Curriculum Document
Original Development: Spring 2013
Unit: / OneSubject/Course: / English/Language Arts
Grade Level: / Second
School Year: / 2013-2014
This section completed once per whole unit. (Its purpose is to clarify the unit’s big idea and connecting standards.)
Big Ideas: Why is this learning important? What generalization or principle do you want to know/do?The big idea resides at the heart of the discipline, and has value beyond classroom. These may come from the cluster deconstructing process.
Describe how words and phrases supply rhythm and meaning in literature.
Describe the overall structure of a story.
Identify the main topic of a multi-paragraph text.
Participate in shared research and writing projects.
Common Core Standards / State Standards
Content Standard:
including CODE + (Rigor) / Domain: Reading Literature
Cluster: Craft & Structure
Standard Code:
· RL.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (Understand/DOK 2)
· RL.2.5: Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action. (Understand/DOK 2)
Domain: Informational Text K–2
Cluster: Key Ideas & Details
Standard Code:
· RI.2.2: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. (Understand/DOK 2)
Domain: Writing Standards K–2
Cluster: Research to Build and Present KnowledgeStandard Code:
· W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations) (Understand/DOK2)
Domain: Speaking and Listening Standards K-2
Cluster: Comprehension and Collaboration
· SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups
Reading, Writing Language Speaking and Listening Skills / RF.2.3a: Distinguish long and short vowels when reading regularly spelled one-syllable words
RF.2.3c: Decode regularly spelled two-syllable words with long vowels
RF.2.3d: Decode words with common prefixes and suffixes
RF.2.3e: Identify words with inconsistent but common spelling-sound correspondences
RF.2.3f: Recognize and read grade-appropriate irregularly spelled words
RF.2.4: Read with sufficient accuracy and fluency to support comprehension
RF.2.4a: Read on-level text with purpose and understanding
RF.2.4b: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings
RF.2.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary
RL. 2.1: Recount stories, including fables, folktales, and myths from diverse cultures and determine their central message, lesson, or moral
RI.2.5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently
W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section
W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers
W.2.8: Recall information from experiences or gather information from provided sources to answer a question
SL.2.1a: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.2.1b:Build on others’ talk in conversations by linking their comments to the remarks of others
SL.2.1c: Ask for clarification and further explanation as needed about the topics and texts under discussion
SL.2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media
L.2.1: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.2.2a: use collective nouns (e.g., group)
L.2.1e: Use adjectives and adverbs, and choose between them depending on what is to be modified
L.2.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening
L.2.3a: compare formal and informal uses of
L.2.5b: Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny)
Math Practice
including CODE / Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Technology
Standard:
including CODE / ET02-S3C1-02 Differentiate types of information and online sources.
ET02-S2C1-O 1: Communicate with others as a whole class or small group using digital tools.
ETO2-S2C2-O 1: Identify and apply cooperative group rules to effectively collaborate in a
classroom digital learning project.
ELP Standard:
including CODE / Completed by SEI/ELP teachers (later)
Clarifications of Content Standard
Academic Vocabulary: What academic vocabulary does the student need to know?
Chapter conclusion introduction main idea paragraph poetry
repetition rhyme spelling patterns
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Procedural Skill: What procedures (steps, algorithms, tactics) does the student need to know HOW to DO?
Prerequisites: Use Hess’s Cognitive Rigor Matrix to “map” pre-requisite conceptual & procedure knowledge
· Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (1.RL.4)
· Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. (1.RL.5)
· Identify the main topic and retell key details of a text. (1.RI.2)
· Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). (1.W.7)
Vocabulary : alliteration author beginning digital graphic organizer
ending illustrator poet Shared writing
rhythm research
Assessments
Provide one assessment item for each content standard (one standard per box). For each assessment include: 1) standard + descriptive title + (Rigor)
2) an actual assessment item or quality description of the assessment 3) connection to Rdg, Wrtg, or Math Practice (if appropriate)
RL.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (Understand/DOK 2)
Sample Activity/Assessment:
The Seasons (ed. John N. Serio) is a book of collected poems by different poets. Introduce the poem “Summer
Song.” Ask the students, “What did you notice about the first four lines of the poem?” (Possible answer: Repetition of By the…”) Note the pattern of rhyme in the first four lines (i.e., ABAB) and how it changes as it progresses through the poem (i.e., AABB). Continue to look at the features of poetry as you read other seasonal poems in this unit. Each of the poems from The Seasons exemplifies at least one of the characteristics of the second grade standards: rhyme, rhythm, alliteration, and repetition.
RL.2.5: Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action. (Understand/DOK 2)
Sample Activity/Assessment:
The student will fill in the different parts of the Graphic organizer. You can use the example or one like it.
RI.2.2: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. (Understand/DOK 2)
Sample Activity/Assessment:
To introduce the work of organizing informational text, choose a book with a variety of text features and strong paragraphs. Explain to the children that as you read for information, you will also be looking at the author’s craft. Guide students to look closely at the way each informational book on the four seasons is arranged (e.g., through the use of headings, subheadings, and paragraphs). Choose one page to look for the purpose of paragraphs in organizing the information in the text. You might want to make a copy of the page for the students to examine as you demonstrate the topical chunks of information in paragraphs. Extend this lesson by listing text features in multiple books on seasons and related topics. Focus on the purposes of the text features in the books.
W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations) (Understand/DOK 2)
Sample Activity/Assessment:
Introduce a digital tool for organizing information, such as that found in the computer program Kidspiration. Model
the organization of gathered information into broad topics through webbing. Use one part of the graphic organizer
(web) to demonstrate to the class how to write one well-developed paragraph. Working in small groups, use the
webbed information to write the remaining paragraphs. When the paragraphs are completed, combine them into a
book. Assign students to add illustrations. If small groups of children researched different regions, the books could be called “If I Lived in the Midwest” or “If I Lived in the Rockies.”
SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups (Understand/DOK 2)
Sample Activity/Assessment:
Focus a discussion on the characteristics of seasons in your local climate. Discuss activities that your students might associate with each season. Talk about how one of the seasons’ activities might help the local economy more than others by asking questions such as, “Which season is most important to our community? Think of a place in the United States with seasons that are very different from ours. What is an interesting activity from that region or state that we could research?” (e.g., fishing, mountain climbing, ice hockey). Use digital resources and speakers who have visited to gather information. Important topics to cover include geographical information, the weather/climate/season, and a description of the activity or sport.
This section completed per whole unit. (Its purpose is to focus on integrating the standards through resources & instructional strategies that focus on unit big ideas.)
UNIT Resources & InstructionPrimary text connections: List chapters, pages, etc.
2.RL.4
2.RL.5:
Harcourt TE Just for You Theme 1
Story: “Mixed Up Chameleon”
pp. 14A-53R
Genre: Fantasy/Science
Focus Skills: Main Idea
Harcourt TE Just for You Theme 1
Story: “Henry and Mudge Under the Yellow Moon”
pp. 82A-99V
Genre: Realistic Fiction/Social Studies
Focus Skills: Narrative Elements
Harcourt TE Just for You Theme 1
Story: “Wilson Sat Alone”
pp. 124A-149P
Genre: Realistic Fiction/Social Studies
Focus Skills: Narrative Elements
Harcourt TE Just for You Theme 2
Story: “The Enormous Turnip”
pp. 152A-171R
Genre: Folktale/Social Studies
Focus Skills: Sequence
Harcourt TE Banner Days Theme 2
Story: “The Pine Park Mystery”
pp. 152A-175R
Genre: Play/Social Studies
Focus Skills: Narrative Elements
Harcourt TE Banner Days Theme 2
Story: “Goodbye Curtis”
pp. 176A-199V
Genre: Realistic Fiction/Social Studies
Focus Skills: Compare and Contrast
Harcourt TE Banner Days Theme 2
Story: “Anthony Reynoso Born to Rope”
pp. 228A-249T
Genre: Personal Narrative/Social Studies
Focus Skills: Summarize and Restate
Harcourt TE Banner Days Theme 2
Story: “China Town”
pp. 250A-277R
Genre: Realistic Fiction/Social Studies
Focus Skill: Details
Harcourt TE Just for You Theme 3
Story: “Johnny Appleseed”
pp. 284A-311V
Genre: Play/Social Studies
Focus Skills: Details
Harcourt TE Just for You Theme 3
Story: “Watermelon Day”
pp. 366A-393P
Genre: Realistic Fiction/Social Studies
Focus Skills: Make Inferences
2.RI.2
Harcourt TE Just for You Theme 2
Story: “Helping Out”
pp. 172A-193R
Genre: Photo Essay/Social Studies
Focus Skill: Main Idea
2.W.7
2.SL.1
Supplemental Text Connections: List other school-purchased curriculum resources.
Other materials available: List other useful resources, teacher-created, online, etc.
Harcourt Reading
Children’s literature
Grade Level books
Achieve 3000
Galileo
Ed.Helper.com
Superteacher.com
Buckle Down Reading
Bing
Ask.com
Webquest
http://www.learnnc.org/lp/editions/ccss2010-english/6844
Teacher Instructional Strategies: Research-based strategies that “fit.”
· Grouping
· Questioning
· Visual Aids
· Setting High Expectations
· Technology
· Assessments
Integration of Technology: Specific examples that apply the technology standards in the content.
· Students need to learn about the different types of information and sources available online. Students will develop a strategy before searching on the internet. Some Online Sources include: Encyclopedia, Dictionaries, Databases, Government sites, Atlases.
· Using teacher-selected digital resources, students will gather and organize information on a selected topic. Examples: Nettrekker helps teachers find high quality, standards-aligned learning resources and create engaging lesson plans. Delicious is an online bookmarking tool for storing, sharing, and discovering web bookmarks. Teachers use, Diigo, an online bookmarking tool to organize preselected websites.
· Students build on prior knowledge of sorting and classifying, identify common properties in the classroom environment and then make, explain, and defend conjectures to extend their knowledge. What's My Rule for Sorting?
Integration of ELP Strategies: (Language, Grammar, etc)
Completed by SEI/ELP teachers (later)
Exemplary Learning Activities (Optional): List one exemplary strategy per box.
Exemplary Scaffolding Strategy (Optional): List one exemplary strategy per box.
Curriculum Document
Original Development: Spring 2013
Unit: / TwoSubject/Course: / English/Language Arts
Grade Level: / Second grade
School Year: / 2013-2014
This section completed once per whole unit. (Its purpose is to clarify the unit’s big idea and connecting standards.)
Big Ideas: Why is this learning important? What generalization or principle do you want to know/do?The big idea resides at the heart of the discipline, and has value beyond classroom. These may come from the cluster deconstructing process.
Recount stories, and determine their central message.
Compare and contrast two or more versions of the same story.
Identify the main purpose of a text.
Write informative/explanatory texts in which they introduce a topic.
Common Core Standards / State Standards
Content Standard:
including CODE + (Rigor) /
Domain: Reading Standards for Literature K–2
Cluster: Key Ideas and DetailsStandard Code:
· RL.2.2: Recount stories, including fables, folktales, and myths from diverse cultures and determine their central message, lesson, or moral
(Understand/DOK 2)
Domain: Reading Standards for Literature K–2
Cluster: Integration of Knowledge and IdeasStandard Code:
· RL.2.9: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures (Apply/DOK 3)