English Language Arts Scope and Sequence: 2nd Grade

Revised July, 2017

Lake County School’s Scope and Sequence:

• Provides a frame for the common ELA learning experiences for all students at each grade level across the district

• Provides a starting point for collaborative lesson planning built and aligned to grade level standards

• Outlines expectations in reading, writing, speaking, listening, and language by grade level to prepare all students for college and career

The ELA curriculum for Grade 2 consists of 9 units of study in which standards are clustered and students are engaged

through reading, speaking, listening, language and writing standards.

As students are engaged through the units of study they will:

• Read and comprehend literature and informational text building in complexity. (R.10)

• Write routinely over varied time frames (in all subjects) for multiple purposes, tasks and audiences. (W.10)

• Engage in a range of collaborative discussions on various topics and texts to share knowledge and experiences, building upon one another’s ideas, and referring to the text for support. (SL.1)

• Demonstrate command of the conventions of Standard English including grammar, usage, and mechanics while learning ways to use language to convey meaning effectively. (L.1-L.3)

• Determine/clarify meaning of grade-appropriate words encountered through listening, reading, and use (L.4-L.6)

English Language Arts Scope and Sequence: 2nd Grade

Revised July, 2017

Frequently Asked Questions

Why doesn’t the scope and sequence follow the adopted textbook?

Teams began the curriculum writing process by analyzing the depth of the grade level standards and outcomes. Once a full understanding of the standard was established,

the questions and tasks from the textbook were reviewed and although some tasks met the cognitive demand of the standard, others did not. Other inconsistencies

were also identified and if used as is, could lead to gaps in learning that are essential for grade level proficiency. Therefore, utilizing a variety of sources, including

deconstructed standards, aligned sample tasks, and information from assessment consortiums, a scope and sequence was developed that focused on student outcomes

and appropriate depth of knowledge to ensure standards-based instruction.

Why are multiple standards taught within a unit?

The demands of the new assessment will require students to apply multiple skills and strategies to gain a deep understanding of grade level complex text and produce a

written product. Therefore, it is important that students are taught to read and re-read texts for multiple purposes. We have designed the blueprint to allow students to

apply multiple skills and strategies within one or more pieces of text and also convey their understanding through speaking, listening, and writing.

How were the texts selected?

Looking at the demands of the standard and the text types required (dramas, expository texts, fables) teams made careful selections for each grade level. Teams closely

analyzed texts to ensure the essential learnings determined by the standard were evident. For example, if the standard required students to compare and contrast a

first-hand account and second-hand account of the same event, then teams selected appropriate text(s) that would allow students to do so. To ensure accessibility, texts

from the adopted textbook were utilized in most units. However, if required by the standard, teams included additional text and resources from other accessible

platforms, such as Ebsco, Safari Montage, and NewsELA in order to ensure the full range of text required by the standards were represented.

How should the tasks be utilized?

The tasks were designed to assist teachers with understanding the demand of the new standards and provide a springboard for developing aligned lesson plans that help

students reach the full intent of the standards. The tasks are a sampling therefore additional tasks would be required to ensure adequate practice and deepening of

knowledge. Teachers should work collaboratively with the support of the coach to utilize multiple strategies (e.g., thinking maps, text annotation, cooperative structures,

etc.) within instruction.

The following flow map provides the sequence for using the curriculum documents as you plan for aligned instruction.

English Language Arts Scope and Sequence: 2nd Grade

Revised July, 2017

English Language Arts Scope and Sequence: 2nd Grade

Revised July, 2017

Timeline Quarter 1 Quarter 2

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Blueprint Unit Links

Start Smart

(5 days)

Unit 1 (19 days)

Unit 2 (19 days)

Unit 3 (20 days)

Unit 4 (20 days)

Unit 5 (15 days)

Unit 6 (15 days)

Unit 7 (15 days)

Unit 8 (20 days)

Unit 9 (20 days)

*End of quarter student

products

Narrative

(model)

Narrative

(student product)

Opinion

(model)

Opinion

(student product)

Informative

(small group)

Informative

(student product)

Technology Presentation

(model)

Technology Presentation

(student product)

Focus K-12

Standards

R: 1.3 2.5 W: 1.3

R: 1.3 2.5 W: 1.3

R: 1.2 2.6 3.9 W: 1.1

R: 1.2 2.6 3.9 W: 1.1

R: 2.4 2.5 2.6 W: 1.2

R: 2.5 3.7 3.8 W: 1.2

R: 2.6 3.9 W: 1.2

R: 1.3 3.8 3.9 W: 1.2 2.6 3.7 3.8

R: 3.7 3.8 3.9 W: 1.1 2.6 3.7 3.8

Speaking &

Listening

2.4 2.4 1.3 1.3 1.3 2.4 1.3 2.5 2.5

Language

1.1b 3.5b

1.1g 1.2a

1.1b 1.2a

1.1b, 1.1c 1.2c

1.1d 1.2c

1.1e 1.2c 3.5b

1.1f 3.5a

1.1e 3.4b, 3.4c, 3.4d 3.5b

1.2b 3.4b, 3.4c, 3.4d

Recursive Standards

RF: 3.3, 4.4

SL: 1.1, 1.2, 2.6 R: 1.1, 2.4, 3.7, 4.10 W: 2.5, 2.6, 3.7, 3.8

L: 1.1a, 1.2d, 1.2e, 2.3, 3.4a, 3.4e, 3.6