text with purpose and understanding.

Cesar Chavez: The Farm Workers’ Friend

Lesson 1 pp. 226–228

Comprehension Bridge Cards: 11 Essential Resources Guide: 22–23, 38–39, 91–92

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Lesson 2 pp. 229–230

Comprehension Bridge Cards: 5, 9 Writing Bridge Cards: 3

RF.2.4a Read on-level text with purpose and understanding.

Mount St. Helens: A Mountain Explodes

Lesson 1 pp. 231–233

Essential Resources Guide: 22–23, 38–39, 91–92

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Lesson 2 pp. 234–235

Comprehension Bridge Cards: 5, 9

RF.2.4a Read on-level text with purpose and understanding.

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Small Group Teacher’s

Guide LBD

Ancillaries Common Core State Standards for English Language Arts

Level L

Where Is Hoppy?

Lesson 1 pp. 201–203

Comprehension Bridge Cards: 9, 11

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

Lesson 2 pp. 204–205

Comprehension Bridge Cards: 5

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Why Coyote Howls at the Moon

Lesson 1 pp. 206–208

Comprehension Bridge Cards: 5, 9, 13

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Lesson 2 pp. 209–210

Comprehension Bridge Cards: 5 Writing Bridge Cards: 1, 5, 9, 25, 29

RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

The Mysterious Animal Tracks

Lesson 1 pp. 211–213

Comprehension Bridge Cards: 3 Electronic Resources Guide: 102–103, 110–111, 137–138

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Lesson 2 pp. 214–215

Comprehension Bridge Cards: 5

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

A Ship Is Coming!

Lesson 1 pp. 216–218

Comprehension Bridge Cards: 9, 12

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Guide LBD

Ancillaries Common Core State Standards for English Language Arts

Lesson 2 pp. 254–255

Comprehension Bridge Cards: 5, 9

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Shoe

Lesson 1 pp. 256–258

Comprehension Bridge Cards: 5, 9

RI.2.5 Know 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.

Lesson 2 pp. 259–260

Comprehension Bridge Cards: 5, 9

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

The Beagle Brigade

Lesson 1 pp. 261–263

Essential Resources Guide: 22–23, 38–39, 91–92

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

Lesson 2 pp. 264–265

Essential Resources Guide: 14–15, 57–58, 96–97

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

An Encyclopedia of Fossils

Lesson 1 pp. 266–268

Essential Resources Guide: 22–23, 38–39, 91–92

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

Lesson 2 pp. 269–270

Comprehension Bridge Cards: 5, 9

RI.2.5 Know 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. RF.2.4a Read on-level text with purpose and understanding. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

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Small Group Teacher’s

Guide LBD

Ancillaries Common Core State Standards for English Language Arts

The Wonderful Water Cycle

Lesson 1 pp. 236–238

Essential Resources Guide: 22–23, 38–39, 91–92

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

Lesson 2 pp. 239–240

Comprehension Bridge Cards: 5

RI.2.5 Know 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. RF.2.4a Read on-level text with purpose and understanding.

Level M

The Treasure Hunt

Lesson 1 pp. 241–243

Comprehension Bridge Cards: 9, 11

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Lesson 2 pp. 244–245

Comprehension Bridge Cards: 5, 9

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

A Hamster’s Tale

Lesson 1 pp. 246–248

Comprehension Bridge Cards: 5, 9

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Lesson 2 pp. 249–250

Comprehension Bridge Cards: 5, 9

RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

The Singing Princess

Lesson 1 pp. 251–253

Comprehension Bridge Cards: 5, 9

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4a Read on-level text with purpose and understanding.

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Small Group Teacher’s

Guide LBD

Ancillaries Common Core State Standards for English Language Arts

Lesson 2 pp. 254–255

Comprehension Bridge Cards: 5, 9

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Shoe

Lesson 1 pp. 256–258

Comprehension Bridge Cards: 5, 9

RI.2.5 Know 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.

Lesson 2 pp. 259–260

Comprehension Bridge Cards: 5, 9

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

The Beagle Brigade

Lesson 1 pp. 261–263

Essential Resources Guide: 22–23, 38–39, 91–92

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

Lesson 2 pp. 264–265

Essential Resources Guide: 14–15, 57–58, 96–97

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

An Encyclopedia of Fossils

Lesson 1 pp. 266–268

Essential Resources Guide: 22–23, 38–39, 91–92

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

Lesson 2 pp. 269–270

Comprehension Bridge Cards: 5, 9

RI.2.5 Know 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. RF.2.4a Read on-level text with purpose and understanding. RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

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Small Group Teacher’s

Guide LBD

Ancillaries Common Core State Standards for English Language Arts

The Wonderful Water Cycle

Lesson 1 pp. 236–238

Essential Resources Guide: 22–23, 38–39, 91–92

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

Lesson 2 pp. 239–240

Comprehension Bridge Cards: 5

RI.2.5 Know 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. RF.2.4a Read on-level text with purpose and understanding.

Level M

The Treasure Hunt

Lesson 1 pp. 241–243

Comprehension Bridge Cards: 9, 11

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Lesson 2 pp. 244–245

Comprehension Bridge Cards: 5, 9

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

A Hamster’s Tale

Lesson 1 pp. 246–248

Comprehension Bridge Cards: 5, 9

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Lesson 2 pp. 249–250

Comprehension Bridge Cards: 5, 9

RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

The Singing Princess

Lesson 1 pp. 251–253

Comprehension Bridge Cards: 5, 9

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4a Read on-level text with purpose and understanding.

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Small Group Teacher’s

Guide LBD

Ancillaries Common Core State Standards for English Language Arts

George Goes to Town

Lesson 1 pp. 286–288

Comprehension Bridge Cards: 5, 9

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4a Read on-level text with purpose and understanding.

Lesson 2 pp. 289–290

Comprehension Bridge Cards: 5, 9

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

Long, Long Ago

Lesson 1 pp. 291–293

Essential Resources Guide: 119–120

RF.2.3d Decode words with common prefixes and suffixes. L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Lesson 2 pp. 294–295

Comprehension Bridge Cards: 5, 9 Writing Bridge Cards: 1, 5, 9, 25, 29

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. SL.2.1b Build on other’s talk in conversations by linking their comments to the remarks of others.

Finding Talent

Lesson 1 pp. 296–298

Comprehension Bridge Cards: 5, 9

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4a Read on-level text with purpose and understanding.

Lesson 2 pp. 299–300

Comprehension Bridge Cards: 5, 9

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RF.2.4a Read on-level text with purpose and understanding.

Living in the Extreme

Lesson 1 pp. 301–303

Essential Resources Guide: 22–23, 38–39, 91–92

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

Lesson 2 pp. 304–305

Comprehension Bridge Cards: 5, 9

RI.2.5 Know 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. RF.2.4a Read on-level text with purpose and understanding.

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Small Group Teacher’s

Guide LBD

Ancillaries Common Core State Standards for English Language Arts

Teeth

Lesson 1 pp. 271–273

Essential Resources Guide: 22–23, 28–29, 38–39, 91–92

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Lesson 2 pp. 274–275

Comprehension Bridge Cards: 5 Writing Bridge Cards: 13

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RF.2.4a Read on-level text with purpose and understanding.

I Wonder . . . Reasons Why You Sneeze and More

Lesson 1 pp. 276–278

Essential Resources Guide: 22–23, 38–39, 91–92

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

Lesson 2 pp. 279–280

Writer’s Handbook: 10 Writing Resource Guide: 13, 25

RF.2.4a Read on-level text with purpose and understanding. L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.

Level N

Jungle Jenny

Lesson 1 pp. 281–283

Comprehension Bridge Cards: 5, 9

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4a Read on-level text with purpose and understanding.

Lesson 2 pp. 284–285

Essential Resources Guide: 14–15, 57–58, 96–97

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

64

Small Group Teacher’s

Guide LBD

Ancillaries Common Core State Standards for English Language Arts

George Goes to Town

Lesson 1 pp. 286–288

Comprehension Bridge Cards: 5, 9

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4a Read on-level text with purpose and understanding.

Lesson 2 pp. 289–290

Comprehension Bridge Cards: 5, 9

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

Long, Long Ago

Lesson 1 pp. 291–293

Essential Resources Guide: 119–120

RF.2.3d Decode words with common prefixes and suffixes. L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Lesson 2 pp. 294–295

Comprehension Bridge Cards: 5, 9 Writing Bridge Cards: 1, 5, 9, 25, 29

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. SL.2.1b Build on other’s talk in conversations by linking their comments to the remarks of others.

Finding Talent

Lesson 1 pp. 296–298

Comprehension Bridge Cards: 5, 9

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4a Read on-level text with purpose and understanding.

Lesson 2 pp. 299–300

Comprehension Bridge Cards: 5, 9

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RF.2.4a Read on-level text with purpose and understanding.

Living in the Extreme

Lesson 1 pp. 301–303

Essential Resources Guide: 22–23, 38–39, 91–92

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

Lesson 2 pp. 304–305

Comprehension Bridge Cards: 5, 9

RI.2.5 Know 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. RF.2.4a Read on-level text with purpose and understanding.

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Small Group Teacher’s

Guide LBD

Ancillaries Common Core State Standards for English Language Arts

Teeth

Lesson 1 pp. 271–273

Essential Resources Guide: 22–23, 28–29, 38–39, 91–92

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Lesson 2 pp. 274–275

Comprehension Bridge Cards: 5 Writing Bridge Cards: 13

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RF.2.4a Read on-level text with purpose and understanding.

I Wonder . . . Reasons Why You Sneeze and More

Lesson 1 pp. 276–278

Essential Resources Guide: 22–23, 38–39, 91–92

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

Lesson 2 pp. 279–280

Writer’s Handbook: 10 Writing Resource Guide: 13, 25

RF.2.4a Read on-level text with purpose and understanding. L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.

Level N

Jungle Jenny

Lesson 1 pp. 281–283

Comprehension Bridge Cards: 5, 9

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.4a Read on-level text with purpose and understanding.

Lesson 2 pp. 284–285

Essential Resources Guide: 14–15, 57–58, 96–97

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

65

Small Group Teacher’s

Guide LBD

Ancillaries Common Core State Standards for English Language Arts

Training a Guide Dog

Lesson 1 pp. 306–308

Comprehension Bridge Cards: 15 Essential Resources Guide: 22–23, 38–39, 91–92

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RF.2.3d Decode words with common prefixes and suffixes.

Lesson 2 pp. 309–310

Comprehension Bridge Cards: 5, 9

RI.2.5 Know 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. RF.2.4a Read on-level text with purpose and understanding.

Rain Forest Encyclopedia

Lesson 1 pp. 311–313

Essential Resources Guide: 22–23, 38–39, 91–92

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

Lesson 2 pp. 314–315

Comprehension Bridge Cards: 5, 9

RI.2.5 Know 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. RF.2.4a Read on-level text with purpose and understanding.

My Frog Log

Lesson 1 pp. 316–318

Comprehension Bridge Cards: 10 Writing Resource Guide: 25 Essential Resources Guide: 22–23, 38–39, 91–92

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

Lesson 2 pp. 319–320

Comprehension Bridge Cards: 5, 9 Writing Bridge Cards: 7

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Common Core State Standards: corestandards.org © 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.© Houghton Mifflin Harcourt Publishing Company. All rights reserved. 02/12 MS42925