Troup County School System

English/Language Arts Curriculum Map

Second Grade – First Quarter

Unit 2 – Informational Reading

Click here for Teacher Checklist (First Quarter Unit 2)

CCGPS Standards / Essential Questions / Vocabulary / System Resources
“The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children.” Commission on Reading
With this research in mind, we are supporting the 100 Book Challenge at the beginning of each school year. The challenge is to read 100 books in the first 20 days of school.
Underlined standards and elements link to Standards Based Report Card assessment pages
Phonics and Word Recognition
ELACC.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 / 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? / Phonics and Word Recognition
Word Analysis
Phonics
Long Vowels
Short Vowels
Spelling-Sound
Correspondence
Decode / 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 practice in phonics instruction, use the decodable section of Reading A to Z. Lesson plans include hands on phonics instruction.
Web Resources for RF Standards
43 Basic Spelling Rules – list of spelling rules
Free Reading Advanced Phonics Lessons
Florida Center for Reading Research – search for RF3 games
Additional Pages on Website
Ready to Read page
CCGPS Standards / Essential Questions / Vocabulary / System Resources
Phonics and Word Recognition
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.
e. Identify words with inconsistent but common spelling-sound correspondences.
In first grade, students had to recognize and read grade appropriate irregularly spelled words. / Phonics and Word Recognition
How do I decode words with long vowels?
How do I use what I know about phonics to help me with spelling? / Phonics and Word Recognition
Long Vowels
Common Spelling / 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 practice in phonics instruction, use the decodable section of Reading A to Z. Lesson plans include hands on phonics instruction.
Web Resources for RF Standards
Phonics with Chrysanthemum – a ReadWriteThink lesson
Internet 4 Classrooms – phonics lessons
Florida Center for Reading Research – search for RF3 games
Success with Bigger Words Manual
Success with Bigger Words
Cards
Additional Pages on Website
Ready to Read page
CCGPS Standards / Essential Questions / Vocabulary / System Resources
Fluency
ELACC.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 (60 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. (Self-Monitoring)
In first grade, students had to use context to confirm or self-correct word recognition and understanding, rereading as necessary.
d. Read grade-appropriate irregularly spelled words.
In first grade, students had to 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. / 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
Fluency
Purpose
Understanding
Orally
Accuracy
Appropriate Rate
(Speed)
60 wcpm
Expression
Context
Confirm
Self-Correct
Rereading
Sight Words (High
Frequency Words) / Fluency
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 (including benchmark fluency passages)
Web Resources for RF Standards
Zoom Playhouse – readers theater scripts – some with videos
Second Grade Fluency Passages with Questions
The Dolch Kit – use the sight word phrases to help with fluency
Fix Up Strategies bookmark
Fix Up Strategies document
Mrs. Perkins Sight Words
Florida Center for Reading Research – Phonics- High Frequency Words
Additional Pages on Website
Ready to Read page
Dolch Sight Word page
CCGPS Standards / Essential Questions / Vocabulary / System Resources
Informational Reading
The following standards are new to the curriculum map and should be taught within the context of informational text. Science and Social Studies text connections should be used if possible.
Note: For complete list of Informational Reading standards by grade level use the K-12 Vertical Articulation document (Best Practices page on website)
ELACC.2.RI.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)
In first grade, students had to ask and answer questions about key details.
ELACC.2.RI. 2: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. (Summarizing)
In first grade, students had to identify the main topic and retell key details.
ELACC.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. / Informational Reading
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 identify the main topic if there is more than one paragraph?
What are captions? Bold print? Subheadings? Glossaries? Indexes? Electronic menus? Icons?
How do I use text features to help me find key facts when I read? / Informational Reading
“W” Questions
Understanding
Key Details
Main Topic
Multi-Paragraph
Text Features
Captions
Bold Print
Subheadings
Glossaries
Indexes
Electronic Menus
Icons
Key Facts
Efficiently / Informational Reading
Whole Group
Gheen Academy
Weeks 1-6
Additional Reading Workshop Units:
Readers Learn from Informational Reading
Resources for Unit
Web Resources for RI Standards
Into the Book – teacher and student section. Includes all of the reading comprehension strategies – lessons and videos
Nonfiction Conventions Notebook
Graphic Organizers
Brain Pop Main Idea
Additional Pages on Website
ELA Page for 2nd Grade
Workshop units for reading
Reading Comprehension Page
Reading Writing Notebooks
CCGPS Standards / Essential Questions / Vocabulary / System Resources
Informational Reading
ELACC.2.RLI.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (Summarizing)
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.10: By the end of the 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 (NEW Lexile Range 420-820).(Self Monitoring)
In first grade students had read informational texts appropriately complex for grade 1. / Informational Reading
How do I know the purpose of a text? How do I know the author’s purpose? / Informational Reading
Main Purpose
Answer
Explain
Describe
Comprehend
Informational Text / Informational Reading
Web Resources for RI Standards
Wonderopolis – website that builds on a child’s natural curiosity
National Geographic Magazine- make sure to click the teacher guide
Scholastic Online Resources click on the calendar to find informational topics to explore
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 / Vocabulary / System Resources
Writing
The following standards are new to the curriculum map and should be taught within the context of informational writing. Science and Social Studies connections should be used if possible.
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. (Ideas, Organization)
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. / Writing
How can I introduce my topic when writing an informative/explanatory paper? How do I use facts and definitions to support my topic? How do I conclude my writing? / Writing
Informative Texts
Explanatory Texts
Topic
Facts
Definitions
Develop Points
Concluding Statement
Concluding Section / Writing Standards
Units of study for informational writing
Report of Information – unit from El Paso on informational writing
Writing a “How To” paper
Web Resources for W Standards
The Writing Fix – home page for informational writing
The Writing Fix – Using Picture Books to Teach Writing
Noun Inspired Animal Reports
Additional Pages on Website
ELA Page for 2nd Grade
Workshop units for language and writing
2ND Grade Writing Lessons by standard
Reading Writing Notebooks
CCGPS Standards / Essential Questions / Vocabulary / System Resources
Language
ELACC.2.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (6+1 Traits: Conventions)
Note: See Language Progression Chart for complete list of all grammar and conventions progressions K-5.
a. Use collective nouns (e.g., group).
In first grade, students had to use common, proper, and possessive nouns.
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
In first grade, students had to use singular and plural nouns with matching verbs.
c. Use reflexive pronouns (e.g., myself, ourselves).
In first grade, students had to use personal, possessive, and indefinite pronouns.
f. 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). (6+1 Traits: Sentence Fluency)
In first grade, students had to produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences.
g. Creates documents with legible handwriting.
In first grade, students had to print with appropriate spacing. / Language
What are collective nouns?
How do I use them in my writing and speaking?
What are irregular plural nouns? How do I use them in my writing and speaking?
What are reflexive pronouns? How do I use them in my writing and speaking?
How do I produce and expand complete simple sentences? When should I rearrange complete simple sentences? How do I produce and expand complete compound sentences?
When should I rearrange complete compound sentences?
Why is legible handwriting important? / Language
Conventions
Grammar
Usage
Collective Nouns
Irregular Plural Nouns
Reflexive Pronouns
Past Tense Irregular
Verbs
Produce Sentences
Expand Sentences
Rearrange Sentences
Simple Sentences
Compound Sentences
Legible Handwriting / Language
Many of the language standards are embedded in the writing units.
Web Resources for L Standards
ReadWriteThink – Using Parts of Speech to Write Descriptive Sentences
Word Study in Action
Read Works- Vocabulary Lessons – free website but you must register
Florida Center for Reading Research – Word Knowledge
Great Grammar Adventures – Lessons to Share – this is a 72 page document with grammar strategies. The introduction includes best practices for grammar instruction
Internet for Classrooms – lots of links for most language arts standards
Common Core Interactive Games
CCGPS Standards / Essential Questions / Vocabulary / System Resources
Language
ELACC.2.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (6+1 Traits: Conventions)
d. Generalize learned spelling patterns when writing words (e.g., cage-badge, boy-boil).
In first grade, students had to use conventional spelling for words with common spelling patterns and frequently occurring irregular words. Students used phonetic spelling for untaught words. / Language
How do I use spelling patterns to help me with my writing? / Language
Conventions
Standard English
Capitalization
Punctuation
Spelling
Spelling Patterns / Language
Many of the language standards are embedded in the writing units.
Web Resources for L Standards
43 Basic Spelling Rules – list of spelling rules
Spelling Strategies
Guiding Kids to “Discover” Spelling Rules
CCGPS Standards / Essential Questions / Vocabulary / System Resources
Language
ELACC.2.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
In first grade, students had to use sentence level context as a clue to the meaning of a word or phrase.
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly, bookshelf, notebook, bookmark).