Quabbin Regional School District Grade 2: ELA Curriculum Map (Trimester One) 2014-2015
Grade Two - Trimester One (ends November 21, 2014)Readers' Workshop: Launching (Creating a Community of Readers); Monitoring for Meaning; Retelling (Fiction)
Writers' Workshop: Launching; Narrative Writing (Writing for Readers, Small Moments); Reading Like a Writer/Reading Response
Fundations:Units 1 - 6
Reading Level of Proficiency: Students will be able to read second grade texts at an instructional Level K.
Reading Literature & Informational Texts
Report Card Indicator & MA CCSS / Trimester 1 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 Students read a range of literary texts, including stories and poetry, in the grades 2–3 text complexity band, with scaffolding as needed at the high end of the range. / At level K, readers process a wider range of genres. Most fiction texts have multiple episodes related to a single plot but the demand on the reader's memory is higher than previous levels.
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
-Literacy reporting form
-writing journals
- F&P Benchmark Assessment / Retelling Unit - Fiction Lessons:
Launching Unit
Lessons #26 & 27: Speaking and Listening (Report Card)
Lesson #16
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. / Students Consider: What happens or is said in this text? Which words, pictures, and sentences help me know this?
Students will be able to...
- Use text structure to predict the outcome of a narrative
- Make predictions about the solution to the problem of a story
- Make predictions based on personal experiences, content knowledge, and knowledge of similar texts
- Search for and use information to confirm/disconfirm predictions
- Justify predictions using evidence
- Predict what characters will do based on the traits revealed by the writer
Lesson #1: Standard RL1.4
Lesson #16
Retelling Unit - Fiction Lessons:
Calkins' Narrative Writing Unit 1
- Lessons: 1,3,8,15,16,17
3. Identifies main idea and supporting details / Not Assessed Trimester 1
4. Retells stories from variety of genres
RL.2.2 Students recount stories, including fables and folktales from diverse cultures, anddetermine their central message, lesson, or moral.
RL.2.5 Students describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. / At level K, students are challenged to read stories based on concepts that are distant in time and space and reflect diverse cultures.
Students identify the central message/lesson, then chronologically recount the main events, including just the most important information, not every singledetail.
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?
What happens at the beginning of a story? (Characters are introduced and described, the setting is made clear, and the problem the main character will face is alluded to.)
What happens in the middle of the story? (Most of the story occurs here. The main character faces a problem or dilemma, and either the character takes actions or events occur to resolve the problem.)
What happens at the end of the story? (The problem is resolved or the main character learns a lesson, and the story draws to a close.)
Students will be able to...
- Follow and remember a series of events over a longer text in order to understand the ending
- Report episodes in a text in order they happened
- Summarize ideas from a text and tell how they are related
- Summarize a longer narrative text with multiple episodes
- Notice and discuss aspects of genres
- Understand when a writer has used underlying organizational structures (descriptions, compare/contrast, sequence, problem/solution, cause/effect
Monitoring for Meaning Lessons:
Retelling Lessons: 2, 17
5. Describes and compares characters and events
(Includes - Demonstrates an understanding of dialogue)
RL.2.6 Students acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
RL.2.3 Students describe how characters in a story respond to major events and challenges.
MA.2.8a Identify dialogue as words spoken by characters (usually in quotation marks) and explain what dialogue adds to aparticular story or poem. / At level K, students read about characters that change very little but are at the same time more complex. Texts have multiple characters. Readers process a great deal of dialogue.
Students consider:
What are the characters thinking or feeling at different parts of the story?
Do the characters show what they are feeling or do they hide it?
How do the characters' actions show what they are thinking or feeling inside?
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, when the main character does something or understands something that helps solve the problem?
Students will be able to...
- Notice the way the writer assigns dialogue
- Hypothesize how characters could have behaved differently
- Demonstrate understandings of characters, using evidence from text to support statements
- Infer characters' feelings and motivations through reading their dialogue
- Infer and discuss understanding of characters' motivations and feelings
- Demonstrate through talk/writing understandings of characters, using evidence from text to support statements.
- Infer and discuss what characters are like from what they say or do
- Predict what characters will do based on the traits revealed by the writer
- Bring knowledge from personal experiences to the interpretation of characters and events
Lessons: 4,9,10,13,15,17,19
Retelling unit: Lesson #17
6. Describes how words and phrases give meaning to a story / Not Assessed Trimester 1
7. Uses text features to locate key facts / Not Assessed Trimester 1
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. /
- What role do the words/illustrations play in describing the characters, setting, and plot?
- What do the illustrations in this picture book give me that the words don't?
- Notice how the illustrations are consistent/inconsistent with meaning
- Notice the quality of illustrations or graphics
- Notice how pictures are used to communicate meaning in illustrated text
Calkins' Narrative Writing Unit 1 - Lessons: 4, 14
9. Compares and contrasts two texts related by story or topic / Not Assessed Trimester 1
Grade Two - Trimester One (ends November 21, 2014)
Foundational Skills
Report Card Indicator & MA CCSS / Trimester 1 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. / Fundations Units 1-6
Calkins' Narrative Writing - Unit 1
Lessons: 6,12,13,15,17,18,20
RF.2.4a. Read grade-level text with purpose and understanding. / At level K, students automatically recognize a large number of words and quickly apply word-solving strategies to multisyllable words with inflectional endings, and to words with suffixes and prefixes. Students can read a wide range of plurals, contractions, and possessives. / Fundations Storytime: Units 2-6
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.
Monitoring for Meaning
-Lesson #26
-Lesson #15
-Lesson #14
2. Knows and applies grade level phonics and word analysis skills in decoding words / Students will be able to know and do... / Assessments: / Units of Study &
Lessons
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in context. / Fundations
Launching Units - Lessons:
Monitoring for Meaning Unit - Lessons:
#12: Syllabication
#17: Flip the vowel
Calkins' Narrative Writing - Unit 1
Lessons: 19
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.
Monitoring for Meaning: Lesson #6
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.)
Fundations Drill Sounds: Units 3-6
Monitoring for Meaning: Lesson #6
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.
Fundations Storytime: Unit 6
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.
Fundations Storytime: Units 4, 5, 6
Monitoring for Meaning
-Lesson #6
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 / Students will be able to know and do... / Assessments: / Units of Study &
Lessons
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.
Launching Units
Monitoring for Meaning Unit
Calkins' Narrative Writing - Unit 1
Grade Two - Trimester One (ends November 21, 2014)
Speaking & Listening
Report Card Indicator & MA CCSS / Trimester 1 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. / Launching Units
-Lesson #26
-Lesson #27
Monitoring for Meaning Unit
Retelling Unit: 7,14,17
Calkins' Narrative Writing Unit 1
Lessons: 1-20
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.
-Lesson #26
-Lesson #27
Monitoring for Meaning Unit
Retelling Unit7,14,17
Calkins' Narrative Writing Unit 1
Lessons: 2
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.
-Lesson #26
-Lesson #27
Monitoring for Meaning Unit
Retelling Unit7,14,17
Calkins' Narrative Writing Unit 1
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.
-Lesson #26
-Lesson #27
Monitoring for Meaning Unit
Retelling Unit7,14,17
Calkins' Narrative Writing Unit 1
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.
Monitoring for Meaning Unit
Retelling Unit7,14,17
Calkins' Narrative Writing Unit 1
Lessons: 4,6,9,12,13
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.
Monitoring for Meaning Unit
Retelling Unit
Calkins' Narrative Writing Unit 1
Lessons: 5,12,13
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.
Retelling Unit
Calkins' Narrative Writing Unit 1
Lessons: 1,3,8,10,14,20
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.
Monitoring for Meaning Unit
Retelling Unit14,17
Calkins' Narrative Writing Unit 1
Lessons: 14,15,20
Grade Two - Trimester One (ends November 21, 2014)
Language & Vocabulary
Report Card Indicator & MA CCSS / Trimester 1 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 / Launching Units
Retelling Unit
Calkins' Narrative Writing Unit 1
Lessons: 1-20
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. / Launching Units
Retelling Unit
Calkins' Narrative Writing Unit 1
Lessons: 1-20
Sight Words You Can See
L.2.2a Capitalize holidays, product names, and geographic names /
- I can capitalize holidays, product names, and geographic names.
L.2.2 b Use commas in greetings and closing of letters /
- I can use commas in greetings and closings of letters.
L.2.2c Use an apostrophe to form contractions and frequently occurring possessives /
- I can use apostrophes in contractions.
- I can use apostrophes in possessives.
L.2.2d Generalize learned spelling patterns when writing words (e.g. cage-badge; boy-boil) /
- I can spell words I don’t know by using spelling patterns I have learned.