Grade 2: Skills Unit 3 Teacher Guide

This Unit 3 Teacher Guide contains background information and resources that the teacher will need to implement Unit 3, including an alignment chart between this unit and the Common Core State Standards; an introduction including planning tools, a list of strand components, goals and objectives, and an explanation of lesson format, components, and assessment; 25 lessons, including objectives, planning charts, procedures and activities, take-home material, and/or assessments; a Pausing Point; teacher resources; and the workbook answer key. By the end of this unit, students will be able to:

1. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational text read independently;
2. Identify and use text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a nonfiction/informational text;
3. Identify the main purpose of a nonfiction/informational text read independently, including what the author wants to answer, explain, or describe;
4. Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with a nonfiction/informational text read independently and explain how these graphics clarify the meaning of the text;
5. Describe how reasons or facts support specific points the author makes in a nonfiction text read independently;
6. Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational text read independently or between two or more nonfiction/informational texts read independently;
7. Read independently and demonstrate understanding of nonfiction/informational text in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range;
8. Use knowledge of the letter-sound correspondences that have been taught to distinguish and correctly read long and short vowels in one-syllable words: ‘a’ > /a/; ‘e’ > /e/; ‘i’ > /i/; ‘o’ > /o/; ‘u’ > /u/; ‘a_e’ > /ae/; ‘ee’ > /ee/; ‘i_e’ > /ie/; ‘o_e’ > /oe/; ‘u_e’ > /ue/;
9. Read and write words spelled with the following vowel teams: long vowel sounds: ‘ai’, ‘ay’ > /ae/; ‘e_e’, ‘ea’, ‘ey’ > /ee/; ‘oa’, ‘oe’, ‘ow’ > /oe/; ‘ie’, ‘igh’> /ie/; short vowel sounds: ‘ou’, ‘o_e’ > /u/; ‘ea’ > /e/; other vowel sounds: ‘oi’, ‘oy’ > /oi/; ‘aw’, ‘au’, ‘augh’, ‘al’ > /aw/; ‘ow’ > /ou/; r-controlled vowel sounds: ‘er’ > /er/; ‘or’ > /or/; ‘ar’ > /ar/;
10. Decode two-syllable words with any combination of the following syllable types: closed syllables, magic –e syllables, vowel digraph syllables, r-controlled syllables, open syllables, consonant –LE syllables; 
11. Read and write words with the following inflectional endings and suffixes: –ed, –ing, –s, –es;
12. Read and write words with the following letter-sound correspondences: ‘a’ as /a/ (hat), /ae/ (paper), /ə/ (about), or /aw/ (wall); ‘i’ as /i/ (hit), /ie/ (item), or /ee/ (ski); ‘o’ as /o/ (hop), /oe/ (open), or /u/ (son); ‘e’ as /e/ (pet), /ee/ (me), or /ə/ (debate); ‘u’ as /ue/ (unit) or /u/ (but); ‘y’ as /y/ (yes), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’ (bird), ‘ur’ (hurt), or ‘er’ as /er/ (her); ‘ar’ > /ar/ (car) or /or/ (war); ‘al’ > /ə/ + /l/ (animal); ‘il’ > /ə/ + /l/ (pencil); ‘ul’ > /ə/ + /l/ (awful); ‘el’ >  ə/ + /l/ (travel), ‘le’ > /ə/ + /l/ (apple); ‘tion’ > /sh/ + /ə/ + /n/; ‘ph’ > /f/ (phone); ‘ch’ > /k/ (school); ‘a’ > /o/ (water);
13. Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension;
14. Read and understand decodable text that incorporates letter-sound correspondences taught with purpose and understanding;
15. Plan, draft, and edit a personal narrative with a title, recounting a well-elaborated event or short sequence of events, including details to describe actions, thoughts, and feelings, using temporal words to signal event order, and providing a sense of closure;
16. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing;
17. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification;
18. Capitalize holidays, product names, and geographic names;
19. Consult the Individual Code Chart; and
20. Use sentence-level context as a clue to the meaning of a word or phrase.

Downloadable Resources

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Common Core Learning Standards

CCLS State Standard
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding...
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes,...
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or...

Curriculum Map