Grade 2 CorrectionsLast updated on 10/11/2024
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ELA
Module 1
Sounds All Around, Lesson 24
Sentence Composing
“Out of your mouth” was replaced with “From the drum to your ears” in the following:
From:
Yesterday, these sounds TRAVELED out of your mouth, but they HEARD the sound of the drum.
To:
Yesterday, these sounds TRAVELED from the drum to your ears, and you HEARD the sound of the drum.
(10/08/2024)
Culminating Task: Informative Writing: Frogs Research Report
Culminating Task: Writing type was added to the title:
From: Frogs Research Report
To: Informative Writing: Frogs Research Report
(6/20/2022)
Culminating Task: Informative Writing: Frogs Research Report, Lesson 38
Modeling
Pages 6 and 7 were replaced with 18 and 19:
From:
Read pages 6 and 7: Frog Gallery.
I heard partners sharing many facts about the frog life cycle from pages 6 and 7.
To:
Read pages 18 and 19: Frog Gallery.
I heard partners sharing many facts about the frog life cycle from pages 18 and 19.
(12/15/2023)
Culminating Task: Informative Writing: Frogs Research Report, Lesson 44
Modeling
L.2.2.e was added along with an updated Teaching Tip:
(7/08/2022)
Module 2
Going Home: The Mystery of Animal Migration
Lessons 1–2 Make Anchor Chart
Make Anchor Chart was removed from both lessons.
(7/08/2022)
Tornado, Lesson 4
Respond Together
W.2.2 was replaced by W.2.3.
(12/07/2022)
Culminating Task: Informative Writing: Native Americans Research Report, Lesson 25
Work Session
L.2.2.e was added along with an updated Teaching Tip:
(7/08/2022)
Narrative Writing: My Experience, Lesson 41
Modeling
L.2.2.e was added along with updated instructions for students to use a dictionary during their revisions in the last paragraph of Modeling:
Now you will have an opportunity to revise and edit your draft with partner support. If you are wondering about a spelling, you can check the dictionary. Be certain to make neat corrections. If you want to change a word, do a single line through the old word and write the new word neatly above it, just like we did together (point). If you need to add some information, use a caret, just like we did here (point). If you aren’t sure how to make a change, just raise your hand and I will come help you.
(7/08/2022)
Miss Rumphius, Lesson 44
Respond Together
“word” was updated to “world” in the following sentence:
You could make the world more beautiful by .
(6/20/2022)
Module 3
Helen Keller: Break Down the Walls!, Lesson 1
Make Anchor Chart
Instruction was updated with the following in teacher speak:
Let’s begin a timeline.
(6/20/2022)
Mudball, Lesson 6
Text Connections
L.2.3.a was added along with an update to the activity prompt:
Many of the books we have read this year have character dialogue where one character says or calls encouraging words to another character. One example is from our Shared Reading book Ivy + Bean, when Bean had the idea to make potions and Ivy encouraged her by saying, “Yeah! That’ll be good.” Let’s try something like that for this book. Let’s pretend we were watching this game. What would we shout at Andy to encourage him? We can practice checking to see if our dialogue actually sounds like something some would say, and we can practice punctuating.
(7/08/2022)
Culminating Task: Opinion Writing: Making Good Choices, Lesson 27
Materials
“Narrative Graphic Organizer” was replaced by the accurate graphic organizer “Opinion Graphic Organizer” in the Material list:
(from Lesson 26)
(3/19/2023)
Poppy, Lesson 43
Respond Together
L.2.3.a was added along with an update to the activity prompt:
Let’s draw a cartoon that shows Ereth telling Mr.Ocax that Poppy said he claimed to be king of Dimwood. We need to be sure to use speech bubbles and to choose whether to use formal or informal language. We can try both and decide which is more consistent with what we know about the characters.
(7/08/2022)
Module 4
The Wall, Lesson 4
Text Connections
L.2.3.a was added along with an update to the activity prompt:
Think back to when we read Poppy. Remember that long after Ragweed had been killed, Poppy showed her children the little tree growing in his honor, to help them remember Ragweed. Poppy gave a little speech at that time—a message said out loud. Today, for this book, let’s put a message in writing, and tell what we would leave at the wall and why. We should use formal language as a signal that we understand the meaning of memorial. Later, we can illustrate what we write about if we wish.
(7/08/2022)
The Egyptian Cinderella, Lesson 10
Sentence Composing
Expand: L.2.3.a was added along with a more detailed teacher instruction for the grammatical design:
You shall go barefoot no longer.
Our characters use very formal language. Let’s turn this into an informal dialogue. First we have to change the words so that they sound like something that we might say. Then we have to add the punctuation and then tell who is talking.
(7/08/2022)
Informative Writing: Comparing Cinderella Stories, Lesson 16
Modeling
L.2.2.e was added along with updated instructions for students to use a dictionary during their revisions in the last paragraph of Modeling:
As you work through finishing up your writing today, use the and the to make sure your writing is the best it can be. Make sure that you use a dictionary to check spellings if you are unsure. If you know what you are going to work on today you may stand up and get started, if not please stay here.
(7/08/2022)
Starry Messenger, Lesson 17
Make Anchor Chart
Instruction was updated with the following in teacher speak:
Let’s show some of the events in a timeline.
(6/20/2022)
How a Plant Grows, Lesson 27
Make Anchor Chart
Last 2 sentences from the previous lesson step (Discussion) moved into instructions above table:
We can make another little chart for these three pollinators. I will leave some space for us to write more a little bit later.
(6/20/2022)
2–5 Teacher Manual
Planning for Success
Flexible Schedules
For schools with fewer teaching days, or with important planned interruptions to regular instruction, “Flexible Schedules” was added with recommendations for how to condense the curriculum to fit the days allowed.
(6/30/2022)
Understanding Shared Reading
Text Engagement
“Student Pairs” was replaced by “Reading Rates” in the upper-left table header of the Reading Rates table:
Reading Rates
Fall
Winter
Spring
(3/19/2023)
“The” was updated to “Then” and “Share Reading” was updated to “Shared Reading” in the following:
From: The the teacher sets a First Focus for reading. Share Reading Text Engagement always has this feature.
To: Then the teacher sets a First Focus for reading. Shared Reading Text Engagement always has this feature.
(6/17/2022)
Building and Using Norms for Participation in Discussion
Shared Reading includes teacher-directed discussion with structured discussion starters, but there will always be opportunity to extend and follow up from those starters as students contribute to the discussion. It’s recommend that teachers adopt discussion starters and “Building and Using Norms for Participation in Discussion” was added to the Teacher Manual which also includes a discussion anchor chart that can be displayed.
(7/04/2022)
Ensuring Successful Implementation
“change” was updated to “chance” in the following:
Some teachers are reading too slowly during Choral Reading, matching their rate to the students reading most slowly rather than using this chance to model a rate appropriate for the grade and time of year.
(7/29/2022)
Understanding ELA: Writing Instruction
Planning
“Conclusion” was updated in the Narrative Graphic Organizer:
From: Restate opinion, final thought
To: Unfolds naturally from events and experiences
(10/17/2022)
Understanding the Differentiated Instruction Block
Materials
Information added about drama and Reader’s Theater in the paragraph before the Book Recommendation Chart:
For students in the top groups, teachers need sets of texts for fluency and comprehension work. Typically, grade level teams share books, often stored together in a book room or in the school’s media center. Sets of 6–10 books are typical. They can be books used previously for guided reading groups. This is a chance for teachers to add in old favorites and include brand new publications. It is also a chance to include dramas. Since Bookworms Shared Reading and English Language Arts lessons only use intact published trade books, we have not included any dramas. There are many dramas available online, especially in the form of Reader’s Theater scripts. Students in Fluency and Comprehension or Vocabulary and Comprehension could engage in a Reader’s Theater to learn the format of a drama with multiple characters and a narrator. Teachers also need a classroom library. Students finish their written work from Shared Reading, then browse the classroom collection and choose books for independent reading. A Book Recommendation chart allows students to rate their reading and flag classmates whom they think would enjoy a title.
(7/19/2022)
Printable Downloads
No corrections for printable downloads in this grade.