Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: 2nd Grade English Language Arts / Quarter: 3 / Academic Year: 2011-2012Essential Questions for this Quarter:
1. How can using punctuation marks and expression help fluency?2. How does using compare and contrast as well as cause and effect help to build understanding?
Unit/Time Frame / Standards / Content / Skills / Assessment / Resources
READING 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
2.RF.4a
2.RF.4b
2.RF.4c
INDIANA
2.1.1.d
2.1.1.e
2.1.1.f
2.1.3
2.1.6a
2.1.6b
2.1.6c
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
2.2.5a
2.2.5b
2.2.6
2.2.8
2.2.10
COMMON
CORE
2.RL.2
2.RL.3
2.RL.4
2.RL.5
2.RL.6
2.RL.8
2.RL.10
INDIANA
2.3.1
2.3.2a
2.3.2b
2.3.2c
2.3.3b
2.3.4a
2.3.4b
2.3.4c
2.3.4d
2.3.5
2.3.6c
2.3.7
COMMON
CORE
2.W.1
2.W.5
STATE
2.4.2a
2.4.2b
2.4.3
2.4.4a
2.4.5a/b/c/d
2.5.1a
2.5.1b
2.5.2a
2.5.3a
2.5.3b
2.5.4
2.5.5b
2.5.6a
2.5.6c
2.5.7a/b
2.5.8a-e
(Research)
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
2.L.6
INDIANA
2.1.5c
2.1.5d
2.1.5e
2.1.5f
2.6.5b
2.6.9a
2.6.9b
2.1.4
2.1.9b
2.1.10
2.1.11a
2.1.11b
2.6.2b
2.6.4b
2.6.4c
2.6.5c
2.6.6
2.6.7b
2.6.7c
2.6.8
2.6.9b
2.6.9c,d
2.1.7a
2.1.7b
2.1.7c
2.1.7d
2.1.9a
2.1.9b
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
2.7.1b
2.7.2b
2.7.3b
2.7.4a
2.7.4b
2.7.5a
2.7.5b
2.7.6b
2.7.6.c
2.7.7b
2.7.8
2.7.9a
2.7.9b
2.7.10a
2.7.10b
2.7.10c
2.7.11a
2.7.11b
2.7.11c
2.7.12a
2.7.12b
2.7.13
2.7.14 / VOCABULARY
(Vocabulary from first and second quarter will continue)
New vocabulary for third quarter:
quotation mark
biography
ellipse
symbol / 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
· Read on-level text with purpose and understanding
· Read on-level text orally w/ accuracy, rate and express.
· Use context to confirm or self-correct
INDIANA
· Rhyming words
· Blends (ex. bl, cl, st, tr, nd)
· Read aloud with correct pronunciation
· Decoding more than one syllable
· Read aloud fluently and accurately
· Interpret punctuation marks in oral reading
· Inflection conveys meaning
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 and contrast the most important points presented by two texts on the same topic
· By the end of year, read and comprehend informational text
STATE
· Identify text that uses sequence or other logical order
· State the purpose for reading
· Summarize the main idea in text
· Identify and state facts and details to support mail idea
· Define and identify cause and effect in informational text
· Follow two-step written instructions
· Recognize and use time order words to sequence and predict
COMMON
CORE
· Recount stories (fables and folktales from different cultures) and determine the central 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)
· No 2nd grade standard
· Read and comprehend literature from different genres with scaffolding as needed
INDIANA
· Compare story elements by different authors
· Identify the problem
· Create a different ending for stories
· Analyze the effect of a new ending
· Compare/Contrast versions of familiar stories from different cultures (i.e. fairy tales and folktales)
· Identify rhyming words
· Explain how authors use rhyme to make stories more interesting
· Identify alliteration
· Explain how authors use alliteration to make stories or poems interesting
· Make and confirm predictions
· Compare/contrast features of fantasy/reality text
· Identify the meaning or lesson of the story
COMMON
CORE
· Write opinion piece using all components
· Revise and edit with guidance
STATE
· List ideas for specific writing topics
· Group related ideas together to maintain focus.
· Find ideas for writing stories and descriptions in pictures or books.
· Define the reasons to use a dictionary, thesaurus or atlas
· On the computer, demonstrate basic keyboarding skills, type a written draft, revise a piece of written work, and create a final published piece inserting graphics.
· Write narrative in sequential order
· Write narrative including setting, characters, and events in detail.
· Write a brief description of a familiar object, person, place, or event
· Recognize the 5 components of a friendly letter
· Include all 5 components in writing a friendly letter
· Write rhymes and simple poems.
· Incorporate describing words/adjectives in writing.
· Write for different purposes
· Write to a specific audience or person.
· Write responses to literature that demonstrate understanding of what is read and support statements with evidence from the text
· Use a variety of resources for a report, categorize the information, and identify credible resources to write an organized research paper
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 reference s 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 word as clue to meaning of new word with same root word
· Use knowledge of meaning of 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
· Use words and phrases to describe
INDIANA
· Apply rules for making plurals with “s” and “es”
· Pronounce irregular plural nouns in conversation
· Read irregular plural nouns in context
· Apply rules for correctly writing plural irregular nouns
· Use commas in writing dates
· Use knowledge of long/short vowels when spelling
· Use knowledge of blends when spelling
· Recognize common abbreviations
· Define the meaning of suffixes
· Identify simple multiple-meaning words
· Classify words into common word families
· Apply knowledge of word families to read unfamiliar words
· Explain what is missing from an incomplete sentence
· Categorize nouns and verbs
· Correctly write nouns and verbs in sentences
· Use commas in a series
· Use quotation marks correctly
· Capitalize titles of people
· Capitalize proper nouns, beg. of sent., greetings, months, days, initials
· Correctly spell frequently used words that don’t fit a pattern
· Apply knowledge of long/short vowels when spelling
· Identify words with r-controlled vowels and spell them correctly
· Define antonym/synonym
· Categorize synonyms orally, then in writing
· Compare and contrast words to decide if they are synonyms or antonyms
· Write antonym pairs
· Define the meaning of prefixes
· Define the meaning of suffixes
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
· Orally recount key ideas and or details from text or media
· 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
· Identify purpose for listening
· Use question words
· Paraphrase (in own words)
· Follow 3 & 4 Step oral directions
· Give sequential 3 to 4 step oral directions
· Categorize info obtained in research or observation
· Write a coherent set of notes for an oral report
· Speak with enough Volume
· Speak at appropriate rate
· Demonstrate sequencing of events when telling experiencing
· Retell stories
· Distinguish facts vs opinions
· Report on a topic with supportive facts and details
· Arrange events in order
· Demonstrate sequence of events
· Retell stories
· Use various resource materials to create an oral report
· Gather facts and details to be used in an oral report
· Give an organized report using facts and details
· List descriptive words when speaking
· Incorporate descriptive words when speaking
· Recite poems, rhymes, songs, stories
· Incorporate all 5 senses with details into discussions and reports / DRA
BRI
Running Record
Spelling Test
DOL
Daily Writing
Writing Prompts
Anecdotal Notes
6 Traits of Writing
Reading A-Z
Sequencing charts (retelling)
Reading response
S/T conferences
Problem/Solution
Venn Diagram
Rhyming words
Oral response
Highlight / Reading A-Z
Assorted poetry
Poem of the Month Flipchart
Speakaboos.com
Fairytales
Folktales
Alliteration
Fantasy and reality
Tumblebooks
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS
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.