Troup County School System

English/Language Arts Curriculum Map

Second Grade – Second Quarter

Click here for the Teacher Checklist (contains Know and Do statements)

CCGPS Standards / Essential Questions / System Resources
Standards/elements are hyperlinked to Standards Based Report Card assessments
Phonics and Word Recognition
ELAGSE.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.
In kindergarten, students had to know the common spellings for long and short sounds for the major vowels. In first grade, students had to know the spelling /sounds for final –e and common vowel teams
b. Know spelling-sound correspondences for additional common vowel teams.
In first grade, students had to know the spelling /sounds for common vowel teams
c. Decode regularly spelled two-syllable words with long vowels.
In first grade, students had to know every syllable must have a vowel and decode two syllable words that followed a pattern.
d. Decode words with common prefixes and suffixes.
In first grade, students had read words with inflectional endings.
Key Vocabulary
long vowels, short vowels, vowel teams, prefixes, suffixes, base word, root word / Phonics and Word Recognition
How do I know if a vowel is long or short?
What are the spelling rules for vowel teams? How do I know which rule to use?
How do I decode words with long vowels?
What are common prefixes? Suffixes?
How do I know how prefixes and suffixes changes the meanings of words? / Phonics and Word Recognition
Differentiated Groups
Note: EIP students will use Full Circle phonics
K-2nd Differentiated Reading Page
Reading plan for K-2nd Differentiated Reading. Includes Full Circle, Guided Reading, Fluency district
expectations
To provide additional phonics instruction use the decodable section of Reading A to Z. Lesson plans include hands on phonics instruction
Additional resources may be used for re-teaching, enrichment, or differentiation
Additional Web Resources for RF Standards
Florida Center for Reading Research
Decoding Multisyllabic Words
Phonics Word Lists
Success With Bigger Words
Cards for Words
Free Reading Prefixes and Suffixes tasks
CCGPS Standards / Essential Questions / System Resources
Standards/elements are hyperlinked to Standards Based Report Card assessments
Phonics and Word Recognition
e. Identify words with inconsistent but common spelling-sound correspondences.
In first grade, students had to recognize and read grade appropriate irregularly spelled words.
Reads and spells words containing digraphs and dipthongs.
In first grade, students had to know the spelling-sound correspondences for common consonant digraphs.
Reads and spells words containing r-controlled and silent letters.
This is new learning.
Key Vocabulary
common spelling patterns, digraphs, dipthongs, r- controlled vowels, silent letters / Phonics and Word Recognition
How do I use what I know about phonics to help me with spelling?
How do I know how to decode words that don’t follow the phonics rules?
What are digraphs? Dipthongs?
How do I read and spell words with digraphs or dipthongs?
What are r-controlled vowels? How do I read words with r-controlled vowels? How do I know if a word has silent letters? / Phonics and Word Recognition
Differentiated Groups
Note: EIP students will use Full Circle phonics
K-2nd Differentiated Reading Page
Reading plan for K-2nd Differentiated Reading. Includes Full Circle, Guided Reading, Fluency district expectations
To provide additional phonics instruction use the decodable section of Reading A to Z. Lesson plans include hands on phonics instruction
Additional resources may be used for re-teaching, enrichment, or differentiation
Additional Web Resources for RF Standards
Florida Center for Reading Research Searchable games for RF Standards
Learning Word Families with Click Clack Moo- use this as a model for using literature for phonics instruction
Professor Garfield Knowledge Box – select grade level. Interactive games on phonics and comprehension skills
Additional Pages on Website
Ready to Read Page
Cupp Cards
CCGPS Standards / Essential Questions / System Resources
Standards/elements are hyperlinked to Standards Based Report Card assessments
Fluency
ELAGSE.2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
In first grade, students had to read grade level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate (75 wcpm), and expression on successive readings.
In first grade, students had to read on grade level text with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
In first grade, students had to use context to confirm or self-correct word recognition and understanding, rereading as necessary.
d. Recognize and read grade-appropriate irregularly spelled words.
In first grade, students had to recognize and read grade appropriate irregularly spelled words.
Read grade level sight words/high frequency words with speed, accuracy, and expression.
In first grade, students had to automatically recognize high frequency words.
Key Vocabulary
purpose, understanding, accuracy, appropriate rate, expression, context, sight words, high frequency words / Fluency
How do I read with purpose and understanding?
How do I self-monitor so that I am reading with accuracy? Appropriate rate? Expression?
How do I use context to make sure I understand the meaning of words? How do I self-monitor so that I know when I don’t understand what I am reading? Why is rereading so important?
What are sight words? Why is it important that I know sight words and can read them with speed, accuracy, and expression? / Fluency
Differentiated Groups
Additional resources may be used for re-teaching, enrichment, or differentiation
Additional Web Resources for RF Standards
Florida Center for Reading Research – look for games at RF2.4
Reader’s Theater Scripts
The Dolch Kit – use the sight word phrases to help with fluency
Reading Strategies- this unit includes strategies for unknown words
Note to Teacher:
System fluency benchmarks are administered in August, December, and May using specific Dibels passages. Fluency should be administered in classrooms using the Dibels grade specific books.
CCGPS Standards / Essential Questions / System Resources
Standards/elements are hyperlinked to Standards Based Report Card assessments
Reading –Literary
ELAGSE.2.RL.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (Questioning, Predicting, Inferring, Connections)
In first grade, students had to ask and answer questions about key details in a text.
ELAGSE.2.RL. 2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (Summarizing)
In first grade, students had to retell stories including key details to demonstrate understanding of the central message or lesson.
ELAGSE.2.RL. 3: Describe how characters in a story respond to major events and challenges.
In first grade, students had to describe characters, settings, and major events, using key details.
ELAGSE.2.RL.5: Describe the overall structure of a story, including describing how the beginning introduces the story the middle provides major events and challenges and the ending concludes the action.
In first grade, students had to explain major differences between books that tell stories and books that give information.
ELAGSE.2.RL.6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
In first grade, students had to identify who is telling the story at various points in the text. / Reading -Literary
Why is it important to ask questions before, during, and after reading? How can asking myself questions while reading help me better understand what I am reading?
How do I summarize what I am reading? How do I know what the central message is when I am reading? The lesson? The moral?
How can I make judgments and inferences about characters and support it with text? How do I describe how characters respond to what happens in the story? How can I use what I know about cause and effect to describe a character’s actions?
How can I use rhythm to help with meaning of story, poem, or song? What are regular beats in a story, poem, or song? What is alliteration? What are rhymes? What are repeated lines?
What is story structure? How does knowing the structure of a story help me better understand the story? / Reading- Literary
Whole Group
Pacing Guides
October
November
December
Quarter 2 Whole Group Lessons
Additional resources may be used for re-teaching, enrichment, or differentiation
Additional Web Resources for RL Standards
Retelling Unit
Building Schema with Patricia Polacco
Fables Lesson 1
Fables Lesson 2
Additional Pages on Website
ELA Page for 2nd Grade
Reading Comprehension Page
Reading Writing Notebooks
CCGPS Standards / Essential Questions / System Resources
Reading –Literary
ELAGSE.2.RL.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (Visualization)
In first grade, students had to use illustrations and details to describe characters, setting, or events.
ELAGSE.2.RL.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.
In first grade, students had read prose and poetry appropriate in complexity for first grade.
(NEW Lexile Range 420-820) (Self Monitoring)
Key Vocabulary
Who, What, Where, When, When, Fables, Folktales, Diverse Cultures, Central Message, Lesson, Moral, Key Details, Recount, Retell, Character, Events, Sequence, Cause/Effect, Regular Beats, Alliteration, Rhymes, Repeated Lines, Story, Poem, Song, Story Structure, Beginning, Middle, End, Information, Illustrations, Setting, Plot / Reading –Literary
How can using information from illustrations and words help me better understand what I read? How can I use illustrations and text to show that I understand characters, setting, or plot?
How can I use comprehension strategies to help me understand what I am reading? How do I self-monitor so that I know when meaning stops? What strategies should I use when reading poetry? What should I do if I don’t understand the poetry? / Reading –Literary
Whole Group
Additional resources may be used for re-teaching, enrichment, or differentiation
Additional Web Resources for RL Standards
Questioning Lessons
Questioning the Characters
Florida Center for Reading Research
Picture Book List for teaching Reading Strategies
The Connection Between Poetry and Music
Poetry Foundation – resources for using poetry
The following sites are searchable by skills, levels, or concepts:
Reading A to Z
Read Works
Utah Educational Network
Read Write Think
Learn NC
Plans from NYC
CCGPS Standards / Essential Questions / System Resources
Reading –Informational
ELACC.2.RI. 4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
In first grade, students had to ask and answer questions to help determine or clarify the meaning of words or phrases.
ELAGSE.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. (Determining Importance)
In first grade, students had to know and use various text features to locate key facts or information.
ELACC.2.RLI.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
In first grade, students had to distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
ELACC.2.RI.8: Describe how reasons support specific points the author makes in a text.
In first grade, students had to identify reasons an author gives to support points in a text.
ELACC.2.RI.9: Compares and contrast the most important points presented by two texts on the same topic.
In first grade, students had to identify basic similarities in and differences between two texts on the same topic.
Key Vocabulary
words, phrases, text features, captions, bold print, subheadings, glossaries, indexes, electronic menus, icons, main purpose, answer, explain, describe, compare, contrast / Reading –Informational / Reading –Informational
Whole Group
Florida Center for Reading Research –a list of all of the student center activities for the Reading Information (RI)
Additional resources may be used for re-teaching, enrichment, or differentiation
Additional Web Resources for RI Standards
Determining Importance Unit
Lessons from Lakeshore Learning
Author’s Purpose
Exploring Nonfiction Text
Florida Center for Reading Research –a list of all of the student center activities for the Reading Information (RI)
Additional Pages on Website
ELA Page for 2nd Grade
Workshop units for reading
Second Grade Full Day Training Page
Reading Comprehension Page
Reading Writing Notebooks
The following sites are searchable lessons by skills, levels, or concepts:
Reading A to Z
Read Works
Utah Educational Network
Read Write Think
Learn NC
Plans from NYC
CCGPS Standards / Essential Questions / System Resources
Writing
ELAGSE.2.W.1: Write opinion pieces in which they introduce the topic or the book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. (6+1 Traits: Ideas, Organization)
In first grade, students had to write opinion pieces that introduced the topic or name of the book, state an opinion and supply a reason for the opinion, and provide some sense of closure.
ELACC.2.W.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
In first grade, students had to write informative/ explanatory texts which name a topic, supply some facts about the topic, and provide a sense of closure.
ELAGSE.2.W.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. (Writing Process)
a. May include prewriting.
In first grade, students could include an oral or written prewriting.
Key Vocabulary
opinion, topic, reasons, linking words, concluding statement, informative text, explanatory texts, definitions, concluding statement, draft, revising, editing, prewriting / Writing
How do I introduce my opinion writing so that the reader wants to read it? How do I make sure my reasons support my opinion? How do I organize my writing so that it flows well? How do I finish or conclude my writing?