2nd Grade - Gateway 2

The instructional materials reviewed for Grade 2 meet the expectations for texts being 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.

Texts are connected by a grade-level appropriate topic. Each module in every unit is built around a topic. In each module there are anchor and supporting texts centered around the topic. Examples include:

• Unit 1: Understanding Communities
  • In Module A, students are expected to understand themes of how to problem solve with others, share with others, treat others fairly, and exhibit kindness.
  • In Module B, students are expected to understand relationships with children who live in different areas of the word through the use of e-pals (electronic pen pals).
• Unit 2: Making Decisions
  • In Module A, students are expected to understand the difficulty one takes in saving money in comparison to spending the money.
  • In Module, B students are expected to understand the history and purpose of money along with the theme of bargaining, saving, gross national products, and credit cards.
• Unit 3: Building Ideas
  • In Module A, students are expected to understand the time period in which Teddy Roosevelt lived, and the adventure he had in his life.
  • In Module B, students are expected to understand problem solving, volunteering, how children work to solve problems that impact the world.
• Unit 4: Facing Challenges and Change
  • In Module A, students are expected to understand about reacting to a natural disaster and that each person reacts differently to challenges..
  • In Module B, students are expected to understand about emergencies and natural disasters that take place all around the world.
• Unit 5: Pioneering New Ideas and New Worlds
  • In Module A, students are expected to understand the concept of living outdoors, the life cycle of an apple and how and the legend John Chapman began.
  • In Module B, students are expected to understand different destinations along with experiences of the American Pioneers and 19th century migration to the Western state.
• Unit 6: Changing the World
  • In Module A, students are expected to understand global warming and ideas for how children can save and protect the environment.
  • In Module B, students are expected to understand how the invention of dynamite changed the word caused results no one, especially its inventor, expected.

Texts build knowledge, vocabulary, and the ability to read/listen and comprehend complex texts across a school year. In each lesson there is a benchmark vocabulary section taught. Benchmark vocabulary words are important for understanding concepts within a text. These words are needed to deeply comprehend a text and central to understanding the text. There is a Benchmark Vocabulary Routine included for teaching students the meaning of words. For example:

• In Unit 1, Module B, Lesson 2, the benchmark vocabulary words are uniform, parka and outback. The teacher uses the Benchmark Vocabulary Routine to teach the meaning of the words, the students use p. 44 in their Reader’s and Writer’s Journal to show contextual understanding of the words.
• In Unit 4, Module A, Lesson 6, the benchmark vocabulary words are insurance and ruins. The teacher uses the Benchmark Vocabulary Routine to teach the meaning of the words, the students use p. 248 in their Reader’s and Writer’s Journal to show contextual understanding of the words.
• In Unit 6, Module A, Lesson 13, the benchmark vocabulary words are produce and pleaded. The teacher uses the Benchmark Vocabulary Routine to teach the meaning of the words, the students use p. 420 in their Reader’s and Writer’s Journal to show contextual understanding of the words.

The instructional materials reviewed for Grade 2 meet the expectations for containing sets of coherently sequenced questions and tasks that require students to analyze language, key ideas, details, craft, and structure of individual texts.

Each lesson includes a Language or Reading Analysis section in which students analyze language, key ideas, details, craft, and structure of individual texts. Language or Reading Analysis is also included in some small group lessons. Examples include:

• In Unit 1, Module A, Lesson 11, during the whole group Language Analysis Text Talk routine, students use the Three Sorting Circles graphic organizer on p. TR37 to analyze word choices. Students are told to that sometimes to understand the meaning of poems, you can pay attention to the word choices, repeating sounds, along with rhymes to determine the rhythm and meaning. In the poem being analyzed, students are directed to look at words with the /s/ or /z/ sound and these sounds might remind the reader or winter wind blowing or whispering and how the poet may have chosen these words to mimic the sound of winter wind. These repeated words are then written in the first circle. This process is repeated twice more using other words to make connections.
• In Unit 2, Module A, Lesson 11, students use story structure to understand characters. The teacher models how to use an illustration to understand character responses. (p. 9 of Alexander, Who Used to Be Rich Last Sunday).
• In Unit 3, Module B, Lesson 4, during Language Analysis Small Group Time, students determine the author’s main purpose. Using pp. 24-25, students listen as the teacher models how to identify the author’s purpose. The author’s purpose is to answer, explain, or describe. Using pp. 18-21 and the Think-Pair-Share routine from pp. TR2-TR3 students share their answers.
• In Unit 4, Module A, Lesson 6, the teacher explains the author based a story on historical events. Students read The Afterword to see how the author incorporated real historical events. The teacher models a historical fact based on survives in the earthquake who lived in tent cities through San Francisco as they rebuild the city. Students work with a partner to identify three more facts the author used to build his historical events within his story.
• In Unit 5, Module B, Lesson 1, students perform a text talk around text features utilizing the following questions: What information does the Content page provide? How could this text feature help someone doing research about pioneers? What does the reader learn from reading the different boxes on page 3? How does the author make it easier to tell which type of text feature box is which? This text talk helps students understand the purpose for text features within a text.
• In Unit 6, Module B, Lesson 9, during the whole group Language Analysis portion of the lesson, students will use the T-Chart graphic organizer on p. TR39 to analyze the text for word choice. Students are reminded that authors choose their words carefully to bring the subject of a text to life. Students refer to the text on p. 162 and are prompted to write certain words or phrases and then work to find evidence of how these words or phrases impact the text. For example, the author writes “lifelong devotion” and the students determine how these words from the text show Eleanor’s commitment.

The Scaffolded Instruction Handbook also includes lessons to support the unit lessons. Examples include:

• Unit 3, Module A, Lesson 12, references using the Scaffolded Instruction Handbook to provide support with paraphrasing. Students reminded that they should not use sentences word for word from a research source. Instead, they should paraphrase, or replace words with synonyms and change the order of the words. Students point out a fact in one of the texts and practice paraphrasing the fact in their own words.
• Unit 6, Module B, Lesson 5, references using the Scaffolded Instruction Handbook, to support students who are having difficulty with the overwhelming task of searching through an entire book to find relevant evidence to support an opinion. Students are directed to pp. 126-131 and p. 141 in Alfred Nobel where the text focuses on how people used his invention.

The instructional materials reviewed for Grade 2 meet the expectation for containing a coherently sequenced set of text-based questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts.

Most sets of coherent questions and tasks support students’ analysis of knowledge and ideas. Examples include:

• In Unit 1, Module A, Lesson 9, students read the text Snowshoe Here’s Your Winter Home pp. 8-10 and study that relationships within a community are important and how characters relate to each other in their forest community, how to make friends, how to work together, how to help one another, or why relationships are important. Students turn and talk to answer, “What do you learn about what Trout, Turtle, and Duck do in the winter on these pages?” During the second read (Close Read), students cite evidence to focus on events from pp. 8-10. Readers look for details in the words and illustrations to better understand the story. Students are asked, “What question might you ask when you look at the picture on p. 8? What is the answer to your question? Show me in the text where Trout explains this. How is Turtle preparing to hibernate? How does the illustration help you better understand the key ideas in the text? and What key details in the text tell you what is happening on p. 10?”.
• In Unit 3, Module B, Lesson 3, students read the text Change Makers pp. 18-23 to understand readers understand the importance of asking and answering questions about key details in text and students see how asking and answering questions about key details helps the reader understand the text better. These details could be in the text features as well (including images and illustrations). Students answer questions using the text to cite and support their answer following the Turn and Talk portion of the lesson using the Think-Pair-Share routine TR2-TR3, “On p. 18, we read about Zach Bonner. What details about him does the author include on this page?”

Sets of questions and tasks provide opportunities to analyze (describe, compare/contrast, explain) across multiple texts as well as within single texts. Examples include:

• In Unit 2, Module B, Lessons 11 and 12, students analyze and answer questions across the texts Money Matters pp. 28-29, and I Wanna Iguana pp.82 and 88. Students compare and contrast key details using words and pictures after rereading parts of the texts. They focus on understanding the effects that available resources have on people’s choices and how the authors wrote about the topic of using money in everyday life. They are guided with the following questions, “What does each text say about something being valuable or worth having? What is the main topic of p. 82 and 88 of I Wanna Iguana? How do the pictures help you better understand the description of the text? In Money Matters, how does the author suggest we use our money? On p. 88 of I Wanna Iguana, how does Alex argue that he needs the iguana? and What do you think the author of Money Matters! would suggest Alex do to get the iguana?
• In Unit 3, Module A, Lesson 5, using the text Theodore Roosevelt: The Adventurous President, pp. 42-42 students analyze and answer questions across the text in their Reading Analysis Extension portion of the lesson to extend their learning. Students think back to the questions they asked as they read the interview on pp. 42-43. Then, they use a Three Column Chart to record the questions and answers in the first and second columns. The third column is where students record how asking questions helped them better understand the book. The following questions guide the partner discussion, “What questions did you ask as you read the interview? Record those questions in the first column. What answers did you find? Note these answers in the second column, and tell how you found them. and Write down your reasons for asking your questions in the third column.”
• In Unit 4, Module A, Lessons 12 and 13, students analyze, compare and contrast, and answer questions across the texts The Earth Dragon Awakes pp. 102-105, 110-111, and Seek the Sun p. 10-11. Students review that the genre of the books is historical fiction which means they are based on real events that the author researched and they are focusing on the fact that facing challenges leads to change in people. They compare story structure and how the structures of the two stories, especially the conclusion, shapes the reader’s understanding of characters and events. Students discuss the following questions, “What inspires you most from these stories, an event, what happens in the end, or more of the characters? Why? On page 102 of The Earth Dragon Awakes, how do people react to the earthquake? What does this tell you about San Francisco after the quake? Why do you think the author uses the word stubborn on page 102 to describe the Travises and others? Do you think the word stubborn also describes the sandal maker and his wife in Seek the Sun? Why? and What is and important difference in the structures of The Earth Dragon Awakes and Seek the Sun?”.
• In Unit 5, Module B, Lesson 1, using the text John Chapman: Planter and Pioneer, pp. 3-6, students analyze and answer questions. The following questions are asked, “What kind of person is John Chapman? What is this biography about? Why do you think the title includes the words Planter and Pioneer? Show me where it says that. What do you recall about America when John Chapman was growing up? How does the information on p. 3 help you better understand what kind of man John was? and What do you notice about John in the pictures of him on p. 4 and 5?”.

By the end of the year, integrating knowledge and ideas is embedded in students’ work through tasks and/or culminating tasks. Every module offers a culminating performance-based assessment where students write to a prompt. Many of the performance assessments at the end of each module and unit require the students to use evidence from the texts they have read. The lessons and questions leading up to the task offer support to complete the task. By the end of the year, integrating knowledge and ideas is embedded in students’ work (via tasks and/or culminating tasks). Examples include:

• Students are asked to use the texts from lessons in Unit 6, Module A to write an opinion piece. The students introduce the book, state an opinion, supply three or more reasons from the text that support their opinion, use linking words to connect their opinion and reasons, and provide a conclusion.
• Students are asked to use the texts from lessons in Unit 6, Module B to write a response to an author’s opinion, including whether the student is in agreement or disagreement with the author.

The instructional materials reviewed for Grade 2 meet expectations for containing a year-long, cohesive plan of writing instruction and tasks which support students in building and communicating substantive understanding of topics and texts.

Each writing lesson focuses on a standard based writing type (narrative, opinion, or informative/explanatory). Students receive explicit instruction that guides them through the writing process. Students have writing models from anchor and supporting texts that they can use to examine writers’ styles and techniques. Students have the opportunity to apply writing skills during Independent Writing Practice and share their work at the end of each lesson. Students develop grammar, usage, and convention skills by practicing in their Reader’s and Writer’s Journal.

Materials include writing instruction aligned to the standards for the grade level, and writing instruction spans the whole school year. Examples include:

• In Unit 2, Module A, Lesson 7, students write a Narrative in which they recount a well elaborated event or short sequence of events. They include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. On pp. 78-79 require students to write a narrative piece where they focus on their Anchor Text, Alexander, Who Used to Be Rich Last Sunday, to help them write a narrative with a solid beginning, middle, and end. They then specifically focus on writing a strong ending to a story.
• In Unit 3, Module B, Lesson 1, on pp. 168-169 the goal is to write an informative/explanatory piece that displays children understand that the details in the text relate back to the main topic and that when we write me must include key details that tell more about a topic. This aligns with standard W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
• In Unit 3, Module B, Lesson 10, students write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. On pp. 258-259 students write an informative/explanatory piece which will identify the author’s point of view. The text from the Text Collection is City Green which is a story where neighbors work together to turn a vacant lot into a garden. Students understand that turning an idea into action requires hard work and determination.
• In Unit 4, Module B, Lesson 12, on pp. 128-129 the goal is to write a narrative which provides conclusions, or resolutions to tell readers how the main characters resolve the problems presented by the plot events.
• In Unit 5, Module A, Lesson 2, students write an opinion piece in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g. because, and, also) to connect opinion and reasons and provide a concluding statement or section. On pp. 28-29, students write an opinion piece which correlates with pioneering which is described as thinking of original ideas or exploring new places. The anchor text for this unit is John Chapman, Planter and Pioneer.
• In Unit 6, Module A, Lesson 13, on pp. 138-139 the goal is to write an opinion piece that states why they believe it is important for people to take care of the earth.

Each module ends with a Performance-Based Assessment. The task provides opportunities for students to apply the skills they learned during the module to their own writing. Examples include:

• In Unit 2, Module A, students write a short narrative about a character who makes a decision about money.
• In Unit 4, Module B, students use information they have learned from the selections to write an informative magazine article explaining a natural event.
• In Unit 6, Module A, students write a book review about which of the selections they liked best, 68 Ways to Save the Planet Before Bedtime or On Meadowview Street.

Writing instruction supports students’ growth in writing skills over the course of the school year. Each lesson includes a writing task. It varies from narrative, opinion to explanatory/informative across the lessons. Included in lesson is an Independent Writing Practice lesson, Conventions Mini-Lesson and a Shared Writing section where students get the opportunity to share their writing. Examples include:

• In Unit 1, Module B, Lesson 3, the focus writing is Informative/Explanatory Writing. During Set the Purpose, the Teacher Editoins states, “Remind students of the essential question, How do writers introduce and develop a topic in informative writing? Students work as a class to make topics from Friends Around the World. What do you think the page/section/paragraph/picture is mainly about?” The teacher provides a model. Students develop a plan before they write. “As I look at the topics on our list, I notice food markets. I know shopping for food interests me, and I know a lot about shopping for food. I would like to learn more about shopping for food markets in Ho Chi Minh City, Vietnam. The topic is something I am both interested in and have an interest in learning more about. I need to support my topic of food markets in Ho Chi Minh City, Vietnam, with answers to questions about the topic. Here are some questions I can answer about the food markets in Ho Chi Minh City, Vietnam: Where are the markets located? What foods are sold in the markets? Where do the vendors get their vegetables and fruits? What do the markets look like? How do people pay for food in the markets?” During Independent Writing Practice, “Have student look over the class list they made. Tell them to choose one topic that they find interesting and write a list of questions that they want answered. Students can share their writing.” During the Conventions Mini-Lesson teachers review nouns and adjectives. Students then practice with adjectives on p. 49 in their Reader’s and Writer’s Journal.
• In Unit 5, Module A, Lesson 10, the focus writing is Opinion Writing. During Set the Purpose, the Teacher's Guide states, “One way to compare two texts on the same topic is to use a graphic organizer, such as a Venn diagram, to record similarities and differences. As you look back at the texts, keep these questions in mind: What topic do the texts have in common? What is the purpose of each text? What text features help the writers present information about the main topic? How is the information that is presented similar? How is the information different?” Students create a Venn diagram comparing and contrasting John Chapman: Planter and Pioneer and Johnny Appleseed. The teacher models and example. Independent Writing Practice: Students write an opinion piece about which one the texts they feel is more informative about John Chapman’s life. They use their Venn diagrams to help them. Students can share their writing. Conventions Mini-Lesson: Teacher models combining sentences into compound sentences. Students practice with an example provided by the teacher. Then they practice on p. 336 in their Reader’s and Writer’s Journal.

Instructional materials include a variety of well-designed lesson plans, models, and protocols for teachers to implement and monitor students’ writing development. For example, in each lesson the teacher’s guide provides lesson plans for setting the purpose and teaching and modeling. Each lesson is scripted and outlines what the teacher says and does. There are rubrics in the Assessment Handbook for end of the unit assessments.

The instructional materials reviewed for Grade 2 meet expectations for including 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.

Materials support teachers in employing projects that develop students’ knowledge on a topic via provided resources. Materials provide opportunities for students to apply Reading, Writing, Speaking & Listening, Language skills to synthesize and analyze per their grade level readings. Research projects are sequenced across a school year to include a progression of research skills. Examples include:

• In Unit 1, Module B, the performance based assessment requires students to write a compare-and-contrast paragraph about two of the communities they read about in the selections.
• In Unit 3, Module A, the performance based assessment requires students to research an American who did something special to help our country. The research should focus on contributions her or she made to our country.
• In Unit 4, Module B. In the performance based assessment, children use information they have learned from the selections to write an informative magazine article explaining a natural event.
• In Unit 6, Module A, the performance based assessment requires students to write a book review about which of the selections they liked the best.
• In Unit 6, Module A, the performance based assessment requires students to identify an opinion the author includes about Nobel or Roosevelt from the texts Alfred Nobel: The Man Behind the Peace Prize or A Picture Book of Eleanor Roosevelt. Children agree or disagree with the opinion based on text based evidence.

The materials also include an optional center called The Research Center that can be visited daily. Suggested research topics are included in each module. For example:

• In Unit 1, Module A, suggestions include researching a community and making a small poster with facts about that community and its people.
• In Unit 4, Module A, suggestions include researching two different cultures and creating a compare-and-contrast chart on a word processing document.
• In Unit 6, Module B, suggestions include researching stories of real pioneers who helped our country grow, and write a paragraphs about one of them, as well as researching online a journey they would like to take, and write a description of the journey using a computer.

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

Most texts are organized with built in supports/scaffolds to foster independence. Examples include:

• ReadyUp! Intervention provides additional instruction with the lesson’s reading and foundational skills standards.
• The Leveled Text Library allows students/teachers to choose texts based on student’s needs.
• Reading Analysis Support provides additional support for students who are struggling as well as Unlock the Text.
• The Scaffolded Strategies Handbook provides additional support for each lesson.

Procedures are organized for independent reading included in the lessons. Examples include:

• Focused Independent Reading instruction is the first step of Small Group Time each day.
• The Independent Reading Routine provides teachers with support for introducing and continuing Independent Reading, as well as a rationale for implementation.
• The Text Club Routine provides teacher with support for a protocol to have children read a text then discuss it with meaning and purpose. Each text club has assigned roles for students.
• A Pearson Realize online contents page links to Independent Reading Activities. The teacher can direct and students can access Dash content to input comprehension and vocabulary notes.

There is sufficient teacher guidance to foster independence for all readers. Examples include:

• Students are guided how to apply the content of each day's Reading Analysis lesson to their self-selected text, starting with Unit 1, Module A, Lesson 1.
• Teachers meet with two or three individual students during Small Group Time each day to discuss their texts and support independent reading. This is found on each lesson’s fifth page.

• Each module includes center time which involves independent reading. During independent reading, the teacher directs students to focus on either a process focus or a strategy focus. A process focus is where students either focus on independence, stamina, or engagement. The strategy focus has students focus on fluency, comprehension, vocabulary, or critical thinking.

There is a proposed schedule for independent reading. For example, teachers prepare students for Focused Independent Reading that they do during Small Group Time while teachers teach mini-lessons and assess individual students.

There is a tracking system (which may include a student component) to track independent reading. For example, students monitor their reading by recording it in their daily reading log. They gauge and record their engagement, their opinion of what they read, and their plan for the next day’s reading.

Student reading materials span a wide volume of texts at grade levels (and at various lexile levels within the grade). For example, students can use the Leveled Text Library or online leveled texts to practice reading at their independent levels. Texts are related to the unit topic and offer a range of levels to meet every student’s needs.