2nd Grade - Gateway 2

The materials reviewed for Grade 2 meet the criteria of Indicator 2a.

The texts are connected by a topic. Each text set provides students with the opportunity to read and listen to texts while simultaneously building knowledge. While unit topics are broad, each week is guided by an essential question related to the unit topic, which contributes to students’ knowledge-building of the overall unit topic. It is important to note that in some units, texts are connected each week, but weekly topics loosely connect to the overall topic of the unit. While knowledge is built each week in these units, knowledge is not built across the entire unit. 

Texts are connected by a grade-appropriate cohesive topic/line of inquiry. Texts build knowledge and the ability to read/listen and comprehend complex texts across a school year. Examples include, but are not limited to, the following:

• In Unit 1, there are three text sets. Text Set 1 is about families around the world, Text Set 2 is about friends helping friends, and Text Set 3 is about families working together. The essential question in Text Set 1 is, “How are families around the world the same and different?” Students read and listen to texts about this topic, including “Dinner at Alejandro’s” (author not cited), “Maria Celebrates Brazil” (author not cited), Big Red Lollipop by Rukhsana Kahn, and “A Look at Families” (author not cited). Leveled Readers in Unit 1 also connect to the topic such as Music in my Family, Happy New Year! and I’m Down Under (authors not cited). 

• In Unit 3, students read three text sets. Text Set 1 is about ways people help, Text Set 2 is about looking at the sky, and Text Set 3 is about expressing yourself. Text Set 1 has an essential question, “How can people help out their community?”. Texts to build knowledge toward this question include “Lighting Lives” (author not cited), Biblioburro: A True Story from Colombia by Jeanette Winter, and “Landing on Your Feet” (author not cited). 

• In Unit 4, students engage with three text sets about our world. Text Set 1 is about how culture makes us special, Text Set 2 is about how Earth changes, and Text Set 3 is about poems in nature. Text Set 1 builds knowledge around how culture makes people special. Students read and listen to texts to answer the essential question, “How are kids around the world different?” Texts include “My New School” (author not cited), “Happy New Year” (author not cited), Dear Primo: A Letter to My Cousin by Duncan Tonatiuh, and “Games Around the World” (author not cited). Leveled Readers also build knowledge around this topic and include, Sharing Cultures, A New Life in India, and Akita and Carlo (authors not cited). 

• In Unit 5, students engage with three social studies text sets. Text Set 1 is about being a hero. Text Set 2 builds knowledge about being a good citizen, and Text Set 3 builds knowledge about rights and rules. In Text Set 3, students’ knowledge builds to answer the essential question, “why are rules important?” Texts include “Towns Need Rules!” (author not cited), “The Problem with Plastic Bags” (TIME for Kids), A Call to Compost (TIME for Kids), and “Should Students Wear Uniforms? (TIME for Kids). Students read Do People Need Rules? for Leveled Readers, which come at above level, on level, below level, and a text for ELL.

The materials reviewed for Grade 2 meet the criteria of Indicator 2b.

Throughout the materials, while students are reading or listening to a text, and after reading or listening to a text, students respond to questions that require them to analyze key ideas and details and/or craft and structure. Texts focus on various skills, including analyzing craft and instruction on identifying text details. 

For most texts (read-aloud texts K–1 and anchor texts Grade 2), students analyze key ideas and details (according to grade-level standards). For example: 

• In Unit 1, Week 5, Lesson 2, students reread “Families Work!” (author not cited) and focus on the topic and relevant details. Students find details with a partner about the topic and complete a graphic organizer while rereading the text. 

• In Unit 4, Text Set 3, Week 1, Lesson 3, students read “Rain Poem” by Elizabeth Coatsworth. Students evaluate information while reading, analyzing key ideas and details through questions such as, “What do you see on the windowsill? What does this tell you about the mouse and the rain? How does the poet feel about the rain?” Later in the lesson, students compare and contrast the details in “April Rain Song” and “Rain Poem” by responding to the question, “What is similar about the way the poets present details in the poems? What is different?”

• In Unit 6, Text Set 1, Week 1, Lesson 1, students read “The Life of a Dollar Bill” (author not cited) and analyze key ideas and details through questions such as, “Why does the U.S. Bureau of Engraving and Printing replace the old bill?” Students then discuss what might happen if there weren’t enough bills for everyone who wants them.

For most texts, students analyze craft and structure (according to grade-level standards). For example: 

• In Unit 1, Week 4, Lessons 3–6, students read the anchor text Help! A Story of Friendship by Holly Keller, and students answer questions about craft, such as “What does the dialogue tell readers about Mouse and Hedgehog? How does the author show Mouse’s feelings after he is rescued?” and “How does dialogue and an illustration show that Mouse is thankful and no longer afraid?”

• In Unit 3, Week 4, Lessons 3–6, students read the anchor text Mr. Putter & Tabby See the Stars by Cynthia Rylant and respond to questions about craft, such as, “How does the repetition of the word she on page 247 help you understand how Tabby feels about the night?” and “Why does the author end the story with a new note on a new day?”

• In Unit 5, Week 1, Lesson 2, students read the Shared Read, “Cesar Chavez” (author not cited). They then reread the text to learn how the author wrote the selection. Questions asked include, “Reread the first paragraph on page 13... What kind of sentence is the first question? What is the question? Who does the author describe immediately after? To whom is he a hero?” Additional questions include, “How does the timeline help you understand Cesar’s work and accomplishments?” and “Why does the author ask a question at the conclusion, the end, of the biography?”

The materials reviewed for Grade 2 meet the criteria of Indicator 2c.

Materials ask students a series of questions after each text that help build knowledge within individual texts and across multiple texts. In Lesson 3 of every week, students compare two texts to integrate knowledge and ideas. When students initially listen to or read the texts, teachers ask questions that support students in comparing the two texts and ask guiding questions to support students with the comparison. 

Most sets of questions and tasks support students’ analysis of knowledge and ideas. Examples include, but are not limited to, the following:

• In Unit 2, Week 1, Lessons 3–6, students read Baby Bears by Bobbie Kalman.  Students answer questions to build knowledge, such as, “How does the author use photographs and captions to help you understand bear families? What do mothers teach cubs? What did we learn about bears who live in cold places?” and “Why do baby bears need to stay with their mothers?”

• In Unit 4, Weeks 3–4, Lessons 3–6, students read Volcanoes by Sandra Markle. Students answer questions to build knowledge, such as, “Why does the author use a quotation to help you understand a volcanic eruption? What did the farmer’s wife see, hear, feel, and think? How does the author use text features to help you understand the effects of a volcanic eruption?” and “What two shapes are volcanoes?”

• In Unit 5, Week 1, Lesson 1, students read “Cesar Chavez” (author not cited) and build knowledge about the leader through questions such as “What did Cesar Chavez’s family teach him?” What happened to Cesar at school?” and “What happened when the landowners lost money?”

Sets of questions and tasks provide opportunities to analyze across multiple texts as well as within single texts. Examples include, but are not limited to, the following:

• In Unit 1, Week 2, Lessons 3–6, after reading the anchor text, Big Red Lollipop by Rukhsana Khan, students compare what they learned about families from the anchor text and “Maria Celebrates Brazil” (author not cited). Students compare how the characters interact with their families. Before this, students are asked questions to help them analyze the two texts. While reading Big Red Lollipop, students respond to questions about the family dynamic, such as, “How does the author show the way Rubina feels when Sana and Ami do not understand her problem?” and “When Sana east Rubina’s lollipop, Rubina reacts with anger. She says Sana is greedy. How does Ami react differently?” When reading “Maria Celebrates Brazil,” students respond to questions such as, “Why does Pai say Maria can see Ana anytime?”

• In Unit 2, Week 1, Lesson 5, students compare what they learned about animals and their offspring in the texts Baby Bears by Bobbie Kalman and “Eagles and Eaglets” (author not cited). Students work with a partner to discuss the similarities in how the adult animals help and teach their offspring. 

• In Unit 6, Weeks 1–2, Lesson 5, students compare texts using the prompt, “What is similar about the way information is presented in ‘The Life of a Dollar Bill’ and Money Madness? What is different between the two selections?”

The materials reviewed for Grade 2 meet the criteria of Indicator 2d.

At the end of each week, students engage in a Show Your Knowledge activity. This culminating task requires students to integrate what they learned from the week’s texts, Build Knowledge Anchor Chart, and vocabulary words. Students begin by discussing the topic of the week and reviewing their notes on the topic. Then students engage in an independent or partner writing task about the topic. Each writing task must include text evidence and vocabulary from the week. The writing tasks vary and include picture books, text-to-self connections, and an article. The materials include a Show Your Knowledge Rubric. Rubric information includes how many texts a student should synthesize knowledge from, how many vocabulary words must be included, and whether they should include text evidence. 

Culminating tasks are evident and varied across the year and they are multifaceted, requiring students to demonstrate mastery of several different standards (reading, writing, speaking, listening) at the appropriate grade level, and comprehension and knowledge of a topic or topics through integrated skills (reading, writing, speaking, listening). Examples include, but are not limited to, the following:

• In Unit 2, Week 2, Lesson 10, students integrate their knowledge across the text set by making a picture book that shows how young animals become adults.  Students discuss the prompt with a partner, and then students create a picture book that describes how three young animals learn and grow. Students include drawings or photographs of each animal with captions. Students use new vocabulary from the text set and examples from at least three texts.

• In Unit 3, Week 2, Lesson 10, students show how they built knowledge across the text set by writing an article that explains how people help out in their community. After discussing the knowledge from the unit, students write an article that tells how three people they read about in the text set help out in their community. Students must use vocabulary words in their articles and include a title and illustrations. The materials suggest that partners share their articles when finished. 

• In Unit 6, Week 4, Lesson 10, students integrate their knowledge across the text set by writing journal entries describing how they feel about the lessons the characters learned in the myths they read. Students discuss the prompt with a partner, then write a journal entry about three of the myths they read, focusing on the lessons the characters learned. Students use new words they’ve learned from reading and examples from at least three texts. 

The materials reviewed for Grade 2 meet the criteria of Indicator 2e.

Throughout the year, materials include a cohesive, year-long plan for students to achieve grade-level writing proficiency. Students have numerous opportunities to learn and practice various writing skills. In addition to regularly responding to a text with the teacher, a partner, or independently, students also receive explicit instruction in narrative, opinion, and expository writing through one- or two-week process writing lessons; lessons also address editing and revising writing, and students have the opportunity to share and evaluate their writing. The materials include a variety of mini-lessons for the teacher to choose from to meet the needs of students. In addition, there are rubrics and checklists for each type of writing, and students can view student examples as they learn. 

Materials include writing instruction aligned to the standards for the grade level and supports students’ growth in writing skills over the course of the school year. Examples include, but are not limited to, the following:  

• According to the Instructional Handbook, students have weekly opportunities to write in response to what they read, engage in research and inquiry, learn about and practice genre writing, and write to multiple sources. 

• Throughout the year, students engage in various one- or two-week process writing tasks. Students learn to analyze an expert model and examine the specific genre characteristics. There are a variety of mini-lessons provided to support them as they engage in planning, drafting, and revision.

• According to the Instructional Handbook, students “write about what they read. They read texts closely and use text evidence to support their ideas and conclusions about the text.” 

• Students receive explicit instruction on the three types of writing; however, most explicit instruction is for expository writing, and one unit focuses on opinion writing. 

• Each unit includes daily writing lessons that follow a similar model of drafting, revising, peer conferencing, editing and proofreading, publishing, presenting, and then evaluating. Examples include:

  • In Unit 3, Week 2, Lesson 6, students use the Literature Anthology text, “Landing on Your Feet” (author not cited), to help them learn how to write a personal narrative. Then in Lesson 7, students use a sequence chart to plan their ideas sequentially. Then in Lessons 8–10, the teacher uses the text to model a writing skill that students implement in their writing. 

  • In Unit 6, Week 1, Lesson 3, students analyze a rubric and use it to evaluate a student model. In Lesson 4, students receive direct instruction on ensuring their expository writing has a central idea. By the end of the unit, students write two expository essays. 

Instructional materials include a variety of well-designed lesson plans, models, and protocols for teachers to implement and monitor students’ writing development. Examples include, but are not limited to, the following: 

• There are a variety of digital tools to support students in writing, such as graphic organizers, student models, checklists for editing and peer conferencing, and videos for writing skills. 

• Students write in response to what they read regularly. There is an Analytical Writing Routine to support students with this. Students begin by analyzing the prompt, then they discuss the prompt and use sentence starters, if appropriate, to create a topic or opinion. Students then go back into the text to find evidence to support their ideas. 

• For each writing process assignment, the materials include a rubric. Teachers are expected to review the rubric and use a student model or an anchor paper to analyze the rubric. Then students use the rubric and student model or anchor paper while drafting, editing, and revising their pieces. Lastly, the teacher uses the rubric to evaluate student writing.

The materials reviewed for Grade 2 meet the criteria of Indicator 2f.

Students engage in a Research and Inquiry project in the second lesson of every text set. Each project follows the same five steps. First, the students set a goal and identify sources. Then, students find and record information before they organize and combine information. Finally, they create and present. In the earlier units, there is more direct instruction, such as teaching students how to use keywords in an online search. Each research project occurs over two weeks, and many are done in partnerships. 

Research projects are sequenced across a school year to include a progression of research skills that build to mastery of the grade-level standards. Examples include, but are not limited to, the following:

• Recall information from experiences or gather information from provided sources to answer a question.

  • In Unit 2, Week 5, Lesson 2, the teacher models how to generate questions and use formal and/or informal inquiry to gather information, using digital and print resources, including books, websites, magazines, and newspapers.  

  • In Unit 4, Week 5, Lesson 2, the teacher models how to write a list of questions about the water cycle and decide on research questions, then students gather information from books, websites, magazines, and newspapers. 

  • In Unit 5, Week 1, Lesson 2, the teacher models how to generate research questions, then students choose a hero and decide what information they want to know about the hero. 

Materials support teachers in employing projects that develop students’ knowledge on a topic. Examples include, but are not limited to, the following:

• In Unit 1, Week 1, Lesson 2, students use the research process to create a poster about food brought to America by people from another country. Students decide on a food or dish for their poster and then use keywords in an internet search to find facts and details about the food.  

• In Unit 3, Week 1, Lesson 2, students use the research process to create a history picture book. Students complete research on an important person and the history of their town or state over two weeks. 

• In Unit 5, Week 3, Lesson 2, students work with a partner to research what a certain type of government leader does in office. Students can choose a city mayor, state governor, or US president. 

Materials include shared research projects to help develop students’ research skills. Examples include, but are not limited to, the following:

• Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

  • In Unit 1, Week 5, Lesson 2, students use the research process to conduct an interview. The teacher first explains what an interview is and discusses the importance of taking careful notes to record the answers. Then the teacher supports partners through each step in the research process. 

  • In Unit 3, Week 3, Lesson 2, students use the research process to write a report about seasonal weather. Students spend two weeks researching. At the start, the teacher models how to use keywords when searching for information. Students work with partners to complete the project. 

  • In Unit 5, Week 5, Lesson 2, students use the research process to make a recycling chart. They work with a partner to find information about what items in their home can be recycled. The teacher gives the students a Research Roadmap as a guide. 

The materials reviewed for Grade 2 meet the criteria of Indicator 2g.

In the materials, students learn, engage, and are assessed in reading, writing, speaking, and listening skills. Foundational skills are also addressed each day. Materials include explicit instruction that spends the majority of instructional time on content that falls within grade-level aligned instruction. The majority of lessons in reading, writing, and small group instruction address a large number of the reading, writing, and speaking and listening standards. The units include opportunities to revisit these standards across the year. Instruction is also coherently sequenced, preparing students to respond to standards-aligned, analytical questions and tasks based on complex texts. Questions and tasks align to the standards and are coherently sequenced to prepare students to demonstrate their learning through the Share Your Knowledge culminating activities.  

Over the course of each unit, the majority of instruction is aligned to grade-level standards. Examples include, but are not limited to, the following: 

• The CCSS ELA Standards Correlation document illustrates the coverage of each standard strand. In the Teacher’s Edition, Reading/Writing Companion, and ELL Small Group Guide, materials address the majority of Reading: Literature, Reading: Informational Text, Writing, Speaking & Listening, and Language standards. The document identifies specifically where each standard is covered. 

Over the course of each unit, the majority of questions and tasks are aligned to grade-level standards. Examples include, but are not limited to, the following: 

• As students closely read and analyze complex texts, they respond to standards-aligned, text-based questions. Questions and tasks require students to cite textual evidence and draw upon the text to infer what is not explicitly stated. Questions and tasks build to and prepare students for the end-of-week Share Your Knowledge activity. The Essential Question for each text, which is revisited regularly, helps students to build knowledge while addressing the grade-level standard. 

Over the course of each unit, the majority of assessment questions are aligned to grade-level standards. Examples include, but are not limited to, the following: 

• Assessments, writing samples, and Share Your Knowledge activities align to grade-level standards. Each lesson includes standards-aligned explicit instruction, as well as questions and tasks, that prepare students for the corresponding assessment. 

By the end of the academic year,  standards are repeatedly addressed within and across units to ensure students master the full intent of the standard. Examples include, but are not limited to, the following: 

• Each lesson in the week follows a systematic approach to addressing the  reading, writing, and speaking and listening standards. Each lesson and unit addresses many of the Reading: Literature and Informational Text, Writing, Speaking & Listening, and Language standards. The pacing guide outlines 120 minutes of instruction, focusing on the reading, writing, and speaking and listening standards that are repeatedly addressed.