Term 2 Overview
| Item | Details |
|---|---|
| Term Duration | January 11, 2026 – March 12, 2026 (9 Instructional Weeks) |
| Mid-Term Break | February 8–12, 2026 |
| Saudi Founding Day | February 22, 2026 (Holiday) |
| Ramadan Begins | February 18, 2026 (Reduced Hours Start) |
| End of Term 2 | March 12, 2026 |
| Eid Al-Fitr Holiday | Approx. March 19–28, 2026 |
Note: School hours during Ramadan (from Feb 18) are reduced. Plan for shorter instructional blocks (60–75 min ELA) during this period.
Weekly Pacing Guide
WEEK 1: January 11–15, 2026
Unit 4: Amazing Animals
Standard Overview
Reading informational texts; identifying main topic and key details
Learning Objectives
Students will identify the main topic of an informational text; ask and answer questions about key details
Reading Workshop
Phonological Awareness: Syllable segmentation in multisyllabic words
Phonics: Long vowel patterns: a_e, i_e, o_e
Academic Vocabulary: habitat, survive, protect, shelter
High-Frequency Words: would, could, should, their, there
Writing Workshop
Introduction to informative writing; brainstorming facts about animals
Spelling
Long a words: make, take, name, game, came, late
Student Book Pages
pp. 156–165
Workbook Pages
pp. 78–82
WEEK 2: January 18–22, 2026
Unit 4: Amazing Animals (Continued)
Standard Overview
Using text features to locate information; describing connections in informational texts
Learning Objectives
Students will use headings, captions, and glossaries to find information; describe how animals adapt to their environment
Reading Workshop
Phonological Awareness: Identifying and producing rhyming words
Phonics: Long vowel patterns: u_e, e_e; review CVCe
Academic Vocabulary: features, adaptation, predator, prey
High-Frequency Words: because, before, around, different
Writing Workshop
Writing informative sentences with facts and definitions
Spelling
Long i and o words: time, ride, home, hope, rose, note
Student Book Pages
pp. 166–177
Workbook Pages
pp. 83–88
WEEK 3: January 25–29, 2026
Unit 4: Amazing Animals (Wrap-Up) / Unit 5: Our Community
Standard Overview
Comparing informational texts on the same topic; introduction to community helpers
Learning Objectives
Students will compare and contrast two texts about animals; identify community helpers and their roles
Reading Workshop
Phonological Awareness: Blending and segmenting onset-rime
Phonics: Vowel teams: ai, ay (rain, play)
Academic Vocabulary: community, responsibility, citizen, service
High-Frequency Words: work, people, help, together
Writing Workshop
Completing an informative paragraph about an animal; introduction to opinion writing
Spelling
ai/ay words: rain, train, play, stay, day, way
Student Book Pages
pp. 178–189
Workbook Pages
pp. 89–94
WEEK 4: February 1–5, 2026
Unit 5: Our Community
Standard Overview
Reading about community helpers; asking and answering who, what, where, when, why questions
Learning Objectives
Students will identify main idea and supporting details about community roles; answer questions using text evidence
Reading Workshop
Phonological Awareness: Phoneme substitution (change sounds to make new words)
Phonics: Vowel teams: ee, ea (tree, read)
Academic Vocabulary: neighborhood, volunteer, cooperation, mayor
High-Frequency Words: every, about, after, again
Writing Workshop
Opinion writing: "My favorite community helper is..." with reasons
Spelling
ee/ea words: tree, green, read, team, clean, dream
Student Book Pages
pp. 190–201
Workbook Pages
pp. 95–100
❖ MID-TERM BREAK: February 8–12, 2026 ❖
WEEK 5: February 15–19, 2026
Unit 5: Our Community (Continued)
Ramadan begins Feb 18 – Reduced school hours from this date
Standard Overview
Describing connections between community members; using linking words in writing
Learning Objectives
Students will explain how people in a community depend on each other; use linking words (because, and, also) in opinion writing
Reading Workshop
Phonological Awareness: Identifying long vowel sounds in words
Phonics: Vowel teams: oa, ow (boat, snow)
Academic Vocabulary: depend, support, grateful, teamwork
High-Frequency Words: know, show, those, both
Writing Workshop
Developing opinion paragraphs with supporting reasons
Spelling
oa/ow words: boat, coat, snow, grow, show, road
Student Book Pages
pp. 202–211
Workbook Pages
pp. 101–105
Ramadan Note: Begin condensed lessons from Feb 18. Focus on essential content; reduce independent work time; allow for collaborative activities.
❖ February 22, 2026 – Saudi Founding Day (Holiday) ❖
WEEK 6: February 23–26, 2026
Unit 5: Our Community (Wrap-Up) / Unit 6: Traditions and Celebrations
4 instructional days – Ramadan reduced hours
Standard Overview
Comparing texts about communities; introduction to traditions and celebrations
Learning Objectives
Students will compare important points from two texts; identify traditions and their importance
Reading Workshop
Phonological Awareness: Syllable counting in compound words
Phonics: Compound words; review vowel teams
Academic Vocabulary: tradition, celebration, culture, heritage
High-Frequency Words: always, family, together, special
Writing Workshop
Opinion writing assessment; introduction to narrative elements
Spelling
Compound words: birthday, sunshine, classroom, playground, inside, outside
Student Book Pages
pp. 212–221
Workbook Pages
pp. 106–110
WEEK 7: March 1–5, 2026
Unit 6: Traditions and Celebrations
Ramadan – Reduced hours continue
Standard Overview
Reading literature about traditions; identifying story elements (characters, setting, events)
Learning Objectives
Students will recount stories about traditions; describe how characters respond to events
Reading Workshop
Phonological Awareness: Blending phonemes in words with digraphs
Phonics: Prefixes: un-, re- (unhappy, retell)
Academic Vocabulary: customs, gather, remember, honor
High-Frequency Words: many, only, first, also
Writing Workshop
Narrative writing: "A Special Tradition in My Family"
Spelling
Prefix words: unhappy, unkind, retell, redo, unwrap, reread
Student Book Pages
pp. 222–233
Workbook Pages
pp. 111–116
Ramadan Tip: Connect reading topics to themes of gratitude, family, and community during Ramadan. Allow discussion-based learning.
WEEK 8: March 8–12, 2026
Unit 6: Traditions and Celebrations (Wrap-Up) / Term 2 Review
Last week of Term 2 – Ramadan reduced hours
Standard Overview
Determining central message of stories; term review and assessment
Learning Objectives
Students will identify the moral or lesson of a story; demonstrate mastery of Term 2 skills
Reading Workshop
Phonological Awareness: Review all phonemic awareness skills
Phonics: Suffixes: -ful, -less (helpful, careless); term review
Academic Vocabulary: Review all vocabulary from Units 4–6
High-Frequency Words: Review all high-frequency words from Term 2
Writing Workshop
Complete narrative writing piece; writing portfolio review
Spelling
Suffix words: helpful, careful, careless, hopeless, thankful, joyful
Student Book Pages
pp. 234–243
Workbook Pages
pp. 117–122
Assessment Week: Administer end-of-term reading and writing assessments. Collect student portfolios.
Term 2 Assessment Schedule
| Assessment Type | Week | Date | Focus |
|---|---|---|---|
| Weekly Spelling Tests | Weeks 1–8 | Fridays | Weekly spelling words |
| Fluency Check #1 | Week 3 | Jan 28 | Target: 55–60 CWPM |
| Informative Writing Assessment | Week 3 | Jan 29 | Animal paragraph |
| Mid-Term Reading Assessment | Week 5 | Feb 17 | Comprehension; phonics |
| Opinion Writing Assessment | Week 6 | Feb 25 | Community helper opinion piece |
| Fluency Check #2 | Week 7 | Mar 4 | Target: 60–65 CWPM |
| End-of-Term Reading Assessment | Week 8 | Mar 10 | Cumulative comprehension |
| Narrative Writing Assessment | Week 8 | Mar 11 | Traditions narrative |
| Portfolio Submission | Week 8 | Mar 12 | Complete writing portfolio |
Materials and Resources
| Resource | Use |
|---|---|
| Student Book (Wonders/Into Reading) | Core reading instruction |
| Student Workbook | Practice and reinforcement |
| Leveled Readers | Small group guided reading |
| Decodable Readers | Phonics practice |
| Spelling Word Cards | Weekly spelling practice |
| Anchor Charts | Phonics patterns, writing process, vocabulary |
| Assessment Materials | Running records, rubrics, comprehension passages |
Ramadan Accommodations (February 18 – End of Term)
- Reduced Instructional Time: ELA block reduced to 60–75 minutes daily
- Morning Priority: Schedule literacy instruction in early morning hours
- Collaborative Learning: Increase partner and small group activities
- Flexible Pacing: Combine lessons where appropriate; focus on priority standards
- Reduced Homework: Minimize written homework; encourage reading at home
- Supportive Environment: Allow movement breaks; provide comfortable seating options
- Cultural Connections: Connect themes to Ramadan values (gratitude, family, kindness)
Notes for Teachers
Differentiation: Use leveled readers for guided reading groups. Provide sentence frames for ELL students. Extend activities for advanced learners with additional writing prompts.
Formative Assessment: Use exit tickets, observation checklists, and quick comprehension checks throughout each week.
Parent Communication: Send home weekly learning updates and suggested home reading activities.
Vertical Alignment: This pacer prepares students for Grade 3 expectations, including multi-paragraph writing and more complex text analysis.
Approved By:
Academic Supervisor | Date
Principal | Date