Unit 1 :
By the end of this unit, students will be able to:

1. Read and understand decodable text of appropriate complexity for grades 2–3 that incorporates the specific code knowledge taught;
2. Read independently and demonstrate understanding of nonfiction/informational text in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range;
3. Use knowledge of the letter-sound correspondences that have been taught to distinguish and correctly read long and short vowels in one-syllable words: ‘a’ > /a/; ‘e’ > /e/; ‘i’ > /i/; ‘o’ > /o/; ‘u’ > /u/;
4. Decode two-syllable words with any combination of the following syllable types: closed syllables, magic –e syllables, vowel digraph syllables, r-controlled syllables, open syllables, consonant –LE syllables;
5. Read and write words with the following inflectional endings and suffixes: –ing, –ed;
6. Read and write words with the following letter-sound correspondences: ‘a’ as /a/ (hat), /ae/ (paper), /ə/ (about), or /aw/ (wall); ‘i’ as /i/ (hit), /ie/ (item), or /ee/ (ski); ‘o’ as /o/ (hop), /oe/ (open), or /u/ (son); ‘e’ as /e/ (pet), /ee/ (me), or /ə/ (debate); ‘u’ as /ue/ (unit) or /u/ (but); ‘y’ as /y/ (yes), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’ (bird), ‘ur’ (hurt), or ‘er’ as /er/ (her); ‘ar’ > /ar/ (car) or /or/ (war); ‘al’ > /ə/ + /l/ (animal); ‘il’ > /ə/ + /l/ (pencil); ‘ul’ > /ə/ +/l/ (awful); ‘el’ > /ə/ + /l/ (travel), ‘le’ > /ə/ + /l/ (apple); ‘tion’ > /sh/ + /ə/ + /n/; ‘ph’ > /f/ (phone); ‘ch’ > /k/ (school); ‘wa’ > /o/ (water);
7. Read the following tricky words: he, she, we, be, me, the, was, of, a, do, down, how, to, two, what, where, why, from, once, one, could, would, should, there, said, says, why, word;
8. Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension;
9. Read and understand decodable text that incorporates letter-sound correspondences taught with purpose and understanding;
10. Read decodable text that incorporates the letter-sound correspondences taught with increased accuracy, appropriate rate, and expression on successive readings;
11. Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary;
12. Read and write words in which ‘c’ > /k/ as in cat or /s/ as in city; ‘g’ > /g/ as in got or /j/ as in gem;
13. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification;
14. Use both regular and irregular past-, present-, and future-tense verbs orally and in own writing;
15. Use and expand complete simple and compound sentences orally and in own writing;
16. Spell and write one-syllable words using the letter-sound correspondences taught in grade 2, using the Individual Code Chart as needed; and
17. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly, bookshelf, notebook, bookmark).

Unit 2: 
By the end of this unit, students will be able to:

1. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fiction text read independently;
2. Recount fables and folktales read independently, identifying specific features of the genre represented in the story, as well as the central message, lesson, or moral;
3. Describe how characters in a fiction text that has been read independently respond to major events and challenges;
4. Describe the following story elements: characters, setting, and plot, including how the beginning introduces the story and the ending concludes the action;
5. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud;
6. Use information gained from the illustrations and words in a text read independently to demonstrate understanding of its characters, setting, or plot;
7. Read and understand decodable text or appropriate complexity for grades 2–3 that incorporates the specific code knowledge taught;
8. Describe the connection between a series of historical events in a nonfiction/informational text read independently;
9. Use knowledge of the letter-sound correspondences that have been taught to distinguish and correctly read long and short vowels in one-syllable words: ‘a_e’ > /ae/; ‘ee’ > /ee/; ‘i_e’ > /ie/; ‘o_e’ > /oe/; ‘u_e’ > /ue/;
10. Decode two-syllable words with any combination of the following syllable types: closed syllables, magic –e syllables, vowel digraph syllables, r-controlled syllables, open syllables, consonant –LE syllables;
11. Read and write words with the following inflectional endings and suffixes: –ed, –ing;
12. Read the following tricky words: I, you, your, street, my, by, have, all, who, no, go, so, are, were, some, they, their;
13. Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension;
14. Read and understand decodable text that incorporates letter-sound correspondences taught with purpose and understanding;
15. Read decodable text that incorporates the letter-sound correspondences taught with increased accuracy, appropriate rate, and expression on successive readings;
16. Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary;
17. Plan, draft, and edit opinion pieces 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;
18. Plan, draft, and edit a narrative retelling of a fiction text, including a title, setting, characters, and well-elaborated events of the story in proper sequence, including details to describe actions, thoughts, and feelings, using temporal words to signal event order, and providing a sense of closure;
19. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing;
20. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers;
21. Use both regular and irregular past-, present-, and future-tense verbs orally and in own writing;
22. Use adjectives appropriately orally and in own writing;
23. Use and expand complete simple and compound sentences orally and in own writing;
24. Capitalize holidays, product names, and geographic names;
25. Use and apostrophe to form contractions and frequently occurring possessives;
26. Spell and write one-syllable words using the letter-sound correspondences taught in grade 2, using the Individual Code Chart as needed; and
27. Consult the Individual Code Chart and simple dictionaries to check spelling.

Unit 3: 
By the end of this unit, students will be able to:

1. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational text read independently;
2. Identify and use text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a nonfiction/informational text;
3. Identify the main purpose of a nonfiction/informational text read independently, including what the author wants to answer, explain, or describe;
4. Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with a nonfiction/informational text read independently and explain how these graphics clarify the meaning of the text;
5. Describe how reasons or facts support specific points the author makes in a nonfiction text read independently;
6. Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational text read independently or between two or more nonfiction/informational texts read independently;
7. Read independently and demonstrate understanding of nonfiction/informational text in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range;
8. Use knowledge of the letter-sound correspondences that have been taught to distinguish and correctly read long and short vowels in one-syllable words: ‘a’ > /a/; ‘e’ > /e/; ‘i’ > /i/; ‘o’ > /o/; ‘u’ > /u/; ‘a_e’ > /ae/; ‘ee’ > /ee/; ‘i_e’ > /ie/; ‘o_e’ > /oe/; ‘u_e’ > /ue/;
9. Read and write words spelled with the following vowel teams: long vowel sounds: ‘ai’, ‘ay’ > /ae/; ‘e_e’, ‘ea’, ‘ey’ > /ee/; ‘oa’, ‘oe’, ‘ow’ > /oe/; ‘ie’, ‘igh’> /ie/; short vowel sounds: ‘ou’, ‘o_e’ > /u/; ‘ea’ > /e/; other vowel sounds: ‘oi’, ‘oy’ > /oi/; ‘aw’, ‘au’, ‘augh’, ‘al’ > /aw/; ‘ow’ > /ou/; r-controlled vowel sounds: ‘er’ > /er/; ‘or’ > /or/; ‘ar’ > /ar/;
10. Decode two-syllable words with any combination of the following syllable types: closed syllables, magic –e syllables, vowel digraph syllables, r-controlled syllables, open syllables, consonant –LE syllables;
11. Read and write words with the following inflectional endings and suffixes: –ed, –ing, –s, –es;
12. Read and write words with the following letter-sound correspondences: ‘a’ as /a/ (hat), /ae/ (paper), /ə/ (about), or /aw/ (wall); ‘i’ as /i/ (hit), /ie/ (item), or /ee/ (ski); ‘o’ as /o/ (hop), /oe/ (open), or /u/ (son); ‘e’ as /e/ (pet), /ee/ (me), or /ə/ (debate); ‘u’ as /ue/ (unit) or /u/ (but); ‘y’ as /y/ (yes), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’ (bird), ‘ur’ (hurt), or ‘er’ as /er/ (her); ‘ar’ > /ar/ (car) or /or/ (war); ‘al’ > /ə/ + /l/ (animal); ‘il’ > /ə/ + /l/ (pencil); ‘ul’ > /ə/ + /l/ (awful); ‘el’ > ə/ + /l/ (travel), ‘le’ > /ə/ + /l/ (apple); ‘tion’ > /sh/ + /ə/ + /n/; ‘ph’ > /f/ (phone); ‘ch’ > /k/ (school); ‘a’ > /o/ (water);
13. Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension;
14. Read and understand decodable text that incorporates letter-sound correspondences taught with purpose and understanding;
15. Plan, draft, and edit a personal narrative with a title, recounting a well-elaborated event or short sequence of events, including details to describe actions, thoughts, and feelings, using temporal words to signal event order, and providing a sense of closure;
16. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing;
17. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification;
18. Capitalize holidays, product names, and geographic names;
19. Consult the Individual Code Chart; and
20. Use sentence-level context as a clue to the meaning of a word or phrase

Unit 4:
By the end of this unit, students will be able to:

1. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fiction text read independently;
2. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud;
3. Use information gained from the illustrations and words in a text read independently to demonstrate understanding of its characters, setting, or plot;
4. Read and understand decodable text of appropriate complexity for grades 2–3 that incorporates the specific code knowledge taught;
5. Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with a nonfiction/informational text read independently and explain how these graphics clarify the meaning of the text;
6. Use knowledge of the letter-sound correspondences that have been taught to distinguish and correctly read long and short vowels in one-syllable words: ‘a’ > /a/; ‘e’ > /e/; ‘i’ > /i/; ‘o’ > /o/; ‘u’ > /u/; ‘a_e’ > /ae/; ‘ee’ > /ee/; ‘i_e’ > /ie/; ‘o_e’ > /oe/; ‘u_e’ > /ue/;
7. Read and write words spelled with the following vowel teams: long vowel sounds: ‘ai’, ‘ay’ > /ae/; ‘e_e’, ‘ea’, ‘ey’ > /ee/; ‘oa’, ‘oe’, ‘ow’ > /oe/; ‘ie’, ‘igh’> /ie/; short vowel sounds: ‘ou’, ‘o_e’ > /u/; ‘ea’ > /e/; other vowel sounds: ‘oi’, ‘oy’ > /oi/; ‘aw’, ‘au’, ‘augh’, ‘al’ > /aw/; ‘ow’ > /ou/; r-controlled vowel sounds: ‘er’ > /er/; ‘or’ > /or/; ‘ar’ > /ar/;
8. Decode two-syllable words with any combination of the following syllable types: closed syllables, magic 'e' syllables, vowel digraph syllables, r-controlled syllables, open syllables, consonant –le syllables;
9. Read and write words with the following letter-sound correspondences: ‘a’ as /a/ (hat), /ae/ (paper), /ə/ (about), or /aw/ (wall); ‘i’ as /i/ (hit), /ie/ (item), or /ee/ (ski); ‘o’ as /o/ (hop), /oe/ (open), or /u/ (son); ‘e’ as /e/ (pet), /ee/ (me), or /ə/ (debate); ‘u’ as /ue/ (unit) or /u/ (but); ‘y’ as /y/ (yes), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’ (bird), ‘ur’ (hurt), or ‘er’ as /er/ (her); ‘ar’ > /ar/ (car) or /or/ (war); ‘al’ > /ə/ + /l/ (animal); ‘il’ > /ə/ + /l/ (pencil); ‘ul’ > /ə/ + /l/ (awful); ‘el’ > ə/ + /l/ (travel), ‘le’ > /ə/ + /l/ (apple); ‘tion’ > /sh/ + /ə/ + /n/; ‘ph’ > /f/ (phone); ‘ch’ > /k/ (school); ‘a’ > /o/ (water);
10. Read the following tricky words: people, walk, grownup, building, statue;
11. Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension;
12. Read and understand decodable text that incorporates letter-sound correspondences taught with purpose and understanding;
13. Plan, draft, and edit opinion pieces 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 opinions and reasons, and provide a concluding statement or section;
14. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing;
15. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification;
16. Use collective nouns (e.g., group);
17. Form and use irregular plural nouns orally and in own writing;
18. Use both regular and irregular past-, present-, and future-tense verbs orally and in own writing;
19. Use adjectives appropriately orally and in own writing;
20. Capitalize holidays, product names, and geographic names;
21. Use commas in greetings and closings of letters;
22. Consult the Individual Code Chart and simple dictionaries to check spelling;
23. Compare formal and informal uses of English; and
24. Use sentence-level context as a clue to the meaning of a word or phrase.

Unit 5:
By the end of this unit, students will be able to:

1. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fiction text read independently;
2. Describe how characters in a fiction text that has been read independently respond to major events and challenges;
3. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading aloud;
4. User information gained from the illustrations and words in a text read independently to demonstrate understanding of its characters, setting, or plot;
5. Read and understand decodable text of appropriate complexity for grade 2 that incorporates the specific code knowledge taught;
6. Know and apply grade-level phonics and word analysis skills in decoding words;
7. Read and write words with the following inflectional endings: –ed, –ous;
8. Read and write words with the following letter-sound correspondences: ‘a’ as /a/ (hat), /ae/ (paper), /ə/ (about), or /aw/ (wall); ‘i’ as /i/ (hit), /ie/ (item), or /ee/ (ski); ‘o’ as /o/ (hop), /oe/ (open), or /u/ (son); ‘e’ as /e/ (pet), /ee/ (me), or /ə/ (debate); ‘u’ as /ue/ (unit) or /u/ (but); ‘y’ as /y/ (yes), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’ (bird), ‘ur’ (hurt), or ‘er’ as /er/ (her); ‘ar’ > /ar/ (car) or /or/ (war); ‘al’ > /ə/ + /l/ (animal); ‘il’ > /ə/ + /l/ (pencil); ‘ul’ > /ə/ + /l/ (awful); ‘el’ > ə/ + /l/ (travel), ‘le’ > /ə/ + /l/ (apple); ‘tion’ > /sh/ + /ə/ + /n/; ‘ph’ > /f/ (phone); ‘ch’ > /k/ (school); ‘a’ > /o/ (water);
9. Read the following Tricky Words: alphabet, kingdom, war, water, schwa, edge, father, ghost, again, bridge, eyes, death, wizard, break, against, friend, sure;
10. Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension;
11. Read decodable text that incorporates the letter-sound correspondences taught, with purpose and understanding;
12. Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary;
13. Plan, draft, and edit a narrative retelling of a fiction read-aloud, including a title, setting, characters, and well-elaborated events of the story in proper sequence, including details to describe actions, thoughts, and feelings, using temporal words to signal event order, and providing a sense of closure;
14. With guidance and support from adults, focus on a topic and strengthen writing as needed by revising and editing;
15. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking;
16. Use collective nouns (e.g., group);
17. Form and use irregular plural nouns orally and in own writing;
18. Capitalize holidays, product names, and geographic names;
19. Consult the Individual Code Chart and simple dictionaries to check spelling; and
20. Use sentence-level context as a clue to the meaning of a word or phrase.

Unit 6:
By the end of this unit, students will be able to:

1. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fictionr or nonfiction/informational text read independently;
2. Identify the main topic of a multiparagraph nonfiction/informational text read independently, as well as the focus of specific paragraphs within the text;
3. Describe the connection between a series of historical text in a nonfiction/informational text read aloud or independently;
4. Determine the meaning of unknown words and phrases in nonfiction/informational text read aloud or independently;
5. Identify and use text features (e.g., captions, bold print, suheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a nonfiction/informational text;
6. Identify the main purpose of a nonfiction/informational text read independently, including what the author wants to answer, explain, or describe;
7. Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with nonfiction/informational text read aloud or independently, and explain how these graphics clarify the meaning of the text;
8. Describe how reasons or facts support specific points the author makes in a nonfiction text read aloud or independently;
9. Read independently and demonstrate understanding of nonfiction/informational text in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range;
10.  Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for grades 2–4;
11. Use knowledge of the letter-sound correspondences that have been taught to distinguish and correcly read long and short one-syllable words: 'a' > /a/; 'e' > /e/; 'i' > /i/; 'o' > /o/; 'u' > /u/; 'a_e' > /ae/; 'ee' > /ee/; 'i_e' > /ie/; 'o_e' > /oe/; 'u_e' > /ue/;
12. Read and write words spelled with the following vowel teams: long vowel sounds: ‘ai’, ‘ay’ > /ae/; ‘ea’, ‘ey’, ‘ee’ > /ee/; ‘oa’, ‘oe’, ‘ow’ > /oe/; ‘ie’, ‘igh’ > /ie/; short vowel sounds: ‘ou’, ‘o_e’ > /u/; ‘ea’ > /e/; other vowel sounds: ‘oi’, ‘oy’ > /oi/; ‘aw’, ‘au’, ‘augh’, ‘al’ > /aw/; ‘ow’ > /ou/; r-controlled vowel sounds: ‘er’ > /er/; ‘or’ > /or/; ‘ar’ > /ar/;
13. Decode two-syllable words with any combination of the following syllable types: closed syllables, magic –e syllables, vowel digraph syllables, r-controlled syllables, open syllables, and consonant –le syllables;
14. Read and write words with the following letter-sound correspondences: ‘a’ as /a/ (hat), /ae/ (paper), /ə/ (about), or /o/ (water); ‘i’ as /i/ (hit), /ie/ (item), or /ee/ (ski); ‘o’ as /o/ (hop), /oe/ (open), or /u/ (son); ‘e’ as /e/ (pet), /ee/ (me), or /ə/ (debate); ‘u’ as /ue/ (unit) or /u/ (but); ‘y’ as /y/ (yes), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’ (bird), ‘ur’ (hurt), or ‘er’ as /er/ (her); ‘ar’ > /ar/ (car) or /or/ (war); ‘al’ > /ə/ + /l/ (animal) or 'aw' (wall); ‘il’ > /ə/ + /l/ (pencil); ‘ul’ > /ə/ + /l/ (awful); ‘el’ > ə/ + /l/ (travel), ‘le’ > /ə/ + /l/ (apple); ‘tion’ > /sh/ + /ə/ + /n/; ‘ph’ > /f/ (phone); ‘ch’ > /k/ (school); ‘al’ > /aw/ (wall);
15. Read the following Tricky Words: Great Britain, Europe, native, Americans, war, signature, imagine, soldier, Washington, iron, special, shoe, Fort McHenry, early, whose, broad, bomb, Andrew, new;
16. Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension;
17. Read and understand decodable text that incorporates the letter-sound correspondences taught with purpose and understanding;
18. Read decodable text that incorporates the letter-sound correspondences taught with increased accuracy, appropriate rate, and expression on successive readings.
19. Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary;
20. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification;
21. Use both regular and irregular past-, present-, and future-tense verbs orally and in own writing;
22. Use adjectives appropriately orally and in own writing;
23. Use adverbs appropriately orally and in own writing;
24. Use and expand complete simple and compound sentences orally and in own writing;
25. Spell and write one-syllable words using the letter-sound correspondences taught in grade 2, using the Individual Code Chart as needed; and
26. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
    
    

​