1

TWS 2: Long Range Plan

Abby Land
TWS Standard: The teacher develops a Long Range Plan for 9-18 weeks
that includes learning objectives, SC State Standards and/or Common Core
Standards.
Standards

Lucy
Calkins
Reading
Workshop
(Bends)

Lucy
Calkins
Writing
Worksho
p (Bends)

Other
Literacy
Component
s

Read
Aloud &
Testing
As A
Genre

Assessments/Resource
s

2nd Grade: Unit 1 - August-September (8.17-9.22)

Reading
Literacy:
RL 3 Know and
apply grade level
phonics and word
analysis skills
when decoding
words.
RL 4 Read with
sufficient accuracy
and fluency to
support
comprehension.
RL 5.1 Ask and
answer literal and
inferential
questions to
determine
understanding of a
text; use specific
details to make
inferences and
draw conclusions
in texts heard or
read.
RL 7.1 Retell the
sequence of major
events using key
details; determine
the theme in a text
heard or read.
RL 10 Apply a
range of strategies
to determine and
deepen the
meaning of known,
unknown, and
multiple-meaning
words, phrases,
and jargon;
acquire and use
general academic
and domainspecific
vocabulary.
RL 11 Analyze and
provide evidence
of how the authors

Second
Grade
Reading
Growth
Spurt (Book
1 in UOS
Published
Heinemann
Kit)
Bend I:
Taking
Charge of
Reading
> Readers
Choose How to
Read
> Taking a
Sneak Peak to
Decide How a
Book Wants to
be Read
> Readers Get
Stronger by
Reading A Lot
> Keeping Tabs
on
Comprehensio
n
> Readers
Read in Longer
Phrases,
Scooping Up
Snap Words
1.3, 2.2, 2.8,
2.10, 2.11, 2.12,
2.13, 2.14, 2.15,
2.18, 2.19, (The
Reading
Strategies Book
by Jennifer
Serravallo)
Bend II:
Working
Hard to
Solve Tricky

Lessons
from the
Masters:
Improving
Narrative
Writing
(Book 1 in
UOS
Published
Heinemann
Kit)
Bend I:
Studying the
Masters for
Inspirations
and Ideas
> Generating
Ideas for
Writing
> Adding
Details to
Ideas (Small
Moments)
> Writing
Strong
Endings
> Making Sure
Writing Makes
Sense
> Check for
Punctuation
and Makes
Sense
Bend II:
Noticing
Authors
Craft:
Studying
Imagery,
Tension,
and Literary
Language in
Owl Moon
> Revising
While Writing

Shared
Reading:
For warm up each
day, select copies
of a song or poem
in order to build
genre awareness,
fluency, and
excitement.
Example: There
Was an Old Lady
Who Swallowed a
Fly.
At this time in the
year, youll want
to choose books
that are
humorous at a
level K or L.
Prepare to share
a chapter from a
familiar text at a
level or two above
the reading level
of most of the
students such as
Chapter 3 from
the book Mercy
Watson to the
Rescue by Kate
DiCamillo (done
in Read Aloud).
The text can be
enlarged on the
document
camera.
Phonics and/or
Vocabulary:
In spelling, your
writers will
practice
> Long vowel
patterns CVCe
(e.g., /a/ as in
later, /a/ as in

Interactiv
e Read
Aloud:
Those Darn
Squirrels by
Adam
Rubin
Katie Woo
Has the Flu
by Fran
Manushkin
Fly Guy by
Tedd
Arnold
Cam Jansen
by David A.
Adler
Dragon
Masters by
Tracey West
Frog and
Toad by
Arnold
Lobel
Naked Mole
Rat Gets
Dressed by
Mo
Williams
> Level
M/N/O
Fairy Tale
Books - The
Three Little
Pigs, Jack
and the
Beanstalk,
The Three
Little Pigs
and the Big
Bad Pig,
The True
Story of the
Three Little
Pigs.
> Stink or

Average Reading Level: 16I/18-J/20-K

Reading Assessments:
> Running Records
>Pre- and Post Assessment
(TCRWP website)
> Reading logs
> Writing about reading (ex. Stop
and Jot, Stop and sketch).
> Conferring notes
> Other (observations during read
aloud and shared reading, post-its
from books, transcribed
conversations, observations with
reading partners.)

Writing Assessments:
> Give Narrative On Demand
before starting the unit.
> Give some Narrative on
Demand after completing the
unit.
Word Study Assessments:
> Spelling inventory
> High frequency words
Resources:
> The Next Step in Guided
Reading by Jan Richardson
> The Reading Strategies Book
by Jennifer Serravallo
> The Literacy Teachers
Playbook (K-2) by Jennifer
Serravallo
> Smarter Charts (K-2) by
Majorie Martinelli and Kristine
Mraz
> Donald Bears Spelling
Inventory found in his book
Words Their Way
> TCRWP website
> If Then Curriculum:

choice of point of
view, perspective,
or purpose shapes
context, meaning,
and style.
RL 13.2 Read
independently for
sustained periods
of time to build
stamina.
Communication
:
C1 Interact with
others to explore
ideas and
concepts,
communicate
meaning, and
develop logical
interpretations
through
collaborative
conversations;
build upon the
ideas of others to
clearly express
ones own views
while respecting
diverse
perspectives.
Writing:
W 3.1 Explore
multiple texts to
write narratives
that recount a
well-elaborated
event or short
sequence of
events; including
details to describe
actions, thoughts,
and feelings; use
temporal words to
signal event order;
and provide a
sense of closure.
W 4 Demonstrate
command of the
conventions of
standard English
grammar and
usage when
writing and
speaking.
W 5 Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when
writing.
W 6 Write
independently,
legibly, and
routinely for a

Words
> Figuring out
Tricky Words
> Using
Multiple
Strategies
(What Makes
Sense and
Checking First
Letter)
> Readers are
Flexible when
they encounter
Vowel Teams
> Attending to
Beginning and
Ending of
Words
> Readers
Check
Themselves
and Their
Reading
3.1, 3.3, 3.5,
3.6, 3.7, 3.8,
3.9, 3.10, 3.13,
3.17, 3.19, 3.20,
3.21 (The
Reading
Strategies Book
by Jennifer
Serravallo)
Bend III:
Paying Close
Attention to
Authors
> Authors
Have
Intentions
> Readers
Dont Just
Notice Craft
Moves- They
Try Them
> Readers
Think About
How the Whole
Book Clicks
Together
> Readers
Think, What
Does the
Author Want
to Teach Me?
5.3, 5.13, 5.18,
5.19, 7.6, 7.19,
7.20, 7.21,
11.23 (The
Reading
Strategies Book
by Jennifer
Serravallo)

> Learning to
Write From
Studying
Mentor Texts
Trying Out
Crafts from
Other Writers
Use
> Editing for
Conventions
and for
Language
Bend III:
Study Your
Own
Authors
> Trying Out
New Things
Found in
Mentor Texts
>Working
with Partners
to Revise
> Editing for
Publishing

tape )
> Inflectional
endings (e.g.,
played, playing,
wished, waited.)
>Vowel teams
CVVC (e.g., rain,
heat, fruit).
In Reading, 16-18
Level Texts will
also require
readers to have
knowledge of
> Possessives
(birds nest)
> VVC
phonogram
patterns (e.g.,
keep, good)
> Contractions
(Im, cant,
were).
> Compound
words (blueberry,
backpack).
> Plural (y to I,
add -es pennies)
> Comparatives
(-er, -est).
> Taking apart
longer words
various ways
(syllables, onset
rime, etc.)
> Prefixes and
suffixes (redo,
reread; brighter,
brightest).
> Homophones
(bare, bear).
> Multiple
meaning words
(change, rake).

Judy Moody
series.
> Ivy &
Bean series.
Shared
Reading:
Mercy
Watson to
the Rescue
by Kate
DiCamillo
There Was
an Old Lady
Who
Swallowed a
Fly by
Simms
Taback
Writing:
The Leaving
Morning by
Angela
Johnson
Joshuas
Night
Whispers by
Angela
Johnson
A Sweet
Smell of
Roses by
Angela
Johnson
Kittens
First Full
Moon by
Kevin
Henkes
Shortcut by
Donals
Crews
Bigmamas
by Donal
Crews
The Snow
Day by Ezra
Jack Keats
Pet Show by
Ezra Jack
Keats
Owl Moon
by Jane
Yolen

Assessment-Based Instruction,
Grades K-2
> Writing Pathways:
Performance Assessments and
Learning Progressions
> Fountas and Pinnell Word
Study.

variety of tasks,
purposes, and
audiences over
short and
extended time
frames.

Standards

Lucy
Calkins
Reading
Worksho
p (Bends)

Lucy
Calkins
Writing
Workshop
(Bends)

Other
Literacy
Component
s

Read
Aloud &
Testing
As A
Genre

Assessments/Resourc
es

2nd Grade: Unit 2 - September-October (9.23-10.28)

Reading
Informational:
RI 1 Demonstrate
understanding of the
organization and basic
features of print.
RI 2 Demonstrate
understanding of
spoken words,
syllables, and sounds.
RI 3 Know and apply
grade level phonics
and word analysis
skills when decoding
words.
RI 4 Read with
sufficient accuracy and
fluency to support
comprehension.
RI 5 Determine
meaning and develop
logical interpretations
by making predictions,
inferring, drawing
conclusions,
analyzing,
synthesizing,
providing evidence,
and investigation.
RI 6 Summarize key
details and ideas to
support analysis of
central ideas.
RI 7 Research events,
topics, ideas, or
concepts through
multiple media,
formats, and in visual,
auditory, and
kinesthetic modalities.
RI 8 Interpret and
analyze the authors
use of words, phrases,
text features,
conventions, and
structures, and how
their relationships
shape meaning and
tone in print and

Becoming
Experts:
Reading
Nonfiction
(Book 2 in
UOS
Published
Heinemann
Kits)
Bend I:
Thinking
Hard and
Growing
Knowledge
> Nonfiction
Readers
Notice, Learn,
and Question.
> Nonfiction
Readers Ask,
What is This
Book
Teaching
Me?
> Nonfiction
Readers Ask,
How Does
This Book
Go?
8.1, 8.2, 8.3,
8.4, 8.5, 8.6,
8.7, 8.11 (The
Reading
Strategies
Book by
Jennifer
Serravallo).
Bend II:
Learning
the Lingo of
a Topic
>
Anticipating
and Using the
Lingo of a
Topic

Information
al Writing
(New Spiral
Book 2016)
Bend I:
Write
Information
al Books
with
Stamina,
Volume, and
Independenc
e
> Organizing,
Adding Details,
and Editing
> Adding
Chapters
> Topic and
Subtopics
Bend II:
Write with
Elaboration:
Study a
Mentor Text
to Make
Information
Books
Longer and
More
Interesting
> Dividing
Chapters into
Parts
> Researching
>
Introductions
and
Conclusions
Bend III:
Revise One
Book and
conduct
Research to

Shared
Reading: For
warm up each
day, select copies
of a song or
poem in order to
build genre
awareness,
fluency, and
excitement.
Example: I Just
Cant Wait to Be
King from The
Lion King. Select
books that will
teach the main
skills that echo
your unit and
what your
students need as
readers. Since
books at these
levels are often
too long to read
in one sitting,
focus on just a
few chapters.
Passages can be
enlarged on a
document
camera.
Suggestions:
Tigers by Laura
Marsh (Level J;
part of the
National
Geographic
Series) Use the
following
chapters:
> A Tigers
Home
> Cubs
> Tigers in
Trouble
There are many
appropriate Big
Books such as
Incredible

Interactiv
e Read
Aloud:
Knights in
Shining
Armour by
Gail
Gibbons
Amazing
Animals:
Tigers by
Valerie
Bodden
Bugs, Bugs,
Bugs by
Jennifer
Dussling
Storms by
Miriam
Busch Goin
Wild
Weather
Around the
World
byTori
Kosara
Shared
Reading:
Tigers by
Laura
Marsh
Ants! They
are Hard
Workers!
By Time for
Kids
The Great
Panda Tale
by Laura
Butler
Writing:
National
Geographic
(Animals)
Books by
Bobbie

Average Reading Level: 18J/20-K/24-L

Reading Assessments:
> Running Records (formal and
informal)
> Pre- and Post- Assessments
(TCRWP website)
> Stop and Jots during IRA
Word Study Assessments:
>Spelling Inventory
> High Frequency Word Lists
Writing Assessments:
> Give informational writing on
demand before starting the unit.
> Give same informational
writing on demand after
completing the unit (see Writing
Pathways Book for prompt).
Resources:
> The Next Step in Guided
Reading by Jan Richardson
> The Reading Strategies Book
by Jennifer Serravallo
> The Literacy Teachers
Playbook (K-2) by Jennifer
Serravallo
> Smarter Charts (K-2) by
Majorie Martinelli and Kristine
Mraz
> Donald Bears Spelling
Inventory found in his book
Words Their Way
> TCRWP website
> If Then Curriculum:
Assessment-Based Instruction,
Grades K-2
> Writing Pathways:
Performance Assessments and
Learning Progressions
> Fountas and Pinnell Word
Study.

multimedia text.
RI 9 Apply a range of
strategies to
determine and deepen
meaning of known,
unknown, and
multiple-meaning
word phrases, and
jargon; acquire and
use general academic
domain-specific
vocabulary.
RI 12 Read
independently and
comprehend a variety
of texts for the
purposes of reading
for enjoyment,
acquiring new
learning and building
stamina; reflect and
respond to
increasingly complex
text over time.
Communication:
C2 Articulate ideas,
claims, and
perspectives in a
logical sequence using
information, findings,
and credible evidence
from sources.
C3 Communicate
information through
strategic use of
multiple modalities
and multimedia to
enrich understanding
when pressing ideas
and information.
Writing:
W2 Write
informative/explanato
ry texts to examine
and convey complex
ideas and information
clearly and accurately
through effective
selection,
organization, and
analysis of content.
W4 Demonstrate
command of the
conventions of
standard English
grammar and usage
when writing and
speaking.
W5 Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when writing.
W6 Write

> Using Text

Features to
Notice and
Understand
Keywords.
> Using
Context to
Build
Knowledge of
Unknown
Words.
> Solving
Words Takes
Strategic and
Flexible
Thinking
> Rereading
Like Experts
> Using Lingo
to Teach
Others
10.5, 10.6,
10.7, 10.9,
10.10, 11.5,
11.6, 11.19,
(The Reading
Strategies
Book by
Jennifer
Serravallo).
Bend III:
Reading
Across a
Topic
> Growing
Knowledge
Across Books
- Getting
Ready to
Read
> Adding
Information
Across Books
> Thinking
and
Rethinking
About How
Information
is Connected
Across Books
> Finding,
Thinking, and
Talking about
What is the
Same and
What is
Different
> Retelling
Topics, Not
Just Books

Create and
Expert
Project
> Choosing
One Topic to
Research and
Write
> Collecting
Resources

Bend IV:
Edit, Fancy
Up, and
Publish the
Writing So
That It
Teaches In
Clear and
Exciting
Ways
> Writing for
an Audience
> Spelling,
Handwriting,
and
Punctuation
> Using Text
Features in
Publication

Insects, Bears,
Animals of the
Arctic and
Antarctica, and
Polar Bears.

Phonics and
Vocabulary:
In Spelling, your
writers will
practice
> Long vowel
patterns: CV,
CVV, and VCC
(open syllables)
(CV: motel,
hotel), (CVV;
stay, show, glue,
chew, sky),
(VCC: night,
mild, hold)
> Consonant
clusters: 9e.g.,
stain, float,
drink, kick.
In Reading, 1820 Level Texts
will also require
readers to have
knowledge of
> Possessives
(birds nest)
> VVC
phonogram
patterns (e.g.,
keep, good)
> Compound
words
(blueberry,
backpack)
> Plurals (y to I,
add -es pennies)
> Comparatives
(-er, -est)
> Taking apart
longer words in
various says
(syllables, onset,
rime, etc.)
> Prefixes and
suffixes (redo,
reread; brighter,
brightest)
> Homophones
(bare, bear)
> Multiple
meaning words
(change, rake).

Kalman
(Hamsters)
Pandas by
Anne
Schreiber
Deadliest
Animals by
Melissa
Stewart
Wolves by
Laura
Marsh
Chameleon
s Are Cool
by Martin
Jenkins

independently, legibly,
and routinely for a
variety of tasks,
purposes, and
audiences over short
and extended time
frames.