Trimester 1

Reading:

Module 1: Be A Super Citizen

Module 2: Look Around and Explore

Module 3: Meet in the Middle

Module 4: Once Upon a Time

Module 1: How can being a good citizen make a difference to others?

Module 2: How does exploring help us understand the world around us?

Module 3: How can people work out disagreements?

Module 4: What lessons can we learn from the characters in stories?

Module 1

Introduce the Topic: Citizenship  Week 1

• • Knowledge Map 1.1
• • Get Curious Video: Super Citizen
• • Big Idea Words: citizen, difference, kind

Inquiry and Research Project: Investigate Citizenship

• Launch: Set Goals and Gather Information Week 2

Inquiry and Research Project: Investigate Citizenship  Week 3

• Take Action: Develop Idea

Module 2

Introduce the Topic: Look Around and Explore!  Week 1

• • Knowledge Map 2.1
• • Get Curious Video: Mystery Animal Hunt
• • Big Idea Words: examine, identify, record

Inquiry and Research Project: An Important Book of Matter

• Launch: Set Goals and Gather Information

Inquiry and Research Project: An Important Book of Matter

• Take Action: Develop Ideas  Week 2

Wrap up the Topic: Look Around and Explore!  Week 3

• Knowledge Map 2.15

Inquiry and Research Project: An Important Book of Matter

• Reflect: Practice and Present

Module 3

Introduce the Topic: Solving Problems  Week 1

• • Knowledge Map 3.1
• • Get Curious Video: The Compromise Kid
• • Big Idea Words: compromise, decision, disagreement

Inquiry and Research Project: Conflict Resolution PSA

• Launch: Set Goals and Gather Information

Inquiry and Research Project: Conflict Resolution PSA  Week 2

• Take Action: Develop Ideas

Wrap Up the Topic: Solving Problems

• Knowledge Map 3.15

Inquiry and Research Project: Conflict Resolution PSA

• Reflect: Practice and Present  Week 3

Module 4

Introduce the Topic: Storytelling  Week 1

• • Knowledge Map 4.1
• • Get Curious Video: Ever After
• • Big Idea Words: moral, relate, version

Inquiry and Research Project: Traditional Tales: Lessons and Mistakes

• Launch: Set Goals and Gather Information

Inquiry and Research Project: Conflict Resolution PSA  Week 2

• Take Action: Develop Ideas

Wrap Up the Topic: Storytelling  Week 3

• Knowledge Map 4.15

Inquiry and Research Project: Traditional Tales: Lessons and Mistakes

• Reflect: Practice and Present

carefree, guards, guide, images, serious, bellowed, bounce, cool, grinned, handle, might, munch, rough, discussed, jammed, smirked, scribbled, wistfully, jubilantly, quesy, hamper, perfect, reassemble, hollow, petals, amount, clanking, battleground, outstretched, mossy

Module 1
Week 1
Central Idea; Ask and Answer Questions; Setting
Week 2
Central Idea; Monitor and Clarify; Author’s Purpose; Summarize
Week 3
Characters; Create Mental Images; Central Idea

Module 2
Week 1
Author’s Purpose; Central Idea; Make Inferences; Content-Area Words
Week 2
Setting; Make Connections; Connect Text and Visuals; Create Mental Images; Elements of Poetry
Week 3
Central Idea; Ask and Answer Questions; Elements of Drama

Module 3 
Week 1
Central Idea; Point of View; Monitor and Clarify
Week 2
Theme; Make and Confirm Predictions; Central Idea; Synthesize; Text Organization
Week 3
Theme; Retell; Author’s Purpose

Module 4
Week 1
Text Organization; Story Structure; Make Inferences
Week 2
Story Structure; Create Mental Images; Elements of Drama; Make and Confirm Predictions; Figurative Language
Week 3
Author’s Purpose; Make Connections; Story Structure; Cause and Effect

HMH Into Reading

F&P Evaluations

Module Assessments 

Weekly Assessments

Selection Quizzes

Trimester 1

Foundational Skills

Orientation (2 Days)

Unit 1-Closed Syllable Diagraphs & Bonus Letters

Unit 2-Glued Sounds

Unit 3-Closed Syllable Exceptions

Unit 4-Suffixes

Unit 5-Prefixes & Suffixes

Unit 6-V-E Syllables

Unit 1: Review of Sounds, Short Vowels, and Closed Syllables

Focus Questions:

1. What makes a syllable a closed syllable?

2. How do you know if a vowel is short or long?

3. What are the steps to tapping out a CVC word?

4. Why is it important to spell with short vowels correctly?

5. How do you know where to divide a word into syllables?

Unit 2: Digraphs and Bonus Letters

Focus Questions:

1. What is a digraph, and how is it different from a blend?

2. How do you know when to add a bonus letter at the end of a word?

3. What sounds do digraphs like sh, ch, th, wh, and ck make?

4. Why do some words end with two of the same consonant?

5. How do bonus letters help us read and spell words more easily?

Unit 3: Glued Sounds (-am, -an, -all) and More Bonus Letters

Focus Questions:

1. What is a glued sound, and how do we tap it out?

2. Why do the vowels in am and an sound different from short a?

3. How does a glued sound help you read a word more fluently?

4. How can you tell when to use -ck or -k at the end of a word?

5. What do you notice about spelling words with glued sounds?

Unit 4: Basewords and Suffixes (s, es, ed, ing)

Focus Questions:

1. What is a baseword, and how can it help you figure out a new word?

2. How do suffixes change the meaning of a word?

3. What are the three sounds of suffix -ed, and how do you know which one to use?

4. When do we add -es instead of just -s?

5. How can understanding suffixes help you become a better reader and writer?

Unit 5: Prefixes and Suffixes

Focus Questions:

1. What is a prefix and how do you identify it?

2. What is the difference between a prefix and a suffix?

3. What is the meaning of dis-, mis-, non-, trans-, un-?
4. How do prefixes and suffixes change the baseword?
5. How do we mark up words with basewords, prefixes and/or suffixes?

Unit 6: Syllable Types (Closed & Vowel-Consonant-e)

Focus Questions:

1. What is the difference between a closed syllable and a VCe syllable?

2. How does a silent e change the sound of a word?

3. What clues in a word help you decide how to read the vowel?

4. How do you split a two-syllable word with different syllable types?

5. Why is it important to understand syllable types when reading or spelling?

Unit 1:

-Letter-Keyword-Sound

-Consonant, digraph, blends

-/k/ sound (c, k, ck)

-Syllable Type: closed syllable

-Phoneme Segmentation

Unit 2:

-Bonus Letters: ff, ll. ss, & zz

-Glued Sounds: am, an, all, ang, ank, ing, ink, ong, onk, ung, unk

-Trick Words: shall, full, pull, both, talk, walk

Unit 3: 

-Glued Sounds Exeptions: ild, ind, old, olt, ost

-Concept of closed syllable exceptions

-Long v. Short vowels

-Trick words: done, goes, pretty

Unit 4: 

-Consonant suffix v. vowel suffix

-Comparison suffixes: -er, -est

-Review suffixes: -s, -ed (/d/, /t/,/id/), -es, -ing

-Trick words: again, please, animal, sure, use, used

Unit 5: 

-Concept of syllables in multisyllabic words

-syllable division

-compound words

-multisyllabic words with closed syllables

-/ik/ sound: -ic v. -ick

-Prefixes: dis-, mis-, trans-, non-, un-

-Suffixes: -able, -en, -ish, -ful, -less, -ness, -ment

-Trick Words: against, knew, know, always, often, once

Unit 6: 

-Long Vowels

-Multisyllabic words with closed syllables and v-e syllables

-Vowel-consonant-e syllable type

-Compound Words

-Sounds of s: /s/ & /z/

-Suffix -ive

-Vowel-Consonant-e exceptions

-Trick Words: only, house, move, right, place, together

digraph, bonus letters, vowel, consonant, marking, tapping, glued sounds, closed syllables, closed syllable exceptions, v-e syllables, silent e, compound words, v-e syllable exceptions, syllables, suffixes, prefixes, long vowel, short vowel, breve, macron

-Marking words with closed syllables and v-e syllables with and without exceptions

-Marking words with prefixes and suffixes

-Marking digraphs, glued sounds, bonus letters, v-e, and exceptions

-tapping to blend and segment to read and spell 

-sky writing trick words

-identifying short vowels, closed syllables, long vowels, and v-e within unit words

-building words with tile boards

-dictation dry erase with unit resource word list

Wilson Fundations Scope and Sequence

Unit Check-ups and End of Unit Assessments

Trimester 1

Writing & Grammar

Sentences:

1. Did I write a complete sentence with a subject and a verb?

2. Does my sentence make sense when I read it out loud?

3. Did I use capital letters at the beginning of my sentences?

4. Did I end each sentence with the correct punctuation mark?

5. Did I write different kinds of sentences (statements, questions, exclamations)?

Parts of Speech:

6. Did I use nouns to name people, places, or things?

7. Did I use verbs to show what is happening?

8. Did I add adjectives to describe nouns?

9. Did I use pronouns like he, she, it, or they instead of repeating nouns?

10. Did I use proper nouns and capitalize them correctly?

Grammar Mechanics:

11. Did I use commas correctly in dates and lists?

12. Did I use apostrophes for contractions or possessive nouns?

13. Did I spell high-frequency words and word wall words correctly?

14. Did I try my best to sound out and spell unknown words?

15. Did I reread and check my grammar and punctuation?

2nd Grade Narrative Writing Focus Questions

Planning and Ideas:

1. Did I write about something that really happened or could happen?

2. Did I include a clear beginning, middle, and end?

3. Did I stay on topic the whole time?

4. Did I include characters, a setting, and a problem or event?

5. Did I use my own voice and ideas?

Details and Description:

6. Did I use describing words to help my reader picture the story?

7. Did I add feelings, actions, or dialogue to make the story more interesting?

8. Did I use temporal words like first, next, then, and finally to show order?

9. Did I include enough details to help my reader understand the story?

10. Did I use "show, don’t tell" when I described what happened?

Revision and Editing:

11. Did I reread my writing to make sure it makes sense?

12. Did I check for capital letters and punctuation?

13. Did I fix any spelling or grammar mistakes I noticed?

14. Did I try to make my writing more exciting or clear?

15. Did I add a strong ending to wrap up my story?

Module 1-Week 1: Learning Mindset -- Belonging

1. Personal Narrative

2. Subjects & Predicates

3. Words that describe Actions

4. Antonyms

Module 1-Week 2: 

1. Personal Narratives

2. Simple Sentences

3. Words that describe people, places, and things

Module 1-Week 3: 

1. Personal Narrative

2. Kinds of Sentences

3. Inflections -ed, -ing

Module 2-Week 1: Learning Mindset -- Curiosity

1. Descriptive Essay

2. Types of Nouns

3. Suffixes -er, -est

4. Synonyms

Module 2-Week 2: 

1. Descriptive Essasy

2. Singular & Plural Nouns

3. Inflections -s, -es

Module 2-Week 3

1. Descriptive Essay

2. Plural Nouns

3. Words that Name Places

Module 3-Week 1: Learning Mindset -- Trying Again

1. Opinion: Persuasive Text

2. Proper Nouns

3. Prefixes -un, -re

4. Context Clue

Module 3-Week 2:

1.Opinion: Persuasive Text

2. Types of Verbs

3. Inflections -ed, -ing

Module 3-Week 3: 

1. Opinion: Persuasive Text

2. Compound Subjects and Predicates

3. Words about Communication 

Module 4-Week 1: Learning Mindset -- Growth Mindset

1. Narrative: Imaginative Story

2. Verbs in the Present

3. Suffixes -ful, -less

4. Multiple-Meaning Words

Module 4-Week 2:

1. Narrative: Imaginative Story

2. Verbs in the Present, Past, and Future

3. Words That Describe People, places, and Things

Module 4-Week 3: 

1. Narrative: Imaginative Story

2. Compound Sentences

3. Words that describe actions

personal narrative, subject, predicate, simple sentences, sentence types, descriptive, nouns, singular and plural nouns, proper nouns, verb, imaginative story, past tense, present tense, future tense, compound sentences

Writing:

Module 1: Personal Narrative

Week 1: 

• • Priming the Students
• • Priming the Text
• • The Read
• • Vocabulary
• • The Writing Process

Week 2:

• • Prewriting I: Preparing to Write
• • Prewriting II: Organizing the Story
• • Drafting I: Elements of Narrative Text
• • Drafting II: Completing the Draft
• • Revising I: Word Choice

Week 3:

• • Revising II: Conferencing
• • Editing I: Possessives and Contractions
• • Editing II: Peer Proofreading
• • Publishing a Personal Narrative
• • Sharing a Personal Narrative

Module 2: Descriptive Essay

Week 1:

• • Priming the Students
• • Priming the Text
• • The Read
• • Vocabulary
• • Prewriting I: Preparing to Write

Week 2:

• • Prewriting II: Identifying the Topic
• • Drafting I: Elements of Informational Text
• • Drafting II: Completing the Draft
• • Revising I: Sentence Structure
• • Revising II: Conferencing

Week 3:

• • Revising III: Elaboration
• • Editing: Peer Proofreading
• • Publishing I: Writing the Final Copy
• • Publishing II: Descriptive Essay
• • Sharing a Descriptive Essay

Module 3: Persuasive Text

Week 1:

• • Introducing the Focal Text
• • Preview the Text
• • The Read
• • Vocabulary
• • Prewriting I: Choosing a Topic

Week 2:

• • Prewriting II: Introducing Persuasive Structure
• • Drafting I: Elements of Persuasive Text
• • Drafting II: Completing the Draft
• • Revising I: Integrating Action Verbs
• • Revising II: Conferencing

Week 3:

• • Revising III: Integrating Adverbs
• • Editing: Peer Proofreading
• • Publishing I: Writing the Final Copy
• • Publishing II: Persuasive Text
• • Sharing a Persuasive Text

Module 4: Imaginative Story

Week 1:

• • Introducing the Focal Text
• • Preview the Text
• • The Read
• • Vocabulary
• • Prewriting I: Brainstorming Ideas

Week 2:

• • Prewriting II: Identifying a Topic
• • Drafting I: Elements of Narrative
• • Drafting II: Completing the Draft
• • Revising I: Sentence Length
• • Revising II: Conferencing

Week 3:

• • Editing I: Capitalization and End Punctuation
• • Editing II: Peer Proofreading
• • Publishing I: Writing the Final Copy
• • Publishing II: Imaginative Story
• • Sharing an Imaginative Story

Grammar:

Module 1:

Week 1:

• • Subjects
• • Predicates
• • Using Sentences
• • Review Nouns
• • Using Subjects and Predicates Correctly

Week2:

• • Complete Sentences
• • Word Order in Sentences
• • Run-On Sentences
• • Review Action Verbs
• • Using Simple Sentences

Week 3:

• • Statements and Questions
• • Commands
• • Exclamations
• • Review Subjects and Predicates
• • Using Different Kinds of Sentences

Module 2:

Week 1: 

• • Nouns for People and Animals
• • Nouns for Places and Things
• • Nouns for People, Animals, Places, and Things
• • Review Kinds of Sentences
• • Using Nouns

Week2:

• • One and More Than One
• • Adding –s
• • Adding –s and –es
• • Review Simple Sentences
• • Using Singular and Plural Nouns

Week 3:

• • Adding –es to Nouns
• • Nouns That Change Spelling
• • Collective Nouns
• • Review Singular and Plural Nouns
• • Using Plural Nouns

Module 3:

Week 1:

• • Names for People, Animals, Places, and Things
• • Names for People and Animals
• • Names for Places and Things
• • Review Plural Nouns
• • Using Proper Nouns

Week2:

• • Action Verbs
• • Action Verbs and Subjects
• • Action Verbs in Sentences
• • Review Proper Nouns
• • Using Action Verbs

Week 3:

• • Compound Subjects
• • Using Coordinating Conjunctions
• • Using Compound Predicates
• • Review Spelling
• • Using Compound Subjects and Predicates

Module 4:

Week 1:

• • Adding –s to Verbs
• • Adding –es to Verbs
• • Verbs with –s and –es
• • Review Compound Subjects and Predicates
• • Using Present-Tense Verbs

Week2:

• • Past-Tense Verbs with –ed
• • Verbs in the Future Tense
• • Present, Past, and Future Tense
• • Review Using Proper Nouns
• • Using Verbs in the Present, Past, and Future

Week 3:

• • Compound Sentences with Conjunctions
• • Forming Compound Sentences
• • Combining Sentences
• • Review Possessive Nouns
• • Using Compound Sentences

HMH Into Reading Scope and Sequence

Anchor Charts

Rubrics / Checklists

Module Assessments

Writing Samples

Trimester 1

Speaking and Listening

Beginning Speaking Skills:

1. Did I speak in a clear voice that others could hear?

2. Did I use words to tell my ideas or answers?

3. Did I stay on topic when I talked?

4. Did I try to use complete sentences when I spoke?

5. Did I take a deep breath and speak with confidence?

Beginning Listening Skills:

1. Did I listen carefully to the speaker?

2. Did I look at the person who was talking?

3. Did I keep my body still while listening?

4. Did I follow directions after listening?

5. Did I remember what was said?

Participating in Discussions:

1. Did I raise my hand before I spoke?

2. Did I wait for my turn to talk?

3. Did I use kind words when I shared?

4. Did I listen quietly when someone else was talking?

5. Did I try to join the discussion or group activity?

Beginning Presentation Skills:

1. Did I try my best when sharing with the class or group?

2. Did I speak so others could understand me?

3. Did I think about what I wanted to say before I shared?

4. Did I show confidence even if I felt a little nervous?

5. Did I answer questions about what I shared?

1. Comprehension and Collaboration

(Understanding what others say and working together in conversations)

🔹 Key Skills:

• Follow agreed-upon rules for discussions (taking turns, staying on topic, listening respectfully)

• Build on others’ talk in conversations by linking comments to others

• Ask and answer questions about what a speaker says to clarify or gather more information

• Retell or summarize key ideas from read-alouds or discussions

🔹 Classroom Expectations:

• Listen with eyes, ears, and body

• Wait for your turn to speak

• Ask “on-topic” questions

• Respond with sentences that connect to the discussion

• Work respectfully in partners or small groups

2. Presentation of Knowledge and Ideas

(Sharing your thoughts clearly and effectively)

🔹 Key Skills:

• Tell a story or give facts clearly with appropriate facts and details

• Speak in complete sentences with clear pronunciation and volume

• Use visual aids (drawings, charts, photos) when helpful

• Rehearse and present prepared information (book reports, project presentations, etc.)

• Memorize and recite poems, rhymes, or brief texts when appropriate

🔹 Classroom Expectations:

• Speak in a strong, clear voice

• Face your audience when presenting

• Add details to explain your ideas

• Stay on topic during speaking tasks

• Use visuals or props when needed

3. Listening Skills

(Actively paying attention and showing understanding)

🔹 Key Skills:

• Listen to stories, peers, videos, or teacher directions

• Show listening by asking or answering questions

• Follow multi-step oral directions

• Restate or explain what you heard

🔹 Classroom Expectations:

• Show you’re listening with your eyes, ears, and body

• Don’t interrupt

• Nod, ask questions, or respond to show understanding

• Follow through with tasks after listening

4. Speaking for Different Purposes

(Using language for various classroom purposes)

🔹 Key Skills:

• Share ideas during morning meeting, read-alouds, and group work

• Express opinions in a respectful way

• Give explanations, directions, or information

• Ask questions to learn more

• Role-play or dramatize text

Example Activities:

• Turn-and-talk partner discussions

• Book talks or show-and-tell

• Retelling stories with key details

• “Ask a Question, Add a Comment” circle time

• Group projects or class debates

• Listening to audio or video stories and summarizing

voice, topic, accountable talk, ready body, listening, directions, focus, on-task, discussion

1. Listening Skills

• Listen with attention to speakers, stories, and directions

• Follow multi-step oral directions

• Show active listening using eye contact, still bodies, and quiet mouths

• Ask and answer questions to show understanding

• Recall and retell important details after listening

• Clarify information by asking for repetition or more details

2. Speaking Skills

• Speak in complete sentences

• Use clear pronunciation and volume appropriate for the setting

• Stay on topic while sharing ideas

• Use details to describe people, places, things, or events

• Present information clearly with organized ideas

• Use appropriate grammar (past/present tense, subject-verb agreement) when speaking

3. Conversation Skills

• Take turns speaking in a group

• Follow discussion rules (raise hand, listen quietly, respond respectfully)

• Build on others’ ideas by connecting comments

• Agree or disagree respectfully

• Use sentence starters like “I agree because…” or “I’d like to add…”

4. Collaborative Group Work

• Work with a partner or group to complete a task

• Share roles and responsibilities in group discussions

• Ask and answer questions to help the group understand the topic

• Contribute ideas and support others’ learning

• Stay focused and on-topic during group work

5. Presentation Skills

• Plan and organize ideas before speaking

• Practice speaking clearly and confidently to a group

• Use visuals (charts, drawings, pictures) when helpful

• Stay calm and focused while presenting

• Answer audience questions about the presentation

Printable Tools and Charts

• Speaking & Listening Anchor Charts

• Accountable Talk Stems

• Partner Talk Cards

• Rubrics & Checklists

Lesson & Activity Ideas

• Morning Meeting Shares (Leader in Me)

• Listening Center Activities

• Role-Playing Games

• Would You Rather? Prompts

• Book Talk Circles

Websites & Digital Tools

• ReadWriteThink.org

• The Leader in Me

• Into Reading (HMH)

• Flip (by Microsoft)

• Seesaw

Books That Support Oral Language Development

• I Wanna Iguana by Karen Kaufman Orloff

• The Name Jar by Yangsook Choi

• Those Shoes by Maribeth Boelts

• What If Everybody Did That? by Ellen Javernick

Assessment Resources

• Speaking & Listening Observation Checklist

• Self-Assessment Rubrics

• Peer Feedback Sheets

-Checks for Understanding

-Goal Check ins

-Conferencing

Trimester 2

Reading:

Module 5: Lead the Way

Module 6: Weather Wise

Module 7: Everyone Has a Story

Module 8: Time to Grow

Module 5: What are the qualities of a good leader?

Module 6: How does weather affect us?

Module 7: How do our experiences shape our lives?

Module 8: What do plants need to live and grow?

Module 5

• Knowledge Map 5.1 Week 1
• • Get Curious Video: What It Takes to Be a Great Leader
• • Big Idea Words: admire, inspire, pioneer

Inquiry and Research Project: Organizer Character Campaigns

• Launch: Set a Goal and Gather Information

Inquiry and Research Project: Organizer Character Campaigns Week 2

• Take Action: Develop Ideas

Wrap Up the Topic: Leadership Week 3

• Knowledge Map 5.15

Inquiry and Research Project: Organizer Character Campaigns

• Reflect: Practice and Present

Module 6

Introduce the Topic: Weather Wise Week 1

• • Knowledge Map 6.1
• • Get Curious Video: Wonderful Weather!
• • Big Idea Words: climate, precipitation, temperature

Inquiry and Research Project: Extreme Weather Safety

• Launch: Set a Goal and Gather Information

Inquiry and Research Project: Extreme Weather Safety Week 2

• Take Action: Develop Ideas

Wrap Up the Topic: Extreme Weather Safety Week 3

• Knowledge Map 6.15

Inquiry and Research Project: Extreme Weather Safety

• Reflect: Practice and Present

Module 7

Introduce the Topic: Week 1

Important People

• • Knowledge Map 7.1
• • Get Curious Video: The Story of Me
• • Big Idea Words: account, achieve, hurdle

Inquiry and Research Project: What’s in Your Autobiography?  Week 2

• Launch: Set Goals and Gather Information

nquiry and Research Project:

What’s in Your Autobiography?

• Take Action: Develop Ideas

 Wrap Up the Topic: Important People  Week 3

• Knowledge Map 7.15

Inquiry and Research Project:

What’s in Your Autobiography?

• Reflect: Practice and Present

Module 8

Introduce the Topic: Plants  Week 1

• • Knowledge Map 8.1
• • Get Curious Video: Totally Growing Live
• • Big Idea Words: fertilize, germinate, survive

Inquiry and Research Project: Plants and Places Book

• Launch: Set Goals and Gather Information

Inquiry and Research Project: Plants and Places Book Week 2

• Take Action: Develop Ideas

Wrap Up the Topic: Plants  Week 3

• Knowledge Map 8.15

Inquiry and Research Project: Plants and Places Book

• Reflect: Practice and Present

accurate, boast, cheir, hazy, ruin, toasty, clings, damage, predict, pellets, advantanges, impresses, particles, average, hemisphere, squirm, slithering, splatter, supplies, display, hiring, pledges, communicated, starlit, whir, lumber, mature, seedlings, sprout, replace, traveled

Module 5 
Week 1
Ideas and Support; Figurative Language; Ask and Answer Questions; Characters
Week 2
Characters; Summarize; Text Features; Evaluate; Ideas and Support
Week 3
Text Organization; Summarize; Content-Area Words; Chronological Order

Module 6
Week 1
Text Features, Point of View, Make Inferences, Text Organization
Week 2
Content-Area Words, Make Connections, Point of View, Evaluate, Text Features
Week 3
Text Features, Ask and Answer Questions, Elements of Poetry, Cause and Effect

Module 7
Week 1
Ideas and Support; Text Organization; Synthesize; Text Features
Week 2
Text Organization; Monitor and Clarify; Make Inferences; Author’s Purpose
Week 3
Central Idea; Create Mental Images; Setting; Ideas and Support

Module 8
Week 1
Text Features; Make Connections; Text Organization
Week 2
Characters; Retell; Figurative Language; Make Connections
Week 3
Story Structure; Synthesize; Text Organization; Cause and Effect

HMH Into Reading Scope and Sequence

Module Assessments 

Weekly Assessments

Selection Quizzes

Trimester 2

Foundational Skills

Unit 7: Open Syllables and Suffix -y, -ly, -ty

Unit 8: R-Controlled -ar & -or

Unit 9: R-Controlled -er, -ir, & -ur

Unit 10: Vowel Teams -ai & -ay

Unit 11: Vowel Teams -ea, -ee, & -ey

Unit 12: Vowel Teams -oi & -oy

Unit 7 Focus Questions

Focus: Open Syllables, Suffixes -y, -ly, and -ty

1. What is an open syllable, and how can you tell it is open?

2. What kind of sound does the vowel make in an open syllable?

3. How can breaking a word into syllables help you figure out the vowel sound?

4. What is the difference between a closed and open syllable?

5. Can you find an example of a word with an open syllable, and explain how you know? 

Unit 8 Focus Questions

Focus: R-Controlled Vowels -ar and -or

Understanding R-Controlled Vowels:

1. What is an r-controlled vowel?

2. How does the letter r change the sound of the vowel before it?

3. What sound does ar make in words like “car” or “star”?

4. What sound does or make in words like “corn” or “fork”?

5. How can you tell when to use ar or or in a word?

Unit 9 Focus Questions

Focus: R-Controlled Vowels -er, -ir, and -ur

Understanding -er, -ir, and -ur:

1. What sound do -er, -ir, and -ur all make?

2. How are -er, -ir, and -ur the same? How are they different?

3. Why do we need to learn different spellings for the same sound?

4. What does it mean when we say these vowels are r-controlled?

5. How does the r change the way the vowel sounds in these patterns?

Unit 10 Focus Questions

Focus: Vowel Teams ai and ay (long a sound)

Understanding Vowel Teams:

1. What sound do the vowel teams ai and ay make?

2. What is a vowel team, and how do the vowels work together?

3. How are ai and ay the same? How are they different?

4. Why is it important to learn both ai and ay spellings?

Spelling with ai and ay:

5. Where do you usually find ai in a word?

6. Where does ay usually appear in a word?

7. How do you decide whether to use ai or ay when spelling?

8. What are some examples of words that use ai? What about ay?

9. What do you notice about the placement of ai and ay in words?

Reading with ai and ay:

10. How does recognizing vowel teams help you read words more quickly?

11. What should you do if you're not sure whether to use ai or ay?

12. How can knowing about vowel teams make you a stronger writer?

Unit 11 Focus Questions

Focus: Vowel Teams ea, ee, and ey (long e sound)

Understanding Vowel Teams:

1. What sound do ea, ee, and ey make?

2. How are ea, ee, and ey the same? How are they different?

3. What do we call it when two or more vowels work together to make one sound?

4. Why is it important to learn all the ways to spell the long e sound?

Spelling with ea, ee, and ey:

5. When do we usually see ee in a word?

6. Where in a word do we usually find ey?

7. What are some words that have the ea, ee, or ey vowel team?

8. How do you decide which vowel team to use when spelling a word with the long e sound?

9. What patterns do you notice about where these vowel teams appear in a word?

Reading with ea, ee, and ey:

10. How can knowing vowel teams help you read longer or trickier words?

11. What should you do if you're not sure which vowel team to use when writing?

12. How can practice with these vowel teams help you become a stronger reader and speller?

Unit 12 Focus Questions

Focus: Vowel Teams oi and oy (the /oi/ sound)

Understanding Diphthongs oi and oy:

1. What sound do the vowel teams oi and oy make?

2. What is a diphthong, and how is it different from a regular vowel sound?

3. How are oi and oy the same? How are they different?

4. Why is it helpful to learn both oi and oy?

Spelling with oi and oy:

5. Where do you usually find oi in a word?

6. Where do you usually see oy in a word?

7. What are some examples of words with oi? What about oy?

8. How do you decide whether to use oi or oy when spelling a word?

9. What patterns can help you remember the correct spelling of the /oi/ sound?

Reading with oi and oy:

10. How can spotting oi or oy help you decode tricky words?

11. What can you do if you're not sure which vowel team to use when writing a word with the /oi/ sound?

12. How does learning diphthongs like oi and oy help you become a stronger reader and writer?

Unit 7: 

-Combining open syllables with closed syllable and v-e syllable words

-Syllable Type: open syllables

-Suffixes: -y, -ly, & -ty

-y vowel /e/

-y vowel /i/

-Trick Words: eight, large, change, city, every, family, night, carry, something

Unit 8: 

-Multisyllablic words with r-controlled vowels

-R-contorlled vowel sounds: -ar, -or

-Syllable Type: r-controlled vowels

-Trick Words: world, answer, different

Unit 9: 

-Multisyllabic words with r-controlled vowels

-r-controlled vowel sounds -er, -ir, -ur

-Trick Words: picture, learn, earth, father, brother, mother

Unit 10: 

-Multisyllablic words with various syllable types including double vowel syllables (vowel teams)

-syllable type double ("d") syllable 

-Vowel Team sounds /a/: -ai & -ay

-homophones

-Trick Words: great, country, away, America, school, thought 

Unit 11: 

-Multisyllabic wors with various syllable types including double vowel syllables

-Vowel team sound /e/: -ea, -ee, -ey

-Trick Words: whose, won, son, breakfast, head, ready 

Unit 12: 

-Multisyllablc words with various syllable types including double syllable types

-Vowel Team sounds /oi/: -oi & -oy

-Trick Words: favorite, early, ocean 

suffixes, marking, tapping, long vowel, vowel y, shoer vowel, breve, macron, r-controlled, multisyllabic, vowel team, double vowel

-marking suffixes -y, -ly, -ty

-marking r-controlled vowels ar, er, ir, or, ur

-marking "d" syllables ai, ay, ea, ee, ey, oi, oy

-tapping multisyllabic words with suffixes, r-controlled vowels, and/or vowel teams

-building words on tile boards from unit resources

-dictation dry erase words from unit resources

-sky writing trick words

-sentence dictation in composition notebook

Wilson Fundations Scope and Sequence

Unit Check-ups and End of Unit Assessments

Trimester 2

Writing & Grammar

Sentence Structure:

1. Did I write complete sentences with a subject and a verb?

2. Did each sentence start with a capital letter?

3. Did I use the right punctuation at the end of my sentence (period, question mark, exclamation mark)?

4. Did my sentences make sense when I read them out loud?

5. Did I try using compound sentences with words like “and,” “but,” or “because”?

Parts of Speech:

6. Did I use nouns to name people, places, or things?

7. Did I use verbs to tell what is happening?

8. Did I use adjectives to describe my nouns?

9. Did I use pronouns like he, she, they, or it correctly?

10. Did I capitalize proper nouns like names and places?

Mechanics and Conventions:

11. Did I use commas in a list or dates correctly?

12. Did I use apostrophes in contractions (like don’t or can’t)?

13. Did I spell high-frequency words correctly?

14. Did I use neat handwriting so others can read my work?

15. Did I reread my writing to check grammar, spelling, and punctuation?

2nd Grade Opinion Writing Focus Questions

Introduction of Opinion:

1. Did I clearly state my opinion or how I feel about the topic?

2. Did I start with a sentence like “I think…” or “My opinion is…”?

3. Did my opinion match the topic or question being asked?

Supporting Reasons:

4. Did I give at least two reasons to support my opinion?

5. Did I use linking words like because, also, or so to explain my reasons?

6. Did I add examples or details to make my reasons stronger?

7. Did each reason match and support my opinion?

Organization and Clarity:

8. Did I write in a clear order from beginning to end?

9. Did I stay focused on my opinion throughout my writing?

10. Did I write in paragraphs or use spaces between my ideas?

Conclusion:

11. Did I end my writing with a closing sentence that restates my opinion?

12. Did my ending match the tone of the rest of my writing?

Editing and Revising:

13. Did I reread my writing to check for mistakes?

14. Did I improve any words or sentences to make my opinion stronger?

15. Did I make sure my writing makes sense to others?

Module 5- Week 1: Learning Mindset -- Seeking Challenges

1. Personal Essay

2. Quotation Marks

3. Suffixes -y, -ly

4. Reference Sources

Module 5-Week 2: 

1. Personal Essay

2. Using Proper Nouns

3. Prefix dis-

Module 5-Week 3: 

1. Personal Essays

2. Abbreviations

3. Words that Name People 

Module 6-Week 1: Learning Mindset -- Noticing

1. Poetry: Poem

2. Pronouns

3. Suffixes -er, -est

4. Homophones

Module 6-Week 2:

1. Poetry: Poem

2. Subject-Verb Agreement

3. Prefixes -un, -re

Module 6-Week 3: 

1. Poetry: Poem

2. The Verb Be

3. Inflections -ed, -ed 

Module 7-Week 1: Resilience

1. Narrative: Imaginative Story

2. Commas in Dates and Places

3. suffixes -ful, -ness

4. Shades of Meaning

Module 7-Week 2:

1. Narrative: Imaginative Story

2. Commas in a Series

3. Prefix  pre-

Module 7-Week 3: 

1. Narrative: Imaginative Story

2. Types of Adjectives: Articles

3. Compound Words

Module 8- Week 1: Learning Mindset -- Setting Goals

1. Procedural Text

2. Using Adjectives

3. Inflections -s, -es

4. Reference sources

Module 8-Week 2: 

1. Procedural Text

2. Irregular Verbs

3. Prefixes mis-

Module 8-Week 3: 

1. Procedural Text

2. Irregular Action Verbs

3. Prefix dis- 

personal essay, quotation marks, proper nouns, abbreviations, poetry, pronouns, subject-verb agreement, commas, dates, places, series, adjectives, articles, irregular verbs, action verbs,  adverbs

Writing: 

Module 5: Personal Essay

Week 1:

• • Priming the Students
• • Priming the Text
• • The Read
• • Vocabulary
• • Prewriting I: Character Traits

Week 2:

• • Prewriting II: Identifying the Central Idea
• • Drafting I: Elements of Informational Text
• • Drafting II: Completing the Draft
• • Revising I: Integrating Transitions
• • Revising II: Conferencing

Week 3:

• • Revising III: Strengthening Connections
• • Editing: Peer Proofreading
• • Publishing I: Writing the Final Copy
• • Publishing II: Personal Essay
• • Sharing a Personal Essay

Module 6: Poem

Week 1:

• • Explore the Topic
• • Introducing the Focal Text
• • The Read
• • Vocabulary
• • Prewriting I: Preparing to Write Poetry

Week 2:

• • Prewriting II: Choosing a Topic
• • Drafting I: Elements of Poetry
• • Drafting II: Organizing Ideas
• • Revising I: Integrating Sensory Details
• • Revising II: Conferencing

Week 3:

• • Revising III: First-Person Point of View
• • Editing: Peer Proofreading
• • Publishing I: Writing the Final Copy
• • Publishing II: Poem
• • Sharing a Poem

Module 7: Imaginative Story

Week 1:

• • Introducing the Focal Text
• • Preview the Text
• • The Read
• • Vocabulary
• • Prewriting I: Planning

Week 2:

• • Prewriting II: Organizing Character Traits
• • Drafting I: Elements of Narrative
• • Drafting II: Completing the Draft
• • Revising I: Integrating Dialogue
• • Revising II: Conferencing

Week 3:

• • Editing I: Formatting Dialogue
• • Editing II: Peer Proofreading
• • Publishing I: Writing the Final Copy
• • Publishing II: Imaginative Story
• • Sharing an Imaginative Story

Module 8: Procedural Text

Week 1:

• • Introducing the Focal Text
• • Preview the Text
• • The Read
• • Vocabulary
• • Prewriting I: Procedural Text

Week 2:

• • Prewriting II: Choosing a Topic
• • Drafting I: Steps in a Process
• • Drafting II: Completing the Draft
• • Revising I: Integrating Time-Order Words
• • Revising II: Conferencing

Week 3:

• • Revising III: Introducing Parallel Structure
• • Editing: Peer Proofreading
• • Publishing I: Writing the Final Copy
• • Publishing II: Procedural Text
• • Sharing a Procedural Text

Grammar:

Module 5:

Week 1:

• • Quotation Marks
• • Commas in Quotations
• • Writing Quotations
• • Review Compound Sentences
• • Using Quotation Marks

Week2:

• • Days of the Week
• • Months
• • Holidays
• • Review Verbs in the Present
• • Using Proper Nouns

Week 3:

• • Abbreviations for Titles for People
• • Abbreviations for Days and Months
• • Abbreviations for Places
• • Review Verbs in the Present, Past, and Future
• • Using Abbreviations

Module 6:

Week 1:

• • Subject Pronouns
• • Object Pronouns
• • Reflexive Pronouns
• • Review Possessive Pronouns
• • Using Pronouns

Week2:

• • Subject-Verb Agreement
• • Subjects and More Verbs
• • Pronouns and Verbs
• • Review Abbreviations
• • Using Correct Subject-Verb Agreement

Week 3:

• • Using Am, Is, and Are
• • Using Was and Were
• • Using Forms of the Verb Be
• • Review Quotation Marks
• • Using the Verb Be

Module 7:

Week 1:

• • Commas in Dates
• • Commas with Place Names
• • Commas in Parts of a Letter
• • Review Irregular Verbs
• • Using Commas in Dates and Places

Week2:

• • Commas in a Series of Nouns
• • Commas in a Series of Verbs
• • Writing Series of Nouns and Verbs
• • Review Pronouns
• • Using Commas in a Series

Week 3:

• • How Things Look, Feel, and Sound
• • How Things Taste and Smell
• • Using Articles
• • Review Commas in a Series
• • Using Adjectives and Articles

Module 8:

Week 1:

• • Telling How Many
• • Adjectives with –er and –est
• • Using Adjectives
• • Review Subject-Verb Agreement
• • Using Adjectives

Week2:

• • Have, Has, and Had
• • Do, Does, and Did
• • Irregular Verbs
• • Review the Verb Be
• • Using Irregular Verbs

Week 3:

• • Action Verbs Say, Eat, Run, Sit, Hide, and Tell
• • Action Verbs Give, Take, See, and Go
• • Using Action Verbs in the Present and Past
• • Grammar: Review Commas in Dates and Places
• • Use Irregular Action Verbs

HMH Into Reading Scope and Sequence

Anchor Charts

Rubrics / Checklists

Module Assessments

Writing Samples

Trimester 2

Speaking and Listening

Speaking Clearly & Confidently:

1. Did I speak in a voice that others could hear?

2. Did I use complete sentences when I shared my ideas?

3. Did I stay on topic while speaking?

4. Did I try to use new or interesting words?

5. Did I speak in a way that others could understand me?

Listening to Understand:

1. Did I listen carefully when someone else was speaking?

2. Did I look at the speaker to show I was listening?

3. Did I follow directions the first time?

4. Did I ask questions if I didn’t understand something?

5. Did I try to remember what others said so I could respond?

Taking Turns & Participating:

1. Did I raise my hand or wait my turn to speak?

2. Did I join in class or group discussions?

3. Did I share my ideas clearly during group work?

4. Did I take turns when talking with a partner or team?

5. Did I try to answer or build on what someone else said?

Presenting Ideas:

1. Did I think about what I wanted to say before sharing?

2. Did I give a reason or example to explain my thinking?

3. Did I stay calm and focused while presenting?

4. Did I practice before I shared with the class or group?

5. Did I try to make my presentation interesting?

1. Comprehension and Collaboration

(Understanding what others say and working together in conversations)

🔹 Key Skills:

• Follow agreed-upon rules for discussions (taking turns, staying on topic, listening respectfully)

• Build on others’ talk in conversations by linking comments to others

• Ask and answer questions about what a speaker says to clarify or gather more information

• Retell or summarize key ideas from read-alouds or discussions

🔹 Classroom Expectations:

• Listen with eyes, ears, and body

• Wait for your turn to speak

• Ask “on-topic” questions

• Respond with sentences that connect to the discussion

• Work respectfully in partners or small groups

2. Presentation of Knowledge and Ideas

(Sharing your thoughts clearly and effectively)

🔹 Key Skills:

• Tell a story or give facts clearly with appropriate facts and details

• Speak in complete sentences with clear pronunciation and volume

• Use visual aids (drawings, charts, photos) when helpful

• Rehearse and present prepared information (book reports, project presentations, etc.)

• Memorize and recite poems, rhymes, or brief texts when appropriate

🔹 Classroom Expectations:

• Speak in a strong, clear voice

• Face your audience when presenting

• Add details to explain your ideas

• Stay on topic during speaking tasks

• Use visuals or props when needed

3. Listening Skills

(Actively paying attention and showing understanding)

🔹 Key Skills:

• Listen to stories, peers, videos, or teacher directions

• Show listening by asking or answering questions

• Follow multi-step oral directions

• Restate or explain what you heard

🔹 Classroom Expectations:

• Show you’re listening with your eyes, ears, and body

• Don’t interrupt

• Nod, ask questions, or respond to show understanding

• Follow through with tasks after listening

4. Speaking for Different Purposes

(Using language for various classroom purposes)

🔹 Key Skills:

• Share ideas during morning meeting, read-alouds, and group work

• Express opinions in a respectful way

• Give explanations, directions, or information

• Ask questions to learn more

• Role-play or dramatize text

Example Activities:

• Turn-and-talk partner discussions

• Book talks or show-and-tell

• Retelling stories with key details

• “Ask a Question, Add a Comment” circle time

• Group projects or class debates

• Listening to audio or video stories and summarizing

voice, topic, accountable talk, ready body, listening, directions, focus, on-task, discussion

1. Listening Skills

• Listen with attention to speakers, stories, and directions

• Follow multi-step oral directions

• Show active listening using eye contact, still bodies, and quiet mouths

• Ask and answer questions to show understanding

• Recall and retell important details after listening

• Clarify information by asking for repetition or more details

2. Speaking Skills

• Speak in complete sentences

• Use clear pronunciation and volume appropriate for the setting

• Stay on topic while sharing ideas

• Use details to describe people, places, things, or events

• Present information clearly with organized ideas

• Use appropriate grammar (past/present tense, subject-verb agreement) when speaking

3. Conversation Skills

• Take turns speaking in a group

• Follow discussion rules (raise hand, listen quietly, respond respectfully)

• Build on others’ ideas by connecting comments

• Agree or disagree respectfully

• Use sentence starters like “I agree because…” or “I’d like to add…”

4. Collaborative Group Work

• Work with a partner or group to complete a task

• Share roles and responsibilities in group discussions

• Ask and answer questions to help the group understand the topic

• Contribute ideas and support others’ learning

• Stay focused and on-topic during group work

5. Presentation Skills

• Plan and organize ideas before speaking

• Practice speaking clearly and confidently to a group

• Use visuals (charts, drawings, pictures) when helpful

• Stay calm and focused while presenting

• Answer audience questions about the presentation

Printable Tools and Charts

• Speaking & Listening Anchor Charts

• Accountable Talk Stems

• Partner Talk Cards

• Rubrics & Checklists

Lesson & Activity Ideas

• Morning Meeting Shares (Leader in Me)

• Listening Center Activities

• Role-Playing Games

• Would You Rather? Prompts

• Book Talk Circles

Websites & Digital Tools

• ReadWriteThink.org

• The Leader in Me

• Into Reading (HMH)

• Flip (by Microsoft)

• Seesaw

Books That Support Oral Language Development

• I Wanna Iguana by Karen Kaufman Orloff

• The Name Jar by Yangsook Choi

• Those Shoes by Maribeth Boelts

• What If Everybody Did That? by Ellen Javernick

Assessment Resources

• Speaking & Listening Observation Checklist

• Self-Assessment Rubrics

• Peer Feedback Sheets

-Checks for Understanding

-Conferencing 

-Goal Setting check-ins

Trimester 3

Reading:

Module 9: Home Sweet Habitat

Module 10: Many Cultures, One World

Module 11: Genre Study-Nonfiction

Module 12: Genre Study-Fiction

Module 9: How do living things in a habitat depend on each other?

Module 10: Can we learn from different people and cultures?

Module 11: What are the characteristics of nonfiction texts?

Module 12: What are the characteristics of literay texts?

Module 9

Introduce the Topic: Animal Habitats  Week 1

• • Knowledge Map 9.1
• • Get Curious Video: Creature Comforts
• • Big Idea Words: ecosystem, habitat, species

Inquiry and Research Project: Investigate Habitats

• Launch: Set Goals and Gather Information

Inquiry and Research Project: Investigate Habitats Week 2

• Take Action: Develop Ideas Week 3

Wrap Up the Topic: Animal Habitats

• Knowledge Map 9.15

Inquiry and Research Project: Investigate Habitats

• Reflect: Practice and Present

Module 10

Introduce the Topic: World Cultures- Week 1

• • Knowledge Map 10.1
• • Get Curious Video: Fiesta!
• • Big Idea Words: culture, harmony, heritage

Inquiry and Research Project: Celebrating Our Traditions Book Week 2

• Launch: Set a Goal and Gather Information

Inquiry and Research Project: Celebrating Our Traditions Book

• Take Action: Develop Ideas

Wrap Up the Topic: World Cultures- Week 3

• Knowledge Map 10.15

Inquiry and Research Project: Celebrating Our Traditions Book

• Reflect: Practice and Present

Module 11- 12 - Spiral Review

adjusting, generations, harsh, pieced, preserving, role, coast, crouches, flock, mingles, prances, flock, mingles, route, trills, wobbly, permanent, prepare, pronounced, romped, separate, wildlife, attached, crack, hide, sheltered, surface, weary, wit, wraps, boisterous, remarkable, routines, stocked, surroundings, thickets, grumpy, joking, shrugged, stubborn, tucked, beaten, brass, combined, darting, smothered, heave, shallow, clutched, festival, adventures, clamber, shuffled

Module 9 
Week 1
Ideas and Support; Figurative Language; Ask and Answer Questions; Text Organization
Week 2
Text Organization; Monitor and Clarify; Text Features; Create Mental Images; Elements of Poetry
Week 3
Text Organization; Retell; Figurative Language; Chronological Order

Module 10
Week 1 
Text Features; Figurative Language; Make Inferences; Theme
Week 2
Story Structure; Make and Confirm Predictions; Central Idea; Make Connections
Week 3
Text Features; Make Connections; Story Structure; Graphic Features

Module 11
Week 1
Biography
Central Idea
Text Organization
Synthesize Genre Knowledge
Week 2
Opinion Writing
Author’s Purpose
Ideas and Support
Synthesize Genre Knowledge
Week 3
Informational Text
Central Idea
Text Features
Synthesize Genre Knowledge

Module 12
Week 1
Realistic Fiction; Characters; Story Structure; Synthesize Knowledge
Week 2
Fantasy; Setting; Theme; Synthesize Knowledge
Week 3
Poetry; Elements of Poetry; Theme; Synthesize Knowledge

HMH Into Reading Scope and Sequence

Module Assessments 

Weekly Assessments

Selection Quizzes

Trimester 3

Foundational Skills

Unit 13: Vowel Teams -oa, -oe, -ow

Unit 14: Vowel Teams -ou, -ow

Unit 15: Vowel Teams -oo, -ew, -ue, -ou

Unit 16: Vowel Teams -au, -aw

Unit 17: Consonant-le Syllable

Unit 13: Vowel Teams -oa, -oe, -ow (long o sound)

Focus Questions:

1. What sound do oa, oe, and ow make?

2. How are these vowel teams alike, and how are they different?

3. Where do you usually find oa in a word?

4. Where does oe usually appear in a word?

5. How can you tell when to use ow to spell the long o sound?

6. What strategy can help you remember where to use each vowel team?

Unit 14: Vowel Teams -ou, -ow (as in “ouch” and “cow” — the diphthong /ou/)

Focus Questions:

1. What sound do ou and ow make in words like “shout” and “clown”?

2. What is a diphthong, and how is it different from a vowel team?

3. Where do we usually find ou in a word?

4. Where does ow usually come in a word?

5. How can you decide which spelling to use for the /ou/ sound?

6. Can you think of words that sound the same but use different spellings (ou vs. ow)?

Unit 15: Vowel Teams -oo, -ew, -ue, -ou (long /oo/ and short /oo/ sounds)

Focus Questions:

1. What sounds can the oo vowel team make?

2. How are oo, ew, ue, and ou alike?

3. What is the difference between the sounds in “book” and “moon”?

4. Where do you usually find ew and ue in a word?

5. How can knowing these patterns help you spell tricky words?

6. What are some examples of words that use each vowel team for the /oo/ sound?

Unit 16: Vowel Teams -au, -aw (as in “August” and “claw”)

Focus Questions:

1. What sound do au and aw make in words like “haul” and “saw”?

2. How do au and aw sound the same but appear in different places?

3. Where do we usually see au in a word?

4. Where is aw most likely to appear in a word?

5. How can you tell when to use au or aw?

6. What are some examples of words with au and aw?

Unit 17: Consonant-le Syllables (as in “candle” and “bubble”)

Focus Questions:

1. What is a consonant-le syllable?

2. Where do consonant-le syllables usually appear in a word?

3. What are the steps to divide a word with a consonant-le syllable?

4. How does understanding this syllable type help you read longer words?

5. How do you know whether to double the consonant before -le?

6. Can you give an example of a word with a consonant-le ending and explain how to read it?

Unit 13: 

-Multisyllabic words with various syllable types including double vowel syllable

-Vowel teams /o/: -oa, -oe, -ow

-Suffix ending review

-Trick Work: Monday, Tuesday, cousin, lose, tomorrow, beautiful

Unit 14: 

-Multisyllabic words with various syllable types including double vowel syllable

-Vowel teams /oo/: -ou, -ow

-Trick Words: Wednesday, Thursday, Saturday, bought, brought, piece

Unit 15: 

-Multisyllabic words with various syllable types including double vowel syllable

-Vowel teams /u/: -oo, -ew, -ue, -ou

-Trick Words: January, February, July, December, enough, special

Unit 16: 

-Multisyllabic words with various syllable types including double vowel syllable

-Vowel teams /au/: -au, -aw

-Trick Words: August, laugh, daughter

Unit 17: 

-Syllable Type: Consonant-le

-Consonant-le combination -ckle

-Spelling consonant-le syllables

-Trick Words: trouble, couple, young

vowel teams, double syllable, consonant-le, marking, tapping, dication

-marking vowel teams

-marking consonant-le

-tapping to spell unit resource words

-build magnet tile words from unit resource list

-dictation dry erase unit words

-dictation sentences in composition notebooks

Wilson Fundations Scope and Sequence

Unit Check-Ups and End of Unit Assessments

Trimester 3

Writing & Grammar 

Module 9-Week 1: Learning Mindset -- Asking for Help

1. Informational Text: Research Report

2. Contractions

3. Words that Name places

4. Context Clues

Module 9-Week 2: 

1. Informational Text: Research Report

2. Types of Adverbs

3. Prefixes -mis

Module 9-Week 3: 

1. Informational Text: Research Report

2. Possessive Nouns

3. Prefix pre-

Module 10-Week 1: Learning Mindset -- Problem Solving

1. Correspondence: Thank You Letter

2. Possessive Pronouns

3. Suffixes -ion, -tion, -sion

4. Shades of Meaning

Module 10-Week 2: 

1. Correspondence: Thank You Letter Report

2. Prepositions & Propositional Phrases

3. Suffixes -y, -ly

Module 10-Week 3: 

1. Correspondence: Thank You Letter 

2. Frequently Misspelled Words

3. Suffixes -ion, -tion, -sion

Module 11-Week 1: Learning Mindset -- Grit

1. Personal Narrative

2. Grammar Review

3. Blend Syllables

4. Segment & Count Syllables

5. Vowel Teams

6. Syllable Division Pattern 

Module 11- Week 2: 

1. Person Narrative

2. Grammar Review

3. Isolate Phonemes: Identify Vowels

4. Segment & Count Syllables

5. R-Controlled Vowels

6. Multisyllabic Words with R-Controlled vowels

Module 11-Week 3: 

1. Personal Narrative

2. Grammar Review

3. Blend Phonemes

4. Isolate Phonemes: Identify Vowels

5. Segment & Count Syllables

6. Final e Syllables

7. Multisyllabic Words using Fianl e 

Module 12-Week 1: Learning Mindset -- Self Reflection

1. Opinion Essay

2. Grammar Review

3. Blend Syllables

4. Final Stable Syllables

Module 12-Week 2: 

1. Opinion Essay

2. Grammar Review

3. Segment Syllables

4. Blend Syllables

5. Open, Close, V-E, Consonant-le, Vowel Teams, R-Controlled Syllable Type

Module 12-Week 3: 

1. Opinion Essay

2. Grammar Review

3. Segment & Count Syllables

4. Review Affixes; prefixes, suffixes, inflections

5. Spelling Changes

research, informational, contractions, adverbs, possessive nouns, possessive pronouns, correspondence, prepositions, preopsitional phrases, misspelled, 

Module 9
Week 1

Writing Form: Research Report

• • Introducing the Focal Text
• • Preview the Text
• • The Read
• • Vocabulary
• • Prewriting I: Preparing to Write a Research Report

Grammar

• • Contractions with Not
• • Contractions with Pronouns
• • Forming Contractions
• • Review Adjectives and Articles
• • Using Contractions

Week 2

Writing Form: Research Report

• • Prewriting II: Choosing a Topic
• • Prewriting III: Conducting Research
• • Drafting I: Adding Facts
• • Drafting II: Completing the Draft
• • Revising I: Integrating Compound Sentences

Grammar

• • Adverbs That Tell How
• • Adverbs That Tell When and Where
• • Adjectives and Adverbs
• • Review Using Adjectives
• • Using Adverbs

Week 3

Writing Form: Research Report

• • Revising II: Conferencing
• • Revising III: Sentence Structure
• • Editing: Peer Proofreading
• • Publishing a Research Report
• • Sharing a Research Report

Grammar

• • Nouns with ’s
• • Nouns Ending with an Apostrophe
• • Forming Possessive Nouns
• • Review Contractions
• • Using Possessive Nouns

Module 10
Week 1

Writing Form: Thank-You Letter

• • Introducing the Focal Text
• • Preview the Text
• • The Read
• • Vocabulary
• • Prewriting I: Types of Correspondence

Grammar

• • Pronouns and Ownership
• • More Pronouns and Ownership
• • Possessive Pronouns
• • Review Irregular Action Verbs
• • Using Possessive Pronouns

Week 2

Writing Form: Thank-You Letter

• • Prewriting II: Choosing a Topic
• • Drafting I: The Body of the Letter
• • Drafting II: Completing the Draft
• • Revising I: Letter Structure
• • Revising II: Conferencing

Grammar

• • Prepositions
• • Prepositional Phrases for Where
• • Prepositional Phrases for When
• • Review Adverbs
• • Using Prepositions and Prepositional Phrases

Week 3

Writing Form: Thank-You Letter

• • Revising III: Using Compound Structure
• • Editing: Peer Proofreading
• • Publishing I: Writing the Final Copy
• • Publishing II: Thank-You Letter
• • Sharing a Thank-You Letter

Grammar

• • Spelling: Words with Vowel Teams
• • Spelling: Words with Endings
• • Spelling: Irregular Words
• • Review Prepositions and Prepositional Phrases
• • Using Correct Spelling

Module 11
Week 1

Writing Form: Personal Narrative

• • Introducing the Focal Text
• • Preview the Text
• • The Read
• • Vocabulary
• • Prewriting Ione: Understanding the Prompt

Grammar

• • Review Nouns
• • Review Action Verbs
• • Review Subjects and Predicates
• • Review Kinds of Sentences
• • Review Simple Sentences

Week 2

Writing Form: Personal Narrative

• • Prewriting II: Choosing a Topic
• • Drafting Ione: Elements of a Narrative
• • Drafting II2: Completing the Draft
• • Revising Ione: Adding Details
• • Revising II2: Conferencing

Grammar

• • Review Singular and Plural Nouns
• • Review Plural Nouns
• • Review Proper Nouns
• • Review Spelling
• • Review Compound Subjects and Predicates

Week 3

Writing Form: Personal Narrative

• • Revising III: Run-On Sentences and Punctuation
• • Editing: Peer Proofreading
• • Publishing Ione: Writing the Final Copy
• • Publishing II2: Personal Narrative
• • Sharing a Personal Narrative

Grammar

• • Review Using Proper Nouns
• • Review Possessive Nouns
• • Review Compound Sentences
• • Review Verbs in the Present
• • Review Verbs in the Present, Past, and Future

Module 12
Week 1

Writing Form: Opinion Essay

• • Introducing the Focal Text
• • Preview the Text
• • The Read
• • Vocabulary
• • Prewriting I: Elements of Opinion Text

Grammar

• • Review Possessive Pronouns
• • Review Abbreviations
• • Review Quotation Marks
• • Review Irregular Verbs
• • Review Pronouns

Week 2

Writing Form: Opinion Essay

• • Prewriting II: Identifying Your Opinion
• • Drafting I: Organizing Your Ideas
• • Drafting II: Completing the Draft
• • Revising I: Adding Linking Words
• • Revising II: Conferencing

Grammar

• • Review Commas in a Series
• • Review Subject-Verb Agreement
• • Review the Verb Be
• • Review Commas in Dates and Places
• • Review Adjectives and Articles

Week 3

Writing Form: Opinion Essay

• • Revising III: Strengthening a Conclusion
• • Editing: Peer Proofreading
• • Publishing I: Writing the Final Copy
• • Publishing II: Opinion Essay
• • Sharing an Opinion Essay

Grammar

• • Review Using Adjectives
• • Review Contractions
• • Review Irregular Action Verbs
• • Review Adverbs
• • Review Prepositions and Prepositional Phrases

HMH Into Reading Scope and Sequence

Anchor Charts

Rubrics / Checklists

Module Assessments

Writing Samples

Trimester 3

Speaking and Listening

Speaking Clearly & Effectively:

1. Did I speak loudly and clearly so everyone could hear me?

2. Did I use complete sentences when I shared my ideas?

3. Did I stay on topic when I spoke?

4. Did I explain my thinking with details or examples?

5. Did I use interesting words to help others understand my message?

Listening & Responding Thoughtfully:

1. Did I listen carefully to what others said?

2. Did I wait my turn before speaking?

3. Did I ask or answer questions to show I was listening?

4. Did I show respect when someone else was talking?

5. Did I build on what someone else said or add a new idea?

Preparing & Presenting Ideas:

1. Did I plan what I wanted to say before sharing?

2. Did I organize my thoughts so others could follow along?

3. Did I use a strong opening and closing when presenting?

4. Did I use visual tools (like drawings or props) to help explain?

5. Did I speak with expression to keep my audience interested?

Collaborating in Discussions:

1. Did I take turns and share time with my group?

2. Did I ask questions to learn more or understand better?

3. Did I help solve a disagreement respectfully?

4. Did I work as a team to share ideas and finish our task?

5. Did I listen to different opinions and respond kindly?

1. Comprehension and Collaboration

(Understanding what others say and working together in conversations)

🔹 Key Skills:

• Follow agreed-upon rules for discussions (taking turns, staying on topic, listening respectfully)

• Build on others’ talk in conversations by linking comments to others

• Ask and answer questions about what a speaker says to clarify or gather more information

• Retell or summarize key ideas from read-alouds or discussions

🔹 Classroom Expectations:

• Listen with eyes, ears, and body

• Wait for your turn to speak

• Ask “on-topic” questions

• Respond with sentences that connect to the discussion

• Work respectfully in partners or small groups

2. Presentation of Knowledge and Ideas

(Sharing your thoughts clearly and effectively)

🔹 Key Skills:

• Tell a story or give facts clearly with appropriate facts and details

• Speak in complete sentences with clear pronunciation and volume

• Use visual aids (drawings, charts, photos) when helpful

• Rehearse and present prepared information (book reports, project presentations, etc.)

• Memorize and recite poems, rhymes, or brief texts when appropriate

🔹 Classroom Expectations:

• Speak in a strong, clear voice

• Face your audience when presenting

• Add details to explain your ideas

• Stay on topic during speaking tasks

• Use visuals or props when needed

3. Listening Skills

(Actively paying attention and showing understanding)

🔹 Key Skills:

• Listen to stories, peers, videos, or teacher directions

• Show listening by asking or answering questions

• Follow multi-step oral directions

• Restate or explain what you heard

🔹 Classroom Expectations:

• Show you’re listening with your eyes, ears, and body

• Don’t interrupt

• Nod, ask questions, or respond to show understanding

• Follow through with tasks after listening

4. Speaking for Different Purposes

(Using language for various classroom purposes)

🔹 Key Skills:

• Share ideas during morning meeting, read-alouds, and group work

• Express opinions in a respectful way

• Give explanations, directions, or information

• Ask questions to learn more

• Role-play or dramatize text

Example Activities:

• Turn-and-talk partner discussions

• Book talks or show-and-tell

• Retelling stories with key details

• “Ask a Question, Add a Comment” circle time

• Group projects or class debates

• Listening to audio or video stories and summarizing

voice, topic, accountable talk, ready body, listening, directions, focus, on-task, discussion

1. Listening Skills

• Listen with attention to speakers, stories, and directions

• Follow multi-step oral directions

• Show active listening using eye contact, still bodies, and quiet mouths

• Ask and answer questions to show understanding

• Recall and retell important details after listening

• Clarify information by asking for repetition or more details

2. Speaking Skills

• Speak in complete sentences

• Use clear pronunciation and volume appropriate for the setting

• Stay on topic while sharing ideas

• Use details to describe people, places, things, or events

• Present information clearly with organized ideas

• Use appropriate grammar (past/present tense, subject-verb agreement) when speaking

3. Conversation Skills

• Take turns speaking in a group

• Follow discussion rules (raise hand, listen quietly, respond respectfully)

• Build on others’ ideas by connecting comments

• Agree or disagree respectfully

• Use sentence starters like “I agree because…” or “I’d like to add…”

4. Collaborative Group Work

• Work with a partner or group to complete a task

• Share roles and responsibilities in group discussions

• Ask and answer questions to help the group understand the topic

• Contribute ideas and support others’ learning

• Stay focused and on-topic during group work

5. Presentation Skills

• Plan and organize ideas before speaking

• Practice speaking clearly and confidently to a group

• Use visuals (charts, drawings, pictures) when helpful

• Stay calm and focused while presenting

• Answer audience questions about the presentation

Printable Tools and Charts

• Speaking & Listening Anchor Charts

• Accountable Talk Stems

• Partner Talk Cards

• Rubrics & Checklists

Lesson & Activity Ideas

• Morning Meeting Shares (Leader in Me)

• Listening Center Activities

• Role-Playing Games

• Would You Rather? Prompts

• Book Talk Circles

Websites & Digital Tools

• ReadWriteThink.org

• The Leader in Me

• Into Reading (HMH)

• Flip (by Microsoft)

• Seesaw

Books That Support Oral Language Development

• I Wanna Iguana by Karen Kaufman Orloff

• The Name Jar by Yangsook Choi

• Those Shoes by Maribeth Boelts

• What If Everybody Did That? by Ellen Javernick

Assessment Resources

• Speaking & Listening Observation Checklist

• Self-Assessment Rubrics

• Peer Feedback Sheets

-Check for Understanding

-Goal Setting check-ins

-Conferecing