CKLA G2 Skills Scope and Sequence

Core Knowledge Language Arts?

Scope and Sequence ? Skills Strand ? Grade 2

The Skills strand of the Core Knowledge Language Arts program teaches students the decoding skills needed for

(future) independent reading. Each Skills lesson begins with a warm-up, reviewing previously taught content in

reading, writing, and/or grammar. All reading times¡ªdenoted below as demonstration stories or whole group, small

group, or partner reading¡ªconsist of a story preview, presentation, and discussion.

Unit 1 (22¨C27 days)

Phonics & Reading

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Basic Code Spellings for

/a/, /i/, /p/, /b/, /t/, /d/

Chaining: One-Syllable

Short Vowel Words

Whole Group Reading

Reading Comprehension:

Multiple Choice

Basic Code Spellings for

/o/, /e/, /u/, /k/, /g/

Chaining: One-Syllable

Short Vowel Words

Whole Group Reading*

Reading Comprehension:

Multiple Choice

Basic Code Spellings for

/k/, /j/, /v/, /f/, /h/, /l/

Chaining: One-Syllable

Short Vowel Words

Whole Group Reading*

Reading Comprehension:

Multiple Choice

Basic Code Spellings for

/th/, /th/, /n/, /ng/, /sh/, /ch/

Chaining: One-Syllable

Short Vowel Words

Whole Group Reading*

Reading Comprehension:

Multiple Choice

Basic Code Spellings for

/s/, /z/, /m/, /w/, /r/, /y/, /x/,

/qu/

Chaining: One-Syllable

Short Vowel Words

Whole Group Reading*

Reading Comprehension:

Multiple Choice

Story Reading

Assessment

? 2015 Core Knowledge Foundation

Grammar

Spelling

Writing

Dictation: One-Syllable

Short Vowel Words

Word Writing: OneSyllable Short Vowel

Words

Dictation: One-Syllable

Short Vowel Words

Word Writing: OneSyllable Short Vowel

Words

Dictation: One-Syllable

Short Vowel Words

Word Writing: OneSyllable Short Vowel

Words

Dictation: One-Syllable

Short Vowel Words

Word Writing: OneSyllable Short Vowel

Words

Dictation: One-Syllable

Short Vowel Words

Word Writing: OneSyllable Short Vowel

Words

Word Writing: Creating

Compound Words

1

Core Knowledge Language Arts?

Scope and Sequence ? Skills Strand ? Grade 2

Phonics & Reading

Lesson 7

Lesson 8

Lesson 9

Lesson 10

Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15

Lesson 16

Grammar

Spelling

Story Reading

Assessment

Word Reading

Assessment

Story Reading

Assessment

Word Reading

Assessment

Story Reading

Assessment

Word Reading

Assessment

Word Reading

Assessment

Tricky Words: the, he, she,

we, be, me

Double Letter Spellings

¡®bb¡¯, ¡®cc¡¯, ¡®ck¡¯, ¡®dd¡¯, ¡®ff ¡¯, ¡®gg¡¯,

¡®ll¡¯

Partner Reading

Tricky Words: was, of, a*

Double Letter Spellings

¡®mm¡¯, ¡®nn¡¯, ¡®pp¡¯, ¡®rr¡¯, ¡®ss¡¯, ¡®tt¡¯,

¡®zz¡¯;

Whole Group Reading

Reading Comprehension:

Order of Events

Two-Syllable Words

Small Group Reading*

Reading Comprehension:

Multiple Choice

Tricky Words: do, down,

how, to

Tricky Spelling ¡®g¡¯

Small Group Reading

Tricky Spelling ¡®c¡¯

Small Group Reading

Spelling Alternatives ¡®qu¡¯,

¡®wh¡¯, ¡®wr¡¯, ¡®kn¡¯

Whole Group Reading

? 2015 Core Knowledge Foundation

Writing

Multi-Sentence

Description

Pictorial Representation

Pictorial Representation

Word Writing: Creating

Compound Words

Pictorial Representation

Multi-Sentence

Description

Spelling Words

Introduction: bandit,

shelf, sprang, munch,

picnic, think, wish, drift,

box, she*

Word Writing: TwoSyllable Words with ¨Cing

Endings

Response to Text:

Sentence

Word Writing: One- and

Two-Syllable Words with

¡®g¡¯ > /g/ or /j/

Spelling Assessment

Spelling Words

Introduction: snacking,

mixing, smelling, running,

kissing, buzzing, hitting,

until, problem, how*

Word Writing: One- and

Two-Syllable Words with

¡®c¡¯ > /k/ or /s/

Word Writing: OneSyllable Words (with

Cues)

2

Core Knowledge Language Arts?

Scope and Sequence ? Skills Strand ? Grade 2

Phonics & Reading

Lesson 17

Lesson 18

Lesson 19

Lesson 20

Lesson 21

Lesson 22

Pausing

Point

Spelling Alternatives ¡®ge¡¯,

¡®ve¡¯

Tricky Words: what,

where, why, from*

Whole Group Reading*

Tricky Words: once, one

Spelling Alternatives ¡®se¡¯,

¡®ce¡¯, ¡®tch¡¯

Whole Group Reading*

Small Group Reading

Reading Comprehension:

Multiple Choice

Grammar

Spelling

Past Tense ¨Ced

Tricky Spelling ¡®s¡¯

Spelling Assessment

Tricky Spelling ¡®n¡¯

Tricky Words: could,

would, should

Partner Reading*

Reading Comprehension:

Multiple Choice

Tricky Words: there, said,

says, word

Reading: Wiggle Cards

Reading: Wiggle Cards

Chaining: One-Syllable

Short Vowel Words

Review: Sound Spelling,

Digraphs, Spelling

Alternatives, Tricky Words,

Tricky Spellings

Spelling Words

Introduction: sand, sang,

sank, hunt, hung, hunk,

thin, thing, think, should*

Skills Assessment

Review: Capitalization,

Punctuation,

Past Tense ¨Ced

Writing

Word Writing: TwoSyllable Words with ¨Ced

Endings

Response to Text:

Sentences

Word Writing: One- and

Two-Syllable Words with

¡®s¡¯ > /s/ or /z/

Response to Text:

Sentences

Spelling Assessment

Dictation Identification

Assessment

Word Writing: One- and

Two-Syllable Words (with

Cues)

*Additional practice offered with Take-Home Material. Occasionally, Take-Home Material consists of a review of prior content not practiced

during the lesson it is correlated with. In such cases, the marker (*) appears on a blank line. Further, in all cases of reading practice, the story is

one previously read which parents are encouraged to have their children read aloud to them.

? 2015 Core Knowledge Foundation

3

Core Knowledge Language Arts?

Scope and Sequence ? Skills Strand ? Grade 2

Unit 2 (16¨C21 days)

Phonics & Reading

Lesson 6

Review: Basic Code

Spellings for /ae/ and /ie/

Chaining: One-Syllable

Words with Magic ¡®e¡¯

Ending

Tricky Words: I, you, your,

street

Whole Group Reading

Reading Comprehension:

Multiple Choice (with

Citation)

Review: Basic Code

Spellings for /oe/ and /ue/*

Chaining: One-Syllable

Words with Magic ¡®e¡¯

Ending

Reading Two-Syllable

Words

Tricky Words: my, by,

have

Whole Group and Partner

Reading

Basic Code Spellings /ee/

Chaining: One-Syllable

Words with Magic ¡®e¡¯

Close Reading*

Tricky Words: all, who

Small Group Reading

Reading Comprehension:

Multiple Choice (with

Citation)

Review: Tricky Spelling

¡®oo¡¯

Tricky Words: no, go, so

Small Group Reading

Tricky Words: are, were,

some

Lesson 7

Basic Code ¡®ou¡¯ and ¡®ow¡¯

for /ou/

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

? 2015 Core Knowledge Foundation

Grammar

Spelling

Writing

Spelling Words

Introduction: yelled,

yanked, slumped,

limped, plopped, smiled,

shrugged, liked, patted,

you*

Response to Text:

Sentences (with Citation)

*

Response to Text: MultiSentence Description

Quotation Marks

Contractions

Handwriting: Quotations

Response to Text:

Sentences (with

Citation)*

Spelling Assessment

Spelling Words

Introduction: smiling,

racing, hoping, baking,

inviting, confusing,

tasting, competing,

hopping, were*

Planning a Fictional

Narrative

*

Drafting a Fictional

Narrative (Whole Group)

4

Core Knowledge Language Arts?

Scope and Sequence ? Skills Strand ? Grade 2

Phonics & Reading

Lesson 8

Lesson 9

Lesson 10

Lesson 11

Lesson 12

Lesson 13

Basic Code ¡®oi¡¯ and ¡®oy¡¯ for

/oy/

*

Close Reading

Reading Comprehension:

Multiple Choice

Tricky Words: they, their+

Review: Basic Code

Spellings for /er/

Partner Reading

Reading Comprehension:

Multiple Choice (with

Citation)

Review: Basic Code

Spellings for /or/ and /ar/

*

Lesson 16

Spelling

Writing

Chaining: One-Syllable

Words

Editing a Fictional

Narrative (Whole Group)

Quotation Marks

Commas

Spelling Assessment

Quotation Marks

Apostrophes

Spelling Words

Introduction: it¡¯s, that¡¯s,

she¡¯s, isn¡¯t, aren¡¯t,

wasn¡¯t, I¡¯ll, you¡¯ll, she¡¯ll,

their*

Close Reading*

Partner Reading*

Close Reading

Reading Comprehension:

Multiple Choice,

Sequencing

Antonyms

Antonyms

Lesson 14

Lesson 15

Grammar

Whole Group Reading

Reading Comprehension

Assessment

Words Correct Per Minute

Assessment

? 2015 Core Knowledge Foundation

Apostrophes

Spelling Assessment

Handwriting: Quotations

Word Writing: OneSyllable Words (with

Cues)

Response to Text: MultiSentence Description

(with Citation)

Word and Sentence

Writing: Two-Syllable

Words with /er/ Endings

(with Cues)

Response to Text:

Sentences (with Citation)

Word Writing: One- and

Two-Syllable Words (with

Cues)

Handwriting: Quotations

*

Planning and Drafting a

Narrative Book Report

Response to Text: MultiSentence Description

Editing a Narrative Book

Report

Response to Text:

Sentence

Editing and Writing a

Final Narrative Book

Report

Response to Text: Fill-inthe-Blank, MultiSentence Description,

Pictorial Representation

Dictation Identification

Assessment

5

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