Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: 2nd Grade English Language Arts / Quarter: 1 / Academic Year: 2011-2012Essential Questions for this Quarter:
1. What do good readers, writers and speakers do?2. How are phonics skills and context clues used to figure out words you don’t know when you read and write?
3. How do good readers determine the similarities and differences in traditional literature, fantasy, and realistic fiction?
4. What are the characteristics of fantasy and realistic fiction?
5. How do readers use knowledge of story structure to better understand the events that occur in the beginning, middle, and end?
Unit/Time Frame / Standards / Content / Skills / Assessment / Resources
READING STANDARDS: FOUNDATIONAL SKILLS
READING STANDARDS:
INFORMATIONAL
TEXT
READING STANDARDS:
LITERATURE STORIES, NOVELS, DRAMAS AND POETRY
WRITING STANDARDS
LANGUAGE STANDARDS
SPEAKING AND LISTENING STANDARDS / COMMON CORE
2.RF.3
2.RF.3a
2.RF.3b
2.RF.3c
2.RF.3d
2.RF.3e
2.RF.3f
INDIANA
2.1.1a
2.1.1b
2.1.1c
2.1.1.d
2.1.1.e
2.1.1.f
2.1.2a
2.1.3
2.1.5a
2.1.5b
2.1.5c
2.1.5d
2.1.5e
2.1.6a
2.1.6b
2.1.6c
2.1.11a
2.1.11b
COMMON
CORE
2.RI.1
2.RI.2
2.RI.3
2.RI.4
2.RI.5
2.RI.6
2.RI.7
2.RI.8
2.RI.9
2.RI.10
STATE
2.2.11
2.2.2
2.2.6a
2.2.8
COMMON CORE
2.RL.1
2.RL.2
2.RL.3
2.RL.4
2.RL.5
2.RL.6
2.RL.7
2.RL.8
2.RL.9
2.RL.10
INDIANA
2.3.2a
2.3.3a
2.3.3b
2.3.4a
2.3.4c
2.3.4e
2.3.5
2.3.6a
2.3.6b
2.3.7
COMMON
CORE
2.W.3
STATE
2.4.1
2.4.2a
2.4.2b
2.4.3
2.4.5
2.4.6a
2.4.7
2.4.8
2.5.1a
2.5.1b
2.5.2
2.5.3a
2.5.6a
2.5.6b
2.5.6c
2.5.7a/b
2.5.8
COMMON
CORE
2.L.1a
2.L.1b
2.L.1c
2.L.1d
2.L.1e
2.L.1f
2L.2a
2.L.2b
2.L.2c
2L.2.d
2.L.2e
2.L.3a
2.L.4a
2.L.4b
2.L.4c
2.L.4d
2.L.4e
2.L.5.a
2.L.5.b
STATE
2.1.5a
2.6.1b
2.6.3
2.6.5b
2.6.9a
2.6.9b
2.6.1a
COMMON CORE
2.SL.1a
2.SL.1b
2.SL.1c
2.SL.2
2.SL.3
2.SL.4
2.SL.5
2.SL.6
STATE
2.7.1a
2.7.2a
2.7.2b
2.7.4a
2.7.6a
2.7.6b
2.7.6.c
2.7.8
2.7.10a
2.7.10b
2.7.10c / VOCABULARY
author
purpose
topic
audience
punctuation
comma
period
question mark
exclamation mark
pronounce
medial
vowel
consonant
positions
blend
spelling patterns
plurals
irregular
friendly letter
date
greeting
body of letter
closing
signature
meaning
fluent
expressions
compound word
informational text
table of contents
sequence
comprehend
persuade
inform
entertain
complete sentence
incomplete sentence
facts
opinion
descriptive
details
charts
diagram
graph
context clues
predict
confirm
summarize
connections
character
setting
focus
description
draft
conferencing
narrative
main idea
poetry
fiction
non-fiction
genre
syllable / COMMON
CORE
· Apply phonics/word analysis in decoding
· Distinguish long/ short vowels
· Spelling-sound for vowel teams
· Decode 2 syllable long vowel words
· Decode prefix/suffix words
· Identify common spelling-sounds
· recognize read irregularly spelled words
INDIANA
· Letter sounds
· Distinguish position of beginning, middle and end within single/multi-syllable words
· Choose sounds that match the correct positions within the printed word
· Rhyming words
· Blends (bl, cl, st, str, dr, tr, nd)
· Read aloud with correct pronunciation
· Recognize various spelling patterns in order to sound out/chunk new words
· Decoding more than one syllable
· Pronounce plural ending
· Read plural nouns in context
· Apply plural noun rules
· Pronounce irregular plurals
· Read irregular plurals in context
· Read aloud fluently and accurately
· Interpret punctuation marks in oral reading
· Model inflection to convey meaning
· Classify into common word families
· Apply knowledge of word families
COMMON
CORE
· Ask/answer/demonstrate key details in text: who, what, when, where, why, and how
· Identify the main topic within multi-paragraph and specific text
· Describe the connection between historical events, scientific ideas or concepts, or steps in technical procedures in a text
· Know the meaning of words/phrases relative to 2nd grade text
· Know and use text features
· Identify author/ main purpose of a text
· Explain how specific images (diagrams) contribute and clarify a text
· Specifically describe authors purpose
· Compare/contrast two texts on same topic
· By the end of the year, read and comprehend informational text
STATE
· Identify text that uses sequence or other logical order
· State the purpose for reading
· Define cause and effect in informational text
· Follow two-step written instructions
COMMON
CORE
· Ask/answer questions (who, what, when, where, why, how) to demonstrate understanding
· Recount stories and determine the message, lesson, or moral.
· Describe character response to story events and challenges
· Describe how words and phrases provide rhythm in a story or poem
· Describe the story structure (beginning, middle, end)
· Acknowledge differences in the points of view of characters (including voice inflection)
· Use illustration and text to understand character/setting/plot
· No 2nd grade standard
· Compare/Contrast 2 or more versions of the same story (Cinderella) by different authors or cultures
· Read and comprehend literature from different genres with scaffolding as needed
INDIANA
· Identify the problem
· Define compare/contrast
· Compare/Contrast versions of familiar stories from different cultures (i.e. fairy tales and folktales)
· Identify rhyming words
· Identify alliteration
· Keep beat to story/poetry rhythm
· Make/confirm predictions
· Identify and list characteristics of fantasy text
· Identify and list characteristics of reality text
· Identify the meaning or lesson of story
COMMON
CORE
· Write narratives that include details to describe actions, thoughts, feelings, use order words, and provide a sense of closure.
STATE
· Create a list of ideas for writing.
· List ideas for specific writing topics. (Ex. what dogs eat, how you groom dogs, exercise needed for dogs, etc.)
· Group related ideas together to maintain focus.
· Find ideas for writing stories and descriptions in pictures or books.
· Use a computer to draft, revise, and publish writing.
· Revise and edit writing for meaning and clarity.
· Proofread ones own writing as well as others using an editing checklist.
· Revise original drafts to improve sequence (the order of events) or to provide more descriptive detail.
· Write narrative in sequential order. (First, next, then, last.)
· Write narrative including setting, characters, and events in detail.
· Write a brief description of a familiar object, person, place, or event. (develops a main idea and uses details to support the main idea)
· Recognize the 5 components of a friendly letter. (date, greeting, body, closing, and signature)
· Write for different purposes. (entertain, inform, persuade)
· Define an audience in relation to writing. (parent, teacher, friend, principal, etc.) *Voice
· Write to different audiences.
· Write responses to literature that demonstrate understanding of what is read and support statements with evidence from the text.
· Write or deliver a research report
COMMON
CORE
· Uses collective nouns (e.g. group)
· Forms and uses irregular plural nouns
· Uses reflexive pronouns
· Forms and uses irregular verbs
· Modifies adjectives and adverbs
· Produce, expand, and rearrange complete simple and compound sentences
· Capitalize holidays, product names, and geographic names
· Uses commas in greetings and closing of letters
· Use apostrophe to form contractions and possessives
· Generalize learned spelling patterns in writing
· Use references to check and correct spellings
· Compare formal and informal uses of English
· Use context clues for meaning of word or phrase
· Determine meaning of word when prefix is added
· Use known root words as a clue to the meaning of unknown words
· Use meaning of individual words to predict meaning of compound words
· Use glossaries and dictionaries(print and digital) for meaning
· Identify real-life connections between words and their use
· Distinguish shades of meaning among closely related verbs
STATE
· Pronounce plural endings on words
· Space words/sentence so easily read
· Place words in correct order in written sentences
· Use commas in writing dates
· Use knowledge of long/short vowels when spelling
· Use knowledge of blends when spelling
· Form printed letters correctly
COMMON
CORE
· Follow agreed upon rules for discussion
· Build on other’s talk in conversation
· Ask for clarification and further explanation about topics and text
· Recount key ideas and or details from text or media presented orally
· Ask/answer questions to clarify comp., gather additional info., deepen understanding
· Tell a story or recount an experience with facts’
details, speaking audibly
· Create audio recordings of stories, add visual displays
· Produce complete sentences to provide requested detail or clarification
STATE
· Define different purpose for listening
· List question words
· Use question words
· Follow 3 & 4 Step oral directions
· Pronounce words clearly
· Speak with enough Volume
· Speak at appropriate rate
· Retell stories
· Arrange events in order
· Demonstrate sequence of events
· Retell stories / DRA
BRI
Running Record
Spelling Test
DOL
Daily Writing
Writing Prompts
Scored rubrics
Anecdotal Notes
6 Traits of Writing
B/M/E Chart
Venn Diagram
Reading response Comparing/
Contrasting
2 versions of
Cinderella
Venn Diagram
Fantasy/Reality
T-Chart
Conferencing / 2 versions of Cinderella
Reading A-Z
Fantasy, Realistic Fiction, and Fairytale
Trade books
Speakaboos.com
Starfall.com
Tumble books
Brainpop
Daily 6 Traits Writing
Launching the Writing Workshop (Smeckens)
Daily Oral Language
Reading Series
Smeckenseducation.com
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS
Reading Standards: Foundational Skills RF
These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know – to discern when particular children or activities warrant more or less attention.
Print Concepts
2.RF.1 (There is not a grade 2 standard for this concept. Please see preceding grades for more information).
Phonological Awareness
2.RF.2 (There is not a grade 2 standard for this concept. Please see preceding grades for more information).
Phonics and Word Recognition
2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words.
Fluency
2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Reading Standards for Informational Text:
Literary Nonfiction and Historical, Scientific, and Technical Texts RI
The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
Key Ideas and Details
2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within
the text.
2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text.
Craft and Structure
2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 2.RI.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.
2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Integration of Knowledge and Ideas
2.RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and
clarify a text.
2.RI.8 Describe how reasons support specific points the author makes in a text.
2.RI.9 Compare and contrast the most important points presented by two texts on the same topic.
Range of Reading and Level of Text Complexity
2.RI.10 By the end of year, read and comprehend informational texts, including history/social studies,
science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
Reading Standards for Literature: Stories, Novels, Dramas, and Poetry RL
The following standards offer a focus for instruction and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
Key Ideas and Details
2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central
message, lesson, or moral.
2.RL.3 Describe how characters in a story respond to major events and challenges.
Craft and Structure
2.RL.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply
rhythm and meaning in a story, poem, or song.
2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the
story and the ending concludes the action.
2.RL.6 Acknowledge differences in the points of view of characters, including by speaking in a different