Lesson Number, Title and Focus Standards	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
Lesson 1 - Drawing and Writing: What Do I Already Know about Schools? CCSS.SL.2.1NC.SL.2.1CCSS.SL.2.1.aNC.SL.2.1.aCCSS.W.2.2NC.W.2.2TN.LA.2.SL.CC.1TN.LA.2.W.TTP.2	I can listen with care when I participate in conversations with my classmates. I can draw and write what I already know about school.	Use the Speaking and Listening Checklist for to monitor students progress during Think-Pair-Share. Developing informational skills with What is School? notebooks	Questions for Kindergartners anchor chart Module Guiding Question anchor chart Think-Pair-Share anchor chart
Lesson 2 - Focused Read-aloud, Session 1: What Does School Mean to You? CCSS.RI.2.1NC.RI.2.1TN.2.RI.KID.1CCSS.RI.2.6NC.RI.2.6TN.2.RI.CS.6CCSS.SL.2.1NC.SL.2.1CCSS.SL.2.1.aNC.SL.2.1.aCCSS.W.2.8NC.W.2.6TN.2.W.RBPK.8TN.LA.2.SL.CC.1	I can ask and answer questions about what school is and why it is important using key details from What Does School Mean to You? I can listen with care when I participate in conversations with my classmates.	Use the Speaking and Listening Checklist for to monitor students progress during Think-Pair-Share. Developing informational skills with What is School? notebooks	Classroom Discussion Norms anchor chart Module Guiding Question anchor chart Think-Pair-Share anchor chart Sharing our Work anchor chart
Lesson 3 - Focused Read-aloud, Session 2: What Does School Mean to You? CCSS.RI.2.1NC.RI.2.1TN.2.RI.KID.1CCSS.RI.2.6NC.RI.2.6TN.2.RI.CS.6CCSS.SL.2.1NC.SL.2.1CCSS.SL.2.1.aNC.SL.2.1.aCCSS.W.2.8NC.W.2.6TN.2.W.RBPK.8TN.LA.2.SL.CC.1	I can ask and answer questions about what school is and why it is important using key details from What Does School Mean to You? I can speak one at a time when participating in conversations with my classmates.	Use the Speaking and Listening Checklist for to monitor students progress during Think-Pair-Share. Developing informational skills with notebooks	What is School? song Module Guiding Question anchor chart Classroom Discussion Norms anchor chart
Lesson 4 - Focused Read-aloud, Session 1: The Dot CCSS.L.2.4NC.L.2.4CCSS.RI.2.1NC.RI.2.1TN.2.RI.KID.1CCSS.RI.2.7NC.RI.2.7TN.2.RI.IKI.7CCSS.RL.2.7NC.RL.2.7TN.2.RL.IKI.7CCSS.SL.2.1NC.SL.2.1CCSS.SL.2.1.aNC.SL.2.1.aCCSS.W.2.8NC.W.2.6TN.2.W.RBPK.8TN.2.FL.VA.7aTN.LA.2.SL.CC.1	I can speak one at a time when I participate in conversations with my classmates. I can describe how Vashti was feeling at the beginning and at the end of the book The Dot.	During Work Time A, use the Reading Literature Checklist to track students’ progress toward these reading standards.	Module Guiding Question anchor chart Classroom Discussion Norms Anchor chart Role Play protocol anchor chart Important Events from The Dot anchor chart How was Vashti Feeling at the Beginning of the Book? Anchor chart
Lesson 5 - Focused Read-aloud, Session 2: The Dot CCSS.RI.2.7NC.RI.2.7TN.2.RI.IKI.7CCSS.RL.2.2NC.RL.2.2TN.2.RL.KID.2CCSS.RL.2.7NC.RL.2.7TN.2.RL.IKI.7CCSS.SL.2.1NC.SL.2.1CCSS.SL.2.1.aNC.SL.2.1.aCCSS.W.2.8NC.W.2.6TN.2.W.RBPK.8TN.LA.2.SL.CC.1	I can identify the central message in The Dot. I can speak one at a time when I participate in conversations with my classmates.	During Work Time A, use the Reading Literature Checklist to track students’ progress.	Module Guiding Question anchor chart Classroom Discussion norms anchor chart Role Play protocol anchor chart
Lesson 6 - Close Read-aloud, Session 1: The Invisible Boy CCSS.L.2.4NC.L.2.4CCSS.RL.2.1NC.RL.2.1TN.2.RL.KID.1CCSS.RL.2.7NC.RL.2.7TN.2.RL.IKI.7CCSS.SL.2.1NC.SL.2.1CCSS.SL.2.1.aNC.SL.2.1.aCCSS.W.2.8NC.W.2.6TN.2.W.RBPK.8TN.2.FL.VA.7aTN.LA.2.SL.CC.1	I can participate in a discussion to answer questions using details from The Invisible Boy to support my answers. I can define the words invisible and visible.	During Work Time A, use the Reading Literature Checklist to track students’ progress toward these reading standards. During Work Time B, observe students drawing and writing. Take notes about their inventive spelling and phonetic awareness to build foundational skills in upcoming Skills Block lessons. Note: Informative writing is taught in Unit 2. During the Closing, students engage in the Pinky Partners protocol. Monitor students as they listen and respond to a classmate’s idea. Prompt them to attend to the classroom discussion norms and provide question and sentence stems if necessary.	Classroom Discussion Norms Anchor chart Pinky Partners protocol anchor chart
Lesson 7 - Close Read-aloud, Session 2: The Invisible Boy, Pages 1–8 CCSS.L.2.4NC.L.2.4CCSS.RL.2.1NC.RL.2.1TN.2.RL.KID.1CCSS.RL.2.3NC.RL.2.3TN.2.RL.KID.3CCSS.RL.2.7NC.RL.2.7TN.2.RL.IKI.7CCSS.SL.2.1NC.SL.2.1CCSS.SL.2.1.aNC.SL.2.1.aCCSS.W.2.8NC.W.2.6TN.2.W.RBPK.8TN.2.FL.VA.7aTN.LA.2.SL.CC.1	I can respond to questions using details from the text to support my answers. I can stay on topic while participating in conversations with my classmates.	During Work Time A, use the Reading Literature Checklist to track students’ progress. During Work Times A and B, observe students following the classroom discussion norms. Prompt students as needed. During Work Time C, observe and support students as they independently write. Collect student writing to formatively assess and to re-teach foundational skills during the Skills Block.	Classroom Discussion Norms anchor chart Role Play protocol anchor chart Close Readers Do These Things anchor chart
Lesson 8 - Close Read-aloud, Session 3: The Invisible Boy, Pages 9–14 CCSS.L.2.4NC.L.2.4CCSS.RL.2.1NC.RL.2.1TN.2.RL.KID.1CCSS.RL.2.3NC.RL.2.3TN.2.RL.KID.3CCSS.RL.2.7NC.RL.2.7TN.2.RL.IKI.7CCSS.SL.2.1NC.SL.2.1CCSS.SL.2.1.aNC.SL.2.1.aCCSS.W.2.8NC.W.2.6TN.2.W.RBPK.8TN.2.FL.VA.7aTN.LA.2.SL.CC.1	I can respond to questions using details from the text to support my answers. I can describe what happens in the text to make Brian feel invisible at the beginning of The Invisible Boy.	During Work Time A, use the Reading Literature Checklist to track students’ progress. During Work Times A and B, observe students following the classroom discussion norms. Prompt students as needed. During the Work Time C, observe and support students as they independently write. Collect student writing to formatively assess and to re-teach foundational skills during the Skills Block.	Classroom Discussion Norms Anchor chart Brian’s Change anchor chart Role Play protocol anchor chart Close Readers Do These Things Anchor chart
Lesson 9 - Close Read-aloud, Session 4: The Invisible Boy, Pages 15–20 CCSS.L.2.4NC.L.2.4CCSS.RL.2.1NC.RL.2.1TN.2.RL.KID.1CCSS.RL.2.3NC.RL.2.3TN.2.RL.KID.3CCSS.RL.2.7NC.RL.2.7TN.2.RL.IKI.7CCSS.SL.2.1NC.SL.2.1CCSS.SL.2.1.aNC.SL.2.1.aCCSS.W.2.8NC.W.2.6TN.2.W.RBPK.8TN.2.FL.VA.7aTN.LA.2.SL.CC.1	I can respond to questions using details from the text to support my answers. I can describe how Brian responds to events by looking closely at the illustrations and words.	During Work Time A, use the Reading Literature Checklist to track students’ progress. During Work Times A and B, observe students following the classroom discussion norms. Prompt students as needed. During Work Time C, observe and support students as they independently write. Collect student writing to formatively assess and to re-teach foundational skills during the Skills Block.	Close Readers Do These Things anchor chart Brian’s Change anchor chart Pinky Partners protocol anchor chart
Lesson 10 - Close Read-aloud, Session 5: The Invisible Boy, Pages 21–26 CCSS.L.2.4NC.L.2.4CCSS.RL.2.1NC.RL.2.1TN.2.RL.KID.1CCSS.RL.2.3NC.RL.2.3TN.2.RL.KID.3CCSS.RL.2.7NC.RL.2.7TN.2.RL.IKI.7CCSS.SL.2.1NC.SL.2.1CCSS.SL.2.1.aNC.SL.2.1.aCCSS.W.2.8NC.W.2.6TN.2.W.RBPK.8TN.2.FL.VA.7aTN.LA.2.SL.CC.1	I can respond to questions using details from the text to support my answers. I can describe the changes in the illustrations to learn more about Brian.	During Work Time A, use the Reading Literature Checklist to track students’ progress toward these reading standards. During Work Times A and B, observe students following the classroom discussion norms. Prompt students as needed. During Work Time C, observe and support students as they independently write. Collect student writing to formatively assess and to re-teach foundational skills during the Skills Block.	Close Readers Do These Things anchor chart Classroom Discussion Norms anchor chart Brian’s Change anchor chart Pinky Partners protocol anchor chart
Lesson 11 - Unit 1 Assessment and Close Read-aloud, Session 6: The Invisible Boy, Pages 27–30 CCSS.L.2.4NC.L.2.4CCSS.RL.2.1NC.RL.2.1TN.2.RL.KID.1CCSS.RL.2.3NC.RL.2.3TN.2.RL.KID.3CCSS.RL.2.7NC.RL.2.7TN.2.RL.IKI.7CCSS.SL.2.1NC.SL.2.1CCSS.SL.2.1.aNC.SL.2.1.aCCSS.W.2.8NC.W.2.6TN.2.W.RBPK.8TN.2.FL.VA.7aTN.LA.2.SL.CC.1	I can respond to questions using details from the text to support my answers. I can describe what happens in the text to make Brian feel more visible.	During Work Time A, use the Reading Literature Checklist to track students’ progress toward these reading standards. During Work Time B, observe and support students as they complete the Unit 1 Assessment—also the culminating task for the close read-aloud. Collect student writing and assess using the criteria on the RL checklist in the Assessment Overview and Resources.	Close Readers Do These Things anchor chart Classroom Discussion Norms anchor chart Brian’s change anchor chart Module Guiding Question anchor chart

Grade 2, Module 1 - Pacing Guide