Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade 2) THEME 4: Officer Buckle & Gloria TARGET SKILLS: Story Name Phonemic Awareness Phonics Comprehension Vocabulary Fluency r-controlled vowels: ar, or, ore Drawing Conclusions; Monitor/Clarify High Frequency Words; Dictionary Entry Words Decodable Text; Leveled Readers READING: LITERATURE R.L.2.1 R.L.2.2 R.L.2.3 R.L.2.4 R.L.2.5 R.L.2.6 R.L.2.7 R.L.2.8 Ask & answer such questions as who, what, where, when, why, & how to demonstrate understanding of key details in a text. (T63,68) Recount stories, including fables & folktales from diverse cultures, & determine their central message, lesson, or moral. (T55,62) Describe how characters in a story respond to major events & challenges. (T48,51,54,56,58-59,62-63) Describe how words & phrases (regular beats, alliteration, rhymes, repeated lines) supply rhythm & meaning in a story, poem, or song. Describe the overall structure of a story, including describing how the beginning introduces the story & the ending concludes the action. (T58,63) Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. (T48,51,54,56,58-59,62-63) Use information gained from the illustrations & words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (Not applicable to literature.)
R.L.2.9 Compare & contrast two or more versions of the same story (e.g. Cinderella stories) by different authors or from different cultures. By the end of the year, read & comprehend literature, including stories & poetry in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (T46-63) R.L.2.10
Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade 2) READING: INFORMATIONAL TEXT R.I.2.1 R.I.2.2 R.I.2.3 R.I.2.4 R.I.2.5 R.I.2.6 R.I.2.7 R.I.2.8 R.I.2.9 R.I.2.10 Ask and answer such questions as who, what, where, when, why, & how to demonstrate understanding of key details in a text. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. (T76) Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Determine the meaning of words & phrases in a text relevant to a grade 2 topic or subject area. (T34,35,37,55,80) Know & use various text features (captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Explain how specific images (a diagram showing how a machine works) contribute to & clarify a text. (T72) Describe how reasons support specific points the author makes in a text. Compare & contrast the most important points presented by two texts on the same topic. By the end of the year, read & comprehend informational texts, including history/social studies, science, & technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (T44-45)
Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade 2) READING: FOUNDATIONAL SKILLS R.F.2.1 R.F.2.1a R.F.2.2 R.F.2.2a R.F.2.2b R.F.2.2c R.F.2.2d R.F.2.3 R.F.2.3a R.F.2.3b R.F.2.3c R.F.2.3d R.F.2.3e R.F.2.3f R.F.2.3g R.F.2.4 R.F.2.4a R.F.2.4b R.F.2.4c Know & apply grade-level phonics & word analysis skills in decoding words. Distinguish long & short vowels when reading regularly spelled one-syllable words. Know spelling-sound correspondences for additional common vowel teams. (T30,42) Decode regularly spelled two-syllable words with long vowels. (T34,35,37,55,80) Decode words with common prefixes & suffixes. Identify words with inconsistent but common spelling-sound correspondences. Recognize & read grade-appropriate irregularly spelled words. (T31,78) Read with sufficient accuracy & fluency to support comprehension. Read on-level text with purpose & understanding. Read on-level text orally with accuracy, appropriate rate, & expression on successive readings. (T39,81) Use context to confirm or self-correct word recognition & understanding, rereading as necessary.
Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade 2) WRITING STANDARDS: W.2.1 W.2.2 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 (ex. because, and, also) to connect opinion & reasons, & provide a concluding statement or section. (T43,69) Write informative/explanatory texts in which they introduce a topic, use facts & definitions to develop points, & provide a concluding statement or section. (T65,69) Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, & feelings, use temporal words to signal event order, & provide a sense of closure. W.2.4 (Begins in grade 3.) W.2.5 With guidance & support from adults & peers, focus on a topic & strengthen writing as needed by revising & editing. (T30,31,42,64,73,78,88) W.2.6 With guidance & support from adults, use a variety of digital tools to produce & publish writing, including in collaboration with peers. W.2.7 Participate in shared research & writing projects (ex. read a number of books on a single topic to produce a report; record science observations). (T29) W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (T29) W.2.9 (Begins in grade 4.) W.2.10 (Begins in grade 3.)
Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade 2) SPEAKING & LISTENING STANDARDS: SL.2.1 SL.2.1a SL.2.1b SL.2.1c SL.2.2 SL.2.3 SL.2.4 SL.2.5 SL.2.6 Participate in collaborative conversations with diverse partners about grade 2 topics & texts with peers & adults in small & larger groups. Follow agreed-upon rules for discussion (ex., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics & texts under discussion). Build on others talk in conversations by linking their comments to the remarks of others. Ask for clarification & further explanation as needed about the topics & texts under discussion. (T69) Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (T69) Ask & answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. (T69) Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (T69) 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, & feelings. Produce complete sentences when appropriate to task & situation in order to provide requested detail or clarification. (See gr. 2 language standards 1 & 3 for specific expectations.) (T69)
Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade 2) LANGUAGE STANDARDS: L.2.1 L.2.1a L.2.1b L.2.1c L.2.1d L.2.1e L.2.1f L.2.1g L.2.1h L.2.1i L.2.1j L.2.2 L.2.2a L.2.2b L.2.2c L.2.2d L.2.2e L.2.3 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. Use collective nouns. (Ex., group) Form & use frequently occurring irregular plural nouns. (Ex., feet, children, teeth, mice). Use reflexive pronouns. (Ex., myself, ourselves) Form & use the past tense of frequently occurring irregular verbs. (Ex., sat, hid, told) Use adjectives & adverbs, & choose between them depending on what is to be modified. Produce, expand, & rearrange complete simple & compound sentences. (Ex., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy.) (Not applicable in 2 nd grade.) (Not applicable in 2 nd grade.) (Not applicable in 2 nd grade.) (Not applicable in 2 nd grade.) Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing. Capitalize holidays, product names, & geographic names. Use commas in greetings & closings of letters. (T69) Use an apostrophe to form contractions & frequently occurring possessives. (T83) Generalize learned spelling patterns when writing words. (Ex., cage-badge; boy-boil) (T30,42) Consult reference materials, including beginning dictionaries, as needed to check & correct spellings. (T31,78) Use knowledge of language & its conventions when writing, speaking, reading, or listening. L.2.3a Compare formal & informal uses of English.
L.2.4 L.2.4a L.2.4b L.2.4c L.2.4d L.2.4e L.2.5 L.2.5a L.2.5b L.2.6 *(continues on the next page) Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on grade 2 reading & content, choosing flexibly from an array of strategies. Use sentence-level context as a clue to the meaning of a word or phrase. Determine the meaning of the new word formed when a known prefix is added to a known word. (Ex., happy/unhappy, tell/retell) Use a known root word as a clue to the meaning of an unknown word with the same root. (Ex., addition, additional) Use knowledge of the meaning of individual words to predict the meaning of compound words (Ex., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). Use glossaries & beginning dictionaries, both print & digital to determine or clarify the meaning of words & phrases. Demonstrate understanding of word relationships & nuances in word meanings. Identify real-life connections between words & their use. (Ex., describe foods that are spicy or juicy) Distinguish shades of meaning among closely related verbs (Ex., toss, throw, hurl) & closely related adjectives (Ex., thin, slender, skinny, scrawny). Use words & phrases acquired through conversations, reading & being read to, & responding to texts, including using adjectives & adverbs to describe (Ex., When other kids are happy that makes me happy). END OF STORY Officer Buckle & Gloria