New York Progress English Language Arts

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1 [ SADLIER New York Progress English Language Arts Correlated to the Core Knowledge Language Arts Unit-by-Unit Common Core State Standards Alignment Contents [ LISTENING & LEARNING STRAND 2 Domain 1 Fairy Tales and Tall Tales 11 Domain 2 Early Asian Civilizations 24 Domain 3 Ancient Greek Civilizations 36 Domain 4 Greek Myths 46 Domain 5 War of Domain 6 Cycles in Nature 66 Domain 7 Westward Expansion 77 Domain 8 Insects 87 Domain 9 U.S. Civil War 98 Domain 10 Human Body 106 Domain 11 Immigration 118 Domain 12 Fighting for a Cause GRADE 6 SKILLS STRAND 129 Unit Unit Unit Unit Unit Unit 6 William H. Sadlier, Inc

2 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 1: Fairy Tales and Tall Tales CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Reading Standards for Literature Key Ideas and Details RL.2.1 RL.2.2 RL.2.3 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fiction read-aloud Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a fiction read-aloud, including answering why questions that require recognizing cause/effect relationships Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Recount fiction read-alouds, including fables and folktales from diverse cultures, and determine the central message, lesson, or moral Describe how characters in a story respond to major events and challenges. Describe how characters in a fiction read-aloud respond to major events and challenges Unit 1 Reading Literature: Key Ideas and Details Understanding Key Story Details: The Pizza Pain (Realistic Fiction) pp Introducing Unit 1/Home Connect/Essential Question pp Close Reading: Bo Lends a Paw (Fantasy) pp Unit 1 Common Core Review pp Lesson 1: The Fisherman and His Wife Lesson 2: The Emperor s New Clothes Lesson 3: Beauty and the Beast, Part I Lesson 4: Beauty and the Beast, Part II Lesson 5: Paul Bunyan Lesson 6: Pecos Bill Lesson 7: John Henry Lesson 8: Casey Jones Lesson 1: The Fisherman and His Wife Lesson 2: The Emperor s New Clothes Lesson 3: Beauty and the Beast, Part I Lesson 4: Beauty and the Beast, Part II Lesson 5: Paul Bunyan Lesson 6: Pecos Bill Lesson 7: John Henry Lesson 8: Casey Jones Unit 1 Reading Literature: Key Ideas and Details Determining a Story s Central Message: Leon and Max (Fable) pp Introducing Unit 1/Home Connect/Essential Question pp Close Reading: Bo Lends a Paw (Fantasy) pp Unit 1 Common Core Review pp Lesson 1: The Fisherman and His Wife Lesson 2: The Emperor s New Clothes Lesson 4: Beauty and the Beast, Part II Unit 1 Reading Literature: Key Ideas and Details Understanding Character Actions: The Mad Glad Mystery (Adventure Story) pp Introducing Unit 1/Home Connect/Essential Question pp Close Reading: Bo Lends a Paw (Fantasy) pp Unit 1 Common Core Review pp Lesson 1: The Fisherman and His Wife Lesson 2: The Emperor s New Clothes Lesson 3: Beauty and the Beast, Part I Lesson 4: Beauty and the Beast, Part II Copyright William H. Sadlier, Inc. All rights reserved. 2

3 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 1: Fairy Tales and Tall Tales CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Craft and Structure RL.2.4 RL.2.5 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Describe the following story elements: characters, setting, and plot, including how the beginning introduces the story and the ending concludes the action Integration of Knowledge and Ideas RL.2.7 RL.2.9 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Use information gained from the illustrations and words in a read aloud to demonstrate understanding of its characters, setting, or plot Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Unit 5 Reading Literature: Craft and Structure Understanding Rhythm and Meaning: The Strange Tale of Cat R. Pillar (Poetry) pp Introducing Unit 5/Home Connect/Essential Question pp Close Reading: Making Tracks (Mystery) pp Unit 5 Common Core Review pp Lesson 7: John Henry Lesson 8: Casey Jones Unit 5 Reading Literature: Craft and Structure Describing Story Structure: Benny and the Sea Monster (Realistic Fiction) pp Introducing Unit 5/Home Connect/Essential Question pp Close Reading: Making Tracks (Mystery) pp Unit 5 Common Core Review pp Lesson 1: The Fisherman and His Wife Lesson 3: Beauty and the Beast, Part I Unit 9 Reading Literature: Integration of Knowledge and Ideas Using Words and Illustrations: Coyote and the Fire Quest: A Native American Folktale (Folktale) pp Introducing Unit 9/Home Connect/Essential Question pp Close Reading: Coyote and Turtle (Folktale)/ Mr. Rabbit and Mr. Fox pp Unit 9 Common Core Review pp Lesson 1: The Fisherman and His Wife Lesson 2: The Emperor s New Clothes Lesson 3: Beauty and the Beast, Part I Lesson 4: Beauty and the Beast, Part II Unit 9 Reading Literature: Integration of Knowledge and Ideas Comparing and Contrasting Stories: Mantis and the Fire Trick: An African Folktale (Folktale) pp Connect Across Texts: Compare and Contrast Texts p. 221 Introducing Unit 9/Home Connect/Essential Question pp Close Reading: Coyote and Turtle (Folktale)/ Mr. Rabbit and Mr. Fox pp Unit 9 Common Core Review pp Copyright William H. Sadlier, Inc. All rights reserved. 3

4 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 1: Fairy Tales and Tall Tales CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Compare and contrast (orally or in writing) similarities and differences within a single fiction read-aloud or between two or more read-alouds Lesson 3: Beauty and the Beast, Part I Lesson 6: Pecos Bill Lesson 7: John Henry Lesson 8: Casey Jones Writing Standards Text Types and Purposes W.2.1 W.2.3 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. Plan, draft, and edit 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 Write narratives in which they recount a wellelaborated 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. Plan, draft, and edit a narrative retelling of a fiction read-aloud, including a title, setting, characters, and well-elaborated events of the story in proper sequence, including details to describe actions, thoughts, and feelings, using temporal words to signal event order, and providing a sense of closure Research to Build and Present Knowledge Unit 8 Text Types and Purposes: Write Opinion Pieces Read a Student Model/Use a Chart to Plan Your Opinion Piece/Draft Your Opinion Piece pp Unit 8 Common Core Review: Revise/Publish Your Opinion Piece p. 198 Introducing Unit 8/Home Connect/Essential Question pp Lesson 3: Beauty and the Beast, Part I Unit 2 Text Types and Purposes: Write Fictional Narratives Read a Student Model/Plan Your Fictional Narrative/Create Your Fictional Narrative pp Unit 2 Common Core Review: Revise/Publish Your Fictional Narrative p. 54 Introducing Unit 2/Home Connect/Essential Question pp Unit 6 Text Types and Purposes: Write Nonfictional Narratives Read a Student Model/Plan Your Nonfictional Narrative/Create Your Nonfictional Narrative pp Unit 6 Common Core Review: Revise/Publish Your Nonfictional Narrative p. 146 Introducing Unit 6/Home Connect/Essential Question pp Lesson 1: The Fisherman and His Wife Lesson 3: Beauty and the Beast, Part I 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). Unit 4 Text Types and Purposes: Write Informational Texts Read a Student Model/Use a Chart to Draft an Observation Log/Draft Your Observation Log pp Unit 8 Common Core Review: Revise/Publish Your Observation Log p. 100 Copyright William H. Sadlier, Inc. All rights reserved. 4

5 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 1: Fairy Tales and Tall Tales CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 W.2.8 Participate in shared research and writing projects (e.g., after listening to several read-alouds, produce a report on a single topic) Recall information from experiences or gather information from provided sources to answer a question. Make personal connections (orally or in writing) to events or experiences in a fiction or nonfiction/informational read-aloud and/or make connections among several read-alouds With assistance, categorize and organize facts and information within a given domain to answer questions Generate questions and gather information from multiple sources to answer questions Introducing Unit 4/Home Connect/Essential Question pp Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Introducing Unit 10/Home Connect/Essential Question pp Lesson 3: Beauty and the Beast, Part I Unit 6 Text Types and Purposes: Write Nonfictional Narratives Read a Student Model/Plan Your Nonfictional Narrative/Create Your Nonfictional Narrative (recount an amazing experience in nature) pp Unit 6 Common Core Review: Revise/Publish Your Nonfictional Narrative p. 146 Introducing Unit 6/Home Connect/Essential Question pp Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Speaking and Listening: Return to the Essential Question (how do writers gather and present information?) p. 236 Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Introducing Unit 10/Home Connect/Essential Question pp Writing Handbook Step 1: Planning: Research Tip (gather information) p. 278 Lesson 2: The Emperor s New Clothes Lesson 3: Beauty and the Beast, Part I Lesson 4: Beauty and the Beast, Part II Lesson 5: Paul Bunyan Lesson 6: Pecos Bill Lesson 7: John Henry Lesson 8: Casey Jones Lesson 8: Casey Jones Copyright William H. Sadlier, Inc. All rights reserved. 5

6 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 1: Fairy Tales and Tall Tales CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Speaking and Listening Standards Comprehension and Collaboration SL.2.1 SL.2.1a SL.2.1b SL.2.1c Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and large groups 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). Use agreed-upon rules for group discussions, e.g., look at and listen to the speaker, raise hand to speak, take turns, say excuse me or please, etc. Build on others' talk in conversations by responding to the comments of others through multiple exchanges. Carry on and participate in a conversation over at least six turns, staying on topic, linking their comments to the remarks of others, with either an adult or another child of the same age Ask for clarification and further explanation as needed about the topics and texts under discussion. the Essential Question (discuss ideas with the class/remember rules for being a good speaker and listener) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Fisherman and His Wife Lesson 2: The Emperor s New Clothes Lesson 3: Beauty and the Beast, Part I Lesson 4: Beauty and the Beast, Part II Lesson 5: Paul Bunyan Lesson 6: Pecos Bill Lesson 7: John Henry Lesson 8: Casey Jones the Essential Question (Did I: Add to what others said?) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Fisherman and His Wife Lesson 2: The Emperor s New Clothes Lesson 3: Beauty and the Beast, Part I Lesson 4: Beauty and the Beast, Part II Lesson 5: Paul Bunyan Lesson 6: Pecos Bill Lesson 7: John Henry Lesson 8: Casey Jones the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Copyright William H. Sadlier, Inc. All rights reserved. 6

7 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 1: Fairy Tales and Tall Tales CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 SL.2.2 SL.2.3 Ask questions to clarify information about the topic in a fiction or nonfiction/informational readaloud Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Retell (orally or in writing) important facts and information from a fiction or nonfiction/informational read-aloud Summarize (orally or in writing) text content and/or oral information presented by others 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. Ask questions to clarify directions, exercises, classroom routines and/or what a speaker says about a topic to gather additional information, or deepen understanding of a topic or issue Presentation of Knowledge and Ideas Lesson 5: Paul Bunyan the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Fisherman and His Wife Lesson 3: Beauty and the Beast, Part I Lesson 5: Paul Bunyan Lesson 1: The Fisherman and His Wife Unit 3 Reading Informational Text: Key Ideas and Details Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Fisherman and His Wife 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. 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 Unit 9 Reading Literature: Integration of Knowledge and Ideas Using Words and Illustrations: Coyote and the Fire Quest: A Native American Folktale (Folktale) pp See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10 (sketch pictures), 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Fisherman and His Wife Lesson 3: Beauty and the Beast, Part I Lesson 6: Pecos Bill Copyright William H. Sadlier, Inc. All rights reserved. 7

8 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 1: Fairy Tales and Tall Tales CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Language) Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Fisherman and His Wife Lesson 2: The Emperor s New Clothes Lesson 3: Beauty and the Beast, Part I Lesson 4: Beauty and the Beast, Part II Lesson 5: Paul Bunyan Lesson 6: Pecos Bill Lesson 7: John Henry Lesson 8: Casey Jones Language Standards Vocabulary Acquisition and Use L.2.4 L.2.4b L.2.4c L.2.5 L.2.5a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and content, choosing flexibly from an array of strategies. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). Use word parts to determine meanings of unknown words in fiction or nonfiction/ informational read-alouds and discussions Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). Use word parts to determine meanings of unknown words in fiction or nonfiction/ informational read-alouds and discussions Demonstrate understanding of word relationships and nuances in word meanings. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). Unit 5 Reading Literature: Craft and Structure Language: Prefixes p. 130 Introducing Unit 5/Home Connect pp Unit 5 Common Core Review pp Unit 7 Reading Informational Text: Craft and Structure Foundational Skills Read Together: Our Town Is the Best! (prefixes un and re) p. 174 Foundational Skills Reader: New York City (prefixes un- and re-) pp Lesson 1: The Fisherman and His Wife Lesson 3: Beauty and the Beast, Part I Unit 1 Reading Literature: Key Ideas and Details Language: Related Words p. 38 Introducing Unit 1/Home Connect pp Unit 1 Common Core Review pp Lesson 4: Beauty and the Beast, Part II Lesson 8: Casey Jones Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Real-Life Word Meanings p. 268 Copyright William H. Sadlier, Inc. All rights reserved. 8

9 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 1: Fairy Tales and Tall Tales CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 L.2.6 Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy) Provide synonyms and antonyms of selected core vocabulary words Determine the meaning of unknown and multiplemeaning words and phrases in fiction or nonfiction/informational read-alouds and discussions Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). Learn the meaning of common sayings and phrases Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy) Introducing Unit 11/Home Connect pp Unit 11 Common Core Review pp Lesson 1: The Fisherman and His Wife Lesson 2: The Emperor s New Clothes Lesson 3: Beauty and the Beast, Part I Lesson 4: Beauty and the Beast, Part II Lesson 5: Paul Bunyan Lesson 6: Pecos Bill Lesson 7: John Henry Lesson 8: Casey Jones Lesson 1: The Fisherman and His Wife Lesson 3: Beauty and the Beast, Part I Lesson 4: Beauty and the Beast, Part II Lesson 7: John Henry Words to Know pp. 12, 14, 16, 18, 20, 22, 24, 26, 28, 58, 60, 62, 64, 66, 68, 70, 72, 74, 104, 106, 108, 110, 112, 114, 116, 118, 120, 156, 158, 160, 162, 164, 166, 168, 170, 172, 202, 204, 206, 208, 210, 212, 242, 244, 246, 248, 250, 252, 254, 256, 258 Unit 1 Reading Literature: Key Ideas and Details Language: Related Words p. 38 Unit 3 Reading Informational Text: Key Ideas and Details Language: Context Clues p. 84 Unit 5 Reading Literature: Craft and Structure Language: Prefixes p. 130 Unit 7 Reading Informational Text: Craft and Structure Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Language: Compound Words p. 182 Unit 9 Reading Literature: Integration of Knowledge and Ideas Language: Shades of Meaning p. 222 Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Real-Life Word Meanings p. 268 Writing Handbook Step 3: Revising: Revising Checklist (Word Choice) p. 281 Lesson 4: Beauty and the Beast, Part II Lesson 1: The Fisherman and His Wife Lesson 2: The Emperor s New Clothes Lesson 3: Beauty and the Beast, Part I Lesson 4: Beauty and the Beast, Part II Lesson 5: Paul Bunyan Lesson 6: Pecos Bill Copyright William H. Sadlier, Inc. All rights reserved. 9

10 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 1: Fairy Tales and Tall Tales CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Lesson 7: John Henry Lesson 8: Casey Jones Additional Goals Distinguish fantasy from realistic text Prior to listening to a read-aloud, orally predict what happens and compare the actual outcome to the prediction Prior to listening to a read-aloud, identify orally what they know or have learned about a given topic Rehearse and perform a read-aloud for an audience using eye contact, appropriate volume, and clear enunciation Lesson 1: The Fisherman and His Wife Lesson 5: Paul Bunyan Lesson 6: Pecos Bill Lesson 7: John Henry Lesson 1: The Fisherman and His Wife Lesson 2: The Emperor s New Clothes Lesson 3: Beauty and the Beast, Part I Lesson 4: Beauty and the Beast, Part II Lesson 6: Pecos Bill Lesson 7: John Henry Lesson 1: The Fisherman and His Wife Lesson 3: Beauty and the Beast, Part I Lesson 6: Pecos Bill Lesson 7: John Henry Lesson 8: Casey Jones Lesson 2: The Emperor s New Clothes Copyright William H. Sadlier, Inc. All rights reserved. 10

11 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 2: Early Asian Civilizations CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Reading Standards for Literature Key Ideas and Details RL.2.2 RL.2.3 Craft and Structure RL.2.5 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Recount fiction read-alouds, including fables and folktales from diverse cultures, and determine the central message, lesson, or moral Describe how characters in a story respond to major events and challenges. Describe how characters in a fiction read-aloud respond to major events and challenges Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Describe the following story elements: characters, setting, and plot, including how the beginning introduces the story and the ending concludes the action Integration of Knowledge and Ideas 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. Unit 1 Reading Literature: Key Ideas and Details Determining a Story s Central Message: Leon and Max (Fable) pp Introducing Unit 1/Home Connect/Essential Question pp Close Reading: Bo Lends a Paw (Fantasy) pp Unit 1 Common Core Review pp Lesson 4: The Tiger, the Brahman, and the Jackal Lesson 10: The Magic Paintbrush Unit 1 Reading Literature: Key Ideas and Details Understanding Character Actions: The Mad Glad Mystery (Adventure Story) pp Introducing Unit 1/Home Connect/Essential Question pp Close Reading: Bo Lends a Paw (Fantasy) pp Unit 1 Common Core Review pp Lesson 4: The Tiger, the Brahman, and the Jackal Lesson 5: The Blind Men and the Elephant Lesson 10: The Magic Paintbrush Unit 5 Reading Literature: Craft and Structure Describing Story Structure: Benny and the Sea Monster (Realistic Fiction) pp Introducing Unit 5/Home Connect/Essential Question pp Close Reading: Making Tracks (Mystery) pp Unit 5 Common Core Review pp Lesson 5: The Blind Men and the Elephant Lesson 10: The Magic Paintbrush Unit 9 Reading Literature: Integration of Knowledge and Ideas Using Words and Illustrations: Coyote and the Fire Quest: A Native American Folktale (Folktale) pp Introducing Unit 9/Home Connect/Essential Question pp Close Reading: Coyote and Turtle (Folktale)/ Mr. Rabbit and Mr. Fox pp Unit 9 Common Core Review pp Copyright William H. Sadlier, Inc. All rights reserved. 11

12 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 2: Early Asian Civilizations CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Use information gained from the illustrations and words in a read aloud to demonstrate understanding of its characters, setting, or plot Lesson 4: The Tiger, the Brahman, and the Jackal Lesson 5: The Blind Men and the Elephant Lesson 10: The Magic Paintbrush Reading Standards for Informational Text Key Ideas and Details RI.2.1 Craft and Structure RI.2.4 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational readaloud Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/informational read-aloud, including answering why questions that require recognizing cause/effect relationships Determine the meaning of words and phrases in a text relevant to a topic or subject area. Unit 3 Reading Informational Text: Key Ideas and Details Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Lesson 1: The Indus River Valley, Part I Lesson 2: The Indus River Valley, Part II Lesson 3: Hindus and Hinduism Lesson 4: The Tiger, the Brahman, and the Jackal Lesson 5: The Blind Men and the Elephant Lesson 6: Diwali Lesson 7: Buddhists and Buddhism Lesson 8: The Yellow and the Yangtze Rivers Lesson 9: Paper, Writing, and Calligraphy Lesson 10: The Magic Paintbrush Lesson 11: The Importance of Silk Lesson 12: China s Great Wall Lesson 13: Confucius Lesson 14: Chinese New Year Lesson 1: The Indus River Valley, Part I Lesson 2: The Indus River Valley, Part II Lesson 3: Hindus and Hinduism Lesson 4: The Tiger, the Brahman, and the Jackal Lesson 5: The Blind Men and the Elephant Lesson 6: Diwali Lesson 7: Buddhists and Buddhism Lesson 8: The Yellow and the Yangtze Rivers Lesson 9: Paper, Writing, and Calligraphy Lesson 10: The Magic Paintbrush Lesson 11: The Importance of Silk Lesson 12: China s Great Wall Lesson 13: Confucius Lesson 14: Chinese New Year Unit 7 Reading Informational Text: Craft and Structure Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Introducing Unit 7/Home Connect/Essential Question pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp Unit 7 Common Core Review pp Copyright William H. Sadlier, Inc. All rights reserved. 12

13 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 2: Early Asian Civilizations CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Determine the meaning of unknown words and phrases in nonfiction/informational read-alouds and discussions Integration of Knowledge and Ideas RI.2.7 RI.2.9 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with a nonfiction/informational read-aloud and explain how these graphics clarify the meaning of the read-aloud Compare and contrast the most important points presented by two texts on the same topic. Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational read-aloud or between two or more nonfiction/informational read-alouds Lesson 1: The Indus River Valley, Part I Lesson 2: The Indus River Valley, Part II Lesson 3: Hindus and Hinduism Lesson 4: The Tiger, the Brahman, and the Jackal Lesson 5: The Blind Men and the Elephant Lesson 6: Diwali Lesson 7: Buddhists and Buddhism Lesson 8: The Yellow and the Yangtze Rivers Lesson 9: Paper, Writing, and Calligraphy Lesson 10: The Magic Paintbrush Lesson 11: The Importance of Silk Lesson 12: China s Great Wall Lesson 13: Confucius Lesson 14: Chinese New Year Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Using Images to Understand Text: Toys and Games in Colonial Times (Magazine Article) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Lesson 1: The Indus River Valley, Part I Lesson 2: The Indus River Valley, Part II Lesson 3: Hindus and Hinduism Lesson 6: Diwali Lesson 7: Buddhists and Buddhism Lesson 8: The Yellow and the Yangtze Rivers Lesson 9: Paper, Writing, and Calligraphy Lesson 12: China s Great Wall Lesson 13: Confucius Lesson 14: Chinese New Year Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Comparing and Contrasting Texts: Colonial Children Were Lucky! (Opinion Piece) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Lesson 4: The Tiger, the Brahman, and the Jackal Lesson 8: The Yellow and the Yangtze Rivers Lesson 9: Paper, Writing, and Calligraphy Lesson 13: Confucius Lesson 14: Chinese New Year Copyright William H. Sadlier, Inc. All rights reserved. 13

14 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 2: Early Asian Civilizations CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Range of Reading and Level of Text Complexity 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. Unit 3 Reading Informational Text: Key Ideas and Details Introducing Unit 3/Home Connect/Essential Question pp Key Ideas and Details: Comprehension Check pp. 59, 61, 63, 65, 67, 69, 71, 73, 75, Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Identifying Topics: Jacques Cousteau (Biography) pp Describing Connections Between Ideas: Make Wild Animal Homes (Procedural Text) pp Foundational Skills Read Together: Animals That Carry Their Homes p. 76 Foundational Skills Reader: Moving Day! (vowel teams oi, oy, ow, ou) pp Close Reading: At Home in a Cave (Magazine Article) pp the Essential Question p. 83 Unit 3 Common Core Review: Weaver Bird Nests pp Unit 7 Reading Informational Text: Craft and Structure Introducing Unit 7/Home Connect/Essential Question pp Craft and Structure: Comprehension Check pp. 157, 159, 161, 163, 165, 167, 169, 171, 173, Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Using Text Features: Subway Way to Go! (Magazine Article) pp Determining an Author s Purpose: New Ways to Solve an Old Problem (Opinion Piece) pp Foundational Skills Read Together: Our Town Is the Best! p. 174 Foundational Skills Reader: New York City (two-syllable long vowel words; prefixes un- and re-) pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp the Essential Question p. 181 Unit 7 Common Core Review: Please Be Kind pp Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Introducing Unit 11/Home Connect/Essential Question pp Integration of Knowledge and Ideas: Comprehension Check pp. 237, 241, 245, Using Images to Understand Text: Toys and Games in Colonial Times (Magazine Article) pp Finding Supporting Reasons: Toys and Games Are Better Today (Opinion Piece) pp Comparing and Contrasting Texts: Colonial Children Were Lucky! (Opinion Piece) pp Copyright William H. Sadlier, Inc. All rights reserved. 14

15 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 2: Early Asian Civilizations CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for Grades 2 4 Foundational Skills Read Together: Schools in Colonial Times p. 260 Foundational Skills Reader: Colonial Schools (inconsistent but common spellings; irregular spellings) pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp the Essential Question p. 267 Unit 11 Common Core Review: Welcome to Boston! pp Lesson 1: The Indus River Valley, Part I Lesson 2: The Indus River Valley, Part II Lesson 3: Hindus and Hinduism Lesson 4: The Tiger, the Brahman, and the Jackal Lesson 5: The Blind Men and the Elephant Lesson 6: Diwali Lesson 7: Buddhists and Buddhism Lesson 8: The Yellow and the Yangtze Rivers Lesson 9: Paper, Writing, and Calligraphy Lesson 10: The Magic Paintbrush Lesson 11: The Importance of Silk Lesson 12: China s Great Wall Lesson 13: Confucius Lesson 14: Chinese New Year Writing Standards Text Types and Purposes 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. Plan and/or draft, and edit an informative/ explanatory text that presents information from a nonfiction/informational read-aloud that introduces a topic, uses facts and definitions to develop points, and provides a concluding statement or section Unit 4 Text Types and Purposes: Write Informational Texts Read a Student Model/Use a Chart to Draft an Observation Log/Draft Your Observation Log pp Unit 8 Common Core Review: Revise/Publish Your Observation Log p. 100 Introducing Unit 4/Home Connect/Essential Question pp Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Introducing Unit 10/Home Connect/Essential Question pp Lesson 9: Paper, Writing, and Calligraphy Lesson 11: The Importance of Silk Copyright William H. Sadlier, Inc. All rights reserved. 15

16 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 2: Early Asian Civilizations CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Production and Distribution of Writing W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing Research to Build and Present Knowledge Writing Handbook Step 1: Planning pp Step 2: Drafting p. 280 Step 3: Revising pp Step 4: Editing pp Step 5: Producing, Publishing, and Presenting p. 284 Lesson 6: Diwali W.2.7 W.2.8 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). Participate in shared research and writing projects (e.g., after listening to several read-alouds, produce a report on a single topic) Recall information from experiences or gather information from provided sources to answer a question. Unit 4 Text Types and Purposes: Write Informational Texts Read a Student Model/Use a Chart to Draft an Observation Log/Draft Your Observation Log pp Unit 8 Common Core Review: Revise/Publish Your Observation Log p. 100 Introducing Unit 4/Home Connect/Essential Question pp Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Introducing Unit 10/Home Connect/Essential Question pp Lesson 9: Paper, Writing, and Calligraphy Unit 6 Text Types and Purposes: Write Nonfictional Narratives Read a Student Model/Plan Your Nonfictional Narrative/Create Your Nonfictional Narrative (recount an amazing experience in nature) pp Unit 6 Common Core Review: Revise/Publish Your Nonfictional Narrative p. 146 Introducing Unit 6/Home Connect/Essential Question pp Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Speaking and Listening: Return to the Essential Question (how do writers gather and present information?) p. 236 Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Introducing Unit 10/Home Connect/Essential Question pp Copyright William H. Sadlier, Inc. All rights reserved. 16

17 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 2: Early Asian Civilizations CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Make personal connections (orally or in writing) to events or experiences in a fiction or nonfiction/ informational read-aloud and/or make connections among several read-alouds With assistance, categorize and organize facts and information within a given domain to answer questions Writing Handbook Step 1: Planning: Research Tip (gather information) p. 278 Lesson 7: Buddhists and Buddhism Lesson 10: The Magic Paintbrush Lesson 2: The Indus River Valley, Part II Lesson 3: Hindus and Hinduism Lesson 4: The Tiger, the Brahman, and the Jackal Lesson 7: Buddhists and Buddhism Lesson 9: Paper, Writing, and Calligraphy Lesson 12: China s Great Wall Lesson 13: Confucius Lesson 14: Chinese New Year Speaking and Listening Standards Comprehension and Collaboration SL.2.1 SL.2.1a SL.2.1b Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and large groups. 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). Use agreed-upon rules for group discussions, e.g., look at and listen to the speaker, raise hand to speak, take turns, say excuse me or please, etc. Build on others' talk in conversations by responding to the comments of others through multiple exchanges. the Essential Question (discuss ideas with the class/remember rules for being a good speaker and listener) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Indus River Valley, Part I Lesson 2: The Indus River Valley, Part II Lesson 3: Hindus and Hinduism Lesson 4: The Tiger, the Brahman, and the Jackal Lesson 5: The Blind Men and the Elephant Lesson 6: Diwali Lesson 7: Buddhists and Buddhism Lesson 8: The Yellow and the Yangtze Rivers Lesson 9: Paper, Writing, and Calligraphy Lesson 10: The Magic Paintbrush Lesson 11: The Importance of Silk Lesson 12: China s Great Wall Lesson 13: Confucius Lesson 14: Chinese New Year the Essential Question (Did I: Add to what others said?) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 Copyright William H. Sadlier, Inc. All rights reserved. 17

18 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 2: Early Asian Civilizations CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 SL.2.1c SL.2.2 Carry on and participate in a conversation over at least six turns, staying on topic, linking their comments to the remarks of others, with either an adult or another child of the same age Ask for clarification and further explanation as needed about the topics and texts under discussion. Ask questions to clarify information about the topic in a fiction or nonfiction/informational readaloud Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Indus River Valley, Part I Lesson 2: The Indus River Valley, Part II Lesson 3: Hindus and Hinduism Lesson 4: The Tiger, the Brahman, and the Jackal Lesson 5: The Blind Men and the Elephant Lesson 6: Diwali Lesson 7: Buddhists and Buddhism Lesson 8: The Yellow and the Yangtze Rivers Lesson 9: Paper, Writing, and Calligraphy Lesson 10: The Magic Paintbrush Lesson 11: The Importance of Silk Lesson 12: China s Great Wall Lesson 13: Confucius Lesson 14: Chinese New Year the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Indus River Valley, Part I Lesson 2: The Indus River Valley, Part II Lesson 3: Hindus and Hinduism Lesson 4: The Tiger, the Brahman, and the Jackal Lesson 5: The Blind Men and the Elephant Lesson 6: Diwali Lesson 7: Buddhists and Buddhism Lesson 8: The Yellow and the Yangtze Rivers Lesson 9: Paper, Writing, and Calligraphy Lesson 10: The Magic Paintbrush Lesson 11: The Importance of Silk Lesson 12: China s Great Wall Lesson 13: Confucius Lesson 14: Chinese New Year the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Copyright William H. Sadlier, Inc. All rights reserved. 18

19 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 2: Early Asian Civilizations CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 SL.2.3 Retell (orally or in writing) important facts and information from a fiction or nonfiction/informational read-aloud Summarize (orally or in writing) text content and/or oral information presented by others 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. Ask questions to clarify directions, exercises, classroom routines and/or what a speaker says about a topic to gather additional information, or deepen understanding of a topic or issue Presentation of Knowledge and Ideas Lesson 1: The Indus River Valley, Part I Lesson 2: The Indus River Valley, Part II Lesson 3: Hindus and Hinduism Lesson 4: The Tiger, the Brahman, and the Jackal Lesson 5: The Blind Men and the Elephant Lesson 6: Diwali Lesson 7: Buddhists and Buddhism Lesson 8: The Yellow and the Yangtze Rivers Lesson 9: Paper, Writing, and Calligraphy Lesson 10: The Magic Paintbrush Lesson 11: The Importance of Silk Lesson 12: China s Great Wall Lesson 13: Confucius Lesson 14: Chinese New Year Lesson 2: The Indus River Valley, Part II Lesson 6: Diwali Unit 3 Reading Informational Text: Key Ideas and Details Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 2: The Indus River Valley, Part II Lesson 4: The Tiger, the Brahman, and the Jackal Lesson 6: Diwali Lesson 8: The Yellow and the Yangtze Rivers Lesson 11: The Importance of Silk Lesson 12: China s Great Wall Lesson 13: Confucius SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Recount a personal experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42 (make up stories), 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 12: China s Great Wall Lesson 13: Confucius Copyright William H. Sadlier, Inc. All rights reserved. 19

20 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 2: Early Asian Civilizations CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 SL.2.5 SL.2.6 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. 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 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Language) Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification Unit 9 Reading Literature: Integration of Knowledge and Ideas Using Words and Illustrations: Coyote and the Fire Quest: A Native American Folktale (Folktale) pp See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10 (sketch pictures), 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Indus River Valley, Part I Lesson 6: Diwali Lesson 7: Buddhists and Buddhism Lesson 9: Paper, Writing, and Calligraphy Lesson 10: The Magic Paintbrush Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Indus River Valley, Part I Lesson 2: The Indus River Valley, Part II Lesson 3: Hindus and Hinduism Lesson 4: The Tiger, the Brahman, and the Jackal Lesson 5: The Blind Men and the Elephant Lesson 6: Diwali Lesson 7: Buddhists and Buddhism Lesson 8: The Yellow and the Yangtze Rivers Lesson 9: Paper, Writing, and Calligraphy Lesson 10: The Magic Paintbrush Lesson 11: The Importance of Silk Lesson 12: China s Great Wall Lesson 13: Confucius Lesson 14: Chinese New Year Language Standards Vocabulary Acquisition and Use L.2.4 L.2.4b Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and content, choosing flexibly from an array of strategies. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). Unit 5 Reading Literature: Craft and Structure Language: Prefixes p. 130 Introducing Unit 5/Home Connect pp Unit 5 Common Core Review pp Unit 7 Reading Informational Text: Craft and Structure Foundational Skills Read Together: Our Town Is the Best! (prefixes un and re) p. 174 Foundational Skills Reader: New York City (prefixes un- and re-) pp Copyright William H. Sadlier, Inc. All rights reserved. 20

21 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 2: Early Asian Civilizations CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 L.2.4c L.2.5 L.2.5a L.2.5b Use word parts to determine meanings of unknown words in fiction or nonfiction/ informational read-alouds and discussions Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). Use word parts to determine meanings of unknown words in fiction or nonfiction/ informational read-alouds and discussions Demonstrate understanding of word relationships and nuances in word meanings. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy) Provide synonyms and antonyms of selected core vocabulary words Determine the meaning of unknown and multiple meaning words and phrases in fiction or nonfiction/informational read-alouds and discussions Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny) Lesson 4: The Tiger, the Brahman, and the Jackal Unit 1 Reading Literature: Key Ideas and Details Language: Related Words p. 38 Introducing Unit 1/Home Connect pp Unit 1 Common Core Review pp Lesson 1: The Indus River Valley, Part I Lesson 14: Chinese New Year Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Real-Life Word Meanings p. 268 Introducing Unit 11/Home Connect pp Unit 11 Common Core Review pp Lesson 1: The Indus River Valley, Part I Lesson 2: The Indus River Valley, Part II Lesson 3: Hindus and Hinduism Lesson 4: The Tiger, the Brahman, and the Jackal Lesson 5: The Blind Men and the Elephant Lesson 6: Diwali Lesson 7: Buddhists and Buddhism Lesson 8: The Yellow and the Yangtze Rivers Lesson 9: Paper, Writing, and Calligraphy Lesson 10: The Magic Paintbrush Lesson 11: The Importance of Silk Lesson 12: China s Great Wall Lesson 13: Confucius Lesson 14: Chinese New Year Lesson 2: The Indus River Valley, Part II Lesson 9: Paper, Writing, and Calligraphy Lesson 11: The Importance of Silk Lesson 3: Hindus and Hinduism Lesson 7: Buddhists and Buddhism Unit 9 Reading Literature: Integration of Knowledge and Ideas Language: Shades of Meaning p. 222 Introducing Unit 9/Home Connect pp Unit 9 Common Core Review pp Lesson 13: Confucius Copyright William H. Sadlier, Inc. All rights reserved. 21

22 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 2: Early Asian Civilizations CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). Learn the meaning of common sayings and phrases Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy) Words to Know pp. 12, 14, 16, 18, 20, 22, 24, 26, 28, 58, 60, 62, 64, 66, 68, 70, 72, 74, 104, 106, 108, 110, 112, 114, 116, 118, 120, 156, 158, 160, 162, 164, 166, 168, 170, 172, 202, 204, 206, 208, 210, 212, 242, 244, 246, 248, 250, 252, 254, 256, 258 Unit 1 Reading Literature: Key Ideas and Details Language: Related Words p. 38 Unit 3 Reading Informational Text: Key Ideas and Details Language: Context Clues p. 84 Unit 5 Reading Literature: Craft and Structure Language: Prefixes p. 130 Unit 7 Reading Informational Text: Craft and Structure Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Language: Compound Words p. 182 Unit 9 Reading Literature: Integration of Knowledge and Ideas Language: Shades of Meaning p. 222 Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Real-Life Word Meanings p. 268 Writing Handbook Step 3: Revising: Revising Checklist (Word Choice) p. 281 Lesson 12: China s Great Wall Lesson 13: Confucius Lesson 1: The Indus River Valley, Part I Lesson 2: The Indus River Valley, Part II Lesson 3: Hindus and Hinduism Lesson 4: The Tiger, the Brahman, and the Jackal Lesson 5: The Blind Men and the Elephant Lesson 6: Diwali Lesson 7: Buddhists and Buddhism Lesson 8: The Yellow and the Yangtze Rivers Lesson 9: Paper, Writing, and Calligraphy Lesson 10: The Magic Paintbrush Lesson 11: The Importance of Silk Lesson 12: China s Great Wall Lesson 13: Confucius Lesson 14: Chinese New Year Additional Goals Distinguish fantasy from realistic text Prior to listening to a read-aloud, orally predict what happens and compare the actual outcome to the prediction Lesson 1: The Fisherman and His Wife Lesson 5: Paul Bunyan Lesson 6: Pecos Bill Lesson 7: John Henry Lesson 1: The Fisherman and His Wife Lesson 2: The Emperor s New Clothes Lesson 3: Beauty and the Beast, Part I Lesson 4: Beauty and the Beast, Part II Copyright William H. Sadlier, Inc. All rights reserved. 22

23 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 2: Early Asian Civilizations CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Prior to listening to a read-aloud, identify orally what they know or have learned about a given topic Rehearse and perform a read-aloud for an audience using eye contact, appropriate volume, and clear enunciation Lesson 6: Pecos Bill Lesson 7: John Henry Lesson 1: The Fisherman and His Wife Lesson 3: Beauty and the Beast, Part I Lesson 6: Pecos Bill Lesson 7: John Henry Lesson 8: Casey Jones Lesson 2: The Emperor s New Clothes Copyright William H. Sadlier, Inc. All rights reserved. 23

24 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 3: Ancient Greek Civilizations CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Reading Standards for Literature Key Ideas and Details RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Recount fiction read-alouds, including fables and folktales from diverse cultures, and determine the central message, lesson, or moral Unit 1 Reading Literature: Key Ideas and Details Determining a Story s Central Message: Leon and Max (Fable) pp Introducing Unit 1/Home Connect/Essential Question pp Close Reading: Bo Lends a Paw (Fantasy) pp Unit 1 Common Core Review pp Lesson 2: Mount Olympus, Part I Lesson 3: Mount Olympus, Part II Reading Standards for Informational Text Key Ideas and Details 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. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational readaloud Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/informational read-aloud, including answering why questions that require recognizing cause/effect relationships Unit 3 Reading Informational Text: Key Ideas and Details Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Lesson 1: The Ancient Greeks Lesson 2: Mount Olympus, Part I Lesson 3: Mount Olympus, Part II Lesson 4: The Olympic Games Lesson 5: All for Sparta Lesson 6: Athens and the Olive Tree Lesson 7: Athens: The Birthplace of Democracy Lesson 8: Marathon Lesson 9: Thermopylae: The Persians Strike Again Lesson 10: The Great Thinkers of Greece Lesson 11: Alexander the Great, Part I Lesson 12: Alexander the Great, Part II Lesson 1: The Ancient Greeks Lesson 2: Mount Olympus, Part I Lesson 3: Mount Olympus, Part II Lesson 4: The Olympic Games Lesson 5: All for Sparta Lesson 6: Athens and the Olive Tree Lesson 7: Athens: The Birthplace of Democracy Lesson 8: Marathon Lesson 9: Thermopylae: The Persians Strike Again Lesson 10: The Great Thinkers of Greece Lesson 11: Alexander the Great, Part I Lesson 12: Alexander the Great, Part II Copyright William H. Sadlier, Inc. All rights reserved. 24

25 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 3: Ancient Greek Civilizations CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Craft and Structure RI.2.4 Determine the meaning of words and phrases in a text relevant to a topic or subject area. Determine the meaning of unknown words and phrases in nonfiction/informational read-alouds and discussions Integration of Knowledge and Ideas RI.2.7 RI.2.8 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with a nonfiction/informational read-aloud and explain how these graphics clarify the meaning of the read-aloud Describe how reasons support specific points the author makes in a text. Describe how reasons or facts support specific points the author makes in a nonfiction/informational read-aloud Unit 7 Reading Informational Text: Craft and Structure Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Introducing Unit 7/Home Connect/Essential Question pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp Unit 7 Common Core Review pp Lesson 1: The Ancient Greeks Lesson 2: Mount Olympus, Part I Lesson 3: Mount Olympus, Part II Lesson 4: The Olympic Games Lesson 5: All for Sparta Lesson 6: Athens and the Olive Tree Lesson 7: Athens: The Birthplace of Democracy Lesson 8: Marathon Lesson 9: Thermopylae: The Persians Strike Again Lesson 10: The Great Thinkers of Greece Lesson 11: Alexander the Great, Part I Lesson 12: Alexander the Great, Part II Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Using Images to Understand Text: Toys and Games in Colonial Times (Magazine Article) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Lesson 1: The Ancient Greeks Lesson 2: Mount Olympus, Part I Lesson 6: Athens and the Olive Tree Lesson 12: Alexander the Great, Part II Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Finding Supporting Reasons: Toys and Games Are Better Today (Opinion Piece) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Lesson 10: The Great Thinkers of Greece Lesson 11: Alexander the Great, Part I Lesson 12: Alexander the Great, Part II Copyright William H. Sadlier, Inc. All rights reserved. 25

26 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 3: Ancient Greek Civilizations CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational read-aloud or between two or more nonfiction/informational read-alouds Range of Reading and Level of Text Complexity 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. Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Comparing and Contrasting Texts: Colonial Children Were Lucky! (Opinion Piece) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Lesson 1: The Ancient Greeks Lesson 3: Mount Olympus, Part II Lesson 4: The Olympic Games Lesson 7: Athens: The Birthplace of Democracy Unit 3 Reading Informational Text: Key Ideas and Details Introducing Unit 3/Home Connect/Essential Question pp Key Ideas and Details: Comprehension Check pp. 59, 61, 63, 65, 67, 69, 71, 73, 75, Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Identifying Topics: Jacques Cousteau (Biography) pp Describing Connections Between Ideas: Make Wild Animal Homes (Procedural Text) pp Foundational Skills Read Together: Animals That Carry Their Homes p. 76 Foundational Skills Reader: Moving Day! (vowel teams oi, oy, ow, ou) pp Close Reading: At Home in a Cave (Magazine Article) pp the Essential Question p. 83 Unit 3 Common Core Review: Weaver Bird Nests pp Unit 7 Reading Informational Text: Craft and Structure Introducing Unit 7/Home Connect/Essential Question pp Craft and Structure: Comprehension Check pp. 157, 159, 161, 163, 165, 167, 169, 171, 173, Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Using Text Features: Subway Way to Go! (Magazine Article) pp Determining an Author s Purpose: New Ways to Solve an Old Problem (Opinion Piece) pp Foundational Skills Read Together: Our Town Is the Best! p. 174 Foundational Skills Reader: New York City (two-syllable long vowel words; prefixes un- and re-) pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp Copyright William H. Sadlier, Inc. All rights reserved. 26

27 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 3: Ancient Greek Civilizations CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for Grades 2 4 the Essential Question p. 181 Unit 7 Common Core Review: Please Be Kind pp Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Introducing Unit 11/Home Connect/Essential Question pp Integration of Knowledge and Ideas: Comprehension Check pp. 237, 241, 245, Using Images to Understand Text: Toys and Games in Colonial Times (Magazine Article) pp Finding Supporting Reasons: Toys and Games Are Better Today (Opinion Piece) pp Comparing and Contrasting Texts: Colonial Children Were Lucky! (Opinion Piece) pp Foundational Skills Read Together: Schools in Colonial Times p. 260 Foundational Skills Reader: Colonial Schools (inconsistent but common spellings; irregular spellings) pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp the Essential Question p. 267 Unit 11 Common Core Review: Welcome to Boston! pp Lesson 1: The Ancient Greeks Lesson 2: Mount Olympus, Part I Lesson 3: Mount Olympus, Part II Lesson 4: The Olympic Games Lesson 5: All for Sparta Lesson 6: Athens and the Olive Tree Lesson 7: Athens: The Birthplace of Democracy Lesson 8: Marathon Lesson 9: Thermopylae: The Persians Strike Again Lesson 10: The Great Thinkers of Greece Lesson 11: Alexander the Great, Part I Lesson 12: Alexander the Great, Part II Writing Standards Text Types and Purposes 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. Plan, draft, and edit opinion pieces in which they introduce the topic or book they are writing about, continued on next page Unit 8 Text Types and Purposes: Write Opinion Pieces Read a Student Model/Use a Chart to Plan Your Opinion Piece/Draft Your Opinion Piece pp Unit 8 Common Core Review: Revise/Publish Your Opinion Piece p. 198 Introducing Unit 8/Home Connect/Essential Question pp Lesson 7: Athens: The Birthplace of Democracy Copyright William H. Sadlier, Inc. All rights reserved. 27

28 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 3: Ancient Greek Civilizations CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 W.2.3 continued from previous page 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 Write narratives in which they recount a wellelaborated 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. Plan, draft, and edit a narrative retelling of a fiction read-aloud, including a title, setting, characters, and well-elaborated events of the story in proper sequence, including details to describe actions, thoughts, and feelings, using temporal words to signal event order, and providing a sense of closure Unit 2 Text Types and Purposes: Write Fictional Narratives Read a Student Model/Plan Your Fictional Narrative/Create Your Fictional Narrative pp Unit 2 Common Core Review: Revise/Publish Your Fictional Narrative p. 54 Introducing Unit 2/Home Connect/Essential Question pp Unit 6 Text Types and Purposes: Write Nonfictional Narratives Read a Student Model/Plan Your Nonfictional Narrative/Create Your Nonfictional Narrative pp Unit 6 Common Core Review: Revise/Publish Your Nonfictional Narrative p. 146 Introducing Unit 6/Home Connect/Essential Question pp Lesson 10: The Great Thinkers of Greece Lesson 11: Alexander the Great, Part I Lesson 12: Alexander the Great, Part II Production and Distribution of Writing W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing Writing Handbook Step 1: Planning pp Step 2: Drafting p. 280 Step 3: Revising pp Step 4: Editing pp Step 5: Producing, Publishing, and Presenting p. 284 Lesson 10: The Great Thinkers of Greece Lesson 11: Alexander the Great, Part I Lesson 12: Alexander the Great, Part II Research to Build and Present Knowledge 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). Unit 4 Text Types and Purposes: Write Informational Texts Read a Student Model/Use a Chart to Draft an Observation Log/Draft Your Observation Log pp Unit 8 Common Core Review: Revise/Publish Your Observation Log p. 100 Introducing Unit 4/Home Connect/Essential Question pp Copyright William H. Sadlier, Inc. All rights reserved. 28

29 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 3: Ancient Greek Civilizations CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 W.2.8 Participate in shared research and writing projects (e.g., after listening to several read-alouds, produce a report on a single topic) Recall information from experiences or gather information from provided sources to answer a question. Make personal connections (orally or in writing) to events or experiences in a fiction or nonfiction/informational read-aloud and/or make connections among several read-alouds With assistance, categorize and organize facts and information within a given domain to answer questions Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Introducing Unit 10/Home Connect/Essential Question pp Lesson 10: The Great Thinkers of Greece Lesson 11: Alexander the Great, Part I Lesson 12: Alexander the Great, Part II Unit 6 Text Types and Purposes: Write Nonfictional Narratives Read a Student Model/Plan Your Nonfictional Narrative/Create Your Nonfictional Narrative (recount an amazing experience in nature) pp Unit 6 Common Core Review: Revise/Publish Your Nonfictional Narrative p. 146 Introducing Unit 6/Home Connect/Essential Question pp Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Speaking and Listening: Return to the Essential Question (how do writers gather and present information?) p. 236 Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Introducing Unit 10/Home Connect/Essential Question pp Writing Handbook Step 1: Planning: Research Tip (gather information) p. 278 Lesson 4: The Olympic Games Lesson 5: All for Sparta Lesson 7: Athens: The Birthplace of Democracy Lesson 11: Alexander the Great, Part I Lesson 1: The Ancient Greeks Lesson 2: Mount Olympus, Part I Lesson 3: Mount Olympus, Part II Lesson 4: The Olympic Games Lesson 5: All for Sparta Lesson 6: Athens and the Olive Tree Lesson 7: Athens: The Birthplace of Democracy Lesson 8: Marathon Lesson 9: Thermopylae: The Persians Strike Again Lesson 10: The Great Thinkers of Greece Lesson 11: Alexander the Great, Part I Copyright William H. Sadlier, Inc. All rights reserved. 29

30 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 3: Ancient Greek Civilizations CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Speaking and Listening Standards Comprehension and Collaboration SL.2.1 SL.2.1a SL.2.1b Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and large groups. 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). Use agreed-upon rules for group discussions, e.g., look at and listen to the speaker, raise hand to speak, take turns, say excuse me or please, etc. Build on others talk in conversations by linking their comments to the remarks of others. Carry on and participate in a conversation over at least six turns, staying on topic, linking their comments to the remarks of others, with either an adult or another child of the same age the Essential Question (discuss ideas with the class/remember rules for being a good speaker and listener) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Ancient Greeks Lesson 2: Mount Olympus, Part I Lesson 3: Mount Olympus, Part II Lesson 4: The Olympic Games Lesson 5: All for Sparta Lesson 6: Athens and the Olive Tree Lesson 7: Athens: The Birthplace of Democracy Lesson 8: Marathon Lesson 9: Thermopylae: The Persians Strike Again Lesson 10: The Great Thinkers of Greece Lesson 11: Alexander the Great, Part I Lesson 12: Alexander the Great, Part II the Essential Question (Did I: Add to what others said?) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Ancient Greeks Lesson 2: Mount Olympus, Part I Lesson 3: Mount Olympus, Part II Lesson 4: The Olympic Games Lesson 5: All for Sparta Lesson 6: Athens and the Olive Tree Lesson 7: Athens: The Birthplace of Democracy Lesson 8: Marathon Lesson 9: Thermopylae: The Persians Strike Again Lesson 10: The Great Thinkers of Greece Lesson 11: Alexander the Great, Part I Lesson 12: Alexander the Great, Part II Copyright William H. Sadlier, Inc. All rights reserved. 30

31 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 3: Ancient Greek Civilizations CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 SL.2.1c SL.2.2 SL.2.3 Ask for clarification and further explanation as needed about the topics and texts under discussion. Ask questions to clarify information about the topic in a fiction or nonfiction/informational readaloud Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Retell (orally or in writing) important facts and information from a fiction or nonfiction/informational read-aloud Summarize (orally or in writing) text content and/or oral information presented by others 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. the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Ancient Greeks Lesson 2: Mount Olympus, Part I Lesson 3: Mount Olympus, Part II Lesson 4: The Olympic Games Lesson 5: All for Sparta Lesson 6: Athens and the Olive Tree Lesson 7: Athens: The Birthplace of Democracy Lesson 8: Marathon Lesson 9: Thermopylae: The Persians Strike Again Lesson 10: The Great Thinkers of Greece Lesson 11: Alexander the Great, Part I Lesson 12: Alexander the Great, Part II the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Ancient Greeks Lesson 2: Mount Olympus, Part I Lesson 3: Mount Olympus, Part II Lesson 4: The Olympic Games Lesson 5: All for Sparta Lesson 6: Athens and the Olive Tree Lesson 7: Athens: The Birthplace of Democracy Lesson 8: Marathon Lesson 9: Thermopylae: The Persians Strike Again Lesson 10: The Great Thinkers of Greece Lesson 11: Alexander the Great, Part I Lesson 12: Alexander the Great, Part II Lesson 2: Mount Olympus, Part I Lesson 3: Mount Olympus, Part II Lesson 8: Marathon Unit 3 Reading Informational Text: Key Ideas and Details Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Copyright William H. Sadlier, Inc. All rights reserved. 31

32 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 3: Ancient Greek Civilizations CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Ask questions to clarify directions, exercises, classroom routines and/or what a speaker says about a topic to gather additional information, or deepen understanding of a topic or issue Presentation of Knowledge and Ideas Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 9: Thermopylae: The Persians Strike Again Lesson 10: The Great Thinkers of Greece SL.2.4 SL.2.5 SL.2.6 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Recount a personal experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences 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. 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 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Language) Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42 (make up stories), 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 4: The Olympic Games Unit 9 Reading Literature: Integration of Knowledge and Ideas Using Words and Illustrations: Coyote and the Fire Quest: A Native American Folktale (Folktale) pp See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10 (sketch pictures), 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Ancient Greeks Lesson 8: Marathon Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Ancient Greeks Lesson 2: Mount Olympus, Part I Lesson 3: Mount Olympus, Part II Lesson 4: The Olympic Games Lesson 5: All for Sparta Lesson 6: Athens and the Olive Tree Lesson 7: Athens: The Birthplace of Democracy Lesson 8: Marathon Lesson 9: Thermopylae: The Persians Strike Again Lesson 10: The Great Thinkers of Greece Copyright William H. Sadlier, Inc. All rights reserved. 32

33 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 3: Ancient Greek Civilizations CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Language Standards Vocabulary Acquisition and Use L.2.4 L.2.4b L.2.4c L.2.5 L.2.5a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and content, choosing flexibly from an array of strategies. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). Use word parts to determine meanings of unknown words in fiction or nonfiction/ informational read-alouds and discussions Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). Use word parts to determine meanings of unknown words in fiction or nonfiction/ informational read-alouds and discussions Demonstrate understanding of word relationships and nuances in word meanings. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy) Unit 5 Reading Literature: Craft and Structure Language: Prefixes p. 130 Introducing Unit 5/Home Connect pp Unit 5 Common Core Review pp Unit 7 Reading Informational Text: Craft and Structure Foundational Skills Read Together: Our Town Is the Best! (prefixes un and re) p. 174 Foundational Skills Reader: New York City (prefixes un- and re-) pp Lesson 1: The Ancient Greeks Unit 1 Reading Literature: Key Ideas and Details Language: Related Words p. 38 Introducing Unit 1/Home Connect pp Unit 1 Common Core Review pp Lesson 12: Alexander the Great, Part II Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Real-Life Word Meanings p. 268 Introducing Unit 11/Home Connect pp Unit 11 Common Core Review pp Lesson 1: The Ancient Greeks Lesson 2: Mount Olympus, Part I Lesson 3: Mount Olympus, Part II Lesson 4: The Olympic Games Lesson 5: All for Sparta Lesson 6: Athens and the Olive Tree Lesson 7: Athens: The Birthplace of Democracy Lesson 8: Marathon Lesson 9: Thermopylae: The Persians Strike Again Lesson 10: The Great Thinkers of Greece Lesson 11: Alexander the Great, Part I Lesson 12: Alexander the Great, Part II Copyright William H. Sadlier, Inc. All rights reserved. 33

34 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 3: Ancient Greek Civilizations CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 L.2.5b L.2.6 Provide synonyms and antonyms of selected core vocabulary words Determine the meaning of unknown and multiple meaning words and phrases in fiction or nonfiction/informational read-alouds and discussions Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny) Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). Learn the meaning of common sayings and phrases Use words and phrases acquired through conversations, reading and being 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 1: The Ancient Greeks Lesson 5: All for Sparta Lesson 5: All for Sparta Lesson 9: Thermopylae: The Persians Strike Again Unit 9 Reading Literature: Integration of Knowledge and Ideas Language: Shades of Meaning p. 222 Introducing Unit 9/Home Connect pp Unit 9 Common Core Review pp Lesson 9: Thermopylae: The Persians Strike Again Words to Know pp. 12, 14, 16, 18, 20, 22, 24, 26, 28, 58, 60, 62, 64, 66, 68, 70, 72, 74, 104, 106, 108, 110, 112, 114, 116, 118, 120, 156, 158, 160, 162, 164, 166, 168, 170, 172, 202, 204, 206, 208, 210, 212, 242, 244, 246, 248, 250, 252, 254, 256, 258 Unit 1 Reading Literature: Key Ideas and Details Language: Related Words p. 38 Unit 3 Reading Informational Text: Key Ideas and Details Language: Context Clues p. 84 Unit 5 Reading Literature: Craft and Structure Language: Prefixes p. 130 Unit 7 Reading Informational Text: Craft and Structure Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Language: Compound Words p. 182 Unit 9 Reading Literature: Integration of Knowledge and Ideas Language: Shades of Meaning p. 222 Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Real-Life Word Meanings p. 268 Writing Handbook Step 3: Revising: Revising Checklist (Word Choice) p. 281 Lesson 4: The Olympic Games Lesson 10: The Great Thinkers of Greece Lesson 1: The Ancient Greeks Lesson 2: Mount Olympus, Part I Lesson 3: Mount Olympus, Part II Lesson 4: The Olympic Games Lesson 5: All for Sparta Lesson 6: Athens and the Olive Tree Lesson 7: Athens: The Birthplace of Democracy Copyright William H. Sadlier, Inc. All rights reserved. 34

35 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 3: Ancient Greek Civilizations CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Lesson 8: Marathon Lesson 9: Thermopylae: The Persians Strike Again Lesson 10: The Great Thinkers of Greece Lesson 11: Alexander the Great, Part I Lesson 12: Alexander the Great, Part II Additional Goals Prior to listening to a read-aloud, identify orally what they know and have learned about a given topic Prior to listening to a read-aloud, orally predict what will happen based on images or text heard and then compare the actual outcome to the prediction Lesson 2: Mount Olympus, Part I Lesson 3: Mount Olympus, Part II Lesson 4: The Olympic Games Lesson 5: All for Sparta Lesson 6: Athens and the Olive Tree Lesson 7: Athens: The Birthplace of Democracy Lesson 8: Marathon Lesson 9: Thermopylae: The Persians Strike Again Lesson 10: The Great Thinkers of Greece Lesson 11: Alexander the Great, Part I Lesson 12: Alexander the Great, Part II Lesson 2: Mount Olympus, Part I Lesson 3: Mount Olympus, Part II Lesson 6: Athens and the Olive Tree Lesson 9: Thermopylae: The Persians Strike Again Lesson 11: Alexander the Great, Part I Lesson 12: Alexander the Great, Part II Copyright William H. Sadlier, Inc. All rights reserved. 35

36 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 4: Greek Myths CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Reading Standards for Literature Key Ideas and Details RL.2.1 RL.2.2 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fiction read-aloud Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a fiction read-aloud, including answering why questions that require recognizing cause/effect relationships Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Recount fiction read-alouds, including fables and folktales from diverse cultures, and determine the central message, lesson, or moral Unit 1 Reading Literature: Key Ideas and Details Understanding Key Story Details: The Pizza Pain (Realistic Fiction) pp Introducing Unit 1/Home Connect/Essential Question pp Close Reading: Bo Lends a Paw (Fantasy) pp Unit 1 Common Core Review pp Lesson 1: The Twelve Gods of Mount Olympus Lesson 2: Prometheus and Pandora Lesson 3: Demeter and Persephone Lesson 4: Arachne the Weaver Lesson 5: Theseus and the Minotaur Lesson 6: Daedalus and Icarus Lesson 7: Hercules Lesson 8: Other Adventures of Hercules Lesson 9: Oedipus and the Riddle of the Sphinx Lesson 10: Atalanta and the Golden Apples Lesson 1: The Twelve Gods of Mount Olympus Lesson 2: Prometheus and Pandora Lesson 3: Demeter and Persephone Lesson 4: Arachne the Weaver Lesson 5: Theseus and the Minotaur Lesson 6: Daedalus and Icarus Lesson 7: Hercules Lesson 8: Other Adventures of Hercules Lesson 9: Oedipus and the Riddle of the Sphinx Lesson 10: Atalanta and the Golden Apples Unit 1 Reading Literature: Key Ideas and Details Determining a Story s Central Message: Leon and Max (Fable) pp Introducing Unit 1/Home Connect/Essential Question pp Close Reading: Bo Lends a Paw (Fantasy) pp Unit 1 Common Core Review pp Lesson 2: Prometheus and Pandora Lesson 3: Demeter and Persephone Lesson 4: Arachne the Weaver Lesson 5: Theseus and the Minotaur Lesson 6: Daedalus and Icarus Lesson 7: Hercules Lesson 8: Other Adventures of Hercules Lesson 9: Oedipus and the Riddle of the Sphinx Lesson 10: Atalanta and the Golden Apples Copyright William H. Sadlier, Inc. All rights reserved. 36

37 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 4: Greek Myths CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RL.2.3 Craft and Structure RL.2.5 Describe how characters in a story respond to major events and challenges. Describe how characters in a fiction read-aloud respond to major events and challenges Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Describe the following story elements: characters, setting, and plot, including how the beginning introduces the story and the ending concludes the action Integration of Knowledge and Ideas 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. Use information gained from the illustrations and words in a read aloud to demonstrate understanding of its characters, setting, or plot Unit 1 Reading Literature: Key Ideas and Details Understanding Character Actions: The Mad Glad Mystery (Adventure Story) pp Introducing Unit 1/Home Connect/Essential Question pp Close Reading: Bo Lends a Paw (Fantasy) pp Unit 1 Common Core Review pp Lesson 2: Prometheus and Pandora Lesson 3: Demeter and Persephone Lesson 4: Arachne the Weaver Lesson 5: Theseus and the Minotaur Lesson 6: Daedalus and Icarus Lesson 7: Hercules Lesson 8: Other Adventures of Hercules Lesson 10: Atalanta and the Golden Apples Unit 5 Reading Literature: Craft and Structure Describing Story Structure: Benny and the Sea Monster (Realistic Fiction) pp Introducing Unit 5/Home Connect/Essential Question pp Close Reading: Making Tracks (Mystery) pp Unit 5 Common Core Review pp Lesson 3: Demeter and Persephone Lesson 4: Arachne the Weaver Lesson 8: Other Adventures of Hercules Lesson 10: Atalanta and the Golden Apples Unit 9 Reading Literature: Integration of Knowledge and Ideas Using Words and Illustrations: Coyote and the Fire Quest: A Native American Folktale (Folktale) pp Introducing Unit 9/Home Connect/Essential Question pp Close Reading: Coyote and Turtle (Folktale)/ Mr. Rabbit and Mr. Fox pp Unit 9 Common Core Review pp Lesson 1: The Twelve Gods of Mount Olympus Lesson 2: Prometheus and Pandora Lesson 3: Demeter and Persephone Lesson 4: Arachne the Weaver Lesson 5: Theseus and the Minotaur Lesson 6: Daedalus and Icarus Lesson 7: Hercules Lesson 8: Other Adventures of Hercules Lesson 9: Oedipus and the Riddle of the Sphinx Lesson 10: Atalanta and the Golden Apples Copyright William H. Sadlier, Inc. All rights reserved. 37

38 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 4: Greek Myths CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 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. Compare and contrast (orally or in writing) similarities and differences within a single fiction read-aloud or between two or more read-alouds Unit 9 Reading Literature: Integration of Knowledge and Ideas Comparing and Contrasting Stories: Mantis and the Fire Trick: An African Folktale (Folktale) pp Connect Across Texts: Compare and Contrast Texts p. 221 Introducing Unit 9/Home Connect/Essential Question pp Close Reading: Coyote and Turtle (Folktale)/ Mr. Rabbit and Mr. Fox pp Unit 9 Common Core Review pp Lesson 1: The Twelve Gods of Mount Olympus Reading Standards for Informational Text Integration of Knowledge and Ideas RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with a nonfiction/informational read-aloud and explain how these graphics clarify the meaning of the read-aloud Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Using Images to Understand Text: Toys and Games in Colonial Times (Magazine Article) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Lesson 1: The Twelve Gods of Mount Olympus Lesson 2: Prometheus and Pandora Lesson 4: Arachne the Weaver Writing Standards Text Types and Purposes W.2.3 Write narratives in which they recount a wellelaborated 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. Unit 2 Text Types and Purposes: Write Fictional Narratives Read a Student Model/Plan Your Fictional Narrative/Create Your Fictional Narrative pp Unit 2 Common Core Review: Revise/Publish Your Fictional Narrative p. 54 Introducing Unit 2/Home Connect/Essential Question pp Unit 6 Text Types and Purposes: Write Nonfictional Narratives Read a Student Model/Plan Your Nonfictional Narrative/Create Your Nonfictional Narrative pp Unit 6 Common Core Review: Revise/Publish Your Nonfictional Narrative p. 146 Copyright William H. Sadlier, Inc. All rights reserved. 38

39 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 4: Greek Myths CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Introducing Unit 6/Home Connect/Essential Question pp Plan, draft, and edit a narrative retelling of a fiction read-aloud, including a title, setting, characters, and well-elaborated events of the story in proper sequence, including details to describe actions, thoughts, and feelings, using temporal words to signal event order, and providing a sense of closure Production and Distribution of Writing W.2.5 W.2.6 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers Research to Build and Present Knowledge Lesson 4: Arachne the Weaver Lesson 7: Hercules Lesson 8: Other Adventures of Hercules Lesson 9: Oedipus and the Riddle of the Sphinx Lesson 10: Atalanta and the Golden Apples Writing Handbook Step 1: Planning pp Step 2: Drafting p. 280 Step 3: Revising pp Step 4: Editing pp Step 5: Producing, Publishing, and Presenting p. 284 Lesson 9: Oedipus and the Riddle of the Sphinx Writing Handbook Step 1: Planning: Research Tip (use the Internet) p. 278 Step 2: Drafting (use a computer to write) p. 280 Step 5: Producing, Publishing, and Presenting (use a computer) p. 284 See also Home Connect: (using technology/internet, also online activities: sadlierconnect.com) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226 (researching on the Internet), 240 (online news) Lesson 10: Atalanta and the Golden Apples W.2.8 Recall information from experiences or gather information from provided sources to answer a question. Unit 6 Text Types and Purposes: Write Nonfictional Narratives Read a Student Model/Plan Your Nonfictional Narrative/Create Your Nonfictional Narrative (recount an amazing experience in nature) pp Unit 6 Common Core Review: Revise/Publish Your Nonfictional Narrative p. 146 Introducing Unit 6/Home Connect/Essential Question pp Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Speaking and Listening: Return to the Essential Question (how do writers gather and present information?) p. 236 Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Copyright William H. Sadlier, Inc. All rights reserved. 39

40 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 4: Greek Myths CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Make personal connections (orally or in writing) to events or experiences in a fiction or nonfiction/informational read-aloud and/or make connections among several read-alouds With assistance, categorize and organize facts and information within a given domain to answer questions Introducing Unit 10/Home Connect/Essential Question pp Writing Handbook Step 1: Planning: Research Tip (gather information) p. 278 Lesson 4: Arachne the Weaver Lesson 6: Daedalus and Icarus Lesson 7: Hercules Lesson 5: Theseus and the Minotaur Speaking and Listening Standards Comprehension and Collaboration SL.2.1 SL.2.1a SL.2.1b Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and large groups. 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). Use agreed-upon rules for group discussions, e.g., look at and listen to the speaker, raise hand to speak, take turns, say excuse me or please, etc. Build on others talk in conversations by linking their comments to the remarks of others. the Essential Question (discuss ideas with the class/remember rules for being a good speaker and listener) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Twelve Gods of Mount Olympus Lesson 2: Prometheus and Pandora Lesson 3: Demeter and Persephone Lesson 4: Arachne the Weaver Lesson 5: Theseus and the Minotaur Lesson 6: Daedalus and Icarus Lesson 7: Hercules Lesson 8: Other Adventures of Hercules Lesson 9: Oedipus and the Riddle of the Sphinx Lesson 10: Atalanta and the Golden Apples the Essential Question (Did I: Add to what others said?) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Copyright William H. Sadlier, Inc. All rights reserved. 40

41 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 4: Greek Myths CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 SL.2.1c SL.2.2 Carry on and participate in a conversation over at least six turns, staying on topic, linking their comments to the remarks of others, with either an adult or another child of the same age Ask for clarification and further explanation as needed about the topics and texts under discussion. Ask questions to clarify information about the topic in a fiction or nonfiction/informational readaloud Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Retell (orally or in writing) important facts and information from a fiction or nonfiction/informational read-aloud Summarize (orally or in writing) text content and/or oral information presented by others Lesson 1: The Twelve Gods of Mount Olympus Lesson 2: Prometheus and Pandora Lesson 3: Demeter and Persephone Lesson 4: Arachne the Weaver Lesson 5: Theseus and the Minotaur Lesson 6: Daedalus and Icarus Lesson 7: Hercules Lesson 8: Other Adventures of Hercules Lesson 9: Oedipus and the Riddle of the Sphinx Lesson 10: Atalanta and the Golden Apples the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Twelve Gods of Mount Olympus Lesson 2: Prometheus and Pandora Lesson 3: Demeter and Persephone Lesson 4: Arachne the Weaver Lesson 5: Theseus and the Minotaur Lesson 6: Daedalus and Icarus Lesson 7: Hercules Lesson 8: Other Adventures of Hercules Lesson 9: Oedipus and the Riddle of the Sphinx Lesson 10: Atalanta and the Golden Apples the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Twelve Gods of Mount Olympus Lesson 2: Prometheus and Pandora Lesson 3: Demeter and Persephone Lesson 4: Arachne the Weaver Lesson 5: Theseus and the Minotaur Lesson 6: Daedalus and Icarus Lesson 7: Hercules Lesson 8: Other Adventures of Hercules Lesson 9: Oedipus and the Riddle of the Sphinx Lesson 10: Atalanta and the Golden Apples Lesson 1: The Twelve Gods of Mount Olympus Lesson 2: Prometheus and Pandora Lesson 3: Demeter and Persephone Lesson 4: Arachne the Weaver Copyright William H. Sadlier, Inc. All rights reserved. 41

42 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 4: Greek Myths CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 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. Ask questions to clarify directions, exercises, classroom routines and/or what a speaker says about a topic to gather additional information, or deepen understanding of a topic or issue Presentation of Knowledge and Ideas Lesson 5: Theseus and the Minotaur Lesson 6: Daedalus and Icarus Lesson 7: Hercules Lesson 8: Other Adventures of Hercules Lesson 9: Oedipus and the Riddle of the Sphinx Lesson 10: Atalanta and the Golden Apples Unit 3 Reading Informational Text: Key Ideas and Details Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 5: Theseus and the Minotaur Lesson 6: Daedalus and Icarus Lesson 9: Oedipus and the Riddle of the Sphinx SL.2.4 SL.2.5 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Recount a personal experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences 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. 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 the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42 (make up stories), 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 6: Daedalus and Icarus Lesson 9: Oedipus and the Riddle of the Sphinx Unit 9 Reading Literature: Integration of Knowledge and Ideas Using Words and Illustrations: Coyote and the Fire Quest: A Native American Folktale (Folktale) pp See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10 (sketch pictures), 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Twelve Gods of Mount Olympus Lesson 3: Demeter and Persephone Lesson 4: Arachne the Weaver Lesson 10: Atalanta and the Golden Apples Copyright William H. Sadlier, Inc. All rights reserved. 42

43 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 4: Greek Myths CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Language.) Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Twelve Gods of Mount Olympus Lesson 2: Prometheus and Pandora Lesson 3: Demeter and Persephone Lesson 4: Arachne the Weaver Lesson 5: Theseus and the Minotaur Lesson 6: Daedalus and Icarus Lesson 7: Hercules Lesson 8: Other Adventures of Hercules Lesson 9: Oedipus and the Riddle of the Sphinx Lesson 10: Atalanta and the Golden Apples Language Standards Vocabulary Acquisition and Use L.2.5 L.2.5a L.2.6 Demonstrate understanding of word relationships and nuances in word meanings. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy) Provide synonyms and antonyms of selected core vocabulary words Determine the meaning of unknown and multiple meaning words and phrases in fiction or nonfiction/informational read-alouds and discussions Use words and phrases acquired through conversations, reading and being 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 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Real-Life Word Meanings p. 268 Introducing Unit 11/Home Connect pp Unit 11 Common Core Review pp Lesson 1: The Twelve Gods of Mount Olympus Lesson 2: Prometheus and Pandora Lesson 3: Demeter and Persephone Lesson 4: Arachne the Weaver Lesson 5: Theseus and the Minotaur Lesson 6: Daedalus and Icarus Lesson 7: Hercules Lesson 8: Other Adventures of Hercules Lesson 9: Oedipus and the Riddle of the Sphinx Lesson 10: Atalanta and the Golden Apples Lesson 3: Demeter and Persephone Lesson 4: Arachne the Weaver Lesson 5: Theseus and the Minotaur Lesson 10: Atalanta and the Golden Apples Lesson 3: Demeter and Persephone Lesson 10: Atalanta and the Golden Apples Words to Know pp. 12, 14, 16, 18, 20, 22, 24, 26, 28, 58, 60, 62, 64, 66, 68, 70, 72, 74, 104, 106, 108, 110, 112, 114, 116, 118, 120, 156, 158, 160, 162, 164, 166, 168, 170, 172, 202, 204, 206, 208, 210, 212, 242, 244, 246, 248, 250, 252, 254, 256, 258 Copyright William H. Sadlier, Inc. All rights reserved. 43

44 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 4: Greek Myths CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Learn the meaning of common sayings and phrases Use words and phrases acquired through conversations, reading and being 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 1 Reading Literature: Key Ideas and Details Language: Related Words p. 38 Unit 3 Reading Informational Text: Key Ideas and Details Language: Context Clues p. 84 Unit 5 Reading Literature: Craft and Structure Language: Prefixes p. 130 Unit 7 Reading Informational Text: Craft and Structure Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Language: Compound Words p. 182 Unit 9 Reading Literature: Integration of Knowledge and Ideas Language: Shades of Meaning p. 222 Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Real-Life Word Meanings p. 268 Writing Handbook Step 3: Revising: Revising Checklist (Word Choice) p. 281 Lesson 6: Daedalus and Icarus Lesson 8: Other Adventures of Hercules Lesson 1: The Twelve Gods of Mount Olympus Lesson 2: Prometheus and Pandora Lesson 3: Demeter and Persephone Lesson 4: Arachne the Weaver Lesson 5: Theseus and the Minotaur Lesson 6: Daedalus and Icarus Lesson 7: Hercules Lesson 8: Other Adventures of Hercules Lesson 9: Oedipus and the Riddle of the Sphinx Lesson 10: Atalanta and the Golden Apples Additional Goals Prior to listening to a read-aloud, identify (orally or in writing) what they know and have learned that may be related to the specific story or topic to be read aloud Share writing with others Lesson 1: The Twelve Gods of Mount Olympus Lesson 2: Prometheus and Pandora Lesson 3: Demeter and Persephone Lesson 4: Arachne the Weaver Lesson 5: Theseus and the Minotaur Lesson 6: Daedalus and Icarus Lesson 7: Hercules Lesson 8: Other Adventures of Hercules Lesson 9: Oedipus and the Riddle of the Sphinx Lesson 10: Atalanta and the Golden Apples Lesson 1: The Twelve Gods of Mount Olympus Lesson 4: Arachne the Weaver Lesson 9: Oedipus and the Riddle of the Sphinx Lesson 10: Atalanta and the Golden Apples Copyright William H. Sadlier, Inc. All rights reserved. 44

45 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 4: Greek Myths CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Identify and express physical sensations, mental states, and emotions of self and others Make predictions (orally or in writing) prior to and during a read-aloud, based on title, pictures, and/or text heard thus far, and then compare the actual outcomes to predictions Create, tell, and/or draw and write an original story with characters, a beginning, a middle, and an end Use adjectives correctly in oral language Lesson 1: The Twelve Gods of Mount Olympus Lesson 2: Prometheus and Pandora Lesson 3: Demeter and Persephone Lesson 6: Daedalus and Icarus Lesson 7: Hercules Lesson 8: Other Adventures of Hercules Lesson 8: Other Adventures of Hercules Lesson 10: Atalanta and the Golden Apples Lesson 6: Daedalus and Icarus Copyright William H. Sadlier, Inc. All rights reserved. 45

46 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 5: War of 1812 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Reading Standards for Literature Craft and Structure 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. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song Unit 5 Reading Literature: Craft and Structure Understanding Rhythm and Meaning: The Strange Tale of Cat R. Pillar (Poetry) pp Introducing Unit 5/Home Connect/Essential Question pp Close Reading: Making Tracks (Mystery) pp Unit 5 Common Core Review pp Lesson 4: Another War Already? Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War Reading Standards for Informational Text Key Ideas and Details RI.2.1 RI.2.2 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational readaloud Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/informational read-aloud, including answering why questions that require recognizing cause/effect relationships Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. Unit 3 Reading Informational Text: Key Ideas and Details Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Lesson 1: America in 1812, Part I Lesson 2: America in 1812, Part II Lesson 3: Mr. and Mrs. Madison Lesson 4: Another War Already? Lesson 5: The Attack on Washington, D.C. Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War Lesson 8: Peace and Pirates Lesson 1: America in 1812, Part I Lesson 2: America in 1812, Part II Lesson 3: Mr. and Mrs. Madison Lesson 4: Another War Already? Lesson 5: The Attack on Washington, D.C. Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War Lesson 8: Peace and Pirates Unit 3 Reading Informational Text: Key Ideas and Details Identifying Topics: Jacques Cousteau (Biography) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Copyright William H. Sadlier, Inc. All rights reserved. 46

47 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 5: War of 1812 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RI.2.3 Craft and Structure RI.2.4 Identify the main topic of a multiparagraph nonfiction/informational read-aloud as well as the focus of specific paragraphs within the text Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a nonfiction/informational read-aloud Determine the meaning of words and phrases in a text relevant to a topic or subject area. Determine the meaning of unknown words and phrases in nonfiction/informational read-alouds and discussions Integration of Knowledge and Ideas RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. Lesson 2: America in 1812, Part II Lesson 4: Another War Already? Lesson 5: The Attack on Washington, D.C. Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War Lesson 8: Peace and Pirates Unit 3 Reading Informational Text: Key Ideas and Details Describing Connections Between Ideas: Make Wild Animal Homes (Procedural Text) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Lesson 1: America in 1812, Part I Lesson 2: America in 1812, Part II Lesson 5: The Attack on Washington, D.C. Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War Lesson 8: Peace and Pirates Unit 7 Reading Informational Text: Craft and Structure Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Introducing Unit 7/Home Connect/Essential Question pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp Unit 7 Common Core Review pp Lesson 1: America in 1812, Part I Lesson 2: America in 1812, Part II Lesson 3: Mr. and Mrs. Madison Lesson 4: Another War Already? Lesson 5: The Attack on Washington, D.C. Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War Lesson 8: Peace and Pirates Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Comparing and Contrasting Texts: Colonial Children Were Lucky! (Opinion Piece) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Copyright William H. Sadlier, Inc. All rights reserved. 47

48 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 5: War of 1812 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational read-aloud or between two or more nonfiction/informational read-alouds Range of Reading and Level of Text Complexity 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 6: Broad Stripes and Bright Stars Lesson 8: Peace and Pirates Unit 3 Reading Informational Text: Key Ideas and Details Introducing Unit 3/Home Connect/Essential Question pp Key Ideas and Details: Comprehension Check pp. 59, 61, 63, 65, 67, 69, 71, 73, 75, Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Identifying Topics: Jacques Cousteau (Biography) pp Describing Connections Between Ideas: Make Wild Animal Homes (Procedural Text) pp Foundational Skills Read Together: Animals That Carry Their Homes p. 76 Foundational Skills Reader: Moving Day! (vowel teams oi, oy, ow, ou) pp Close Reading: At Home in a Cave (Magazine Article) pp the Essential Question p. 83 Unit 3 Common Core Review: Weaver Bird Nests pp Unit 7 Reading Informational Text: Craft and Structure Introducing Unit 7/Home Connect/Essential Question pp Craft and Structure: Comprehension Check pp. 157, 159, 161, 163, 165, 167, 169, 171, 173, Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Using Text Features: Subway Way to Go! (Magazine Article) pp Determining an Author s Purpose: New Ways to Solve an Old Problem (Opinion Piece) pp Foundational Skills Read Together: Our Town Is the Best! p. 174 Foundational Skills Reader: New York City (two-syllable long vowel words; prefixes un- and re-) pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp the Essential Question p. 181 Unit 7 Common Core Review: Please Be Kind pp Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Introducing Unit 11/Home Connect/Essential Question pp Integration of Knowledge and Ideas: Comprehension Check pp. 237, 241, 245, Copyright William H. Sadlier, Inc. All rights reserved. 48

49 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 5: War of 1812 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for Grades 2 4 Using Images to Understand Text: Toys and Games in Colonial Times (Magazine Article) pp Finding Supporting Reasons: Toys and Games Are Better Today (Opinion Piece) pp Comparing and Contrasting Texts: Colonial Children Were Lucky! (Opinion Piece) pp Foundational Skills Read Together: Schools in Colonial Times p. 260 Foundational Skills Reader: Colonial Schools (inconsistent but common spellings; irregular spellings) pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp the Essential Question p. 267 Unit 11 Common Core Review: Welcome to Boston! pp Lesson 1: America in 1812, Part I Lesson 2: America in 1812, Part II Lesson 3: Mr. and Mrs. Madison Lesson 4: Another War Already? Lesson 5: The Attack on Washington, D.C. Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War Lesson 8: Peace and Pirates Writing Standards Text Types and Purposes W.2.1 W.2.2 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. Plan, draft, and edit 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 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Unit 8 Text Types and Purposes: Write Opinion Pieces Read a Student Model/Use a Chart to Plan Your Opinion Piece/Draft Your Opinion Piece pp Unit 8 Common Core Review: Revise/Publish Your Opinion Piece p. 198 Introducing Unit 8/Home Connect/Essential Question pp Lesson 2: America in 1812, Part II Unit 4 Text Types and Purposes: Write Informational Texts Read a Student Model/Use a Chart to Draft an Observation Log/Draft Your Observation Log pp Unit 8 Common Core Review: Revise/Publish Your Observation Log p. 100 Introducing Unit 4/Home Connect/Essential Question pp Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Copyright William H. Sadlier, Inc. All rights reserved. 49

50 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 5: War of 1812 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Introducing Unit 10/Home Connect/Essential Question pp Plan and/or draft, and edit an informative/ explanatory text that presents information from a nonfiction/informational read-aloud that introduces a topic, uses facts and definitions to develop points, and provides a concluding statement or section Research to Build and Present Knowledge Lesson 2: America in 1812, Part II Lesson 4: Another War Already? Lesson 5: The Attack on Washington, D.C. Lesson 7: The Battle After the War Lesson 8: Peace and Pirates W.2.7 W.2.8 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). Participate in shared research and writing projects (e.g., after listening to several read-alouds, produce a report on a single topic) Recall information from experiences or gather information from provided sources to answer a question. Unit 4 Text Types and Purposes: Write Informational Texts Read a Student Model/Use a Chart to Draft an Observation Log/Draft Your Observation Log pp Unit 8 Common Core Review: Revise/Publish Your Observation Log p. 100 Introducing Unit 4/Home Connect/Essential Question pp Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Introducing Unit 10/Home Connect/Essential Question pp Lesson 8: Peace and Pirates Unit 6 Text Types and Purposes: Write Nonfictional Narratives Read a Student Model/Plan Your Nonfictional Narrative/Create Your Nonfictional Narrative (recount an amazing experience in nature) pp Unit 6 Common Core Review: Revise/Publish Your Nonfictional Narrative p. 146 Introducing Unit 6/Home Connect/Essential Question pp Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Speaking and Listening: Return to the Essential Question (how do writers gather and present information?) p. 236 Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Introducing Unit 10/Home Connect/Essential Question pp Copyright William H. Sadlier, Inc. All rights reserved. 50

51 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 5: War of 1812 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Make personal connections (orally or in writing) to events or experiences in a fiction or nonfiction/informational read-aloud and/or make connections among several read-alouds With assistance, categorize and organize facts and information within a given domain to answer questions Generate questions and gather information from multiple sources to answer questions Writing Handbook Step 1: Planning: Research Tip (gather information) p. 278 Lesson 2: America in 1812, Part II Lesson 6: Broad Stripes and Bright Stars Lesson 8: Peace and Pirates Lesson 8: Peace and Pirates Speaking and Listening Standards Comprehension and Collaboration SL.2.1 SL.2.1a SL.2.1b Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and large groups. 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). Use agreed-upon rules for group discussions, e.g., look at and listen to the speaker, raise hand to speak, take turns, say excuse me or please, etc. Build on others talk in conversations by linking their comments to the remarks of others. Carry on and participate in a conversation over at least six turns, staying on topic, linking their comments to the remarks of others, with either an adult or another child of the same age the Essential Question (discuss ideas with the class/remember rules for being a good speaker and listener) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: America in 1812, Part I Lesson 2: America in 1812, Part II Lesson 3: Mr. and Mrs. Madison Lesson 4: Another War Already? Lesson 5: The Attack on Washington, D.C. Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War Lesson 8: Peace and Pirates the Essential Question (Did I: Add to what others said?) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: America in 1812, Part I Lesson 2: America in 1812, Part II Lesson 3: Mr. and Mrs. Madison Lesson 4: Another War Already? Lesson 5: The Attack on Washington, D.C. Copyright William H. Sadlier, Inc. All rights reserved. 51

52 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 5: War of 1812 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 SL.2.1c SL.2.2 SL.2.3 Ask for clarification and further explanation as needed about the topics and texts under discussion. Ask questions to clarify information about the topic in a fiction or nonfiction/informational readaloud Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Retell (orally or in writing) important facts and information from a fiction or nonfiction/informational read-aloud 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. Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War Lesson 8: Peace and Pirates the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: America in 1812, Part I Lesson 2: America in 1812, Part II Lesson 3: Mr. and Mrs. Madison Lesson 4: Another War Already? Lesson 5: The Attack on Washington, D.C. Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War Lesson 8: Peace and Pirates the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: America in 1812, Part I Lesson 2: America in 1812, Part II Lesson 3: Mr. and Mrs. Madison Lesson 4: Another War Already? Lesson 5: The Attack on Washington, D.C. Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War Lesson 8: Peace and Pirates Unit 3 Reading Informational Text: Key Ideas and Details Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Copyright William H. Sadlier, Inc. All rights reserved. 52

53 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 5: War of 1812 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Ask questions to clarify directions, exercises, classroom routines and/or what a speaker says about a topic to gather additional information, or deepen understanding of a topic or issue Presentation of Knowledge and Ideas Lesson 1: America in 1812, Part I Lesson 3: Mr. and Mrs. Madison Lesson 5: The Attack on Washington, D.C. Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War Lesson 8: Peace and Pirates SL.2.4 SL.2.5 SL.2.6 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Recount a personal experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences 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. 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 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Language.) Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42 (make up stories), 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 7: The Battle After the War Unit 9 Reading Literature: Integration of Knowledge and Ideas Using Words and Illustrations: Coyote and the Fire Quest: A Native American Folktale (Folktale) pp See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10 (sketch pictures), 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 2: America in 1812, Part II Lesson 4: Another War Already? Lesson 5: The Attack on Washington, D.C. Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War Lesson 8: Peace and Pirates Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: America in 1812, Part I Lesson 2: America in 1812, Part II Lesson 3: Mr. and Mrs. Madison Lesson 4: Another War Already? Lesson 5: The Attack on Washington, D.C. Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War Lesson 8: Peace and Pirates Copyright William H. Sadlier, Inc. All rights reserved. 53

54 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 5: War of 1812 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Language Standards Vocabulary Acquisition and Use L.2.4 L.2.4c L.2.5 L.2.5a L.2.5b Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and content, choosing flexibly from an array of strategies. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). Use word parts to determine meanings of unknown words in fiction or nonfiction/ informational read-alouds and discussions Demonstrate understanding of word relationships and nuances in word meanings. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy) Provide synonyms and antonyms of selected core vocabulary words Determine the meaning of unknown and multiple meaning words and phrases in fiction or nonfiction/informational read-alouds and discussions Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny) Unit 1 Reading Literature: Key Ideas and Details Language: Related Words p. 38 Introducing Unit 1/Home Connect pp Unit 1 Common Core Review pp Lesson 3: Mr. and Mrs. Madison Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Real-Life Word Meanings p. 268 Introducing Unit 11/Home Connect pp Unit 11 Common Core Review pp Lesson 1: America in 1812, Part I Lesson 2: America in 1812, Part II Lesson 3: Mr. and Mrs. Madison Lesson 4: Another War Already? Lesson 5: The Attack on Washington, D.C. Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War Lesson 8: Peace and Pirates Lesson 8: Peace and Pirates Lesson 3: Mr. and Mrs. Madison Lesson 6: Broad Stripes and Bright Stars Unit 9 Reading Literature: Integration of Knowledge and Ideas Language: Shades of Meaning p. 222 Introducing Unit 9/Home Connect pp Unit 9 Common Core Review pp Lesson 8: Peace and Pirates Copyright William H. Sadlier, Inc. All rights reserved. 54

55 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 5: War of 1812 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). Learn the meaning of common sayings and phrases Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy) Words to Know pp. 12, 14, 16, 18, 20, 22, 24, 26, 28, 58, 60, 62, 64, 66, 68, 70, 72, 74, 104, 106, 108, 110, 112, 114, 116, 118, 120, 156, 158, 160, 162, 164, 166, 168, 170, 172, 202, 204, 206, 208, 210, 212, 242, 244, 246, 248, 250, 252, 254, 256, 258 Unit 1 Reading Literature: Key Ideas and Details Language: Related Words p. 38 Unit 3 Reading Informational Text: Key Ideas and Details Language: Context Clues p. 84 Unit 5 Reading Literature: Craft and Structure Language: Prefixes p. 130 Unit 7 Reading Informational Text: Craft and Structure Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Language: Compound Words p. 182 Unit 9 Reading Literature: Integration of Knowledge and Ideas Language: Shades of Meaning p. 222 Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Real-Life Word Meanings p. 268 Writing Handbook Step 3: Revising: Revising Checklist (Word Choice) p. 281 Lesson 7: The Battle After the War Lesson 1: America in 1812, Part I Lesson 2: America in 1812, Part II Lesson 3: Mr. and Mrs. Madison Lesson 4: Another War Already? Lesson 5: The Attack on Washington, D.C. Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War Lesson 8: Peace and Pirates Additional Goals Prior to listening to a read-aloud, identify orally what they know and have learned about a given topic Prior to listening to a read-aloud, orally predict what will happen based on images or text heard and then compare the actual outcome to the prediction Lesson 2: America in 1812, Part II Lesson 3: Mr. and Mrs. Madison Lesson 4: Another War Already? Lesson 5: The Attack on Washington, D.C. Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War Lesson 8: Peace and Pirates Lesson 7: The Battle After the War Copyright William H. Sadlier, Inc. All rights reserved. 55

56 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 5: War of 1812 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Share writing with others Rehearse and perform a read-aloud for an audience using eye contact, appropriate volume, and clear enunciation Lesson 1: America in 1812, Part I Lesson 2: America in 1812, Part II Lesson 4: Another War Already? Lesson 5: The Attack on Washington, D.C. Lesson 7: The Battle After the War Lesson 8: Peace and Pirates Lesson 2: America in 1812, Part II Lesson 4: Another War Already? Lesson 6: Broad Stripes and Bright Stars Lesson 7: The Battle After the War Copyright William H. Sadlier, Inc. All rights reserved. 56

57 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 6: Cycles in Nature CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Reading Standards for Informational Text Key Ideas and Details RI.2.1 RI.2.2 RI.2.3 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational readaloud Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/informational read-aloud, including answering why questions that require recognizing cause/effect relationships Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. Identify the main topic of a multiparagraph nonfiction/informational read-aloud as well as the focus of specific paragraphs within the text Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Unit 3 Reading Informational Text: Key Ideas and Details Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Lesson 1: The Cycle of Daytime and Nighttime Lesson 2: The Reasons for Seasons Lesson 3: Four Seasons in One Year Lesson 4: The Life Cycle of a Plant Lesson 5: The Life Cycle of a Tree Lesson 6: Which Came First, the Chicken or the Egg? Lesson 7: The Life Cycle of a Frog Lesson 8: The Life Cycle of a Butterfly Lesson 9: The Water Cycle Lesson 1: The Cycle of Daytime and Nighttime Lesson 2: The Reasons for Seasons Lesson 3: Four Seasons in One Year Lesson 4: The Life Cycle of a Plant Lesson 5: The Life Cycle of a Tree Lesson 6: Which Came First, the Chicken or the Egg? Lesson 7: The Life Cycle of a Frog Lesson 8: The Life Cycle of a Butterfly Lesson 9: The Water Cycle Unit 3 Reading Informational Text: Key Ideas and Details Identifying Topics: Jacques Cousteau (Biography) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Lesson 1: The Cycle of Daytime and Nighttime Lesson 2: The Reasons for Seasons Lesson 3: Four Seasons in One Year Lesson 4: The Life Cycle of a Plant Lesson 5: The Life Cycle of a Tree Lesson 6: Which Came First, the Chicken or the Egg? Lesson 7: The Life Cycle of a Frog Lesson 8: The Life Cycle of a Butterfly Lesson 9: The Water Cycle Unit 3 Reading Informational Text: Key Ideas and Details Describing Connections Between Ideas: Make Wild Animal Homes (Procedural Text) pp Introducing Unit 3/Home Connect/Essential Question pp Copyright William H. Sadlier, Inc. All rights reserved. 57

58 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 6: Cycles in Nature CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Craft and Structure RI.2.4 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a nonfiction/informational read-aloud Determine the meaning of words and phrases in a text relevant to a topic or subject area. Determine the meaning of unknown words and phrases in nonfiction/informational read-alouds and discussions Integration of Knowledge and Ideas RI.2.7 RI.2.9 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with a nonfiction/informational read-aloud and explain how these graphics clarify the meaning of the read-aloud Compare and contrast the most important points presented by two texts on the same topic. Lesson 1: The Cycle of Daytime and Nighttime Lesson 2: The Reasons for Seasons Lesson 3: Four Seasons in One Year Lesson 7: The Life Cycle of a Frog Unit 7 Reading Informational Text: Craft and Structure Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Introducing Unit 7/Home Connect/Essential Question pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp Unit 7 Common Core Review pp Lesson 1: The Cycle of Daytime and Nighttime Lesson 2: The Reasons for Seasons Lesson 3: Four Seasons in One Year Lesson 4: The Life Cycle of a Plant Lesson 5: The Life Cycle of a Tree Lesson 6: Which Came First, the Chicken or the Egg? Lesson 7: The Life Cycle of a Frog Lesson 8: The Life Cycle of a Butterfly Lesson 9: The Water Cycle Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Using Images to Understand Text: Toys and Games in Colonial Times (Magazine Article) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Lesson 1: The Cycle of Daytime and Nighttime Lesson 2: The Reasons for Seasons Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Comparing and Contrasting Texts: Colonial Children Were Lucky! (Opinion Piece) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Copyright William H. Sadlier, Inc. All rights reserved. 58

59 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 6: Cycles in Nature CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational read-aloud or between two or more nonfiction/informational read-alouds Range of Reading and Level of Text Complexity 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 3: Four Seasons in One Year Lesson 4: The Life Cycle of a Plant Lesson 5: The Life Cycle of a Tree Lesson 6: Which Came First, the Chicken or the Egg? Lesson 8: The Life Cycle of a Butterfly Unit 3 Reading Informational Text: Key Ideas and Details Introducing Unit 3/Home Connect/Essential Question pp Key Ideas and Details: Comprehension Check pp. 59, 61, 63, 65, 67, 69, 71, 73, 75, Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Identifying Topics: Jacques Cousteau (Biography) pp Describing Connections Between Ideas: Make Wild Animal Homes (Procedural Text) pp Foundational Skills Read Together: Animals That Carry Their Homes p. 76 Foundational Skills Reader: Moving Day! (vowel teams oi, oy, ow, ou) pp Close Reading: At Home in a Cave (Magazine Article) pp the Essential Question p. 83 Unit 3 Common Core Review: Weaver Bird Nests pp Unit 7 Reading Informational Text: Craft and Structure Introducing Unit 7/Home Connect/Essential Question pp Craft and Structure: Comprehension Check pp. 157, 159, 161, 163, 165, 167, 169, 171, 173, Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Using Text Features: Subway Way to Go! (Magazine Article) pp Determining an Author s Purpose: New Ways to Solve an Old Problem (Opinion Piece) pp Foundational Skills Read Together: Our Town Is the Best! p. 174 Foundational Skills Reader: New York City (two-syllable long vowel words; prefixes un- and re-) pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp the Essential Question p. 181 Unit 7 Common Core Review: Please Be Kind pp Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Introducing Unit 11/Home Connect/Essential Question pp Integration of Knowledge and Ideas: Comprehension Check pp. 237, 241, 245, Copyright William H. Sadlier, Inc. All rights reserved. 59

60 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 6: Cycles in Nature CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Listen to and demonstrate understanding of nonfiction/ informational read-alouds of appropriate complexity for Grades 2 4 Using Images to Understand Text: Toys and Games in Colonial Times (Magazine Article) pp Finding Supporting Reasons: Toys and Games Are Better Today (Opinion Piece) pp Comparing and Contrasting Texts: Colonial Children Were Lucky! (Opinion Piece) pp Foundational Skills Read Together: Schools in Colonial Times p. 260 Foundational Skills Reader: Colonial Schools (inconsistent but common spellings; irregular spellings) pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp the Essential Question p. 267 Unit 11 Common Core Review: Welcome to Boston! pp Lesson 1: The Cycle of Daytime and Nighttime Lesson 2: The Reasons for Seasons Lesson 3: Four Seasons in One Year Lesson 4: The Life Cycle of a Plant Lesson 5: The Life Cycle of a Tree Lesson 6: Which Came First, the Chicken or the Egg? Lesson 7: The Life Cycle of a Frog Lesson 8: The Life Cycle of a Butterfly Lesson 9: The Water Cycle Writing Standards Text Types and Purposes 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. Plan and/or draft, and edit an informative/ explanatory text that presents information from a nonfiction/informational read-aloud that introduces a topic, uses facts and definitions to develop points, and provides a concluding statement or section Unit 4 Text Types and Purposes: Write Informational Texts Read a Student Model/Use a Chart to Draft an Observation Log/Draft Your Observation Log pp Unit 8 Common Core Review: Revise/Publish Your Observation Log p. 100 Introducing Unit 4/Home Connect/Essential Question pp Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Introducing Unit 10/Home Connect/Essential Question pp Lesson 7: The Life Cycle of a Frog Copyright William H. Sadlier, Inc. All rights reserved. 60

61 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 6: Cycles in Nature CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Production and Distribution of Writing W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing Research to Build and Present Knowledge Writing Handbook Step 1: Planning pp Step 2: Drafting p. 280 Step 3: Revising pp Step 4: Editing pp Step 5: Producing, Publishing, and Presenting p. 284 Lesson 6: Which Came First, the Chicken or the Egg? Lesson 7: The Life Cycle of a Frog W.2.8 Recall information from experiences or gather information from provided sources to answer a question. With assistance, categorize and organize facts and information within a given domain to answer questions Unit 6 Text Types and Purposes: Write Nonfictional Narratives Read a Student Model/Plan Your Nonfictional Narrative/Create Your Nonfictional Narrative (recount an amazing experience in nature) pp Unit 6 Common Core Review: Revise/Publish Your Nonfictional Narrative p. 146 Introducing Unit 6/Home Connect/Essential Question pp Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Speaking and Listening: Return to the Essential Question (how do writers gather and present information?) p. 236 Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Introducing Unit 10/Home Connect/Essential Question pp Writing Handbook Step 1: Planning: Research Tip (gather information) p. 278 Lesson 5: The Life Cycle of a Tree Speaking and Listening Standards Comprehension and Collaboration SL.2.1 SL.2.1a Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and large groups. 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). the Essential Question (discuss ideas with the class/remember rules for being a good speaker and listener) pp. 37, 79, 129, 181, 217, 267 Copyright William H. Sadlier, Inc. All rights reserved. 61

62 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 6: Cycles in Nature CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 SL.2.1b SL.2.1c Use agreed-upon rules for group discussions, e.g., look at and listen to the speaker, raise hand to speak, take turns, say excuse me or please, etc. Build on others talk in conversations by linking their comments to the remarks of others. Carry on and participate in a conversation over at least six turns, staying on topic, linking their comments to the remarks of others, with either an adult or another child of the same age Ask for clarification and further explanation as needed about the topics and texts under discussion. Ask questions to clarify information about the topic in a fiction or nonfiction/informational readaloud Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Cycle of Daytime and Nighttime Lesson 2: The Reasons for Seasons Lesson 3: Four Seasons in One Year Lesson 4: The Life Cycle of a Plant Lesson 5: The Life Cycle of a Tree Lesson 6: Which Came First, the Chicken or the Egg? Lesson 7: The Life Cycle of a Frog Lesson 8: The Life Cycle of a Butterfly Lesson 9: The Water Cycle the Essential Question (Did I: Add to what others said?) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Cycle of Daytime and Nighttime Lesson 2: The Reasons for Seasons Lesson 3: Four Seasons in One Year Lesson 4: The Life Cycle of a Plant Lesson 5: The Life Cycle of a Tree Lesson 6: Which Came First, the Chicken or the Egg? Lesson 7: The Life Cycle of a Frog Lesson 8: The Life Cycle of a Butterfly Lesson 9: The Water Cycle the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Cycle of Daytime and Nighttime Lesson 2: The Reasons for Seasons Lesson 3: Four Seasons in One Year Lesson 4: The Life Cycle of a Plant Lesson 5: The Life Cycle of a Tree Lesson 6: Which Came First, the Chicken or the Egg? Lesson 7: The Life Cycle of a Frog Lesson 8: The Life Cycle of a Butterfly Lesson 9: The Water Cycle Copyright William H. Sadlier, Inc. All rights reserved. 62

63 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 6: Cycles in Nature CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 SL.2.2 SL.2.3 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Retell (orally or in writing) important facts and information from a fiction or nonfiction/informational read-aloud Summarize (orally or in writing) text content and/or oral information presented by others 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. Ask questions to clarify directions, exercises, classroom routines and/or what a speaker says about a topic to gather additional information, or deepen understanding of a topic or issue Presentation of Knowledge and Ideas the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Cycle of Daytime and Nighttime Lesson 2: The Reasons for Seasons Lesson 3: Four Seasons in One Year Lesson 4: The Life Cycle of a Plant Lesson 5: The Life Cycle of a Tree Lesson 6: Which Came First, the Chicken or the Egg? Lesson 7: The Life Cycle of a Frog Lesson 8: The Life Cycle of a Butterfly Lesson 9: The Water Cycle Lesson 6: Which Came First, the Chicken or the Egg? Lesson 9: The Water Cycle Unit 3 Reading Informational Text: Key Ideas and Details Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 3: Four Seasons in One Year Lesson 4: The Life Cycle of a Plant Lesson 7: The Life Cycle of a Frog 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. 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 Unit 9 Reading Literature: Integration of Knowledge and Ideas Using Words and Illustrations: Coyote and the Fire Quest: A Native American Folktale (Folktale) pp See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10 (sketch pictures), 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 6: Which Came First, the Chicken or the Egg? Lesson 9: The Water Cycle Copyright William H. Sadlier, Inc. All rights reserved. 63

64 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 6: Cycles in Nature CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Language) Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Cycle of Daytime and Nighttime Lesson 2: The Reasons for Seasons Lesson 3: Four Seasons in One Year Lesson 4: The Life Cycle of a Plant Lesson 5: The Life Cycle of a Tree Lesson 6: Which Came First, the Chicken or the Egg? Lesson 7: The Life Cycle of a Frog Lesson 8: The Life Cycle of a Butterfly Lesson 9: The Water Cycle Language Standards Vocabulary Acquisition and Use L.2.4 L.2.5 L.2.5a L.2.6 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and content, choosing flexibly from an array of strategies. Demonstrate understanding of word relationships and nuances in word meanings. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). Determine the meaning of unknown and multiple meaning words and phrases in fiction or nonfiction/ informational read-alouds and discussions Use words and phrases acquired through conversations, reading and being 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 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Real-Life Word Meanings p. 268 Introducing Unit 11/Home Connect pp Unit 11 Common Core Review pp Lesson 1: The Cycle of Daytime and Nighttime Lesson 3: Four Seasons in One Year Lesson 4: The Life Cycle of a Plant Lesson 8: The Life Cycle of a Butterfly Words to Know pp. 12, 14, 16, 18, 20, 22, 24, 26, 28, 58, 60, 62, 64, 66, 68, 70, 72, 74, 104, 106, 108, 110, 112, 114, 116, 118, 120, 156, 158, 160, 162, 164, 166, 168, 170, 172, 202, 204, 206, 208, 210, 212, 242, 244, 246, 248, 250, 252, 254, 256, 258 Unit 1 Reading Literature: Key Ideas and Details Language: Related Words p. 38 Unit 3 Reading Informational Text: Key Ideas and Details Language: Context Clues p. 84 Unit 5 Reading Literature: Craft and Structure Language: Prefixes p. 130 Unit 7 Reading Informational Text: Craft and Structure Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Language: Compound Words p. 182 Copyright William H. Sadlier, Inc. All rights reserved. 64

65 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 6: Cycles in Nature CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Use words and phrases acquired through conversations, reading and being 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 9 Reading Literature: Integration of Knowledge and Ideas Language: Shades of Meaning p. 222 Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Real-Life Word Meanings p. 268 Writing Handbook Step 3: Revising: Revising Checklist (Word Choice) p. 281 Lesson 1: The Cycle of Daytime and Nighttime Lesson 2: The Reasons for Seasons Lesson 3: Four Seasons in One Year Lesson 4: The Life Cycle of a Plant Lesson 5: The Life Cycle of a Tree Lesson 6: Which Came First, the Chicken or the Egg? Lesson 7: The Life Cycle of a Frog Lesson 8: The Life Cycle of a Butterfly Lesson 9: The Water Cycle Additional Goals Prior to listening to a read-aloud, identify orally what students know and have learned about a topic Identify and express whether they are able to feel the rotation of the earth Discuss personal connections to given topics Use knowledge of the meaning of individual words to predict the meanings of compound words Sequence four to six pictures illustrating events from a nonfiction read-aloud Prior to listening to a read-aloud, make a prediction and then compare the actual outcome to the prediction Share writing with others Lesson 1: The Cycle of Daytime and Nighttime Lesson 2: The Reasons for Seasons Lesson 5: The Life Cycle of a Tree Lesson 7: The Life Cycle of a Frog Lesson 9: The Water Cycle Lesson 1: The Cycle of Daytime and Nighttime Lesson 2: The Reasons for Seasons Lesson 3: Four Seasons in One Year Lesson 8: The Life Cycle of a Butterfly Lesson 3: Four Seasons in One Year Lesson 4: The Life Cycle of a Plant Lesson 8: The Life Cycle of a Butterfly Lesson 6: Which Came First, the Chicken or the Egg? Lesson 6: Which Came First, the Chicken or the Egg? Lesson 7: The Life Cycle of a Frog Copyright William H. Sadlier, Inc. All rights reserved. 65

66 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 7: Westward Expansion CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Reading Standards for Literature Key Ideas and Details 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. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song Unit 5 Reading Literature: Craft and Structure Understanding Rhythm and Meaning: The Strange Tale of Cat R. Pillar (Poetry) pp Introducing Unit 5/Home Connect/Essential Question pp Close Reading: Making Tracks (Mystery) pp Unit 5 Common Core Review pp Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 8: Working on the Transcontinental Railroad Reading Standards for Informational Text Key Ideas and Details RI.2.1 RI.2.2 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational readaloud Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/informational read-aloud, including answering why questions that require recognizing cause/effect relationships Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. Unit 3 Reading Informational Text: Key Ideas and Details Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Lesson 1: Going West Lesson 2: Mr. Fulton s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 4: The Story of Sequoyah Lesson 5: The Trail of Tears Lesson 6: Westward on the Oregon Trail Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad Lesson 9: The Buffalo Hunters Lesson 1: Going West Lesson 2: Mr. Fulton s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 4: The Story of Sequoyah Lesson 5: The Trail of Tears Lesson 6: Westward on the Oregon Trail Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad Lesson 9: The Buffalo Hunters Unit 3 Reading Informational Text: Key Ideas and Details Identifying Topics: Jacques Cousteau (Biography) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Copyright William H. Sadlier, Inc. All rights reserved. 66

67 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 7: Westward Expansion CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Unit 3 Common Core Review pp RI.2.3 Craft and Structure RI.2.4 Identify the main topic of a multiparagraph nonfiction/informational read-aloud as well as the focus of specific paragraphs within the text Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a nonfiction/informational read-aloud Determine the meaning of words and phrases in a text relevant to a topic or subject area. Determine the meaning of unknown words and phrases in nonfiction/informational read-alouds and discussions Integration of Knowledge and Ideas RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Lesson 2: Mr. Fulton s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 4: The Story of Sequoyah Lesson 5: The Trail of Tears Lesson 6: Westward on the Oregon Trail Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad Lesson 9: The Buffalo Hunters Unit 3 Reading Informational Text: Key Ideas and Details Describing Connections Between Ideas: Make Wild Animal Homes (Procedural Text) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Lesson 1: Going West Lesson 2: Mr. Fulton s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 4: The Story of Sequoyah Lesson 5: The Trail of Tears Lesson 6: Westward on the Oregon Trail Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad Unit 7 Reading Informational Text: Craft and Structure Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Introducing Unit 7/Home Connect/Essential Question pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp Unit 7 Common Core Review pp Lesson 1: Going West Lesson 2: Mr. Fulton s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 4: The Story of Sequoyah Lesson 5: The Trail of Tears Lesson 6: Westward on the Oregon Trail Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad Lesson 9: The Buffalo Hunters Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Using Images to Understand Text: Toys and Games in Colonial Times (Magazine Article) pp Copyright William H. Sadlier, Inc. All rights reserved. 67

68 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 7: Westward Expansion CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp RI.2.9 Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with a nonfiction/informational read-aloud and explain how these graphics clarify the meaning of the read-aloud Compare and contrast the most important points presented by two texts on the same topic. Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational read-aloud or between two or more nonfiction/informational read-alouds Range of Reading and Level of Text Complexity 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 1: Going West Lesson 2: Mr. Fulton s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 4: The Story of Sequoyah Lesson 5: The Trail of Tears Lesson 6: Westward on the Oregon Trail Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Comparing and Contrasting Texts: Colonial Children Were Lucky! (Opinion Piece) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 5: The Trail of Tears Lesson 8: Working on the Transcontinental Railroad Unit 3 Reading Informational Text: Key Ideas and Details Introducing Unit 3/Home Connect/Essential Question pp Key Ideas and Details: Comprehension Check pp. 59, 61, 63, 65, 67, 69, 71, 73, 75, Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Identifying Topics: Jacques Cousteau (Biography) pp Describing Connections Between Ideas: Make Wild Animal Homes (Procedural Text) pp Foundational Skills Read Together: Animals That Carry Their Homes p. 76 Foundational Skills Reader: Moving Day! (vowel teams oi, oy, ow, ou) pp Close Reading: At Home in a Cave (Magazine Article) pp the Essential Question p. 83 Unit 3 Common Core Review: Weaver Bird Nests pp Copyright William H. Sadlier, Inc. All rights reserved. 68

69 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 7: Westward Expansion CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for Grades 2 4 Unit 7 Reading Informational Text: Craft and Structure Introducing Unit 7/Home Connect/Essential Question pp Craft and Structure: Comprehension Check pp. 157, 159, 161, 163, 165, 167, 169, 171, 173, Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Using Text Features: Subway Way to Go! (Magazine Article) pp Determining an Author s Purpose: New Ways to Solve an Old Problem (Opinion Piece) pp Foundational Skills Read Together: Our Town Is the Best! p. 174 Foundational Skills Reader: New York City (two-syllable long vowel words; prefixes un- and re-) pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp the Essential Question p. 181 Unit 7 Common Core Review: Please Be Kind pp Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Introducing Unit 11/Home Connect/Essential Question pp Integration of Knowledge and Ideas: Comprehension Check pp. 237, 241, 245, Using Images to Understand Text: Toys and Games in Colonial Times (Magazine Article) pp Finding Supporting Reasons: Toys and Games Are Better Today (Opinion Piece) pp Comparing and Contrasting Texts: Colonial Children Were Lucky! (Opinion Piece) pp Foundational Skills Read Together: Schools in Colonial Times p. 260 Foundational Skills Reader: Colonial Schools (inconsistent but common spellings; irregular spellings) pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp the Essential Question p. 267 Unit 11 Common Core Review: Welcome to Boston! pp Lesson 1: Going West Lesson 2: Mr. Fulton s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 4: The Story of Sequoyah Lesson 5: The Trail of Tears Lesson 6: Westward on the Oregon Trail Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad Lesson 9: The Buffalo Hunters Copyright William H. Sadlier, Inc. All rights reserved. 69

70 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 7: Westward Expansion CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Writing Standards Text Types and Purposes 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. Plan and/or draft, and edit an informative/ explanatory text that presents information from a nonfiction/informational read-aloud that introduces a topic, uses facts and definitions to develop points, and provides a concluding statement or section Research to Build and Present Knowledge Unit 4 Text Types and Purposes: Write Informational Texts Read a Student Model/Use a Chart to Draft an Observation Log/Draft Your Observation Log pp Unit 8 Common Core Review: Revise/Publish Your Observation Log p. 100 Introducing Unit 4/Home Connect/Essential Question pp Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Introducing Unit 10/Home Connect/Essential Question pp Lesson 1: Going West Lesson 2: Mr. Fulton s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 4: The Story of Sequoyah Lesson 5: The Trail of Tears Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad Lesson 9: The Buffalo Hunters 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). Participate in shared research and writing projects (e.g., after listening to several read-alouds, produce a report on a single topic) Unit 4 Text Types and Purposes: Write Informational Texts Read a Student Model/Use a Chart to Draft an Observation Log/Draft Your Observation Log pp Unit 8 Common Core Review: Revise/Publish Your Observation Log p. 100 Introducing Unit 4/Home Connect/Essential Question pp Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Introducing Unit 10/Home Connect/Essential Question pp Lesson 6: Westward on the Oregon Trail Copyright William H. Sadlier, Inc. All rights reserved. 70

71 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 7: Westward Expansion CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 W.2.8 Recall information from experiences or gather information from provided sources to answer a question. Make personal connections (orally or in writing) to events or experiences in a fiction or nonfiction/informational read-aloud and/or make connections among several read-alouds With assistance, categorize and organize facts and information within a given domain to answer questions Generate questions and gather information from multiple sources to answer questions Unit 6 Text Types and Purposes: Write Nonfictional Narratives Read a Student Model/Plan Your Nonfictional Narrative/Create Your Nonfictional Narrative (recount an amazing experience in nature) pp Unit 6 Common Core Review: Revise/Publish Your Nonfictional Narrative p. 146 Introducing Unit 6/Home Connect/Essential Question pp Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Speaking and Listening: Return to the Essential Question (how do writers gather and present information?) p. 236 Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Introducing Unit 10/Home Connect/Essential Question pp Writing Handbook Step 1: Planning: Research Tip (gather information) p. 278 Lesson 1: Going West Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 6: Westward on the Oregon Trail Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad Lesson 9: The Buffalo Hunters Lesson 1: Going West Lesson 6: Westward on the Oregon Trail Lesson 6: Westward on the Oregon Trail Speaking and Listening Standards Comprehension and Collaboration SL.2.1 SL.2.1a Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and large groups. 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). the Essential Question (discuss ideas with the class/remember rules for being a good speaker and listener) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Copyright William H. Sadlier, Inc. All rights reserved. 71

72 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 7: Westward Expansion CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 SL.2.1b SL.2.1c SL.2.2 Use agreed-upon rules for group discussions, e.g., look at and listen to the speaker, raise hand to speak, take turns, say excuse me or please, etc. Build on others talk in conversations by linking their comments to the remarks of others. Carry on and participate in a conversation over at least six turns, staying on topic, linking their comments to the remarks of others, with either an adult or another child of the same age Ask for clarification and further explanation as needed about the topics and texts under discussion. Ask questions to clarify information about the topic in a fiction or nonfiction/informational readaloud Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Lesson 1: Going West Lesson 2: Mr. Fulton s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 4: The Story of Sequoyah Lesson 5: The Trail of Tears Lesson 6: Westward on the Oregon Trail Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad Lesson 9: The Buffalo Hunters the Essential Question (Did I: Add to what others said?) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: Going West Lesson 2: Mr. Fulton s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 4: The Story of Sequoyah Lesson 5: The Trail of Tears Lesson 6: Westward on the Oregon Trail Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad Lesson 9: The Buffalo Hunters the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: Going West Lesson 2: Mr. Fulton s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 4: The Story of Sequoyah Lesson 5: The Trail of Tears Lesson 6: Westward on the Oregon Trail Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad Lesson 9: The Buffalo Hunters the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 Copyright William H. Sadlier, Inc. All rights reserved. 72

73 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 7: Westward Expansion CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 SL.2.3 Retell (orally or in writing) important facts and information from a fiction or nonfiction/informational read-aloud 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. Ask questions to clarify directions, exercises, classroom routines and/or what a speaker says about a topic to gather additional information, or deepen understanding of a topic or issue Presentation of Knowledge and Ideas See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: Going West Lesson 2: Mr. Fulton s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 4: The Story of Sequoyah Lesson 5: The Trail of Tears Lesson 6: Westward on the Oregon Trail Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad Lesson 9: The Buffalo Hunters Unit 3 Reading Informational Text: Key Ideas and Details Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: Going West Lesson 2: Mr. Fulton s Journey Lesson 4: The Story of Sequoyah Lesson 6: Westward on the Oregon Trail Lesson 9: The Buffalo Hunters SL.2.4 SL.2.5 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Recount a personal experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences 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. the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42 (make up stories), 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 4: The Story of Sequoyah Unit 9 Reading Literature: Integration of Knowledge and Ideas Using Words and Illustrations: Coyote and the Fire Quest: A Native American Folktale (Folktale) pp See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10 (sketch pictures), 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Copyright William H. Sadlier, Inc. All rights reserved. 73

74 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 7: Westward Expansion CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 SL.2.6 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 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Language.) Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification Lesson 1: Going West Lesson 2: Mr. Fulton s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 4: The Story of Sequoyah Lesson 5: The Trail of Tears Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad Lesson 9: The Buffalo Hunters Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: Going West Lesson 2: Mr. Fulton s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 4: The Story of Sequoyah Lesson 5: The Trail of Tears Lesson 6: Westward on the Oregon Trail Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad Lesson 9: The Buffalo Hunters Language Standards Vocabulary Acquisition and Use L.2.4 L.2.4c L.2.5 L.2.5a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and content, choosing flexibly from an array of strategies. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). Use word parts to determine meanings of unknown words in fiction or nonfiction/ informational read-alouds and discussions Demonstrate understanding of word relationships and nuances in word meanings. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy) Unit 1 Reading Literature: Key Ideas and Details Language: Related Words p. 38 Introducing Unit 1/Home Connect pp Unit 1 Common Core Review pp Lesson 8: Working on the Transcontinental Railroad Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Real-Life Word Meanings p. 268 Introducing Unit 11/Home Connect pp Unit 11 Common Core Review pp Lesson 1: Going West Lesson 2: Mr. Fulton s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 4: The Story of Sequoyah Copyright William H. Sadlier, Inc. All rights reserved. 74

75 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 7: Westward Expansion CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 L.2.6 Provide synonyms and antonyms of selected core vocabulary words Determine the meaning of unknown and multiple meaning words and phrases in fiction or nonfiction/informational read-alouds and discussions Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). Learn the meaning of common sayings and phrases Use words and phrases acquired through conversations, reading and being 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: The Trail of Tears Lesson 6: Westward on the Oregon Trail Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad Lesson 9: The Buffalo Hunters Lesson 8: Working on the Transcontinental Railroad Lesson 2: Mr. Fulton s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Words to Know pp. 12, 14, 16, 18, 20, 22, 24, 26, 28, 58, 60, 62, 64, 66, 68, 70, 72, 74, 104, 106, 108, 110, 112, 114, 116, 118, 120, 156, 158, 160, 162, 164, 166, 168, 170, 172, 202, 204, 206, 208, 210, 212, 242, 244, 246, 248, 250, 252, 254, 256, 258 Unit 1 Reading Literature: Key Ideas and Details Language: Related Words p. 38 Unit 3 Reading Informational Text: Key Ideas and Details Language: Context Clues p. 84 Unit 5 Reading Literature: Craft and Structure Language: Prefixes p. 130 Unit 7 Reading Informational Text: Craft and Structure Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Language: Compound Words p. 182 Unit 9 Reading Literature: Integration of Knowledge and Ideas Language: Shades of Meaning p. 222 Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Real-Life Word Meanings p. 268 Writing Handbook Step 3: Revising: Revising Checklist (Word Choice) p. 281 Lesson 4: The Story of Sequoyah Lesson 1: Going West Lesson 2: Mr. Fulton s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 4: The Story of Sequoyah Lesson 5: The Trail of Tears Lesson 6: Westward on the Oregon Trail Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad Lesson 9: The Buffalo Hunters Copyright William H. Sadlier, Inc. All rights reserved. 75

76 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 7: Westward Expansion CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Additional Goals Prior to listening to a read-aloud, identify orally what they have learned that may be related to the specific read-aloud Share writing with others Lesson 1: Going West Lesson 9: The Buffalo Hunters Lesson 1: Going West Lesson 2: Mr. Fulton s Journey Lesson 3: The Journal of a Twelve-Year-Old on the Erie Canal Lesson 4: The Story of Sequoyah Lesson 5: The Trail of Tears Lesson 7: The Pony Express Lesson 8: Working on the Transcontinental Railroad Lesson 9: The Buffalo Hunters Copyright William H. Sadlier, Inc. All rights reserved. 76

77 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 8: Insects CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Reading Standards for Informational Text Key Ideas and Details RI.2.1 RI.2.2 RI.2.3 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational readaloud Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/informational read-aloud, including answering why questions that require recognizing cause/effect relationships Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. Identify the main topic of a multiparagraph nonfiction/informational read-aloud as well as the focus of specific paragraphs within the text Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a nonfiction/informational read-aloud Unit 3 Reading Informational Text: Key Ideas and Details Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Lesson 1: Insects Everywhere! Lesson 2: What Makes an Insect an Insect? Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World Lesson 8: Friend or Foe? Lesson 1: Insects Everywhere! Lesson 2: What Makes an Insect an Insect? Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World Lesson 8: Friend or Foe? Unit 3 Reading Informational Text: Key Ideas and Details Identifying Topics: Jacques Cousteau (Biography) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Lesson 8: Friend or Foe? Unit 3 Reading Informational Text: Key Ideas and Details Describing Connections Between Ideas: Make Wild Animal Homes (Procedural Text) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Lesson 4: Social Insects: Bees and Wasps Lesson 8: Friend or Foe? Copyright William H. Sadlier, Inc. All rights reserved. 77

78 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 8: Insects CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Craft and Structure RI.2.4 RI.2.6 Determine the meaning of words and phrases in a text relevant to a topic or subject area. Determine the meaning of unknown words and phrases in nonfiction/informational read-alouds and discussions Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Identify the main purpose of a nonfiction/informational read-aloud, including what the author wants to answer, explain, or describe Integration of Knowledge and Ideas RI.2.8 RI.2.9 Describe how reasons support specific points the author makes in a text. Describe how reasons or facts support specific points the author makes in a nonfiction/informational read-aloud Compare and contrast the most important points presented by two texts on the same topic. Unit 7 Reading Informational Text: Craft and Structure Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Introducing Unit 7/Home Connect/Essential Question pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp Unit 7 Common Core Review pp Lesson 1: Insects Everywhere! Lesson 2: What Makes an Insect an Insect? Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World Lesson 8: Friend or Foe? Unit 7 Reading Informational Text: Craft and Structure Determining an Author s Purpose: New Ways to Solve an Old Problem (Opinion Piece) pp Introducing Unit 7/Home Connect/Essential Question pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp Unit 7 Common Core Review pp Lesson 2: What Makes an Insect an Insect? Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Finding Supporting Reasons: Toys and Games Are Better Today (Opinion Piece) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Lesson 5: Social Insects: Ants and Termites Lesson 7: Armored Tanks of the Insect World Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Comparing and Contrasting Texts: Colonial Children Were Lucky! (Opinion Piece) pp Introducing Unit 11/Home Connect/Essential Question pp Copyright William H. Sadlier, Inc. All rights reserved. 78

79 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 8: Insects CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational read-aloud or between two or more nonfiction/informational read-alouds Range of Reading and Level of Text Complexity 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: What Makes an Insect an Insect? Lesson 4: Social Insects: Bees and Wasps Unit 3 Reading Informational Text: Key Ideas and Details Introducing Unit 3/Home Connect/Essential Question pp Key Ideas and Details: Comprehension Check pp. 59, 61, 63, 65, 67, 69, 71, 73, 75, Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Identifying Topics: Jacques Cousteau (Biography) pp Describing Connections Between Ideas: Make Wild Animal Homes (Procedural Text) pp Foundational Skills Read Together: Animals That Carry Their Homes p. 76 Foundational Skills Reader: Moving Day! (vowel teams oi, oy, ow, ou) pp Close Reading: At Home in a Cave (Magazine Article) pp the Essential Question p. 83 Unit 3 Common Core Review: Weaver Bird Nests pp Unit 7 Reading Informational Text: Craft and Structure Introducing Unit 7/Home Connect/Essential Question pp Craft and Structure: Comprehension Check pp. 157, 159, 161, 163, 165, 167, 169, 171, 173, Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Using Text Features: Subway Way to Go! (Magazine Article) pp Determining an Author s Purpose: New Ways to Solve an Old Problem (Opinion Piece) pp Foundational Skills Read Together: Our Town Is the Best! p. 174 Foundational Skills Reader: New York City (two-syllable long vowel words; prefixes un- and re-) pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp the Essential Question p. 181 Unit 7 Common Core Review: Please Be Kind pp Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Introducing Unit 11/Home Connect/Essential Question pp Copyright William H. Sadlier, Inc. All rights reserved. 79

80 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 8: Insects CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for Grades 2 4 Integration of Knowledge and Ideas: Comprehension Check pp. 237, 241, 245, Using Images to Understand Text: Toys and Games in Colonial Times (Magazine Article) pp Finding Supporting Reasons: Toys and Games Are Better Today (Opinion Piece) pp Comparing and Contrasting Texts: Colonial Children Were Lucky! (Opinion Piece) pp Foundational Skills Read Together: Schools in Colonial Times p. 260 Foundational Skills Reader: Colonial Schools (inconsistent but common spellings; irregular spellings) pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp the Essential Question p. 267 Unit 11 Common Core Review: Welcome to Boston! pp Lesson 1: Insects Everywhere! Lesson 2: What Makes an Insect an Insect? Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World Lesson 8: Friend or Foe? Writing Standards Text Types and Purposes 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. Plan and/or draft, and edit an informative/ explanatory text that presents information from a nonfiction/informational read-aloud that introduces a topic, uses facts and definitions to develop points, and provides a concluding statement or section Unit 4 Text Types and Purposes: Write Informational Texts Read a Student Model/Use a Chart to Draft an Observation Log/Draft Your Observation Log pp Unit 8 Common Core Review: Revise/Publish Your Observation Log p. 100 Introducing Unit 4/Home Connect/Essential Question pp Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Introducing Unit 10/Home Connect/Essential Question pp Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World Lesson 8: Friend or Foe? Copyright William H. Sadlier, Inc. All rights reserved. 80

81 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 8: Insects CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Production and Distribution of Writing W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing Research to Build and Present Knowledge Writing Handbook Step 1: Planning pp Step 2: Drafting p. 280 Step 3: Revising pp Step 4: Editing pp Step 5: Producing, Publishing, and Presenting p. 284 Lesson 8: Friend or Foe? W.2.7 W.2.8 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). Participate in shared research and writing projects (e.g., after listening to several read-alouds, produce a report on a single topic) Recall information from experiences or gather information from provided sources to answer a question. Unit 4 Text Types and Purposes: Write Informational Texts Read a Student Model/Use a Chart to Draft an Observation Log/Draft Your Observation Log pp Unit 8 Common Core Review: Revise/Publish Your Observation Log p. 100 Introducing Unit 4/Home Connect/Essential Question pp Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Introducing Unit 10/Home Connect/Essential Question pp Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World Unit 6 Text Types and Purposes: Write Nonfictional Narratives Read a Student Model/Plan Your Nonfictional Narrative/Create Your Nonfictional Narrative (recount an amazing experience in nature) pp Unit 6 Common Core Review: Revise/Publish Your Nonfictional Narrative p. 146 Introducing Unit 6/Home Connect/Essential Question pp Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Speaking and Listening: Return to the Essential Question (how do writers gather and present information?) p. 236 Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Introducing Unit 10/Home Connect/Essential Question pp Copyright William H. Sadlier, Inc. All rights reserved. 81

82 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 8: Insects CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Make personal connections (orally or in writing) to events or experiences in a fiction or nonfiction/informational read-aloud and/or make connections among several read-alouds With assistance, categorize and organize facts and information within a given domain to answer questions Generate questions and gather information from multiple sources to answer questions Writing Handbook Step 1: Planning: Research Tip (gather information) p. 278 Lesson 2: What Makes an Insect an Insect? Lesson 1: Insects Everywhere! Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World Lesson 1: Insects Everywhere! Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World Speaking and Listening Standards Comprehension and Collaboration SL.2.1 SL.2.1a SL.2.1b Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and large groups. 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). Use agreed-upon rules for group discussions, e.g., look at and listen to the speaker, raise hand to speak, take turns, say excuse me or please, etc. Build on others talk in conversations by linking their comments to the remarks of others. the Essential Question (discuss ideas with the class/remember rules for being a good speaker and listener) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: Insects Everywhere! Lesson 2: What Makes an Insect an Insect? Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World Lesson 8: Friend or Foe? the Essential Question (Did I: Add to what others said?) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 Copyright William H. Sadlier, Inc. All rights reserved. 82

83 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 8: Insects CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 SL.2.1c SL.2.2 SL.2.3 Carry on and participate in a conversation over at least six turns, staying on topic, linking their comments to the remarks of others, with either an adult or another child of the same age Ask for clarification and further explanation as needed about the topics and texts under discussion. Ask questions to clarify information about the topic in a fiction or nonfiction/informational readaloud Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Retell (orally or in writing) important facts and information from a fiction or nonfiction/informational read-aloud 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. See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: Insects Everywhere! Lesson 2: What Makes an Insect an Insect? Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World Lesson 8: Friend or Foe? the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: Insects Everywhere! Lesson 2: What Makes an Insect an Insect? Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World Lesson 8: Friend or Foe? the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: Insects Everywhere! Lesson 2: What Makes an Insect an Insect? Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World Lesson 8: Friend or Foe? Unit 3 Reading Informational Text: Key Ideas and Details Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Copyright William H. Sadlier, Inc. All rights reserved. 83

84 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 8: Insects CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Ask questions to clarify directions, exercises, classroom routines and/or what a speaker says about a topic to gather additional information, or deepen understanding of a topic or issue Presentation of Knowledge and Ideas the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: Insects Everywhere! SL.2.4 SL.2.5 SL.2.6 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Recount a personal experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences 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. 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 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Language.) Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42 (make up stories), 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 2: What Makes an Insect an Insect? Unit 9 Reading Literature: Integration of Knowledge and Ideas Using Words and Illustrations: Coyote and the Fire Quest: A Native American Folktale (Folktale) pp See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10 (sketch pictures), 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: Insects Everywhere! Lesson 2: What Makes an Insect an Insect? Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: Insects Everywhere! Lesson 2: What Makes an Insect an Insect? Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Copyright William H. Sadlier, Inc. All rights reserved. 84

85 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 8: Insects CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World Lesson 8: Friend or Foe? Language Standards Vocabulary Acquisition and Use L.2.5 L.2.5a L.2.6 Demonstrate understanding of word relationships and nuances in word meanings. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy) Provide synonyms and antonyms of selected core vocabulary words Determine the meaning of unknown and multiple meaning words and phrases in fiction or nonfiction/informational read-alouds and discussions Use words and phrases acquired through conversations, reading and being 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 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Real-Life Word Meanings p. 268 Introducing Unit 11/Home Connect pp Unit 11 Common Core Review pp Lesson 1: Insects Everywhere! Lesson 2: What Makes an Insect an Insect? Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World Lesson 8: Friend or Foe? Lesson 2: What Makes an Insect an Insect? Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 8: Friend or Foe? Lesson 4: Social Insects: Bees and Wasps Lesson 8: Friend or Foe? Words to Know pp. 12, 14, 16, 18, 20, 22, 24, 26, 28, 58, 60, 62, 64, 66, 68, 70, 72, 74, 104, 106, 108, 110, 112, 114, 116, 118, 120, 156, 158, 160, 162, 164, 166, 168, 170, 172, 202, 204, 206, 208, 210, 212, 242, 244, 246, 248, 250, 252, 254, 256, 258 Unit 1 Reading Literature: Key Ideas and Details Language: Related Words p. 38 Unit 3 Reading Informational Text: Key Ideas and Details Language: Context Clues p. 84 Unit 5 Reading Literature: Craft and Structure Language: Prefixes p. 130 Unit 7 Reading Informational Text: Craft and Structure Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Language: Compound Words p. 182 Copyright William H. Sadlier, Inc. All rights reserved. 85

86 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 8: Insects CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Learn the meaning of common sayings and phrases Use words and phrases acquired through conversations, reading and being 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 9 Reading Literature: Integration of Knowledge and Ideas Language: Shades of Meaning p. 222 Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Real-Life Word Meanings p. 268 Writing Handbook Step 3: Revising: Revising Checklist (Word Choice) p. 281 Lesson 1: Insects Everywhere! Lesson 1: Insects Everywhere! Lesson 2: What Makes an Insect an Insect? Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World Lesson 8: Friend or Foe? Additional Goals Prior to listening to a read-aloud, identify (orally or in writing) what they know and have learned that may be related to the specific story or topic to be read aloud Make predictions (orally or in writing) prior to and during a read- aloud, based on the title, pictures, and/or text heard thus far, and then compare the actual outcomes to predictions Share writing with others Use adverbs correctly in oral language Lesson 2: What Makes an Insect an Insect? Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World Lesson 2: What Makes an Insect an Insect? Lesson 1: Insects Everywhere! Lesson 2: What Makes an Insect an Insect? Lesson 3: Life Cycles of Insects Lesson 4: Social Insects: Bees and Wasps Lesson 5: Social Insects: Ants and Termites Lesson 6: Insects that Glow and Sing Lesson 7: Armored Tanks of the Insect World Lesson 8: Friend or Foe? Lesson 6: Insects that Glow and Sing Copyright William H. Sadlier, Inc. All rights reserved. 86

87 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 9: The U.S. Civil War CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Reading Standards for Literature Key Ideas and Details RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Recount fiction read-alouds, including fables and folktales from diverse cultures, and determine the central message, lesson, or moral Integration of Knowledge and Ideas 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. Use information gained from the illustrations and words in a read aloud to demonstrate understanding of its characters, setting, or plot Unit 1 Reading Literature: Key Ideas and Details Determining a Story s Central Message: Leon and Max (Fable) pp Introducing Unit 1/Home Connect/Essential Question pp Close Reading: Bo Lends a Paw (Fantasy) pp Unit 1 Common Core Review pp Lesson 2: Harriet Tubman, Part II Lesson 4: Abraham Lincoln Unit 9 Reading Literature: Integration of Knowledge and Ideas Using Words and Illustrations: Coyote and the Fire Quest: A Native American Folktale (Folktale) pp Introducing Unit 9/Home Connect/Essential Question pp Close Reading: Coyote and Turtle (Folktale)/ Mr. Rabbit and Mr. Fox pp Unit 9 Common Core Review pp Lesson 2: Harriet Tubman, Part II Reading Standards for Informational Text Key Ideas and Details 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. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational readaloud Unit 3 Reading Informational Text: Key Ideas and Details Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Lesson 1: Harriet Tubman, Part I Lesson 2: Harriet Tubman, Part II Lesson 3: The Controversy Over Slavery Lesson 4: Abraham Lincoln Lesson 5: The Division of the United States Lesson 6: The War Begins Lesson 7: Robert E. Lee Lesson 8: Clara Barton Lesson 9: The Emancipation Proclamation Lesson 10: Ulysses S. Grant Lesson 11: The End of the War Copyright William H. Sadlier, Inc. All rights reserved. 87

88 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 9: The U.S. Civil War CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RI.2.3 Craft and Structure RI.2.4 Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/informational read-aloud, including answering why questions that require recognizing cause/effect relationships Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a nonfiction/informational read-aloud Determine the meaning of words and phrases in a text relevant to a topic or subject area. Determine the meaning of unknown words and phrases in nonfiction/informational read-alouds and discussions Lesson 1: Harriet Tubman, Part I Lesson 2: Harriet Tubman, Part II Lesson 3: The Controversy Over Slavery Lesson 4: Abraham Lincoln Lesson 5: The Division of the United States Lesson 6: The War Begins Lesson 7: Robert E. Lee Lesson 8: Clara Barton Lesson 9: The Emancipation Proclamation Lesson 10: Ulysses S. Grant Lesson 11: The End of the War Unit 3 Reading Informational Text: Key Ideas and Details Describing Connections Between Ideas: Make Wild Animal Homes (Procedural Text) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Lesson 1: Harriet Tubman, Part I Lesson 2: Harriet Tubman, Part II Lesson 3: The Controversy Over Slavery Lesson 4: Abraham Lincoln Lesson 5: The Division of the United States Lesson 6: The War Begins Lesson 7: Robert E. Lee Lesson 8: Clara Barton Lesson 9: The Emancipation Proclamation Lesson 10: Ulysses S. Grant Lesson 11: The End of the War Unit 7 Reading Informational Text: Craft and Structure Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Introducing Unit 7/Home Connect/Essential Question pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp Unit 7 Common Core Review pp Lesson 1: Harriet Tubman, Part I Lesson 2: Harriet Tubman, Part II Lesson 3: The Controversy Over Slavery Lesson 4: Abraham Lincoln Lesson 5: The Division of the United States Lesson 6: The War Begins Lesson 7: Robert E. Lee Lesson 8: Clara Barton Lesson 9: The Emancipation Proclamation Lesson 10: Ulysses S. Grant Lesson 11: The End of the War Copyright William H. Sadlier, Inc. All rights reserved. 88

89 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 9: The U.S. Civil War CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Integration of Knowledge and Ideas RI.2.7 RI.2.9 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with a nonfiction/informational read-aloud and explain how these graphics clarify the meaning of the read-aloud Compare and contrast the most important points presented by two texts on the same topic. Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational read-aloud or between two or more nonfiction/informational read-alouds Range of Reading and Level of Text Complexity 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. Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Using Images to Understand Text: Toys and Games in Colonial Times (Magazine Article) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Lesson 1: Harriet Tubman, Part I Lesson 2: Harriet Tubman, Part II Lesson 3: The Controversy Over Slavery Lesson 5: The Division of the United States Lesson 7: Robert E. Lee Lesson 8: Clara Barton Lesson 9: The Emancipation Proclamation Lesson 10: Ulysses S. Grant Lesson 11: The End of the War Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Comparing and Contrasting Texts: Colonial Children Were Lucky! (Opinion Piece) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Lesson 1: Harriet Tubman, Part I Lesson 3: The Controversy Over Slavery Lesson 10: Ulysses S. Grant Unit 3 Reading Informational Text: Key Ideas and Details Introducing Unit 3/Home Connect/Essential Question pp Key Ideas and Details: Comprehension Check pp. 59, 61, 63, 65, 67, 69, 71, 73, 75, Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Identifying Topics: Jacques Cousteau (Biography) pp Describing Connections Between Ideas: Make Wild Animal Homes (Procedural Text) pp Foundational Skills Read Together: Animals That Carry Their Homes p. 76 Foundational Skills Reader: Moving Day! (vowel teams oi, oy, ow, ou) pp Close Reading: At Home in a Cave (Magazine Article) pp Copyright William H. Sadlier, Inc. All rights reserved. 89

90 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 9: The U.S. Civil War CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for Grades 2 4 the Essential Question p. 83 Unit 3 Common Core Review: Weaver Bird Nests pp Unit 7 Reading Informational Text: Craft and Structure Introducing Unit 7/Home Connect/Essential Question pp Craft and Structure: Comprehension Check pp. 157, 159, 161, 163, 165, 167, 169, 171, 173, Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Using Text Features: Subway Way to Go! (Magazine Article) pp Determining an Author s Purpose: New Ways to Solve an Old Problem (Opinion Piece) pp Foundational Skills Read Together: Our Town Is the Best! p. 174 Foundational Skills Reader: New York City (two-syllable long vowel words; prefixes un- and re-) pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp the Essential Question p. 181 Unit 7 Common Core Review: Please Be Kind pp Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Introducing Unit 11/Home Connect/Essential Question pp Integration of Knowledge and Ideas: Comprehension Check pp. 237, 241, 245, Using Images to Understand Text: Toys and Games in Colonial Times (Magazine Article) pp Finding Supporting Reasons: Toys and Games Are Better Today (Opinion Piece) pp Comparing and Contrasting Texts: Colonial Children Were Lucky! (Opinion Piece) pp Foundational Skills Read Together: Schools in Colonial Times p. 260 Foundational Skills Reader: Colonial Schools (inconsistent but common spellings; irregular spellings) pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp the Essential Question p. 267 Unit 11 Common Core Review: Welcome to Boston! pp Lesson 1: Harriet Tubman, Part I Lesson 2: Harriet Tubman, Part II Lesson 3: The Controversy Over Slavery Lesson 4: Abraham Lincoln Lesson 5: The Division of the United States Lesson 6: The War Begins Lesson 7: Robert E. Lee Lesson 8: Clara Barton Copyright William H. Sadlier, Inc. All rights reserved. 90

91 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 9: The U.S. Civil War CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Lesson 9: The Emancipation Proclamation Lesson 10: Ulysses S. Grant Lesson 11: The End of the War Writing Standards Text Types and Purposes 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. Plan and/or draft, and edit an informative/explanatory text that presents information from a nonfiction/informational readaloud that introduces a topic, uses facts and definitions to develop points, and provides a concluding statement or section Research to Build and Present Knowledge Unit 4 Text Types and Purposes: Write Informational Texts Read a Student Model/Use a Chart to Draft an Observation Log/Draft Your Observation Log pp Unit 8 Common Core Review: Revise/Publish Your Observation Log p. 100 Introducing Unit 4/Home Connect/Essential Question pp Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Lesson 1: Harriet Tubman, Part I Lesson 3: The Controversy Over Slavery Lesson 4: Abraham Lincoln Lesson 5: The Division of the United States Lesson 7: Robert E. Lee Lesson 8: Clara Barton Lesson 9: The Emancipation Proclamation Lesson 10: Ulysses S. Grant Lesson 11: The End of the War W.2.8 Recall information from experiences or gather information from provided sources to answer a question. Unit 6 Text Types and Purposes: Write Nonfictional Narratives Read a Student Model/Plan Your Nonfictional Narrative/Create Your Nonfictional Narrative (recount an amazing experience in nature) pp Unit 6 Common Core Review: Revise/Publish Your Nonfictional Narrative p. 146 Introducing Unit 6/Home Connect/Essential Question pp Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Speaking and Listening: Return to the Essential Question (how do writers gather and present information?) p. 236 Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Introducing Unit 10/Home Connect/Essential Question pp Copyright William H. Sadlier, Inc. All rights reserved. 91

92 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 9: The U.S. Civil War CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Make personal connections (orally or in writing) to events or experiences in a fiction or nonfiction/informational read-aloud and/or make connections among several read-alouds With assistance, categorize and organize facts and information within a given domain to answer questions Writing Handbook Step 1: Planning: Research Tip (gather information) p. 278 Lesson 1: Harriet Tubman, Part I Lesson 2: Harriet Tubman, Part II Lesson 1: Harriet Tubman, Part I Lesson 3: The Controversy Over Slavery Lesson 5: The Division of the United States Speaking and Listening Standards Comprehension and Collaboration SL.2.1 SL.2.1a SL.2.1b Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and large groups. 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). Use agreed-upon rules for group discussions, e.g., look at and listen to the speaker, raise hand to speak, take turns, say excuse me or please, etc. Build on others talk in conversations by linking their comments to the remarks of others. Carry on and participate in a conversation over at least six turns, staying on topic, linking their comments to the remarks of others, with either an adult or another child of the same age the Essential Question (discuss ideas with the class/remember rules for being a good speaker and listener) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: Harriet Tubman, Part I Lesson 2: Harriet Tubman, Part II Lesson 3: The Controversy Over Slavery Lesson 4: Abraham Lincoln Lesson 5: The Division of the United States Lesson 6: The War Begins Lesson 7: Robert E. Lee Lesson 8: Clara Barton Lesson 9: The Emancipation Proclamation Lesson 10: Ulysses S. Grant Lesson 11: The End of the War the Essential Question (Did I: Add to what others said?) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: Harriet Tubman, Part I Lesson 2: Harriet Tubman, Part II Lesson 3: The Controversy Over Slavery Lesson 4: Abraham Lincoln Lesson 5: The Division of the United States Copyright William H. Sadlier, Inc. All rights reserved. 92

93 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 9: The U.S. Civil War CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 SL.2.1c SL.2.2 Ask for clarification and further explanation as needed about the topics and texts under discussion. Ask questions to clarify information about the topic in a fiction or nonfiction/informational readaloud Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Retell (orally or in writing) important facts and information from a fiction or nonfiction/informational read-aloud Summarize (orally or in writing) text content and/or oral information presented by others Lesson 6: The War Begins Lesson 7: Robert E. Lee Lesson 8: Clara Barton Lesson 9: The Emancipation Proclamation Lesson 10: Ulysses S. Grant Lesson 11: The End of the War the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: Harriet Tubman, Part I Lesson 2: Harriet Tubman, Part II Lesson 3: The Controversy Over Slavery Lesson 4: Abraham Lincoln Lesson 5: The Division of the United States Lesson 6: The War Begins Lesson 7: Robert E. Lee Lesson 8: Clara Barton Lesson 9: The Emancipation Proclamation Lesson 10: Ulysses S. Grant Lesson 11: The End of the War the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: Harriet Tubman, Part I Lesson 2: Harriet Tubman, Part II Lesson 3: The Controversy Over Slavery Lesson 4: Abraham Lincoln Lesson 5: The Division of the United States Lesson 6: The War Begins Lesson 7: Robert E. Lee Lesson 8: Clara Barton Lesson 9: The Emancipation Proclamation Lesson 10: Ulysses S. Grant Lesson 11: The End of the War Lesson 4: Abraham Lincoln Copyright William H. Sadlier, Inc. All rights reserved. 93

94 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 9: The U.S. Civil War CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 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. Ask questions to clarify directions, exercises, classroom routines and/or what a speaker says about a topic to gather additional information, or deepen understanding of a topic or issue Presentation of Knowledge and Ideas Unit 3 Reading Informational Text: Key Ideas and Details Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 3: The Controversy Over Slavery Lesson 4: Abraham Lincoln Lesson 5: The Division of the United States Lesson 6: The War Begins Lesson 8: Clara Barton Lesson 10: Ulysses S. Grant SL.2.4 SL.2.5 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Recount a personal experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences 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. 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 the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42 (make up stories), 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 6: The War Begins Unit 9 Reading Literature: Integration of Knowledge and Ideas Using Words and Illustrations: Coyote and the Fire Quest: A Native American Folktale (Folktale) pp See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10 (sketch pictures), 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: Harriet Tubman, Part I Lesson 2: Harriet Tubman, Part II Lesson 3: The Controversy Over Slavery Lesson 4: Abraham Lincoln Lesson 5: The Division of the United States Lesson 6: The War Begins Lesson 7: Robert E. Lee Lesson 8: Clara Barton Lesson 9: The Emancipation Proclamation Lesson 10: Ulysses S. Grant Lesson 11: The End of the War Copyright William H. Sadlier, Inc. All rights reserved. 94

95 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 9: The U.S. Civil War CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Language.) Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: Harriet Tubman, Part I Lesson 2: Harriet Tubman, Part II Lesson 3: The Controversy Over Slavery Lesson 4: Abraham Lincoln Lesson 5: The Division of the United States Lesson 6: The War Begins Lesson 7: Robert E. Lee Lesson 8: Clara Barton Lesson 9: The Emancipation Proclamation Lesson 10: Ulysses S. Grant Lesson 11: The End of the War Language Standards Vocabulary Acquisition and Use L.2.4 L.2.4c L.2.5 L.2.5a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and content, choosing flexibly from an array of strategies. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). Use word parts to determine meanings of unknown words in fiction or nonfiction/ informational read-alouds and discussions Demonstrate understanding of word relationships and nuances in word meanings. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy) Unit 1 Reading Literature: Key Ideas and Details Language: Related Words p. 38 Introducing Unit 1/Home Connect pp Unit 1 Common Core Review pp Lesson 6: The War Begins Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Real-Life Word Meanings p. 268 Introducing Unit 11/Home Connect pp Unit 11 Common Core Review pp Lesson 1: Harriet Tubman, Part I Lesson 2: Harriet Tubman, Part II Lesson 3: The Controversy Over Slavery Lesson 4: Abraham Lincoln Lesson 5: The Division of the United States Lesson 6: The War Begins Lesson 7: Robert E. Lee Lesson 8: Clara Barton Lesson 9: The Emancipation Proclamation Copyright William H. Sadlier, Inc. All rights reserved. 95

96 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 9: The U.S. Civil War CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 L.2.6 Provide synonyms and antonyms of selected core vocabulary words Determine the meaning of unknown and multiple meaning words and phrases in fiction or nonfiction/informational read-alouds and discussions Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). Learn the meaning of common sayings and phrases Use words and phrases acquired through conversations, reading and being 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: Ulysses S. Grant Lesson 11: The End of the War Lesson 4: Abraham Lincoln Lesson 10: Ulysses S. Grant Lesson 11: The End of the War Lesson 2: Harriet Tubman, Part II Lesson 10: Ulysses S. Grant Words to Know pp. 12, 14, 16, 18, 20, 22, 24, 26, 28, 58, 60, 62, 64, 66, 68, 70, 72, 74, 104, 106, 108, 110, 112, 114, 116, 118, 120, 156, 158, 160, 162, 164, 166, 168, 170, 172, 202, 204, 206, 208, 210, 212, 242, 244, 246, 248, 250, 252, 254, 256, 258 Unit 1 Reading Literature: Key Ideas and Details Language: Related Words p. 38 Unit 3 Reading Informational Text: Key Ideas and Details Language: Context Clues p. 84 Unit 5 Reading Literature: Craft and Structure Language: Prefixes p. 130 Unit 7 Reading Informational Text: Craft and Structure Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Language: Compound Words p. 182 Unit 9 Reading Literature: Integration of Knowledge and Ideas Language: Shades of Meaning p. 222 Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Real-Life Word Meanings p. 268 Writing Handbook Step 3: Revising: Revising Checklist (Word Choice) p. 281 Lesson 6: The War Begins Lesson 1: Harriet Tubman, Part I Lesson 2: Harriet Tubman, Part II Lesson 3: The Controversy Over Slavery Lesson 4: Abraham Lincoln Lesson 5: The Division of the United States Lesson 6: The War Begins Lesson 7: Robert E. Lee Lesson 8: Clara Barton Lesson 9: The Emancipation Proclamation Lesson 10: Ulysses S. Grant Lesson 11: The End of the War Copyright William H. Sadlier, Inc. All rights reserved. 96

97 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 9: The U.S. Civil War CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Additional Goals Identify and express physical sensations, mental states, and emotions of self and others Share writing with others Prior to listening to a read-aloud, orally predict what will happen based on images or text heard, and then compare the actual outcome to the prediction Prior to listening to a read-aloud, identify orally what they know and have learned about a given topic Lesson 1: Harriet Tubman, Part I Lesson 2: Harriet Tubman, Part II Lesson 7: Robert E. Lee Lesson 8: Clara Barton Lesson 9: The Emancipation Proclamation Lesson 11: The End of the War Lesson 1: Harriet Tubman, Part I Lesson 2: Harriet Tubman, Part II Lesson 3: The Controversy Over Slavery Lesson 4: Abraham Lincoln Lesson 5: The Division of the United States Lesson 7: Robert E. Lee Lesson 8: Clara Barton Lesson 9: The Emancipation Proclamation Lesson 10: Ulysses S. Grant Lesson 11: The End of the War Lesson 2: Harriet Tubman, Part II Lesson 5: The Division of the United States Lesson 8: Clara Barton Lesson 11: The End of the War Lesson 2: Harriet Tubman, Part II Lesson 5: The Division of the United States Lesson 7: Robert E. Lee Lesson 8: Clara Barton Lesson 9: The Emancipation Proclamation Lesson 10: Ulysses S. Grant Lesson 11: The End of the War Copyright William H. Sadlier, Inc. All rights reserved. 97

98 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 10: The Human Body CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Reading Standards for Informational Text Key Ideas and Details RI.2.1 RI.2.3 Craft and Structure RI.2.4 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational readaloud Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/informational read-aloud, including answering why questions that require recognizing cause/effect relationships Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a nonfiction/informational read-aloud Determine the meaning of words and phrases in a text relevant to a topic or subject area. Unit 3 Reading Informational Text: Key Ideas and Details Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Lesson 1: The Amazing Human Body Lesson 2: Anton van Leeuwenhoek Lesson 3: Cells and Tissues Lesson 4: Organs Lesson 5: The Digestive System Lesson 6: The Excretory System Lesson 7: Nutrients Lesson 8: A Well-Balanced Diet Lesson 9: A Healthy Human Body Lesson 1: The Amazing Human Body Lesson 2: Anton van Leeuwenhoek Lesson 3: Cells and Tissues Lesson 4: Organs Lesson 5: The Digestive System Lesson 6: The Excretory System Lesson 7: Nutrients Lesson 8: A Well-Balanced Diet Lesson 9: A Healthy Human Body Unit 3 Reading Informational Text: Key Ideas and Details Describing Connections Between Ideas: Make Wild Animal Homes (Procedural Text) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Lesson 1: The Amazing Human Body Lesson 2: Anton van Leeuwenhoek Lesson 3: Cells and Tissues Lesson 4: Organs Lesson 5: The Digestive System Lesson 6: The Excretory System Lesson 7: Nutrients Unit 7 Reading Informational Text: Craft and Structure Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Introducing Unit 7/Home Connect/Essential Question pp Copyright William H. Sadlier, Inc. All rights reserved. 98

99 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 10: The Human Body CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp Unit 7 Common Core Review pp Determine the meaning of unknown words and phrases in nonfiction/informational read-alouds and discussions Integration of Knowledge and Ideas RI.2.7 RI.2.8 RI.2.9 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with a nonfiction/informational read-aloud and explain how these graphics clarify the meaning of the read-aloud Describe how reasons support specific points the author makes in a text. Describe how reasons or facts support specific points the author makes in a nonfiction/ informational read-aloud Compare and contrast the most important points presented by two texts on the same topic. Lesson 1: The Amazing Human Body Lesson 2: Anton van Leeuwenhoek Lesson 3: Cells and Tissues Lesson 4: Organs Lesson 5: The Digestive System Lesson 6: The Excretory System Lesson 7: Nutrients Lesson 8: A Well-Balanced Diet Lesson 9: A Healthy Human Body Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Using Images to Understand Text: Toys and Games in Colonial Times (Magazine Article) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Lesson 1: The Amazing Human Body Lesson 4: Organs Lesson 5: The Digestive System Lesson 6: The Excretory System Lesson 7: Nutrients Lesson 8: A Well-Balanced Diet Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Finding Supporting Reasons: Toys and Games Are Better Today (Opinion Piece) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Lesson 9: A Healthy Human Body Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Comparing and Contrasting Texts: Colonial Children Were Lucky! (Opinion Piece) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Copyright William H. Sadlier, Inc. All rights reserved. 99

100 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 10: The Human Body CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational read-aloud or between two or more nonfiction/informational read-alouds Range of Reading and Level of Text Complexity 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 1: The Amazing Human Body Lesson 6: The Excretory System Lesson 7: Nutrients Unit 3 Reading Informational Text: Key Ideas and Details Introducing Unit 3/Home Connect/Essential Question pp Key Ideas and Details: Comprehension Check pp. 59, 61, 63, 65, 67, 69, 71, 73, 75, Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Identifying Topics: Jacques Cousteau (Biography) pp Describing Connections Between Ideas: Make Wild Animal Homes (Procedural Text) pp Foundational Skills Read Together: Animals That Carry Their Homes p. 76 Foundational Skills Reader: Moving Day! (vowel teams oi, oy, ow, ou) pp Close Reading: At Home in a Cave (Magazine Article) pp the Essential Question p. 83 Unit 3 Common Core Review: Weaver Bird Nests pp Unit 7 Reading Informational Text: Craft and Structure Introducing Unit 7/Home Connect/Essential Question pp Craft and Structure: Comprehension Check pp. 157, 159, 161, 163, 165, 167, 169, 171, 173, Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Using Text Features: Subway Way to Go! (Magazine Article) pp Determining an Author s Purpose: New Ways to Solve an Old Problem (Opinion Piece) pp Foundational Skills Read Together: Our Town Is the Best! p. 174 Foundational Skills Reader: New York City (two-syllable long vowel words; prefixes un- and re-) pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp the Essential Question p. 181 Unit 7 Common Core Review: Please Be Kind pp Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Introducing Unit 11/Home Connect/Essential Question pp Integration of Knowledge and Ideas: Comprehension Check pp. 237, 241, 245, Using Images to Understand Text: Toys and Games in Colonial Times (Magazine Article) pp Copyright William H. Sadlier, Inc. All rights reserved. 100

101 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 10: The Human Body CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for Grades 2 4 Finding Supporting Reasons: Toys and Games Are Better Today (Opinion Piece) pp Comparing and Contrasting Texts: Colonial Children Were Lucky! (Opinion Piece) pp Foundational Skills Read Together: Schools in Colonial Times p. 260 Foundational Skills Reader: Colonial Schools (inconsistent but common spellings; irregular spellings) pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp the Essential Question p. 267 Unit 11 Common Core Review: Welcome to Boston! pp Lesson 1: The Amazing Human Body Lesson 2: Anton van Leeuwenhoek Lesson 3: Cells and Tissues Lesson 4: Organs Lesson 5: The Digestive System Lesson 6: The Excretory System Lesson 7: Nutrients Lesson 8: A Well-Balanced Diet Lesson 9: A Healthy Human Body Writing Standards Research to Build and Present Knowledge W.2.8 Recall information from experiences or gather information from provided sources to answer a question. Unit 6 Text Types and Purposes: Write Nonfictional Narratives Read a Student Model/Plan Your Nonfictional Narrative/Create Your Nonfictional Narrative (recount an amazing experience in nature) pp Unit 6 Common Core Review: Revise/Publish Your Nonfictional Narrative p. 146 Introducing Unit 6/Home Connect/Essential Question pp Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Speaking and Listening: Return to the Essential Question (how do writers gather and present information?) p. 236 Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Introducing Unit 10/Home Connect/Essential Question pp Writing Handbook Step 1: Planning: Research Tip (gather information) p. 278 Copyright William H. Sadlier, Inc. All rights reserved. 101

102 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 10: The Human Body CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Make personal connections (orally or in writing) to events or experiences in a fiction or nonfiction/informational read-aloud and/or make connections among several read-alouds With assistance, categorize and organize facts and information within a given domain to answer questions Lesson 1: The Amazing Human Body Lesson 2: Anton van Leeuwenhoek Lesson 9: A Healthy Human Body Lesson 3: Cells and Tissues Lesson 4: Organs Lesson 5: The Digestive System Lesson 6: The Excretory System Lesson 7: Nutrients Lesson 8: A Well-Balanced Diet Speaking and Listening Standards Comprehension and Collaboration SL.2.1 SL.2.1a SL.2.1b Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and large groups. 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). Use agreed-upon rules for group discussions, e.g., look at and listen to the speaker, raise hand to speak, take turns, say excuse me or please, etc. Build on others talk in conversations by linking their comments to the remarks of others. Carry on and participate in a conversation over at least six turns, staying on topic, linking their comments to the remarks of others, with either an adult or another child of the same age the Essential Question (discuss ideas with the class/remember rules for being a good speaker and listener) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Amazing Human Body Lesson 2: Anton van Leeuwenhoek Lesson 3: Cells and Tissues Lesson 4: Organs Lesson 5: The Digestive System Lesson 6: The Excretory System Lesson 7: Nutrients Lesson 8: A Well-Balanced Diet Lesson 9: A Healthy Human Body the Essential Question (Did I: Add to what others said?) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Amazing Human Body Lesson 2: Anton van Leeuwenhoek Lesson 3: Cells and Tissues Lesson 4: Organs Lesson 5: The Digestive System Lesson 6: The Excretory System Copyright William H. Sadlier, Inc. All rights reserved. 102

103 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 10: The Human Body CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion. Ask questions to clarify information about the topic in a fiction or nonfiction/informational readaloud Presentation of Knowledge and Ideas Lesson 7: Nutrients Lesson 8: A Well-Balanced Diet Lesson 9: A Healthy Human Body the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Amazing Human Body Lesson 2: Anton van Leeuwenhoek Lesson 3: Cells and Tissues Lesson 4: Organs Lesson 5: The Digestive System Lesson 6: The Excretory System Lesson 7: Nutrients Lesson 8: A Well-Balanced Diet Lesson 9: A Healthy Human Body SL.2.4 SL.2.5 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Recount a personal experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences 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. 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 the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42 (make up stories), 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Amazing Human Body Lesson 9: A Healthy Human Body Unit 9 Reading Literature: Integration of Knowledge and Ideas Using Words and Illustrations: Coyote and the Fire Quest: A Native American Folktale (Folktale) pp See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10 (sketch pictures), 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 7: Nutrients Copyright William H. Sadlier, Inc. All rights reserved. 103

104 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 10: The Human Body CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Language.) Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: The Amazing Human Body Lesson 2: Anton van Leeuwenhoek Lesson 3: Cells and Tissues Lesson 4: Organs Lesson 5: The Digestive System Lesson 6: The Excretory System Lesson 7: Nutrients Lesson 8: A Well-Balanced Diet Lesson 9: A Healthy Human Body Language Standards Vocabulary Acquisition and Use L.2.4 L.2.4b L.2.5 L.2.5a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and context, choosing flexibly from an array of strategies. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). Use word parts to determine meanings of unknown words in fiction or nonfiction/ informational read-alouds and discussions Demonstrate understanding of word relationships and nuances in word meanings. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy) Unit 5 Reading Literature: Craft and Structure Language: Prefixes p. 130 Introducing Unit 5/Home Connect pp Unit 5 Common Core Review pp Unit 7 Reading Informational Text: Craft and Structure Foundational Skills Read Together: Our Town Is the Best! (prefixes un and re) p. 174 Foundational Skills Reader: New York City (prefixes un- and re-) pp Lesson 5: The Digestive System Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Real-Life Word Meanings p. 268 Introducing Unit 11/Home Connect pp Unit 11 Common Core Review pp Lesson 1: The Amazing Human Body Lesson 2: Anton van Leeuwenhoek Lesson 3: Cells and Tissues Lesson 4: Organs Lesson 5: The Digestive System Lesson 6: The Excretory System Lesson 7: Nutrients Copyright William H. Sadlier, Inc. All rights reserved. 104

105 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 10: The Human Body CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 L.2.6 Determine the meaning of unknown and multiple meaning words and phrases in fiction or nonfiction/informational read-alouds and discussions Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). Learn the meaning of common sayings and phrases Use words and phrases acquired through conversations, reading and being 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: A Well-Balanced Diet Lesson 9: A Healthy Human Body Lesson 3: Cells and Tissues Lesson 8: A Well-Balanced Diet Words to Know pp. 12, 14, 16, 18, 20, 22, 24, 26, 28, 58, 60, 62, 64, 66, 68, 70, 72, 74, 104, 106, 108, 110, 112, 114, 116, 118, 120, 156, 158, 160, 162, 164, 166, 168, 170, 172, 202, 204, 206, 208, 210, 212, 242, 244, 246, 248, 250, 252, 254, 256, 258 Unit 1 Reading Literature: Key Ideas and Details Language: Related Words p. 38 Unit 3 Reading Informational Text: Key Ideas and Details Language: Context Clues p. 84 Unit 5 Reading Literature: Craft and Structure Language: Prefixes p. 130 Unit 7 Reading Informational Text: Craft and Structure Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Language: Compound Words p. 182 Unit 9 Reading Literature: Integration of Knowledge and Ideas Language: Shades of Meaning p. 222 Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Real-Life Word Meanings p. 268 Writing Handbook Step 3: Revising: Revising Checklist (Word Choice) p. 281 Lesson 1: The Amazing Human Body Lesson 9: A Healthy Human Body Lesson 1: The Amazing Human Body Lesson 2: Anton van Leeuwenhoek Lesson 3: Cells and Tissues Lesson 4: Organs Lesson 5: The Digestive System Lesson 6: The Excretory System Lesson 7: Nutrients Lesson 8: A Well-Balanced Diet Lesson 9: A Healthy Human Body Additional Goals Prior to listening to a read-aloud, identify (orally or in writing) what they know and have learned that may be related to the specific story or topic to be read aloud Sequence five pictures illustrating the digestive process Lesson 6: The Excretory System Lesson 8: A Well-Balanced Diet Lesson 9: A Healthy Human Body Lesson 5: The Digestive System Copyright William H. Sadlier, Inc. All rights reserved. 105

106 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 11: Immigration CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Reading Standards for Literature Key Ideas and Details RL.2.1 RL.2.3 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fiction read-aloud Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a fiction read-aloud, including answering why questions that require recognizing cause/effect relationships Describe how characters in a story respond to major events and challenges. Describe how characters in a fiction read-aloud respond to major events and challenges Integration of Knowledge and Ideas 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. Unit 1 Reading Literature: Key Ideas and Details Understanding Key Story Details: The Pizza Pain (Realistic Fiction) pp Introducing Unit 1/Home Connect/Essential Question pp Close Reading: Bo Lends a Paw (Fantasy) pp Unit 1 Common Core Review pp Lesson 1: E Pluribus Unum Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 4: From Ireland to New York City Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity Lesson 7: A Mosaic of Immigrants Lesson 8: Becoming a Citizen Lesson 9: We the People Lesson 10: Immigration and Citizenship Lesson 1: E Pluribus Unum Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 4: From Ireland to New York City Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity Lesson 7: A Mosaic of Immigrants Lesson 8: Becoming a Citizen Lesson 9: We the People Lesson 10: Immigration and Citizenship Unit 1 Reading Literature: Key Ideas and Details Understanding Character Actions: The Mad Glad Mystery (Adventure Story) pp Introducing Unit 1/Home Connect/Essential Question pp Close Reading: Bo Lends a Paw (Fantasy) pp Unit 1 Common Core Review pp Lesson 3: Life in the City Unit 9 Reading Literature: Integration of Knowledge and Ideas Using Words and Illustrations: Coyote and the Fire Quest: A Native American Folktale (Folktale) pp Introducing Unit 9/Home Connect/Essential Question pp Close Reading: Coyote and Turtle (Folktale)/ Mr. Rabbit and Mr. Fox pp Copyright William H. Sadlier, Inc. All rights reserved. 106

107 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 11: Immigration CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Use information gained from the illustrations and words in a read aloud to demonstrate understanding of its characters, setting, or plot Unit 9 Common Core Review pp Lesson 3: Life in the City Lesson 4: From Ireland to New York City Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity Lesson 8: Becoming a Citizen Reading Standards for Informational Text Key Ideas and Details RI.2.1 RI.2.3 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational readaloud Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/informational read-aloud, including answering why questions that require recognizing cause/effect relationships Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a nonfiction/informational read-aloud Unit 3 Reading Informational Text: Key Ideas and Details Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Lesson 1: E Pluribus Unum Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 4: From Ireland to New York City Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity Lesson 7: A Mosaic of Immigrants Lesson 8: Becoming a Citizen Lesson 9: We the People Lesson 10: Immigration and Citizenship Lesson 1: E Pluribus Unum Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 4: From Ireland to New York City Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity Lesson 7: A Mosaic of Immigrants Lesson 8: Becoming a Citizen Lesson 9: We the People Lesson 10: Immigration and Citizenship Unit 3 Reading Informational Text: Key Ideas and Details Describing Connections Between Ideas: Make Wild Animal Homes (Procedural Text) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Lesson 1: E Pluribus Unum Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 4: From Ireland to New York City Lesson 5: Gold Mountain Copyright William H. Sadlier, Inc. All rights reserved. 107

108 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 11: Immigration CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Lesson 6: A Land of Opportunity Lesson 7: A Mosaic of Immigrants Lesson 8: Becoming a Citizen Lesson 9: We the People Lesson 10: Immigration and Citizenship Craft and Structure RI.2.4 Determine the meaning of words and phrases in a text relevant to a topic or subject area. Determine the meaning of unknown words and phrases in nonfiction/informational read-alouds and discussions Integration of Knowledge and Ideas RI.2.7 RI.2.8 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with a nonfiction/informational read-aloud and explain how these graphics clarify the meaning of the read-aloud Describe how reasons support specific points the author makes in a text. Unit 7 Reading Informational Text: Craft and Structure Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Introducing Unit 7/Home Connect/Essential Question pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp Unit 7 Common Core Review pp Lesson 1: E Pluribus Unum Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 4: From Ireland to New York City Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity Lesson 7: A Mosaic of Immigrants Lesson 8: Becoming a Citizen Lesson 9: We the People Lesson 10: Immigration and Citizenship Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Using Images to Understand Text: Toys and Games in Colonial Times (Magazine Article) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Lesson 7: A Mosaic of Immigrants Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Finding Supporting Reasons: Toys and Games Are Better Today (Opinion Piece) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Copyright William H. Sadlier, Inc. All rights reserved. 108

109 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 11: Immigration CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RI.2.9 Describe how reasons or facts support specific points the author makes in a nonfiction/informational read-aloud Compare and contrast the most important points presented by two texts on the same topic. Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational read-aloud or between two or more nonfiction/informational read-alouds Range of Reading and Level of Text Complexity 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 1: E Pluribus Unum Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 5: Gold Mountain Lesson 8: Becoming a Citizen Lesson 10: Immigration and Citizenship Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Comparing and Contrasting Texts: Colonial Children Were Lucky! (Opinion Piece) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Lesson 3: Life in the City Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity Lesson 9: We the People Unit 3 Reading Informational Text: Key Ideas and Details Introducing Unit 3/Home Connect/Essential Question pp Key Ideas and Details: Comprehension Check pp. 59, 61, 63, 65, 67, 69, 71, 73, 75, Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Identifying Topics: Jacques Cousteau (Biography) pp Describing Connections Between Ideas: Make Wild Animal Homes (Procedural Text) pp Foundational Skills Read Together: Animals That Carry Their Homes p. 76 Foundational Skills Reader: Moving Day! (vowel teams oi, oy, ow, ou) pp Close Reading: At Home in a Cave (Magazine Article) pp the Essential Question p. 83 Unit 3 Common Core Review: Weaver Bird Nests pp Unit 7 Reading Informational Text: Craft and Structure Introducing Unit 7/Home Connect/Essential Question pp Craft and Structure: Comprehension Check pp. 157, 159, 161, 163, 165, 167, 169, 171, 173, Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Using Text Features: Subway Way to Go! (Magazine Article) pp Determining an Author s Purpose: New Ways to Solve an Old Problem (Opinion Piece) pp Copyright William H. Sadlier, Inc. All rights reserved. 109

110 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 11: Immigration CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for Grades 2 4 Foundational Skills Read Together: Our Town Is the Best! p. 174 Foundational Skills Reader: New York City (two-syllable long vowel words; prefixes un- and re-) pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp the Essential Question p. 181 Unit 7 Common Core Review: Please Be Kind pp Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Introducing Unit 11/Home Connect/Essential Question pp Integration of Knowledge and Ideas: Comprehension Check pp. 237, 241, 245, Using Images to Understand Text: Toys and Games in Colonial Times (Magazine Article) pp Finding Supporting Reasons: Toys and Games Are Better Today (Opinion Piece) pp Comparing and Contrasting Texts: Colonial Children Were Lucky! (Opinion Piece) pp Foundational Skills Read Together: Schools in Colonial Times p. 260 Foundational Skills Reader: Colonial Schools (inconsistent but common spellings; irregular spellings) pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp the Essential Question p. 267 Unit 11 Common Core Review: Welcome to Boston! pp Lesson 1: E Pluribus Unum Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 4: From Ireland to New York City Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity Lesson 7: A Mosaic of Immigrants Lesson 8: Becoming a Citizen Lesson 9: We the People Lesson 10: Immigration and Citizenship Writing Standards Text Types and Purposes W.2.3 Write narratives in which they recount a wellelaborated 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. Unit 2 Text Types and Purposes: Write Fictional Narratives Read a Student Model/Plan Your Fictional Narrative/Create Your Fictional Narrative pp Unit 2 Common Core Review: Revise/Publish Your Fictional Narrative p. 54 Introducing Unit 2/Home Connect/Essential Question pp Copyright William H. Sadlier, Inc. All rights reserved. 110

111 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 11: Immigration CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Unit 6 Text Types and Purposes: Write Nonfictional Narratives Read a Student Model/Plan Your Nonfictional Narrative/Create Your Nonfictional Narrative pp Unit 6 Common Core Review: Revise/Publish Your Nonfictional Narrative p. 146 Introducing Unit 6/Home Connect/Essential Question pp Plan, draft, and edit a narrative retelling of a fiction read-aloud, including a title, setting, characters, and well-elaborated events of the story in proper sequence, including details to describe actions, thoughts, and feelings, using temporal words to signal event order, and providing a sense of closure Production and Distribution of Writing W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing Research to Build and Present Knowledge Lesson 7: A Mosaic of Immigrants Lesson 8: Becoming a Citizen Writing Handbook Step 1: Planning pp Step 2: Drafting p. 280 Step 3: Revising pp Step 4: Editing pp Step 5: Producing, Publishing, and Presenting p. 284 Lesson 7: A Mosaic of Immigrants Lesson 8: Becoming a Citizen 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). Participate in shared research and writing projects (e.g., after listening to several read-alouds, produce a report on a single topic) Unit 4 Text Types and Purposes: Write Informational Texts Read a Student Model/Use a Chart to Draft an Observation Log/Draft Your Observation Log pp Unit 8 Common Core Review: Revise/Publish Your Observation Log p. 100 Introducing Unit 4/Home Connect/Essential Question pp Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Introducing Unit 10/Home Connect/Essential Question pp Lesson 7: A Mosaic of Immigrants Lesson 9: We the People Copyright William H. Sadlier, Inc. All rights reserved. 111

112 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 11: Immigration CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 W.2.8 Recall information from experiences or gather information from provided sources to answer a question. Make personal connections (orally or in writing) to events or experiences in a fiction or nonfiction/informational read-aloud and/or make connections among several read-alouds With assistance, categorize and organize facts and information within a given domain to answer questions Unit 6 Text Types and Purposes: Write Nonfictional Narratives Read a Student Model/Plan Your Nonfictional Narrative/Create Your Nonfictional Narrative (recount an amazing experience in nature) pp Unit 6 Common Core Review: Revise/Publish Your Nonfictional Narrative p. 146 Introducing Unit 6/Home Connect/Essential Question pp Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Speaking and Listening: Return to the Essential Question (how do writers gather and present information?) p. 236 Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Introducing Unit 10/Home Connect/Essential Question pp Writing Handbook Step 1: Planning: Research Tip (gather information) p. 278 Lesson 1: E Pluribus Unum Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 7: A Mosaic of Immigrants Lesson 9: We the People Lesson 10: Immigration and Citizenship Lesson 8: Becoming a Citizen Speaking and Listening Standards Comprehension and Collaboration SL.2.1 SL.2.1a Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and large groups. 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). Use agreed-upon rules for group discussions, e.g., look at and listen to the speaker, raise hand to speak, take turns, say excuse me or please, etc. the Essential Question (discuss ideas with the class/remember rules for being a good speaker and listener) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: E Pluribus Unum Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 4: From Ireland to New York City Copyright William H. Sadlier, Inc. All rights reserved. 112

113 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 11: Immigration CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 SL.2.1b SL.2.1c SL.2.2 Build on others talk in conversations by linking their comments to the remarks of others. Carry on and participate in a conversation over at least six turns, staying on topic, linking their comments to the remarks of others, with either an adult or another child of the same age Ask for clarification and further explanation as needed about the topics and texts under discussion. Ask questions to clarify information about the topic in a fiction or nonfiction/informational readaloud Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity Lesson 7: A Mosaic of Immigrants Lesson 8: Becoming a Citizen Lesson 9: We the People Lesson 10: Immigration and Citizenship the Essential Question (Did I: Add to what others said?) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: E Pluribus Unum Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 4: From Ireland to New York City Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity Lesson 7: A Mosaic of Immigrants Lesson 8: Becoming a Citizen Lesson 9: We the People Lesson 10: Immigration and Citizenship the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: E Pluribus Unum Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 4: From Ireland to New York City Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity Lesson 7: A Mosaic of Immigrants Lesson 8: Becoming a Citizen Lesson 9: We the People Lesson 10: Immigration and Citizenship the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 Copyright William H. Sadlier, Inc. All rights reserved. 113

114 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 11: Immigration CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 SL.2.3 Retell (orally or in writing) important facts and information from a fiction or nonfiction/informational read-aloud Summarize (orally or in writing) text content and/or oral information presented by others 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. Ask questions to clarify directions, exercises, classroom routines and/or what a speaker says about a topic to gather additional information, or deepen understanding of a topic or issue Presentation of Knowledge and Ideas See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: E Pluribus Unum Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 4: From Ireland to New York City Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity Lesson 7: A Mosaic of Immigrants Lesson 8: Becoming a Citizen Lesson 9: We the People Lesson 10: Immigration and Citizenship Lesson 2: A Little Giant Comes to America Lesson 7: A Mosaic of Immigrants Unit 3 Reading Informational Text: Key Ideas and Details Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: E Pluribus Unum Lesson 4: From Ireland to New York City Lesson 9: We the People SL.2.4 SL.2.5 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Recount a personal experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences 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. the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42 (make up stories), 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity Unit 9 Reading Literature: Integration of Knowledge and Ideas Using Words and Illustrations: Coyote and the Fire Quest: A Native American Folktale (Folktale) pp Copyright William H. Sadlier, Inc. All rights reserved. 114

115 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 11: Immigration CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 SL.2.6 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 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Language.) Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10 (sketch pictures), 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: E Pluribus Unum Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 4: From Ireland to New York City Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: E Pluribus Unum Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 4: From Ireland to New York City Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity Lesson 7: A Mosaic of Immigrants Lesson 8: Becoming a Citizen Lesson 9: We the People Lesson 10: Immigration and Citizenship Language Standards Vocabulary Acquisition and Use L.2.4 L.2.4b L.2.4c Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and content, choosing flexibly from an array of strategies. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). Use word parts to determine meanings of unknown words in fiction or nonfiction/ informational read-alouds and discussions Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). Unit 5 Reading Literature: Craft and Structure Language: Prefixes p. 130 Introducing Unit 5/Home Connect pp Unit 5 Common Core Review pp Unit 7 Reading Informational Text: Craft and Structure Foundational Skills Read Together: Our Town Is the Best! (prefixes un and re) p. 174 Foundational Skills Reader: New York City (prefixes un- and re-) pp Lesson 9: We the People Unit 1 Reading Literature: Key Ideas and Details Language: Related Words p. 38 Introducing Unit 1/Home Connect pp Unit 1 Common Core Review pp Copyright William H. Sadlier, Inc. All rights reserved. 115

116 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 11: Immigration CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 L.2.5 L.2.5a L.2.6 Use word parts to determine meanings of unknown words in fiction or nonfiction/ informational read-alouds and discussions Demonstrate understanding of word relationships and nuances in word meanings. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy) Provide synonyms and antonyms of selected core vocabulary words Determine the meaning of unknown and multiple meaning words and phrases in fiction or nonfiction/informational read-alouds and discussions Use words and phrases acquired through conversations, reading and being 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 1: E Pluribus Unum Lesson 4: From Ireland to New York City Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Real-Life Word Meanings p. 268 Introducing Unit 11/Home Connect pp Unit 11 Common Core Review pp Lesson 1: E Pluribus Unum Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 4: From Ireland to New York City Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity Lesson 7: A Mosaic of Immigrants Lesson 8: Becoming a Citizen Lesson 9: We the People Lesson 10: Immigration and Citizenship Lesson 5: Gold Mountain Lesson 3: Life in the City Lesson 6: A Land of Opportunity Lesson 10: Immigration and Citizenship Words to Know pp. 12, 14, 16, 18, 20, 22, 24, 26, 28, 58, 60, 62, 64, 66, 68, 70, 72, 74, 104, 106, 108, 110, 112, 114, 116, 118, 120, 156, 158, 160, 162, 164, 166, 168, 170, 172, 202, 204, 206, 208, 210, 212, 242, 244, 246, 248, 250, 252, 254, 256, 258 Unit 1 Reading Literature: Key Ideas and Details Language: Related Words p. 38 Unit 3 Reading Informational Text: Key Ideas and Details Language: Context Clues p. 84 Unit 5 Reading Literature: Craft and Structure Language: Prefixes p. 130 Unit 7 Reading Informational Text: Craft and Structure Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Language: Compound Words p. 182 Unit 9 Reading Literature: Integration of Knowledge and Ideas Language: Shades of Meaning p. 222 Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Real-Life Word Meanings p. 268 Copyright William H. Sadlier, Inc. All rights reserved. 116

117 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 11: Immigration CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Learn the meaning of common sayings and phrases Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy) Writing Handbook Step 3: Revising: Revising Checklist (Word Choice) p. 281 Lesson 2: A Little Giant Comes to America Lesson 5: Gold Mountain Lesson 1: E Pluribus Unum Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 4: From Ireland to New York City Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity Lesson 7: A Mosaic of Immigrants Lesson 8: Becoming a Citizen Lesson 9: We the People Lesson 10: Immigration and Citizenship Additional Goals Prior to listening to a read-aloud, identify orally what they know and have learned about a given topic Identify and express physical sensations, mental states, and emotions of self and others Make predictions (orally or in writing) prior to and during a read-aloud, based on the title, pictures, and/or text heard thus far, and then compare the actual outcomes to predictions Share writing with others Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 4: From Ireland to New York City Lesson 5: Gold Mountain Lesson 7: A Mosaic of Immigrants Lesson 8: Becoming a Citizen Lesson 1: E Pluribus Unum Lesson 3: Life in the City Lesson 4: From Ireland to New York City Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity Lesson 7: A Mosaic of Immigrants Lesson 10: Immigration and Citizenship Lesson 6: A Land of Opportunity Lesson 1: E Pluribus Unum Lesson 2: A Little Giant Comes to America Lesson 3: Life in the City Lesson 4: From Ireland to New York City Lesson 5: Gold Mountain Lesson 6: A Land of Opportunity Lesson 8: Becoming a Citizen Copyright William H. Sadlier, Inc. All rights reserved. 117

118 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 12: Fighting for a Cause CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Reading Standards for Literature Craft and Structure 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. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song Unit 5 Reading Literature: Craft and Structure Understanding Rhythm and Meaning: The Strange Tale of Cat R. Pillar (Poetry) pp Introducing Unit 5/Home Connect/Essential Question pp Close Reading: Making Tracks (Mystery) pp Unit 5 Common Core Review pp Lesson 1: People Who Fought for a Cause Lesson 2: Susan B. Anthony: An Advocate for Women s Rights Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Lesson 7: Martin Luther King Jr.: Defender of the Dream Lesson 8: Cesar Chavez: Protector of Workers Rights Reading Standards for Informational Text Key Ideas and Details 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. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational readaloud Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/informational read-aloud, including answering why questions that require recognizing cause/effect relationships Unit 3 Reading Informational Text: Key Ideas and Details Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Lesson 1: People Who Fought for a Cause Lesson 2: Susan B. Anthony: An Advocate for Women s Rights Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Lesson 7: Martin Luther King Jr.: Defender of the Dream Lesson 8: Cesar Chavez: Protector of Workers Rights Lesson 9: Celebrating Those Who Fought for a Cause Lesson 1: People Who Fought for a Cause Lesson 2: Susan B. Anthony: An Advocate for Women s Rights Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Lesson 7: Martin Luther King Jr.: Defender of the Dream Lesson 8: Cesar Chavez: Protector of Workers Rights Lesson 9: Celebrating Those Who Fought for a Cause Copyright William H. Sadlier, Inc. All rights reserved. 118

119 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 12: Fighting for a Cause CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RI.2.2 RI.2.3 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. Identify the main topic of a multiparagraph nonfiction/informational read-aloud as well as the focus of specific paragraphs within the text Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Unit 3 Reading Informational Text: Key Ideas and Details Identifying Topics: Jacques Cousteau (Biography) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Lesson 7: Martin Luther King Jr.: Defender of the Dream Unit 3 Reading Informational Text: Key Ideas and Details Describing Connections Between Ideas: Make Wild Animal Homes (Procedural Text) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Craft and Structure RI.2.4 RI.2.6 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a nonfiction/informational read-aloud Determine the meaning of words and phrases in a text relevant to a topic or subject area. Determine the meaning of unknown words and phrases in nonfiction/informational read-alouds and discussions Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Lesson 1: People Who Fought for a Cause Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Lesson 7: Martin Luther King Jr.: Defender of the Dream Unit 7 Reading Informational Text: Craft and Structure Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Introducing Unit 7/Home Connect/Essential Question pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp Unit 7 Common Core Review pp Lesson 1: People Who Fought for a Cause Lesson 2: Susan B. Anthony: An Advocate for Women s Rights Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Lesson 7: Martin Luther King Jr.: Defender of the Dream Lesson 8: Cesar Chavez: Protector of Workers Rights Lesson 9: Celebrating Those Who Fought for a Cause Unit 7 Reading Informational Text: Craft and Structure Determining an Author s Purpose: New Ways to Solve an Old Problem (Opinion Piece) pp Introducing Unit 7/Home Connect/Essential Question pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp Unit 7 Common Core Review pp Copyright William H. Sadlier, Inc. All rights reserved. 119

120 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 12: Fighting for a Cause CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Identify the main purpose of a nonfiction/informational read-aloud, including what the author wants to answer, explain, or describe Integration of Knowledge and Ideas RI.2.7 RI.2.8 RI.2.9 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with a nonfiction/informational read-aloud and explain how these graphics clarify the meaning of the read-aloud Describe how reasons support specific points the author makes in a text. Describe how reasons or facts support specific points the author makes in a nonfiction/informational read-aloud Compare and contrast the most important points presented by two texts on the same topic. Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational read-aloud or between two or more nonfiction/informational read-alouds Lesson 9: Celebrating Those Who Fought for a Cause Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Using Images to Understand Text: Toys and Games in Colonial Times (Magazine Article) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Lesson 2: Susan B. Anthony: An Advocate for Women s Rights Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Lesson 7: Martin Luther King Jr.: Defender of the Dream Lesson 8: Cesar Chavez: Protector of Workers Rights Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Finding Supporting Reasons: Toys and Games Are Better Today (Opinion Piece) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Lesson 9: Celebrating Those Who Fought for a Cause Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Comparing and Contrasting Texts: Colonial Children Were Lucky! (Opinion Piece) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Copyright William H. Sadlier, Inc. All rights reserved. 120

121 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 12: Fighting for a Cause CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Range of Reading and Level of Text Complexity 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. Unit 3 Reading Informational Text: Key Ideas and Details Introducing Unit 3/Home Connect/Essential Question pp Key Ideas and Details: Comprehension Check pp. 59, 61, 63, 65, 67, 69, 71, 73, 75, Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Identifying Topics: Jacques Cousteau (Biography) pp Describing Connections Between Ideas: Make Wild Animal Homes (Procedural Text) pp Foundational Skills Read Together: Animals That Carry Their Homes p. 76 Foundational Skills Reader: Moving Day! (vowel teams oi, oy, ow, ou) pp Close Reading: At Home in a Cave (Magazine Article) pp the Essential Question p. 83 Unit 3 Common Core Review: Weaver Bird Nests pp Unit 7 Reading Informational Text: Craft and Structure Introducing Unit 7/Home Connect/Essential Question pp Craft and Structure: Comprehension Check pp. 157, 159, 161, 163, 165, 167, 169, 171, 173, Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Using Text Features: Subway Way to Go! (Magazine Article) pp Determining an Author s Purpose: New Ways to Solve an Old Problem (Opinion Piece) pp Foundational Skills Read Together: Our Town Is the Best! p. 174 Foundational Skills Reader: New York City (two-syllable long vowel words; prefixes un- and re-) pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp the Essential Question p. 181 Unit 7 Common Core Review: Please Be Kind pp Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Introducing Unit 11/Home Connect/Essential Question pp Integration of Knowledge and Ideas: Comprehension Check pp. 237, 241, 245, Using Images to Understand Text: Toys and Games in Colonial Times (Magazine Article) pp Finding Supporting Reasons: Toys and Games Are Better Today (Opinion Piece) pp Comparing and Contrasting Texts: Colonial Children Were Lucky! (Opinion Piece) pp Copyright William H. Sadlier, Inc. All rights reserved. 121

122 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 12: Fighting for a Cause CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for Grades 2 4 Foundational Skills Read Together: Schools in Colonial Times p. 260 Foundational Skills Reader: Colonial Schools (inconsistent but common spellings; irregular spellings) pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp the Essential Question p. 267 Unit 11 Common Core Review: Welcome to Boston! pp Lesson 1: People Who Fought for a Cause Lesson 2: Susan B. Anthony: An Advocate for Women s Rights Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Lesson 7: Martin Luther King Jr.: Defender of the Dream Lesson 8: Cesar Chavez: Protector of Workers Rights Lesson 9: Celebrating Those Who Fought for a Cause Writing Standards Text Types and Purposes 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. Plan, draft, and edit 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 Production and Distribution of Writing Unit 8 Text Types and Purposes: Write Opinion Pieces Read a Student Model/Use a Chart to Plan Your Opinion Piece/Draft Your Opinion Piece pp Unit 8 Common Core Review: Revise/Publish Your Opinion Piece p. 198 Introducing Unit 8/Home Connect/Essential Question pp Lesson 2: Susan B. Anthony: An Advocate for Women s Rights Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Lesson 7: Martin Luther King Jr.: Defender of the Dream Lesson 8: Cesar Chavez: Protector of Workers Rights W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing Writing Handbook Step 1: Planning pp Step 2: Drafting p. 280 Step 3: Revising pp Step 4: Editing pp Step 5: Producing, Publishing, and Presenting p. 284 Lesson 9: Celebrating Those Who Fought for a Cause Copyright William H. Sadlier, Inc. All rights reserved. 122

123 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 12: Fighting for a Cause CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 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. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers Research to Build and Present Knowledge Writing Handbook Step 1: Planning: Research Tip (use the Internet) p. 278 Step 2: Drafting (use a computer to write) p. 280 Step 5: Producing, Publishing, and Presenting (use a computer) p. 284 See also Home Connect: (using technology/internet, also online activities: sadlierconnect.com) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226 (researching on the Internet), 240 (online news) Lesson 9: Celebrating Those Who Fought for a Cause W.2.8 Recall information from experiences or gather information from provided sources to answer a question. Make personal connections (orally or in writing) to events or experiences in a fiction or nonfiction/informational read-aloud and/or make connections among several read-alouds With assistance, categorize and organize facts and information within a given domain to answer questions Unit 6 Text Types and Purposes: Write Nonfictional Narratives Read a Student Model/Plan Your Nonfictional Narrative/Create Your Nonfictional Narrative (recount an amazing experience in nature) pp Unit 6 Common Core Review: Revise/Publish Your Nonfictional Narrative p. 146 Introducing Unit 6/Home Connect/Essential Question pp Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Speaking and Listening: Return to the Essential Question (how do writers gather and present information?) p. 236 Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Introducing Unit 10/Home Connect/Essential Question pp Writing Handbook Step 1: Planning: Research Tip (gather information) p. 278 Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 2: Susan B. Anthony: An Advocate for Women s Rights Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Lesson 7: Martin Luther King Jr.: Defender of the Dream Lesson 8: Cesar Chavez: Protector of Workers Rights Copyright William H. Sadlier, Inc. All rights reserved. 123

124 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 12: Fighting for a Cause CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Speaking and Listening Standards Comprehension and Collaboration SL.2.1 SL.2.1a SL.2.1b SL.2.1c Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and large groups. 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). Use agreed-upon rules for group discussions, e.g., look at and listen to the speaker, raise hand to speak, take turns, say excuse me or please, etc. Build on others talk in conversations by linking their comments to the remarks of others. Carry on and participate in a conversation over at least six turns, staying on topic, linking their comments to the remarks of others, with either an adult or another child of the same age Ask for clarification and further explanation as needed about the topics and texts under discussion. the Essential Question (discuss ideas with the class/remember rules for being a good speaker and listener) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: People Who Fought for a Cause Lesson 2: Susan B. Anthony: An Advocate for Women s Rights Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Lesson 7: Martin Luther King Jr.: Defender of the Dream Lesson 8: Cesar Chavez: Protector of Workers Rights Lesson 9: Celebrating Those Who Fought for a Cause the Essential Question (Did I: Add to what others said?) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: People Who Fought for a Cause Lesson 2: Susan B. Anthony: An Advocate for Women s Rights Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Lesson 7: Martin Luther King Jr.: Defender of the Dream Lesson 8: Cesar Chavez: Protector of Workers Rights Lesson 9: Celebrating Those Who Fought for a Cause the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 Copyright William H. Sadlier, Inc. All rights reserved. 124

125 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 12: Fighting for a Cause CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 SL.2.2 SL.2.3 Ask questions to clarify information about the topic in a fiction or nonfiction/informational readaloud Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Retell (orally or in writing) important facts and information from a fiction or nonfiction/informational read-aloud 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. Ask questions to clarify directions, exercises, classroom routines and/or what a speaker says about a topic to gather additional information, or deepen understanding of a topic or issue Presentation of Knowledge and Ideas See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: People Who Fought for a Cause Lesson 2: Susan B. Anthony: An Advocate for Women s Rights Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Lesson 7: Martin Luther King Jr.: Defender of the Dream Lesson 8: Cesar Chavez: Protector of Workers Rights Lesson 9: Celebrating Those Who Fought for a Cause the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality Unit 3 Reading Informational Text: Key Ideas and Details Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: People Who Fought for a Cause Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. the Essential Question (discuss ideas with the class) pp. 37, 79, 129, 181, 217, 267 Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 Copyright William H. Sadlier, Inc. All rights reserved. 125

126 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 12: Fighting for a Cause CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 SL.2.5 SL.2.6 Recount a personal experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences 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. 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 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Language.) Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42 (make up stories), 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: People Who Fought for a Cause Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Unit 9 Reading Literature: Integration of Knowledge and Ideas Using Words and Illustrations: Coyote and the Fire Quest: A Native American Folktale (Folktale) pp See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10 (sketch pictures), 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: People Who Fought for a Cause Lesson 2: Susan B. Anthony: An Advocate for Women s Rights Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Lesson 7: Martin Luther King Jr.: Defender of the Dream Lesson 8: Cesar Chavez: Protector of Workers Rights Lesson 9: Celebrating Those Who Fought for a Cause Language Standards Vocabulary Acquisition and Use L.2.5 L.2.5a Demonstrate understanding of word relationships and nuances in word meanings. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy) Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Real-Life Word Meanings p. 268 Introducing Unit 11/Home Connect pp Unit 11 Common Core Review pp Lesson 1: People Who Fought for a Cause Lesson 2: Susan B. Anthony: An Advocate for Women s Rights Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Copyright William H. Sadlier, Inc. All rights reserved. 126

127 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 12: Fighting for a Cause CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 L.2.5b L.2.6 Determine the meaning of unknown and multiple meaning words and phrases in fiction or nonfiction/informational read-alouds and discussions Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny) Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). Learn the meaning of common sayings and phrases Use words and phrases acquired through conversations, reading and being 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: Martin Luther King Jr.: Defender of the Dream Lesson 8: Cesar Chavez: Protector of Workers Rights Lesson 9: Celebrating Those Who Fought for a Cause Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Unit 9 Reading Literature: Integration of Knowledge and Ideas Language: Shades of Meaning p. 222 Introducing Unit 9/Home Connect pp Unit 9 Common Core Review pp Lesson 5: Jackie Robinson: Champion of Equality Words to Know pp. 12, 14, 16, 18, 20, 22, 24, 26, 28, 58, 60, 62, 64, 66, 68, 70, 72, 74, 104, 106, 108, 110, 112, 114, 116, 118, 120, 156, 158, 160, 162, 164, 166, 168, 170, 172, 202, 204, 206, 208, 210, 212, 242, 244, 246, 248, 250, 252, 254, 256, 258 Unit 1 Reading Literature: Key Ideas and Details Language: Related Words p. 38 Unit 3 Reading Informational Text: Key Ideas and Details Language: Context Clues p. 84 Unit 5 Reading Literature: Craft and Structure Language: Prefixes p. 130 Unit 7 Reading Informational Text: Craft and Structure Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Language: Compound Words p. 182 Unit 9 Reading Literature: Integration of Knowledge and Ideas Language: Shades of Meaning p. 222 Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Real-Life Word Meanings p. 268 Writing Handbook Step 3: Revising: Revising Checklist (Word Choice) p. 281 Lesson 1: People Who Fought for a Cause Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 1: People Who Fought for a Cause Lesson 2: Susan B. Anthony: An Advocate for Women s Rights Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Lesson 7: Martin Luther King Jr.: Defender of the Dream Copyright William H. Sadlier, Inc. All rights reserved. 127

128 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Domain 12: Fighting for a Cause CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Lesson 8: Cesar Chavez: Protector of Workers Rights Lesson 9: Celebrating Those Who Fought for a Cause Additional Goals Prior to listening to a read-aloud, identify (orally or in writing) what they know and have learned that may be related to the specific story or topic to be read aloud Identify and express physical sensations, mental states, and emotions of self and others Share writing with others Use knowledge of the meaning of individual words to predict the meaning of compound words Lesson 2: Susan B. Anthony: An Advocate for Women s Rights Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Lesson 7: Martin Luther King Jr.: Defender of the Dream Lesson 8: Cesar Chavez: Protector of Workers Rights Lesson 9: Celebrating Those Who Fought for a Cause Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 4: Mary McLeod Bethune: A Dedicated Teacher Lesson 5: Jackie Robinson: Champion of Equality Lesson 6: Rosa Parks: The Mother of the Civil Rights Movement Lesson 7: Martin Luther King Jr.: Defender of the Dream Lesson 8: Cesar Chavez: Protector of Workers Rights Lesson 3: Eleanor Roosevelt: A Voice for Human Rights Lesson 9: Celebrating Those Who Fought for a Cause Lesson 7: Martin Luther King Jr.: Defender of the Dream Copyright William H. Sadlier, Inc. All rights reserved. 128

129 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 1 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Reading Standards for Literature Range of Reading and Level of Text Complexity 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. Unit 1 Reading Literature: Key Ideas and Details Introducing Unit 1/Home Connect/Essential Question pp Key Ideas and Details: Comprehension Check pp. 13, 15, 17, 19, 21, 23, 25, 27, 29, Understanding Key Story Details: The Pizza Pain (Realistic Fiction) pp Determining a Story s Central Message: Leon and Max (Fable) pp Understanding Character Actions: The Mad Glad Mystery (Adventure Story) pp Foundational Skills Read Together: Lunch or Not? p. 30 Foundational Skills Reader: The Big Meal Deal (Short Vowels; Long Vowels (CVCe Vowel teams) pp the Essential Question p. 37 Close Reading: Bo Lends a Paw (Fantasy) pp Unit 1 Common Core Review: Ting s Sleepy Morning pp Unit 5 Reading Literature: Craft and Structure Introducing Unit 5/Home Connect/Essential Question pp Craft and Structure: Comprehension Check pp. 105, 107, 109, 111, 113, 115, 117, 119, 121, Understanding Rhythm and Meaning: The Strange Tale of Cat R. Pillar (Poetry) pp Describing Story Structure: Benny and the Sea Monster (Realistic Fiction) pp Understanding Character Point of View: Squirrel and Frog Outsmart Fox (Play) pp Foundational Skills Read Together: A School for Fish? p. 122 Foundational Skills Reader: Dawn s Pet (vowel teams oo, ul, ow, au) pp Close Reading: Making Tracks (Mystery) pp the Essential Question p. 129 Unit 5 Common Core Review: A Bug for Dee pp Unit 9 Reading Literature: Integration of Knowledge and Ideas Introducing Unit 9/Home Connect/Essential Question pp Integration of Knowledge and Ideas: Comprehension Check pp. 203, 205, 207, , 213, Using Words and Illustrations: Coyote and the Fire Quest: A Native American Folktale (Folktale) pp Comparing and Contrasting Stories: Mantis and the Fire Trick: An African Folktale (Folktale) pp Foundational Skills Read Together: How the Camel Got Her Hump p. 214 Copyright William H. Sadlier, Inc. All rights reserved. 129

130 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 1 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Read and understand decodable text of appropriate complexity for Grades 2 3 that incorporates the specific code knowledge taught Foundational Skills Reader: The Smallest Cat (suffixes -ful, -less, -ness, -ly, -er, -est) pp Close Reading: Coyote and Turtle (Folktale)/ Mr. Rabbit and Mr. Fox pp the Essential Question p. 221 Unit 9 Common Core Review: Anansi s Long Legs pp Performance Task 1 Part 1: Literary Analysis pp Part 2: Narrative Writing pp. 147, 150 Performance Task 2 Part 1: Literary Analysis pp Part 2: Narrative Writing pp. 271, 274 Lesson 8: Assessment The Beach Lesson 11: Tricky Words: the, he, she, we, be, me; Double Letter Spellings bb, cc, ck, dd, ff, gg, ll Lesson 12: Tricky Words: was, of, a; Double Letter Spellings mm, nn, pp, rr, ss, tt, zz Reading Standards for Informational Text Range of Reading and Level of Text Complexity 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. Unit 3 Reading Informational Text: Key Ideas and Details Introducing Unit 3/Home Connect/Essential Question pp Key Ideas and Details: Comprehension Check pp. 59, 61, 63, 65, 67, 69, 71, 73, 75, Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Identifying Topics: Jacques Cousteau (Biography) pp Describing Connections Between Ideas: Make Wild Animal Homes (Procedural Text) pp Foundational Skills Read Together: Animals That Carry Their Homes p. 76 Foundational Skills Reader: Moving Day! (vowel teams oi, oy, ow, ou) pp Close Reading: At Home in a Cave (Magazine Article) pp the Essential Question p. 83 Unit 3 Common Core Review: Weaver Bird Nests pp Unit 7 Reading Informational Text: Craft and Structure Introducing Unit 7/Home Connect/Essential Question pp Craft and Structure: Comprehension Check pp. 157, 159, 161, 163, 165, 167, 169, 171, 173, Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Using Text Features: Subway Way to Go! (Magazine Article) pp Copyright William H. Sadlier, Inc. All rights reserved. 130

131 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 1 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Read independently and demonstrate understanding of nonfiction/informational text in the Grades 2 3 text complexity band proficiently, with scaffolding as needed at the high end of the range Determining an Author s Purpose: New Ways to Solve an Old Problem (Opinion Piece) pp Foundational Skills Read Together: Our Town Is the Best! p. 174 Foundational Skills Reader: New York City (two-syllable long vowel words; prefixes un- and re-) pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp the Essential Question p. 181 Unit 7 Common Core Review: Please Be Kind pp Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Introducing Unit 11/Home Connect/Essential Question pp Integration of Knowledge and Ideas: Comprehension Check pp. 237, 241, 245, Using Images to Understand Text: Toys and Games in Colonial Times (Magazine Article) pp Finding Supporting Reasons: Toys and Games Are Better Today (Opinion Piece) pp Comparing and Contrasting Texts: Colonial Children Were Lucky! (Opinion Piece) pp Foundational Skills Read Together: Schools in Colonial Times p. 260 Foundational Skills Reader: Colonial Schools (inconsistent but common spellings; irregular spellings) pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp the Essential Question p. 267 Unit 11 Common Core Review: Welcome to Boston! pp Lesson 8: Assessment The Beach Reading Standards for Foundational Skills Phonics and Word Recognition RF.2.3 RF.2.3a Know and apply grade-level phonics and word analysis skills in decoding words. Distinguish long and short vowels when reading regularly spelled one-syllable words. Unit 1 Reading Literature: Key Ideas and Details Foundational Skills Read Together: Lunch or Not? (long and short vowels) p. 30 Foundational Skills Reader: The Big Meal Deal (Short Vowels; Long Vowels (CVCe vowel teams)) pp Copyright William H. Sadlier, Inc. All rights reserved. 131

132 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 1 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RF.2.3c Use knowledge of the letter sound correspondences that have been taught to distinguish and correctly read long and short vowels in one-syllable words Unit 1: a > /a/; e > /e/; i > /i/; o > /o/; u > /u/ Decode regularly spelled two-syllable words with long vowels. Decode two-syllable words with any combination of the following syllable types: closed syllables; magic e syllables; vowel digraph syllables; r-controlled syllables; open syllables; consonant LE syllables Lesson 1: Basic Code Spellings for /a/, /i/, /p/, /b/, /t/, /d/ Lesson 2: Basic Code Spellings for /o/, /e/, /u/, /k/, /g/ Lesson 3: Basic Code Spellings for /k/, /j/, /v/, /f/, /h/, /l/ Lesson 4: Basic Code Spellings for /th/, /th/, /n/, /ng/, /sh/, /ch/ Lesson 5: Basic Code Spellings for /s/, /z/, /m/, /w/, /r/, /y/, /x/, /qu/ Lesson 8: Assessment The Beach Lesson 11: Tricky Words: the, he, she, we, be, me; Double Letter Spellings bb, cc, ck, dd, ff, gg, ll Lesson 12: Tricky Words: was, of, a; Double Letter Spellings mm, nn, pp, rr, ss, tt, zz Unit 7 Reading Informational Text: Craft and Structure Foundational Skills Read Together: Our Town Is the Best! (two-syllable words with long vowels) p. 174 Foundational Skills Reader: New York City (two-syllable long vowel words) pp Lesson 13: Read Two-Syllable Words RF.2.3d Decode words with common prefixes and suffixes. Unit 5 Reading Literature: Craft and Structure Language: Prefixes p. 130 RF.2.3e Read and write words with the following inflectional endings and suffixes: Unit 1: ing, ed Identify words with inconsistent but common spelling-sound correspondences. Introducing Unit 5/Home Connect pp Unit 5 Common Core Review pp Unit 7 Reading Informational Text: Craft and Structure Foundational Skills Read Together: Our Town Is the Best! (prefixes un and re) p. 174 Foundational Skills Reader: New York City (prefixes un- and re-) pp Unit 9 Reading Literature: Integration of Knowledge and Ideas Foundational Skills Read Together: How the Camel Got Her Hump (suffixes -ful, -less, -ness, -ly, -er, -est) p. 214 Foundational Skills Reader: The Smallest Cat (suffixes -ful, -less, -ness, -ly, -er, -est) pp Lesson 13: Read Two-Syllable Words Lesson 16: Spelling Alternatives qu, wh, wr, kn Lesson 19: Past Tense ed Lesson 20: Tricky Spelling s Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Foundational Skills Read Together: Schools in Colonial Times (inconsistent but common spellings; irregular spellings) p. 260 Foundational Skills Reader: Colonial Schools (inconsistent but common spellings; irregular spellings) pp Copyright William H. Sadlier, Inc. All rights reserved. 132

133 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 1 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RF.2.3f Fluency RF.2.4 Read and write words with the following lettersound correspondences: 'a' as /a/ (hat), /ae/ (paper), /ә/ (about), or /aw/ (wall); i as /i/ (hit), /ie/ (item), or /ee/ (ski); 'o' as /o/ (hop), /oe/ (open), or /u/ (son); 'e' as /e/ (pet), /ee/ (me), or /ә/ (debate); 'u' as /ue/ (unit) or /u/ (but); y as /y/ (yes), /ie/ (try), /i/ (myth), or /ee/ (funny); 'ir' (bird), 'ur' (hurt), or 'er' as /er/ (her); 'ar' > /ar/ (car) or /or/ (war); 'al > /ә/ + /l/ (animal); il > /ә/ + /l/ (pencil); ul > /ә/ + /l/ (awful); el > /ә/ + /l/ (travel), le > /ә/ + /l/ (apple); tion > /sh/ + /ә/ + /n/; ph > /f/ (phone); ch > /k/ (school); 'wa' > /o/ (water) Recognize and read grade-appropriate irregularly spelled words. Read the following tricky words Unit 1: he, she, we, be, me, the, was, of, a, do, down, how, to, two, what, where, why, from, once, one, could, would, should, there, said, says, why, word Read with sufficient accuracy and fluency to support comprehension. Read decodable text that incorporates the lettersound correspondences taught with sufficient accuracy and fluency to support comprehension Lesson 1: Basic Code Spellings for /a/, /i/, /p/, /b/, /t/, /d/ Lesson 2: Basic Code Spellings for /o/, /e/, /u/, /k/, /g/ Lesson 3: Basic Code Spellings for /k/, /j/, /v/, /f/, /h/, /l/ Lesson 4: Basic Code Spellings for /th/, /th/, /n/, /ng/, /sh/, /ch/ Lesson 5: Basic Code Spellings for /s/, /z/, /m/, /w/, /r/, /y/, /x/, /qu/ Lesson 8: Assessment The Beach Lesson 11: Tricky Words: the, he, she, we, be, me; Double Letter Spellings bb, cc, ck, dd, ff, gg, ll Lesson 13: Read Two-Syllable Words Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Foundational Skills Read Together: Schools in Colonial Times (inconsistent but common spellings; irregular spellings) p. 260 Foundational Skills Reader: Colonial Schools (inconsistent but common spellings; irregular spellings) pp Lesson 11: Tricky Words: the, he, she, we, be, me; Double Letter Spellings bb, cc, ck, dd, ff, gg, ll Lesson 12: Tricky Words: was, of, a; Double Letter Spellings mm, nn, pp, rr, ss, tt, zz Lesson 13: Read Two-Syllable Words Lesson 14: Tricky Words: do, down, how, to; Tricky Spelling g Lesson 15: Tricky Spelling c Lesson 16: Spelling Alternatives qu, wh, wr, kn Lesson 17: Tricky Words: what, where, why, from; Spelling Alternatives ge, ve Lesson 18: Tricky Words: once, one; Spelling Alternatives se, ce, tch Lesson 19: Past Tense ed Lesson 20: Tricky Spelling s Lesson 21: Tricky Spelling n ; Tricky Words: could, would, should Lesson 22: Tricky Words: there, said, says, word; Unit Assessment Lesson 1: Basic Code Spellings for /a/, /i/, /p/, /b/, /t/, /d/ Lesson 2: Basic Code Spellings for /o/, /e/, /u/, /k/, /g/ Lesson 3: Basic Code Spellings for /k/, /j/, /v/, /f/, /h/, /l/ Lesson 4: Basic Code Spellings for /th/, /th/, /n/, /ng/, /sh/, /ch/ Lesson 5: Basic Code Spellings for /s/, /z/, /m/, /w/, /r/, /y/, /x/, /qu/ Lesson 6: Assessment Snacks Lesson 7: Assessment Prince Vincent Lesson 8: Assessment The Beach Lesson 9: Assessment Sink or Float Lesson 11: Tricky Words: the, he, she, we, be, me; Double Letter Spellings bb, cc, ck, dd, ff, gg, ll Copyright William H. Sadlier, Inc. All rights reserved. 133

134 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 1 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RF.2.4a RF.2.4b Read grade-level text with purpose and understanding. Read and understand decodable text that incorporates letter-sound correspondences taught with purpose and understanding Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Lesson 12: Tricky Words: was, of, a; Double Letter Spellings mm, nn, pp, rr, ss, tt, zz Lesson 14: Tricky Words: do, down, how, to; Tricky Spelling g Lesson 15: Tricky Spelling c Lesson 16: Spelling Alternatives qu, wh, wr, kn Lesson 17: Tricky Words: what, where, why, from; Spelling Alternatives ge, ve Lesson 18: Tricky Words: once, one; Spelling Alternatives se, ce, tch Lesson 19: Past Tense ed Lesson 21: Tricky Spelling n ; Tricky Words: could, would, should Lesson 22: Tricky Words: there, said, says, word; Unit Assessment Unit 1 Reading Literature: Key Ideas and Details Foundational Skills Reader: The Big Meal Deal (Fluency: Read with purpose and understanding) pp Lesson 1: Basic Code Spellings for /a/, /i/, /p/, /b/, /t/, /d/ Lesson 2: Basic Code Spellings for /o/, /e/, /u/, /k/, /g/ Lesson 3: Basic Code Spellings for /k/, /j/, /v/, /f/, /h/, /l/ Lesson 4: Basic Code Spellings for /th/, /th/, /n/, /ng/, /sh/, /ch/ Lesson 5: Basic Code Spellings for /s/, /z/, /m/, /w/, /r/, /y/, /x/, /qu/ Lesson 6: Assessment Snacks Lesson 7: Assessment Prince Vincent Lesson 8: Assessment The Beach Lesson 9: Assessment Sink or Float Lesson 11: Tricky Words: the, he, she, we, be, me; Double Letter Spellings bb, cc, ck, dd, ff, gg, ll Lesson 12: Tricky Words: was, of, a; Double Letter Spellings mm, nn, pp, rr, ss, tt, zz Lesson 14: Tricky Words: do, down, how, to; Tricky Spelling g Lesson 15: Tricky Spelling c Lesson 16: Spelling Alternatives qu, wh, wr, kn Lesson 17: Tricky Words: what, where, why, from; Spelling Alternatives ge, ve Lesson 18: Tricky Words: once, one; Spelling Alternatives se, ce, tch Lesson 19: Past Tense ed Lesson 21: Tricky Spelling n ; Tricky Words: could, would, should Lesson 22: Tricky Words: there, said, says, word; Unit Assessment Unit 3 Reading Informational Text: Key Ideas and Details Foundational Skills Reader: Moving Day! (Fluency: Use punctuation) pp Unit 5 Reading Literature: Craft and Structure Foundational Skills Reader: Dawn s Pet (Fluency: Read in phrases) pp Unit 9 Reading Literature: Integration of Knowledge and Ideas Foundational Skills Reader: The Smallest Cat ((Fluency: Read with expression) pp Copyright William H. Sadlier, Inc. All rights reserved. 134

135 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 1 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RF.2.4c Read decodable text that incorporates the lettersound correspondences taught with increased accuracy, appropriate rate, and expression on successive readings Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary Additional Goals Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Foundational Skills Reader: Colonial Schools (Fluency: Read words with special print) pp Lesson 14: Tricky Words: do, down, how, to; Tricky Spelling g Lesson 15: Tricky Spelling c Lesson 19: Past Tense ed Unit 3 Reading Informational Text: Key Ideas and Details Language: Context Clues p. 84 Introducing Unit 3/Home Connect pp Unit 3 Common Core Review pp Unit 7 Reading Informational Text: Craft and Structure Foundational Skills Reader: New York City (Fluency: Use context) pp Lesson 1: Basic Code Spellings for /a/, /i/, /p/, /b/, /t/, /d/ Lesson 2: Basic Code Spellings for /o/, /e/, /u/, /k/, /g/ Lesson 3: Basic Code Spellings for /k/, /j/, /v/, /f/, /h/, /l/ Lesson 4: Basic Code Spellings for /th/, /th/, /n/, /ng/, /sh/, /ch/ Lesson 5: Basic Code Spellings for /s/, /z/, /m/, /w/, /r/, /y/, /x/, /qu/ Lesson 6: Assessment Snacks Lesson 7: Assessment Prince Vincent Lesson 8: Assessment The Beach Lesson 9: Assessment Sink or Float Read and write words in which c > /k/ as in cat or /s/ as in city; g > /g/ as in got or /j/ as in gem Lesson 14: Tricky Words: do, down, how, to; Tricky Spelling g Lesson 15: Tricky Spelling c Lesson 16: Spelling Alternatives qu, wh, wr, kn Lesson 18: Tricky Words: once, one; Spelling Alternatives se, ce, tch Lesson 20: Tricky Spelling s Speaking and Listening Standards Presentation of Knowledge and Ideas SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Language.) Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 7: Assessment Prince Vincent Copyright William H. Sadlier, Inc. All rights reserved. 135

136 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 1 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Language Standards Conventions of Standard English L.2.1 L.2.1d L.2.1f L.2.2 L.2.2d Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). Use both regular and irregular past-, present-, and future-tense verbs orally and in own writing 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). Use and expand complete simple and compound sentences orally and in own writing Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Generalize learned spelling patterns when writing words (e.g., cage badge; boy boil). Spell and write one-syllable words using the lettersound correspondences taught in, using the Individual Code Chart as needed Vocabulary Acquisition and Use Unit 4 Text Types and Purposes: Write Informational Texts Language: Irregular Past-Tense Verbs p. 94 Introducing Unit 4/Home Connect pp Unit 4 Common Core Review pp Lesson 19: Past Tense ed Unit 10 Research to Build and Present Knowledge: Write Research Reports Language: Simple Sentences pp Language: Compound Sentences pp Introducing Unit 10/Home Connect pp Unit 10 Common Core Review pp Lesson 10: Assessment Word Reading Placement Writing Handbook Step 4: Editing: Editing Checklist (use a dictionary) p. 283 Lesson 1: Basic Code Spellings for /a/, /i/, /p/, /b/, /t/, /d/ Lesson 2: Basic Code Spellings for /o/, /e/, /u/, /k/, /g/ Lesson 3: Basic Code Spellings for /k/, /j/, /v/, /f/, /h/, /l/ Lesson 4: Basic Code Spellings for /th/, /th/, /n/, /ng/, /sh/, /ch/ Lesson 5: Basic Code Spellings for /s/, /z/, /m/, /w/, /r/, /y/, /x/, /qu/ Lesson 10: Assessment Word Reading Placement Lesson 15: Tricky Spelling c Lesson 21: Tricky Spelling n ; Tricky Words: could, would, should Lesson 22: Tricky Words: there, said, says, word; Unit Assessment L.2.4 L.2.4d Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and content, choosing flexibly from an array of strategies. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). Unit 7 Reading Informational Text: Craft and Structure Language: Compound Words p. 182 Introducing Unit 7/Home Connect pp Unit 7 Common Core Review p. 183 Copyright William H. Sadlier, Inc. All rights reserved. 136

137 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 1 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly, bookshelf, notebook, bookmark) Lesson 6: Assessment Snacks Lesson 9: Assessment Sink or Float Copyright William H. Sadlier, Inc. All rights reserved. 137

138 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 2 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Reading Standards for Literature Key Ideas and Details RL.2.1 RL.2.2 RL.2.3 Craft and Structure RL.2.5 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fiction text read independently Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Recount fables and folktales read independently, identifying specific features of the genre represented in the story, as well as the central message, lesson, or moral Describe how characters in a story respond to major events and challenges. Describe how characters in a fiction text that has been read independently respond to major events and challenges Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Unit 1 Reading Literature: Key Ideas and Details Understanding Key Story Details: The Pizza Pain (Realistic Fiction) pp Introducing Unit 1/Home Connect/Essential Question pp Close Reading: Bo Lends a Paw (Fantasy) pp Unit 1 Common Core Review pp Lesson 1: Basic Code Review /ae/ and /ie/; Tricky Words I, you, your, street Lesson 2: Basic Code Review /oe/ and /ue/; Tricky Words my, by, have Lesson 3: Basic Code Spellings /ee/ Lesson 4: Grammar Quotation Marks; Tricky Words all, who Lesson 5: Tricky Spelling oo ; Tricky Words no, go, so Lesson 9: Grammar Quotation Marks Lesson 10: Basic Code Review /er/; Tricky Words they, their Lesson 12: Writing a Narrative Planning Lesson 13: Writing a Narrative Editing; Antonyms Lesson 15: Antonyms, Review Unit 1 Reading Literature: Key Ideas and Details Determining a Story s Central Message: Leon and Max (Fable) pp Introducing Unit 1/Home Connect/Essential Question pp Close Reading: Bo Lends a Paw (Fantasy) pp Unit 1 Common Core Review pp Lesson 2: Basic Code Review /oe/ and /ue/; Tricky Words my, by, have Lesson 10: Basic Code Review /er/; Tricky Words they, their Unit 1 Reading Literature: Key Ideas and Details Understanding Character Actions: The Mad Glad Mystery (Adventure Story) pp Introducing Unit 1/Home Connect/Essential Question pp Close Reading: Bo Lends a Paw (Fantasy) pp Unit 1 Common Core Review pp Lesson 2: Basic Code Review /oe/ and /ue/; Tricky Words my, by, have Lesson 10: Basic Code Review /er/; Tricky Words they, their Unit 5 Reading Literature: Craft and Structure Describing Story Structure: Benny and the Sea Monster (Realistic Fiction) pp Copyright William H. Sadlier, Inc. All rights reserved. 138

139 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 2 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Introducing Unit 5/Home Connect/Essential Question pp Close Reading: Making Tracks (Mystery) pp Unit 5 Common Core Review pp RL.2.6 Describe the following story elements: characters, setting, and plot, including how the beginning introduces the story and the ending concludes the action Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud Integration of Knowledge and Ideas 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. Use information gained from the illustrations and words in a text read independently to demonstrate understanding of its characters, setting, or plot Range of Reading and Level of Text Complexity 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 1: Basic Code Review /ae/ and /ie/; Tricky Words I, you, your, street Lesson 2: Basic Code Review /oe/ and /ue/; Tricky Words my, by, have Lesson 10: Basic Code Review /er/; Tricky Words they, their Unit 5 Reading Literature: Craft and Structure Understanding Character Point of View: Squirrel and Frog Outsmart Fox (Play) pp Introducing Unit 5/Home Connect/Essential Question pp Close Reading: Making Tracks (Mystery) pp Unit 5 Common Core Review pp Lesson 4: Grammar Quotation Marks; Tricky Words all, who Lesson 5: Tricky Spelling oo ; Tricky Words no, go, so Lesson 9: Grammar Quotation Marks Lesson 12: Writing a Narrative Planning Lesson 13: Writing a Narrative Editing; Antonyms Lesson 15: Antonyms, Review Unit 9 Reading Literature: Integration of Knowledge and Ideas Using Words and Illustrations: Coyote and the Fire Quest: A Native American Folktale (Folktale) pp Introducing Unit 9/Home Connect/Essential Question pp Close Reading: Coyote and Turtle (Folktale)/ Mr. Rabbit and Mr. Fox pp Unit 9 Common Core Review pp Lesson 2: Basic Code Review /oe/ and /ue/; Tricky Words my, by, have Lesson 10: Basic Code Review /er/; Tricky Words they, their Unit 1 Reading Literature: Key Ideas and Details Introducing Unit 1/Home Connect/Essential Question pp Key Ideas and Details: Comprehension Check pp. 13, 15, 17, 19, 21, 23, 25, 27, 29, Understanding Key Story Details: The Pizza Pain (Realistic Fiction) pp Determining a Story s Central Message: Leon and Max (Fable) pp Understanding Character Actions: The Mad Glad Mystery (Adventure Story) pp Copyright William H. Sadlier, Inc. All rights reserved. 139

140 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 2 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Foundational Skills Read Together: Lunch or Not? p. 30 Foundational Skills Reader: The Big Meal Deal (Short Vowels; Long Vowels (CVCe Vowel teams) pp the Essential Question p. 37 Close Reading: Bo Lends a Paw (Fantasy) pp Unit 1 Common Core Review: Ting s Sleepy Morning pp Unit 5 Reading Literature: Craft and Structure Introducing Unit 5/Home Connect/Essential Question pp Craft and Structure: Comprehension Check pp. 105, 107, 109, 111, 113, 115, 117, 119, 121, Understanding Rhythm and Meaning: The Strange Tale of Cat R. Pillar (Poetry) pp Describing Story Structure: Benny and the Sea Monster (Realistic Fiction) pp Understanding Character Point of View: Squirrel and Frog Outsmart Fox (Play) pp Foundational Skills Read Together: A School for Fish? p. 122 Foundational Skills Reader: Dawn s Pet (vowel teams oo, ul, ow, au) pp Close Reading: Making Tracks (Mystery) pp the Essential Question p. 129 Unit 5 Common Core Review: A Bug for Dee pp Unit 9 Reading Literature: Integration of Knowledge and Ideas Introducing Unit 9/Home Connect/Essential Question pp Integration of Knowledge and Ideas: Comprehension Check pp. 203, 205, 207, , 213, Using Words and Illustrations: Coyote and the Fire Quest: A Native American Folktale (Folktale) pp Comparing and Contrasting Stories: Mantis and the Fire Trick: An African Folktale (Folktale) pp Foundational Skills Read Together: How the Camel Got Her Hump p. 214 Foundational Skills Reader: The Smallest Cat (suffixes -ful, -less, -ness, -ly, -er, -est) pp Close Reading: Coyote and Turtle (Folktale)/ Mr. Rabbit and Mr. Fox pp the Essential Question p. 221 Unit 9 Common Core Review: Anansi s Long Legs pp Performance Task 1 Part 1: Literary Analysis pp Part 2: Narrative Writing pp. 147, 150 Performance Task 2 Part 1: Literary Analysis pp Part 2: Narrative Writing pp. 271, 274 Copyright William H. Sadlier, Inc. All rights reserved. 140

141 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 2 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Read and understand decodable text of appropriate complexity for Grades 2 3 that incorporates the specific code knowledge taught Lesson 1: Basic Code Review /ae/ and /ie/; Tricky Words I, you, your, street Lesson 2: Basic Code Review /oe/ and /ue/; Tricky Words my, by, have Lesson 10: Basic Code Review /er/; Tricky Words they, their Reading Standards for Foundational Skills Phonics and Word Recognition RF.2.3 RF.2.3a RF.2.3c Know and apply grade-level phonics and word analysis skills in decoding words. Distinguish long and short vowels when reading regularly spelled one-syllable words. Use knowledge of the letter sound correspondences that have been taught to distinguish and correctly read long and short vowels in one-syllable words Unit 2: a_e > /ae/; ee > /ee/; i_e > /ie/; o_e > /oe/; u_e > /ue/ Decode regularly spelled two-syllable words with long vowels. Decode two-syllable words with any combination of the following syllable types: closed syllables; magic e syllables; vowel digraph syllables; r-controlled syllables; open syllables; and consonant LE syllables Unit 1 Reading Literature: Key Ideas and Details Foundational Skills Read Together: Lunch or Not? (long and short vowels) p. 30 Foundational Skills Reader: The Big Meal Deal (Short Vowels; Long Vowels (CVCe vowel teams)) pp Lesson 2: Basic Code Review /oe/ and /ue/; Tricky Words my, by, have Lesson 3: Basic Code Spellings /ee/ Lesson 5: Tricky Spelling oo ; Tricky Words no, go, so Lesson 6: Writing a Narrative Planning; Tricky Words are, were, some Lesson 7: Writing a Narrative Drafting; Basic Code ou and ow for /ou/ Lesson 8: Writing a Narrative Editing; Basic Code oi and oy for /oy/ Lesson 10: Basic Code Review /er/; Tricky Words they, their Lesson 11: Basic Code Review /or/ and /ar/ Lesson 14: Writing a Narrative Editing; Antonyms Unit 7 Reading Informational Text: Craft and Structure Foundational Skills Read Together: Our Town Is the Best! (two-syllable words with long vowels) p. 174 Foundational Skills Reader: New York City (two-syllable long vowel words) pp Lesson 2: Basic Code Review /oe/ and /ue/; Tricky Words my, by, have Lesson 5: Tricky Spelling oo ; Tricky Words no, go, so RF.2.3d Decode words with common prefixes and suffixes. Unit 5 Reading Literature: Craft and Structure Language: Prefixes p. 130 Introducing Unit 5/Home Connect pp Unit 5 Common Core Review pp Unit 7 Reading Informational Text: Craft and Structure Foundational Skills Read Together: Our Town Is the Best! (prefixes un and re) p. 174 Foundational Skills Reader: New York City (prefixes un- and re-) pp Copyright William H. Sadlier, Inc. All rights reserved. 141

142 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 2 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RF.2.3f Fluency RF.2.4 RF.2.4a Read and write words with the following inflectional endings and suffixes: Unit 2: ed, ing Recognize and read grade-appropriate irregularly spelled words. Read the following Tricky Words Unit 2: I, you, your, street, my, by, have, all, who, no, go, so, are, were, some, they, their Read with sufficient accuracy and fluency to support comprehension. Read decodable text that incorporates the lettersound correspondences taught with sufficient accuracy and fluency to support comprehension Read grade-level text with purpose and understanding. Read and understand decodable text that incorporates letter-sound correspondences taught with purpose and understanding Unit 9 Reading Literature: Integration of Knowledge and Ideas Foundational Skills Read Together: How the Camel Got Her Hump (suffixes -ful, -less, -ness, -ly, -er, -est) p. 214 Foundational Skills Reader: The Smallest Cat (suffixes -ful, -less, -ness, -ly, -er, -est) pp Lesson 1: Basic Code Review /ae/ and /ie/; Tricky Words I, you, your, street Lesson 5: Tricky Spelling oo ; Tricky Words no, go, so Lesson 6: Writing a Narrative Planning; Tricky Words are, were, some Lesson 11: Basic Code Review /or/ and /ar/ Lesson 15: Antonyms, Review Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Foundational Skills Read Together: Schools in Colonial Times (inconsistent but common spellings; irregular spellings) p. 260 Foundational Skills Reader: Colonial Schools (inconsistent but common spellings; irregular spellings) pp Lesson 1: Basic Code Review /ae/ and /ie/; Tricky Words I, you, your, street Lesson 2: Basic Code Review /oe/ and /ue/; Tricky Words my, by, have Lesson 4: Grammar Quotation Marks; Tricky Words all, who Lesson 5: Tricky Spelling oo ; Tricky Words no, go, so Lesson 6: Writing a Narrative Planning; Tricky Words are, were, some Lesson 10: Basic Code Review /er/; Tricky Words they, their Lesson 1: Basic Code Review /ae/ and /ie/; Tricky Words I, you, your, street Lesson 3: Basic Code Spellings /ee/ Lesson 4: Grammar Quotation Marks; Tricky Words all, who Lesson 5: Tricky Spelling oo ; Tricky Words no, go, so Lesson 9: Grammar Quotation Marks Lesson 12: Writing a Narrative Planning Lesson 13: Writing a Narrative Editing; Antonyms Lesson 15: Antonyms, Review Unit 1 Reading Literature: Key Ideas and Details Foundational Skills Reader: The Big Meal Deal (Fluency: Read with purpose and understanding) pp Lesson 1: Basic Code Review /ae/ and /ie/; Tricky Words I, you, your, street Lesson 3: Basic Code Spellings /ee/ Lesson 4: Grammar Quotation Marks; Tricky Words all, who Lesson 5: Tricky Spelling oo ; Tricky Words no, go, so Lesson 9: Grammar Quotation Marks Copyright William H. Sadlier, Inc. All rights reserved. 142

143 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 2 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RF.2.4b RF.2.4c Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Read decodable text that incorporates the lettersound correspondences taught with increased accuracy, appropriate rate, and expression on successive readings Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary Lesson 12: Writing a Narrative Planning Lesson 13: Writing a Narrative Editing; Antonyms Lesson 15: Antonyms, Review Unit 3 Reading Informational Text: Key Ideas and Details Foundational Skills Reader: Moving Day! (Fluency: Use punctuation) pp Unit 5 Reading Literature: Craft and Structure Foundational Skills Reader: Dawn s Pet (Fluency: Read in phrases) pp Unit 9 Reading Literature: Integration of Knowledge and Ideas Foundational Skills Reader: The Smallest Cat ((Fluency: Read with expression) pp Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Foundational Skills Reader: Colonial Schools (Fluency: Read words with special print) pp Lesson 3: Basic Code Spellings /ee/ Lesson 4: Grammar Quotation Marks; Tricky Words all, who Lesson 5: Tricky Spelling oo ; Tricky Words no, go, so Lesson 9: Grammar Quotation Marks Lesson 12: Writing a Narrative Planning Lesson 13: Writing a Narrative Editing; Antonyms Lesson 15: Antonyms, Review Unit 3 Reading Informational Text: Key Ideas and Details Language: Context Clues p. 84 Introducing Unit 3/Home Connect pp Unit 3 Common Core Review pp Unit 7 Reading Informational Text: Craft and Structure Foundational Skills Reader: New York City (Fluency: Use context) pp Lesson 3: Basic Code Spellings /ee/ Lesson 4: Grammar Quotation Marks; Tricky Words all, who Lesson 5: Tricky Spelling oo ; Tricky Words no, go, so Lesson 9: Grammar Quotation Marks Lesson 12: Writing a Narrative Planning Lesson 13: Writing a Narrative Editing; Antonyms Lesson 15: Antonyms, Review Writing Standards Text Types and Purposes 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. Unit 8 Text Types and Purposes: Write Opinion Pieces Read a Student Model/Use a Chart to Plan Your Opinion Piece/Draft Your Opinion Piece pp Unit 8 Common Core Review: Revise/Publish Your Opinion Piece p. 198 Introducing Unit 8/Home Connect/Essential Question pp Copyright William H. Sadlier, Inc. All rights reserved. 143

144 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 2 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 W.2.3 Plan, draft, and edit 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 Write narratives in which they recount a wellelaborated 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. Plan, draft, and edit a narrative retelling of a fiction read-aloud, including a title, setting, characters, and well-elaborated events of the story in proper sequence, including details to describe actions, thoughts, and feelings, using temporal words to signal event order, and providing a sense of closure Production and Distribution of Writing Lesson 12: Writing a Narrative Planning Lesson 13: Writing a Narrative Editing; Antonyms Lesson 14: Writing a Narrative Editing; Antonyms Unit 2 Text Types and Purposes: Write Fictional Narratives Read a Student Model/Plan Your Fictional Narrative/Create Your Fictional Narrative pp Unit 2 Common Core Review: Revise/Publish Your Fictional Narrative p. 54 Introducing Unit 2/Home Connect/Essential Question pp Unit 6 Text Types and Purposes: Write Nonfictional Narratives Read a Student Model/Plan Your Nonfictional Narrative/Create Your Nonfictional Narrative pp Unit 6 Common Core Review: Revise/Publish Your Nonfictional Narrative p. 146 Introducing Unit 6/Home Connect/Essential Question pp Lesson 6: Writing a Narrative Planning; Tricky Words are, were, some Lesson 7: Writing a Narrative Drafting; Basic Code ou and ow for /ou/ Lesson 8: Writing a Narrative Editing; Basic Code oi and oy for /oy/ W.2.5 W.2.6 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Writing Handbook Step 1: Planning pp Step 2: Drafting p. 280 Step 3: Revising pp Step 4: Editing pp Step 5: Producing, Publishing, and Presenting p. 284 Lesson 8: Writing a Narrative Editing; Basic Code oi and oy for /oy/ Lesson 13: Writing a Narrative Editing; Antonyms Lesson 14: Writing a Narrative Editing; Antonyms Writing Handbook Step 1: Planning: Research Tip (use the Internet) p. 278 Step 2: Drafting (use a computer to write) p. 280 Step 5: Producing, Publishing, and Presenting (use a computer) p. 284 See also Home Connect: (using technology/internet, also online activities: sadlierconnect.com) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226 (researching on the Internet), 240 (online news) Copyright William H. Sadlier, Inc. All rights reserved. 144

145 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 2 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers Lesson 8: Writing a Narrative Editing; Basic Code oi and oy for /oy/ Lesson 14: Writing a Narrative Editing; Antonyms Language Standards Conventions of Standard English L.2.1 L.2.1d L.2.1e L.2.1f Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). Use both regular and irregular past-, present-, and future-tense verbs orally and in own writing Use adjectives and adverbs, and choose between them depending on what is to be modified. Use adjectives appropriately orally and in own writing 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). Use and expand complete simple and compound sentences orally and in own writing Unit 4 Text Types and Purposes: Write Informational Texts Language: Irregular Past-Tense Verbs p. 94 Introducing Unit 4/Home Connect pp Unit 4 Common Core Review pp Lesson 1: Basic Code Review /ae/ and /ie/; Tricky Words I, you, your, street Lesson 2: Basic Code Review /oe/ and /ue/; Tricky Words my, by, have Lesson 5: Tricky Spelling oo ; Tricky Words no, go, so Lesson 6: Writing a Narrative Planning; Tricky Words are, were, some Lesson 11: Basic Code Review /or/ and /ar/ Lesson 12: Writing a Narrative Planning Lesson 13: Writing a Narrative Editing; Antonyms Lesson 14: Writing a Narrative Editing; Antonyms Unit 6 Text Types and Purposes: Write Nonfictional Narratives Language: Adjectives pp Language: Adverbs pp Introducing Unit 6/Home Connect pp Unit 6 Common Core Review pp Lesson 2: Basic Code Review /oe/ and /ue/; Tricky Words my, by, have Lesson 12: Writing a Narrative Planning Lesson 13: Writing a Narrative Editing; Antonyms Lesson 14: Writing a Narrative Editing; Antonyms Unit 10 Research to Build and Present Knowledge: Write Research Reports Language: Simple Sentences pp Language: Compound Sentences pp Introducing Unit 10/Home Connect pp Unit 10 Common Core Review pp Lesson 3: Basic Code Spellings /ee/ Lesson 12: Writing a Narrative Planning Lesson 13: Writing a Narrative Editing; Antonyms Lesson 14: Writing a Narrative Editing; Antonyms Copyright William H. Sadlier, Inc. All rights reserved. 145

146 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 2 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 L.2.2 L.2.2a L.2.2c L.2.2d L.2.2e Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize holidays, product names, and geographic names. Capitalize holidays, product names, and geographic names Use an apostrophe to form contractions and frequently occurring possessives. Use an apostrophe to form contractions and frequently occurring possessives Generalize learned spelling patterns when writing words (e.g., cage badge; boy boil). Spell and write one-syllable words using the lettersound correspondences taught in, using the Individual Code Chart as needed Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. Consult the Individual Code Chart and simple dictionaries to check spelling Unit 2 Text Types and Purposes: Write Nonfictional Narratives Language: Names of Holidays and Places p. 51 Introducing Unit 2/Home Connect pp Unit 2 Common Core Review pp Lesson 8: Writing a Narrative Editing; Basic Code oi and oy for /oy/ Unit 4 Text Types and Purposes: Write Informational Texts Language: Apostrophes p. 96 Introducing Unit 4/Home Connect pp Unit 4 Common Core Review pp Lesson 2: Basic Code Review /oe/ and /ue/; Tricky Words my, by, have Lesson 11: Basic Code Review /or/ and /ar/ Lesson 15: Antonyms, Review Writing Handbook Step 4: Editing: Editing Checklist (use a dictionary) p. 283 Lesson 1: Basic Code Review /ae/ and /ie/; Tricky Words I, you, your, street Lesson 3: Basic Code Spellings /ee/ Lesson 4: Grammar Quotation Marks; Tricky Words all, who Lesson 5: Tricky Spelling oo ; Tricky Words no, go, so Lesson 6: Writing a Narrative Planning; Tricky Words are, were, some Lesson 8: Writing a Narrative Editing; Basic Code oi and oy for /oy/ Lesson 11: Basic Code Review /or/ and /ar/ Lesson 12: Writing a Narrative Planning Lesson 13: Writing a Narrative Editing; Antonyms Lesson 14: Writing a Narrative Editing; Antonyms Lesson 15: Antonyms, Review Writing Handbook Step 4: Editing: Editing Checklist (use a dictionary) p. 283 Glossary pp Lesson 1: Basic Code Review /ae/ and /ie/; Tricky Words I, you, your, street Lesson 2: Basic Code Review /oe/ and /ue/; Tricky Words my, by, have Lesson 3: Basic Code Spellings /ee/ Lesson 6: Writing a Narrative Planning; Tricky Words are, were, some Lesson 7: Writing a Narrative Drafting; Basic Code ou and ow for /ou/ Copyright William H. Sadlier, Inc. All rights reserved. 146

147 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 2 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Lesson 8: Writing a Narrative Editing; Basic Code oi and oy for /oy/ Lesson 11: Basic Code Review /or/ and /ar/ Lesson 12: Writing a Narrative Planning Lesson 13: Writing a Narrative Editing; Antonyms Lesson 14: Writing a Narrative Editing; Antonyms Copyright William H. Sadlier, Inc. All rights reserved. 147

148 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 3 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Reading Standards for Informational Text Key Ideas and Details RI.2.1 Craft and Structure RI.2.5 RI.2.6 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational text read independently 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. Identify and use text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a nonfiction/informational Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Unit 3 Reading Informational Text: Key Ideas and Details Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Lesson 1: Introduction to Spelling Alternatives for /ae/ Lesson 2: Spelling Alternatives for /ae/: a_e, ai, ay Lesson 3: Spelling Alternatives for /ae/: a ; Tricky Spelling a Lesson 4: Spelling Alternatives Review; Tricky Spelling a Lesson 6: Introduction to Spelling Alternatives for /oe/ Lesson 7: Spelling Alternatives for /oe/: oa, oe ; Common Nouns Lesson 8: Spelling Alternative for /oe/: o ; Tricky Spelling o Lesson 9: Spelling Alternatives Review; Tricky Spelling o Lesson 10: Review of Spelling Alternatives for /oe/ Lesson 11: Introduction to Spelling Alternatives for /ie/ Lesson 13: Review of Spelling Alternatives; Tricky Spelling i Lesson 14: Common and Proper Nouns; Capitalization Lesson 16: Introduction to Spelling Alternatives for /ue/ Lesson 18: Review of Spelling Alternatives for /ue/ Lesson 19: Spelling Alternatives for /aw/: aw, au Lesson 20: Spelling Alternative for /aw/: augh Unit 7 Reading Informational Text: Craft and Structure Using Text Features: Subway Way to Go! (Magazine Article) pp Introducing Unit 7/Home Connect/Essential Question pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp Lesson 3: Spelling Alternatives for /ae/: a ; Tricky Spelling a Lesson 9: Spelling Alternatives Review; Tricky Spelling o Lesson 10: Review of Spelling Alternatives for /oe/ Lesson 14: Common and Proper Nouns; Capitalization Lesson 16: Introduction to Spelling Alternatives for /ue/ Unit 7 Reading Informational Text: Craft and Structure Determining an Author s Purpose: New Ways to Solve an Old Problem (Opinion Piece) pp Introducing Unit 7/Home Connect/Essential Question pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp Unit 7 Common Core Review pp Copyright William H. Sadlier, Inc. All rights reserved. 148

149 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 3 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Identify the main purpose of a nonfiction/informational text read independently, Integration of Knowledge and Ideas RI.2.7 RI.2.8 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with a nonfiction/informational text read independently and explain how these graphics clarify the meaning of the text Describe how reasons support specific points the author makes in a text. Describe how reasons or facts support specific points the author makes in a nonfiction text read independently Lesson 1: Introduction to Spelling Alternatives for /ae/ Lesson 2: Spelling Alternatives for /ae/: a_e, ai, ay Lesson 3: Spelling Alternatives for /ae/: a ; Tricky Spelling a Lesson 4: Spelling Alternatives Review; Tricky Spelling a Lesson 6: Introduction to Spelling Alternatives for /oe/ Lesson 7: Spelling Alternatives for /oe/: oa, oe ; Common Nouns Lesson 8: Spelling Alternative for /oe/: o ; Tricky Spelling o Lesson 9: Spelling Alternatives Review; Tricky Spelling o Lesson 10: Review of Spelling Alternatives for /oe/ Lesson 11: Introduction to Spelling Alternatives for /ie/ Lesson 13: Review of Spelling Alternatives; Tricky Spelling i Lesson 14: Common and Proper Nouns; Capitalization Lesson 16: Introduction to Spelling Alternatives for /ue/ Lesson 18: Review of Spelling Alternatives for /ue/ Lesson 19: Spelling Alternatives for /aw/: aw, au Lesson 20: Spelling Alternative for /aw/: augh Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Using Images to Understand Text: Toys and Games in Colonial Times (Magazine Article) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Lesson 2: Spelling Alternatives for /ae/: a_e, ai, ay Lesson 8: Spelling Alternative for /oe/: o ; Tricky Spelling o Lesson 19: Spelling Alternatives for /aw/: aw, au Lesson 20: Spelling Alternative for /aw/: augh Lesson 21: Writing a Personal Narrative: Planning Lesson 22: Writing a Personal Narrative: Planning and Drafting Lesson 23: Writing a Personal Narrative: Planning and Drafting Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Finding Supporting Reasons: Toys and Games Are Better Today (Opinion Piece) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Lesson 1: Introduction to Spelling Alternatives for /ae/ Lesson 2: Spelling Alternatives for /ae/: a_e, ai, ay Lesson 3: Spelling Alternatives for /ae/: a ; Tricky Spelling a Lesson 4: Spelling Alternatives Review; Tricky Spelling a Lesson 6: Introduction to Spelling Alternatives for /oe/ Lesson 8: Spelling Alternative for /oe/: o ; Tricky Spelling o Lesson 9: Spelling Alternatives Review; Tricky Spelling o Lesson 10: Review of Spelling Alternatives for /oe/ Copyright William H. Sadlier, Inc. All rights reserved. 149

150 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 3 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational text read independently or between two or more nonfiction/informational texts read independently Range of Reading and Level of Text Complexity 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. Lesson 11: Introduction to Spelling Alternatives for /ie/ Lesson 13: Review of Spelling Alternatives; Tricky Spelling i Lesson 14: Common and Proper Nouns; Capitalization Lesson 16: Introduction to Spelling Alternatives for /ue/ Lesson 18: Review of Spelling Alternatives for /ue/ Lesson 19: Spelling Alternatives for /aw/: aw, au Lesson 20: Spelling Alternative for /aw/: augh Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Comparing and Contrasting Texts: Colonial Children Were Lucky! (Opinion Piece) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Lesson 19: Spelling Alternatives for /aw/: aw, au Lesson 20: Spelling Alternative for /aw/: augh Unit 3 Reading Informational Text: Key Ideas and Details Introducing Unit 3/Home Connect/Essential Question pp Key Ideas and Details: Comprehension Check pp. 59, 61, 63, 65, 67, 69, 71, 73, 75, Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Identifying Topics: Jacques Cousteau (Biography) pp Describing Connections Between Ideas: Make Wild Animal Homes (Procedural Text) pp Foundational Skills Read Together: Animals That Carry Their Homes p. 76 Foundational Skills Reader: Moving Day! (vowel teams oi, oy, ow, ou) pp Close Reading: At Home in a Cave (Magazine Article) pp the Essential Question p. 83 Unit 3 Common Core Review: Weaver Bird Nests pp Unit 7 Reading Informational Text: Craft and Structure Introducing Unit 7/Home Connect/Essential Question pp Craft and Structure: Comprehension Check pp. 157, 159, 161, 163, 165, 167, 169, 171, 173, Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Using Text Features: Subway Way to Go! (Magazine Article) pp Copyright William H. Sadlier, Inc. All rights reserved. 150

151 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 3 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Read independently and demonstrate understanding of nonfiction/informational text in the Grades 2 3 text complexity band proficiently, with scaffolding as needed at the high end of the range Determining an Author s Purpose: New Ways to Solve an Old Problem (Opinion Piece) pp Foundational Skills Read Together: Our Town Is the Best! p. 174 Foundational Skills Reader: New York City (two-syllable long vowel words; prefixes un- and re-) pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp the Essential Question p. 181 Unit 7 Common Core Review: Please Be Kind pp Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Introducing Unit 11/Home Connect/Essential Question pp Integration of Knowledge and Ideas: Comprehension Check pp. 237, 241, 245, Using Images to Understand Text: Toys and Games in Colonial Times (Magazine Article) pp Finding Supporting Reasons: Toys and Games Are Better Today (Opinion Piece) pp Comparing and Contrasting Texts: Colonial Children Were Lucky! (Opinion Piece) pp Foundational Skills Read Together: Schools in Colonial Times p. 260 Foundational Skills Reader: Colonial Schools (inconsistent but common spellings; irregular spellings) pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp the Essential Question p. 267 Unit 11 Common Core Review: Welcome to Boston! pp Lesson 1: Introduction to Spelling Alternatives for /ae/ Lesson 2: Spelling Alternatives for /ae/: a_e, ai, ay Lesson 3: Spelling Alternatives for /ae/: a ; Tricky Spelling a Lesson 4: Spelling Alternatives Review; Tricky Spelling a Lesson 5: Review of Spelling Alternatives for /ae/ Lesson 6: Introduction to Spelling Alternatives for /oe/ Lesson 7: Spelling Alternatives for /oe/: oa, oe ; Common Nouns Lesson 8: Spelling Alternative for /oe/: o ; Tricky Spelling o Lesson 9: Spelling Alternatives Review; Tricky Spelling o Lesson 10: Review of Spelling Alternatives for /oe/ Lesson 11: Introduction to Spelling Alternatives for /ie/ Lesson 12: Spelling Alternatives for /ie/: ie, i ; Common and Proper Nouns Lesson 13: Review of Spelling Alternatives; Tricky Spelling i Lesson 14: Common and Proper Nouns; Capitalization Lesson 15: Midpoint Decoding Assessment Lesson 16: Introduction to Spelling Alternatives for /ue/ Lesson 17: Spelling Alternatives for /ue/: u, u_e, ue ; Plural Nouns Lesson 18: Review of Spelling Alternatives for /ue/ Copyright William H. Sadlier, Inc. All rights reserved. 151

152 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 3 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Lesson 19: Spelling Alternatives for /aw/: aw, au Lesson 20: Spelling Alternative for /aw/: augh Lesson 21: Writing a Personal Narrative: Planning Lesson 22: Writing a Personal Narrative: Planning and Drafting Lesson 23: Writing a Personal Narrative: Planning and Drafting Lesson 24: Writing a Personal Narrative: Editing Lesson 25: Student Performance Task Assessment Reading Standards: Foundational Skills Phonics and Word Recognition RF.2.3 RF.2.3a RF.2.3b Know and apply grade-level phonics and word analysis skills in decoding words. Distinguish long and short vowels when reading regularly spelled one-syllable words. Use knowledge of the letter sound correspondences that have been taught to distinguish and correctly read long and short vowels in one-syllable words Unit 1: a > /a/; e > /e/; i > /i/; o > /o/; u > /u/ Unit 2: a_e > /ae/; ee > /ee/; i_e > /ie/; o_e > /oe/; u_e > /ue/ Know spelling-sound correspondences for additional common vowel teams. Unit 1 Reading Literature: Key Ideas and Details Foundational Skills Read Together: Lunch or Not? (long and short vowels) p. 30 Foundational Skills Reader: The Big Meal Deal (Short Vowels; Long Vowels (CVCe vowel teams)) pp Lesson 1: Introduction to Spelling Alternatives for /ae/ Lesson 2: Spelling Alternatives for /ae/: a_e, ai, ay Lesson 3: Spelling Alternatives for /ae/: a ; Tricky Spelling a Lesson 4: Spelling Alternatives Review; Tricky Spelling a Lesson 5: Review of Spelling Alternatives for /ae/ Lesson 6: Introduction to Spelling Alternatives for /oe/ Lesson 7: Spelling Alternatives for /oe/: oa, oe ; Common Nouns Lesson 8: Spelling Alternative for /oe/: o ; Tricky Spelling o Lesson 9: Spelling Alternatives Review; Tricky Spelling o Lesson 10: Review of Spelling Alternatives for /oe/ Lesson 11: Introduction to Spelling Alternatives for /ie/ Lesson 12: Spelling Alternatives for /ie/: ie, i ; Common and Proper Nouns Lesson 13: Review of Spelling Alternatives; Tricky Spelling i Lesson 14: Common and Proper Nouns; Capitalization Lesson 15: Midpoint Decoding Assessment Lesson 16: Introduction to Spelling Alternatives for /ue/ Lesson 17: Spelling Alternatives for /ue/: u, u_e, ue ; Plural Nouns Lesson 18: Review of Spelling Alternatives for /ue/ Lesson 19: Spelling Alternatives for /aw/: aw, au Lesson 20: Spelling Alternative for /aw/: augh Lesson 21: Writing a Personal Narrative: Planning Lesson 22: Writing a Personal Narrative: Planning and Drafting Lesson 23: Writing a Personal Narrative: Planning and Drafting Lesson 24: Writing a Personal Narrative: Editing Lesson 25: Student Performance Task Assessment Unit 3 Reading Informational Text: Key Ideas and Details Foundational Skills Read Together: Animals That Carry Their Homes (vowel teams oi, oy, ow, ou) p. 76 Foundational Skills Reader: Moving Day! (vowel teams oi, oy, ow, ou) pp Copyright William H. Sadlier, Inc. All rights reserved. 152

153 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 3 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RF.2.3c Read and write words spelled with the following vowel teams: long vowel sounds: 'ai', 'ay' > /ae/; 'ea', 'ey', 'ee' > /ee/; 'oa', 'oe', 'ow' > /oe/; 'ie', 'igh'> /ie/; short vowel sounds: 'ou', 'o_e' > /u/; 'ea' > /e/; other vowel sounds: 'oi', 'oy' > /oi/; 'aw', 'au', 'augh', 'al' > /aw/; 'ow' > /ou/; r-controlled vowel sounds: 'er' > /er/; 'or' > /or/; 'ar' > /ar/ Decode regularly spelled two-syllable words with long vowels. Decode two-syllable words with any combination of the following syllable types: closed syllables; magic e syllables; vowel digraph syllables; r- controlled syllables; open syllables; and consonant LE syllables Unit 5 Reading Literature: Craft and Structure Foundational Skills Read Together: A School for Fish? (vowel teams oo, ul, ow, au) p. 122 Foundational Skills Reader: Dawn s Pet (vowel teams oo, ul, ow, au) pp Lesson 1: Introduction to Spelling Alternatives for /ae/ Lesson 2: Spelling Alternatives for /ae/: a_e, ai, ay Lesson 3: Spelling Alternatives for /ae/: a ; Tricky Spelling a Lesson 4: Spelling Alternatives Review; Tricky Spelling a Lesson 5: Review of Spelling Alternatives for /ae/ Lesson 6: Introduction to Spelling Alternatives for /oe/ Lesson 7: Spelling Alternatives for /oe/: oa, oe ; Common Nouns Lesson 8: Spelling Alternative for /oe/: o ; Tricky Spelling o Lesson 9: Spelling Alternatives Review; Tricky Spelling o Lesson 10: Review of Spelling Alternatives for /oe/ Lesson 11: Introduction to Spelling Alternatives for /ie/ Lesson 12: Spelling Alternatives for /ie/: ie, i ; Common and Proper Nouns Lesson 13: Review of Spelling Alternatives; Tricky Spelling i Lesson 14: Common and Proper Nouns; Capitalization Lesson 15: Midpoint Decoding Assessment Lesson 16: Introduction to Spelling Alternatives for /ue/ Lesson 17: Spelling Alternatives for /ue/: u, u_e, ue ; Plural Nouns Lesson 18: Review of Spelling Alternatives for /ue/ Lesson 19: Spelling Alternatives for /aw/: aw, au Lesson 20: Spelling Alternative for /aw/: augh Lesson 21: Writing a Personal Narrative: Planning Lesson 22: Writing a Personal Narrative: Planning and Drafting Lesson 23: Writing a Personal Narrative: Planning and Drafting Lesson 24: Writing a Personal Narrative: Editing Lesson 25: Student Performance Task Assessment Unit 7 Reading Informational Text: Craft and Structure Foundational Skills Read Together: Our Town Is the Best! (two-syllable words with long vowels) p. 174 Foundational Skills Reader: New York City (two-syllable long vowel words) pp Lesson 1: Introduction to Spelling Alternatives for /ae/ Lesson 2: Spelling Alternatives for /ae/: a_e, ai, ay Lesson 3: Spelling Alternatives for /ae/: a ; Tricky Spelling a Lesson 4: Spelling Alternatives Review; Tricky Spelling a Lesson 5: Review of Spelling Alternatives for /ae/ Lesson 6: Introduction to Spelling Alternatives for /oe/ Lesson 7: Spelling Alternatives for /oe/: oa, oe ; Common Nouns Lesson 8: Spelling Alternative for /oe/: o ; Tricky Spelling o Lesson 9: Spelling Alternatives Review; Tricky Spelling o Lesson 10: Review of Spelling Alternatives for /oe/ Lesson 11: Introduction to Spelling Alternatives for /ie/ Lesson 12: Spelling Alternatives for /ie/: ie, i ; Common and Proper Nouns Lesson 13: Review of Spelling Alternatives; Tricky Spelling i Lesson 14: Common and Proper Nouns; Capitalization Copyright William H. Sadlier, Inc. All rights reserved. 153

154 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 3 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Lesson 15: Midpoint Decoding Assessment Lesson 16: Introduction to Spelling Alternatives for /ue/ Lesson 17: Spelling Alternatives for /ue/: u, u_e, ue ; Plural Nouns Lesson 18: Review of Spelling Alternatives for /ue/ Lesson 19: Spelling Alternatives for /aw/: aw, au Lesson 20: Spelling Alternative for /aw/: augh Lesson 21: Writing a Personal Narrative: Planning Lesson 22: Writing a Personal Narrative: Planning and Drafting Lesson 23: Writing a Personal Narrative: Planning and Drafting Lesson 24: Writing a Personal Narrative: Editing Lesson 25: Student Performance Task Assessment RF.2.3d Decode words with common prefixes and suffixes. Unit 5 Reading Literature: Craft and Structure Language: Prefixes p. 130 RF.2.3e Read and write words with the following inflectional endings and suffixes: Unit 1: ing, ed Unit 2: ed, ing Unit 3: ed, ing, s, es Unit 5: tion Identify words with inconsistent but common spelling-sound correspondences. Introducing Unit 5/Home Connect pp Unit 5 Common Core Review pp Unit 7 Reading Informational Text: Craft and Structure Foundational Skills Read Together: Our Town Is the Best! (prefixes un and re) p. 174 Foundational Skills Reader: New York City (prefixes un- and re-) pp Unit 9 Reading Literature: Integration of Knowledge and Ideas Foundational Skills Read Together: How the Camel Got Her Hump (suffixes -ful, -less, -ness, -ly, -er, -est) p. 214 Foundational Skills Reader: The Smallest Cat (suffixes -ful, -less, -ness, -ly, -er, -est) pp Lesson 1: Introduction to Spelling Alternatives for /ae/ Lesson 2: Spelling Alternatives for /ae/: a_e, ai, ay Lesson 3: Spelling Alternatives for /ae/: a ; Tricky Spelling a Lesson 5: Review of Spelling Alternatives for /ae/ Lesson 11: Introduction to Spelling Alternatives for /ie/ Lesson 15: Midpoint Decoding Assessment Lesson 17: Spelling Alternatives for /ue/: u, u_e, ue ; Plural Nouns Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Foundational Skills Read Together: Schools in Colonial Times (inconsistent but common spellings; irregular spellings) p. 260 Foundational Skills Reader: Colonial Schools (inconsistent but common spellings; irregular spellings) pp Copyright William H. Sadlier, Inc. All rights reserved. 154

155 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 3 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Fluency RF.2.4 RF.2.4a Read and write words with the following lettersound correspondences: 'a' as /a/ (hat), /ae/ (paper), /ә/ (about), or /aw/ (wall); i as /i/ (hit), /ie/ (item), or /ee/ (ski); 'o' as /o/ (hop), /oe/ (open), or /u/ (son); 'e' as /e/ (pet), /ee/ (me), or /ә/ (debate); 'u' as /ue/ (unit) or /u/ (but); y as /y/ (yes), /ie/ (try), /i/ (myth), or /ee/ (funny); 'ir' (bird), 'ur' (hurt), or 'er' as /er/ (her); 'ar' > /ar/ (car) or /or/ (war); 'al > /ә/ + /l/ (animal); il > /ә/ + /l/ (pencil); ul > /ә/ + /l/ (awful); el > /ә/ + /l/ (travel), le > /ә/ + /l/ (apple); tion > /sh/ + /ә/ + /n/; ph > /f/ (phone); ch > /k/ (school); 'wa' > /o/ (water) Read with sufficient accuracy and fluency to support comprehension. Read decodable text that incorporates the lettersound correspondences taught with sufficient accuracy and fluency to support comprehension Read grade-level text with purpose and understanding. Lesson 1: Introduction to Spelling Alternatives for /ae/ Lesson 2: Spelling Alternatives for /ae/: a_e, ai, ay Lesson 3: Spelling Alternatives for /ae/: a ; Tricky Spelling a Lesson 4: Spelling Alternatives Review; Tricky Spelling a Lesson 5: Review of Spelling Alternatives for /ae/ Lesson 6: Introduction to Spelling Alternatives for /oe/ Lesson 7: Spelling Alternatives for /oe/: oa, oe ; Common Nouns Lesson 8: Spelling Alternative for /oe/: o ; Tricky Spelling o Lesson 9: Spelling Alternatives Review; Tricky Spelling o Lesson 10: Review of Spelling Alternatives for /oe/ Lesson 11: Introduction to Spelling Alternatives for /ie/ Lesson 12: Spelling Alternatives for /ie/: ie, i ; Common and Proper Nouns Lesson 13: Review of Spelling Alternatives; Tricky Spelling i Lesson 14: Common and Proper Nouns; Capitalization Lesson 15: Midpoint Decoding Assessment Lesson 16: Introduction to Spelling Alternatives for /ue/ Lesson 17: Spelling Alternatives for /ue/: u, u_e, ue ; Plural Nouns Lesson 18: Review of Spelling Alternatives for /ue/ Lesson 19: Spelling Alternatives for /aw/: aw, au Lesson 20: Spelling Alternative for /aw/: augh Lesson 21: Writing a Personal Narrative: Planning Lesson 22: Writing a Personal Narrative: Planning and Drafting Lesson 23: Writing a Personal Narrative: Planning and Drafting Lesson 24: Writing a Personal Narrative: Editing Lesson 25: Student Performance Task Assessment Lesson 1: Introduction to Spelling Alternatives for /ae/ Lesson 2: Spelling Alternatives for /ae/: a_e, ai, ay Lesson 3: Spelling Alternatives for /ae/: a ; Tricky Spelling a Lesson 4: Spelling Alternatives Review; Tricky Spelling a Lesson 6: Introduction to Spelling Alternatives for /oe/ Lesson 8: Spelling Alternative for /oe/: o ; Tricky Spelling o Lesson 9: Spelling Alternatives Review; Tricky Spelling o Lesson 10: Review of Spelling Alternatives for /oe/ Lesson 11: Introduction to Spelling Alternatives for /ie/ Lesson 13: Review of Spelling Alternatives; Tricky Spelling i Lesson 14: Common and Proper Nouns; Capitalization Lesson 16: Introduction to Spelling Alternatives for /ue/ Lesson 18: Review of Spelling Alternatives for /ue/ Lesson 19: Spelling Alternatives for /aw/: aw, au Lesson 20: Spelling Alternative for /aw/: augh Unit 1 Reading Literature: Key Ideas and Details Foundational Skills Reader: The Big Meal Deal (Fluency: Read with purpose and understanding) pp Copyright William H. Sadlier, Inc. All rights reserved. 155

156 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 3 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Read and understand decodable text that incorporates letter-sound correspondences taught with purpose and understanding Lesson 1: Introduction to Spelling Alternatives for /ae/ Lesson 2: Spelling Alternatives for /ae/: a_e, ai, ay Lesson 3: Spelling Alternatives for /ae/: a ; Tricky Spelling a Lesson 4: Spelling Alternatives Review; Tricky Spelling a Lesson 6: Introduction to Spelling Alternatives for /oe/ Lesson 8: Spelling Alternative for /oe/: o ; Tricky Spelling o Lesson 9: Spelling Alternatives Review; Tricky Spelling o Lesson 10: Review of Spelling Alternatives for /oe/ Lesson 11: Introduction to Spelling Alternatives for /ie/ Lesson 13: Review of Spelling Alternatives; Tricky Spelling i Lesson 14: Common and Proper Nouns; Capitalization Lesson 16: Introduction to Spelling Alternatives for /ue/ Lesson 18: Review of Spelling Alternatives for /ue/ Lesson 19: Spelling Alternatives for /aw/: aw, au Lesson 20: Spelling Alternative for /aw/: augh Writing Standards Text Types and Purposes W.2.3 Write narratives in which they recount a wellelaborated 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. Plan, draft, and edit a narrative retelling of a fiction read-aloud, including a title, setting, characters, and well-elaborated events of the story in proper sequence, including details to describe actions, thoughts, and feelings, using temporal words to signal event order, and providing a sense of closure Production and Distribution of Writing Unit 2 Text Types and Purposes: Write Fictional Narratives Read a Student Model/Plan Your Fictional Narrative/Create Your Fictional Narrative pp Unit 2 Common Core Review: Revise/Publish Your Fictional Narrative p. 54 Introducing Unit 2/Home Connect/Essential Question pp Unit 6 Text Types and Purposes: Write Nonfictional Narratives Read a Student Model/Plan Your Nonfictional Narrative/Create Your Nonfictional Narrative pp Unit 6 Common Core Review: Revise/Publish Your Nonfictional Narrative p. 146 Introducing Unit 6/Home Connect/Essential Question pp Lesson 21: Writing a Personal Narrative: Planning Lesson 22: Writing a Personal Narrative: Planning and Drafting Lesson 23: Writing a Personal Narrative: Planning and Drafting Lesson 24: Writing a Personal Narrative: Editing W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. Writing Handbook Step 1: Planning pp Step 2: Drafting p. 280 Step 3: Revising pp Step 4: Editing pp Step 5: Producing, Publishing, and Presenting p. 284 Copyright William H. Sadlier, Inc. All rights reserved. 156

157 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 3 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing Lesson 24: Writing a Personal Narrative: Editing Speaking and Listening Standards Presentation of Knowledge and Ideas SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Language) Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: Introduction to Spelling Alternatives for /ae/ Lesson 2: Spelling Alternatives for /ae/: a_e, ai, ay Lesson 3: Spelling Alternatives for /ae/: a ; Tricky Spelling a Lesson 4: Spelling Alternatives Review; Tricky Spelling a Lesson 5: Review of Spelling Alternatives for /ae/ Lesson 6: Introduction to Spelling Alternatives for /oe/ Lesson 7: Spelling Alternatives for /oe/: oa, oe ; Common Nouns Lesson 8: Spelling Alternative for /oe/: o ; Tricky Spelling o Lesson 9: Spelling Alternatives Review; Tricky Spelling o Lesson 10: Review of Spelling Alternatives for /oe/ Lesson 11: Introduction to Spelling Alternatives for /ie/ Lesson 12: Spelling Alternatives for /ie/: ie, i ; Common and Proper Nouns Lesson 13: Review of Spelling Alternatives; Tricky Spelling i Lesson 14: Common and Proper Nouns; Capitalization Lesson 15: Midpoint Decoding Assessment Lesson 16: Introduction to Spelling Alternatives for /ue/ Lesson 17: Spelling Alternatives for /ue/: u, u_e, ue ; Plural Nouns Lesson 18: Review of Spelling Alternatives for /ue/ Lesson 19: Spelling Alternatives for /aw/: aw, au Lesson 20: Spelling Alternative for /aw/: augh Lesson 21: Writing a Personal Narrative: Planning Lesson 22: Writing a Personal Narrative: Planning and Drafting Lesson 23: Writing a Personal Narrative: Planning and Drafting Lesson 24: Writing a Personal Narrative: Editing Lesson 25: Student Performance Task Assessment Language Standards Conventions of Standard English L.2.2 L.2.2a Demonstrate command of the conventions of Standard English capitalization, pronunciations, and spelling when writing. Capitalize holidays, product names, and geographic names. Unit 2 Text Types and Purposes: Write Nonfictional Narratives Language: Names of Holidays and Places p. 51 Copyright William H. Sadlier, Inc. All rights reserved. 157

158 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 3 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Introducing Unit 2/Home Connect pp Unit 2 Common Core Review pp Capitalize holidays, product names, and geographic names Vocabulary Acquisition and Use Lesson 12: Spelling Alternatives for /ie/: ie, i ; Common and Proper Nouns Lesson 14: Common and Proper Nouns; Capitalization L.2.2e L.2.4 L.2.4a Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. Consult the Individual Code Chart Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and content, choosing flexibly from an array of strategies. Use sentence-level context as a clue to the meaning of a word or phrase. Writing Handbook Step 4: Editing: Editing Checklist (use a dictionary) p. 283 Glossary pp Lesson 1: Introduction to Spelling Alternatives for /ae/ Lesson 2: Spelling Alternatives for /ae/: a_e, ai, ay Lesson 3: Spelling Alternatives for /ae/: a ; Tricky Spelling a Lesson 4: Spelling Alternatives Review; Tricky Spelling a Lesson 5: Review of Spelling Alternatives for /ae/ Lesson 6: Introduction to Spelling Alternatives for /oe/ Lesson 7: Spelling Alternatives for /oe/: oa, oe ; Common Nouns Lesson 8: Spelling Alternative for /oe/: o ; Tricky Spelling o Lesson 9: Spelling Alternatives Review; Tricky Spelling o Lesson 10: Review of Spelling Alternatives for /oe/ Lesson 11: Introduction to Spelling Alternatives for /ie/ Lesson 12: Spelling Alternatives for /ie/: ie, i ; Common and Proper Nouns Lesson 13: Review of Spelling Alternatives; Tricky Spelling i Lesson 14: Common and Proper Nouns; Capitalization Lesson 15: Midpoint Decoding Assessment Lesson 16: Introduction to Spelling Alternatives for /ue/ Lesson 17: Spelling Alternatives for /ue/: u, u_e, ue ; Plural Nouns Lesson 18: Review of Spelling Alternatives for /ue/ Lesson 19: Spelling Alternatives for /aw/: aw, au Lesson 20: Spelling Alternative for /aw/: augh Lesson 21: Writing a Personal Narrative: Planning Lesson 22: Writing a Personal Narrative: Planning and Drafting Lesson 23: Writing a Personal Narrative: Planning and Drafting Lesson 24: Writing a Personal Narrative: Editing Lesson 25: Student Performance Task Assessment Unit 3 Reading Informational Text: Key Ideas and Details Language: Context Clues p. 84 Introducing Unit 3/Home Connect pp Unit 3 Common Core Review pp Copyright William H. Sadlier, Inc. All rights reserved. 158

159 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 3 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Use sentence-level context as a clue to the meaning of a word or phrase Lesson 4: Spelling Alternatives Review; Tricky Spelling a Lesson 8: Spelling Alternative for /oe/: o ; Tricky Spelling o Lesson 11: Introduction to Spelling Alternatives for /ie/ Lesson 18: Review of Spelling Alternatives for /ue/ Lesson 20: Spelling Alternative for /aw/: augh Copyright William H. Sadlier, Inc. All rights reserved. 159

160 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 4 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Reading Standards for Literature Key Ideas and Details RL.2.1 Craft and Structure RL.2.6 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fiction text read independently Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud Integration of Knowledge and Ideas 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. Unit 1 Reading Literature: Key Ideas and Details Understanding Key Story Details: The Pizza Pain (Realistic Fiction) pp Introducing Unit 1/Home Connect/Essential Question pp Close Reading: Bo Lends a Paw (Fantasy) pp Unit 1 Common Core Review pp Lesson 2: Spelling Alternatives for /er/: er, ur, ir Lesson 3: Spelling Alternative for /i/: y Lesson 4: Tricky Spelling i ; Spelling Alternatives for /ie/: i in One-Syllable Words Lesson 5: Spelling Alternative for /ie/: igh Lesson 6: Spelling Alternative for /ie/: y ; Changing y to i and Adding es Lesson 7: Regular and Irregular Plural Nouns Lesson 8: Tricky Spelling o ; Spelling Alternative for /oe/: o in One-Syllable Words Lesson 9: Spelling Alternative for /oe/: ow ; Tricky Spelling ow Lesson 10: Regular and Irregular Singular and Plural Nouns Lesson 11: Tricky Spelling e ; Spelling Alternative for /ee/: e Lesson 15: Drafting a Persuasive Letter Lesson 16: Editing a Persuasive Letter Lesson 17: Tricky Spelling y ; Spelling Alternatives for /ee/: y, ey Lesson 18: Changing y to i and Adding es Lesson 19: Review of to be Verbs Lesson 21: Spelling Alternative for /aw/: a + I Unit 5 Reading Literature: Craft and Structure Understanding Character Point of View: Squirrel and Frog Outsmart Fox (Play) pp Introducing Unit 5/Home Connect/Essential Question pp Close Reading: Making Tracks (Mystery) pp Unit 5 Common Core Review pp Lesson 5: Spelling Alternative for /ie/: igh Lesson 9: Spelling Alternative for /oe/: ow ; Tricky Spelling ow Unit 9 Reading Literature: Integration of Knowledge and Ideas Using Words and Illustrations: Coyote and the Fire Quest: A Native American Folktale (Folktale) pp Copyright William H. Sadlier, Inc. All rights reserved. 160

161 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 4 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Introducing Unit 9/Home Connect/Essential Question pp Close Reading: Coyote and Turtle (Folktale)/ Mr. Rabbit and Mr. Fox pp Unit 9 Common Core Review pp Use information gained from the illustrations and words in a text read independently to demonstrate understanding of its characters, setting, or plot Range of Reading and Level of Text Complexity 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: Spelling Alternatives for /er/: er, ur, ir Lesson 3: Spelling Alternative for /i/: y Lesson 4: Tricky Spelling i ; Spelling Alternatives for /ie/: i in One-Syllable Words Lesson 5: Spelling Alternative for /ie/: igh Lesson 6: Spelling Alternative for /ie/: y ; Changing y to i and Adding es Lesson 7: Regular and Irregular Plural Nouns Lesson 8: Tricky Spelling o ; Spelling Alternative for /oe/: o in One-Syllable Words Lesson 9: Spelling Alternative for /oe/: ow ; Tricky Spelling ow Lesson 10: Regular and Irregular Singular and Plural Nouns Lesson 11: Tricky Spelling e ; Spelling Alternative for /ee/: e Lesson 15: Drafting a Persuasive Letter Lesson 16: Editing a Persuasive Letter Lesson 17: Tricky Spelling y ; Spelling Alternatives for /ee/: y, ey Lesson 18: Changing y to i and Adding es Lesson 19: Review of to be Verbs Lesson 21: Spelling Alternative for /aw/: a + I Unit 1 Reading Literature: Key Ideas and Details Introducing Unit 1/Home Connect/Essential Question pp Key Ideas and Details: Comprehension Check pp. 13, 15, 17, 19, 21, 23, 25, 27, 29, Understanding Key Story Details: The Pizza Pain (Realistic Fiction) pp Determining a Story s Central Message: Leon and Max (Fable) pp Understanding Character Actions: The Mad Glad Mystery (Adventure Story) pp Foundational Skills Read Together: Lunch or Not? p. 30 Foundational Skills Reader: The Big Meal Deal (Short Vowels; Long Vowels (CVCe Vowel teams) pp the Essential Question p. 37 Close Reading: Bo Lends a Paw (Fantasy) pp Unit 1 Common Core Review: Ting s Sleepy Morning pp Unit 5 Reading Literature: Craft and Structure Introducing Unit 5/Home Connect/Essential Question pp Craft and Structure: Comprehension Check pp. 105, 107, 109, 111, 113, 115, 117, 119, 121, Understanding Rhythm and Meaning: The Strange Tale of Cat R. Pillar (Poetry) pp Copyright William H. Sadlier, Inc. All rights reserved. 161

162 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 4 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Read and understand decodable text of appropriate complexity for Grades 2 3 that incorporates the specific code knowledge taught Describing Story Structure: Benny and the Sea Monster (Realistic Fiction) pp Understanding Character Point of View: Squirrel and Frog Outsmart Fox (Play) pp Foundational Skills Read Together: A School for Fish? p. 122 Foundational Skills Reader: Dawn s Pet (vowel teams oo, ul, ow, au) pp Close Reading: Making Tracks (Mystery) pp the Essential Question p. 129 Unit 5 Common Core Review: A Bug for Dee pp Unit 9 Reading Literature: Integration of Knowledge and Ideas Introducing Unit 9/Home Connect/Essential Question pp Integration of Knowledge and Ideas: Comprehension Check pp. 203, 205, 207, , 213, Using Words and Illustrations: Coyote and the Fire Quest: A Native American Folktale (Folktale) pp Comparing and Contrasting Stories: Mantis and the Fire Trick: An African Folktale (Folktale) pp Foundational Skills Read Together: How the Camel Got Her Hump p. 214 Foundational Skills Reader: The Smallest Cat (suffixes -ful, -less, -ness, -ly, -er, -est) pp Close Reading: Coyote and Turtle (Folktale)/ Mr. Rabbit and Mr. Fox pp the Essential Question p. 221 Unit 9 Common Core Review: Anansi s Long Legs pp Performance Task 1 Part 1: Literary Analysis pp Part 2: Narrative Writing pp. 147, 150 Performance Task 2 Part 1: Literary Analysis pp Part 2: Narrative Writing pp. 271, 274 Lesson 1: Spelling Alternatives for /er/: er, ur, ir Lesson 2: Spelling Alternatives for /er/: er, ur, ir Lesson 3: Spelling Alternative for /i/: y Lesson 4: Tricky Spelling i ; Spelling Alternatives for /ie/: i in One-Syllable Words Lesson 5: Spelling Alternative for /ie/: igh Lesson 6: Spelling Alternative for /ie/: y ; Changing y to i and Adding es Lesson 7: Regular and Irregular Plural Nouns Lesson 8: Tricky Spelling o ; Spelling Alternative for /oe/: o in One-Syllable Words Lesson 9: Spelling Alternative for /oe/: ow ; Tricky Spelling ow Lesson 10: Regular and Irregular Singular and Plural Nouns Lesson 11: Tricky Spelling e ; Spelling Alternative for /ee/: e Lesson 12: Proper Nouns; Introduction to a Persuasive Letter Lesson 13: Proper Nouns; Planning a Persuasive Letter Copyright William H. Sadlier, Inc. All rights reserved. 162

163 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 4 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Lesson 14: Introduction of to be as a Verb; Drafting a Persuasive Letter Lesson 15: Drafting a Persuasive Letter Lesson 16: Editing a Persuasive Letter Lesson 17: Tricky Spelling y ; Spelling Alternatives for /ee/: y, ey Lesson 18: Changing y to i and Adding es Lesson 19: Review of to be Verbs Lesson 20: Grammar Review Lesson 21: Spelling Alternative for /aw/: a + I Lesson 22: Assessment Lessons 23 25: Assessment and Small Group Activities Reading Standards for Informational Text Integration of Knowledge and Ideas RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with a nonfiction/informational text read independently and explain how these graphics clarify the meaning of the text Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Using Images to Understand Text: Toys and Games in Colonial Times (Magazine Article) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Lesson 7: Regular and Irregular Plural Nouns Reading Standards for Foundational Skills Phonics and Word Recognition RF.2.3 RF.2.3a Know and apply grade-level phonics and word analysis skills in decoding words. Distinguish long and short vowels when reading regularly spelled one-syllable words. Use knowledge of the letter sound correspondences that have been taught to distinguish and correctly read long and short vowels in one-syllable words Unit 1: a > /a/; e > /e/; i > /i/; o > /o/; u > /u/ Unit 2: a_e > /ae/; ee > /ee/; i_e > /ie/; o_e > /oe/; u_e > /ue/ Unit 1 Reading Literature: Key Ideas and Details Foundational Skills Read Together: Lunch or Not? (long and short vowels) p. 30 Foundational Skills Reader: The Big Meal Deal (Short Vowels; Long Vowels (CVCe vowel teams)) pp Lesson 1: Spelling Alternatives for /er/: er, ur, ir Lesson 2: Spelling Alternatives for /er/: er, ur, ir Lesson 3: Spelling Alternative for /i/: y Lesson 4: Tricky Spelling i ; Spelling Alternatives for /ie/: i in One-Syllable Words Lesson 5: Spelling Alternative for /ie/: igh Lesson 6: Spelling Alternative for /ie/: y ; Changing y to i and Adding es Lesson 7: Regular and Irregular Plural Nouns Copyright William H. Sadlier, Inc. All rights reserved. 163

164 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 4 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RF.2.3b Know spelling-sound correspondences for additional common vowel teams. Read and write words spelled with the following vowel teams: long vowel sounds: 'ai', 'ay' > /ae/; 'ea', 'ey', 'ee' > /ee/; 'oa', 'oe', 'ow' > /oe/; 'ie', 'igh'> /ie/; short vowel sounds: 'ou', 'o_e' > /u/; 'ea' > /e/; other vowel sounds: 'oi', 'oy' > /oi/; 'aw', 'au', 'augh', 'al' > /aw/; 'ow' > /ou/; r-controlled vowel sounds: 'er' > /er/; 'or' > /or/; 'ar' > /ar/ Lesson 8: Tricky Spelling o ; Spelling Alternative for /oe/: o in One-Syllable Words Lesson 9: Spelling Alternative for /oe/: ow ; Tricky Spelling ow Lesson 10: Regular and Irregular Singular and Plural Nouns Lesson 11: Tricky Spelling e ; Spelling Alternative for /ee/: e Lesson 12: Proper Nouns; Introduction to a Persuasive Letter Lesson 13: Proper Nouns; Planning a Persuasive Letter Lesson 14: Introduction of to be as a Verb; Drafting a Persuasive Letter Lesson 15: Drafting a Persuasive Letter Lesson 16: Editing a Persuasive Letter Lesson 17: Tricky Spelling y ; Spelling Alternatives for /ee/: y, ey Lesson 18: Changing y to i and Adding es Lesson 19: Review of to be Verbs Lesson 20: Grammar Review Lesson 21: Spelling Alternative for /aw/: a + I Lesson 22: Assessment Lessons 23 25: Assessment and Small Group Activities Unit 3 Reading Informational Text: Key Ideas and Details Foundational Skills Read Together: Animals That Carry Their Homes (vowel teams oi, oy, ow, ou) p. 76 Foundational Skills Reader: Moving Day! (vowel teams oi, oy, ow, ou) pp Unit 5 Reading Literature: Craft and Structure Foundational Skills Read Together: A School for Fish? (vowel teams oo, ul, ow, au) p. 122 Foundational Skills Reader: Dawn s Pet (vowel teams oo, ul, ow, au) pp Lesson 1: Spelling Alternatives for /er/: er, ur, ir Lesson 2: Spelling Alternatives for /er/: er, ur, ir Lesson 3: Spelling Alternative for /i/: y Lesson 4: Tricky Spelling i ; Spelling Alternatives for /ie/: i in One-Syllable Words Lesson 5: Spelling Alternative for /ie/: igh Lesson 6: Spelling Alternative for /ie/: y ; Changing y to i and Adding es Lesson 7: Regular and Irregular Plural Nouns Lesson 8: Tricky Spelling o ; Spelling Alternative for /oe/: o in One-Syllable Words Lesson 9: Spelling Alternative for /oe/: ow ; Tricky Spelling ow Lesson 10: Regular and Irregular Singular and Plural Nouns Lesson 11: Tricky Spelling e ; Spelling Alternative for /ee/: e Lesson 12: Proper Nouns; Introduction to a Persuasive Letter Lesson 13: Proper Nouns; Planning a Persuasive Letter Lesson 14: Introduction of to be as a Verb; Drafting a Persuasive Letter Lesson 15: Drafting a Persuasive Letter Lesson 16: Editing a Persuasive Letter Lesson 17: Tricky Spelling y ; Spelling Alternatives for /ee/: y, ey Lesson 18: Changing y to i and Adding es Lesson 19: Review of to be Verbs Copyright William H. Sadlier, Inc. All rights reserved. 164

165 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 4 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RF.2.3c RF.2.3e Decode regularly spelled two-syllable words with long vowels. Decode two-syllable words with any combination of the following syllable types: closed syllables; magic e syllables; vowel digraph syllables; r-controlled syllables; open syllables; and consonant LE syllables Identify words with inconsistent but common spelling-sound correspondences. Lesson 20: Grammar Review Lesson 21: Spelling Alternative for /aw/: a + I Lesson 22: Assessment Lessons 23 25: Assessment and Small Group Activities Unit 7 Reading Informational Text: Craft and Structure Foundational Skills Read Together: Our Town Is the Best! (two-syllable words with long vowels) p. 174 Foundational Skills Reader: New York City (two-syllable long vowel words) pp Lesson 1: Spelling Alternatives for /er/: er, ur, ir Lesson 2: Spelling Alternatives for /er/: er, ur, ir Lesson 3: Spelling Alternative for /i/: y Lesson 4: Tricky Spelling i ; Spelling Alternatives for /ie/: i in One-Syllable Words Lesson 5: Spelling Alternative for /ie/: igh Lesson 6: Spelling Alternative for /ie/: y ; Changing y to i and Adding es Lesson 7: Regular and Irregular Plural Nouns Lesson 8: Tricky Spelling o ; Spelling Alternative for /oe/: o in One-Syllable Words Lesson 9: Spelling Alternative for /oe/: ow ; Tricky Spelling ow Lesson 10: Regular and Irregular Singular and Plural Nouns Lesson 11: Tricky Spelling e ; Spelling Alternative for /ee/: e Lesson 12: Proper Nouns; Introduction to a Persuasive Letter Lesson 13: Proper Nouns; Planning a Persuasive Letter Lesson 14: Introduction of to be as a Verb; Drafting a Persuasive Letter Lesson 15: Drafting a Persuasive Letter Lesson 16: Editing a Persuasive Letter Lesson 17: Tricky Spelling y ; Spelling Alternatives for /ee/: y, ey Lesson 18: Changing y to i and Adding es Lesson 19: Review of to be Verbs Lesson 20: Grammar Review Lesson 21: Spelling Alternative for /aw/: a + I Lesson 22: Assessment Lessons 23 25: Assessment and Small Group Activities Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Foundational Skills Read Together: Schools in Colonial Times (inconsistent but common spellings; irregular spellings) p. 260 Foundational Skills Reader: Colonial Schools (inconsistent but common spellings; irregular spellings) pp Copyright William H. Sadlier, Inc. All rights reserved. 165

166 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 4 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RF.2.3f Fluency RF.2.4 Read and write words with the following lettersound correspondences: 'a' as /a/ (hat), /ae/ (paper), /ә/ (about), or /aw/ (wall); i as /i/ (hit), /ie/ (item), or /ee/ (ski); 'o' as /o/ (hop), /oe/ (open), or /u/ (son); 'e' as /e/ (pet), /ee/ (me), or /ә/ (debate); 'u' as /ue/ (unit) or /u/ (but); y as /y/ (yes), /ie/ (try), /i/ (myth), or /ee/ (funny); 'ir' (bird), 'ur' (hurt), or 'er' as /er/ (her); 'ar' > /ar/ (car) or /or/ (war); 'al > /ә/ + /l/ (animal); il > /ә/ + /l/ (pencil); ul > /ә/ + /l/ (awful); el > /ә/ + /l/ (travel), le > /ә/ + /l/ (apple); tion > /sh/ + /ә/ + /n/; ph > /f/ (phone); ch > /k/ (school); 'wa' > /o/ (water) Recognize and read grade-appropriate irregularly spelled words. Read the following tricky words: Unit 4: people, walk, grownup, building, statue Read with sufficient accuracy and fluency to support comprehension. Read decodable text that incorporates the lettersound correspondences taught with sufficient accuracy and fluency to support comprehension Lesson 1: Spelling Alternatives for /er/: er, ur, ir Lesson 2: Spelling Alternatives for /er/: er, ur, ir Lesson 3: Spelling Alternative for /i/: y Lesson 4: Tricky Spelling i ; Spelling Alternatives for /ie/: i in One-Syllable Words Lesson 5: Spelling Alternative for /ie/: igh Lesson 6: Spelling Alternative for /ie/: y ; Changing y to i and Adding es Lesson 7: Regular and Irregular Plural Nouns Lesson 8: Tricky Spelling o ; Spelling Alternative for /oe/: o in One-Syllable Words Lesson 9: Spelling Alternative for /oe/: ow ; Tricky Spelling ow Lesson 10: Regular and Irregular Singular and Plural Nouns Lesson 11: Tricky Spelling e ; Spelling Alternative for /ee/: e Lesson 12: Proper Nouns; Introduction to a Persuasive Letter Lesson 13: Proper Nouns; Planning a Persuasive Letter Lesson 14: Introduction of to be as a Verb; Drafting a Persuasive Letter Lesson 15: Drafting a Persuasive Letter Lesson 16: Editing a Persuasive Letter Lesson 17: Tricky Spelling y ; Spelling Alternatives for /ee/: y, ey Lesson 18: Changing y to i and Adding es Lesson 19: Review of to be Verbs Lesson 20: Grammar Review Lesson 21: Spelling Alternative for /aw/: a + I Lesson 22: Assessment Lessons 23 25: Assessment and Small Group Activities Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Foundational Skills Read Together: Schools in Colonial Times (inconsistent but common spellings; irregular spellings) p. 260 Foundational Skills Reader: Colonial Schools (inconsistent but common spellings; irregular spellings) pp Lesson 3: Spelling Alternative for /i/: y Lesson 2: Spelling Alternatives for /er/: er, ur, ir Lesson 3: Spelling Alternative for /i/: y Lesson 4: Tricky Spelling i ; Spelling Alternatives for /ie/: i in One-Syllable Words Lesson 5: Spelling Alternative for /ie/: igh Lesson 6: Spelling Alternative for /ie/: y ; Changing y to i and Adding es Lesson 7: Regular and Irregular Plural Nouns Lesson 8: Tricky Spelling o ; Spelling Alternative for /oe/: o in One-Syllable Words Lesson 9: Spelling Alternative for /oe/: ow ; Tricky Spelling ow Lesson 10: Regular and Irregular Singular and Plural Nouns Copyright William H. Sadlier, Inc. All rights reserved. 166

167 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 4 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RF.2.4a Read grade-level text with purpose and understanding. Read and understand decodable text that incorporates letter-sound correspondences taught with purpose and understanding Lesson 11: Tricky Spelling e ; Spelling Alternative for /ee/: e Lesson 15: Drafting a Persuasive Letter Lesson 16: Editing a Persuasive Letter Lesson 17: Tricky Spelling y ; Spelling Alternatives for /ee/: y, ey Lesson 18: Changing y to i and Adding es Lesson 19: Review of to be Verbs Lesson 21: Spelling Alternative for /aw/: a + I Unit 1 Reading Literature: Key Ideas and Details Foundational Skills Reader: The Big Meal Deal (Fluency: Read with purpose and understanding) pp Lesson 2: Spelling Alternatives for /er/: er, ur, ir Lesson 3: Spelling Alternative for /i/: y Lesson 4: Tricky Spelling i ; Spelling Alternatives for /ie/: i in One-Syllable Words Lesson 5: Spelling Alternative for /ie/: igh Lesson 6: Spelling Alternative for /ie/: y ; Changing y to i and Adding es Lesson 7: Regular and Irregular Plural Nouns Lesson 8: Tricky Spelling o ; Spelling Alternative for /oe/: o in One-Syllable Words Lesson 9: Spelling Alternative for /oe/: ow ; Tricky Spelling ow Lesson 10: Regular and Irregular Singular and Plural Nouns Lesson 11: Tricky Spelling e ; Spelling Alternative for /ee/: e Lesson 15: Drafting a Persuasive Letter Lesson 16: Editing a Persuasive Letter Lesson 17: Tricky Spelling y ; Spelling Alternatives for /ee/: y, ey Lesson 18: Changing y to i and Adding es Lesson 19: Review of to be Verbs Lesson 21: Spelling Alternative for /aw/: a + I Writing Standards Text Types and Purposes 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. Plan, draft, and edit 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 Unit 8 Text Types and Purposes: Write Opinion Pieces Read a Student Model/Use a Chart to Plan Your Opinion Piece/Draft Your Opinion Piece pp Unit 8 Common Core Review: Revise/Publish Your Opinion Piece p. 198 Introducing Unit 8/Home Connect/Essential Question pp Lesson 12: Proper Nouns; Introduction to a Persuasive Letter Lesson 13: Proper Nouns; Planning a Persuasive Letter Lesson 14: Introduction of to be as a Verb; Drafting a Persuasive Letter Lesson 15: Drafting a Persuasive Letter Lesson 16: Editing a Persuasive Letter Lesson 20: Grammar Review Copyright William H. Sadlier, Inc. All rights reserved. 167

168 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 4 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Production and Distribution of Writing W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing Writing Handbook Step 1: Planning pp Step 2: Drafting p. 280 Step 3: Revising pp Step 4: Editing pp Step 5: Producing, Publishing, and Presenting p. 284 Lesson 16: Editing a Persuasive Letter Speaking and Listening Standards Presentation of Knowledge and Ideas SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Language) Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 1: Spelling Alternatives for /er/: er, ur, ir Lesson 2: Spelling Alternatives for /er/: er, ur, ir Lesson 3: Spelling Alternative for /i/: y Lesson 4: Tricky Spelling i ; Spelling Alternatives for /ie/: i in One-Syllable Words Lesson 5: Spelling Alternative for /ie/: igh Lesson 6: Spelling Alternative for /ie/: y ; Changing y to i and Adding es Lesson 7: Regular and Irregular Plural Nouns Lesson 8: Tricky Spelling o ; Spelling Alternative for /oe/: o in One-Syllable Words Lesson 9: Spelling Alternative for /oe/: ow ; Tricky Spelling ow Lesson 10: Regular and Irregular Singular and Plural Nouns Lesson 11: Tricky Spelling e ; Spelling Alternative for /ee/: e Lesson 12: Proper Nouns; Introduction to a Persuasive Letter Lesson 13: Proper Nouns; Planning a Persuasive Letter Lesson 14: Introduction of to be as a Verb; Drafting a Persuasive Letter Lesson 15: Drafting a Persuasive Letter Lesson 16: Editing a Persuasive Letter Lesson 17: Tricky Spelling y ; Spelling Alternatives for /ee/: y, ey Lesson 18: Changing y to i and Adding es Lesson 19: Review of to be Verbs Lesson 20: Grammar Review Lesson 21: Spelling Alternative for /aw/: a + I Lesson 22: Assessment Lessons 23 25: Assessment and Small Group Activities Copyright William H. Sadlier, Inc. All rights reserved. 168

169 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 4 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Language Standards Conventions of Standard English L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.2.1a Use collective nouns (e.g., group). Unit 2 Text Types and Purposes: Write Nonfictional Narratives Language: Collective Nouns p. 50 L.2.1b Use collective nouns (e.g., group) Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). Form and use irregular plural nouns orally and in own writing Introducing Unit 2/Home Connect pp Unit 2 Common Core Review pp Lesson 7: Regular and Irregular Plural Nouns Lesson 10: Regular and Irregular Singular and Plural Nouns Lesson 11: Tricky Spelling e ; Spelling Alternative for /ee/: e Lesson 12: Proper Nouns; Introduction to a Persuasive Letter Unit 2 Text Types and Purposes: Write Nonfictional Narratives Language: Irregular Proper Nouns pp Introducing Unit 2/Home Connect pp Unit 2 Common Core Review pp Lesson 7: Regular and Irregular Plural Nouns Lesson 10: Regular and Irregular Singular and Plural Nouns L.2.1d L.2.1e Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). Use both regular and irregular past-, present-, and future-tense verbs orally and in own writing Use adjectives and adverbs, and choose between them depending on what is to be modified. Unit 4 Text Types and Purposes: Write Informational Texts Language: Irregular Past-Tense Verbs p. 94 Introducing Unit 4/Home Connect pp Unit 4 Common Core Review pp Lesson 4: Tricky Spelling i ; Spelling Alternatives for /ie/: i in One-Syllable Words Lesson 8: Tricky Spelling o ; Spelling Alternative for /oe/: o in One-Syllable Words Lesson 10: Regular and Irregular Singular and Plural Nouns Lesson 14: Introduction of to be as a Verb; Drafting a Persuasive Letter Lesson 19: Review of to be Verbs Unit 6 Text Types and Purposes: Write Nonfictional Narratives Language: Adjectives pp Language: Adverbs pp Introducing Unit 6/Home Connect pp Unit 6 Common Core Review pp Copyright William H. Sadlier, Inc. All rights reserved. 169

170 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 4 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 L.2.2 L.2.2a Use adjectives appropriately orally and in own writing Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize holidays, product names, and geographic names. Capitalize holidays, product names, and geographic names Lesson 7: Regular and Irregular Plural Nouns Lesson 16: Editing a Persuasive Letter Lesson 17: Tricky Spelling y ; Spelling Alternatives for /ee/: y, ey Lesson 19: Review of to be Verbs Unit 2 Text Types and Purposes: Write Nonfictional Narratives Language: Names of Holidays and Places p. 51 Introducing Unit 2/Home Connect pp Unit 2 Common Core Review pp Lesson 2: Spelling Alternatives for /er/: er, ur, ir Lesson 9: Spelling Alternative for /oe/: ow ; Tricky Spelling ow Lesson 11: Tricky Spelling e ; Spelling Alternative for /ee/: e Lesson 12: Proper Nouns; Introduction to a Persuasive Letter Lesson 13: Proper Nouns; Planning a Persuasive Letter Lesson 14: Introduction of to be as a Verb; Drafting a Persuasive Letter Lesson 15: Drafting a Persuasive Letter Lesson 16: Editing a Persuasive Letter Lesson 20: Grammar Review L.2.2b Use commas in greetings and closings of letters. Unit 8 Text Types and Purposes: Write Opinion Pieces Language: Commas in Letters pp L.2.2e Use commas in greetings and closings of letters Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. Consult the Individual Code Chart and simple dictionaries to check spelling Knowledge of Language Introducing Unit 8/Home Connect pp Unit 8 Common Core Review pp Lesson 12: Proper Nouns; Introduction to a Persuasive Letter Lesson 13: Proper Nouns; Planning a Persuasive Letter Lesson 14: Introduction of to be as a Verb; Drafting a Persuasive Letter Lesson 15: Drafting a Persuasive Letter Lesson 16: Editing a Persuasive Letter Writing Handbook Step 4: Editing: Editing Checklist (use a dictionary) p. 283 Glossary pp Lesson 1: Spelling Alternatives for /er/: er, ur, ir Lesson 3: Spelling Alternative for /i/: y Lesson 5: Spelling Alternative for /ie/: igh Lesson 6: Spelling Alternative for /ie/: y ; Changing y to i and Adding es Lesson 16: Editing a Persuasive Letter L.2.3 L.2.3a Use knowledge of language and its conventions when writing, speaking, reading, or listening. Compare formal and informal uses of English. Copyright William H. Sadlier, Inc. All rights reserved. 170

171 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 4 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Compare formal and informal uses of English Lesson 5: Spelling Alternative for /ie/: igh Vocabulary Acquisition and Use L.2.4 L.2.4a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and content, choosing flexibly from an array of strategies. Use sentence-level context as a clue to the meaning of a word or phrase. Use sentence-level context as a clue to the meaning of a word or phrase Unit 3 Reading Informational Text: Key Ideas and Details Language: Context Clues p. 84 Introducing Unit 3/Home Connect pp Unit 3 Common Core Review pp Lesson 4: Tricky Spelling i ; Spelling Alternatives for /ie/: i in One-Syllable Words Lesson 8: Tricky Spelling o ; Spelling Alternative for /oe/: o in One-Syllable Words Lesson 15: Drafting a Persuasive Letter Copyright William H. Sadlier, Inc. All rights reserved. 171

172 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 5 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Reading Standards for Literature Key Ideas and Details RL.2.1 RL.2.3 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fiction text read independently Describe how characters in a story respond to major events and challenges. Describe how characters in a fiction read-aloud respond to major events and challenges Unit 1 Reading Literature: Key Ideas and Details Understanding Key Story Details: The Pizza Pain (Realistic Fiction) pp Introducing Unit 1/Home Connect/Essential Question pp Close Reading: Bo Lends a Paw (Fantasy) pp Unit 1 Common Core Review pp Lesson 2: Spelling Alternative for /u/: o Lesson 3: Spelling Alternatives for /u/: o_e, ou ; Adjectives Lesson 4: Adjectives Lesson 5: Review of Spelling Alternatives for /u/; Adjectives Lesson 7: Introduction of Schwa /ә/: a, e Lesson 8: Spelling Alternatives for /ә/: a, e Lesson 9: Spelling Alternatives for /ә/: a, e ; Compound Subject and Predicate Lesson 11: Spelling Alternatives for /ә/ + /l/: al, il, ul Lesson 13: Spelling Alternatives for /ә/ + /l/: el, le Lesson 14: Review Spelling Alternatives for /ә/ + /l/: el, le Lesson 15: Spelling Alternatives for /sh/ + /ә/ + /n/: tion Lesson 16: Review Spelling Alternatives for /sh/ + /ә/ + /n/: tion Lesson 18: Writing New Ending to a Story Lesson 20: Reading a Decodable Story Lesson 21: Tricky Spelling a Lesson 22: Tricky Spelling e Lesson 23: Tricky Spelling o Lesson 24: Tricky Spelling o_e Lesson 25: Tricky Spelling ou Lesson 27: Unit Assessment Unit 1 Reading Literature: Key Ideas and Details Understanding Character Actions: The Mad Glad Mystery (Adventure Story) pp Introducing Unit 1/Home Connect/Essential Question pp Close Reading: Bo Lends a Paw (Fantasy) pp Unit 1 Common Core Review pp Lesson 2: Spelling Alternative for /u/: o Lesson 3: Spelling Alternatives for /u/: o_e, ou ; Adjectives Lesson 4: Adjectives Lesson 5: Review of Spelling Alternatives for /u/; Adjectives Lesson 7: Introduction of Schwa /ә/: a, e Lesson 8: Spelling Alternatives for /ә/: a, e Lesson 9: Spelling Alternatives for /ә/: a, e ; Compound Subject and Predicate Lesson 11: Spelling Alternatives for /ә/ + /l/: al, il, ul Lesson 13: Spelling Alternatives for /ә/ + /l/: el, le Lesson 14: Review Spelling Alternatives for /ә/ + /l/: el, le Lesson 15: Spelling Alternatives for /sh/ + /ә/ + /n/: tion Copyright William H. Sadlier, Inc. All rights reserved. 172

173 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 5 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Lesson 16: Review Spelling Alternatives for /sh/ + /ә/ + /n/: tion Lesson 18: Writing New Ending to a Story Lesson 20: Reading a Decodable Story Lesson 21: Tricky Spelling a Lesson 22: Tricky Spelling e Lesson 23: Tricky Spelling o Lesson 24: Tricky Spelling o_e Lesson 25: Tricky Spelling ou Lesson 27: Unit Assessment Craft and Structure 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. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud Integration of Knowledge and Ideas 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. Use information gained from the illustrations and words in a text read independently to demonstrate understanding of its characters, setting, or plot Unit 5 Reading Literature: Craft and Structure Understanding Character Point of View: Squirrel and Frog Outsmart Fox (Play) pp Introducing Unit 5/Home Connect/Essential Question pp Close Reading: Making Tracks (Mystery) pp Unit 5 Common Core Review pp Lesson 7: Introduction of Schwa /ә/: a, e Unit 9 Reading Literature: Integration of Knowledge and Ideas Using Words and Illustrations: Coyote and the Fire Quest: A Native American Folktale (Folktale) pp Introducing Unit 9/Home Connect/Essential Question pp Close Reading: Coyote and Turtle (Folktale)/ Mr. Rabbit and Mr. Fox pp Unit 9 Common Core Review pp Lesson 2: Spelling Alternative for /u/: o Lesson 4: Adjectives Lesson 5: Review of Spelling Alternatives for /u/; Adjectives Lesson 7: Introduction of Schwa /ә/: a, e Lesson 8: Spelling Alternatives for /ә/: a, e Lesson 9: Spelling Alternatives for /ә/: a, e ; Compound Subject and Predicate Lesson 11: Spelling Alternatives for /ә/ + /l/: al, il, ul Lesson 13: Spelling Alternatives for /ә/ + /l/: el, le Lesson 14: Review Spelling Alternatives for /ә/ + /l/: el, le Lesson 15: Spelling Alternatives for /sh/ + /ә/ + /n/: tion Lesson 16: Review Spelling Alternatives for /sh/ + /ә/ + /n/: tion Lesson 18: Writing New Ending to a Story Lesson 20: Reading a Decodable Story Lesson 21: Tricky Spelling a Lesson 22: Tricky Spelling e Lesson 23: Tricky Spelling o Lesson 24: Tricky Spelling o_e Copyright William H. Sadlier, Inc. All rights reserved. 173

174 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 5 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Lesson 25: Tricky Spelling ou Lesson 27: Unit Assessment Range of Reading and Level of Text Complexity 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. Unit 1 Reading Literature: Key Ideas and Details Introducing Unit 1/Home Connect/Essential Question pp Key Ideas and Details: Comprehension Check pp. 13, 15, 17, 19, 21, 23, 25, 27, 29, Understanding Key Story Details: The Pizza Pain (Realistic Fiction) pp Determining a Story s Central Message: Leon and Max (Fable) pp Understanding Character Actions: The Mad Glad Mystery (Adventure Story) pp Foundational Skills Read Together: Lunch or Not? p. 30 Foundational Skills Reader: The Big Meal Deal (Short Vowels; Long Vowels (CVCe Vowel teams) pp the Essential Question p. 37 Close Reading: Bo Lends a Paw (Fantasy) pp Unit 1 Common Core Review: Ting s Sleepy Morning pp Unit 5 Reading Literature: Craft and Structure Introducing Unit 5/Home Connect/Essential Question pp Craft and Structure: Comprehension Check pp. 105, 107, 109, 111, 113, 115, 117, 119, 121, Understanding Rhythm and Meaning: The Strange Tale of Cat R. Pillar (Poetry) pp Describing Story Structure: Benny and the Sea Monster (Realistic Fiction) pp Understanding Character Point of View: Squirrel and Frog Outsmart Fox (Play) pp Foundational Skills Read Together: A School for Fish? p. 122 Foundational Skills Reader: Dawn s Pet (vowel teams oo, ul, ow, au) pp Close Reading: Making Tracks (Mystery) pp the Essential Question p. 129 Unit 5 Common Core Review: A Bug for Dee pp Unit 9 Reading Literature: Integration of Knowledge and Ideas Introducing Unit 9/Home Connect/Essential Question pp Integration of Knowledge and Ideas: Comprehension Check pp. 203, 205, 207, , 213, Using Words and Illustrations: Coyote and the Fire Quest: A Native American Folktale (Folktale) pp Comparing and Contrasting Stories: Mantis and the Fire Trick: An African Folktale (Folktale) pp Foundational Skills Read Together: How the Camel Got Her Hump p. 214 Copyright William H. Sadlier, Inc. All rights reserved. 174

175 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 5 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Read and understand decodable text of appropriate complexity for Grades 2 3 that incorporates the specific code knowledge taught Foundational Skills Reader: The Smallest Cat (suffixes -ful, -less, -ness, -ly, -er, -est) pp Close Reading: Coyote and Turtle (Folktale)/ Mr. Rabbit and Mr. Fox pp the Essential Question p. 221 Unit 9 Common Core Review: Anansi s Long Legs pp Performance Task 1 Part 1: Literary Analysis pp Part 2: Narrative Writing pp. 147, 150 Performance Task 2 Part 1: Literary Analysis pp Part 2: Narrative Writing pp. 271, 274 Lesson 1: Introduction of Spelling Alternatives for /u/: o, ou, o_e ; Introduce Adjectives Lesson 2: Spelling Alternative for /u/: o Lesson 3: Spelling Alternatives for /u/: o_e, ou ; Adjectives Lesson 4: Adjectives Lesson 5: Review of Spelling Alternatives for /u/; Adjectives Lesson 6: Review of Spelling Alternatives for /u/; Introduce Subject and Predicate Lesson 7: Introduction of Schwa /ә/: a, e Lesson 8: Spelling Alternatives for /ә/: a, e Lesson 9: Spelling Alternatives for /ә/: a, e ; Compound Subject and Predicate Lesson 10: Review Parts of Speech; Subject and Predicate Lesson 11: Spelling Alternatives for /ә/ + /l/: al, il, ul Lesson 12: Review Spelling Alternatives for /ә/ + /l/: al, il, ul Lesson 13: Spelling Alternatives for /ә/ + /l/: el, le Lesson 14: Review Spelling Alternatives for /ә/ + /l/: el, le Lesson 15: Spelling Alternatives for /sh/ + /ә/ + /n/: tion Lesson 16: Review Spelling Alternatives for /sh/ + /ә/ + /n/: tion Lesson 17: Introduce Changing Verb Tense; Writing New Ending to a Story Lesson 18: Writing New Ending to a Story Lesson 19: Changing Verb Tense; Writing New Ending to a Story Lesson 20: Reading a Decodable Story Lesson 21: Tricky Spelling a Lesson 22: Tricky Spelling e Lesson 23: Tricky Spelling o Lesson 24: Tricky Spelling o_e Lesson 25: Tricky Spelling ou Lesson 26: Unit Assessment Lesson 27: Unit Assessment Lessons 28 30: Individual Assessment Reading Standards for Foundational Skills Phonics and Word Recognition RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. Copyright William H. Sadlier, Inc. All rights reserved. 175

176 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 5 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Know and apply grade-level phonics and word analysis skills in decoding words. Lesson 21: Tricky Spelling a Lesson 22: Tricky Spelling e RF.2.3d Decode words with common prefixes and suffixes. Unit 5 Reading Literature: Craft and Structure Language: Prefixes p. 130 RF.2.3e Read and write words with the following inflectional endings and suffixes: Unit 5: ed, ous Identify words with inconsistent but common spelling-sound correspondences. Read and write words with the following lettersound correspondences: a as /a/ (hat), /ae/ (paper), /ә/ (about), or /o/ (water); i as /i/ (hit), /ie/ (item), or / ee/ (ski); o as /o/ (hop), /oe/ (open), or /u/ (son); e as /e/ (pet), /ee/ (me), or /ә/ (debate); u as /ue/ (unit) or /u/ (but); y as /y/ (yes), /ie/ (try), /i/ (myth), or /ee/ (funny); ir (bird), ur (hurt), or er (her) as /er/; ar > / ar/ (car) or /or/ (war); al > /ә/ + /l/ (animal); il > /ә/ + /l/ (pencil); ul > /ә/ + /l/ (awful); el > /ә/ + /l/ (travel), le > /ә/ + /l/ (apple); tion > /sh/ + /ә/ + /n/; ph > /f/ (phone); ch > /k/ (school); al > /aw/ (wall) Introducing Unit 5/Home Connect pp Unit 5 Common Core Review pp Unit 7 Reading Informational Text: Craft and Structure Foundational Skills Read Together: Our Town Is the Best! (prefixes un and re) p. 174 Foundational Skills Reader: New York City (prefixes un- and re-) pp Unit 9 Reading Literature: Integration of Knowledge and Ideas Foundational Skills Read Together: How the Camel Got Her Hump (suffixes -ful, -less, -ness, -ly, -er, -est) p. 214 Foundational Skills Reader: The Smallest Cat (suffixes -ful, -less, -ness, -ly, -er, -est) pp Lesson 4: Adjectives Lesson 15: Spelling Alternatives for /sh/ + /ә/ + /n/: tion Lesson 16: Review Spelling Alternatives for /sh/ + /ә/ + /n/: tion Lesson 17: Introduce Changing Verb Tense; Writing New Ending to a Story Lesson 18: Writing New Ending to a Story Lesson 19: Changing Verb Tense; Writing New Ending to a Story Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Foundational Skills Read Together: Schools in Colonial Times (inconsistent but common spellings; irregular spellings) p. 260 Foundational Skills Reader: Colonial Schools (inconsistent but common spellings; irregular spellings) pp Lesson 1: Introduction of Spelling Alternatives for /u/: o, ou, o_e ; Introduce Adjectives Lesson 7: Introduction of Schwa /ә/: a, e Lesson 8: Spelling Alternatives for /ә/: a, e Lesson 9: Spelling Alternatives for /ә/: a, e ; Compound Subject and Predicate Lesson 10: Review Parts of Speech; Subject and Predicate Lesson 11: Spelling Alternatives for /ә/ + /l/: al, il, ul Lesson 12: Review Spelling Alternatives for /ә/ + /l/: al, il, ul Lesson 13: Spelling Alternatives for /ә/ + /l/: el, le Lesson 14: Review Spelling Alternatives for /ә/ + /l/: el, le Lesson 15: Spelling Alternatives for /sh/ + /ә/ + /n/: tion Lesson 16: Review Spelling Alternatives for /sh/ + /ә/ + /n/: tion Lesson 17: Introduce Changing Verb Tense; Writing New Ending to a Story Lesson 18: Writing New Ending to a Story Lesson 19: Changing Verb Tense; Writing New Ending to a Story Lesson 20: Reading a Decodable Story Lesson 21: Tricky Spelling a Copyright William H. Sadlier, Inc. All rights reserved. 176

177 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 5 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RF.2.3f RF.2.4 RF.2.4a Recognize and read grade-appropriate irregularly spelled words. Read the following Tricky Words Unit 5: alphabet, kingdom, war, water, schwa, edge, father, ghost, again, bridge, eyes, death, wizard, break, against, friend, sure Read with sufficient accuracy and fluency to support comprehension. Read decodable text that incorporates the lettersound correspondences taught with sufficient accuracy and fluency to support comprehension Read grade-level text with purpose and understanding. Lesson 22: Tricky Spelling e Lesson 23: Tricky Spelling o Lesson 24: Tricky Spelling o_e Lesson 25: Tricky Spelling ou Lesson 26: Unit Assessment Lesson 27: Unit Assessment Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Foundational Skills Read Together: Schools in Colonial Times (inconsistent but common spellings; irregular spellings) p. 260 Foundational Skills Reader: Colonial Schools (inconsistent but common spellings; irregular spellings) pp Lesson 3: Spelling Alternatives for /u/: o_e, ou ; Adjectives Lesson 7: Introduction of Schwa /ә/: a, e Lesson 9: Spelling Alternatives for /ә/: a, e ; Compound Subject and Predicate Lesson 11: Spelling Alternatives for /ә/ + /l/: al, il, ul Lesson 13: Spelling Alternatives for /ә/ + /l/: el, le Lesson 15: Spelling Alternatives for /sh/ + /ә/ + /n/: tion Lesson 16: Review Spelling Alternatives for /sh/ + /ә/ + /n/: tion Lesson 20: Reading a Decodable Story Lesson 21: Tricky Spelling a Lesson 22: Tricky Spelling e Lesson 23: Tricky Spelling o Lesson 2: Spelling Alternative for /u/: o Lesson 3: Spelling Alternatives for /u/: o_e, ou ; Adjectives Lesson 4: Adjectives Lesson 5: Review of Spelling Alternatives for /u/; Adjectives Lesson 7: Introduction of Schwa /ә/: a, e Lesson 8: Spelling Alternatives for /ә/: a, e Lesson 9: Spelling Alternatives for /ә/: a, e ; Compound Subject and Predicate Lesson 11: Spelling Alternatives for /ә/ + /l/: al, il, ul Lesson 13: Spelling Alternatives for /ә/ + /l/: el, le Lesson 14: Review Spelling Alternatives for /ә/ + /l/: el, le Lesson 15: Spelling Alternatives for /sh/ + /ә/ + /n/: tion Lesson 16: Review Spelling Alternatives for /sh/ + /ә/ + /n/: tion Lesson 18: Writing New Ending to a Story Lesson 20: Reading a Decodable Story Lesson 21: Tricky Spelling a Lesson 22: Tricky Spelling e Lesson 23: Tricky Spelling o Lesson 24: Tricky Spelling o_e Lesson 25: Tricky Spelling ou Lesson 26: Unit Assessment Lesson 27: Unit Assessment Unit 1 Reading Literature: Key Ideas and Details Foundational Skills Reader: The Big Meal Deal (Fluency: Read with purpose and understanding) pp Copyright William H. Sadlier, Inc. All rights reserved. 177

178 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 5 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RF.2.4c Read and understand decodable text that incorporates letter-sound correspondences taught with purpose and understanding Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary Lesson 2: Spelling Alternative for /u/: o Lesson 3: Spelling Alternatives for /u/: o_e, ou ; Adjectives Lesson 4: Adjectives Lesson 5: Review of Spelling Alternatives for /u/; Adjectives Lesson 7: Introduction of Schwa /ә/: a, e Lesson 8: Spelling Alternatives for /ә/: a, e Lesson 9: Spelling Alternatives for /ә/: a, e ; Compound Subject and Predicate Lesson 11: Spelling Alternatives for /ә/ + /l/: al, il, ul Lesson 13: Spelling Alternatives for /ә/ + /l/: el, le Lesson 14: Review Spelling Alternatives for /ә/ + /l/: el, le Lesson 15: Spelling Alternatives for /sh/ + /ә/ + /n/: tion Lesson 16: Review Spelling Alternatives for /sh/ + /ә/ + /n/: tion Lesson 18: Writing New Ending to a Story Lesson 20: Reading a Decodable Story Lesson 21: Tricky Spelling a Lesson 22: Tricky Spelling e Lesson 23: Tricky Spelling o Lesson 24: Tricky Spelling o_e Lesson 25: Tricky Spelling ou Lesson 27: Unit Assessment Unit 3 Reading Informational Text: Key Ideas and Details Language: Context Clues p. 84 Introducing Unit 3/Home Connect pp Unit 3 Common Core Review pp Unit 7 Reading Informational Text: Craft and Structure Foundational Skills Reader: New York City (Fluency: Use context) pp Lesson 2: Spelling Alternative for /u/: o Lesson 3: Spelling Alternatives for /u/: o_e, ou ; Adjectives Lesson 4: Adjectives Lesson 5: Review of Spelling Alternatives for /u/; Adjectives Lesson 7: Introduction of Schwa /ә/: a, e Lesson 8: Spelling Alternatives for /ә/: a, e Lesson 9: Spelling Alternatives for /ә/: a, e ; Compound Subject and Predicate Lesson 11: Spelling Alternatives for /ә/ + /l/: al, il, ul Lesson 13: Spelling Alternatives for /ә/ + /l/: el, le Lesson 14: Review Spelling Alternatives for /ә/ + /l/: el, le Lesson 15: Spelling Alternatives for /sh/ + /ә/ + /n/: tion Lesson 16: Review Spelling Alternatives for /sh/ + /ә/ + /n/: tion Lesson 17: Introduce Changing Verb Tense; Writing New Ending to a Story Lesson 18: Writing New Ending to a Story Lesson 19: Changing Verb Tense; Writing New Ending to a Story Lesson 20: Reading a Decodable Story Lesson 21: Tricky Spelling a Lesson 22: Tricky Spelling e Lesson 23: Tricky Spelling o Lesson 24: Tricky Spelling o_e Lesson 25: Tricky Spelling ou Copyright William H. Sadlier, Inc. All rights reserved. 178

179 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 5 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Lesson 26: Unit Assessment Lesson 27: Unit Assessment Writing Standards Production and Distribution of Writing W.2.3 W.2.5 Write narratives in which they recount a wellelaborated 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. Plan, draft, and edit a personal narrative with a title, recounting a well-elaborated event or short sequence of events, including details to describe actions, thoughts, and feelings, using temporal words to signal event order, and providing a sense of closure With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing Unit 2 Text Types and Purposes: Write Fictional Narratives Read a Student Model/Plan Your Fictional Narrative/Create Your Fictional Narrative pp Unit 2 Common Core Review: Revise/Publish Your Fictional Narrative p. 54 Introducing Unit 2/Home Connect/Essential Question pp Unit 6 Text Types and Purposes: Write Nonfictional Narratives Read a Student Model/Plan Your Nonfictional Narrative/Create Your Nonfictional Narrative pp Unit 6 Common Core Review: Revise/Publish Your Nonfictional Narrative p. 146 Introducing Unit 6/Home Connect/Essential Question pp Lesson 17: Introduce Changing Verb Tense; Writing New Ending to a Story Lesson 18: Writing New Ending to a Story Lesson 19: Changing Verb Tense; Writing New Ending to a Story Writing Handbook Step 1: Planning pp Step 2: Drafting p. 280 Step 3: Revising pp Step 4: Editing pp Step 5: Producing, Publishing, and Presenting p. 284 Lesson 17: Introduce Changing Verb Tense; Writing New Ending to a Story Lesson 18: Writing New Ending to a Story Lesson 19: Changing Verb Tense; Writing New Ending to a Story Lesson 20: Reading a Decodable Story Language Standards Conventions of Standard English L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Lesson 17: Introduce Changing Verb Tense; Writing New Ending to a Story Lesson 18: Writing New Ending to a Story Lesson 19: Changing Verb Tense; Writing New Ending to a Story Copyright William H. Sadlier, Inc. All rights reserved. 179

180 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 5 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Lesson 23: Tricky Spelling o Lesson 24: Tricky Spelling o_e L.2.1a Use collective nouns (e.g., group). Unit 2 Text Types and Purposes: Write Nonfictional Narratives Language: Collective Nouns p. 50 L.2.1b L.2.1d L.2.1e Use collective nouns (e.g., group) Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). Form and use irregular plural nouns orally and in own writing Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). Use both regular and irregular past-, present-, and future-tense verbs orally and in own writing Use adjectives and adverbs, and choose between them depending on what is to be modified. Introducing Unit 2/Home Connect pp Unit 2 Common Core Review pp Lesson 12: Review Spelling Alternatives for /ә/ + /l/: al, il, ul Lesson 17: Introduce Changing Verb Tense; Writing New Ending to a Story Lesson 18: Writing New Ending to a Story Lesson 19: Changing Verb Tense; Writing New Ending to a Story Lesson 23: Tricky Spelling o Lesson 24: Tricky Spelling o_e Unit 2 Text Types and Purposes: Write Nonfictional Narratives Language: Irregular Proper Nouns pp Introducing Unit 2/Home Connect pp Unit 2 Common Core Review pp Lesson 12: Review Spelling Alternatives for /ә/ + /l/: al, il, ul Lesson 17: Introduce Changing Verb Tense; Writing New Ending to a Story Lesson 18: Writing New Ending to a Story Lesson 19: Changing Verb Tense; Writing New Ending to a Story Lesson 23: Tricky Spelling o Lesson 24: Tricky Spelling o_e Unit 4 Text Types and Purposes: Write Informational Texts Language: Irregular Past-Tense Verbs p. 94 Introducing Unit 4/Home Connect pp Unit 4 Common Core Review pp Lesson 10: Review Parts of Speech; Subject and Predicate Lesson 12: Review Spelling Alternatives for /ә/ + /l/: al, il, ul Lesson 17: Introduce Changing Verb Tense; Writing New Ending to a Story Lesson 18: Writing New Ending to a Story Lesson 19: Changing Verb Tense; Writing New Ending to a Story Lesson 23: Tricky Spelling o Lesson 24: Tricky Spelling o_e Unit 6 Text Types and Purposes: Write Nonfictional Narratives Language: Adjectives pp Language: Adverbs pp Introducing Unit 6/Home Connect pp Unit 6 Common Core Review pp Copyright William H. Sadlier, Inc. All rights reserved. 180

181 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 5 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 L.2.2 L.2.2a L.2.2e Use adjectives appropriately orally and in own writing Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize holidays, product names, and geographic names. Capitalize holidays, product names, and geographic names Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. Consult the Individual Code Chart and simple dictionaries to check spelling Lesson 1: Introduction of Spelling Alternatives for /u/: o, ou, o_e ; Introduce Adjectives Lesson 3: Spelling Alternatives for /u/: o_e, ou ; Adjectives Lesson 4: Adjectives Lesson 6: Review of Spelling Alternatives for /u/; Introduce Subject and Predicate Lesson 7: Introduction of Schwa /ә/: a, e Lesson 10: Review Parts of Speech; Subject and Predicate Lesson 12: Review Spelling Alternatives for /ә/ + /l/: al, il, ul Lesson 17: Introduce Changing Verb Tense; Writing New Ending to a Story Lesson 18: Writing New Ending to a Story Lesson 19: Changing Verb Tense; Writing New Ending to a Story Lesson 23: Tricky Spelling o Lesson 24: Tricky Spelling o_e Unit 2 Text Types and Purposes: Write Nonfictional Narratives Language: Names of Holidays and Places p. 51 Introducing Unit 2/Home Connect pp Unit 2 Common Core Review pp Lesson 12: Review Spelling Alternatives for /ә/ + /l/: al, il, ul Lesson 14: Review Spelling Alternatives for /ә/ + /l/: el, le Writing Handbook Step 4: Editing: Editing Checklist (use a dictionary) p. 283 Glossary pp Lesson 1: Introduction of Spelling Alternatives for /u/: o, ou, o_e ; Introduce Adjectives Lesson 2: Spelling Alternative for /u/: o Lesson 3: Spelling Alternatives for /u/: o_e, ou ; Adjectives Lesson 4: Adjectives Lesson 5: Review of Spelling Alternatives for /u/; Adjectives Lesson 6: Review of Spelling Alternatives for /u/; Introduce Subject and Predicate Lesson 7: Introduction of Schwa /ә/: a, e Lesson 8: Spelling Alternatives for /ә/: a, e Lesson 9: Spelling Alternatives for /ә/: a, e ; Compound Subject and Predicate Lesson 10: Review Parts of Speech; Subject and Predicate Lesson 11: Spelling Alternatives for /ә/ + /l/: al, il, ul Lesson 12: Review Spelling Alternatives for /ә/ + /l/: al, il, ul Lesson 13: Spelling Alternatives for /ә/ + /l/: el, le Lesson 14: Review Spelling Alternatives for /ә/ + /l/: el, le Lesson 15: Spelling Alternatives for /sh/ + /ә/ + /n/: tion Lesson 16: Review Spelling Alternatives for /sh/ + /ә/ + /n/: tion Lesson 17: Introduce Changing Verb Tense; Writing New Ending to a Story Copyright William H. Sadlier, Inc. All rights reserved. 181

182 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 5 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase. Use sentence-level context as a clue to the meaning of a word or phrase Lesson 18: Writing New Ending to a Story Lesson 19: Changing Verb Tense; Writing New Ending to a Story Lesson 20: Reading a Decodable Story Lesson 21: Tricky Spelling a Lesson 22: Tricky Spelling e Lesson 23: Tricky Spelling o Lesson 24: Tricky Spelling o_e Lesson 25: Tricky Spelling ou Lesson 26: Unit Assessment Lesson 27: Unit Assessment Lessons 28 30: Individual Assessment Unit 3 Reading Informational Text: Key Ideas and Details Language: Context Clues p. 84 Introducing Unit 3/Home Connect pp Unit 3 Common Core Review pp Lesson 4: Adjectives Lesson 7: Introduction of Schwa /ә/: a, e Lesson 14: Review Spelling Alternatives for /ә/ + /l/: el, le Lesson 16: Review Spelling Alternatives for /sh/ + /ә/ + /n/: tion Copyright William H. Sadlier, Inc. All rights reserved. 182

183 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 6 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Reading Standards for Informational Text Key Ideas and Details 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. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational text read independently Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/ informational readaloud Unit 3 Reading Informational Text: Key Ideas and Details Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Lesson 5: Tricky Words: Great Britain, Europe, native, Americans, signature, war Lesson 6: Spelling Alternatives for /er/ Lesson 8: Spelling Alternatives for /er/: ar and or Lesson 9: Adverbs Lesson 11: Tricky Words: imagine, soldier, Washington; Spelling Alternatives for /k/: ch Lesson 12: Close Reading: The War Starts; Introduce Run-On Sentences Lesson 13: Tricky Word: iron; Tricky Spelling i Lesson 14: Close Reading: A Famous Ship; Tricky Spelling i Lesson 15: Tricky Word: special; Run-On Sentences Lesson 16: Close Reading: The Attack on Washington, D.C.; Tricky Spelling i Lesson 17: Tricky Word: shoe; Building Sentences Lesson 18: Building Sentences Lesson 19: Tricky Word: Fort McHenry; Spelling Alternatives for /ә/ Lesson 20: Spelling Assessment Lesson 21: Tricky Words: early, whose, broad, bomb Lesson 22: Close Reading: Francis Scott Key and the National Anthem; Topic Sentences and Paragraphs Lesson 23: Tricky Words: Andrew, new Lesson 24: Close Reading: Andrew Jackson Lesson 25: Spelling Alternative for /o/: a Lesson 26: Close Reading: The End of the War; Spelling Alternative for /o/: a Lesson 30: Topic and Irrelevant Sentences Lesson 31: Report Writing Lesson 32: Report Writing Lesson 35: End-of-Year Assessment; Report Writing Lesson 4: Read-Aloud: America in 1812, Part I Lesson 7: Read-Aloud: America in 1812, Part II ; Introduce Adverbs Copyright William H. Sadlier, Inc. All rights reserved. 183

184 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 6 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RI.2.2 RI.2.3 Craft and Structure RI.2.4 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. Identify the main topic of a multiparagraph nonfiction/informational text read independently, as well as the focus of specific paragraphs within the text Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Describe the connection between a series of historical events in nonfiction/informational text read independently Describe the connection between a series of historical events in a nonfiction/informational read-aloud Determine the meaning of words and phrases in a text relevant to a topic or subject area. Unit 3 Reading Informational Text: Key Ideas and Details Identifying Topics: Jacques Cousteau (Biography) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Lesson 12: Close Reading: The War Starts; Introduce Run-On Sentences Lesson 14: Close Reading: A Famous Ship; Tricky Spelling i Lesson 16: Close Reading: The Attack on Washington, D.C.; Tricky Spelling i Lesson 22: Close Reading: Francis Scott Key and the National Anthem; Topic Sentences and Paragraphs Lesson 24: Close Reading: Andrew Jackson Lesson 26: Close Reading: The End of the War; Spelling Alternative for /o/: a Unit 3 Reading Informational Text: Key Ideas and Details Describing Connections Between Ideas: Make Wild Animal Homes (Procedural Text) pp Introducing Unit 3/Home Connect/Essential Question pp Close Reading: At Home in a Cave (Magazine Article) pp Unit 3 Common Core Review pp Lesson 12: Close Reading: The War Starts; Introduce Run-On Sentences Lesson 14: Close Reading: A Famous Ship; Tricky Spelling i Lesson 16: Close Reading: The Attack on Washington, D.C.; Tricky Spelling i Lesson 22: Close Reading: Francis Scott Key and the National Anthem; Topic Sentences and Paragraphs Lesson 24: Close Reading: Andrew Jackson Lesson 26: Close Reading: The End of the War; Spelling Alternative for /o/: a Lesson 31: Report Writing Lesson 4: Read-Aloud: America in 1812, Part I Lesson 7: Read-Aloud: America in 1812, Part II ; Introduce Adverbs Lesson 13: Tricky Word: iron; Tricky Spelling i Unit 7 Reading Informational Text: Craft and Structure Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Introducing Unit 7/Home Connect/Essential Question pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp Unit 7 Common Core Review pp Copyright William H. Sadlier, Inc. All rights reserved. 184

185 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 6 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RI.2.5 Determine the meaning of unknown words and phrases in nonfiction/informational text read independently Determine the meaning of unknown words and phrases in nonfiction/informational read- alouds and discussions 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. Identify and use text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a nonfiction/informational text Lesson 5: Tricky Words: Great Britain, Europe, native, Americans, signature, war Lesson 8: Spelling Alternatives for /er/: ar and or Lesson 11: Tricky Words: imagine, soldier, Washington; Spelling Alternatives for /k/: ch Lesson 12: Close Reading: The War Starts; Introduce Run-On Sentences Lesson 13: Tricky Word: iron; Tricky Spelling i Lesson 14: Close Reading: A Famous Ship; Tricky Spelling i Lesson 15: Tricky Word: special; Run-On Sentences Lesson 16: Close Reading: The Attack on Washington, D.C.; Tricky Spelling i Lesson 17: Tricky Word: shoe; Building Sentences Lesson 19: Tricky Word: Fort McHenry; Spelling Alternatives for /ә/ Lesson 21: Tricky Words: early, whose, broad, bomb Lesson 22: Close Reading: Francis Scott Key and the National Anthem; Topic Sentences and Paragraphs Lesson 23: Tricky Words: Andrew, new Lesson 24: Close Reading: Andrew Jackson Lesson 25: Spelling Alternative for /o/: a Lesson 26: Close Reading: The End of the War; Spelling Alternative for /o/: a Lesson 30: Topic and Irrelevant Sentences Lesson 31: Report Writing Lesson 32: Report Writing Lesson 4: Read-Aloud: America in 1812, Part I Lesson 7: Read-Aloud: America in 1812, Part II ; Introduce Adverbs Unit 7 Reading Informational Text: Craft and Structure Using Text Features: Subway Way to Go! (Magazine Article) pp Introducing Unit 7/Home Connect/Essential Question pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp Lesson 5: Tricky Words: Great Britain, Europe, native, Americans, signature, war Lesson 8: Spelling Alternatives for /er/: ar and or Lesson 11: Tricky Words: imagine, soldier, Washington; Spelling Alternatives for /k/: ch Lesson 13: Tricky Word: iron; Tricky Spelling i Lesson 15: Tricky Word: special; Run-On Sentences Lesson 17: Tricky Word: shoe; Building Sentences Lesson 19: Tricky Word: Fort McHenry; Spelling Alternatives for /ә/ Lesson 21: Tricky Words: early, whose, broad, bomb Lesson 23: Tricky Words: Andrew, new Lesson 25: Spelling Alternative for /o/: a Lesson 30: Topic and Irrelevant Sentences Lesson 31: Report Writing Lesson 32: Report Writing Copyright William H. Sadlier, Inc. All rights reserved. 185

186 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 6 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Identify the main purpose of a nonfiction/ informational text read independently, including what the author wants to answer, explain, or describe Integration of Knowledge and Ideas RI.2.7 RI.2.8 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with nonfiction/informational text read independently, and explain how these graphics clarify the meaning of the text Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with nonfiction/informational read- aloud, and explain how these graphics clarify the meaning of the read-aloud Describe how reasons support specific points the author makes in a text. Unit 7 Reading Informational Text: Craft and Structure Determining an Author s Purpose: New Ways to Solve an Old Problem (Opinion Piece) pp Introducing Unit 7/Home Connect/Essential Question pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp Unit 7 Common Core Review pp Lesson 12: Close Reading: The War Starts; Introduce Run-On Sentences Lesson 14: Close Reading: A Famous Ship; Tricky Spelling i Lesson 16: Close Reading: The Attack on Washington, D.C.; Tricky Spelling i Lesson 22: Close Reading: Francis Scott Key and the National Anthem; Topic Sentences and Paragraphs Lesson 24: Close Reading: Andrew Jackson Lesson 26: Close Reading: The End of the War; Spelling Alternative for /o/: a Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Using Images to Understand Text: Toys and Games in Colonial Times (Magazine Article) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Lesson 3: Introduce Reader and Timeline; Tricky Spelling ea Lesson 6: Spelling Alternatives for /er/ Lesson 9: Adverbs Lesson 18: Building Sentences Lesson 20: Spelling Assessment Lesson 4: Read-Aloud: America in 1812, Part I Lesson 7: Read-Aloud: America in 1812, Part II ; Introduce Adverbs Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Finding Supporting Reasons: Toys and Games Are Better Today (Opinion Piece) pp Introducing Unit 11/Home Connect/Essential Question pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp Unit 11 Common Core Review pp Copyright William H. Sadlier, Inc. All rights reserved. 186

187 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 6 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Describe how reasons or facts support specific points the author makes in a nonfiction text read independently Describe how reasons or facts support specific points the author makes in a nonfiction informational read-aloud Range of Reading and Level of Text Complexity 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. Lesson 12: Close Reading: The War Starts; Introduce Run-On Sentences Lesson 14: Close Reading: A Famous Ship; Tricky Spelling i Lesson 15: Tricky Word: special; Run-On Sentences Lesson 16: Close Reading: The Attack on Washington, D.C.; Tricky Spelling i Lesson 22: Close Reading: Francis Scott Key and the National Anthem; Topic Sentences and Paragraphs Lesson 24: Close Reading: Andrew Jackson Lesson 26: Close Reading: The End of the War; Spelling Alternative for /o/: a Lesson 4: Read-Aloud: America in 1812, Part I Lesson 7: Read-Aloud: America in 1812, Part II ; Introduce Adverbs Unit 3 Reading Informational Text: Key Ideas and Details Introducing Unit 3/Home Connect/Essential Question pp Key Ideas and Details: Comprehension Check pp. 59, 61, 63, 65, 67, 69, 71, 73, 75, Asking and Answering Questions: Prairie Dogs and Their Homes (Magazine Article) pp Identifying Topics: Jacques Cousteau (Biography) pp Describing Connections Between Ideas: Make Wild Animal Homes (Procedural Text) pp Foundational Skills Read Together: Animals That Carry Their Homes p. 76 Foundational Skills Reader: Moving Day! (vowel teams oi, oy, ow, ou) pp Close Reading: At Home in a Cave (Magazine Article) pp the Essential Question p. 83 Unit 3 Common Core Review: Weaver Bird Nests pp Unit 7 Reading Informational Text: Craft and Structure Introducing Unit 7/Home Connect/Essential Question pp Craft and Structure: Comprehension Check pp. 157, 159, 161, 163, 165, 167, 169, 171, 173, Determining Word Meanings: Who Helps in Your Community? (Informational Text) pp Using Text Features: Subway Way to Go! (Magazine Article) pp Determining an Author s Purpose: New Ways to Solve an Old Problem (Opinion Piece) pp Foundational Skills Read Together: Our Town Is the Best! p. 174 Foundational Skills Reader: New York City (two-syllable long vowel words; prefixes un- and re-) pp Close Reading: Ben Franklin, Outstanding Citizen (Biography) pp Copyright William H. Sadlier, Inc. All rights reserved. 187

188 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 6 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Read independently and demonstrate understanding of nonfiction/informational text in the Grades 2 3 text complexity band proficiently, with scaffolding as needed at the high end of the range Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for Grades 2 4 the Essential Question p. 181 Unit 7 Common Core Review: Please Be Kind pp Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Introducing Unit 11/Home Connect/Essential Question pp Integration of Knowledge and Ideas: Comprehension Check pp. 237, 241, 245, Using Images to Understand Text: Toys and Games in Colonial Times (Magazine Article) pp Finding Supporting Reasons: Toys and Games Are Better Today (Opinion Piece) pp Comparing and Contrasting Texts: Colonial Children Were Lucky! (Opinion Piece) pp Foundational Skills Read Together: Schools in Colonial Times p. 260 Foundational Skills Reader: Colonial Schools (inconsistent but common spellings; irregular spellings) pp Close Reading: How Boston Got More Land (Magazine Article)/ Goodbye, Swamp (Opinion Piece) pp the Essential Question p. 267 Unit 11 Common Core Review: Welcome to Boston! pp Lesson 5: Tricky Words: Great Britain, Europe, native, Americans, signature, war Lesson 6: Spelling Alternatives for /er/ Lesson 8: Spelling Alternatives for /er/: ar and or Lesson 9: Adverbs Lesson 10: Introduce Complete vs. Incomplete Sentences Lesson 11: Tricky Words: imagine, soldier, Washington; Spelling Alternatives for /k/: ch Lesson 12: Close Reading: The War Starts; Introduce Run-On Sentences Lesson 14: Close Reading: A Famous Ship; Tricky Spelling i Lesson 15: Tricky Word: special; Run-On Sentences Lesson 16: Close Reading: The Attack on Washington, D.C.; Tricky Spelling i Lesson 18: Building Sentences Lesson 20: Spelling Assessment Lesson 22: Close Reading: Francis Scott Key and the National Anthem; Topic Sentences and Paragraphs Lesson 24: Close Reading: Andrew Jackson Lesson 26: Close Reading: The End of the War; Spelling Alternative for /o/: a Lesson 4: Read-Aloud: America in 1812, Part I Lesson 7: Read-Aloud: America in 1812, Part II ; Introduce Adverbs Copyright William H. Sadlier, Inc. All rights reserved. 188

189 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 6 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Reading Standards for Foundational Skills Phonics and Word Recognition RF.2.3 RF.2.3a RF.2.3b RF.2.3c Know and apply grade-level phonics and word analysis skills in decoding words. Distinguish long and short vowels when reading regularly spelled one-syllable words. Use knowledge of the letter sound correspondences that have been taught to distinguish and correctly read long and short vowels in one-syllable words Unit 1: a > /a/; e > /e/; i > /i/; o > /o/; u > /u/ Unit 2: a_e > /ae/; ee > /ee/; i_e > /ie/; o_e > /oe/; u_e > /ue/ Know spelling-sound correspondences for additional common vowel teams. Read and write words spelled with the following vowel teams: long vowel sounds: ai, ay > /ae/; ea, ey, ee > /ee/; oa, oe, ow > /oe/; ie, igh > /ie/; short vowel sounds: ou, o_e > /u/; ea > /e/; other vowel sounds: oi, oy > /oi/; aw, au, augh, al > /aw/; ow > /ou/; r-controlled vowel sounds: er > /er/; or > /or/; ar > /ar/ Decode regularly spelled two-syllable words with long vowels. Decode two-syllable words with any combination of the following syllable types: closed syllables; magic e syllables; vowel digraph syllables; r- controlled syllables; open syllables; and consonant le syllables Unit 1 Reading Literature: Key Ideas and Details Foundational Skills Read Together: Lunch or Not? (long and short vowels) p. 30 Foundational Skills Reader: The Big Meal Deal (Short Vowels; Long Vowels (CVCe vowel teams)) pp Lesson 1: Spelling Alternative for /f/: ph Lesson 2: Spelling Alternative for /f/: ph Lesson 3: Introduce Reader and Timeline; Tricky Spelling ea Lesson 6: Spelling Alternatives for /er/ Unit 3 Reading Informational Text: Key Ideas and Details Foundational Skills Read Together: Animals That Carry Their Homes (vowel teams oi, oy, ow, ou) p. 76 Foundational Skills Reader: Moving Day! (vowel teams oi, oy, ow, ou) pp Unit 5 Reading Literature: Craft and Structure Foundational Skills Read Together: A School for Fish? (vowel teams oo, ul, ow, au) p. 122 Foundational Skills Reader: Dawn s Pet (vowel teams oo, ul, ow, au) pp Lesson 1: Spelling Alternative for /f/: ph Lesson 2: Spelling Alternative for /f/: ph Lesson 3: Introduce Reader and Timeline; Tricky Spelling ea Lesson 6: Spelling Alternatives for /er/ Lesson 16: Close Reading: The Attack on Washington, D.C.; Tricky Spelling i Lesson 21: Tricky Words: early, whose, broad, bomb Lesson 23: Tricky Words: Andrew, new Lesson 27: Unit Assessment Unit 7 Reading Informational Text: Craft and Structure Foundational Skills Read Together: Our Town Is the Best! (two-syllable words with long vowels) p. 174 Foundational Skills Reader: New York City (two-syllable long vowel words) pp Lesson 1: Spelling Alternative for /f/: ph Lesson 2: Spelling Alternative for /f/: ph Lesson 6: Spelling Alternatives for /er/ Lesson 8: Spelling Alternatives for /er/: ar and or Lesson 21: Tricky Words: early, whose, broad, bomb Lesson 23: Tricky Words: Andrew, new Copyright William H. Sadlier, Inc. All rights reserved. 189

190 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 6 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RF.2.3e RF.2.3f Fluency RF.2.4 Identify words with inconsistent but common spelling-sound correspondences. Read and write words with the following lettersound correspondences: a as /a/ (hat), /ae/ (paper), /ә/ (about), or /o/ (water); i as /i/ (hit), /ie/ (item), or /ee/ (ski); o as /o/ (hop), /oe/ (open), or /u/ (son); e as /e/ (pet), /ee/ (me), or /ә/ (debate); u as /ue/ (unit) or /u/ (but); y as /y/ (yes), /ie/ (try), /i/ (myth), or /ee/ (funny); ir (bird), ur (hurt), or er (her) as /er/; ar > /ar/ (car) or /or/ (war); al > /ә/ + /l/ (animal) or aw (wall); il > /ә/ + /l/ (pencil); ul > /ә/ + /l/ (awful); el > /ә/ + /l/ (travel), le > /ә/ + /l/ (apple); tion > /sh/ + /ә/ + /n/; ph > /f/ (phone); ch > /k/ (school); al > /aw/ (wall) Recognize and read grade-appropriate irregularly spelled words. Read the following Tricky Words Unit 6: Great Britain, Europe, native, Americans, war, signature, imagine, soldier, Washington, iron, special, shoe, Fort McHenry, early, whose, broad, bomb, Andrew, new Read with sufficient accuracy and fluency to support comprehension. Read decodable text that incorporates the lettersound correspondences taught with sufficient accuracy and fluency to support comprehension Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Foundational Skills Read Together: Schools in Colonial Times (inconsistent but common spellings; irregular spellings) p. 260 Foundational Skills Reader: Colonial Schools (inconsistent but common spellings; irregular spellings) pp Lesson 1: Spelling Alternative for /f/: ph Lesson 2: Spelling Alternative for /f/: ph Lesson 3: Introduce Reader and Timeline; Tricky Spelling ea Lesson 6: Spelling Alternatives for /er/ Lesson 11: Tricky Words: imagine, soldier, Washington; Spelling Alternatives for /k/: ch Lesson 13: Tricky Word: iron; Tricky Spelling i Lesson 14: Close Reading: A Famous Ship; Tricky Spelling i Lesson 16: Close Reading: The Attack on Washington, D.C.; Tricky Spelling i Lesson 19: Tricky Word: Fort McHenry; Spelling Alternatives for /ә/ Lesson 21: Tricky Words: early, whose, broad, bomb Lesson 23: Tricky Words: Andrew, new Lesson 27: Unit Assessment Lesson 28: Organizing a Paragraph Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Foundational Skills Read Together: Schools in Colonial Times (inconsistent but common spellings; irregular spellings) p. 260 Foundational Skills Reader: Colonial Schools (inconsistent but common spellings; irregular spellings) pp Lesson 5: Tricky Words: Great Britain, Europe, native, Americans, signature, war Lesson 11: Tricky Words: imagine, soldier, Washington; Spelling Alternatives for /k/: ch Lesson 13: Tricky Word: iron; Tricky Spelling i Lesson 15: Tricky Word: special; Run-On Sentences Lesson 17: Tricky Word: shoe; Building Sentences Lesson 19: Tricky Word: Fort McHenry; Spelling Alternatives for /ә/ Lesson 21: Tricky Words: early, whose, broad, bomb Lesson 23: Tricky Words: Andrew, new Lesson 5: Tricky Words: Great Britain, Europe, native, Americans, signature, war Lesson 6: Spelling Alternatives for /er/ Lesson 8: Spelling Alternatives for /er/: ar and or Lesson 9: Adverbs Lesson 11: Tricky Words: imagine, soldier, Washington; Spelling Alternatives for /k/: ch Lesson 13: Tricky Word: iron; Tricky Spelling i Copyright William H. Sadlier, Inc. All rights reserved. 190

191 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 6 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RF.2.4a RF.2.4b Read grade-level text with purpose and understanding. Read and understand decodable text that incorporates letter-sound correspondences taught with purpose and understanding Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Lesson 15: Tricky Word: special; Run-On Sentences Lesson 17: Tricky Word: shoe; Building Sentences Lesson 18: Building Sentences Lesson 19: Tricky Word: Fort McHenry; Spelling Alternatives for /ә/ Lesson 20: Spelling Assessment Lesson 21: Tricky Words: early, whose, broad, bomb Lesson 23: Tricky Words: Andrew, new Lesson 25: Spelling Alternative for /o/: a Lesson 30: Topic and Irrelevant Sentences Lesson 31: Report Writing Lesson 32: Report Writing Unit 1 Reading Literature: Key Ideas and Details Foundational Skills Reader: The Big Meal Deal (Fluency: Read with purpose and understanding) pp Lesson 5: Tricky Words: Great Britain, Europe, native, Americans, signature, war Lesson 6: Spelling Alternatives for /er/ Lesson 8: Spelling Alternatives for /er/: ar and or Lesson 9: Adverbs Lesson 11: Tricky Words: imagine, soldier, Washington; Spelling Alternatives for /k/: ch Lesson 13: Tricky Word: iron; Tricky Spelling i Lesson 15: Tricky Word: special; Run-On Sentences Lesson 17: Tricky Word: shoe; Building Sentences Lesson 18: Building Sentences Lesson 19: Tricky Word: Fort McHenry; Spelling Alternatives for /ә/ Lesson 20: Spelling Assessment Lesson 21: Tricky Words: early, whose, broad, bomb Lesson 23: Tricky Words: Andrew, new Lesson 25: Spelling Alternative for /o/: a Lesson 30: Topic and Irrelevant Sentences Lesson 31: Report Writing Lesson 32: Report Writing Unit 3 Reading Informational Text: Key Ideas and Details Foundational Skills Reader: Moving Day! (Fluency: Use punctuation) pp Unit 5 Reading Literature: Craft and Structure Foundational Skills Reader: Dawn s Pet (Fluency: Read in phrases) pp Unit 9 Reading Literature: Integration of Knowledge and Ideas Foundational Skills Reader: The Smallest Cat ((Fluency: Read with expression) pp Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Foundational Skills Reader: Colonial Schools (Fluency: Read words with special print) pp Copyright William H. Sadlier, Inc. All rights reserved. 191

192 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 6 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 RF.2.4c Read decodable text that incorporates the lettersound correspondences taught with increased accuracy, appropriate rate, and expression on successive readings Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary Lesson 6: Spelling Alternatives for /er/ Lesson 9: Adverbs Lesson 18: Building Sentences Lesson 20: Spelling Assessment Unit 3 Reading Informational Text: Key Ideas and Details Language: Context Clues p. 84 Introducing Unit 3/Home Connect pp Unit 3 Common Core Review pp Unit 7 Reading Informational Text: Craft and Structure Foundational Skills Reader: New York City (Fluency: Use context) pp Lesson 5: Tricky Words: Great Britain, Europe, native, Americans, signature, war Lesson 6: Spelling Alternatives for /er/ Lesson 8: Spelling Alternatives for /er/: ar and or Lesson 9: Adverbs Lesson 11: Tricky Words: imagine, soldier, Washington; Spelling Alternatives for /k/: ch Lesson 14: Close Reading: A Famous Ship; Tricky Spelling i Lesson 15: Tricky Word: special; Run-On Sentences Lesson 17: Tricky Word: shoe; Building Sentences Lesson 18: Building Sentences Lesson 19: Tricky Word: Fort McHenry; Spelling Alternatives for /ә/ Lesson 20: Spelling Assessment Lesson 21: Tricky Words: early, whose, broad, bomb Lesson 23: Tricky Words: Andrew, new Lesson 25: Spelling Alternative for /o/: a Lesson 30: Topic and Irrelevant Sentences Lesson 31: Report Writing Lesson 32: Report Writing Writing Standards Text Types and Purposes 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. Unit 4 Text Types and Purposes: Write Informational Texts Read a Student Model/Use a Chart to Draft an Observation Log/Draft Your Observation Log pp Unit 8 Common Core Review: Revise/Publish Your Observation Log p. 100 Introducing Unit 4/Home Connect/Essential Question pp Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Use a Chart to Plan the Report/Draft Your Report pp Unit 10 Common Core Review: Revise/Publish Your Research Report p. 238 Introducing Unit 10/Home Connect/Essential Question pp Copyright William H. Sadlier, Inc. All rights reserved. 192

193 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 6 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Plan, draft, and edit an informative/explanatory text that introduces a topic, uses facts and definitions to develop points, and provides a concluding statement or section Production and Distribution of Writing Lesson 29: Report Writing Lesson 31: Report Writing Lesson 32: Report Writing Lesson 33: End-of-Year Assessment; Report Writing Lesson 34: End-of-Year Assessment; Report Writing Lesson 35: End-of-Year Assessment; Report Writing Lesson 36: End-of-Year Assessment; Report Writing W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing Writing Handbook Step 1: Planning pp Step 2: Drafting p. 280 Step 3: Revising pp Step 4: Editing pp Step 5: Producing, Publishing, and Presenting p. 284 Lesson 34: End-of-Year Assessment; Report Writing Lesson 35: End-of-Year Assessment; Report Writing Lesson 36: End-of-Year Assessment; Report Writing Speaking and Listening Standards Presentation of Knowledge and Ideas SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Language.) Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification Speaking and Listening: Return to the Essential Question (small group or class discussion) pp. 52, 98, 144, 196, 236 See also Home Connect (Conversation Starters/Activities/On the Go/Ways to Help Your Child) pp. 10, 42, 56, 88, 102, 134, 154, 186, 200, 226, 240 Lesson 5: Tricky Words: Great Britain, Europe, native, Americans, signature, war Lesson 8: Spelling Alternatives for /er/: ar and or Lesson 10: Introduce Complete vs. Incomplete Sentences Lesson 11: Tricky Words: imagine, soldier, Washington; Spelling Alternatives for /k/: ch Lesson 14: Close Reading: A Famous Ship; Tricky Spelling i Lesson 17: Tricky Word: shoe; Building Sentences Lesson 19: Tricky Word: Fort McHenry; Spelling Alternatives for /ә/ Lesson 21: Tricky Words: early, whose, broad, bomb Lesson 22: Close Reading: Francis Scott Key and the National Anthem; Topic Sentences and Paragraphs Lesson 23: Tricky Words: Andrew, new Lesson 25: Spelling Alternative for /o/: a Lesson 30: Topic and Irrelevant Sentences Lesson 31: Report Writing Lesson 32: Report Writing Lesson 35: End-of-Year Assessment; Report Writing Copyright William H. Sadlier, Inc. All rights reserved. 193

194 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 6 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Language Standards Conventions of Standard English L.2.1 L.2.1d L.2.1e L.2.1f L.2.2 L.2.2d Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). Use both regular and irregular past-, present-, and future-tense verbs orally and in own writing Use adjectives and adverbs, and choose between them depending on what is to be modified. Use adjectives appropriately orally and in own writing Use adverbs appropriately orally and in own writing 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). Use and expand complete simple and compound sentences orally and in own writing Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Generalize learned spelling patterns when writing words (e.g., cage badge; boy boil). Spell and write one-syllable words using the lettersound correspondences taught in, using the Individual Code Chart as needed Unit 4 Text Types and Purposes: Write Informational Texts Language: Irregular Past-Tense Verbs p. 94 Introducing Unit 4/Home Connect pp Unit 4 Common Core Review pp Lesson 1: Spelling Alternative for /f/: ph Lesson 24: Close Reading: Andrew Jackson Unit 6 Text Types and Purposes: Write Nonfictional Narratives Language: Adjectives pp Language: Adverbs pp Introducing Unit 6/Home Connect pp Unit 6 Common Core Review pp Lesson 1: Spelling Alternative for /f/: ph Lesson 12: Close Reading: The War Starts; Introduce Run-On Sentences Lesson 7: Read-Aloud: America in 1812, Part II ; Introduce Adverbs Lesson 8: Spelling Alternatives for /er/: ar and or Lesson 9: Adverbs Lesson 12: Close Reading: The War Starts; Introduce Run-On Sentences Unit 10 Research to Build and Present Knowledge: Write Research Reports Language: Simple Sentences pp Language: Compound Sentences pp Introducing Unit 10/Home Connect pp Unit 10 Common Core Review pp Lesson 17: Tricky Word: shoe; Building Sentences Lesson 18: Building Sentences Writing Handbook Step 4: Editing: Editing Checklist (use a dictionary) p. 283 Lesson 1: Spelling Alternative for /f/: ph Copyright William H. Sadlier, Inc. All rights reserved. 194

195 Sadlier New York Progress English Language Arts,, Correlated to the Core Knowledge Language Arts () Unit-by-Unit Common Core State Standards Alignment Skills Strand Unit 6 CORE KNOWLEDGE LANGUAGE ARTS () GOALS, GRADE 2 Vocabulary Acquisition and Use L.2.4 STD L.2.4e Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and content, choosing flexibly from an array of strategies. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases Lesson 5: Tricky Words: Great Britain, Europe, native, Americans, signature, war Lesson 8: Spelling Alternatives for /er/: ar and or Lesson 11: Tricky Words: imagine, soldier, Washington; Spelling Alternatives for /k/: ch Lesson 13: Tricky Word: iron; Tricky Spelling i Lesson 15: Tricky Word: special; Run-On Sentences Lesson 17: Tricky Word: shoe; Building Sentences Lesson 19: Tricky Word: Fort McHenry; Spelling Alternatives for /ә/ Lesson 21: Tricky Words: early, whose, broad, bomb Lesson 23: Tricky Words: Andrew, new Lesson 25: Spelling Alternative for /o/: a Lesson 30: Topic and Irrelevant Sentences Lesson 31: Report Writing Lesson 32: Report Writing Copyright William H. Sadlier, Inc. All rights reserved. 195