This lesson follows a similar pattern to Lessons 4-6. In Work Time A, students participate in Session 6 of the close read-aloud. Similar to Lessons 4-6, students listen closely to sections of the text read aloud and turn and talk to an elbow partner to discuss answers to text-dependent questions. As in Lesson 6, today's close reading session will serve as part of the Unit 2 Assessment and provide formative assessment data on students' progress toward RI.2.1, RI.2.2, and L.2.4.

In this lesson, students collaborate to share their "The Most Important Thing about Schools" books with kindergarteners during Work Time A. This time is meant to be a celebration, but also an opportunity for students to practice their speaking and listening skills as they share their learning with kindergarteners. (SL.2.1a, SL.2.4)
In the Closing, students individually reflect on their learning and growth throughout the unit. They then share their reflections using the Pinky Partners protocol. (SL.2.1a, W.2.8)
This culminating lesson celebrates students' collaborative research about schools and the creation of their "The Most Important Thing about Schools" books.

This lesson begins the exploration of the similarities and differences between a student's school and the schools they read about. In this unit, students will reread two sections from Off to Class, as well as a new section, to develop skills around comparing and contrasting. In this unit, contrasting will often come first because it is easier for students to recognize differences. Materials will also be named with contrast first for consistency.
Unit 3 continues the studies from Unit 2 of schools around the world.

This lesson follows a similar pattern to Lesson 1. Students complete another focused read-aloud of a familiar section from Off to Class and then respond in writing to consider how the school in the text is similar to their own school.

This lesson follows a similar pattern to Lessons 1 and 2. Students participate in a focused read-aloud, then write in response to the reading, and then discuss their ideas using the Collaborative Conversations protocol.
In Work Time A, students listen to a new section of Off to School--"Schools That Go to Kids." This section explores a mobile bus in India that serves children who live in remote or faraway places in the city of Mumbai and have no other way of making it to school every day.

This lesson begins with a letter from a kindergarten teacher, reminding students that kindergarteners are excited to come visit their classroom and see what they have learned about schools. This gives students a purpose for writing their "The Most Important Thing about Schools" books (W.2.2). In Work Time A, students complete their Unit 3 assessment by participating in the Collaborative Conversations protocol.

In this unit students explore immigration by reading a series of narrative nonfiction and fiction texts that highlight the experiences of early and recent immigrants. In the first part of the unit students are pushed to notice and think about the different reasons people choose to leave their homes and settle in a new community or country. Students will then be pushed to think about the different memories, cultural traits, goods, ideas, languages, and skills that individuals and families bring with them when they move to a new place and how these characteristics enrich the community. While students are exposed to a wide variety of immigrant experiences over the course of the unit, not every experience or feeling about immigration is captured in this unit. Because many of our students are first- or second-generation immigrants, it is crucial to be sensitive to and respect the varying experiences and feelings of our students and families. It is our hope that this unit, in connection with others, will help students build sensitivity and empathy for varying cultures and experiences within the United States.

In this unit students explore immigration by reading a series of narrative nonfiction and fiction texts that highlight the experiences of early and recent immigrants. In the first part of the unit students are pushed to notice and think about the different reasons people choose to leave their homes and settle in a new community or country. Students will then be pushed to think about the different memories, cultural traits, goods, ideas, languages, and skills that individuals and families bring with them when they move to a new place and how these characteristics enrich the community. While students are exposed to a wide variety of immigrant experiences over the course of the unit, not every experience or feeling about immigration is captured in this unit. Because many of our students are first- or second-generation immigrants, it is crucial to be sensitive to and respect the varying experiences and feelings of our students and families. It is our hope that this unit, in connection with others, will help students build sensitivity and empathy for varying cultures and experiences within the United States.

Module 3: Students will explore learning about famous cultural festivals and foods. They will also start on their independent how-to writing to teach readers how to cook a favorite (ethnic) food. Please note that this particular Roadmap is a self-directed, project-based extension to a curriculum arc focused on the notion of food as central to our culture.

This is the story of how Les Paul created the world's first solid-body electric guitar, countless other inventions that changed modern music, and one truly epic career in rock and roll. How to make a microphone? A broomstick, a cinderblock, a telephone, a radio. How to make an electric guitar? A record player's arm, a speaker, some tape. How to make a legendary inventor? A few tools, a lot of curiosity, and an endless faith in what is possible, this unforgettable biography will resonate with inventive readers young and old.

In this unit second graders explore different habitats (forest, desert, water, rainforest, and wetland) and investigate how different plants and animals survive in each the habitat. Rather than just learning facts about the habitats, students examine come to understand the connection between parts of each habitat and how those connections are crucial for survival. Using the Next Generation Science Standards as a guide, students are challenged to use the information they learn about different habitats to compare how different plants and animals depend on their surroundings and other living things to meet their needs. Students will also be challenged to compare the differences in the kinds of living things that are found in different areas and why those differences exist. This unit builds on the first grade Animals unit, in which students learned about different types of animals and their characteristics, and prepares students for a third grade unit in which they will analyze animal adaptations with regard to animal habitats.

This unit uses the Bobbie Kalman Introducing Habitats series as mentor texts. These texts were chosen because of their clear representations of the different habitats and their accessibility. The texts in this unit support student understanding of key genre features while also allowing multiple opportunities to develop fluency. Over the course of the unit the majority of heavy thinking and analysis should be on students. By the end of the unit, students should have a deeper understanding of key components of informational texts, and students should be able to transfer those understandings to other complex informational texts.

Students will also write daily in response to the text, with a focus on making a correct claim to answer the question. Students will also begin writing longer informational texts in which they synthesize and teach back the content they are learning about the different habitats.

Students will learn how to use the Internet to find facts about their topic. Students will be searching safe sites that are credible, teaching students that finding accurate information is very important when being an investigator.

In this unit students learn about making mistakes, honesty, and the power of forgiveness by reading the core texts Freckle Juice and Keena Ford and the Second-Grade Mix-Up. In Freckle Juice, students explore what peer pressure is and the ways in which people can influence the decisions that we make. In Keena Ford and the Second-Grade Mix-Up, students explore what it means to be honest, especially when it may seem difficult to tell the truth. Students will also explore the value of friendship and how jealousy can sometimes come between friends. Andrew in Freckle Juice and Keena Ford are both highly relatable characters who are struggling with issues that are common in second grade. Therefore, these books will give students a chance to grapple with and explore the nuances of peer pressure, honesty, friendship, and jealously in a non-threatening way.

For readers, this unit begins the transition from early chapter books that have an equal balance of words and pictures into chapter books where the picture support is removed. Therefore, over the course of the unit students will work on using the strategies they have learned to help build stamina in order to read longer texts. Besides building stamina, there are a few main focuses of the unit. One is on deeply understanding characters, including character motivations, perspectives, and relationships. Keena Ford shares lots of insight into how and why she does the things that she does, which will make it easier for students to internalize what it means to notice and track character over the course of a longer text. Another focus is on holding onto the plot across multiple chapters. This is the third chapter book that students will be reading, but the plot of this text is slightly more nuanced. Finally, students should continue to work on using context to figure out the meaning of unknown words and using the illustrations to deepen their understanding of the text.

As writers, students will continue to work on writing strong, focused text-based answers in response to the text. In this unit students will be pushed to include inferential and critical thinking to support their answers. They will also begin to use transition words as a way to support organizational structure and evidence. All grammar Focus Correction Areas in this unit are a review; therefore, students should be receiving weekly individualized feedback.

Students will use ABCYA Storymaker to create a published writing piece along with a digital artifact that demonstrates learning of a concept.

This lesson will allow students to build their own balloon car racer as an introduction to engineering and coding.  Each pair or team of students will be able to engineer their balloon car, measure the performance of their cars using yard sticks, and set up a basic algorithm to construct and run their machine.PURPOSEThe goals for this lesson are to: (1) integrate engineering and coding to young students; (2) have students independenty identify the steps (an algorithm) to build and improve their racers; (4) be able to spot "bugs" in their algorithm; (3) integrate measurement and addition operations to determine which car went furthest overall; and (4) teach perserverance by showing students that it is normal to find bugs in algorithms/coding.   

Children will explore how balls move by experimenting with balls of differentsizes, weights and textures. They will also explore Force and Motion concepts while usingSTEM inquiry practices: they will raise questions; explore materials; engage in simpleinvestigations; observe, describe and compare; share and discuss ideas; and represent their ideas with drawings and/or models.

Week 20, Day 1---Day 5
Narrative Writing Unit
"This week we will be writing personal narratives using Judy Moody Saves the World to help us get ideas. Think about the narrative checklist to guide your discussion."
Narrative Checklist Sample
Narrative Graphic Organizer
Ways to establish the situation in a Narrative
Direct statement
Question
Description of snapshot in time
Words and phrases
Dialogue

Week 1, Day 1---Day 5
Introduction to Personal Narratives
Learning About Personal Narratives
Learning to Evaluate Narratives
Learning to Write Narratives
Students will write their narrative with minimal guidance and support from the teacher.
Students will share with a partner their writing piece before they turn it in.
Narrative Checklist Sample
Narrative Graphic Organizer

In this unit, students grapple with common second grade themes through reading the easily relatable series Pinky and Rex. Through connecting with Pinky and Rex, students will learn that it’s okay to be different and to be proud of who they are, no matter what others may think. Students will also learn about what it truly means to be a good friend and how friends can support and stick up for one another in a variety of ways. They will also see that it’s okay for boys and girls to be friends, even best friends. This unit builds onto multiple units from first grade in which students learned what it means to be a good friend and a good person. It is our hope that this unit deepens the understandings developed in previous grades by giving students characters to connect with. These connections are especially important for students who are struggling with some of the same issues and aren’t sure how to process or talk about them.

In reading this unit is a transition from units that were predominately read aloud into a unit that is almost entirely shared or independent reading. Pinky and Rex are perfect texts for second graders, not only because of the important themes they teach but because of the way in which James Howe develops character and plot over the course of the series. As readers, students will be challenged to notice the descriptive details James Howe includes to show how characters feel in response to different problems and challenges. They will also be challenged to notice how a character’s dialogue shows what they are truly feeling and how the different “said” words James Howe includes deepens that understanding. Students will also begin to analyze why certain words in a text are written in italics and what that shows about how a character is feeling. This deep dive into character will allow students to truly understand the characters and the lessons that they are learning. By reading four books in the series, students will also have the chance to see how characters develop over the course of multiple texts. By the fourth text, students will have a deeper, more nuanced understanding of all three characters.

Grade 2: Module 4 of the EL Education K-8 Language Arts Curriculum. In this module, students build their literacy and social-emotional skills through the analysis of literary and informational texts, as they engage in a study of how to care for and conserve the world of pollinators. For more information on getting started with the curriculum, please visit https://curriculum.eleducation.org.

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