Quabbin Regional School District Grade 2: ELA Curriculum Map (Trimester 3) 2014 - 2015
Quabbin Regional School District Grade 2: ELA Curriculum Map (Trimester 3) 2014 - 2015
Grade Two ELA: Trimester Three (March 16, 2015 - June 15, 2015)Readers' Workshop: Schema( Author/Character/Series); Sensory Images; Launching Into Summer
Writer's Workshop: Persuasive/Opinion Writing; Fiction Writing; Poetry
Fundations: Units 14 - 17
Level of Proficiency: Students will be able to read second grade texts at an instructional Level M.
Reading Literature & Informational Texts
Report Card Indicator & MA CCSS / Trimester 3 Focus:
Students will be able to know and do... / Assessments / Resources (Mentor texts, websites, videos, books)
1. Reads and comprehends grade level text with purpose and understanding
RL. 2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RI.2.10 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. / At level M, readers know the characteristics of a range of genres (realistic fiction, simple fantasy, informational tests, traditional literature, and biography).
Students Consider:
How easy or difficult is this text?
Will I need help reading it?
What, if any, kind of help will I need? / -Conferring Notes
-F&P Benchmark Assessment / Schema:
Sensory Images: Lessons 3, 4, 5, 6, 8, 10, 12
Calkins Poetry Unit Sessions: 1-16
F&P Continuum: p. 110–113 and p. 178-181
2. Asks and answers questions about key details in a text
RL.2.1 Ask and answer such questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI.2.1 Ask and answer such questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text. / Students determine key details in the text.
Students consider:
- What happens or is said in this text?
- Which words, pictures, and sentences help me know this?
Schema: Lessons 4, 7,11,12,13,19
Calkins Poetry: Session 3
3. Identifies main idea and supporting details
RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. / Identify main topic of an informational text and recall key supporting details.
Student considers:
- What is the main topic of this text?
- What key ideas, details, and events in each paragraph helped me determine this?
- What details would I include when recounting what this text is about?
Schema: Lesson 7
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. / Determine why something happened and begin to identify cause/effect relationships between concepts, people, and events.
Students consider:
- How do the illustrations, the text features, and the words work together to help me understand the main topic?
- How do the section headings build on one another to give information about the main topic?
Schema: Lesson 7
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. / Differentiate between information provided by the pictures and information provided by the words.
Students consider:
- Why did the author write this text?
- Does the author want to share information about a topic that matters to him or her?
Calkins Poetry: Sessions 8,14
RI.2.8 Describe how reasons support specific points an author makes in a text. / Identify key points in a text and the reasons the author gives to support them.
Students consider:
- What are key points the author wants us to know about this topic?
- How does the author make this topic clear?
4. Retells stories from variety of genres
RL.2.2 Recounts stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral / Students consider:
- What message, lesson, or moral does the author want me to take away from reading this text?
- What details led me to determine this?
- What details from the beginning, middle, and end would I include when retelling or recounting this story?
- Recognize the difference between stories and books that give information.
F&P / Sensory Images: Lessons 3-6,8,10,15
Schema: Lessons 7,11,12,15,19
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. / Students consider:
- What authors of stories do?
- What authors of informational texts do?
Conferring Notes / Sensory Images: Lessons 3,13,14,15
Schema: Lessons 5,15,17,19
Calkins Poetry: Sessions
2,11,12,13,
5. Describes and compares characters and events
RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. / Assess how point of view or purpose shapes the content and style of a text.
Students consider:
- What are the roles of the author and the illustrator in telling a story and presenting ideas and information?
- What are the characters thinking or feeling at different parts of the story?
- Do the characters show how they are feeling or do they hide it?
- How do the characters’ actions show what they are thinking or feeling inside?
Schema: Lessons 11,15,17,19
Calkins Poetry: Sessions 8,14
RL.2.3 Describe how characters in a story respond to major events and challenges. / Describe how individuals, events, ideas, and pieces of information relate to one another.
Students consider:
- How does the main character behave at the beginning, middle, and end of the story?
- Why does the main character’s behavior change from the beginning of the story to the end?
- What event is the turning point of the story?
Schema: Lessons 7, 11, 12, 19
MA.2.8a Identify dialogue as words spoken by characters (usually in quotation marks) and explain what dialogue adds to a particular story or poem.
6. Describes how words and phrases give rhythm and meaning to story, poem, or song
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. / Interpret words and phrases as they arer used in a text. Analyze how specific word choices shape meaining or tone.
Students consider:
- Which words tell me the most about the characters or actions?
- Which fancy words or phrases help me experience or understand the text in a deeper, more powerful way?
- Are there words in a poem or song that repeat or rhyme? How does this add to my understanding and enjoyment?
Schema: Lessons 15,17,19
Calkins Poetry: Sessions 1-13,15-17
7. Uses text features to locate key facts
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. / Sensory Images: Lessons 3,14,15
Schema: Lessons 5
8. Explains how images and text features contribute to and clarify text
RL.2. 7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. / Students consider:
- What role the words play in describing the characters, setting, and plot?
- How the words and the illustrations together help tell a story or give information.
Schema: Lessons 11,12,19
RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. / Students consider:
- How the words and the illustrations convey key details about the informational topic.
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. / Students consider:
- How the features of informational text help them to gain information about a topic that is not expressly stated in the text.
- The structure of the text – how an author organizes their ideas and the text as a whole.
Schema: Lessons 5,15
9. Compares and contrasts two texts related by story or topic
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. / Analyze how two or more texts address similar topics in order to build knowledge or to compare the approaches the author takes.
Students consider:
- What are the important points in each text?
- Where can I look to confirm my ideas about what’s important (e.g. headings, first sentences of paragraphs, tables of contents)?
- How are the important points in the two texts similar?
- How are the important points in the two texts different?
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 / Analyze how two or more texts address similar themes in order to build knowledge or to compare the approaches the author takes.
Students consider:
- Who is the main character in each version?
- Where do the stories take place? Do the authors set their stories in different periods of history?
- How are the adventures and experiences of all the characters alike? How are they different?
- What can I tell from the pictures about how the versions are alike or different?
- Is one version funnier, happier, scarier, or sadder than the other?
Schema: Lessons 19
Grade Two ELA: Trimester Three (March 16, 2015 - June 15, 2015)
Foundational Skills
Report Card Indicator & MA CCSS / Trimester 3 Focus:
Students will be able to know and do... / Assessments / Resources (Mentor texts, websites, videos, books)
1. Reads grade level text with sufficient accuracy and fluency to support comprehension
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. / Students will listen to interactive read-alouds of steadily increasing complexity (informational and literary, across all structures and genres of text, representing a wide variety of cultures) in order to observe models of fluent reading and apply skills to their own reading.
RF.2.4a. Read grade-level text with purpose and understanding. /
- I can read second grade text with purpose and understanding.
- I can read to understand what the words mean.
RF.2.4b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. /
- I can read second grade text aloud with expression, accuracy, and appropriate rate.
- I can make my reading sound like talking.
- I can use punctuation as cues to appropriate expression.
RF.2.4c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. /
- I can use strategies to understand unknown words.
- I can go back and reread to make self-corrections.
- I can begin to self-regulate understanding of text by making and confirming predictions and rereading when necessary in order to check for understanding.
- I can use prior knowledge and experiences to confirm or self-correct word recognition and understanding.
- I can reread at point of difficulty in order to use structure and meaning to determine unknown word.
- I can use context clues, sentence structure, and visual clues to self-guide correction.
2. Knows and applies grade level phonics and word analysis skills in decoding words
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in context. / Fundations Units 14-17
RF.2.3a. Distinguish long and short vowels when reading regularly spelled one-syllable words. /
- I can distinguish between words with long or short vowel patterns.
- I can tell the difference between long and short vowels.
RF.2.3b. Know spelling-sound correspondences for additional common vowel teams /
- I can identify spelling patterns for common long vowels (ai, ae, ei, etc.)
c.RF.2.3c. Decode regularly spelled two-syllable words with long vowels. /
- I can explain and apply syllable and division rules.
- I know and understand that every syllable has a vowel sound and I am able to apply knowledge of open and closed syllables to determine vowel sound.
- I can identify and apply vowel pronunciation rules to read words, such as CVC, CVCE, CVVC.
- I can identify and decode two-syllable words with long vowels.
RF.2.3d. Decode words with common prefixes and suffixes. /
- I can identify and decode words with common prefixes and suffixes.
- I can recognize and define base words.
- I can identify and define common prefixes and suffixes.
- I can blend parts to read words and describe how the affix affects the word meaning.
RF.2.3e. Identify words with inconsistent but common spelling sound correspondences. /
- I can identify words with common spelling patterns that don’t follow the normal rules.
- I can identify and apply the rules for sound-spelling correspondences, including exceptions.
3. Reads grade appropriate irregularly spelled/high frequency words
RF.2.3 f. Recognize and read grade-appropriate irregularly spelled words. /
- I can recognize irregularly spelled words.
- I can read irregularly spelled words without having to sound them out.
- I can read second grade sight words with automaticity in isolation and in context.
- I can apply a variety of strategies to increase the number of second grade sight words/high frequency words that I can read.
Grade Two ELA: Trimester Three (March 16, 2015 - June 15, 2015)
Speaking & Listening
Report Card Indicator & MA CCSS / Trimester 3 Focus:
Students will be able to know and do... / Assessments / Resources (Mentor texts, websites, videos, books)
1. Engages effectively in a range of collaborative discussions building on others’ ideas and expressing his/her own clearly
SL.2.1 Participates in collaborative conversations with diverse partners about second grade topics and texts with peers and adults in small and larger groups. / Schema: Lessons 3,4
Sensory Images: Lesson 12
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.) /
- I can talk with friends and teachers about things we learn in class.
- I can follow rules for discussions.
SL.2.1b Build on others’ talk in conversation by linking their comments to the remarks of others. /
- I can add to my partner's comments or ask him/her questions about what he/she said.
- I can participate in a conversation by responding to things others say.
SL.2.1c Asks for clarification and further explanation as needed about the topics and texts under discussion. /
- I can ask questions about what I read to clear up my confusions.
- I can ask questions during discussions.
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. /
- I can ask and/or answer questions of a speaker to clarify/deepen my understanding.
2. Recounts or describes key ideas or details from information attained from diverse sources
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. /
- I can describe key ideas and details from a text or presentation using my own words.
- I can show I understand what I read, hear, and/or see by retelling and describing key details.
Schema: Lessons 3,4
3. Tells a story or recounts an experience with relevant facts and details, including audio recordings and visual displays when appropriate
SL.2.4 : Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. /
- I can tell a story or about an experience with appropriate facts and details.
SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts and feelings. /
- I can create audio recordings of stories or poems.
- I can add drawings or details to a description to provide information.
SL.2. 6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. /
- I can use complete sentences when appropriate.
Grade Two ELA: Trimester Three (March 16, 2015 - June 15, 2015)
Language & Vocabulary
Report Card Indicator & MA CCSS / Trimester 3 Focus:
Students will be able to know and do... / Assessments / Resources (Mentor texts, websites, videos, books)
1. Demonstrates command of conventions of standard English grammar and usage when reading, writing, and speaking
L.2. 1 Demonstrates command of the conventions of standard English grammar and usage when writing or speaking
L.2.1a Use collective nouns (e.g. groups) /
- I can use collective nouns.
L.2.1b Form and use frequently and reoccurring irregular plural nouns (e.g, feet , children, teeth, mice, fish) /
- I can use frequently occurring irregular plural nouns.
L.2.1c Use reflective pronouns (e.g. myself, ourselves) /
- I can use reflexive pronouns.
L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g. sat, hid, told) /
- I can use the past tense of common verbs.
L.2.1e Use adjectives and adverbs , and choose between them depending on what is to be modified /
- I can decide when to use an adverb or an adjective.
L.2.1f Produce, expand and rearrange complete simple and compound sentences (e.g. The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy) /
- I can use simple and compound sentences.
MA.1.g: Read, pronounce, write and understand the meaning of common abbreviations for title, location, time periods (e.g. Dr., Ms., Mrs., St., Rd., Ave., MA., U.S., months, days of the week, a.m., p.m.)
2. Demonstrates conventions of standard English capitalization, punctuation, and spelling when writing
L.2.2 Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.