MCP “Plaid” Phonics ©2003

correlated to

North Carolina Standard Course of Study

Language Arts

Grade 2
 NC Standard Course of Study Modern Curriculum Press
Language Arts – 2004 Pearson Learning Group
Second Grade MC P “PLAI D” Phonics , Level B

Competency Goal 1
The learner will develop and apply enabling strategies and skills to read and write.
1.01 Use phonics knowledge and structural MCP “PLAID” Phonics provides instruction and
analysis (e.g., knowledge of syllables, practice in phonemic and phonological awareness,
suffixes, prefixes, root words) to decode sound to symbol relationships, blending,
regular multi-syllable words when reading syllabication, and other phonics and word study
text. skills.

The T e a ch e r R esour c e Guide for Grade 2/ Level

B includes 7 units:
• Unit 1: Consonants Letter-Sound Association
(lessons 1 - 7)
• Unit 2: Short Vowel Sounds (lessons 8 – 23)
• Unit 3: Long Vowel Sounds (lessons 24 – 37)
• Unit 4: Compound Words/le Ending/Soft g and c/
Consonant Blends & Digraphs/ r-controlled
Vowels/ y as Vowel (lessons 38 – 65)
• Unit 5: Contractions/Word Endings/Suffixes
(lessons 66 – 82)
• Unit 6: Rules for Vowel Pairs/Vowel Digraphs/
Diphthongs (lessons 83-101)
• Unit 7:
Prefixes/Synonyms/Antonyms/Homonyms
(lessons 102-111)

The “Teach” section of the Teacher Resource Guide

provides specific phonemic awareness lessons as
does the corresponding pages in the Student
Workbook:

Contractions: pp. 145-152

Endings (Plurals/Inflectional): pp. 153-161, 171-

172

Suffixes: pp. 163-170

Prefixes: pp. 221-228

Synonyms/Antonyms/Homonyms: pp. 229-238

Phoneme Categorization: pp. 7, 9, 79, 107, 109,

125, 129, 139, 181, 183, 187, 195, 197, 203, 205

Correlation of MCP “Plaid” Phonics to NC Standard Course of Study, Language Arts, Second Grade 1

1.02 Read most high frequency and many
irregularly spelled words accurately in text.
1.03 Self-monitor decoding by using letter-
sound knowledge of all consonants and
vowels.
1.04 Apply knowledge of all sources of
information (meaning, language,
graphophonics) to read a new text silently
and independently.
Correlation of MCP “Plaid” Phonics to NC Standard Course of Study, Language Arts, Second Grade
Phoneme Segmentation: pp. 9, 27, 45
Phoneme Substitution: pp. 11, 33, 51, 63, 75, 81,
193, 209, 217
Phoneme Isolation: pp. 13, 17, 19, 29. 41, 53, 65,
69, 75, 83, 95, 99, 111, 113, 117, 121, 135, 199,
201, 207
Phoneme Identity: pp. 23, 31, 37, 43, 49, 57, 67,
71, 73, 93, 105, 119
Rhyme: pp. 23, 27, 39, 59, 69, 71, 75, 123, 131,
133, 185, 191, 211
A list of high-frequency words incorporated into
MCP “PLAID” Phonics can be found in the Teacher
Resource Guide on p. T15. Specific lessons on high
frequency words can be found in the Teacher
Resource Guide and the Student Workbook on pp.
35-36, 47-48, 61-62, 77-78, 127-128.
Unit Word Lists provide a comprehensive list of
spelling words drawn from the unit and grouped by
the phonetic elements presented in the unit. A
reproducible blackline master for each Unit Word
List can be found in the Teacher Resource Book on
the following pages:
Unit 1 – p. 5i Unit 5 – p. 143i
Unit 2 – p. 21i Unit 6 – p. 179i
Unit 3 – p. 55i Unit 7 – p. 219i
Unit 4 – p. 85i
MCP “PLAID” Phonics Units 1 through 3 address
decoding using letter-sound knowledge of all
consonants and vowels:
• Unit 1: Consonants Letter-Sound Association
(lessons 1 - 7)
• Unit 2: Short Vowel Sounds (lessons 8 – 23)
• Unit 3: Long Vowel Sounds (lessons 24 – 37)
Students demonstrate mastery through completion of
activities suggested in the Teacher Resource Guide
and successful completion of the Student Workbook.
A Phonics and Reading Library is available for each
level of MCP “PLAID” Phonics . Each lesson
recommends a book for shared and/or guided
reading enabling students to apply newly learned
skills. This library can also be used for independent
reading. In addition, Take-Home books can be used
for independent reading practice.
2
1.05 Use a variety of strategies and skills to
read self-selected texts independently for 20
minutes daily. Self-selected texts should be
consistent with the student's independent
reading level.
NC Standard Course of Study
Language Arts – 2004
Second Grade
Competency Goal 2
The learner will develop and apply strategies and skills to comprehend text that is read, heard, and
viewed.
2.01 Read and comprehend text (fiction,
nonfiction, poetry, and drama) appropriate
for grade two by:
• determining purpose (reader's and
author's).
• making predictions.
• asking questions.
• locating information for specific
reasons/purposes.
• recognizing and applying text
structure.
• comprehending and examining
author's decisions and word choice.
• determining fact and opinion.
• recognizing and comprehending
figurative language.
• making inferences and draw
conclusions.
2.02 Use text for a variety of functions,
including literary, informational, and
practical.
2.03 Read expository materials for answers
to specific questions.
Correlation of MCP “Plaid” Phonics to NC Standard Course of Study, Language Arts, Second Grade
A Phonics and Reading Library is available for each
level of MCP “PLAID” Phonics . Each lesson
recommends a book for shared and/or guided
reading enabling students to apply newly learned
skills. This library can also be used for independent
reading. In addition, Take-Home books can be used
for independent reading practice.
Modern Curriculum Press
Pearson Learning Group
MC P “PLAI D” Phonics , Level B
Students become familiar with a variety of text
through the integrated reading features of the MCP
“PLAID” Phonics program, specifically the thematic
unit introductions, Take-Home books, reading
passages and the Phonics and Reading Library books
suggested in the “Integrating Phonics and Reading”
feature in the Teacher Resource Guide. The
“Integrating Phonics and Reading” feature provides
pre-reading, reading, and rereading activities as well
as comprehension questions about related Phonics
and Reading Library text.
Select any Take-Home book, reading passage, or
related Phonics and Reading Library book suggested
in the “Integrating Phonics and Reading” section of
the Teacher Resource Guide and utilize text to
determine students’ comprehension.
Students become familiar with a variety of text
through the integrated reading features of the MCP
“PLAID” Phonics program, specifically the thematic
unit introductions, Take-Home books, reading
passages and the Phonics and Reading Library books
suggested in the “Integrating Phonics and Reading”
feature in the Teacher Resource Guide.
The “Integrating Phonics and Reading” mini-lesson
available for each lesson in the Teacher Resource
Guide suggests books from the Phonics and Reading
Library and provides pre-reading, first and second
reading, and comprehension questions about the
text.
3
2.04 Pose possible how, why, and what if
questions to understand and/or interpret text.
2.05 Self-monitor own difficulties in
comprehending independently using several
strategies.
2.06 Recall main idea, facts and details from
a text.
2.07 Discuss similarities and differences in
events, characters and concepts within and
across texts.
2.08 Interpret information from diagrams,
charts, and maps.
NC Standard Course of Study
Language Arts – 2004
Second Grade
Competency Goal 3
The learner will make connections through the use of oral language, written language, and media
and technology.
3.01 Use personal experiences and
knowledge to interpret written and oral
messages.
3.02 Connect and compare information
within and across selections (fiction,
nonfiction, poetry, and drama) to experience
and knowledge.
Correlation of MCP “Plaid” Phonics to NC Standard Course of Study, Language Arts, Second Grade
The “Integrating Phonics and Reading” mini-lesson
available for each lesson in the Teacher Resource
Guide suggests books from the Phonics and Reading
Library and provides pre-reading, first and second
reading, and comprehension questions about the
text.
Select any Take-Home book or related Phonics and
Reading Library book suggested in the “Integrating
Phonics and Reading” section of the Teacher
Resource Guide and utilize text to determine
students’ ability to self-monitor comprehension.
Select any Take-Home book or related Phonics and
Reading Library book suggested in the “Integrating
Phonics and Reading” section of the Teacher
Resource Guide and utilize to recall main idea, facts,
and details from the text.
Select any Take-Home book or related Phonics and
Reading Library book suggested in the “Integrating
Phonics and Reading” section of the Teacher
Resource Guide and utilize text to discuss similarities
and differences in events, characters, and concepts.
The interpretation of diagrams, charts, and maps is
not covered in MCP “PLAID” Phonics, Level B.
Modern Curriculum Press
Pearson Learning Group
MC P “PLAI D” Phonics , Level B
Each unit begins with “Build Background” activities
to activate personal experiences and knowledge
about the unit theme. Additional activities are
provided in the “Theme Focus” and “Learning
Center Activities” to build upon student interest and
increase relevancy. The “Integrating Phonics and
Reading” feature provides pre-reading, reading and
rereading activities, as well as comprehension
questions for each lesson’s recommended book from
the Phonics and Reading Library .
Students become familiar with a variety of text
through the integrated reading features of the MCP
“PLAID” Phonics program, specifically the thematic
unit introductions, Take-Home books, reading
passages and the Phonics and Reading Library books
suggested in the “Integrating Phonics and Reading”
feature in the Teacher Resource Guide.
4
3.03 Explain and describe new concepts and
information in own words (e.g., plot, setting,
major events, characters, author's message,
connections, topic, key vocabulary, key
concepts, text features).
3.04 Increase oral and written vocabulary by
listening, discussing, and composing texts
when responding to literature that is read and
heard. (e.g., read aloud by teacher, literature
circles, interest groups, book clubs).
3.05 Locate and discuss examples of an
author's use of:
• kinds of sentences (declarative,
interrogative, exclamatory).
• capitalization (titles, dates and days,
names of countries).
• punctuation (exclamation marks,
commas in dates, and to introduce
dialogue and quotations).
• use of paragraphs in texts and their
effects on the reader.
• genre(s) and specific word choice(s).
3.06 Discuss the effect of an author's choices
for nouns, verbs, modifiers and specific
vocabulary which help the reader
comprehend a narrative or expository text.
NC Standard Course of Study
Language Arts – 2004
Second Grade
Correlation of MCP “Plaid” Phonics to NC Standard Course of Study, Language Arts, Second Grade
The MCP “PLAID” Phonics program integrates
stories through thematic unit introductions, Take-
Home Books, reading passages, and an “Integrating
Phonics and Reading” feature that suggest Phonics
and Reading Library books and skill building
activities that can enrich the language arts
curriculum. Students can use these reading
opportunities as a basis for explaining and describing
new concepts and information in their own words.
Students demonstrate their use of oral language
when discussing the integrated reading features,
specifically the thematic unit introductions, Take-
Home books, reading passages, and the “Integrating
Phonics and Reading” feature in the Teacher
Resource Guide.
Students demonstrate their ability to compose text in
their completion of the MCP “PLAID” Phonics
writing activities found in the “Practice and Apply”
and the “Curriculum Connections” sections of the
Teacher Resource Guide. Specific lessons in the
Teacher Resource Guide and Student Workbook
require students to write within a particular genre:
• Describe and Event – p. 16
• Postcard – p. 50
• Describe a Place – p. 80
• Newspaper Story – p. 138
• Log – p. 174
• Free-Verse Poem – p. 214
• Set of Instructions – p. 236
Select any Take-Home book, reading passage, or
related Phonics and Reading Library book suggested
in the “Integrating Phonics and Reading” section of
the Teacher Resource Guide and utilize text to locate
and discuss author’s use of sentences, capitalization,
punctuation, paragraphs, and word choice.
Select any Take-Home book, reading passage, or
related Phonics and Reading Library book suggested
in the “Integrating Phonics and Reading” section of
the Teacher Resource Guide and utilize text to
discuss the author’s choice of words.
Modern Curriculum Press
Pearson Learning Group
MC P “PLAI D” Phonics , Level B
5
Competency Goal 4
The learner will apply strategies and skills to create oral, written, and visual texts.
4.01 Begin to use formal language and/or
literary language in place of oral language
patterns, as appropriate.
4.02 Use expanded vocabulary to generate
synonyms for commonly over used words to
increase clarity of written and oral
communication.
4.03 Read aloud with fluency and expression
any text appropriate for early independent
readers.
4.04 Use oral communication to identify,
organize, and analyze information.
4.05 Respond appropriately when
participating in group discourse by adapting
language and communication behaviors to
the situation to accomplish a specific
purpose.
4.06 Plan and make judgments about what to
include in written products (e.g., narratives
Correlation of MCP “Plaid” Phonics to NC Standard Course of Study, Language Arts, Second Grade
Students demonstrate their ability to use literary
language in their completion of the MCP “PLAID”
Phonics writing activities found in the “Practice and
Apply” and the “Curriculum Connections” sections
of the Teacher Resource Guide. Specific lessons in
the Teacher Resource Guide and Student Workbook
require students to write within a particular genre:
• Describe an Event – p. 16
• Postcard – p. 50
• Describe a Place – p. 80
• Newspaper Story – p. 138
• Log – p. 174
• Free-Verse Poem – p. 214
• Set of Instructions – p. 236
Specific lessons on synonyms can be found in the
“Teach” section of the Teacher Resource Guide and
the corresponding pages in the Student Workbook
on pp. 229-230, 235, 237.
The “Integrating Phonics and Reading” mini-lesson
available for each lesson in the Teacher Resource
Guide suggests books from the Phonics and Reading
Library that can build fluency with pre-reading,
reading, and rereading activities, as well as
comprehension questions.
The Take-Home books included in the Student
Workbook use story language that reinforces
targeted phonic skills and can be read aloud to foster
fluency.
Specific “Phonics and Reading” lessons, which
include a reading passage, can be found on the
following pages of the Teacher Resource Book and
Student Workbook: pp. 37, 67, 99, 109, 129, 151,
161, 187.
Students demonstrate their use of oral
communication when discussing the integrated
reading features, specifically the thematic unit
introductions, Take-Home books, reading passages,
and the “Integrating Phonics and Reading” feature in
the Teacher Resource Guide.
Students demonstrate their ability to participate in
group discourse when discussing the integrated
reading features, specifically the thematic unit
introductions, Take-Home books, reading passages,
and the “Integrating Phonics and Reading” feature in
the Teacher Resource Guide.
Students demonstrate their ability to plan and make
judgments about what to include in their written
6
of personal experiences, creative stories, skits
based on familiar stories and/or experiences).
4.07 Compose first drafts using an
appropriate writing process:
• planning and drafting.
• rereading for meaning.
• revising to clarify and refine writing
with guided discussion.
4.08 Write structured informative
presentations and narratives when given help
with organization.
4.09 Use media and technology to enhance
the presentation of information to an
audience for a specific purpose.
NC Standard Course of Study
Language Arts – 2004
Second Grade
Competency Goal 5
The learner will apply grammar and language conventions to communicate effectively.
5.01 Spell correctly using:
• previously studied words.
• spelling patterns.
• analysis of sounds to represent all the
sounds in a word in one's own
writing.
Correlation of MCP “Plaid” Phonics to NC Standard Course of Study, Language Arts, Second Grade
product in their completion of the MCP “PLAID”
Phonics writing activities found in the “Practice and
Apply” and the “Curriculum Connections” sections
of the Teacher Resource Guide. Specific lessons in
the Teacher Resource Guide and Student Workbook
require students to write within a particular genre:
• Describe an Event – p. 16
• Postcard – p. 50
• Describe a Place – p. 80
• Newspaper Story – p. 138
• Log – p. 174
• Free-Verse Poem – p. 214
• Set of Instructions – p. 236
Students demonstrate their ability to compose drafts
in their completion of the MCP “PLAID” Phonics
writing activities found in the “Practice and Apply”
and the “Curriculum Connections” sections of the
Teacher Resource Guide, as well as in other related
classroom activities.
Students demonstrate their ability to write structured
presentations and narratives in their completion of
the MCP “PLAID” Phonics writing activities found
in the “Practice and Apply” and the “Curriculum
Connections” sections of the Teacher Resource
Guide, as well as in other related classroom activities.
The use of media and technology to enhance the
presentation of information is not covered in MCP
“PLAID” Phonics, Level B.
Modern Curriculum Press
Pearson Learning Group
MC P “PLAI D” Phonics , Level B
A list of high-frequency words incorporated into
MCP “PLAID” Phonics can be found in the Teacher
Resource Guide on p. T15. Specific lessons on high
frequency words can be found in the Teacher
Resource Guide and the Student Workbook on pp.
35-36, 47-48, 61-62, 77-78, 97-98, 127-128.
Unit Word Lists provide a comprehensive list of
spelling words drawn from the unit and grouped by
the phonetic elements presented in the unit. A
reproducible blackline master for each Unit Word
List can be found in the Teacher Resource Book on
the following pages:
Unit 1 – p. 5i Unit 5 – p. 143i
7

5.02 Attend to spelling, mechanics, and
format for final products in one's own
writing.
5.03 Use capitalization, punctuation, and
paragraphs in own writing.
5.04 Use the following parts of the sentence:
• subject.
• predicate.
• modifier.
5.05 Use editing to check and confirm
correct use of conventions:
• complete sentences.
• correct word order in sentences.
Correlation of MCP “Plaid” Phonics to NC Standard Course of Study, Language Arts, Second Grade
Unit 2 – p. 21i Unit 6 – p. 179i
Unit 3 – p. 55i Unit 7 – p. 219i
Unit 4 – p. 85i
Students demonstrate their ability to spell correctly in
their completion of the MCP “PLAID” Phonics
spelling activities found in the “Practice and Apply”
and the “Curriculum Connections” sections of the
Teacher Resource Guide. Specific lessons can be
found in the Teacher Resource Guide and Student
Workbook:
Phonics and Spelling: pp. 15, 49, 79, 115, 137,
173
Phonics and Writing: Building Words
pp. 38, 68, 100, 110, 116, 130, 152, 162, 188, 200
Students demonstrate their ability to attend to
spelling, mechanics, and format in their completion
of the MCP “PLAID” Phonics writing activities
found in the “Practice and Apply” and the
“Curriculum Connections” sections of the Teacher
Resource Guide, as well as in other related classroom
activities.
Students demonstrate their ability to use
capitalization, punctuation, and paragraphs in their
completion of the MCP “PLAID” Phonics writing
activities found in the “Practice and Apply” and the
“Curriculum Connections” sections of the Teacher
Resource Guide, as well as in other related classroom
activities.
Students demonstrate their ability to use a subject,
predicate, and modifier in their completion of the
MCP “PLAID” Phonics writing activities found in
the “Practice and Apply” and the “Curriculum
Connections” sections of the Teacher Resource
Guide, as well as in other related classroom activities.
Students demonstrate their ability to use editing for
complete sentences and correct word order in their
completion of the MCP “PLAID” Phonics writing
activities found in the “Practice and Apply” and the
“Curriculum Connections” sections of the Teacher
Resource Guide, as well as in other related classroom
activities.
8
5.06 Use correctly in written products:
• letter formation, lines, and spaces to
create readable documents.
• plural forms of commonly used
nouns.
• common, age - appropriate
contractions.
5.07 Use legible manuscript handwriting.
Correlation of MCP “Plaid” Phonics to NC Standard Course of Study, Language Arts, Second Grade
Students demonstrate their ability to use correct letter
formation, plurals, and contractions in their
completion of the MCP “PLAID” Phonics writing
activities found in the “Practice and Apply” and the
“Curriculum Connections” sections of the Teacher
Resource Guide.
The “Teach” section of the Teacher Resource Guide
and corresponding pages in the Student Workbook
provides specific lessons on plural forms and
contractions:
Endings (Plurals/Inflectional): pp. 153-154, 161-
162, 171-174
Contractions: pp. 145-152
Students demonstrate their ability to use legible
manuscript handwriting in their completion of the
MCP “PLAID” Phonics workbook pages, as well as
the writing activities found in the “Practice and
Apply” and the “Curriculum Connections” sections
of the Teacher Resource Guide, as well as in other
related classroom activities.
9