Ckla g2 LL Scope and Sequence 1

Core Knowledge Language Arts
Scope and Sequence Listening & LearningTM Strand Grade 2
The Listening & Learning strand of the Core Knowledge Language Arts program is designed to help students build the
background knowledge and vocabulary critical to listening and reading comprehension. Through introducing, presenting,
and discussing read-alouds in each domain, teachers build students listening and reading comprehension and oral
language skills. For a Unit-by-Unit Alignment of Listening & Learning objectives to the Common Core State Standards,
please visit http://www.engageny.org/resource/grade-1-english-language-arts.
Each domain anthology is comprised of daily lessons, pausing points, a domain review, a domain assessment, and
culminating activities.
Pausing Points: opportunities to review, reinforce, or extend the content taught thus far. Both the decision to pause
and the length of the pause are optional and should be determined by each individual teacher based on the particular
classs performance.
Domain Review: an opportunity to review and reinforce the material (e.g., core content and vocabulary) in the domain
in order to help students prepare for the domain assessment.
Domain Assessment: evaluates students understanding and retention of academic vocabulary words and the core
content targeted in the domain. The results should guide review and remediation the following day.
Culminating Activities: provide remediation and/or enrichment for individual students, small groups, or the whole class
based on the results of the Domain Assessment and students Tens scores.
Table of Contents:
Domain 1: Fairy Tales and Tall Tales
Domain 2: Early Asian Civilizations
Domain 3: The Ancient Greek Civilization
Domain 4: Greek Myths
Domain 5: The War of 1812
Domain 6: Cycles in Nature
Domain 7: Westward Expansion
Domain 8: Insects
Domain 9: The U.S. Civil War
Domain 10: The Human Body
Domain 11: Immigration
Domain 12: Fighting for a Cause
2014 Core Knowledge Foundation 1

Scope and Sequence Listening & LearningTM Strand Grade 2 Domain 1
Fairy Tales and Tall Tales

8 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (12 Days)
This domain will introduce students to classic fairy tales and tall tales and the well-known lessons they teach. This domain will also lay
the foundation for understanding stories in future grades. The first half of the Fairy Tales and Tall Tales domain focuses on fairy tales
and the second half of the domain focuses on tall tales and the elements of that genre.
Text Analysis for

Close Reading /
Comprehension Speaking & Listening Language & Vocabulary Writing
These Ask and answer questions Use agreed-upon rules for Identify real-life connections
objectives are requiring literal recall and group discussions between words and their use
consistently understanding of the details Carry on and participate in a Use words and phrases
addressed and/or facts of a read-aloud conversation over at least six acquired through
throughout the Answer questions that require turns conversations, reading and
domain making interpretations, being read to, and responding
Produce complete sentences
judgments, or giving opinions when appropriate to texts
about what is heard in a
fiction read-aloud
Lesson 1: The Demonstrate familiarity with Summarize content and/or Determine the meanings of Rewrite and illustrate The
Fisherman and The Fisherman and His Wife oral information presented by words by using the prefix dis Fisherman and His Wife
His Wife Describe the characters, others by using the main Word Work: displeases using new characters, a
plot, and setting of The events in The Fisherman and different setting, and different
Identify the correct usages of
Fisherman and His Wife His Wife wishes and share writing with
antonyms pleases and
Ask questions to clarify others
Identify common displeases
characteristics of fairy tales directions
and the fairy tale elements Make oral predictions before
of The Fisherman and His and during the read-aloud
Wife
Recount The Fisherman and
His Wife and determine the
central message, lesson, or
moral
Describe how the fisherman
feels about asking for more
wishes and how the flounder
feels about granting each
wish in The Fisherman and
His Wife
Describe illustrations of the
sea in The Fisherman and
His Wife
2014 Core Knowledge Foundation Return to Table of Contents 2

Text Analysis for

Close Reading /
Lesson 2: The Recount The Emperors New Prior to listening to The Word Work: curious Discuss personal responses
Emperors New Clothes, and determine the Emperors New Clothes, to pretending to know
Clothes central message, lesson, or orally predict from the something and connect those
moral illustration why the emperor to the way in which the
Describe how the people might be dressed as he is characters in the fairy tale
feel upon seeing the Emperor Rehearse and perform The The Emperors New Clothes
in his underwear in The Emperors New Clothes for pretend to know something
Emperors New Clothes an audience using eye they do not
Describe the illustration of contact, appropriate volume,
the spinners, weavers, and and clear enunciation
tailors in The Emperors New
Clothes
Lesson 3: Describe how the beast Recount Beauty and the Determine the meanings of Draw pictures, dictate, or write
Beauty and the feels when the merchant Beast, Part I through a words, such as misfortune, by simple sentences to represent
Beast, Part I takes his rose in Beauty and sequence of events in the using the prefix mis- details or information from
the Beast, Part I fairy tale Identify the correct usages of Beauty and the Beast, Part I,
Describe an illustration of Draw a picture of one event in misfortune and fortune and including information about
the beast in Beauty and the Beauty and the Beast, Part I explain that they are the main characters, the
Beast, Part I to demonstrate antonyms setting, and the beginning,
comprehension of the read- middle, or end of the fairy tale
Compare and contrast orally Word Work: fortune
the characteristics of fairy aloud Participate in shared writing
tales in The Fisherman and Prior to listening to Beauty project, by retelling the read-
His Wife with the and the Beast, Part I, identify aloud using a series of
characteristics of fairy tales in orally what they know and drawings and sentences of
The Emperors New Clothes have learned about fairy tales Beauty and the Beast, Part I
Prior to listening to Beauty Discuss personal responses
and the Beast, Part I, orally and connect those to the
predict which character is characters in Beauty and the
royal and then compare the Beast, Part I
actual outcome to the
prediction
Lesson 4: Recount The Beauty and Prior to listening to Beauty Identify new meanings for Discuss personal responses
Beauty and the the Beast, Part II and and the Beast, Part II, orally familiar words, such as tunes, to judging a characters looks
Beast, Part II determine the central predict from text heard thus and apply them accurately versus actions and connect
message, lesson, or moral far if the merchant will return Explain the meaning of the those to the characters and
Describe how Beautys to the castle or if one of the common saying better late events in the fairy tale Beauty
feelings changed from the merchants daughters will go than never and use in and the Beast, Part II
beginning to the end of in his place, also which appropriate contexts
Beauty and the Beast, Part II daughter will offer to go, and if
Word Work: constant
the merchant will let her take
Describe an illustration in Multiple Meaning Word
his place.
Beauty and the Beast, Part II Activity: tunes
Sayings and Phrases: Better
Late Than Never
Pausing Point

Text Analysis for

Close Reading /
Lesson 5: Paul Distinguish this fantasy Clarify information about Paul Word Work: admiration With assistance, categorize
Bunyan from realistic text by Bunyan by asking questions and organize characteristics
explaining that some of the that begin with what about the tall tale Paul
things in the story could not Retell content and/or oral Bunyan into a chart
happen in real life information presented by
others by using the main
events in Paul Bunyan
Lesson 6: Compare and contrast orally Add drawings to clarify Word Work: tame With assistance, categorize
Pecos Bill the characteristics of tall tales understanding of and organize characteristics
in Paul Bunyan with the exaggerations found in about the tall tale Pecos Bill
characteristics of tall tales in Pecos Bill and Paul into a chart
Pecos Bill Bunyan
Distinguish this fantasy Prior to listening to Pecos
from realistic text by Bill, identify orally what they
explaining that some of the know and have learned about
things in the story could not characters from other tall tales
happen in real life they have heard
While listening to Pecos Bill,
orally predict what will happen
next based on text heard thus
far
Lesson 7: Describe how the words from Prior to listening to John Identify new meanings for With assistance, categorize
John Henry the Ballad of John Henry tell Henry, identify orally what familiar words, such as tracks, and organize characteristics
the story about John Henry they know and have learned and apply them accurately about the tall tale John
Compare and contrast orally about characteristics of tall Word Work: feats Henry into a chart
the characteristics of tall tales tales
Multiple Meaning Word
in Paul Bunyan with the Prior to listening to John Activity: tracks
characteristics of tall tales in Henry, orally predict whether
John Henry John Henry or the machine
Distinguish fantasy from will win the competition and
realistic text by explaining then compare the actual
that some of the things in the outcome to the prediction
story could not happen in real
life
Lesson 8: Describe how the words from Prior to listening to Casey Word Work: legendary With assistance, categorize
Casey Jones the Ballad of Casey Jones Jones, identify orally what and organize characteristics
tell the story about Casey they know and have learned about the tall tale Casey
Jones about the tall tale John Henry Jones into a chart
Compare and contrast orally Create a Venn diagram to
the characteristics of tall tales generate questions and
in Paul Bunyan, John gather information about
Henry, and Casey Jones Casey Jones and John Henry
Domain Review
Domain Assessment
Culminating Activities

Early Asian Civilizations

This domain will introduce students to the continent of Asia and its two most populous countries, India and China. Students will learn
about the early civilizations in India and China and how they were both able to form because of mighty rivers. Students will once again
hear about the important features of early civilizations, to which they were introduced in the Grade 1 Early World Civilizations domain.
These features include the advent of farming, establishment of cities and government, and other practices such as writing and religion.
Text Analysis for

Close Reading /
objectives are requiring literal recall and group discussions between words and their use
consistently understanding of the details Carry on and participate in a Use words and phrases
addressed and/or facts of a read-aloud conversation over at least six acquired through
throughout the Answer questions that require turns conversations, reading and
domain making interpretations, being read to, and responding
Ask questions to clarify
judgments, or giving opinions information about the topic in a to texts
about what is heard in a fiction or
fiction read-aloud nonfiction/informational read-
Prior to listening to Casey aloud
Jones, identify orally what Retell (orally or in writing)
they know and have learned important facts and information
about the tall tale John Henry from a fiction or
Listen to and demonstrate nonfiction/informational read-
understanding of aloud
nonfiction/informational read- Produce complete sentences
alouds of appropriate when appropriate to task and
complexity for Grades 24 situation in order to provide
requested detail or clarification
Lesson 1: The Interpret information from a Add drawings to descriptions of Use word parts to determine
Indus River map of Asia and connect it to the Himalayan Mountains and the meaning of overow in
Valley, Part I information learned in The the Indus River Valley to clarify The Indus River Valley, Part
Indus River Valley, Part I ideas, thoughts, and feelings I
Word Work: fertile
Lesson 2: The Interpret information from a Summarize orally the content Provide synonyms for source With assistance, categorize
Indus River map of Asia and connect it to of The Indus River Valley, Part Word Work: source and organize facts and
Valley, Part II information learned in The II information from The Indus
Indus River Valley, Part II Ask and answer what River Valley, Part II in a
Identify how Sanjay feels questions orally to gather Civilizations Chart
when he is invited to see the information or deepen
holy man understanding of the
information contained in The
Indus River Valley, Part II
Prior to listening to The Indus
River Valley, Part II, identify
orally what they know and have
learned about ancient India

Text Analysis for

Close Reading /
Lesson 3: Interpret information from a Prior to listening to Hindus and Identify new meanings for the With assistance, categorize
Hindus and Civilizations Chart and a Hinduism, identify orally what word club and apply them and organize facts and
Hinduism Comparison Chart and they know and have learned accurately information from Hindus and
connect it to information about the Indus River Valley Word Work: represents Hinduism in a Civilizations
learned in Hindus and civilization Chart and in a
Hinduism Comparison Chart pertaining
Activity: club
Compare and contrast orally to Hinduism and Buddhism
Hinduism and other world
religions
Lesson 4: The Recount information from Ask and answer who questions Determine the meaning of With assistance, categorize
Tiger, the The Tiger, the Brahman, and orally to gather information or new words when the prefix and organize facts and
Brahman, and the Jackal, an Indian folktale, deepen understanding of the un is added to a known word information from The Tiger,
the Jackal and determine the central information contained in The Word Work: unjust the Brahman, and the
message of the folktale Tiger, the Brahman, and the Jackal in a T-chart
Describe how the tiger, the Jackal Share writing with others
Brahman, the buffalo, the Prior to listening to The Tiger,
tree, and the jackal respond to the Brahman, and the Jackal,
challenges in The Tiger, the identify orally what they know
Brahman, and the Jackal and have learned about India
Use information gained from and Asia
the illustrations and words in Prior to listening to The Tiger,
The Tiger, the Brahman, and the Brahman, and the Jackal,
the Jackal to demonstrate orally predict which character
understanding of its will be the trickster in the story,
characters, setting, or plot and then compare the actual
outcomes to predictions
Rehearse and perform a
dramatization of The Tiger, the
Brahman, and the Jackal,
using eye contact, appropriate
volume, and clear enunciation
Lesson 5: The Describe how each of the Prior to listening to The Blind Word Work: resembles
Blind Men and blind men in The Blind Men Men and the Elephant, identify
the Elephant and the Elephant respond to orally what they know and have
challenges learned about India and Asia
Describe the characters and Prior to listening to The Blind
plot of The Blind Men and Men and the Elephant, orally
the Elephant, including how predict how the blind men will
the beginning introduces the describe the elephant in the
story story, and then compare the
Use information gained from actual outcomes to predictions
the illustrations and words in Use regular and irregular past
The Blind Men and the tense verbs correctly in oral
Elephant to demonstrate language
understanding of its
characters, setting, or plot

Text Analysis for

Close Reading /
Lesson 6: Interpret information from a Summarize in writing the Word Work: custom With guidance and support
Diwali chart on Hinduism and content of Diwali from adults and peers, focus
Buddhism and connect it to Ask and answer who questions on information presented in
information learned in Diwali orally to gather information or Diwali and strengthen
deepen understanding of the writing as needed by revising
information contained in and editing
Diwali
Add drawings to a summary of Share writing with others
the information contained in
Diwali to clarify ideas,
thoughts, and feelings
Prior to listening to Diwali,
identify orally what they know
and have learned about
Hinduism
Lesson 7: Interpret information from a Add drawings to descriptions of Identify new meanings for the Make a personal connection
Buddhists and Civilizations Chart and a some obstacle they conquered word train and apply them to Siddharthas theory of
Buddhism Comparison Chart and to clarify ideas, thoughts, and accurately how people could conquer
connect them to information feelings Word Work: conquer suffering and achieve
learned in Buddhists and Prior to listening to Buddhists happiness
Buddhism and Buddhism, identify orally With assistance, categorize
Activity: train
what they know and have and organize facts and
learned about Hinduism information from Buddhists
Identify how they would feel if and Buddhism in a
they saw the suffering that Civilizations Chart and in a
Siddhartha saw Comparison Chart on
religion
Pausing Point
Lesson 8: The Interpret information from a Ask and answer what Word Work: sorrow
Yellow and Civilizations Chart and questions orally to gather
Yangtze Rivers connect it to information information or deepen
learned in The Yellow and understanding of the
the Yangtze Rivers information contained in The
Compare and contrast orally Yellow and the Yangtze
farming in ancient China with Rivers
farming in ancient India Prior to listening to The
Yellow and the Yangtze
Rivers, identify orally what
they know and have learned
about ancient India

Text Analysis for

Close Reading /
Lesson 9: Interpret information from a Add drawings to descriptions Use the antonyms durable Plan, draft, and edit an
Paper, Writing, Civilizations Chart and of paper, writing, and and fragile appropriately in informative text that presents
and Calligraphy connect it to information calligraphy in ancient China to oral language information from Paper,
learned in Paper, Writing, clarify ideas, thoughts, and Word Work: durable Writing, and Calligraphy,
and Calligraphy feelings including an introduction to a
Compare and contrast orally Prior to listening to Paper, topic, relevant facts, and a
Chinese writing with written Writing, and Calligraphy, conclusion
English identify orally what they know Participate in a shared writing
and have learned about early project on the topic of paper,
Chinese civilizations writing, and calligraphy in
ancient China
With assistance, categorize
and organize facts and
information from Paper,
Writing, and Calligraphy in a
Civilizations Chart
Share writing with others
Lesson 10: Recount information from Add drawings to a summary Word Work: praise Make a personal connection
The Magic The Magic Paintbrush, a of information heard in The to Ma Liangs decision to use
Paintbrush Chinese folktale, and Magic Paintbrush to clarify the magic paintbrush to paint
determine the central ideas, thoughts, and feelings things for others
message of the folktale Prior to listening to The
Describe how Ma Liang, the Magic Paintbrush, identify
teacher, and the emperor orally what they know and
respond to challenges in The have learned about China and
Magic Paintbrush about folktales
Describe the characters and Prior to listening to The
plot of The Magic Magic Paintbrush, orally
Paintbrush, including how the predict what it might mean for
ending concludes the story a paintbrush to be magical,
Use information gained from and then compare the actual
the illustrations and words in outcomes to predictions
The Magic Paintbrush to
demonstrate understanding of
its characters, setting, or plot
Sequence four to six
pictures illustrating events
in The Magic Paintbrush

Text Analysis for

Close Reading /
Lesson 11: Ask and answer what Use the antonyms emerge Plan, draft, and edit an
The Importance questions orally to gather and plunged appropriately in informative text that presents
of Silk information or deepen oral language information from The
understanding of the Word Work: emerge and Importance of Silk, including
information contained in The plunged an introduction to a topic,
Importance of Silk relevant facts, and a
Prior to listening to The conclusion
Importance of Silk, identify
orally what they know and
have learned about China
Lesson 12: Interpret information from a Ask and answer what Explain the meaning of With assistance, categorize
Chinas Great Civilizations Chart and questions orally to gather easier said than done and and organize facts and
Wall connect it to information information or deepen use in appropriate contexts information from Chinas
learned in Chinas Great understanding of the Word Work: defense Great Wall in a Civilizations
Wall information contained in Chart
Sayings and Phrases: Easier
Identify how the people of Chinas Great Wall Share writing with others
Said Than Done
China felt about the northern Recount a personal
nomads taking their food, experience involving the
gold, and animals saying easier said than done
with appropriate facts and
relevant, descriptive details,
speaking audibly in coherent
sentences
Prior to listening to Chinas
Great Wall, identify orally
what they know and have
learned about The Silk Roads
Lesson 13: Interpret information from a Ask and answer who Distinguish shades of With assistance, categorize
Confucius Venn diagram comparing questions orally to gather meaning among the and organize facts and
and contrasting Confucius information or deepen adjectives willing, eager, and information from Confucius
and Siddhartha and connect it understanding of the impatient in a Venn diagram
to information learned in information contained in Learn common sayings and
Confucius Confucius phrases such as practice
Compare and contrast, in Recount a personal what you preach
writing, Confucius and experience involving the Word Work: eager
Siddhartha saying practice what you
Sayings and Phrases:
preach with appropriate facts
Practice What You Preach
and relevant, descriptive
details, speaking audibly in
coherent sentences
Prior to listening to
Confucius, identify orally
learned about Siddhartha
Gautama

Text Analysis for

Close Reading /
Lesson 14: Interpret information from a Prior to listening to Chinese Use word parts to determine With assistance, categorize
Chinese New Celebrations Venn diagram New Year, identify orally the meaning of words ending and organize facts and
Year and connect it to information what they know and have in the suffix uos in Chinese information from Chinese
learned in Chinese New learned about early Chinese New Year New Year in a Venn diagram
Year civilization Word Work: prosperous
Compare and contrast in Prior to listening to Chinese
writing Diwali and Chinese New Year, identify orally
New Year what they know and have
learned about early Chinese
civilization
Domain Review
Domain Assessment

The Ancient Greek Civilization

This domain will introduce students to an ancient civilization whose contributions can be seen in many areas of our lives today.
Students will learn about the gods and goddesses of the ancient Greeks, the city-states of Sparta and Athens, and the philosophers
Socrates, Plato, and Aristotle. They will learn about the first Olympic Games held in honor of Zeus, the significance of the battles of
Marathon and Thermopylae, and the conquests of Alexander the Great. Students will also learn about the Greek contribution of
democracy and how those ideas are used today in many governments, including our own.
Text Analysis for

Close Reading /
objectives are (e.g., who, what, where, group discussions, e.g., look between words and their use
consistently when, why, how), orally or in at and listen to the speaker, (e.g., describe foods that are
addressed writing, requiring literal recall raise hand to speak, take spicy or juicy)
throughout the and understanding of the turns, say excuse me or Use words and phrases
domain details and/or facts of a please, etc. acquired through
nonfiction/informational read- Carry on and participate in a conversations, reading and
aloud conversation over at least six being read to, and responding
Answer questions that require turns, staying on topic, and to texts, including using
making interpretations, linking their comments to the adjectives and adverbs to
judgments, or giving opinions remarks of others, with either describe (e.g., When other
about what is heard in a an adult or another child of kids are happy that makes me
nonfiction/informational read- the same age happy)
aloud, including answering Ask questions to clarify
why questions that require information about the topic in
recognizing cause/effect a fiction or
relationships nonfiction/informational read-
Determine the meaning of aloud
unknown words and phrases Retell (orally or in writing)
in nonfiction/informational important facts and
read-alouds and discussions information from a fiction or
nonfiction/informational read-
aloud
when appropriate to task and
situation in order to provide
requested detail or
clarification
Lesson 1: The Locate the island of Crete on Draw a picture to represent Determine the meanings of With assistance, categorize
Ancient a map of ancient Greece and information from The Ancient words, such as and organize facts and
Greeks explain that it is the largest Greeks independently, by using the information on the ancient
island in the Mediterranean prefix in Greek civilization
Sea Identify the correct usages of
Compare and contrast orally independently and
the characteristics of dependently and explain that
civilizations and the ancient they are antonyms
civilizations they have already Word Work: independently
learned about

Text Analysis for

Close Reading /
Lesson 2: Recount the story of the Summarize orally the Word Work: summoned With assistance, categorize
Mount Olympian gods and information contained in and organize facts and
Olympus, Part goddesses from Mount Mount Olympus, Part I information on the ancient
I Olympus, Part I, using Prior to listening to Mount Greek civilization
transition words like rst, Olympus, Part I, identify
next, then, and nally, and orally what they know and
discuss with one or more have learned about the
peers ancient Greek civilization
Identify the three seas that Prior to listening to Mount
surrounded ancient Greece Olympus, Part I, orally
using a map of ancient predict powers or skills that
Greece as a guide the gods and goddesses were
believed to have and then
compare the actual outcome
to the prediction
Lesson 3: Recount the story of the Summarize orally information Word Work: mission With assistance, categorize
Mount Olympian gods and contained in Mount Olympus, and organize facts and
Olympus, Part goddesses from Mount Part II information on the ancient
II Olympus, Part II, using Prior to listening to Mount Greek civilization
transition words like rst, Olympus, Part II, identify
next, then, and nally, orally what they know and
including the sequence of have learned about Mount
events Olympus
Interpret information from a Prior to listening to Mount
Civilization Chart and connect Olympus, Part II, orally
it to information learned in predict what Zeuss news for
Mount Olympus, Part II the gods and goddesses will
Compare and contrast orally be, and then compare the
the characteristics and actual outcome to the
powers of the gods and prediction
goddesses of the ancient
Greeks
Lesson 4: The Compare and contrast orally Recount a personal Explain the meaning of the Discuss personal responses
Olympic the contributions from other experience involving the saying where theres a will, to watching the Olympics
Games civilizations they have saying where theres a will, theres a way, and use in and/or competing in a sport,
previously learned about that theres a way with appropriate contexts and connect those to the
are still in our lives today appropriate facts and Word Work: grand Olympic Games in the story
relevant, descriptive details, The Olympic Games
Sayings and Phrases: Where
speaking audibly in coherent With assistance, categorize
Theres a Will, Theres a
sentences and organize facts and
Way
Prior to listening to The information on the ancient
Olympic Games, identify Greek civilization
orally what they know and
have learned about the beliefs
of the ancient Greeks
Lesson 5: All Prior to listening to All for Identify new meanings for With assistance, categorize
for Sparta Sparta, identify orally what familiar words, such as camp, and organize facts and

Text Analysis for

Close Reading /
they know and have learned and apply them accurately information on the ancient
about city-states and the Identify the correct usages of Greek civilization
ancient Greek civilization permanently and temporarily Discuss personal responses
and explain that they are to knowing someone in the
antonyms military, and connect those to
Word Work: permanently the military in the story All for
Sparta
Lesson 6: Locate the city-state Athens Prior to listening to Athens Word Work: ideal With assistance, categorize
Athens and the on a map of ancient Greece and the Olive Tree, identify and organize facts and
Olive Tree and explain that it is named orally what they know and information on the ancient
after the goddess Athena have learned about the gods Greek civilization
and goddesses of ancient
Greece
Prior to listening to Athens
and the Olive Tree, orally
predict how the city-state of
Athens got its name and then
to the prediction
Compare and contrast orally With assistance, categorize Word Work: democracy Write a persuasive piece that
the city-states of Athens and and organize facts and expresses and supports
Sparta. Compare and contrast information on the ancient opinions on how a city-state
orally the contributions from Greek civilization should best be set up and
other civilizations they have governed using Athens: The
previously learned about that Birthplace of Democracy
are still in our lives today Discuss personal responses
to having an idea that was
completely different from what
everyone else was doing or
thinking and connect those to
the Greeks in the story
Athens: The Birthplace of
Democracy
information on the ancient
Greek civilization
Pausing Point

Text Analysis for

Close Reading /
Lesson 8: Recount the generals story Word Work: tribute With assistance, categorize
Marathon from Marathon using a and organize facts and
Somebody Wanted But So information on the ancient
Then chart and discuss with Greek civilization
one or more peers
Draw a picture to represent
information and details from
Marathon
Marathon, identify orally
learned about the
contributions the ancient
Greeks made to modern-day
civilizations
Lesson 9: Clarify information about Identify new meanings for With assistance, categorize
Thermopylae: Thermopylae: The Persians familiar words, such as and organize facts and
The Persians Strike Again by asking channel, and apply them information on the ancient
Strike Again questions that begin with accurately Greek civilization
where Distinguish shades of
Prior to listening to meaning among closely
Thermopylae: The Persians related verbs, such as prefer
Strike Again, identify orally and like
what they know and have Word Work: prefer
learned about the battle on
the plains of Marathon
Activity: channel
Thermopylae: The Persians
Strike Again, orally predict
whether the outcome at
Thermopylae will be the same
as or different than the battle
at Marathon and then
to the prediction
Lesson 10: Describe the life of someone Clarify information about The Explain the meaning of the Create an original narrative
The Great living in the time of ancient Great Thinkers of Greece by saying Practice what you about someone living in the
Thinkers of Greece using details from asking questions that begin preach and use in time of ancient Greece with
Greece The Great Thinkers of with who appropriate contexts characters, and a beginning,
Greece Prior to listening to The Great Word Work: marvelous middle, and an end
Thinkers of Greece, identify Sayings and Phrases: Participate in a shared writing
orally what they know and Practice What You Preach project for a fictional narrative
have learned about the battle With assistance, categorize
at Thermopylae and organize facts and
Greek civilization

Text Analysis for

Close Reading /
Lesson 11: Describe the life of someone Prior to listening to Alexander Word Work: tame Create an original narrative
Alexander the living in the time of ancient the Great, Part I, identify about someone living in the
Great, Part I Greece using details from orally what they know and time of ancient Greece with
Alexander the Great, Part I have learned about characters and a beginning,
philosophy and Socrates, middle, and an end
Plato, and Aristotle With guidance and support
Prior to listening to Alexander from adults and peers, focus
the Great, Part I, orally on writing a fictional narrative
predict who Alexander the and strengthen writing as
Great was and how he needed by revising and
received his name and then editing
compare the actual outcome Participate in a share writing
to the prediction project for a fictional narrative
Discuss personal responses
to solving a problem by first
observing things and then
coming up with a clever idea
and connect those to
Alexander in the story
Alexander the Great, Part I
Greek civilization
Lesson 12: Interpret information from a Prior to listening to Alexander Determine the meanings of Create an original narrative
Alexander the map of the empire of the Great, Part II, identify words, such as invader, by about someone living in the
Great, Part II Alexander the Great using the orally what they know and using the root word as a clue time of ancient Greece with
story Alexander the Great, have learned about Alexander Word Work: invader characters and a beginning,
Part II the Greats early life middle, and an end
Describe the life of someone Prior to listening to Alexander Participate in a shared writing
living in the time of ancient the Great, Part II, orally project for a fictional narrative
Greece using details from predict what Alexanders Share the edited narrative
Alexander the Great, Part II greatest adventure will be and paragraph about someone
then compare the actual living in the time of ancient
outcome to the prediction Greece and discuss with one
or more peers
Domain Review
Domain Assessment

Greek Myths
This domain builds on The Ancient Greek Civilization domain and will introduce students to several well-known Greek myths and
many well-known mythical characters. Students will learn that the ancient Greeks worshipped many gods and goddesses, and that
the twelve they believed lived on Mount Olympus, the home of the gods, were the most powerful. Students will learn the definition
of a myth: a fictional story, once thought to be true that tried to explain mysteries of nature and humankind. They will also learn
about myths that include supernatural beings or events, and that myths give insight into the ancient Greek culture. Students will
hear about Prometheus and Pandora, Demeter and Persephone, Arachne the Weaver, the Sphinx, and Hercules, among others.
Text Analysis for

Close Reading /
domain details and/or facts of a fiction please, etc. acquired through
read-aloud Carry on and participate in a conversations, reading and
Answer questions that require conversation over at least six being read to, and responding
making interpretations, turns, staying on topic, linking to texts, including using
judgments, or giving opinions their comments to the adjectives and adverbs to
about what is heard in a remarks of others, with either describe (e.g., When other
fiction read-aloud, including an adult or another child of kids are happy, that makes
answering why questions that the same age me happy)
require recognizing
cause/effect relationships Ask questions to clarify
Use information gained from information about the topic in
the illustrations and words in a a fiction or
read-aloud to demonstrate nonfiction/informational read-
understanding of its aloud
characters, setting, or plot Retell (orally or in writing)
important facts and
information from a fiction or
aloud
Summarize (orally or in
writing) text content and/or
oral information presented by
others
requested detail or
clarification

Text Analysis for

Close Reading /
Lesson 1: The Orally compare and contrast Add drawings to descriptions Word Work: spectators Share writing with others
Twelve Gods of Greek gods and humans of the Greek god Zeus to
Mount Olympus Interpret information clarify ideas, thoughts, and
pertaining to Greece from a feelings
world map or globe and
connect it to information
learned in The Twelve Gods
of Mount Olympus
Identify how Leonidas feels
about going to Olympia to see
the races held in honor of
Zeus
Lesson 2: Recount information from Add drawings to descriptions Word Work: amusing
Prometheus Prometheus and Pandora, a of the myth Prometheus and
and Pandora Greek myth, and determine Pandora to clarify ideas,
the central meaning of the thoughts, and feelings
myth
Describe how Prometheus,
Epimetheus, and Pandora
respond to challenges in
Prometheus and Pandora
Interpret information
pertaining to Greece from a
connect it to information
learned in The Twelve Gods
of Mount Olympus
Identify how Pandora feels
when all of the terrible things
burst out of the box
Lesson 3: Recount information from Add drawings to descriptions Provide synonyms for retrieve
Demeter and Demeter and Persephone, a of the myth Demeter and Identify new meanings for the
Persephone Greek myth, and determine Persephone to clarify ideas, word pine and apply them
the central message of the thoughts, and feelings accurately
myth
Word Work: retrieve
Describe how Persephone,
Demeter, Hades, and Zeus
Activity: pine
respond to challenges in
Demeter and Persephone
Describe the characters and
plot of Demeter and
Persephone, including how
the beginning introduces the
story
Identify how Demeter feels
when she realizes
Persephone is missing

Text Analysis for

Close Reading /
Lesson 4: Recount information from Add drawings to descriptions Provide synonyms for Plan, Draft, and edit a
Arachne the Arachne the Weaver, a of the myth Arachne the attered narrative retelling of "Arachne
Weaver Greek myth, and determine Weaver to clarify ideas, Word Work: flattered the Weaver," including a title,
the central message of the thoughts, and feelings setting, characters, and well-
myth elaborated events of the of
Describe how Arachne and the story in proper sequence,
Athena respond to challenges including details to describe
in Arachne the Weaver actions, thoughts, and
feelings, using temporal
words to signal event order,
plot of Arachne the Weaver,
and providing a sense of
including how the ending
closure
concludes the action
Make a personal connection
Interpret information
to Arachne and her feelings
pertaining to Greece from a
when
connect it to information Athena calls her work superior
learned in various Greek Share writing with others
myths
Lesson 5: Recount information from Ask and answer who Provide synonyms for With assistance, categorize
Theseus and Theseus and the Minotaur, a questions orally to gather unraveling and organize facts and
the Minotaur Greek myth, and determine information or deepen Word Work: unraveling information from Theseus
the central message of the understanding of the and the Minotaur in a Which
myth information contained in Happened First? Chart
Describe how Theseus, King Theseus and the Minotaur
Minos, Princess Ariadne, and
King Aegeus respond to
challenges in Theseus and
the Minotaur
Lesson 6: Recount information from Ask and answer what Explain the meaning of cold Make a personal connection
Daedalus and Daedalus and Icarus, a questions orally to gather feet and use in appropriate to the method of escape
Icarus Greek myth, and determine information or deepen contexts devised by Daedalus in
the central message of the understanding of the Word Work: proof Daedalus and Icarus
myth information contained in
Sayings and Phrases: Cold
Describe how Daedalus and Daedalus and Icarus"
Feet
Icarus respond to challenges Recount a personal
in Daedalus and Icarus experience involving cold
Identify how King Minos feels feet with appropriate facts
when he discovers Theseus and relevant, descriptive
escaped from the Labyrinth details, speaking audibly in
coherent sentences
Use adjectives correctly in
oral language
Pausing Point

Text Analysis for

Close Reading /
Lesson 7: Recount information from Word Work: aimlessly Plan, draft, and edit a
Hercules Hercules, a Greek myth, narrative Greek myth,
and determine the central including a title, setting,
message of the myth characters, and well-
Describe how Hercules elaborated events of the story
responds to challenges in in proper sequence, including
Hercules details to describe actions,
thoughts, and feelings, using
Identify how Hercules feels
temporal words to signal
when he was feared by Greek
event order, and providing a
citizens
sense of closure
Make a personal connection
to friendship as it is depicted
in Hercules
Lesson 8: Recount information from Recount a personal Explain the meaning of back Plan, draft, and edit a
Other Other Adventures of experience involving back to to the drawing board and use narrative Greek myth,
Adventures of Hercules, a Greek myth, and the drawing board with in appropriate contexts including a title, setting,
Hercules determine the central appropriate facts and Word Work: guidance characters, and well-
message of the myth relevant, descriptive details, elaborated events of the story
Sayings and Phrases: Back
Describe how Hercules and speaking audibly in coherent in proper sequence, including
to the Drawing Board
Atlas respond to challenges in sentences details to describe actions,
Other Adventures of Make predictions orally prior thoughts, and feelings, using
Hercules to listening to Other temporal words to signal
Adventures of Hercules and event order, and providing a
Identify how Hercules feels
then compare the actual sense of closure
at the end of the story
compared to how he felt at the outcomes to predictions
beginning of the story
Lesson 9: Recount information from Ask and answer what Word Work: insisted Plan, draft, and edit a
Oedipus and Oedipus and the Riddle of questions orally to gather narrative Greek myth,
the Riddle of the Sphinx, a Greek myth, information or deepen including a title, setting,
the Sphinx and determine the central understanding of the characters, and well-
message of the myth information contained in elaborated events of the story
Oedipus and the Riddle of in proper sequence, including
the Sphinx details to describe actions,
thoughts, and feelings, using
temporal words to signal
sense of closure
With guidance and support
from adults and peers, focus
on information presented in
the Greek Myths domain and
strengthen writing as needed
by revising and editing

Text Analysis for

Close Reading /
Lesson 10: Recount information from Create audio recordings of Provide antonyms for resist Plan, draft, and edit a
Atalanta and Atalanta and the Golden student-written Greek myths Identify new meanings for the narrative Greek myth,
the Golden Apples, a Greek myth, and Orally change the ending to word palm and apply them including a title, setting,
Apples determine the central the story of Atalanta and the accurately characters, and well-
message of the myth Golden Apples elaborated events of the story
Word Work: resist
Describe how Atalanta and in proper sequence, including
Multiple Meaning Word: palm details to describe actions,
Hippomenes respond to
challenges in Atalanta and thoughts, and feelings, using
the Golden Apples temporal words to signal
sense of closure
plot of Atalanta and the
Golden Apples, including With guidance and support
how the ending concludes the from adults, explore a variety
story of digital tools to produce and
publish a Greek myth
Domain Review
Domain Assessment

The War of 1812

This domain will introduce students to an important period in the history of the United Statesthe time during the War of 1812.
The War of 1812 is, perhaps, best remembered as the war that gave birth to The Star-Spangled Banner. Students will also learn why
the War of 1812 is often called Americas second war for independence. Students will learn how the United States was affected by the
Napoleonic Wars between France and Great Britain. They will learn about James and Dolley Madison, and their direct connection to
the War of 1812. Students will learn about Great Britains three-part plan to win back the United States. This includes attacks on
Washington, D.C. and Baltimore, and the Battle of New Orleans. This domain will build the foundation for learning about Westward
Expansion, The U.S. Civil War, and Immigration later in Grade 2 as well as for learning about other periods of American history in
future grades.
Text Analysis for

Close Reading /
Answer questions that require turns, staying on topic, linking to texts, including using
making interpretations, their comments to the adjectives and adverbs to
unknown words and phrases Retell (orally or in writing)
in nonfiction/informational important facts and
read-alouds and discussions information from a fiction or
Listen to and demonstrate nonfiction/informational read-
understanding of aloud
requested detail or
clarification
Lesson 1: Describe the connection Ask questions to clarify Word Work: represent Share writing with others
America in between a series of historical directions for the Portrait of
1812, Part I events such as the America in 1812 activity
Revolutionary War and the
War of 1812

Text Analysis for

Close Reading /
Lesson 2: Identify the main topic of the Draw pictures to represent Word Work: patience Plan, write, and present a
America in read-aloud America in 1812, details or information from persuasive speech either for
1812, Part II Part II by creating a portrait America in 1812, Part II or against the War of 1812
of James Madison and writing Make an audio or video Write simple sentences to
a brief summary recording to represent details represent details or
Describe the connection or information from America information from America in
between a series of historical in 1812, Part II 1812, Part II
events such as the Prior to listening to America Make a connection between
Napoleonic Wars and the War in 1812, Part II, identify what having friends who are in an
of 1812 they know and have learned argument and when Britain
about George Washington and France were at war
Rehearse and perform Share writing with others
poems, stories, and plays for
an audience using eye
contact, appropriate volume,
and clear enunciation
Lesson 3: Mr. Interpret information Use word parts to determine
and Mrs. presented, and then ask a meaning of unknown words
Madison question beginning with the such as beauty and beautiful
word what to clarify Determine the meaning of
information in Mr. and Mrs. multiple-meaning words and
Madison phrases, such as branches
Prior to listening to Mr. and Word Work: magnificent
Mrs. Madison, identify what
Activity: branches
about the Constitution
Lesson 4: Describe how words and Draw pictures to represent Word Work: economy Write simple sentences to
Another War phrases supply rhythm and details or information from represent details or
Already? meaning in the poem Old Another War Already? information from Another War
Ironsides Prior to listening to Another Already?
Identify the main topic of the War Already? identify what Share writing with others
read-aloud Another War they know and have learned
Already? by creating a about James and Dolley
portrait of the USS Madison
Constitution and writing a brief
summary
Pausing Point

Text Analysis for

Close Reading /
Lesson 5: The Identify the main topic of the Interpret information Word Work: quench Write simple sentences to
Attack on read-aloud The Attack on presented, and then ask a represent details or
Washington, Washington, D.C. by creating question beginning with the information from
D.C. a portrait of Dolley Madison word where to clarify The Attack on Washington,
and writing a brief summary information in The Attack on D.C.
Describe the connection Washington, D.C.
between a series of Draw pictures to represent
historical events such as the details or information from
attack on Washington, D.C., The Attack on Washington,
and the War of 1812 D.C.
Prior to listening to The
Attack on Washington, D.C.
identify what they know and
have learned about the War of
1812
Lesson 6: Describe how words and Interpret information Determine the meaning of Make a connection to the
Broad Stripes phrases supply rhythm and presented, and then ask a multiple-meaning words and national anthem and the story
and Bright meaning in the song The question beginning with the phrases, such as scrambled of Broad Stripes and Bright
Stars Star-Spangled Banner word what to clarify Word Work: inspired Stars
Identify the main topic of information in Broad Stripes Make a personal connection
Broad Stripes and Bright and Bright Stars to singing the national anthem
Activity: scrambled
Stars by creating a portrait of Draw pictures to represent
Francis Scott Key and writing details or information from
a brief summary Broad Stripes and Bright
Describe the connection Stars
between a series of historical Prior to listening to Broad
events such as the Battle of Stripes and Bright Stars,
Fort McHenry and The Star- identify what they know and
Spangled Banner have learned about the attack
Compare and contrast on Washington, D.C.
similarities and differences Rehearse and perform
between the song The Star- poems, stories, and plays for
Spangled Banner and the an audience using eye
story of Broad Stripes and contact, appropriate volume,
Bright Stars and clear enunciation

Text Analysis for

Close Reading /
Lesson 7: The Describe how words and Interpret information Learn common sayings and Write simple sentences to
Battle After the phrases supply rhythm and presented, and then ask a phrases such as where represent details or
War meaning in the song The question beginning with the theres a will theres a way information from The Battle
Battle of New Orleans word who to clarify Word Work: astonished After the War
Identify the main topic of The information in The Battle Share writing with others
Sayings and Phrases: Where
Battle After the War by After the War
Theres a Will Theres a Way
creating a portrait of Andrew Recount a personal
Jackson and writing a brief experience with appropriate
summary facts and relevant, descriptive
Describe the connection details about an example of
between a series of historical where theres a will theres a
events such as the Battle of way
New Orleans and the War of Draw pictures to represent
1812 details or information from
The Battle After the War
Prior to listening to The Battle
After the War, identify what
about the Battle of Fort
McHenry
Prior to listening to The Battle
After the War, predict why
the read-aloud is called The
Battle After the War
Rehearse and perform
poems, stories, and plays for
an audience using eye
contact, appropriate volume,
and clear enunciation
Lesson 8: Identify the main topic of Ask questions to clarify Provide antonyms of core Write simple sentences to
Peace and Peace and Pirates by directions for Researching the vocabulary words, such as represent details or
Pirates creating a portrait of Jean War of 1812 dejected and jubilant information from Peace and
Lafitte and writing a brief Draw pictures to represent Distinguish shades of Pirates
summary details or information from meaning among closely Participate in a shared
Describe the connection Peace and Pirates related adjectives research project about the
between a series of historical Prior to listening to Peace Word Work: dejected and War of 1812
events such as the Battle of and Pirates, identify what jubilant With assistance, categorize
New Orleans and the War of they know and have learned and organize information
1812 about Andrew Jackson and within a domain to answer
Compare and contrast the Battle of New Orleans questions
similarities and differences Generate questions and seek
between the pirates and information from multiple
privateers during the War of sources to answer questions
1812 about the War of 1812
Domain Review

Text Analysis for

Close Reading /
Domain Assessment

Cycles in Nature
This domain will introduce your students to the many natural cycles that make life on Earth possible. Your students will increase their
knowledge of cycles in nature by learning more about seasonal cycles, and by beginning their study of flowering plants and trees,
animal life cycles, and the importance of the water cycle. Students will also learn about the effect seasonal changes have on plants and
animals. In addition, throughout this domain, students will gain exposure to poems by renowned authors Emily Dickinson and Robert
Louis Stevenson. As students learn that all organisms experience the developmental stages of the life cycle, they will also learn how
their growth and development relates to Earths seasonal cycles and begin to understand how all organisms depend on Earths limited
water supply.
Text Analysis for

Close Reading /
These Ask and answer questions Use agreed-upon rules for Use words and phrases
objectives are (e.g., who, what, where, group discussions, e.g., look acquired through
consistently when, why, how), orally or in at and listen to the speaker, conversations, reading and
addressed writing, requiring literal recall raise hand to speak, take being read to, and responding
throughout the and understanding of the turns, say excuse me or to texts, including using
domain details and/or facts of a please, etc. adjectives and adverbs to
nonfiction/informational read- Carry on and participate in a describe (e.g., When other
aloud conversation over at least six kids are happy, that makes
Answer questions that require turns, staying on topic, linking me happy)
making interpretations, their comments to the
judgments, or giving opinions remarks of others, with either
about what is heard in a an adult or another child of
nonfiction/informational read- the same age
Identify the main topic of a aloud
multi-paragraph Retell (orally or in writing)
nonfiction/informational read- important facts and
aloud as well as the focus of information from a fiction or
specific paragraphs within the nonfiction/informational read-
text aloud
Determine the meaning of Produce complete sentences
unknown words and phrases when appropriate to task and
in nonfiction/informational situation in order to provide
read-alouds and discussions requested detail or
Listen to and demonstrate clarification
understanding of
alouds of appropriate
complexity for Grades 24

Text Analysis for

Close Reading /
Lesson 1: The Identify the main topic of Prior to listening to The Identify new meanings for the
Cycle of The Cycle of Daytime and Cycle of Daytime and word stage and apply them
Daytime and Nighttime Nighttime, identify orally what accurately
Nighttime Describe the connection they know about the Word Work: thrive
between the earths rotation differences between daytime
and daytime and nighttime and nighttime
Activity: stage
Interpret information from a
diagram of the earths rotation
using the read-aloud The
Cycle of Daytime and
Nighttime
Identify and express
whether they are able to feel
the rotation of Earth
Lesson 2: The Identify the main topic of Prior to listening to The Word Work: tilt
Reasons for The Reasons for Seasons Reasons for Seasons,
Seasons Describe the connection identify orally what they know
between the tilt of the earth and have learned about the
as it orbits the sun and the rotation of the earth
seasons
With assistance, create and
interpret a chart on
characteristics
of seasons, and connect it to
information learned in The
Reasons for Seasons
Discuss personal
responses to seasonal
activities they participate in,
and connect those to the
seasons

Text Analysis for

Close Reading /
Lesson 3: Identify the main topic in Ask and answer why Identify new meanings for the
Four Seasons Four Seasons in One Year questions orally to gather word buds, and apply them
in One Year Describe the connection information or deepen accurately
between the tilt of the earth understanding of the Use knowledge of the
as it orbits the sun and the information contained in Four meaning of individual words
seasons Seasons in One Year to predict the meanings of
Compare and contrast the compound words
amount of sunlight the Word Work: adapt
Northern Hemisphere Multiple Meaning Word
receives during the summer Activity: buds
with the amount of sunlight
the Northern Hemisphere
receives during the winter and
the effects of both on plant
and animal life
Discuss personal
connections to the length of
shadows at different times of
the day and the rotation of the
earth
Lesson 4: The Identify the main topic of Ask and answer what Identify new meanings for the
Life Cycle of a The Life Cycle of a Plant questions orally to gather word bats, and apply them
Plant Compare and contrast the information or deepen accurately
amount of sunlight and understanding of the Word Work: protective
temperatures during summer information contained in The
and winter and the effects of Life Cycle of a Plant
both on plant and animal life
pictures illustrating the life
cycle of a sunflower
Lesson 5: The Identify the main topic of The Prior to listening to The Life Word Work: germination With assistance, categorize
Life Cycle of a Life Cycle of a Tree Cycle of a Tree, identify and organize facts and
Tree Compare and contrast the orally what they know and information in order to
life cycle of a sunflower and have learned about the life complete a Venn diagram
the life cycle of a tree cycle of a plant comparing and contrasting
the life cycles of sunflowers
and trees
Pausing Point

Text Analysis for

Close Reading /
Lesson 6: Identify the main topic of Summarize in writing the Word Work: replenished With guidance and support
Which Came Which Came First, the content of Which Came First, from adults and peers, focus
First, The Chicken or the Egg? the Chicken or the Egg? on information presented in
Chicken or the Compare and contrast Add drawings to a summary Which Came First, the
Egg? images of a chicken and a of the information contained Chicken or the Egg? and
tyrannosaurus rex in Which Came First, the strengthen writing as needed
Chicken or the Egg? to by revising and editing
Compare and contrast the
life cycle of a plant and the clarify ideas, thoughts, and Share writing with others
life cycle of a chicken feelings
Prior to listening to Which
Came First, the Chicken or
the Egg?, orally predict
whether the chicken or the
egg came first, and then
compare the actual outcomes
to predictions
Lesson 7: The Identify the main topic of Ask and answer what Word Work: burrow Write an informational
Life Cycle of a The Life Cycle of a Frog questions orally to gather paragraph explaining the
Frog information or deepen stages of the life cycle of a
understanding of the frog
information contained in The With guidance and support
Life Cycle of a Frog from adults and peers, focus
Prior to listening to The Life on information presented in
Cycle of a Frog, identify The Life Cycle of a Frog and
orally what they know and strengthen writing as needed
have learned about the life by revising and editing
cycles of plants, trees, and Share writing with others
chickens
Lesson 8: The Identify the main topic of Identify new meanings for the
Life Cycle of a The Life Cycle of a Butterfly word round and apply them
Butterfly Compare and contrast the accurately
life cycle of a chicken to the Word Work: transparent
life cycle of a frog
Make and describe a
personal connection to how
outgrowing ones clothes
resembles a caterpillar
molting its skin
pictures illustrating the life
cycle of a butterfly

Text Analysis for

Close Reading /
Lesson 9: The Identify the main topic of Summarize in writing Word Work: participation
Water Cycle the The Water Cycle observations of the indoor
water cycle
Add drawings to a summary
of observations of the indoor
water cycle
Water Cycle, orally identify
information they know and
have learned about the life
cycles of plants, trees,
chickens, frogs, and
butterflies
Domain Review
Domain Assessment

Westward Expansion
This domain will introduce students to an important period in the history of the United Statesthe time of westward expansion during
the 1800s. Students will learn why pioneers were willing and eager to endure hardships to move westward. Students will learn about
important innovations in both transportation and communication during that period, which greatly increased the movement of people
westward. More specifically, students will learn about Fultons steamboat, the Erie Canal, the transcontinental railroad, and the Pony
Express. Students will also come to understand the hardships and tragedies that Native Americans endured because of westward
expansion. This domain will build the foundation for learning about The U.S. Civil War and Immigration later in Grade 2 as well as for
learning about other periods of American history in future grades.
Text Analysis for

Close Reading / Language &
Comprehension Speaking & Listening Vocabulary Writing
These objectives Ask and answer questions Use agreed-upon rules for Identify real-life
are consistently (e.g., who, what, where, group discussions, e.g., connections between
addressed when, why, how), orally or in look at and listen to the words and their use (e.g.,
throughout the writing, requiring literal recall speaker, raise hand to describe foods that are
domain and understanding of the speak, take turns, say spicy or juicy)
details and/or facts of a excuse me or please, Use words and phrases
nonfiction/informational etc. acquired through
read-aloud Carry on and participate in conversations, reading and
Answer questions that a conversation over at least being read to, and
require making six turns, staying on topic, responding to texts,
interpretations, judgments, linking their comments to including using adjectives
or giving opinions about the remarks of others, with and adverbs to describe
what is heard in a either an adult or another (e.g., When other kids are
nonfiction/informational child of the same age happy that makes me
read-aloud, including Ask questions to clarify happy)
answering why questions information about the topic
that require recognizing in a fiction or
cause/effect relationships nonfiction/informational
Identify the main topic of a read-aloud
multi-paragraph Retell (orally or in writing)
nonfiction/informational important facts and
read-aloud as well as the information from a fiction or
focus of specific paragraphs nonfiction/informational
within the text read-aloud
Determine the meaning of Produce complete
unknown words and sentences when
phrases in appropriate to task and
nonfiction/informational situation in order to provide
read-alouds and discussions requested detail or
Listen to and demonstrate clarification
understanding of
nonfiction/informational
read-alouds of appropriate

Text Analysis for

Lesson 1: Going Describe the connection Ask questions to clarify Word Work: sights Write simple sentences to
West between a series of directions for the Westward represent details or information
historical events such as Expansion Quilt activity from Going West
colonial times and westward Draw pictures to represent Make personal connections to
expansion details or information from going on a long car ride and
With assistance, create and Going West moving to a new place like
interpret timelines related Prior to listening to Going pioneer families journeys
to colonial times and West, identify what they westward
westward expansion know about America prior Share writing with others
to westward expansion
Lesson 2: Mr. Identify the main topic of Interpret information Determine the meaning of Write simple sentences to
Fultons Journey Mr. Fultons Journey by presented, and then ask a multiple-meaning words represent details or information
creating a quilt square question beginning with the and phrases, such as back from Mr. Fultons Journey
Describe the connection word who to clarify Word Work: voyage Share writing with others
between a series of information in Mr. Fultons
historical events such as the Journey
Activity: back
invention of Fultons Draw pictures to represent
steamboat and westward details or information from
expansion Mr. Fultons Journey
With assistance, create and Prior to listening to Mr.
interpret a timeline related Fultons Journey, identify
to the invention of Fultons what they know and have
steamboat and westward learned about people
expansion moving west
Lesson 3: The Describe how words and Draw pictures to represent Determine the meaning of Write simple sentences to
Journal of a phrases supply rhythm details or information from multiple-meaning words represent details or information
Twelve-Year-Old and meaning in the song The Journal of a Twelve- and phrases, such as from The Journal of a Twelve-
on the Erie Canal The Erie Canal Year-Old on the Erie Canal board Year-Old on the Erie Canal
Identify the main topic of Prior to listening to The Word Work: transport Write simple sentences to
The Journal of a Twelve- Journal of a Twelve-Year- Multiple Meaning Word represent details or information
Year-Old on the Erie Canal Old on the Erie Canal, Activity: board from The Journal of a Twelve-
by creating a quilt square identify what they know and Year-Old on the Erie Canal
Describe the connection have learned about canals Share writing with others
between a series of
historical events such as the
Erie Canal and westward
expansion
interpret a timeline related
to westward expansion and
the Erie Canal
Compare and contrast
similarities and differences
between the song The Erie
Canal and the character in
The Journal of a Twelve-
Year-Old on the Erie Canal

Text Analysis for

Lesson 4: The Identify the main topic of Interpret information Learn common sayings Write simple sentences to
Story of The Story of Sequoyah by presented, and then ask a and phrases such as back represent details or information
Sequoyah creating a quilt square question beginning with the to the drawing board from The Story of Sequoyah
Describe the connection word who to clarify Word Work: create Share writing with others
between a series of information in The Story of
Sayings and Phrases:
historical events such as the Sequoyah
Back to the Drawing
Cherokee writing and Recount a personal Board
westward expansion experience with appropriate
With assistance, create and facts and relevant,
interpret a timeline related descriptive details about a
to Cherokee writing and time when they had to go
westward expansion back to the drawing board
Draw pictures to represent
details or information from
The Story of Sequoyah
Story of Sequoyah, identify
learned about Native
American tribes
Lesson 5: The Identify the main topic of Draw pictures to represent Word Work: encountered Write simple sentences to
Trail of Tears The Trail of Tears by details or information from represent details or information
creating a quilt square The Trail of Tears from The Trail of Tears
Describe the connection Prior to listening to The Share writing with others
between a series of Trail of Tears, identify what
historical events such as the they know and have learned
Trail of Tears and westward about Sequoyah and the
expansion Cherokee
to the Trail of Tears and
westward expansion
between John Ross and
Sequoyah, two leaders of
the Cherokee
Pausing Point

Text Analysis for

Lesson 6: Identify the main topic of Interpret information Word Work: territory Participate in a shared research
Westward on the Westward on the Oregon presented, and then ask project about the Oregon
Oregon Trail Trail questions to clarify Territory
Describe the connection information in Westward Make a connection between the
between a series of on the Oregon Trail family in Westward on the
historical events such as the Prior to listening to Oregon Trail and the family in
Oregon Trail and westward Westward on the Oregon Going West
expansion Trail, identify what they Make a personal connection to
With assistance, create and know and have learned packing all of your familys
interpret a timeline related about settlers moving personal belongings in a covered
to the Oregon Trail and westward and the forced wagon
westward expansion relocation of the Cherokee
Generate questions and seek
Rehearse and perform information from multiple sources
poems, stories, and plays to answer questions about the
for an audience using eye Oregon Territory
contact, appropriate
volume, and clear
enunciation
Lesson 7: The Identify the main topic of Draw pictures to represent Word Work: endurance Write simple sentences to
Pony Express The Pony Express by details or information from represent details or information
creating a quilt square The Pony Express from The Pony Express
Describe the connection Prior to listening to The Make personal connections
between a series of Pony Express, identify (orally or in writing) to events or
historical events such as the what they know and have experiences in a read-aloud
Pony Express and westward learned about transportation and/or make connections among
expansion and people moving several read-alouds
With assistance, create and westward Share writing with others
interpret a timeline related Rehearse and perform
to the Pony Express and poems, stories, and plays
westward expansion for an audience using eye
contact, appropriate
volume, and clear
enunciation

Text Analysis for

Lesson 8: Describe how words and Draw pictures to represent Use word parts to Write simple sentences to
Working on the phrases supply rhythm details or information from determine meanings represent details or information
Transcontinental and meaning in the song Working on the Provide antonyms of core from Working on the
Railroad Ive Been Working on the Transcontinental Railroad vocabulary words, such as Transcontinental Railroad
Railroad Prior to listening to convenient and With assistance, categorize and
Identify the main topic of Working on the inconvenient organize information within a
Working on the Transcontinental Railroad, domain to answer questions
Word Work: convenient
Transcontinental Railroad identify what they know and
by creating a quilt square have learned about
transportation and people
Describe the connection
moving westward
between a series of
historical events such as the
transcontinental railroad and
westward expansion
to the transcontinental
railroad and westward
expansion
between the steamboat and
the locomotive
Lesson 9: The Identify the main topic of Interpret information Word Work: solemnly Write simple sentences to
Buffalo Hunters The Buffalo Hunters by presented, and then ask a represent details or information
creating a quilt square question beginning with the from The Buffalo Hunters
word who to clarify Make personal connections
information in The Buffalo (orally or in writing) to events or
Hunter experiences in a read-aloud
Draw pictures to represent and/or make connections among
details or information from several read-alouds
The Buffalo Hunters Share writing with others
Buffalo Hunters, identify
learned about buffalo and
the Lakota Sioux
Domain Review
Domain Assessment

Insects
This domain will introduce students to the largest group of animals on Earth. Students will learn the characteristics of insects, the life
cycles of insects, how insects can be categorized as solitary or social, and how insects are viewed as both helpful and harmful.
For example, students will learn how insects are important to the process of pollination and in the production of honey, some cosmetics
and even medicines. Students will gather the information they learn in a journal and will have the opportunity to further research
questions and points of interest. Students will use the information gathered in their journals to plan, draft, and edit an informational
narrative. This domain will lay the foundation for review and further study of the life cycles, habitats, and classifications of insects and
other animals.
Text Analysis for

Close Reading /
aloud, including answering Carry on and participate in a
why questions that require conversation over at least six
recognizing cause/effect turns, staying on topic, linking
relationships their comments to the
Determine the meaning of remarks of others, with either
unknown words and phrases an adult or another child of
in nonfiction/informational the same age
read-alouds and discussions Retell (orally or in writing)
Listen to and demonstrate important facts and
understanding of information from a fiction or
nonfiction/informational read- nonfiction/informational read-
alouds of appropriate aloud
complexity for Grades 24 Produce complete sentences
requested detail or
clarification

Text Analysis for

Close Reading /
Lesson 1: Ask questions to clarify Explain the meaning of eaten With assistance, categorize
Insects directions for a research and out of house and home and and organize facts and
Everywhere! writing activity involving use in appropriate contexts information from Insects
insects Word Work: habitats Everywhere! to determine in
Add drawings to descriptions which habitats insects can be
Sayings and Phrases: Eaten
of insects to clarify ideas, found
Out of House and Home
thoughts, and feelings Generate questions and
gather information from
multiple sources to answer
questions about insects
Lesson 2: Identify the main purpose of Recount a personal Use the antonyms Make a personal connection
What Makes What Makes an Insect an experience with insects with microscopic and gigantic in writing to experiences with
an Insect and Insect? including what the appropriate facts and appropriately in oral language insects
Insect? author wants to explain relevant, descriptive details,
Word Work: microscopic
sentences
Orally compare and contrast
insects and non-insects, such Add drawings to descriptions
as of insects to clarify ideas,
thoughts, and feelings
spiders
Prior to listening to What
Makes an Insect an Insect?
insects and their habitats
Prior to listening to What
Makes an Insect and Insect?
orally
predict the characteristics of
an insect, and then compare
the actual outcomes to
predictions

Text Analysis for

Close Reading /
Lesson 3: Life Add drawings to descriptions Word Work: progression Plan, draft, and edit an
Cycles of of insect metamorphosis to informative text that presents
Insects clarify ideas, thoughts, and information from Life Cycles
feelings of Insects, including an
Prior to listening to Life introduction to a topic,
Cycles of Insects, identify relevant facts, and a
orally what they know and conclusion
have learned insects Participate in a shared
research project on the life
cycles of insects
information from Life Cycles
of Insects to determine the
differences between complete
and incomplete
metamorphosis
Generate questions and
questions about the life cycles
of insects
Lesson 4: Describe the connections Add drawings to descriptions Identify new meanings for the Plan, draft, and edit an
Social Insects: among honeybee workers, of bees and wasps to clarify word comb and apply them informative text that presents
Bees and drones, and queen bees ideas, thoughts, and feelings accurately information from Social
Wasps Orally compare and contrast Prior to listening to Social Word Work: cooperate Insects: Bees and Wasps,
the nests of honeybees and Insects: Bees and Wasps, including an introduction to a
wasps identify orally what they know topic, relevant facts, and a
Activity: comb
and have learned about social conclusion
and solitary insects Participate in a shared
research project on bees and
wasps
information from Social
Insects: Bees and Wasps to
learn more about bees and
wasps
questions about bees and
wasps
Pausing Point

Text Analysis for

Close Reading /
Lesson 5: Describe the reasons or Add drawings to descriptions Use the antonyms destructive Plan, draft, and edit an
Social Insects: facts the author of Social of ants and termites to clarify and constructive appropriately informative text that presents
Ants and Insects: Ants and Termites ideas, thoughts, and feelings in oral language information
Termites gives to support the Prior to listening to Social Word Work: microscopic about insects, including an
statement that ants are social Insects: Ants and Termites, introduction to a topic,
insects identify orally what they know relevant facts, and a
and have learned about conclusion
insects Participate in a shared
research project on insects
information from Social
Insects: Ants and Termites
questions about ants and
termites
Lesson 6: Add drawings to descriptions Use the antonyms Plan, draft, and edit an
Insects that of fireflies, grasshoppers, and transparent and opaque informative text that presents
Glow and Sing crickets to clarify ideas, appropriately in oral language information about insects,
thoughts, and feelings Use adverbs correctly in oral including an introduction to a
Prior to listening to Insects language topic, relevant facts, and a
That Glow and Sing, identify conclusion
Word Work: transparent
orally what they know and Participate in a shared
have learned about insects research project on insects
information from Insects That
Glow and Sing
questions about insects

Text Analysis for

Close Reading /
Lesson 7: Describe the reasons or Add drawings to descriptions Word Work: mimicry Plan, draft, and edit an
Armored Tanks facts the author of Armored of insects that use mimicry to informative text that presents
of the Insect Tanks of the Insect World protect themselves to clarify information about insects,
World gives to explain why beetles ideas, thoughts, and feelings including an introduction to a
are the largest group of Prior to listening to Armored topic, relevant facts, and a
insects on Earth Tanks of the Insect World, conclusion
identify orally what they know Participate in a shared
and have learned about research project on insects
insects With assistance, categorize
information from Armored
Tanks of the Insect World
about beetles
questions about beetles
Lesson 8: Identify the main topic of Use the antonyms foe and Plan, draft, and edit an
Friend or Foe? Friend or Foe? friend appropriately in oral informative text that presents
Describe the connections language information about insects,
between actions taken by Identify new meanings for the including an introduction to a
humans and the extinction of word bug and apply them topic, relevant facts, and a
some insects accurately conclusion
Word Work: foe With guidance and support
from adults and peers, focus
on the topic of insects and
Activity: bug
strengthen writing as needed
by revising and editing
Domain Review
Domain Assessment

The U.S. Civil War

This domain will introduce students to an important period in the history of the United States. Students will learn about the controversy
over slavery between the North and the South, which eventually led to the U.S. Civil War. They will learn about this war and how the
end of the war also meant the end of slavery.
Text Analysis for

Close Reading /
objectives are (e.g., who, what, where, group discussions (e.g., look between words and their use
domain details and/or facts of a please, etc.) acquired through
about what is heard in a an adult or another child of kids are happy, that makes
nonfiction/informational read- the same age me happy)
Describe the connection aloud
between a series of historical Retell (orally or in writing)
events, scientific ideas or important facts and
concepts, or steps in information from a fiction or
technical procedures in a nonfiction/informational read-
nonfiction/informational read- aloud
aloud
Create audio recordings of
Determine the meaning of stories or poems; add
unknown words and phrases drawings or other visual
in nonfiction/informational displays to stories or recounts
read-alouds and discussions of experiences when
Listen to and demonstrate appropriate to clarify ideas,
understanding of thoughts, and feelings
requested detail or
clarification

Text Analysis for

Close Reading /
Lesson 1: Interpret information from Identify and express physical Word Work: value Write simple sentences to
Harriet the Slavery Freedom T-chart sensations, mental states, represent details or
Tubman, Part I from Harriet Tubman, Part I and emotions of themselves information from Harriet
to explain what slavery was and those of enslaved people Tubman, Part I
like in Harriet Tubman, Part I Make personal connections
Compare and contrast between their nickname and
similarities and differences Harriet Tubmans nickname,
between slavery and freedom Minty, in Harriet Tubman,
Part I
information within The U.S.
Civil War to answer questions
about what slavery was like in
order to write a Civil War
journal entry
Lesson 2: Determine the meaning of Prior to listening to Harriet Determine the meaning of Make personal connections
Harriet the poem Harriet Tubman Tubman, Part II, predict multiple-meaning words and orally about the pros and
Tubman, Part II Determine the meaning of orally whether Harriet phrases, such as flies cons of being rebellious
the song Follow the Drinking Tubman fights for and wins Word Work: value Share writing with others
Gourd her freedom, and then
Use information gained Activity: flies
to the prediction
from an illustration in
Harriet Tubman, Part II to Prior to listening to Harriet
demonstrate understanding Tubman, Part II, identify
of the characters, setting, orally what they know and
or plot have learned from the
previous read-aloud Harriet
Interpret information from
Tubman, Part I
the Slavery and Freedom T-
Chart from the read-aloud
Harriet Tubman, Part I to
discuss what a journey to
freedom along the
Underground Railroad meant
to the runaway slaves
physical sensations, mental
states, and emotions of
themselves, Harriet Tubman,
and the enslaved Africans in
the read-aloud Harriet
Tubman, Part II

Text Analysis for

Close Reading /
Lesson 3: The Interpret information from Interpret information Word Work: economy Write simple sentences to
Controversy the North and the South T- presented, and then ask a represent details or
over Slavery Chart to explain the question beginning with the information from The
differences between the North word what to clarify Controversy Over Slavery
and the South as described in information in The With assistance, categorize
the read-aloud The Controversy Over Slavery and organize facts and
Controversy Over Slavery information about the North
Compare and contrast the and the South to answer
North and the South questions
Lesson 4: Determine the central Summarize orally text from Provide antonyms of core Write simple sentences to
Abraham message in the poem the read-aloud Abraham vocabulary words, such as represent details or
Lincoln Lincoln Lincoln using the Flip Book expand information from Abraham
Describe the connection images from the read-aloud Word Work: expand Lincoln
between a series of historical Interpret information Share writing with others
events in Abraham Lincolns presented, and then ask a
life, the effect of these events question beginning with the
on his views of slavery, and word who to clarify
how his views changed the information in Abraham
views of others in the read- Lincoln
aloud Abraham Lincoln
Lesson 5: The Interpret information from a Ask questions to clarify Word Work: Confederacy Write simple sentences to
Division of the map and map key to directions for the Map of the and Union represent details or
United States understand which states Union and Confederacy information from The Division
belonged to the Union and activity of the United States
which belonged to the Prior to listening to The With assistance, categorize
Confederacy Division of the United States, and organize facts and
Interpret information from a orally predict whether the information to write about the
timeline to sequence some of country is pulled apart by differences between the
the important events differing views on slavery, Union and the Confederacy
surrounding the U.S. Civil and then compare the actual as part of the Civil War
War outcome to the prediction Journal activity
Prior to listening to The Share writing with others
Division of the United States,
orally identify what they know
Abraham Lincoln, the North
and the South, and differing
views regarding
slavery
Pausing Point

Text Analysis for

Close Reading /
Lesson 6: The Interpret information Determine the meanings of
War Begins presented, and then ask a words, such as civilians, by
question using the root word as a clue
beginning with the word Learn common sayings and
where to clarify information in phrases, such as easier said
The War than done
Begins Word Work: civilians
Recount a personal Sayings and Phrases: Easier
experience involving the Said Than Done
saying easier
said than done with
appropriate facts and
relevant, descriptive
coherent sentences
Lesson 7: Interpret information from Prior to listening to Robert E. Word Work: advisors Write simple sentences to
Robert E. Lee the Somebody Wanted But Lee, identify orally what they represent details or
So Then chart to describe know and have learned about information from Robert E.
Robert E. Lee and his role in the first battle of the U.S. Civil Lee
the U.S. Civil War War Share writing with others
themselves, Robert E. Lee
and the men who served
under him in the
Confederacy, and others
affected by the U.S. Civil War
Lesson 8: Interpret information from Interpret information Word Work: wounded Write simple sentences to
Clara Barton the Timeline to understand presented, and then ask a represent details or
when the American Red question beginning with the information from Clara
Cross was established word who to clarify Barton
relative to the U.S. Civil War information in Clara Barton Share writing with others
Identify and express Prior to listening to Clara
physical sensations, mental Barton, orally predict how the
states, and emotions of Angel of the Battlefield was
themselves, Clara Barton, helpful during the U.S. Civil
and the wounded she treated War, and then compare the
actual outcome to the
prediction
Prior to listening to Clara
Barton, orally identify what
about General Robert E. Lee

Text Analysis for

Close Reading /
Lesson 9: The Interpret information from Prior to listening to The Word Work: abolished Write simple sentences to
Emancipation the Timeline to understand Emancipation Proclamation, represent details or
Proclamation when the Emancipation identify orally what they know information from The
Proclamation was written and have learned about Clara Emancipation Proclamation
relative to when the American Barton and Abraham Lincoln Share writing with others
Red Cross was established
themselves, Harriet Tubman,
and a Union soldier
Lesson 10: Interpret information from Interpret information Provide antonyms of core Write simple sentences to
Ulysses S. the Venn diagram used to presented, and then ask a vocabulary words, such as represent details or
Grant compare and contrast question beginning with the defeat information from Ulysses S.
Ulysses S. Grant and Robert word who to clarify Determine the meaning of Grant
E. Lee to clarify information information in Ulysses S. multiple-meaning words and Share writing with others
from the read-aloud Ulysses Grant phrases, such as post
S. Grant Prior to listening to Ulysses Word Work: defeat
Compare and contrast S. Grant, orally identify what
similarities and differences they know and have learned
Activity: post
between Ulysses S. Grant about Robert E. Lee
and Robert E. Lee
Lesson 11: Interpret information using a Prior to listening to The End Provide antonyms of core Write simple sentences to
The End of the Brainstorming Links graphic of the War, orally predict how vocabulary words, such as represent details or
War organizer to remember facts the U.S. Civil War ends, and united information from
about the U.S. Civil War prior what happens afterward, and Word Work: united The End of the War
to the read-aloud The End of then compare the actual
the War outcome to the prediction
Interpret information from a Prior to listening to The End
map and map key to of the War, orally identify
understand which states saw what they know and have
the most U.S. Civil War learned about the U.S. Civil
battles, and where the U.S. War
Civil War ended with Lees
surrender
Interpret information from
the Timeline to understand
when the U.S. Civil War
ended relative to the
Emancipation Proclamation
and the establishment of the
American Red Cross
freed slaves and Abraham
Lincoln at the end of the U.S.
Civil War

Text Analysis for

Close Reading /
Domain Review
Domain Assessment

The Human Body

This domain covers a number of topics regarding the human body. This domain first covers concepts regarding cells and how cells
form the building blocks of life on Earth. Students are then taught how collections of cells form tissues, and tissues form organs, and
finally how organs work within the various body systems. In addition, students are taught about Anton van Leeuwenhoek and his work
with the microscope and his discovery of the tiny one-celled bacteria. Students will then hear about the digestive and excretory
systems. They will learn the fundamental parts and functions of these two body systems. The narrator of these read-alouds is a
nutritionist named Nick Nutri, who reinforces basic facts that students will be learning. The remainder of this domain focuses on the
importance of good nutrition and how to make good choices in order to eat a well-balanced diet. Students will be taught five keys to
good health eat well, exercise, sleep, keep clean, and have regular checkups
Text Analysis for

Close Reading /
unknown words and phrases Produce complete sentences
in nonfiction/informational when appropriate to task and
read-alouds and discussions situation in order to provide
Listen to and demonstrate requested detail or
understanding of clarification

Text Analysis for

Close Reading /
Lesson 1: The Describe the connection Recount a personal Explain the meaning of the Make personal connections
Amazing between parts of the body experience involving the saying keep your fingers by identifying parts of their
Human Body and the five senses, as well saying keep your fingers crossed and use in own bodies discussed in the
as the parts of the body and crossed with appropriate appropriate contexts read-aloud
the five major bodily systems facts and relevant, descriptive Word Work: systems
in The Amazing Human details, speaking audibly in
Sayings and Phrases: Keep
Body coherent sentences
Your Fingers Crossed
chart of the human body to
identify various body parts
and organs in The Amazing
Human Body
human body with a machine
in The Amazing Human
Body
Lesson 2: Describe the connection Word Work: observations Make personal connections in
Anton van between the discovery of documenting observations
Leeuwenhoek bacteria and Anton van made examining things with a
Leeuwenhoeks use and magnifying glass
improvement of the
microscope in Anton van
Leeuwenhoek
Lesson 3: Describe the connection Determine the meaning of the With assistance, categorize
Cells and between cells and tissues in multiple-meaning word tissue and organize facts about cells
Tissues Cells and Tissues in Cells and Tissues and tissues to complete an
Identify a new meaning for activity that demonstrates the
the word tissue and apply it relationship between cells
accurately and tissues
Word Work: functions
Activity: tissue
Lesson 4: Describe the connection Word Work: nourish With assistance, categorize
Organs among cells, tissues, and and organize facts about
organs in Organs cells, tissues, and organs to
Interpret information from a construct a paper model of
model of a cross-section of the tissues that comprise the
the stomach to demonstrate stomach
the relationship among cells,
tissues, and organs in
Organs
Pausing Point

Text Analysis for

Close Reading /
Lesson 5: The Describe the series of steps Determine the meaning of the With assistance, categorize
Digestive in the digestive process new word indigestion formed and organize facts and
System presented in The Digestive when the prefix in is added information within The
System to digestion Digestive System to
Interpret information from Word Work: absorb determine the sequence of
diagrams of the human body events in the digestive
to understand the digestive process
process
Sequence five images
illustrating the individual steps
in the digestive process
Lesson 6: The Describe the connection Prior to listening to a read- Word Work: toxic With assistance, categorize
Excretory between a series of steps in aloud, identify orally what and organize facts and
System the excretory process in The students know and have information from The
Excretory System learned about the digestive Excretory System to make a
Interpret information from system diagram of the excretory
diagrams of the human body system
to understand the excretory
process
digestive system and the
excretory system
Lesson 7: Describe the connection Add drawings about various Word Work: essential Make personal connections in
Nutrients between nutrients and good foods to clarify ideas, understanding the specific
health as described in thoughts, and feelings about nutrients consumed at
Nutrients proper nutrition breakfast
Interpret information from a With assistance, categorize
food groups chart to explain and organize facts and
the nutrients that can be information about nutrients to
obtained from eating from answer questions
certain food groups
Lesson 8: A Interpret information using a Prior to listening to a read- Determine the meaning of the With assistance, categorize
Well-Balanced chart made of a paper plate to aloud, orally identify what multiple meaning word skip in and organize facts and
Diet which photos of various types students know and have A Well-Balanced Diet information about nutrition in
of food have been affixed in learned about nutrients Word Work: variety order to make good food
order to describe the nutrients choices
Multiple Meaning Word: skip
in certain foods

Text Analysis for

Close Reading /
Lesson 9: A Describe facts that support Recount a personal Learn the meaning of Make personal connections in
Healthy Human ways to live a healthy life experience involving the common sayings and phrases writing about how to begin the
Body saying get up on such as to day, how to promote health,
the wrong side of the bed get up on the wrong side of and how to end the day
with appropriate facts and the bed
relevant, descriptive details, Word Work: recovery
Sayings and Phrases: Get Up
sentences
on the Wrong Side of the
Prior to listening to a read- Bed
aloud, orally identify what
students know and have
learned about the various
body systems and how they
keep us healthy
Domain Review
Domain Assessment

Immigration
This domain will introduce students to the concept of immigration in the United States, an especially important topic because the
United States is often referred to as a country of immigrants. Students will learn about the biggest wave of immigration to the
United States, which occurred between 1880 and 1920. They will discover why people immigrated, what factors pushed them from
their homelands and pulled them to the United States, and why many immigrants settled in particular cities or regions upon their
arrival. These basic facts about immigration will help students further their awareness of U.S. history. Learning about immigration
in the United States is also an opportunity for students to find out more about their family history and what brought them and/or their
ancestors to the United States.
Text Analysis for

Close Reading /
Ask and answer questions Use agreed-upon rules for Identify real-life connections
These
(e.g., who, what, where, group discussions (e.g., look between words and their use
objectives are
when, why, how), orally or in at and listen to the speaker, (e.g., describe foods that are
consistently
writing, requiring literal recall raise hand to speak, take spicy or juicy)
addressed
and understanding of the turns, say excuse me or Use words and phrases
throughout the
details and/or facts of a please, etc.) acquired through
domain
Describe the connection aloud
between a series of historical Retell (orally or in writing)
events, scientific ideas or important facts and
concepts, or steps in information from a fiction or
technical procedures in a nonfiction/informational read-
nonfiction/informational read- aloud
aloud
Determine the meaning of when appropriate to task and
unknown words and phrases situation in order to provide
in nonfiction/informational requested detail or
read-alouds and discussions clarification
Listen to and demonstrate
understanding of

Text Analysis for

Close Reading /
Lesson 1: E Identify push and pull Ask a question to clarify the Use word parts to determine Make personal connections to
Pluribus Unum factors that support the directions for an extension the meaning of the unknown familiar foods brought to the
authors points about why activity Latin phrase e pluribus unum United States by immigrants
people immigrate from other countries
Add a drawing to the puzzle Word Work: immigrants
Identify how they would feel piece to clarify ideas, Make personal connections to
if they had to emigrate from thoughts, and feelings related the experiences described in
their home country to E Pluribus Unum E Pluribus Unum of people
leaving their home country
Share their puzzle piece
and moving to another
drawing and sentence with
country
others
Lesson 2: A Identify push factors that Summarize how push and Explain the meaning of dont Make personal connections to
Little Giant support the authors points pull factors caused people in judge a book by its cover and the contributions that Charles
Comes to about why Charles Steinmetz other countries to immigrate use in appropriate contexts Steinmetz made to the United
America left Germany to the United States States and our lives today
Word Work: opportunity
Add a drawing to the puzzle
Sayings and Phrases: Dont
piece to clarify ideas,
Judge a Book by Its Cover
thoughts, and feelings related
to A Little Giant Comes to
America
Prior to listening to A Little
Giant Comes to America,
identify, orally, what they
know and have learned about
e pluribus unum, the term
immigrant, and push and pull
factors
others

Text Analysis for

Close Reading /
Describe how Marie responds Add a drawing to the puzzle Identify meanings for the Make real-life connections
Lesson 3: Life
to the changes in her life piece to clarify ideas, word coast and apply them between the word traditional
in the City
brought on by her familys thoughts, and feelings related accurately and its use in Life in the City
immigration to Life in the City and traditional foods, clothing,
Word Work: traditional
and customs found in their
Use information gained Prior to listening to Life in the
Multiple Meaning Word homes and communities
from the illustrations and City, identify orally what they
Activity: coast
words in Life in the City to know and have learned about
demonstrate understanding of Charles Steinmetzs
Marie and her new life as an immigration to the United
immigrant in the city States
Identify reasons given in the Share their puzzle piece
text that support the authors drawing and sentence with
point that many immigrants others
chose to live in big cities
Maries old life in Italy with her
new life in America
Identify how they would feel
about living in a big city as a
new immigrant to the United
States
Lesson 4: From Use information gained Ask and answer a who Determine the meaning of the
Ireland to New from illustrations and words question to deepen word emigrate from
York City in From Ireland to New York understanding of what they knowledge of the words
City to demonstrate heard in From Ireland to New immigrate and immigrant
understanding of Aunt York City
Word Work: afford
Cathleens belief that the Add a drawing to a puzzle
United States is a land of piece to clarify ideas,
opportunity thoughts, and feelings related
to Life in the City
Identify how they would feel if,
like Uncle Brendan, old Prior to listening to From
friends Ireland to New York City,
and neighbors from their
home country unexpectedly
immigrants and the
appeared
immigration processing
centers
others

Text Analysis for

Close Reading /
Use information gained Recount a personal Distinguish between and
Lesson 5: Gold
from the illustrations and experience involving the categorize examples of
Mountain
words in Gold Mountain to saying turn over a new leaf situations that illustrate the
demonstrate understanding with appropriate facts and word exhausting and those
of Lin Wens and his fathers relevant, descriptive details, that illustrate its antonym
decisions and views speaking audibly in coherent refreshing
Identify reasons given in sentences Explain the meaning of turn
the text that support the Add a drawing to the puzzle over a new leaf and use in
authors point that some piece to clarify ideas, appropriate contexts
European Americans were thoughts, and feelings related Word Work: exhausting
hostile to Chinese immigrants to Gold Mountain
Sayings and Phrases: Turn
Compare and contrast the Prior to listening to Gold Over a New Leaf
new lives of Chinese Mountain, identify orally what
immigrants like Lin Wen as they know and have learned
described in Gold Mountain about Irish immigration, the
and Irish immigrants like U.S. immigration processing
Fiona and Sean as described centers, and related
in From Ireland to New York geography
City Share their puzzle piece
Identify how they would feel if, drawing and sentence with
similar to the way Lin Wen others
and other Chinese immigrants
were treated, people in their
new country were hostile to
them
Use information gained Recount a personal Identify new meanings for the
Lesson 6: A
from the illustrations and experience related to the word land and apply them
Land of
words in A Land of word support and its use in A accurately
Opportunity
Opportunity to demonstrate Land of Opportunity Word Work: support
understanding of Larss and Add a drawing to illustrate the Multiple Meaning Word
Karins feelings about owning word support to clarify ideas, Activity: land
their own land thoughts, and feelings
Compare and contrast the Add a drawing to the puzzle
new lives of immigrants to the piece to clarify ideas,
Midwest like the Anderssons thoughts, and feelings related
as described in A Land of to A Land of Opportunity
Opportunity and Chinese
Prior to listening to A Land of
immigrants like Lin Wen and
Opportunity, orally predict
his father as described in
how living in the countryside
Gold Mountain
as an immigrant might be
Identify how they would feel different from living in the city,
about living in a big city or in and then compare to
the countryside as a new descriptions heard in the
immigrant to the United read-aloud
States
others
Pausing Point

Text Analysis for

Close Reading /
Lesson 7: A Interpret information from Through discussion and an Word Work: settlers As a class, plan and draft a
Mosaic of map images about early acting activity, summarize narrative letter written by a
Immigrants immigration to America and information learned about new immigrant to family
modern immigration to the immigrant settlers as heard in members in their homeland
United States read-alouds throughout the and that tells them what life is
Identify how they would feel Immigration domain like in the United States
as a newcomer to the United Prior to listening to A Mosaic With guidance and support
States who might consider of Immigrants, orally identify from adults and peers, focus
moving to an ethnic what they know and have on writing a letter and
neighborhood learned about immigration strengthen it as needed by
revising and editing
Participate in shared
brainstorming of ideas about
immigration after listening to
several read-alouds and
produce a letter as a class
Make personal connections to
newcomers to the United
States who choose to live in
ethnic neighborhoods with
others from their home
countries
Lesson 8: Use information gained Prior to listening to Becoming Word Work: naturalized Draft a narrative letter written
Becoming a from the illustrations and a Citizen, orally identify what citizen by a new immigrant to family
Citizen words in Becoming a they know and have learned members in their homeland
Citizen to demonstrate about immigration that tells them what life is like
understanding that in the United States
President Ford might think e With guidance and support
pluribus unum is a good from adults and peers, focus
motto for the United States on writing a letter and
Identify reasons that support strengthen it as needed by
the authors points about revising and editing
immigrants desires to With assistance, categorize
become naturalized citizens particular examples as
of the United States situations in which a person is
or is not a naturalized citizen

Text Analysis for

Close Reading /
Compare and contrast Ask and answer a what Use known words to Participate in shared
Lesson 9: We
similarities and differences question to deepen determine meanings of brainstorming of ideas as they
the People
between the rights citizens understanding of what they unknown words formed when write and amend a
are given by the U.S. heard in We the People the prefix dis is added to a Classroom Constitution after
Constitution and the lack of known word, such as listening to We the People
those rights that some people agreements/disagreements Make personal connections to
experienced in their Word Work: disagreements the U.S. Constitution and the
homelands as heard in read- writing of a Classroom
alouds in this domain Constitution
the process of creating
amendments and the process
called consent of the
governed as they amend and
vote on the Classroom
Constitution
Lesson 10: Identify reasons and facts Identify how they feel when Identify meanings of the word Make personal connections to
Immigration and that support the authors they hear The Star-Spangled run responsibilities that they may
Citizenship points about the Banner and how they might Word Work: guaranteed have at home
responsibilities of becoming a feel hearing this song if they Make personal connections to
naturalized citizen of the were an immigrant to the a time they may have gone
United States United States with a family member or adult
friend who went to vote
what life would be like in the
United States if the U.S.
Constitution did not guarantee
freedom of religion and
freedom of speech
Domain Review
Domain Assessment

Fighting for a Cause

This domain will introduce students to several ordinary people who stood up for what they believed in and who fought for a cause, even
when faced with immeasurable odds. Students will learn how members of very powerful groups have often excluded members of other
groups from exercising certain rights. They will learn about some key historical figures who fought for various causes such as the
abolition of slavery, the right for women to vote, and the welfare of migrant workers. Each of these individuals struggled for a cause,
their struggles later helped change many laws, and they all practiced nonviolence. These historical figures also had an impact on the
ability of others in our nation to exercise their individual rights. Students will understand the connection between ideas and actions, and
how ordinary people can do extraordinary things, changing peoples awareness throughout an entire country.
Students will also learn the terms civil rights and human rights, and what these terms mean.
Text Analysis for

Close Reading /
unknown words and phrases Produce complete sentences
in nonfiction/informational when appropriate to task and
read-alouds and discussions situation in order to provide
Listen to and demonstrate requested detail or
understanding of clarification

Text Analysis for

Close Reading /
Lesson 1: Describe how words and Ask and answer why Explain the meaning of dont
People Who phrases supply meaning in questions orally, requiring cry over spilled milk and use
Fought for a poems, including free verse literal recall and in appropriate contexts
Cause poems understanding of the details Word Work: courage
Describe the connection or facts from People Who
Sayings and Phrases: Dont
between the exclusion of Fought for a Cause
Cry Over Spilled Milk
certain groups from their civil Recount a personal
rights and the creation of a experience applicable to the
civil rights movement saying dont cry over spilled
milk with appropriate facts
and relevant, descriptive
coherent sentences
Lesson 2: Describe how words and Prior to listening to Susan B. Word Work: ballots Plan, draft, and edit a free
Susan B. phrases supply meaning in Anthony: An Advocate for verse poem in which they
Anthony: An a free verse poem about Womens Rights, orally provide their opinion about
Advocate for Susan B. Anthony identify what they know and Susan B. Anthonys
Womens Interpret information from a have learned about civil achievements
Rights timeline associated with rights, discrimination, and With assistance, organize
Susan B. Anthony: An Susan B. Anthony facts and information from
Advocate for Womens Susan B. Anthony: An
Rights, and explain how the Advocate for Womens
timeline clarifies information Rights into a timeline to
in the read-aloud answer questions
Lesson 3: Describe how words and Recount a personal Explain the meaning of two Plan, draft, and edit a free
Eleanor phrases supply meaning in experience applicable to the heads are better than one verse poem in which they
Roosevelt: A a free verse poem about saying two heads are better and use in appropriate provide their opinion about
Voice for Eleanor Roosevelt than one with appropriate contexts Eleanor Roosevelts
Human Rights Interpret information from a facts and relevant, descriptive Word Work: admirable achievements
timeline associated with details, speaking audibly in With assistance, organize
Sayings and Phrases: Two
Eleanor Roosevelt: A Voice coherent sentences facts and information from
Heads Are Better Than One
for Human Rights, and Add drawings to descriptions Eleanor
explain how the timeline of something that is admirable Roosevelt: A Voice for
clarifies information in the to clarify ideas, thoughts, and Human Rights into a timeline
read-aloud feelings to answer questions
Identify and express why Prior to listening to Eleanor Share writing with others
Eleanor thought that helping Roosevelt: A Voice for
to write the Universal Human Rights, orally identify
Declaration of Human Rights what they know and have
was her greatest achievement learned about civil rights,
discrimination, and Susan B.
Anthony

Text Analysis for

Close Reading /
Lesson 4: Describe how words and Retell important facts and Identify new meanings for the Plan, draft, and edit a free
Mary McLeod phrases supply meaning in information from Mary word pool and apply them verse poem in which they
Bethune: A a free verse poem about Mary McLeod Bethune: A accurately provide their opinion about
Dedicated McLeod Bethune Dedicated Teacher Word Work: proud Mary McLeod Bethunes
Teacher Describe the connection Ask and answer what achievements
between the exclusion of questions orally, requiring Activity: pool Make a personal connection
African American men from literal recall and to how it must have felt when
the right to vote and Marys understanding of the details people tried to intimidate
efforts to teach them to read or facts from Mary McLeod Mary and her students to
and write Bethune: A Dedicated scare them away
Interpret information from a Teacher With assistance, organize
timeline associated with Add drawings to descriptions facts and information from
Mary McLeod Bethune: A of something that makes Mary McLeod Bethune: A
Dedicated Teacher, and them feel proud Prior to Dedicated Teacher into a
explain how the timeline listening to Mary McLeod timeline to answer questions
clarifies information in the Bethune: A Dedicated
read-aloud Teacher, orally identify what
Identify and express how they know and have learned
Mary McLeod Bethune must about civil rights,
have felt when people tried to discrimination, and people
intimidate her into ending her who fought for civil rights and
efforts to educate African human rights
American girls
Lesson 5: Describe how words and Retell important facts and Distinguish shades of Plan, draft, and edit a free
Jackie phrases supply meaning in information from Jackie meaning among closely verse poem in which they
Robinson: a free verse poem about Robinson: Champion of related verbs such as provide their opinion about
Champion of Jackie Robinson Equality by acting out a challenge, question, and Jackie Robinsons
Equality Interpret information from a scene from the read-aloud doubt, and among the verbs achievements
timeline associated with Ask and answer who accept, believe, and trust With assistance, organize
Jackie Robinson: Champion questions orally, requiring Word Work: challenge facts and information from
of Equality and explain how literal recall and Jackie Robinson: Champion
the timeline clarifies understanding of the details of Equality into a timeline to
information in the read-aloud or facts from Jackie answer questions
Identify and express how Robinson: Champion of
Jackie Robinson must have Equality
felt the day he finally played Add drawings to descriptions
for the Brooklyn Dodgers of a scene from a read-aloud
about an individual who
fought for a cause to clarify
ideas, thoughts, and feelings
Prior to listening to Jackie
Robinson: Champion of
Equality, orally identify what
about civil rights,
discrimination, and people
who fought for civil rights and
human rights

Text Analysis for

Close Reading /
Pausing Point
Lesson 6: Describe how words and Prior to listening to Rosa Identify new meanings for the Plan, draft, and edit a free
Rosa Parks: phrases supply meaning in Parks: The Mother of the Civil word chapter and apply them verse poem in which they
The Mother of a free verse poem about Rights Movement, orally accurately provide their opinion about
the Civil Rights Rosa Parks identify what they know and Word Work: boycott Rosa Parks achievements
Movement Describe the connection have learned about civil With assistance, organize
between Rosa Parkss rights, discrimination, and facts and information from
Activity: chapter
actions on the bus and the people who fought for civil Rosa Parks: The Mother of
start of the civil rights rights and human rights the Civil Rights Movement
movement into a timeline to answer
Interpret information from a questions
timeline associated with
Rosa Parks: The Mother of
the Civil Rights Movement
and explain how the timeline
clarifies information in the
read-aloud
Contrast life in the United
States before the civil rights
movement and after
Identify and express why
Rosa Parks refused to move
to a different seat on the bus
when asked to do so
Lesson 7: Describe how words and Prior to listening to Martin Use knowledge of the words Plan, draft, and edit a free
Martin Luther phrases supply meaning in Luther King Jr.: Defender of extra and ordinary to predict verse poem in which they
King Jr.: a free verse poem about the Dream, orally identify the meaning of extraordinary provide their opinion about
Defender of the Martin Luther King Jr. what they know and have Word Work: extraordinary Martin Luther King Jr.s
Dream Identify the main topic of learned about civil rights, achievements
the read-aloud Martin Luther discrimination, and people With assistance, organize
King Jr.: Defender of the who fought for civil rights and facts and information from
Dream Describe the human rights Martin Luther King Jr.:
connection among Martin Defender of the Dream into a
Luther King Jr., Rosa Parks, timeline to answer questions
and the Montgomery Bus
Boycott
timeline associated with
Martin Luther King Jr.:
Defender of the Dream, and
explain how the timeline
clarifies information in the
read-aloud
Identify and express how
African Americans might have
felt when segregation was
declared illegal

Text Analysis for

Close Reading /
Lesson 8: Describe how words and Prior to listening to Cesar Word Work: plight Plan, draft, and edit a free
Cesar Chavez: phrases supply meaning in Chavez: Protector of Workers verse poem in which they
Protector of a free verse poem about Rights, orally identify what provide their opinion about
Workers Cesar Chavez they know and have learned Cesar Chavezs
Rights Interpret information from a about civil rights, achievements
timeline associated with discrimination, and people With assistance, organize
Cesar Chavez: Protector of who fought for civil rights and facts and information from
Workers Rights, and explain human rights Cesar Chavez: Protector of
how the timeline clarifies Workers Rights into a
information in the read-aloud timeline to answer questions
Identify and express why the
activists thought the right to
vote was so important
Lesson 9: Identify the main purpose of Prior to listening to Word Work: obstacles With guidance and support
Celebrating Celebrating Those Who Celebrating Those Who from adults and peers, focus
Those Who Fought for a Cause, Fought for a Cause, orally on their free verse poems and
Fought for a including what the author identify what they know and strengthen writing as needed
Cause wants to explain have learned about civil by revising and editing
Describe the reasons the rights, discrimination, and With guidance and support
author of Celebrating Those people who fought for civil from adults, use a variety of
Who Fought for a Cause rights and human rights digital tools to produce and
gives to support certain publish their free verse
statements in the read-aloud poems
Domain Review
Domain Assessment

Ckla g2 LL Scope and Sequence 1

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Core Knowledge Language Arts

Scope and Sequence Listening & LearningTM Strand Grade 2

2014 Core Knowledge Foundation 1

Fairy Tales and Tall Tales

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Early Asian Civilizations

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The Ancient Greek Civilization

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The War of 1812

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