2nd Grade - Gateway 2

The materials reviewed for Grade Two meet the criteria that texts are organized around a topic/topics to build students knowledge and vocabulary which will over time support and help grow students’ ability to comprehend complex texts independently and proficiently.

The materials reviewed for Grade Two provide a variety of texts throughout the units which are organized around specific topics that include a wide range of literary and expository texts to build students’ knowledge and vocabulary. Literary topics include Fairytales, Mysteries as well as culturally diverse fiction.  Social Studies units include Biographies of Famous Leaders, and Immigration using historical and realistic fiction.  Science topics include Habitats, Insects and the Human Body.   In addition to gaining content knowledge, vocabulary is embedded throughout including literary terms, as well as targeted vocabulary to enhance understanding.   

• Literature Unit 1 is organized around the topic Cinderella stories.
• Literature Unit 2 is organized around the topic Pinky and Rex stories.
• Literature Unit 3 is organized around the topic Zapato Power and friends.
• Literature Unit 4 is organized around the theme making mistakes, honesty, and the power of forgiveness.
• Literature Unit 5 is organized around the topic of baseball.
• Literature Unit 6 is organized around Anansi the Spider stories.
• Literature Unit 7 is organized around I Survived stories.
• Science and Social Studies Unit 1 is organized around the topic of habitats.
• Science and Social Studies Unit 2 is organized around the topic of insects.
• Science and Social Studies Unit 3 is organized around the topic of the human body.
• Science and Social Studies Unit 4 is organized around the topic of immigration.
• Science and Social Studies Unit 5 is organized around the topic of biographies of famous Americans. 
• Science and Social Studies Unit 6 is organized around the topic of Ancient Greece.
• Science and Social Studies Unit 7 is organized around the topic of properties of matter.

The instructional materials reviewed for Grade 2 meet the criteria that materials contain sets of coherently sequenced questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.

Throughout the units, students complete questions and tasks that require analysis of individual texts.  They are provided multiple opportunities to analyze language in stories and passages, identify key ideas and details, and examine the structure of passages, pictures and texts as they relate to the unit topic.  Scaffolding is provided to students and the rigor of the material increases over the course of the year. Examples of sets of questions found in the instructional materials include, but are not limited to the following:

• In Literature Unit 1, Lesson 1, What is Culture? by Bobbie Kalman, students are asked, “What is culture? What are ways that cultures can be similar? What are some ways that cultures can be different?”
• In Literature Unit 2, Lesson 8, Pinky and the Bully by James Howe, students are asked, “'If you were a boy like me, you’d know that you’re not supposed to be friends with girls.' Why does Pinky think this? Is it true? Explain why.”
• In Literature Unit 3, Lesson 6, Zapato Power: Freddie Ramos Takes Off by Jacqueline Jules, students are asked, “What does Freddie decide he is going to do with his superpower? Why?” and, “Why does the author say that 'his feet hummed like water rushing through pipes'? What does this show?”
• In Science and Social Studies Unit 4, Lesson 17, The Storyteller's Candle by Lucia Gonzalez students are asked, “Why was the Pura Belpre award created? What does it signify?” and, “What is Ms. Belpre’s plan to celebrate Three Kings Day? Why is it so important?”
• In Science and Social Studies Unit 5, Lesson 5, The Right Word: Roget and His Thesaurus by Jen Bryant and Melissa Sweet, students are asked what the authors mean by the statement, “So that today, whenever you need it, you can still find THE RIGHT WORD” and, “How did Peter’s actions make this possible?”
• In Literature Unit 6, Lesson 15, “Compare and contrast the drama version of Anansi with what they already know about Anansi from The Adventures of Spider.”
• In Literatre Unit 7, Lesson 3, A True Book: Hurricane Katrina by Peter Benoit, students are asked, “What happened when Hurricane Katrina hit Florida? At that point, was it a serious hurricane? Defend why or why not.”  And, “How can the Hurricane Wind Scale help people plan for possible hurricanes? Why is this important?”

The materials reviewed for Grade 2 meet the criteria that materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.

The instructional materials reviewed for Grade Two meet the expectations for materials containing a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.  The Literature and Science and Social Studies Units center on a topic or theme with embedded text dependent questions throughout. Students work with individual and multiple texts throughout the materials that require them to analyze information, build knowledge and demonstrate understanding of material, often using discussion, graphic organizers, projects, and illustrations that draw upon textual evidence by identifying key details, comparing and contrasting texts.

• Literature Unit 1, Lesson 7, students are asked to, “Compare and contrast two versions of Cinderella by describing how the setting impacts the characters and plot of a story.”
• Literature Unit 3, Lesson 8, Zapato Power: Freddie Ramos Takes Off by Jacqueline Jules students are asked to, “Explain why the chapter is titled 'I Solve the Final Mystery' by using details to retell key events and how characters respond to major events and challenges.”
• Literature Unit 4, Lesson 4, Freckle Juice by Judy Blume students are asked to, “Describe Andrew’s feelings toward Sharon by making inferences based on evidence that shows a character’s perspective on another character.”
• Science and Social Studies Unit 4, Lesson 1, Coming to America, The Story of Immigration by Betsy Maestro students are asked, “Even though times were rough for new immigrants, they continued to come. Defend why.”
• Literature Unit 5, Lesson 5, students are asked to, “What did Mike and Kate notice scattered around the infield dirt? Why is this important?  Read the sentence from page 27. Do you think he took the bat?”
• Science and Social Studies Unit 6, Lesson 1, Ancient Greece and the Olympics, Magic Tree House Fact Tracker by Mary Pope Osborne and Natalie Pope Boyce, students are asked to, “Describe Athens and Sparta and what was similar and different about the two city-states by identifying the main focus of specific paragraphs within a text.”
• Science and Social Studies Unit 7, Lesson 7, of the Science and Social Studies materials, students are asked, “How and why are reeds used to build cob cottages in Ireland?” and, “Describe the properties of adobe houses. Are absorbency and hardness important? Why?”

The materials reviewed for Grade 2 meet the expectation that the questions and tasks support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening). Within the materials, there are opportunities for students to demonstrate comprehension and knowledge of a topic or topics through completion of culminating tasks.  In many instances, students are asked to produce work that shows mastery of several different standards (reading, writing, speaking and listening) at the appropriate grade level.

• Literature Unit 1, Lesson 24, includes a project where “Scholars will work in a group to create a story map of each version of Cinderella that was read in the unit. These story maps then become a narrator’s script for the groups to act out their stories. At the conclusion, the class will have the opportunity to discuss how the changing setting changed the story for each play. This allows scholars to understand the unit essential question of how setting impacts the characters and plot of a story through the intrapersonal, bodily-kinesthetic, and verbal-linguistic intelligences.”
• Literature Unit 2, Lesson 22 includes a project where “Scholars will create a Facebook page for one of the main characters from the Pinky and Rex series to demonstrate their understanding of character traits and relationships between characters. This project allows scholars to demonstrate their understanding of the unit texts as well as their ability to engage with the unit essential skill of tracking character change through the visual-spatial, intrapersonal, and verbal-linguistic intelligences.”
• Literature Unit 4, Lesson 25 includes a project where “Scholars will reflect on a few instances where Keena Ford made mistakes in the text. Then they will work in groups to create skits showing what she should have done instead. This lesson directly piggy backs on the previous day’s letter writing activity and allows scholars to engage with the unit essential questions of why is it important to show honesty and how can we learn from our mistakes through the interpersonal, verbal-linguistic, and bodily-kinesthetic intelligences.”
• Literature Unit 5, Lesson 21 includes a project where “Scholars will be presented with a mystery and be asked to collect clues, interview witnesses, and interrogate suspects in order to solve it. This allows scholars to engage with the unit essential questions of what are the elements of a mystery and what makes a good detective through the interpersonal and bodily-kinesthetic intelligences.”
• Literature Unit 7, Lesson 30 includes a project where “Have students practice and perform the I Survived Hurricane Katrina play. How to structure these four days of the unit is entirely up to teacher and class discretion.”
• Science and Social Studies Unit 2, Lesson 23 includes a project where “Scholars will decide whether their designed insect (from lessons 4 and 11) will be beneficial and destructive and how. They will then create a flyer to inform the public about their insect and present the information to the class. This project allows scholars to engage with the unit essential question of how can insects be both beneficial and destructive through the verbal-linguistic and visual-spatial intelligences. This project builds on previous presentations by asking them to present independently as opposed to in groups.”
• Science and Social Studies Unit 4, Lesson 27 includes a project where “Scholars will work as a class to interview either a staff member or a students’ family member who is an immigrant. They will then compare the hardships of immigration to the opportunities it affords. Scholars will then write a news report either promoting the opportunities provided by immigration or identifying the hardships it causes. They will then record their news reports and listen to them as a class. This project pushes scholars to debate the pros and cons of immigration and to understand life as a newcomer to America through the verbal-linguistic and interpersonal intelligences.”
• Science and Social Studies Unit 6, Lesson 29 includes a project where “Scholars will self-select one of four research topics on Ancient Greece: myths, theater, architecture, or the Olympics. Scholars in each group will do research, independently write about their research, and create either a visual or kinesthetic representation that they will then present to the class. 
• This project allows scholars to engage with the following essential questions: 
• How did Ancient Greece influence and contribute to society today? 
• Why were the gods an important part of ancient Greek society? 
• What was daily life like in ancient Greece? 
• How is it different from daily life today? 
• Scholars are able to connect with this content through the intrapersonal, visual, bodily-kinesthetic, and verbal-linguistic intelligences. This project builds on previous presentations by asking scholars to combine all presentation skills from the year, including working in groups, doing research, and providing visual aides to enhance their presentations.”

The materials reviewed for Grade Two meet the criteria that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.

The instructional materials reviewed for Grade 1 meet expectations for including a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Opportunities to build vocabulary are found throughout the instructional materials. There are established routines for teaching vocabulary including a seven step process that includes repetition, definition, part of speech, examples in context as well as other word concept knowledge. Vocabulary instruction calls for students to think about the meaning of words and definitions are provided in student-friendly language. Word meanings are taught with examples related to the text as well as examples from other, more familiar contexts. Every unit provides instruction in literary terms as well as text based content vocabulary. Strategies for teaching students how to understand meanings of unknown words are also embedded and include using context, word parts, literal and figurative language as well as traditional classroom resources.

• Science and Social Studies Unit 1, Habitats, the content vocabulary is embedded throughout the text, A Desert Habitat by Bobbie Kalman and Kelley Macaulay.
• Literature Unit 3, Lesson 12, students are asked to, “Explain why the chapter is titled 'Inventions Take Time' by using details to retell key events and how characters respond to major events and challenges, using key vocabulary words.”
• Science and Social Studies Unit 3, students are asked to, “Use the vocabulary words to describe what happens in the urinary system by describing the connection between a series of scientific ideas or concepts.”
• Literature Unit 4, Lesson 1, students are asked to, “Describe Sharon by making inferences based on the words and phrases Judy Blume uses to characterize and describe Sharon.”
• Literature Unit 5, Lesson 10, students are asked to, “review all vocabulary from the unit up to this point and engage in writing a newspaper article detailing what has been happening at Fenway Park by retelling key details and characters’ perspectives on events.”
• Science and Social Studies Unit 6, in the Unit Assessment students are asked, “What does the phrase 'slow as a turtle' show about the beetle?”
• Literature Unit 7, Lesson 17, students are asked to, “Review all vocabulary and write a journal entry about Barry’s experience so far by using a strong organizational structure and description to retell events from a story.”
  

The materials reviewed for Grade 2 meet the criteria that materials include a progression of focused, shared research and writing projects to encourage students to develop knowledge and understanding of a topic using texts and other source materials.

The materials reviewed for Grade Two contain a progression of research and writing projects that allow for students to develop knowledge and understanding a topic using various texts and source materials. At the end of many units, there are projects that require students to review, analyze and synthesize their understanding of specific topics culminating into a final project or activity.  Throughout the units there is a progression of tasks that build student knowledge using reading, writing, and speaking/listening skills. Examples of culminating activities include but are not limited to varied oral and dramatic presentations, reports, interviews, and labs. 

•  Literature Unit 1, Lesson 24, students “Identify how changing the setting impacts the Cinderella story by acting out the unit texts.”
• Science and Social Studies Unit 1, Lesson 24, students “Design a zoo habitat for a given animal using their knowledge of plant and animal relationships and habitat features from the unit.”
• Literature Unit 2, Lesson 22, students “Create a Facebook page for one of the main characters from the Pinky and Rex series to demonstrate their understanding of character traits and relationships between characters.
• Science and Social Studies Unit 2, Lesson 12, students “Explain what an insect’s life cycle is and if all insects have the same life cycle by participating in a class discussion and then writing an informational text that uses facts, images, and definitions to explain what they learned.”
• Literature Unit 3, Lesson 21, students “Identify actions that make someone a superhero by referencing specific examples from the unit texts and explaining what they can do to be superheroes.”
•  Science and Social Studies Unit 3, Lesson 17, students “Plan a healthy and well-balanced meal by synthesizing everything learned about digestion and nutrition” over a 2 day project.
• Science and Social Studies Unit 4, Lesson 8, students “Write an informational text that explains what life was like at Ellis Island by stating a claim and supporting it with evidence from the text.”
• Literature Unit 5, Lesson 21, students “Apply knowledge of elements of a mystery in order to solve a classroom mystery.”
• Literature Unit 6, Lesson 14, students, “Spend 3 days acting out  Anansi’s Feast by using expression, dialogue, and knowledge of the characters to accurately portray events in a story.”  
• Literature Unit 7, Lesson 30, students, “Practice and perform the I Survived Hurricane Katrina play” over a four day project. 

The instructional materials reviewed for Grade 2 meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.

The Text Consumption Guidance document provides the rationale for independent reading and explains that during independent reading, students gain independence by reading a text on their own that requires them to use all of the strategies learned in class. During independent reading, students actively annotate and make meaning of the text with limited support from the teacher or peers. The materials suggest that independent reading can be used at the end of the lesson as independent practice, on days when the majority of the text is accessible and/or there are features of the text students need to practice accessing independently, or at the beginning of the lesson to allow time for independent analysis before a close-read or a discussion.