Second Grade Curriculum Map

Second Grade Curriculum Map

School Year 2010-2011

~Amy Metz & Helena Shepard

Language Arts: Reading Aligned to EUPISD Curriculum

The following Skills will be delivered and assessed throughout the school year, according to the class and each student’s need:

R.WS.02.01 demonstrate phonemic awareness by the wide range of sound manipulation competencies including sound blending and deletion.

R.WS.02.02 recognize that words are composed of sounds blended together and carry meaning.

R.WS.02.03 understand the alphabetic principle, that sounds in words are expressed by the letters of the alphabet.

R.WS.02.04 use structural cues to recognize and decode words with long and short vowels, consonant digraphs, and irregular vowels in isolation and in context including: letter-sound, onset and rimes, whole word chunks, word families, long and short vowels, digraphs wh, ph, irregular vowels ei, ie, ea, ue.

R.WS.02.05 automatically recognize frequently encountered words in print whether encountered in connected text or in isolation with the number of words that can be read fluently increasing steadily across the school year.

R.WS.02.06 make progress in automatically recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in third grade.

R.WS.02.07 make progress to automatically read by sight the Dolch First 1000 Words for mastery in fifth grade.

R.WS.02.08 use previously learned and new strategies to identify unknown words and construct meaning by re-reading a sentence or paragraph when meaning is unclear, using context as a basis for predicting meaning of unfamiliar words, sub-vocalization, and/or sounding out unknown words.

R.WS.02.09 know the meanings of words encountered frequently in grade-level reading and oral language contexts.

R.WS.02.10 use syntactic and semantic cues including reading context; picture clues; prefixes re-, un-; and suffixes -s, -ed, -ing to determine the meaning of words in grade-appropriate texts.

R.WS.02.11 in context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning.

R.FL.02.01 automatically recognize and fluently read identified grade-level high frequency words encountered in or out of context.

R.FL.02.02 use punctuation cues (periods and question marks) when reading aloud with intonation, pauses, and emphasis.

R.FL.02.03 read aloud unfamiliar text with a minimum of 90% accuracy in word recognition at an independent reading level.

R.AT.02.01 be enthusiastic about reading and learning how to read.

R.AT.02.02 do substantial reading and writing on their own during free time in school and at home.

Narrative and Informational Reading:

Marking Period One:

Identify and explain how authors and illustrators use literary devices, illustrations, and titles to depict major story events, make comparisons, and use metaphors/similes to reveal character thoughts and actions.
Use a story map and graphic organizers to recall character actions and story events.
Describe the elements and purpose of drama.
Classify basic information.
Identify topic and explore supporting details.

Marking Period Two:

Identify and describe character, character traits, actions, and motivations with evidence of key ideas.
Describe elements and purpose of fantasy.
Identify setting as where and when.
Describe similarities of plot and character in a variety of text that is recognized for multicultural and literary merit.
Use and understand simple maps, graphs, diagrams, charts, glossaries, tables, and webs to enhance understanding and sequence of events.
Compare and contrast theme, characters, and informational genre.

Third Marking Period:

Describe elements and purpose of legends.
Finding evidence, discussing, and/or writing to respond to individual and multiple texts. Making connections, taking a position, and showing understanding.
Explore and identify simple sequence and descriptive text patterns (directions, enumerative, steps).

Fourth Marking Period:

Describe elements and purpose of poetry.
Identify and describe features (Table of contents, index, etc.) and purpose of “how to” books, personal correspondence, science, and social studies magazines.

Language Arts: Writing Aligned to EUPISD Curriculum

6-Trait Writing, The Writing Process, Write Steps Program, and Best Practices in Writing will be used to deliver the writing standards.

The following Skills will be delivered and assessed throughout the school year, according to the class and each student’s need:

W.PR.02.01 set a purpose, consider audience, and begin to use styles and patterns derived from studying authors’ craft when writing a narrative or informational piece.

W.PR.02.02 develop a plan narrowing a broad idea for narrative and informational writing including graphic organizers that represent specific organizational patterns (e.g., problem/solution, sequence, description, or compare/contrast).

W.PR.02.03 draft focused ideas in written compositions using paragraph clusters, each containing a main idea and some supporting details.

W.PR.02.04 write in first and third person based on genre type and purpose.

W.PR.02.05 draft a coherent piece with appropriate grammar, usage, mechanics, and temporary spellings.

W.PR.02.06 revise drafts based on constructive and specific oral and written responses to writing; identify sections of the piece that need to be revised using reorganization, additions, deletions, and appropriate use of transitions; make stylistic changes in content and form to suit intended purpose and audience.

W.PR.02.07 attempt to proofread and edit writing using appropriate resources including dictionaries and a class-developed checklist both individually and in groups.

W.PS.02.01 develop personal style in oral, written, and visual messages in both narrative (e.g., descriptive language, use of imagination, varying sentence beginnings) and informational writing (e.g., facts, effective conclusions).

W.GR.02.01 in the context of writing, correctly use more complex complete sentences, nouns and verbs, commas (in a series, in a letter, and with dates), contractions, colons to denote time, and capitalization of proper nouns.

W.SP.02.01 in the context of writing, correctly spell frequently encountered words (e.g., two-syllable words including common prefixes and suffixes); for less frequently encountered words use structural cues (e.g., letter/sound, rimes) and environmental sources (e.g., word walls, word lists).

W.HW.02.01 fluently and legibly write upper and lower case manuscript letters and begin to write the cursive alphabet.

W.AT.02.01 be enthusiastic about writing and learning to write.

Writing Narrative, expository, persuasive, poetry:

Marking Period One:

Planning and writing using Beginning, Middle, and End to create Realistic Fiction, Fantasy, and personal Narratives (Sept-Dec).

Marking Period Two:

Re-Read and Revise writing for Reorganization, Additions, Deletions, and appropriate transitions (ongoing after instructed).
Planning and writing 2 paragraphs, with main idea and supporting Details.

Marking Period Three:

Individually and in groups, Edit writing using dictionaries and checklists.
Planning and writing using the 5 W’s + H to create more detailed Realistic Fiction, Fantasy, and Personal Narratives.

Marking Period Four:

Respond to student samples using the Peer Response Graphic Organizer, and answering questions in writing.

Math: Aligned with EUPISD CRT Pacing Guide

Marking Period One:

Decompose 100 into addition pairs, e.g., 100 = 99 + 1 = 98 + 2 ..
Find the distance between numbers on the number line, e.g., how far is 79 from 26?
Count to 1000 by 1s, 10s and 100s starting from any number in the sequence.
Read and write numbers to 1000 in numerals and words, and relate them to the quantities they represent.
Compare and order numbers to 1000; use the symbols > and <.
Count orally by 3's and 4's starting with 0, and by 2s, 5s and 10s starting from any whole number.
Express numbers up to 1000 using place value, e.g., 137 is 1 hundred, 3 tens, and 7 ones; use concretematerials.
Measure area using non-standard units to the nearest whole unit.
Read temperature using the scale on a thermometer in degrees Fahrenheit.
Find the area of a rectangle with whole number side lengths by covering with unit squares andcounting,orbyusing a grid of unit squares; write the area as a product.
Identify, describe, and compare familiar two-dimensional and three-dimensional shapes such as triangles, rectangles, squares, circles, semi-circles, spheres and rectangular prisms.
Explore and predict the results of putting together and taking apart two dimensional and three-dimensional shapes.

Marking Period Two:

Place 0 and halves, e.g., 1/2, 1 1/2, 2 1/2, on the number line; relate to a ruler.
For unit fractions from 1/12 to 1/2, understand the inverse relationship between the size of a unit fraction and the size of the denominator; compare unit fractions from 1/12 to 1/2.
Recognize that fractions such as 2/2, 3/3 and 4/4 are equal to the whole (one).
Add fluently two numbers through 99 using strategies including formal algorithms; subtract fluently two numbers through 99.
Estimate the sum of two numbers with three digits.
Measure lengths in meters, centimeters, inches, feet, and yards approximating to the nearest whole unit using abbreviations: cm, m, in, ft, yd.
Using both A.M. and P.M., tell and write time from the clock face in 5 minute intervals and from digital clocks tothe minute; include reading time: 9:15 as nine-fifteen and 9:50 as nine-fifty. Interpret time both as minutes after the hour and minutes before the next hour, e.g., 8:50 as eight -fifty and ten to nine. Show times by drawinghands on clock face.
Compare lengths; add and subtract lengths (no conversion of units.)
Determine perimeters of rectangles and triangles by adding lengths of sides, recognizing the meaning of perimeter.
Distinguish between curves and straight lines and between curved surfaces and flat surfaces.
Make pictographs using a scale representation, using scales where symbols equal more than one.
Read and interpret pictographs with scales, using scale factors of 2 and 3.
Solve problems using information in pictographs; include scales such as each__ represents 2apples

Marking Period Three:

Find missing values in open sentences, e.g., 42 + ƒ[ = 57; use relationship between addition and subtraction.
Calculate mentally sums and differences involving: three-digit numbers and ones; three-digitnumbersandtens;three-digit numbers and hundreds.
Recognize, name, and represent commonly used unit fractions with denominators 12 or less; model 1/2,1/3,and1/4 by folding strips.
Recognize, name, and write commonly used fractions: 1/2, 1/3, 2/3, 1/4, 2/4, 3/4.
Use the concept of duration of time, e.g., determine what time it will be half an hour from 10:15.
Read and write amounts of money using decimal notations, e.g., $1.15.
Classify familiar plane and solid objects, e.g., square, rectangle, rhombus, cube, pyramid, prism, cone,cylinder,and sphere, by common attributes such as shape, size, color, roundness, or number of corners and explain which attributes are being used for classification.
Recognize that shapes that have been slid, turned or flipped are the same shape, e.g., a square rotated 45X isstill a square.

Marking Period Four:

Given a contextual situation that involves addition and subtraction using numbers through 99,: model using objects or pictures; explain in words; record using numbers and symbols; solve.
Understand multiplication as the result of counting the total number of objects in a set of equal groups, e.g., 3 x 5 gives the number of objects in 3 groups of 5 objects, or 3 x 5 = 5 + 5 + 5 = 15.
Represent multiplication using area and array models.
Understand division (÷) as another way of expressing multiplication, using fact families within the 5 x 5 multiplication table; emphasize that division "undoes" multiplication, e.g., 2 x 3 = 6 can be rewritten as 6÷ 2 = 3 or 6 ÷ 3 = 2.
Given a situation involving groups of equal size or of sharing equally, represent with objects, words, and symbols; solve.
Develop strategies for fluently multiplying numbers up to 5 x 5.
Add and subtract money in mixed units, e.g., $2.50+ 60 cents and $5.75 - $3, but not $2.50 + $3.10.
Solve simple word problems involving length and money.
Find and name locations using simple coordinate systems such as maps and first quadrant grids.

Social Studies:

Social Studies will be delivered in comprehensive units. Each unit will cover the standards listed below. Public Discourse, Decision Making, and Inquiry Standards will be integrated into each unit, as well as Current Event Studies through TIME for Kids magazine.

Marking Period One: History

TLW understand time and chronology as it relates tohis/her own life and the lives of others. Timelines.
TLW understand narratives about major eras of American and world history by identifying the people involved, describing the setting, and sequencing the events. Biographies.
TLW reconstruct the past by comparing interpretations written by others from a variety of perspectives and by creating narratives from evidence.
TLW evaluate the decisions made inhis/her own life and evaluate decisions made by others as reported in stories about the past.

Marking Period Two: Geography

TLW describe the human and natural characteristics of places and explain some basic causesof those characteristics.
TLW describe how people use the environment to meet human needs and wants. TLW describe ways in which his/her environment has been changed by people and the ways in which students'lives are affected by the environment, and will suggest waysby whichpeople can help improve the environment.
TLW identify locations (places) of significance in his/her immediate environment and explain reasons for their location. TLW identify people and places in other locations and explain their importance to the community. TLW identify people, goods, services and ideas inhis/her local community which have come from other places and describe why they moved.
TLW identify regions inhis/her immediate environment and describe their characteristics and boundaries and will compare his/hercommunity and region with others. TLW describe changes in the region over time as well as on-goingchanges.
TLW locate and describe major world events that are having an impact on his/her community and explain why they are important to the community.

Marking Period Three: Economics

TLW identify ways families produce and consume goods and services. TLW list ways individuals can conserve limited resources.
TLW connect economic needs with businesses that meet them. TLW select a particular good or service and describe the types of resources necessary to produce and distribute it.
TLW describe a good or service provided by the local government and the method of payment for the good or service. TLW identify the goods and services his/her school provides and the people who provide the goods or services. TLW identify an local economic need that is unmetand propose a plan to meet it.
TLW identify examples of markets inhis/her daily life and distinguish between producers and consumers in a market economy. TLW describe how the choiceshe/she makesimpact business decisions.
TLW recognize economic exchanges in which he/she participates. TLW identify United States coin and currency denominations and describe the role of cash in the exchange of goods and services.

Marking Period Four: Civics

TLW cite examples of government carrying out its legal authority inhis/her local community and describe the consequences of not having rules.
TLW identify aspects of life at school and in the local community that illustrate justice and freedom.
TLW explain how the conflicts at school or in the local community might be resolved in ways that are consistent with Core Democratic Values.
TLW distinguish between events in this country and events abroad and recognize that events in other countries can affect Americans.

Science: Aligned to EUPISD Curriculum

First Marking Period: Measurement of Properties

Describe objects and substances according to their properties

(color, size, shape, texture, hardness, liquid or solid, sinking or floating).

Measure the length of objects using rulers (centimeters) and

meter sticks (meters).

Measure the volume of liquids using common measuring tools

(measuring cups, measuring spoons, graduated cylinders and beakers)

Compare objects using a balance.
Recognize that some objects are composed of single substances

(water, sugar, salt) and others are composed of more than one substance (salt and pepper, mixed dry beans).

Inquiry Processes for this unit

S.IP.02.11 Make purposeful observations of various objects according to

their properties.

S.IP.02.12 Generate questions based on observations of objects according

to their properties and of single substances and mixtures.

S.IP.02.13 Plan and conduct simple investigations of objects or substances

to determine whether they sink or float and to compare objects using a

balance.

S.IP.02.14 Manipulate simple tools (metric rulers and meter sticks) to

determine the length of objects and the volume of liquids (measuring cups

and measuring spoons)

S.IP.02.15 Make accurate measurements of length of objects in appropriate

units (meter, centimeter)

S.IP.02.16 Construct simple charts and graphs from data and observations

of properties of objects and substances.

Inquiry Analysis and Communication

S.IA.02.12 Share ideas about the properties of objects and the classification

of single substances and mixtures.

S.IA.02.13 Communicate and present findings about the properties of

objects or substances and the classification of single substances and

mixtures.

S.IA.02.14 Develop strategies and skills for gathering information about the

properties of objects or substances.

Reflection and Social Implication

S.RS.02.11 Demonstrate a means of classifying objects as single substances

or mixtures through various illustrations, performances, exhibits, or

activities.

S.RS.02.13 Recognize that when a science investigation on sinking and

floating of objects or substances is done the way it was done before, similar

results are expected.

S.RS.02.15 Use evidence when communicating ideas about the classification

of single substances and mixtures.

S.RS.02.16 Identify technology used to compare objects that is used in

everyday life.

Second Marking Period: Earth’s Surface Features

Describe the major landforms of the surface of the Earth

(mountains, plains, plateaus, valleys, hills).