ELA, Office of Curriculum Development Page 2 of 7

Module
Sequence / Skills / Resources / Assessments / Instructional
Strategies /
1. Helping My Family
This module includes attachments. / Students will be able to:
recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (2.RL.2)
describe how characters in a story respond to major events and challenges. (2.RL.3)
participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (2.SL.1)
produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (2.SL.6)
use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (2.RL.7)
with guidance and support from adults, produce functional writing (e.g., friendly letters, recipes, experiments, notes/messages, labels, graphs/tables, directions, posters) in which the
development and organization are appropriate to task and purpose. (2.W.4a) / Multicultural Adoptions:
A Chair for My Mother Vera B. Williams
Electronic Resources and Alternative Media:
A Chair For My Mother https://www.youtube.com/watch?v=wV1ege3jEFE / Formative Assessments:
Literature Response Journal:
Have you and your family had to work together to solve a problem? If so, what did you do and how did it help solve the problem?
How does working together to solve a problem help everyone?
What does learning how to save teach me?
How did the characters in the story respond to the fire? What did the little girl decide to do to help her family? / Class Discussion
Buddy Buzz
Participation Anchor Chart
T-Charts
Literature Response Journal
2. Helping Others
This module includes attachments. / Students will be able to:
describe how characters in a story respond to major events and challenges. (2.RL.3)
participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (2.SL.1)
produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (2.SL.6)
with guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (2.W.4) / Multicultural Adoptions:
Boxes for Katje Candace Fleming
Electronic Resources and Alternative Media:
Graphic Organizers: http://freeology.com/ / Formative Assessments:
Literature Response Journal:
How did characters respond to gifts from America?
Think about a time that you received a special gift. How did you feel when you got the gift and what did you do? / Graphic Organizer
Class Discussion
Participation Anchor Chart
3. Thanking Others
This module includes attachments. / Students will be able to:
with guidance and support from adults, produce functional writing (e.g., friendly letters, recipes, experiments, notes/messages, labels, graphs/tables, directions, posters) in which the
development and organization are appropriate to task and purpose. (2.W.4a) / Multicultural Adoptions:
Boxes for Katje Candace Fleming
Electronic Resources and Alternative Media:
Letter Writing Template graphic organizer/anchor chart http://www.trcabc.com/blogs/teacher-resources/8571419-friendly-letter-template-and-lesson-plan / Summative Assessments:
Friendly Letter:
Write a friendly letter to Katje telling her about a time someone helped you or you helped someone else in need. Include how you felt and then include questions you may have for Katje such as, how she felt about the gifts she received and how she felt about sharing with her community. / Modeling
4.
Educating My Community
This module includes attachments. / Students will be able to:
use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (2.RL.7)
ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (2.RL.1) / Extended/Short Texts:
Aunt Chip and the Great Triple Creek Dam Affair Patricia Polacco
Electronic Resources and Alternative Media:
5 W’s chart www.studenthandouts.com
Visualization worksheet http://www.scholastic.com/teachers/top-teaching/2013/01/reading-response-forms-and-graphic-organizers / Formative Assessments:
Discussion using sentence stems:
What did the townspeople in the story discover about books?
How did the children in the story help the grown ups and what consequences did it have on the community? / Sentence Stems
Modeling
Buddy Buzz
5 W Chart
5.
Facing Challenges in A Community
This module includes attachments. / Students will be able to:
describe how characters in a story respond to major events and challenges. (2.RL.3)
ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (2.RL.1)
write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. (2.W.2) / Multicultural Adoptions:
Freedom Summer Deborah Wiles
Electronic Resources and Alternative Media:
Graffiti Board http://www.readwritethink.org/
Character Challenges Graphic Organizer https://www.teacherspayteachers.com/Product/Free-Character-vs-Problem-Graphic-Organizer-400380 / Formative Assessments:
Comprehension Questions Graffiti Board:
“How do you think the boys felt when they couldn’t go to the pool together? What did they do about it?”
Who are the heroes in this story and why do you think so?
How are the boys trying to change their community?
“Can you think of a time you saw someone being treated unfairly? What did you do about it?”
Character Challenges Graphic Organizer / Brainstorming
Graffiti Board
Graphic Organizer
6. Changing a Community
This module includes attachments. / Students will be able to:
with guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (2.W.4) / Multicultural Adoptions:
Freedom Summer Deborah Wiles
Electronic Resources and Alternative Media:
Opinion Writing Graphic Organizer/ anchor chart http://freeology.com/ / Summative Assessment:
Opinion writing piece on Freedom Summer:
What does being brave look like?
Were the characters in the story brave? Why or why not? Make sure to cite examples from the story. / Anchor Chart
7. Cooperation and Sharing in a Community
This module includes attachments. / Students will be able to:
recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (2.RL.2)
participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (2.SL.1)
produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (2.SL.6) / Extended/Short Texts:
Cactus Soup Eric Kimmel
Multicultural Adoptions:
Stone Soup Jon L. Muth
Instruction:
Pictures from story (of soup ingredients) to use for retell. / Formative Assessments:
Retell of one of the stories with a partner using story pictures. / Story Pictures
8.Teaching a Community
This module includes attachments.
. / Students will be able to:
describe how characters in a story respond to major events and challenges. (2.RL.3)
participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (2.SL.1)
produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (2.SL.6) / Extended/Short Texts:
Cactus Soup Eric Kimmel
Multicultural Adoptions:
Stone Soup Jon L. Muth
Instruction:
Character Contribution Chart for all stories / Formative Assessments:
Literature Response Journal:
Choose one of the stories and write about how a character(s) changed the community’s practices. / Buddy Buzz
Anchor Chart
T-Chart
9. Comparing Communities
This module includes attachments. / Students will be able to:
compare and contrast two or more versions of the
same story (e.g., Cinderella stories) by different
authors or from different cultures. (2.RL.9) / Extended/Short Texts:
Cactus Soup Eric Kimmel
Multicultural Adoptions:
Stone Soup Jon L. Muth
Electronic Resources and Alternative Media:
Compare/contrast graphic organizer http://freeology.com/
Group Presentation Rubric http://www.readwritethink.org/files/resources/lesson_images/lesson960/Rubric.pdf
OR
http://bie.org/object/document/k_2_presentation_rubric / Summative Assessment:
Compare/ Contrast display:
(choose two of the stories) or students can choose to create another visual display to convey information.
Group/Partner Presentation on Comparison of two stories / Partner Work
Peer Presentations
10. Building Communities
This module includes attachments. / Students will be able to:
write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. (2.W.2) / Extended/Short Texts:
Choose any texts from the module. / Summative Assessment:
Informative/Explanatory essay

ELA, Office of Curriculum Development© Page 2 of 7

These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.