2nd Grade Homeschool Curriculum - Second Grade Homeschool Reading / Language Arts - Best Homeschool Curriculum - Cheap Homeschool Curriculum (Affordable) !

Acknowledgments
Complete Curriculum’s K-12 curriculum has been team-developed by a consortium
of teachers, administrators, educational and subject matter specialists, graphic artists
and editors.
In a collaborative environment, each professional participant contributed to ensuring the quality,
integrity and effectiveness of each Compete Curriculum resource was commensurate with the
required educational benchmarks and contemporary standards Complete Curriculum had set
forth at the onset of this publishing program.
SAM
PLE

Lesson 1
Bikes
Objective: The student will be introduced to the following:
Phonics: VCe Long Vowel Patterns
Reading: Informational Text
Grammar: Nouns
Writing: Introduction to the Writing Process – Prewriting and Drafting
Spelling:
bike tire ride safe frame race shape stage size take
Lesson 2
Jasper and the Magic Bone
Phonics: R Controlled Vowels
Reading: Short Fiction
Grammar: Adjectives
Writing: Five-Step Writing Process
Spelling:
warm park before morning forgot summer never tired bark closer
Lesson 3
Make a Wish
Objective: The student will gain more practice with the following:
Grammar: Adjectives
Writing: 5 Step Writing Process – Prewriting, Drafting, Revising, Proofreading, and Publishing
Spelling: warm park summer never morning forgot bark tired before closer
Lesson 4
Family Dinner
Objective: The student will learn about, review or practice the following:
Grammar: Compound Words
Writing: Quick Write, Quotation Marks
Spelling:
hot-dog birthday meatball afternoon peapod pancake pineapple oatmeal cheesecake breakfast
Lesson 5
Talk about the Seasons
Grammar: Nouns, Antonyms
Writing: Five-Step Writing Process, Compare and Contrast
Spelling: hot short cold before wet after dry different long same
SAM
PLE

Lesson 6
Is it Summer?
Grammar: Nouns, Antonyms
Spelling: hot short cold before wet after dry different long same
Lesson 7
Flying on a Plane
Grammar: Contractions
Writing: Retelling, Journal
Spelling: it’s (it is) they’ll (they will) can’t (can not) doesn’t (does not) aren’t (are not) haven’t
(have not) won’t (will not) weren’t (were not) they’re (they are) don’t (do not)
Lesson 8
Two Special Girls
Objective: The student will learn about or gain more practice with the following:
Spelling: Common suffixes – er, est, ing, ly tallest shorter taller finally saddest quickly sadder
hurting shortest talking
Lesson 9
Unique Individuals
Spelling: Common suffixes – er, est, ing, ly tallest shorter taller finally saddest quickly sadder
hurting shortest talking
Lesson 10
Until Christmas Day
Lessons 1-9 Spelling Assessment
Grammar: Verbs
Writing: Journal Writing
Spelling: Christmas mother morning money Santa Claus children sister paper
house father
SAM
PLE
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Lesson 11
The City
Phonics: Syllable Patterns
Grammar: Verb Tense (Past, Present, and Future)
Spelling: pack look travel reach cross fill want work look hitch search
Lesson 12
Busy City
Grammar: Verb Tense (Past, Present, and Future)
Spelling: pack reach travel fill cross work want hitch look search
Lesson 13
Brett and His Ball
Reading: Biography
Grammar: Pronouns
Writing: Outline
Spelling: I me she him it we her they you them he us
Lesson 14
Touchdown!
Reading: Biography
Grammar: Pronouns
Writing: Biography
Spelling: I me she him it we her they you them he us
Lesson 15
Fly! A Hummingbird’s Tale
Objective: The student will develop a greater understanding of the following:
Grammar: Pronouns
Writing: Fantasy Story
Spelling: Compound Words hummingbird newspaper zookeeper outside indoor whenever
birdcage outdoor bathtub
SAM
PLE

Lesson 16
Fiesta!
Grammar: Order Words
Writing: Retelling, Journal Writing
Spelling: first while once begin after morning before night then next
Lesson 17
Party Time
Grammar: Order Words
Writing: Retelling, Journal Writing
Spelling: first while once begin after morning before night then next
Lesson 18
South for the Winter
Objective: The student will be introduced to or gain familiarity with:
Reading: Informational text
Writing: Journal Writing, Cause and Effect
Spelling: Prefix re- and suffix – er refuel longer return easier warmer shorter
Lesson 19
The Great Lakes State
Reading: Informational
Grammar: Adverbs, Comparative and Superlative Words
Spelling: big even more even warm cold far very almost never too
Lesson 20
Superior State
Objective: The student will gain more familiarity with:
Grammar: Adverbs, Comparative and Superlative Words
Spelling: big more warm far cold never almost too even very
Lesson 21
A Cold March on a Horse Farm
Writing: Journal Writing
Spelling: horse carrot third hurt farm start March door winter
SAM
PLE

Lesson 22
Money
Phonics: Consonant Diagraphs ch and sh
Writing: Problem and Solution
Spelling: each shoe change wash shape choice reach share bunch stash
Lesson 23
Keep the Change
Objective: The student will gain more familiarity with the following:
Phonics: Consonant digraphs “ch” and “sh”
Spelling: each shoe change wash shape choice reach share bunch stash
Lesson 24
I Like Pie
Phonics: Long Vowel Combinations (ie, ee, ai, ea,ee)
Writing: Reflection
Spelling: pie keep need cheat chain cheese bead peel week cream
Lesson 25
Four Layer Pie
Phonics: Long Vowel Combinations (ie, ee, ai, ea,ee)
Writing: Journal writing, Comparing and Contrasting
Spelling: pie keep need cheat chain cheese bead peel week cream
Lesson 26
Ike is Missing
Phonics: Long Vowel Combinations (ay, ai, ea, ee)
Writing: Journal Reflection
Spelling: mean away idea tease meet treat feel afraid
SAM
PLE

Lesson 27
The New Kid
Grammar: Multiple Meaning Words
Writing: Five-Step Writing Process, Quotation Marks
Spelling: stick watch pin feet light bowl fire yard line ball
Lesson 28
Everyone Is Welcome here
Grammar: Multiple Meaning Words
Writing: Five-Step Writing Process, Quotation Marks, Demonstration Speech
Spelling: stick watch bowl fire pin line yard light feet ball
Lesson 29
Storytellers
Grammar: Adjectives
Writing: Storytelling
Spelling: good great happy true simple pretty important famous smart interesting
Lesson 30
Story Time
Grammar: Adjectives
Writing: Storytelling
Spelling: good pretty great important happy famous true smart simple interesting
Lesson 31
Happy Birthday
Grammar: Homophones
Spelling: wry rye bored board days daze fur fir route root pear pair flee flea loot lute buoy boy
to two
SAM
PLE

Lesson 32
Green Grocer
Phonics: Vowel Digraphs ee and ea
Spelling: green sweet eat seeds peanuts wheat peaches beans leaf meat
Lesson 33
Let’s Go Green!
Phonics: Vowel Digraphs ee and ea
Spelling: green wheat sweet peaches eat beans seeds leaf peanuts meat
Lesson 34
You’re Welcome
Phonics: High frequency W Words
Spelling: where who what when want watch we window with why
Lesson 35
Whit Wit
Grammar: Homophones
Writing: Story Elements
Spelling: ate eight aunt ant ball bawl be bee blew blue chili chilly seller cellar scent cent sent
course coarse pause paws
Lesson 36
The Same but Different
Grammar: Homophones
Writing: Story Elements
Spelling: ate eight aunt ant ball bawl be bee blew blue chili chilly seller cellar scent cent sent
course coarse pause paws
Lesson 37
Outside Games
Reading: Informational Text, Classification and Recall of Details
SAM
PLE

Writing: Story Prediction
Spelling: field play park game swings jump slide hide climb kite
Lesson 38
Nobody Goes on Vacation
Grammar: Pronouns
Writing: Classifying Information
Spelling: each anybody nobody everything everybody few somebody every them this
Lesson 39
Nobody Did It
Grammar: Pronouns
Writing: Classifying Information
Spelling: each anybody nobody everything everybody few somebody every them this
Lesson 40
Cherry Festival
Grammar: Cardinal and Ordinal numbers, Adjectives and Nouns
Writing: Summarizing, Sequence of Events
Spelling: one three five first third two four ten second fourth
Lesson 41
The Nation’s Capital
Grammar: Cardinal and Ordinal Numbers, Adjectives, Nouns
Writing: Summarizing, Sequence of Events
Spelling: one ten two first three second four third five fourth
Lesson 42
The Joy of Scooping
Phonics: Vowel Digraphs ai, oo, and ou
Spelling: tail room aid pool rain scoop train round wait house
Lesson 43
Icky Insects
Phonics: Vowel y
SAM
PLE

Writing: Tree Map, Journal Reflection
Spelling: many tiny yucky sticky fly really body daddy icky every
Lesson 44
Katie’s Cookies
Grammar: Measurement Words
Writing: Journal Reflection, Compare and Contrast
Spelling: minutes hour o’clock quarter degrees temperature half whole pound mile
teaspoon tablespoon
Lesson 45
Baker’s Dozen
Grammar: Measurement Words
Writing: Journal Reflection, Compare and Contrast
Spelling: minutes hour o’clock quarter degrees temperature half whole pound mile
teaspoon tablespoon
Lesson 46
Working Out
Grammar: Nouns
Spelling: body belly heart back lungs arms nurse legs
doctor sports
Lesson 47
Physical Fitness
Grammar: Nouns
Spelling: body belly heart back lungs arms nurse legs doctor sports
Lesson 48
Butterflies
Writing: Sequence of Events
Spelling: Compound Words butterfly rainforest lifecycle breakfast eggshell backside
undergoing eyeballs daytime nighttime
SAM
PLE

Lesson 49
Sports
Grammar: Plural Nouns
Writing: Thinking Map, Five-Step Writing Process
Spelling: Compound Words sometime outfit outfield basketball homerun handshake baseball
infield backyard layup
Lesson 50
More than a Pastime
Spelling: Compound Words sometime infield homerun basketball backyard outfield layup outfit
baseball handshake
Lesson 51
Karen’s First Work Week
Spelling: shirt cherry reward herd dirt storm markers poster card fork
Lesson 52
Bonita at the Beach
Phonics: Vowel Digraphs ea, ee, ai, ay
Spelling: beach neat treat breed speed breeze main trail sail play day say
Lesson 53
American Coins
Phonics: Vowel Digraphs oi and ue
Grammar: Pronouns
Writing: Compare and Contrast, Five-Step Writing Process
Spelling: coin dollar quarter dime copper nickel penny value worth silver
SAM
PLE

Lesson 54
Legal Tender
Phonics: Vowel Digraphs oi and ue
Grammar: Pronouns
Writing: Compare and Contrast
Spelling: coin penny dollar value quarter worth dime copper nickel silver
Lesson 55
Planets
Writing: Compare and Contrast, Summarize
Spelling: planet Jupiter Mercury Saturn Venus Uranus Earth Neptune Mars Pluto
Lesson 56
How Many Planets?
Writing: Compare and Contrast, Summarize
Spelling: planet Jupiter Mercury Saturn Venus Uranus Earth Neptune Mars Pluto
Lesson 57
Noses and Scents
Reading: Informational Text, Content Vocabulary
Grammar: Antonyms
Writing: Tree Map, Five-Step Writing Process
Spelling: smell breathe nose sense sneeze taste air brain mouth scent
Lesson 58
No Manners Molly
Reading: Short Fiction, Content Vocabulary
Grammar: Synonyms
Writing: Cause and Effect, Five-Step Writing Process
Spelling: young important polite hungry manners gasped special event meal gross
SAM
PLE

Lesson 59
Be Polite
Reading: Short Fiction, Content Vocabulary
Grammar: Synonyms
Writing: Cause and Effect, Five-Step Writing Process
Spelling: young gasped important special polite event hungry meal manners gross
Lesson 60
Hugh and the Whole World
Objective: The student will be introduced to or gain familiarity with:
Phonics: Silent Letters
Writing: Tree Map, Five-Step Writing Process
Spelling: autumn knight buffet whole whistle kneel wrote knew white wrap knives
Lesson 61
Worldly Hugh
Phonics: Silent Letters
Spelling: autumn wrote kneel white knives whistle buffet wrap knew whole knight
Lesson 62
Towering Terrance
Writing: Story Structure, Writing Process
Spelling: court clearing barging charge firmly certain cheered discovered towered party
Lesson 63
Tall Tale
Spelling: court clearing barging charge firmly certain cheered discovered towered party
Lesson 64
Hannah’s Horror on Halloween
Phonics: Double Letters
Writing: Main Idea and Details, Writing Process
Spelling: Halloween silly supper matter collect common yell horrible dress little
SAM
PLE

Lesson 65
Trick! No Treat
Phonics: Double Letters
Spelling: Halloween silly supper matter collect common yell horrible dress little
Lesson 66
The Seasons
Objective: The student will become familiar with the following:
Grammar: Verbs and nouns review
Spelling: drive shovel walk wear stay grow rain snow rake visit
Lesson 67
Seasonal Sensation
Grammar: Verbs and nouns review
Writing: Writing a story summary
Spelling: drive shovel walk wear stay grow rain snow rake visit
Lesson 68
Frederick Douglass
Reading: Biography, U.S. Historical informational text
Writing: Biographies
Spelling: slave plantation teach freedom owner escape fight history read thankful
Lesson 69
Escape to Freedom
Reading: Biography, Content Vocabulary
Writing: Biography
Spelling: slave plantation teach freedom owner escape fight history read thankful
Lesson 70
States of Matter
Reading: Science Informational Text
Grammar: Homophones, Nouns
Writing: Summarizing
Spelling: matter solid liquid gas water wood would threw through see sea flower flour
SAM
PLE

Lesson 71
Sarah the Squirrel and Bert the Bird
Writing: Compare and Contrast, Quotation Marks
Spelling: forest herds birth squirrel bird acorn feather barely gather tears
Lesson 72
Friends Forever
Writing: Compare and Contrast, Quotation Marks
Spelling: forest herds birth squirrel bird acorn feather barely gather tears
Lesson 73
The Continents
Writing: Main Idea and Details, Writing Process, Capitalization
Spelling: continent world country Asia Africa North America South America Antarctica
Europe Australia
Lesson 74
Sensational Seven
Reading: Geography Informational Text
Writing: Main Idea and Details, Writing Process, Capitalization
Spelling: continent world country Asia Africa North America South America Antarctica
Europe Australia
Lesson 75
Why Do Birds Sing?
Writing: Cause and Effect
Spelling: don’t (do not) can’t (can not) won’t (will not) it’s (it is) you’re (you are) isn’t (is not)
they’ll (they will) that’s (that is) I’m (I am) we’ve (we have)
I’d (I would) doesn’t (does not)
Lesson 76
The World’s Oceans
SAM
PLE

Spelling: Suffixes –ed, -ly, -ing, -y, and -ful covered divided called surrounded mainly usually
looking freezing windy careful
Lesson 77
Salt Water
Grammar: Suffixes –ed, -ly, -ing, -y, and -ful
Spelling: covered divided called surrounded mainly usually looking freezing
windy careful
Lesson 78
Buzzing Bumblebees
Objective: The student will practice the following:
Phonics: Vowel Digraphs ea, ee, ai, ow, ou, oi
Spelling: easy reason feel main bee queen yellow sound loud avoid
Lesson 79
The Earth’s Layers
Grammar: Adjectives
Writing: Journal Reflection, Main ideas and details
Spelling: large blue green thin broke huge thick hot giant solid
Lesson 80
Magmatic!
Grammar: Adjectives, Similes
Spelling: large blue green thin broke huge thick hot giant solid
Lesson 81
Vehicles
Writing: Writing prompt response
Spelling: motorcycle part power force rider turn under burn battery store
Lesson 82
Cars and Trucks
SAM
PLE

Writing: Writing prompt response
Spelling: motorcycle part power force rider turn under burn battery store
Lesson 83
A Wish for Home
Objective: The student will gain familiarity with the following:
Grammar: Synonyms
Spelling: big large house home cold chilly gift present began started nice kind hot warm
quick fast filled packed
Lesson 84
Our Present
Spelling: twin toy mail night soap bow school floor note grandpa
Lesson 85
Digestion
Grammar: Adverbs
Writing: Journal reflection
Spelling: finely properly easily eventually generally slowly quickly forcefully happily really
Lesson 86
The Human Body
Grammar: Adverbs
Writing: Cause and Effect
Spelling: finely properly easily eventually generally slowly quickly forcefully happily really
Lesson 87
Opposites
Grammar: Antonyms
Writing: Writing prompt responses
SAM
PLE

Spelling: many few back front sit stand sleep awake under upon fast slow night
morning big little lost found run walk
Lesson 88
Nutrition and Food
Writing: Writing Process; Cause and effect
Spelling: Compound Words heartbeat checkup toothbrush toothpaste cupboard
watermelon grapevine grapefruit eyesight cupcake breakfast
Lesson 89
Read the Label
Writing: Writing Process
Spelling: Compound Words heartbeat checkup toothbrush toothpaste cupboard
watermelon grapevine grapefruit eyesight cupcake breakfast
Lesson 90
Seeing the Scene in the Sea
Grammar: Homophones
Writing: Writing prompt responses
Spelling: sea blue by meet right there new through eye one two prey
Lesson 91
Sea of Green
Grammar: Homophones
Spelling: sea blue by meet right there new through eye one two prey
Lesson 92
Bedtime
Reading: Understanding sequence of events
Writing: Writing dialogue using quotation marks
Spelling: bedtime toys night teeth brush habit routine hamper pajamas camera
Lesson 93
Too Much Candy
Grammar: Adverbs
Writing: Writing Process, Cause and Effect
SAM
PLE

Spelling: Compound Words gingerbread strawberry peppermint understand carelessly
boldly promptly hastily quickly eagerly
Lesson 94
Dreams Can Come True
Grammar: Adverbs
Spelling: Compound Words gingerbread strawberry peppermint understand carelessly
boldly promptly hastily quickly eagerly
Lesson 95
Back to School
Writing: Writing dialogue using quotation marks
Spelling: Compound Words classroom restroom evergreen softball bulldog breakfast
anybody anyone himself afternoon
Lesson 96
Whatchamacallit
Objective: The student will be able to identify the following:
Grammar: Synonyms
Writing: Main Idea and Details
Spelling: present excite spy wonder brassy wish thoughtful cry shatter ordinary
Lesson 97
Read this First
Objective: The student will review and practice the following:
Grammar: Synonyms, Quotation Marks
Spelling: present excite spy wonder brassy wish thoughtful cry shatter ordinary
Lesson 98
What’s for Dinner?
Objective: The student will review the following:
Phonics: Vowel Digraphs oo, ie, ea
Spelling: goop spoon food diet dried meat cereal wheat peaches reach
Lesson 99
Soup’s On!
Phonics: Vowel Digraphs oo, ie, ea
Spelling: goop spoon food diet dried meat cereal wheat peaches reach
SAM
PLE

Lesson 100
Let’s Go Blue!
Phonics: Vowel digraphs ai, ea, ee
Reading: Context Clues
Spelling: rain train straight stream leash leave team sleep feed screen
Lesson 101
Show and Tell
Objective: The student will be introduced to and practice the following:
Phonics: Consonant Digraphs ght, ck, ch, and sh
Spelling: brought thought snuck stuck quickly reached teacher switch show should
Lesson 102
Bigger Isn’t Better
Phonics: Consonant Digraphs ght, ck, ch, and sh
Spelling: brought thought snuck stuck quickly reached teacher switch show should
Lesson 103
Bake a Cake
Spelling: Compound Words sweetheart weatherman cupcakes cupboard breakfast
toothpick inside outside myself today
Lesson 104
Follow the Recipe
Spelling: Compound Words sweetheart weatherman cupcakes cupboard breakfast
toothpick inside outside myself today
Lesson 105
I See It, Too!
Reading: Story Sequence
Grammar: Homophones
Writing: Journal Reflection, Quotation Marks
Spelling: see sea to too two right write red read one won
SAM
PLE

Lesson 106
Macaroni and Cheese
Phonics: Syllables
Spelling: garage kitchen tomatoes bubbles vegetable delicious hungry powder magic
macaroni
Lesson 107
Different is Good
Objective: The student will correctly recognize and use common syllables to decode
and spell words; the student will gain familiarity with Cause and Effect writing.
Spelling: garage kitchen tomatoes bubbles vegetable delicious hungry powder
magic macaroni
Lesson 108
Shoebox Guitar
Grammar: Adjectives, Synonyms
Writing: Retelling, Journal Reflection
Spelling: fun little big real boring old long under back dry
Lesson 109
Make Some Music
Grammar: Adjectives, Synonyms
Writing: Retelling, Journal Reflection
Spelling: fun little big real boring old long under back dry
Lesson 110
Take-Out
Writing: Story Prediction, Story Map
Spelling: Compound Words homework something homemade everything doorbell
pineapple mushroom anything themselves forget
Lesson 111
Oil Change
Spelling: funnel clothes tool ramp drain filter oil wrench brake plug
SAM
PLE

Lesson 112
Learning to Listen
Objective: The student will practice alphabetizing to the second and third letter and will
gain more practice with the following:
Spelling: video movie store picture section copy alphabet popular book shelf
Lesson 113
Father Knows Best
Spelling: video movie store picture section copy alphabet popular book shelf
Lesson 114
Birthday Party
Writing: Story Prediction, Problem and Solution
Spelling: address number envelope party cabin invitation friend class phone mail
Lesson 115
Friends are the Best
Grammar: Nouns and Adjectives
Spelling: address number envelope party cabin invitation friend class phone mail
Lesson 116
Gingerbread House
Phonics: Vowel digraphs and vowel diphthongs
Writing: Story Prediction, Main Idea and Details
Spelling: instruction special direction glue stairs mounds flour pound igloo thought
Lesson 117
Second Grade Picnic
Phonics: Consonant Blends wh, st, and fl
Writing: Quotation Marks, Identifying Beginning, Middle and End
Spelling: whisper whale when while stand step start student float flow
SAM
PLE

Lesson 118
David
Phonics: Short Vowel Sounds
Grammar: Synonyms
Spelling: nasty ugly doll kid bad live visit family call run
Lesson 119
Scavenger Hunt
Grammar: Conjunctions
Spelling: for and nor but or yet so like as then than
Lesson 120
E- Mail
Spelling: bold underline computer Spelling keyboard link contact information detail idea
Lesson 121
I’ve Got Mail
Writing: Writing Process, E-Mail
Spelling: bold link underline contact computer information spelling detail keyboard idea
Lesson 122
Land of Giants
Spelling: Compound Words campfire potato greenhorn Indian oversized state grandpa
giant forgot settler
Lesson 123
Special Spuds
Spelling: Compound Words campfire potato greenhorn Indian oversized state grandpa
giant forgot settler
SAM
PLE

Lesson 124
Soap Box
Grammar: Synonyms
Writing: Story Prediction
Spelling: derby gear crate parts mountain lane groan assembly scared track
Lesson 125
Race to the Finish
Reading: Identifying Main Idea and Details
Grammar: Synonyms
Spelling: derby gear crate parts mountain lane groan assembly scared track
Lesson 126
Amusing Yarn
Grammar: Homophones
Spelling: ball plane pause bawl plain paws meat loot eight meet lute ate
Lesson 127
Bee Smart
Phonics: VCe Long Vowel Pattern
Grammar: Synonyms
Spelling: whole dime froze five ate paste shape same time nose
Lesson 128
Packing
Reading: Content Vocabulary; Context
Spelling: trip passport pack travel clothes road suitcase snow pillow rain
Lesson 129
Take a Trip
Reading: Content Vocabulary
Writing: Facts and Details, Writing Process
Spelling: trip passport pack travel clothes road suitcase snow pillow rain
SAM
PLE

Lesson 130
Snowballing Idea
Grammar: Verbs
Spelling: reduce fix reuse look recycle find notice work write say
Lesson 131
Basketball
Objective: The student will be introduced to or practice the following:
Grammar: Prepositions
Spelling: after into around on at out beside to but with
Lesson 132
Slam Dunk
Grammar: Prepositions
Writing: Journal Reflection, Summary
Spelling: after into around on at out beside to but with
Lesson 133
April Fools
Phonics: R Controlled Vowels ar, er, or, and ur
Grammar: Possessive Nouns
Spelling: orange hour color rubber alarm popcorn paper water garage floor
Lesson 134
Zany Snowman
Phonics: Long Vowel Sounds (ay, VCe pattern with i, ee, and eigh)
Spelling: rise street slide week desire sleeve day neighborhood stay sleigh
Lesson 135
Yankee Doodle Dandy
Phonics: Long Vowel Sounds (ee, ea, oa)
Grammar: Synonyms
Spelling: street seaweed coffee feast fleet toast tea float clean boat
SAM
PLE

Lesson 136
D-Day
Writing: Story Map, Journal Reflection
Spelling: dream drill cereal battle dentist teeth kitchen mouth music smile
Lesson 137
The Three Billy Goats Gruff
Phonics: Short vowel sounds of a,e,i,o,u
Spelling: settle river cross hungry ugly dinner troll walk bridge grass
Lesson 138
Beware!
Phonics: Short Vowels
Spelling: settle river cross hungry ugly dinner troll walk bridge grass
Lesson 139
Louis Braille
Objective: The student will be able to identify the following:
Phonics: Suffixes –ed and -ly
Reading: Context Clues, Informational Text
Writing: Summary
Spelling: sighted actually accepted usually developed correctly learned unfortunately
raised eventually
Lesson 140
Blind Invention
Objective: The student will become more familiar with the following:
Phonics: Suffixes –ed and -ly
Spelling: sighted actually developed correctly raised accepted usually learned
unfortunately eventually
Lesson 141
Paul Bunyan Meets Babe the Blue Ox
Phonics: Long Vowel Sounds (silent e)
Reading: Folktale
SAM
PLE

Spelling: fire lake space side home whole wide cage tire gate
Lesson 142
Whale Watching
Objective: The student will become more proficient at the following:
Reading:Content Vocabulary; Main idea
Writing: Summarizing; Main idea and details
Spelling: whale calves blubber tongue shark food tail enemy ocean climate
Lesson 143
Watching in Wonder
Writing: Journal Reflection, Retelling
Spelling: whale calves blubber tongue shark food tail enemy ocean climate
Lesson 144
The Life of a Stellar Sea Lion
Grammar: Past, present, future and tense; Irregular verbs
Spelling: know learn call find give catch grow swim live weigh
Lesson 145
Bats: Friend or Foe?
Objective: The student will become familiar with the following:
Phonics: Suffixes –al, -ful, -ly, -y
Spelling: tropical quickly harmful powerful picky helpful extremely mainly actually
healthy really
Lesson 146
Going Batty
Reading: Cause and Effect
Spelling: Suffixes –al, -ful, -ly, -y tropical mainly healthy powerful harmful really
extremely helpful quickly picky actually
Lesson 147
Robbie the Red Robot
Spelling: Compound Words dragonfly tiptoe cardboard windowsill moonlight
understand candlestick chestnut daylight fireworks
SAM
PLE

Lesson 148
The Ugly Duckling
Grammar: Descriptive Words
Spelling: soft green fluffy beautiful yellow rude gray white ugly wild
Lesson 149
The Butterfly and the Bee
Spelling: Suffix -ly lovely hardly don’t (do not) suddenly really won’t (will not) loudly
what’s (what is) that’s (that is) brightly I’m (I am) aren’t (are not) quickly didn’t (did not)
Lesson 150
Flower Power
Spelling: Suffix –ly, Contractions lovely hardly don’t (do not) suddenly really won’t (will
not) loudly what’s (what is) that’s (that is) brightly I’m (I am) aren’t (are not) quickly didn’t
(did not)
Lesson 151
Gymnastics is for Everyone
Spelling: strength balance flexibility exercise Olympics dance tumble vault routine
practice
Lesson 152
Stuart the Squirrel
Writing: Problem and Solution, Writing Process
Spelling: city fountain squirrel park bench company office human animal briefcase
Lesson 153
Nutty Stuart
Spelling: city fountain squirrel park bench company office human animal briefcase
SAM
PLE

Lesson 154
My Grandfather
Phonics: Long Vowels
Writing: Interview questions and answers
Spelling: pride mean shake famous smile play hide safe secret life
Lesson 155
Hero
Phonics: Long Vowels
Writing: Interview Questions and Answers
Spelling: pride mean shake famous smile play hide safe secret life
Lesson 156
A Day’s Work
Spelling: flower nature honey pollen nectar hive frame barrel bee sugar
Lesson 157
Red and White Pandas
Grammar: Pronouns
Spelling: they both his them their it this she her he
Lesson 158
Johnny Appleseed
Reading: Folktale
Spelling: Compound Words minuteman outdoors outside everywhere rattlesnake
everyone someone whenever strawberries blueberries applesauce cornmeal
Lesson 159
Apples Everywhere
Reading: Story Elements
Spelling: Compound Words minuteman outdoors outside everywhere rattlesnake
everyone someone whenever strawberries blueberries applesauce cornmeal
SAM
PLE

Lesson 160
Momma Mia
Reading: Story Sequence
Grammar: Nouns, Multiple meaning words
Spelling: pizza guard date tomato bread court country feet oil queen
Lesson 161
Pizza! Pizza!
Objective: The student will reinforce understanding of the following:
Grammar: Nouns, Multiple Meaning Words
Writing: Free Write
Spelling: pizza guard court country date oil feet bread tomato queen
Lesson 162
I Can Fly!
Reading: Content Vocabulary, Informational Text
Spelling: helmet goggles Lessons pilot passenger records flight fly woman airplane
Lesson 163
Fly a Kite!
Grammar: Synonyms
Spelling: easy hard popular twist attractive balance power streamer edge basic
Lesson 164
High in the Sky
Grammar: Synonyms
Spelling: easy hard popular twist attractive balance power streamer edge basic
Lesson 165
Dolphins
SAM
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Grammar: Nouns
Spelling: dolphin flipper air whisper whale fish shrimp turtle milk shark
Lesson 166
Lily’s Best Friend
Grammar: Adjectives
Spelling: best pretty big fat tall long short sad tiny happy
Lesson 167
Anything for a Friend
Grammar: Adjectives, Prefixes re-, un-
Spelling: best pretty big fat tall long short sad tiny happy
Lesson 168
Elephants
Reading: Informational Text; Context clues
Grammar: Verb Tense
Spelling: remembers lives called pushed changed learned grow travel found hunted
Lesson 169
Never Forget
Grammar: Verb Tense
Spelling: remembers lives called pushed changed learned grow travel found hunted
Lesson 170
Good Morning
Grammar: Adjectives
Spelling: healthy important tasty flakes puffs shredded waterproof airtight sweet
several
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Lesson 171
Rascal
Phonics: High-frequency Words
Spelling: chocolate raccoon good-bye snow tree truck kitchen garbage porch baby
Lesson 172
Uncle Joe’s Gold
Objective: The student will be able to identify and use the following:
Grammar: Nouns
Spelling: town teacher story train gate gold smile school railroad factory
Lesson 173
The Gold Rush
Grammar: Nouns
Spelling: town teacher story train gate gold smile school railroad factory
Lesson 174
Chocolate Lovers Unite
Reading: Content Vocabulary, Informational Text
Spelling: cocoa harvest pods bean paste mold jungle fruit country pulp
Lesson 175
Music to My Ears
Grammar: Adjectives
Writing: Graphic Organizer, Writing Process
Spelling: large different front tall bottom hollow high low modern top
Lesson 176
Name That Tune
Grammar: Adjectives
Writing: Graphic Organizer, Writing Process
Spelling: large different front tall bottom hollow high low modern top
SAM
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Lesson 177
The Big Day
Reading and Writing: Story sequence
Spelling: Order words first then fifteen next after soon finally one two three
Lesson 178
Anticipation
Objective: The student will be able to identify and use the following:
Writing: Summary
Spelling: Order Words first then fifteen next after soon finally one two three after
Lesson 179
Sacagawea: A Native American Guide
Phonics: Vowel Digraphs
Spelling: teepee mountain guide paid journey meal area food foe knee
Lesson 180
A Brave Girl
Objective: The student will demonstrate understanding of the following:
Phonics: Vowel Digraphs
Spelling: teepee mountain guide paid journey meal area food foe knee
SAM
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Second Grade Language Arts Common Core Alignment Complete Curriculum Lesson
Key Ideas and Details
RL.2.1. Ask and answer such questions as who, what, where, when, why , and
how to demonstrate understanding of key details in a text.
2, 12, 34, 44, 83, 84, 90, 92, 106, 111, 112,
124, 127, 128, 129, 130, 135, 136, 141,
158, 171, 172, 173
RL.2.2. Recount stories, including fables and folktales from diverse cultures,
and determine their central message, lesson, or moral.
2, 4, 8, 10, 11, 15, 16, 26, 27, 31, 33, 35,
38, 40, 42, 44, 51, 52, 58, 60, 62, 63, 64,
71, 83, 84, 87, 90, 92, 93, 95, 96, 98, 100,
103, 105, 108, 110, 111, 112, 114, 117,
122, 124, 125, 126, 127, 128, 130, 131,
134‐137, 141, 147, 148, 149, 155, 166,
167, 177
RL.2.3. Describe how characters in a story respond to major events and
challenges. 4, 8, 10, 11, 31, 52, 63
Craft and Structure
RL.2.4. Describe how words and phrases (e.g., regular beats, alliteration,
rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. 137, 146
RL.2.5. Describe the overall structure of a story, including describing how the
beginning introduces the story and the ending concludes the action. 11, 26
RL.2.6. Acknowledge differences in the points of view of characters, including
by speaking in a different voice for each character when reading dialogue
aloud. 71,
Integration of Knowledge and Ideas
RL.2.7. Use information gained from the illustrations and words in a print or
digital text to demonstrate understanding of its characters, setting, or plot. 8, 10
RL.2.8. (Not applicable to literature)
RL.2.9. Compare and contrast two or more versions of the same story (e.g.,
Cinderella stories) by different authors or from different cultures. 149,
Range of Reading and Level of Text Complexity
RL.2.10. By the end of the year, read and comprehend literature, including
stories and poetry, in the grades 2–3 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
2, 3, 4, 5, 8, 9, 11, 12, 15, 16., 24, 25‐28,
31‐36, 38‐42, 44, 45, 51, 52, 58‐65, 71, 72,
75, 83, 84, 87, 90‐138, 141, 142, 147‐155,
158, 159, 166, 167, 171‐173, 177, 178
Key Ideas and Details
SAM
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RI.2.1. Ask and answer such questions as who, what, where, when, why , and
how to demonstrate understanding of key details in a text. 7, 18, 68, 70, 78, 81, 157, 163, 170, 179
RI.2.2. Identify the main topic of a multiparagraph text as well as the focus of
specific paragraphs within the text.
5, 7, 13, 19, 21, 22, 43, 46, 48, 53, 55‐57,
66, 68, 73, 76, 79, 81, 85, 88, 139, 142,
145, 156, 160, 161, 162, 168, 175
RI.2.3. Describe the connection between a series of historical events, scientific
ideas or concepts, or steps in technical procedures in a text. 160, 174
Craft and Structure
RI.2.4. Determine the meaning of words and phrases in a text relevant to a
grade 2 topic or subject area .
1, 5, 7, 13, 18, 19, 21, 22, 29, 43, 46, 48,
49, 53, 55, 57, 73. 76, 78, 79, 85, 139
RI.2.5. Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or
information in a text efficiently. 1, 5, 37
RI.2.6. Identify the main purpose of a text, including what the author wants to
answer, explain, or describe. 43, 144
Integration of Knowledge and Ideas
RI.2.7. Explain how specific images (e.g., a diagram showing how a machine
works) contribute to and clarify a text. 5,
RI.2.8. Describe how reasons support specific points the author makes in a
text. 88,
RI.2.9. Compare and contrast the most important points presented by two
texts on the same topic. 142, 157
Range of Reading and Level of Text Complexity
RI.2.10. By the end of year, read and comprehend informational texts,
including history/social studies, science, and technical texts, in the grades 2–3
text complexity band proficiently, with scaffolding as needed at the high end of
the range.
1, 5, 7, 13, 18, 19, 21, 22, 23, 29, 30, 34,
37, 43, 46‐50, 53, 55, 57, 66‐70, 73, 74,
76, 77‐82, 85, 86, 88, 89, 139, 140, 142‐
146, 151, 152, 156‐158, 160‐166, 168‐170,
174‐176, 179, 180
Phonics and Word Recognition
RF.2.3. Know and apply grade‐level phonics and word analysis skills in decoding
words.
1, 2, 3, 21‐23, 34, 43, 51‐53, 61‐65, 71, 72,
74, 75, 81, 82, 85, 86, 101, 102, 117‐119,
126, 127, 133, 135, 137, 138, 154
Distinguish long and short vowels when reading regularly spelled one‐syllable
words.
1, 24, 25, 26, 32, 33, 42, 52, 53, 78, 98, 99,
100, 116, 118, 119, 127, 134, 135, 137,
138, 141, 154, 155
Know spelling‐sound correspondences for additional common vowel teams.
24, 25, 26, 32, 33, 42, 52, 53, 78, 98, 99,
100, 116, 135, 179
Decode regularly spelled two‐syllable words with long vowels. 4, 134,
Decode words with common prefixes and suffixes.
8,9, 18, 76, 77, 139, 140, 145, 149, 150,
167
SAM
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Identify words with inconsistent but common spelling‐sound correspondences. 22, 23, 43,
Recognize and read grade‐appropriate irregularly spelled words. 60, 61, 144
Fluency
RF.2.4. Read with sufficient accuracy and fluency to support comprehension.
5, 6, 7, 8, 10‐16, 19, 20, 22, 29, 30, 31, 40,
42‐46, 48, 51, 53, 55, 57, 58, 60, 62, 64,
66, 68, 70, 71, 73, 75, 78, 79, 81, 83‐85,
87, 88, 90, 92, 93, 95, 96, 98, 100, 101,
103, 105, 106, 108, 110 , 111, 112, 114,
117, 119, 120, 122, 126‐128, 130, 131,
133, 136, 137, 139, 141, 142, 144, 145,
147, 149‐152, 156‐157, 160‐162, 170‐172,
174, 175, 177, 179
Read grade‐level text with purpose and understanding.
2, 4, 9, 10, 11, 16, 22, 40, 42‐46, 48, 51,
53, 55, 57, 58, 60, 62, 64, 66, 68, 70, 71,
73, 75, 78, 79, 81, 83‐85, 87‐90, 92, 93,
95, 96, 98, 100, 101, 103, 105, 106, 108,
110‐112, 114, 117, 119, 120, 122, 126‐
128, 130, 131, 133, 136, 137, 139, 141,
142, 144, 145, 147, 149, 151, 152, 156,
157, 160‐162, 170‐172, 174, 175, 177, 79
Read grade‐level text orally with accuracy, appropriate rate, and expression.
1, 2, 4, 17, 21‐23, 28, 30‐32, 34, 37, 38,
40, 42‐44, 46, 48, 49, 51, 53, 55, 57, 58,
62, 66, 68, 70, 71, 73, 75, 78, 79, 81, 83‐
85, 87, 88, 90, 92, 93, 95, 96, 98, 100, 101,
103, 105, 106, 108, 110‐112, 122, 126,
128, 130, 131, 133, 136, 137, 139, 141,
142, 144, 147, 149, 150‐152, 156, 160,
170‐172, 174, 175, 177
Use context to confirm or self‐correct word recognition and understanding,
rereading as necessary. 100, 139
Text Types and Purposes
W.2.1. Write opinion pieces in which they introduce the topic or book they are
writing about, state an opinion, supply reasons that support the opinion, use
linking words (e.g., because , and , also ) to connect opinion and reasons, and
provide a concluding statement or section. 5, 7, 8, 93, 112
W.2.2. Write informative/explanatory texts in which they introduce a topic,
use facts and definitions to develop points, and provide a concluding
statement or section.
1, 11, 13, 14, 16‐19, 22, 27, 28, 33, 34, 35,
38, 41‐46, 48, 49, 51, 52, 54‐58, 67, 69,
70, 72, 73, 76, 78‐82, 84, 85, 87, 88, 90,
91, 95, 98, 104, 108, 124, 131, 136, 145,
148, 156, 157, 163, 178, 179
W.2.3. Write narratives in which they recount a well‐elaborated event or short
sequence of events, include details to describe actions, thoughts, and feelings,
use temporal words to signal event order, and provide a sense of closure.
2, 4, 15, 25, 29, 30, 31, 36, 40, 60, 62, 64,
66, 75. 101, 105, 106, 109, 122, 123, 126‐
128, 130, 132, 150, 161, 164, 165, 178
SAM
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Production and Distribution of Writing
W.2.4. (Begins in grade 3)
W.2.5. With guidance and support from adults and peers, focus on a topic and
strengthen writing as needed by revising and editing.
3, 6, 9, 12, 20, 28, 47, 50, 59, 61, 65, 69,
74, 77, 89, 94, 99, 102, 107, 113, 121, 123,
125, 129, 138, 146, 150, 153, 169, 180
W.2.6. With guidance and support from adults, use a variety of digital tools to
produce and publish writing, including in collaboration with peers. 20, 47, 61, 77
Research to Build and Present Knowledge
W.2.7. Participate in shared research and writing projects (e.g., read a number
of books on a single topic to produce a report; record science observations). 143,
W.2.8. Recall information from experiences or gather information from
provided sources to answer a question.
32, 48, 53, 55, 56, 72, 73, 79, 88, 96‐98,
110, 111, 114, 116‐120, 122, 127, 129,
131, 133‐135, 137, 139‐145, 147, 151,
152, 154, 155, 158, 162, 166, 170, 171,
172, 174‐177
Range of Writing
Comprehension and Collaboration
SL.2.1. Participate in collaborative conversations with diverse partners about
grade 2 topics and texts with peers and adults in small and larger groups.
2, 4, 14, 21, 26, 33, 38, 41‐44, 46, 49‐53,
56‐59, 62‐64, 67, 69‐71, 75, 78‐81, 83‐86,
88, 90, 93, 95‐98, 100, 101, 103, 104, 106,
108, 110, 111, 113, 114, 116, 117, 119,
120, 122, 124, 126‐137, 139‐149, 151‐157,
161‐163, 165, 166, 168, 171, 172, 174,
175, 177, 179
Follow agreed‐upon rules for discussions (e.g., gaining the floor in respectful
ways, listening to others with care, speaking one at a time about the topics and
texts under discussion). 4,
Build on others’ talk in conversations by linking their comments to the remarks
of others. 5, 7, 10, 18, 21, 38, 68
Ask for clarification and further explanation as needed about the topics and
texts under discussion. 68, 110
SL.2.2. Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
7, 21, 31, 40‐46, 48, 51, 53, 55‐59, 62, 63,
69, 71, 78, 79, 81, 83‐85, 92, 98, 100, 101,
104, 108, 109, 111, 114, 117, 122, 124,
126, 127, 130, 131, 133, 134, 137, 139‐
145, 148‐151, 156, 158, 160
SL.2.3. Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a
topic or issue. 154, 155,
SAM
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Presentation of Knowledge and Ideas
SL.2.4. Tell a story or recount an experience with appropriate facts and
relevant, descriptive details, speaking audibly in coherent sentences.
3, 16, 17, 30, 36, 63, 71, 79, 90, 92, 103,
104, 109, 114, 134, 140, 142, 144
SL.2.5. Create audio recordings of stories or poems; add drawings or other
visual displays to stories or recounts of experiences when appropriate to clarify
ideas, thoughts, and feelings. 137, 165,
SL.2.6. Produce complete sentences when appropriate to task and situation in
order to provide requested detail or clarification. 97, 111, 122
Conventions of Standard English
L.2.1. Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
1, 2, 3, 5, 8‐19, 21, 22, 24, 25‐38, 40‐46,
48‐52, 56‐62, 64, 66, 67, 69‐73, 75‐85, 87,
88, 90‐93, 95‐102, 104‐113, 118‐152, 155‐
158, 161‐166, 168‐172, 174‐180
Use collective nouns (e.g., group ). 165,
Form and use frequently occurring irregular plural nouns (e.g., feet, children,
teeth, mice, fish ). 104,
Use reflexive pronouns (e.g., myself, ourselves ). 13,
Form and use the past tense of frequently occurring irregular verbs (e.g., sat,
hid, told ). 144, 169,
Use adjectives and adverbs, and choose between them depending on what is
to be modified.
2, 3, 19, 29‐31, 41, 79, 80, 85, 86, 93, 94,
108, 115, 148, 163, 166, 167, 170, 175
Produce, expand, and rearrange complete simple and compound sentences
(e.g., The boy watched the movie; The little boy watched the movie; The action
movie was watched by the little boy ). 3, 28
SAM
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L.2.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
1, 3, 5, 8‐19, 21, 22, 24‐35‐38, 40‐46, 48,
51, 52, 56‐60, 62, 64, 66, 67, 69‐73, 75,
76, 78‐82, 84, 85, 87, 93, 95‐99, 101, 102,
105‐113, 118‐125, 127‐134‐152, 155‐158,
161‐166, 168‐172, 174‐180
Capitalize holidays, product names, and geographic names. 73, 74,
Use commas in greetings and closings of letters. 120,
Use an apostrophe to form contractions and frequently occurring possessives. 7, 75, 100, 133, 149, 156
Generalize learned spelling patterns when writing words (e.g., cage → badge;
boy → boil ). 2, 127, 134
Consult reference materials, including beginning dictionaries, as needed to
check and correct spellings. 20, 28, 47
Knowledge of Language
L.2.3. Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
1, 2, 3, 5, 8‐19, 21, 22, 24, 35, 36, 38, 40‐
46, 48‐52, 56‐60, 62, 64, 66, 67, 69, 70‐73,
75, 76, 78‐82, 84, 85, 87‐93, 95‐99, 101,
102, 104‐113, 118‐142, 144‐152, 155‐158,
161‐166, 168‐172, 174‐180
Compare formal and informal uses of English. 92,
Vocabulary Acquisition and Use
L.2.4. Determine or clarify the meaning of unknown and multiple‐meaning
words and phrases based on grade 2 reading and content, choosing flexibly
from an array of strategies.
27, 28, 31, 35, 36, 90, 91, 100, 105, 111,
126, 139, 161, 162
Use sentence‐level context as a clue to the meaning of a word or phrase. 31, 100, 111, 126, 139, 151, 152, 168
Determine the meaning of the new word formed when a known prefix is
added to a known word (e.g., happy/unhappy, tell/retell ). 18,
Use a known root word as a clue to the meaning of an unknown word with the
same root (e.g., addition, additional ). 18, 166
Use knowledge of the meaning of individual words to predict the meaning of
compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook,
bookmark ).
4, 15, 48, 49, 88, 89, 93, 95, 103, 110, 122,
123, 147, 159
Use glossaries and beginning dictionaries, both print and digital, to determine
or clarify the meaning of words and phrases.
3, 4, 5, 7, 8, 10, 11, 13, 18, 24, 29, 31, 32,
40, 42, 44, 49, 57, 48, 66, 79, 105, 124,
126, 127, 128, 130, 131, 141,. 152, 157,
162, 165, 171
L.2.5. Demonstrate understanding of figurative language, word relationships
and nuances in word meanings. 80, 109, 124, 125
Identify real‐life connections between words and their use (e.g., describe
foods that are spicy or juicy ). 20, 29, 44, 70, 93
Distinguish shades of meaning among closely related verbs (e.g., toss, throw,
hurl ) and closely related adjectives (e.g., thin, slender, skinny, scrawny ). 32, 79, 130, 135, 148
L.2.6. Use words and phrases acquired through conversations, reading and
being read to, and responding to texts, including using adjectives and adverbs
to describe (e.g., When other kids are happy that makes me happy ).
2, 3, 19, 29,, 30, 31, 41, 67, 73, 79, 80, 94,
108, 115, 122, 124, 142, 148, 163, 175
SAM
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LANGUAGE ARTS — LESSON 177-1STUDENT MANUAL
Lesson 177
The Big Day
Spelling words:
first
then
fifteen
next
after
soon
finally
one
two
three
Key Vocabulary: confident, panic, nervous
Look at the Vocabulary words. Your teacher will give you Vocabulary word
cards and definition cards. Match each word to the correct definition. Read
the word and its definition aloud.
Spelling: Look at the Spelling words. In the Journal you will write directions
on how to play a game or sport. Use the Spelling words to order the
sequence of events. Underline the Spelling words each time one is used.
Spell each of the Spelling words aloud.
What are order words? Why are order words important when telling the
sequence of events? Order words are used to help tell a story in an order
that makes sense to the reader. Often a story is told in the exact order that
the events happened.
Reading: In this Lesson we are going to talk about being scared and
nervous. What does it feel like to be scared or nervous? What makes you
feel scared? How do you help ease your fear of being nervous?
Let’s look at the story “The Big Day”.
SAM
PLE

STUDENT MANUAL LANGUAGE ARTS — LESSON 177-2
What do you think this story will be about? What do the words on the cover
say? Look at all the pictures in the story.
It’s time to read “The Big Day”. Make sure to look
and point at each word as you say the word.
This will help you to make sure you do
not lose your place when you are
reading. It will also help you to
really understand what you
are reading.
Story Sequence Strips: Why
is it important to tell a story in
order? Your teacher will give
you sentence strips with parts of
the story “The Big Day” written on them. Shuffle the strips. Then put them in
story order. Read the strips aloud. Do they make sense?
Writing: In your Journal answer the following question: What do you think
would have happened if Katie did not find her mitt?
Lesson Wrap-Up: Describe the steps needed to complete a routine task
such as making your bed. Remember to use order words.
SAM
PLE

THE BIG DAYPROGRESSIVE READER
The Big Day
SAM
PLE

Pg 1
It was the day of the big game. Katie was
nervous. She was pitching for the first time.
She had practiced and
practiced. Her coach was
confident she would do
well. Sitting at the kitchen
table eating breakfast,
Katie wasn’t so sure. She
barely ate anything. “You
won’t last long pitching if
you don’t eat,” her mother
said breaking into Katie’s
thoughts.
“I know,” said Katie, “I can’t help it. I am so
nervous. This is my first time and I don’t want
to mess up.”
SAM
PLE

Pg 2
“Katie you have practiced for weeks,” said her
dad. “You’ll be great and we’ll be there to cheer
you on.”
“What if I don’t strike anyone out? What if
everybody walks? What if I hit someone?”
“Calm down, kiddo. You’ll be fine!” Her dad
encouraged.
Katie put her breakfast dishes in the sink and
went to get her baseball mitt. It wasn’t where
she had put it the night before. “Don’t panic,”
she told herself. “It’s got to be here somewhere.”
She looked in the crate by the door first. It wasn’t
there. She ran up to her room and looked in her
closet. It wasn’t there, either.
SAM
PLE

Pg 3
Running downstairs, she plowed into her dad.
“Whoa!” said her dad, “What’s the big hurry?”
“I can’t find my baseball mitt,”
said Katie between breaths.
“Where have
you looked?”
“First, I looked in the crate by the door, then I
looked in my closet upstairs.” She replied.
“Did you look in the garage?” he asked. Katie ran
to the garage. After fifteen minutes she still had
not found her mitt.
“Where is it?” She asked desperately.
SAM
PLE

Pg 4
Katie’s mom came out to the garage. “Have you
found it?” She wondered.
“NO!” said Katie. “I can’t go to the stupid game
without it!” She cried.
“Calm down, Katie, we’ll find it. Tell me what
you did after practice, yesterday.”
Katie started to think. “First, I came in and took
off my shoes in the laundry room. Then I put my
glove in the crate by the door, but now it’s not
there. Next, I went upstairs to change clothes
and take a shower. I thought I might have put
my mitt in the closet, it’s not there.” “Okay,” said
her mom, “What else did you do?”
SAM
PLE

Pg 5
“After the shower I came downstairs and had a
bowl of ice cream. Mom my mitt is gone!” Katie
shouted.
“It can’t be Katie, it’s here somewhere. We just
have to keep looking. Look in the backyard.”

The more Katie looked, the more frantic she
became. Her glove had just disappeared. Soon,
her mom and dad were telling her it was time to
go. “Oh great,” said Katie, “this is a good start
for my first pitching game. She slowly walked
back to the house. As she got in the car, Katie
laid down in the back seat. Her arm hung down
to the floor. Suddenly, she felt something. She
reached for it. “MY GLOVE!”
SAM
PLE

Pg 6
“Hurry dad or we’ll be late!” Finally, they arrived
at the ball diamond. Katie jumped from the car.
She ran over to her teammates. She saw the
catcher, Shelby. “Hey Shelby!” Greeted Katie.
Shelby smiled so big you could see her braces.
“Hey freckle face,” replied Shelby. “Ready
for the big game?”
“Yeah,” said Katie.
Shelby and Katie moved
away from the rest of the
team to practice. Katie stood
there looking at Shelby.
She slowly raised her arm
to set up for the pitch.
SAM
PLE

Pg 7
She pulled back and let out a low, fast pitch.
Smack! Right into Shelby’s hand! Shelby pulled
her hand out of her mitt. It was as red as a tomato.
“Geez, Katie save it for the game.” Shelby teased.
As the game began, Katie was even more
nervous than before. Shelby smiled at her. She
threw her first pitch. “STRIKE ONE!” Yelled
the umpire. Katie pitched again. Her second
pitch was a fastball. “STRIKE TWO!” She heard.
One more Katie thought to herself. She threw
the change up
pitch. “STRIKE
THREE! Batter
out!” After
this Katie began
to relax.
SAM
PLE

Pg 8
The rest of the game went smoothly. All her
worries faded away as the game continued. She
did not hit anyone. She struck out a few and
walked a few but overall she was great. Katie
and Shelby did a great job and their team won
5-4. After the game her dad said, “Well kiddo
how do you like pitching?”
“I love it!” Katie replied.
“Good,” said her dad, “When we get home you
can pitch in and help with dinner.” They laughed
and walked to the car. Katie’s first game as a
pitcher was a huge success!
SAM
PLE

Lesson 178
Anticipation
Spelling: Why are order words important when telling the sequence of
events? Order words are used to help tell a story in an order that makes
sense. Read the directions to the game or sport that you wrote Lesson
177. Are the directions in the correct order? What words make it easier to
understand what to do next in the game or sport?
Complete the Order Words Worksheet.
Reading: What makes you feel scared? How do you help ease your fear of
being nervous? Let’s reread the story “The Big Day”.
Writing: To summarize is to retell the important facts and information from
the story. To do this, you will:
Pull out main points.
Focus on key details.
Use key words and phrases.
Break down the larger ideas.
Write only enough to convey the main idea.
In your Journal write a summary of “The Big Day”. Be sure to include all of
the story characteristics. When the summary is finished, read it aloud.
For a story to make sense it needs to be told in order. Your teacher will give
you sentence strips with parts of “The Big Day” written on them. Shuffle
the strips and put them in order as they are told in the story. Read the strips
aloud. Do they make sense?
Lesson Wrap-Up: Review the Spelling words from Lessons 170-178.
SAM
PLE

Order Words Worksheet
Read each sentence. Write the order word.
1. Next we dropped big scoops of dough on the cookie sheet and baked it.

2. The last thing we did was eat delicious warm chocolate chip cookies.
3. Second on our list was to measure and mix all of the ingredients.
4. Mom said first we needed to preheat the oven and gather the ingredients.
Arrange the sentence numbers in the correct order:
_______ _______ _______ _______
Using context clues and the order words at clues, what did
the mom and child do?
SAM
PLE

Lesson 179
Sacagawea: A Native American Guide
Spelling words:
teepee
mountain
guide
paid
journey
meal
area
food
foe
knee
Key Vocabulary: hostage, explorer, route
Phonics and Spelling:

What sound does the vowel team ea make? Say the word please.
What sound does the vowel team ee make? Say the word tree.
What sound does the vowel team ou make? Say the word proud.
What sound does the vowel team ui make? Say the word guide.
What sound does the vowel team ai make? Say the word rain.
What sound does the vowel team oo make? Say the word loose.
What sound does the vowel team oe make? Say the word toe.
Look at your Spelling words. Read each word and write it in your Journal.
Also write a sentence using the word. Write the vowel team in a different
color from the rest of the word.
Look at the Vocabulary words. The Vocabulary words are words from the story
that you need to understand before you begin reading. Write each word. Look
up the word in the dictionary. Once you understand the word, write a definition
in your own words and use the Vocabulary word in a written sentence.
Reading: In this Lesson we are going to talk about Sacagawea. Who is
she? What did she do? Why is Sacagawea important?
Let’s look at the story “Sacagawea: A Native American Guide”.
SAM
PLE

What do you think this story will be about? What do the words on the cover
say? Look at all the pictures in the story.
What would you like to learn from the story? Think about what you already
know about Native Americans and Sacagawea. In your Journal write down
any questions you may have.
We’re ready to read “Sacagawea: A Native American Guide”. Make sure
to look and point at each word as you say the word. This will help you to
make sure you do not loose your place when you are reading. It will also
help you to really understand what you are reading.
What did you learn from this book that surprised you or you did not know before?
Take another look at your pre-reading questions. Can you answer them?
Do you know enough information after reading the story? If you can,
answer the questions. If you still need more information to answer
the questions, reread the story or use an internet search engine.
When all of the questions have answers, read them aloud.
Writing: For this Lesson, you will write on the topic:
Who was Sacagawea?
Remember, the first step in the Writing Process is Prewriting.
Prewriting is choosing what topic to write about and the
details to include about the topic. The Prewriting Step in
done in a Word Web. This will help you to get your thoughts
on the paper in a way that makes sense.
The second step is Drafting. Drafting is writing complete sentences about
the details in the word web. To begin, create a Word Web and add as many
bubbles (details) as you can.
When you are done, read it to your teacher. Be sure to tell your teacher
why you chose the details that you wrote down. Now write a draft using
the ideas from your Word Web.
Take your time to be sure to write complete and thought out sentences.
When you are done, read it aloud.
Lesson Wrap-Up: Prepare for the Spelling Assessment in the next Lesson.
SAM
PLE

SACAGAWEA: AN INDIAN GUIDEPROGRESSIVE READER
Sacagawea:
An Indian Guide
SAM
PLE

Pg 1
The Shosoni Indian
tribe lived in the
area now known as
Idaho. The tribe
hunted buffalo and
sheep and fished for
salmon. Around 1789
a baby girl named
Sacagawea was born to this tribe. She would
become a famous figure in the history of the
United States.
Growing up, Sacagawea learned how to pick
berries, make bread and sew animal skins for
clothes. When she was about twelve years old,
the Hidatsa tribe attacked the Shoshonis. She and
several other girls were kidnapped and taken to
live with the Hidatsu in what is now North Dakota.
Wyoming
Colorado
Utah
Nevada
Idaho
Oregon
SAM
PLE

Pg 2
Soon after that, a French Trader named Toussaint
Charbonneau came to visit the Indian village. He
took Sacagawea as his wife. In 1803, the United States
bought land from the French and wanted to
explore the land. It was west of the
Mississippi River. Some explorers
started in St. Louis, Missouri and
made a camp near the Indian village
when the weather turned to winter.
The camp was called Fort Mandan.
Mr. Charbonneau learned
that the explorers wanted
a guide to help them. He
agreed to help them. He
suggested Sacagawea could help since they were
heading for Shoshoni territory. The explorers,
Meriwether Lewis and William Clark, agreed.
SAM
PLE

Pg 3
While waiting out the winter, Sacagawea, at age
sixteen, gave birth to her first
child – a boy. He was born
on February 11, 1805.
Mr. Charbonneau named
him Jean Baptiste, a
French name, but Clark
called him Pomp.
In April, the expedition
set off. Sacagawea was
a great help in many
ways. While many
people believe she acted as a guide, she gave
directions in only a few instances. Her presence
only indicated the peaceful intent of the explorers.
That was invaluable. She was also skilled at
finding edible plants.
SAM
PLE

Pg 4
At one point on the journey, their canoe capsized and
their supplies fell in the frigid cold water. Sacagawea
calmly rescued the supplies including journals belonging
to Louis and Clark. The men were so impressed with
her quick thinking they named the river in her honor.
In August 1805, the group needed horses to cross
the Rocky Mountains. They had located a Shoshoni
tribe. Sacagawea was asked to be an interpreter for
the two groups. She quickly discovered that the
chief of the tribe was her brother Cameahwait. The
siblings shared a heartwarming, but brief, reunion.
Sacagawea agreed to continue on the journey with her
husband, Mr. Lewis, and Mr. Clark.
SAM
PLE

Pg 5

Very little is known about the rest of Sacagawea’s
life. At some point on the return journey, she and
her husband separated from Lewis and Clark. She
had another child, a girl named Lizette, after 1810.
It is believed that she died from illness in 1812.
Her contribution to American history will not be
forgotten.
SAM
PLE

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