Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: 2nd Grade English Language Arts / Quarter: 2 / Academic Year: 2011-2012Essential Questions for this Quarter:
1. Why is it important to read smoothly, accurately and with expression?Unit/Time Frame / Standards / Content / Skills / Assessment / Resources
READING FOUNDATIONAL SKILLS
READING STANDARDS: INFORMATIONAL TEXT
READING STANDARDS
LITERATURE:
STORIES, NOVELS, DRAMAS AND POETRY
WRITING
STANDARD
LANGUAGE STANDARDS
SPEAKING AND LISTENING STANDARDS / COMMON CORE
2.RF.3
2.RF.3a
2.RF.3b
2.RF.3c
2.RF.3d
2.RF.3e
2.RF.3f
2.RF.4a
2.RF.4b
2.RF.4c
INDIANA
2.1.1a
2.1.1.d
2.1.1.e
2.1.1.f
2.1.3
2.1.6a
2.1.6b
2.1.6c
COMMON
CORE
2.RI.1
2.RI.2
2.RI.3
2.RI.4
2.RI.5
2.RI.6
2.RI.7
2.RI.8
2.RI.9
2.RI.10
STATE
2.2.2
2.2.6
2.2.8
2.2.10
COMMON
CORE
2.RL.1
2.RL.2
2.RL.3
2.RL.4
2.RL.5
2.RL.6
2.RL.7
2.RL.8
2.RL.10
INDIANA
2.3.1
2.3.2a
2.3.3b
2.3.4a
2.3.4b
2.3.4c
2.3.4e
2.3.5
2.3.7
COMMON
CORE
2.W.3
2.W.6
STATE
2.4.1
2.4.2a
2.4.2b
2.4.3
2.4.5
2.4.6a
2.4.7
2.4.8
2.5.1a
2.5.1b
2.5.2a
2.5.3a
2.5.4
2.5.5a/b
2.5.6a
2.5.6c
2.5.7a/b
COMMON
CORE
2.L.1a
2.L.1b
2.L.1c
2.L.1d
2.L.1e
2.L.1f
2L.2a
2.L.2b
2.L.2c
2L.2.d
2.L.2e
2.L.3a
2.L.4a
2.L.4b
2.L.4c
2.L.4d
2.L.4e
2.L.5.a
2.L.5.b
2.L.6
INDIANA
2.1.5a
2.1.5b
2.1.5c
2.1.5d
2.6.5b
2.6.9a
2.6.9b
2.1.4
2.1.9b
2.1.10
2.1.11b
2.6.2a
2.6.2b
COMMON
CORE
2.SL.1a
2.SL.1b
2.SL.1c
2.SL.2
2.SL.3
2.SL.4
2.SL.5
2.SL.6
STATE
2.7.1a
2.7.1b
2.7.2a
2.7.2b
2.7.3a
3.7.3b
2.7.4a
2.7.4b
2.7.5a
2.7.5b
2.7.6a
2.7.6b
2.7.6.c
2.7.7a
2.7.7b
2.7.8
2.7.9a
2.7.9b
2.7.10a
2.7.10b
2.7.10c
2.7.11a
2.7.11b
2.7.11c
2.7.12a
2.7.12b
2.7.13
2.7.14 / VOCABULARY
(Vocabulary from first quarter will continue)
abbreviations
synonyms
antonyms
compare
contrast
prefix
suffix
chapter headings
alphabetical order
organize
presentation
cause
effect
infer
plot
conclusion
alliteration
root word
base word
dictionary
thesaurus
atlas
paraphrase
proper nouns
initials
revise
publish
proofread
edit
research
reliable
credible
literature
supporting details
resources
verb
noun
r-controlled
time order words
run-on
question words
phonics
apostrophe
categorized
communicate
comprehend
contractions
conclusions
introduction
paragraph
passage
cultures
rubric
prompt / COMMON
CORE
· Apply phonics/word analysis in decoding
· Distinguish long/ short vowels
· Spelling-sound for vowel teams
· Decode 2 syllable long vowel words
· Decode prefix/suffix words
· Identify common spelling-sounds
· recognize and read irregularly spelled words
· Read on-level text with purpose and understanding
· Read on-level text orally w/ accuracy, rate and express.
· Use context to confirm or self-correct
INDIANA
· Letter sounds
· Rhyming words
· Blends (ex. bl, cl, st, tr, nd)
· Read aloud with correct pronunciation
· Decoding more than one syllable
· Read aloud fluently and accurately
· Interpret punctuation marks in oral reading
· Model inflection to convey meaning
COMMON
CORE
· Ask/answer/demonstrate key details in text: who, what, when, where, why, and how
· Identify the main topic within multi-paragraph and specific text
· Describe the connection between historical events, scientific ideas or concepts, or steps in technical procedures in a text
· Know the meaning of words/phrases
· Know and use text features
· Identify author/ main purpose of a text
· Explain how specific images (diagrams) contribute and clarify a text
· Specifically describe authors purpose
· Compare and contrast the most important points presented by two texts on the same topic
· By the end of year, read and comprehend informational text
STATE
· State the purpose for reading
· Define and identify cause and effect in informational text
· Follow two-step written instructions
· Recognize and use time order words to sequence and predict
COMMON
CORE
· Ask/answer questions (who, what, when, where, why, how) to demonstrate understanding
· Recount stories (fables and folktales from different cultures) and determine the central message, lesson, or moral.
· Describe character response to story events and challenges
· Describe how words and phrases provide rhythm in a story or poem
· Describe the story structure (beginning, middle, end)
· Acknowledge differences in the points of view of characters (including voice inflection)
· Use illustration and text to understand character/setting/plot
· No 2nd grade standard
· Read and comprehend literature from different genres with scaffolding as needed
INDIANA
· Compare story elements by different authors
· Identify the problem
· Compare/Contrast versions of familiar stories from different cultures (i.e. fairy tales and folktales)
· Identify rhyming words
· Explain how authors use rhyme to make stories more interesting
· Identify alliteration
· Keep beat to story/poetry rhythm
· Make/confirm predictions
· Identify the meaning or lesson of story
COMMON
CORE
· Write narratives that include details to describe actions, thoughts, feelings, use order words, and provide a sense of closure.
· With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
STATE
· Create a list of ideas for writing.
· List ideas for specific writing topics. (Ex. what dogs eat, how you groom dogs, exercise needed for dogs, etc.)
· Group related ideas together to maintain focus.
· Find ideas for writing stories and descriptions in pictures or books.
· Use a computer to draft, revise, and publish writing.
· Revise and edit writing for meaning and clarity.
· Proofread ones own writing as well as others using an editing checklist.
· Revise original drafts to improve sequence (the order of events) or to provide more descriptive detail.
· Write narrative in sequential order. (First, next, then, last.)
· Write narrative including setting, characters, and events in detail.
· Write a brief description of a familiar object, person, place, or event. (develops a main idea and uses details to support the main idea)
· Recognize the 5 components of a friendly letter. (date, greeting, body, closing, and signature)
· Write rhymes and simple poems.
· Define “describing words”/”adjectives” and incorporate words/adjectives in writing.
· Write for different purposes such as to persuade, to inform, to entertain.
· Write to a specific audience or person.
· Write responses to literature that demonstrate understanding of what is read and support statements with
COMMON
CORE
· Uses collective nouns (e.g. group)
· Forms and uses irregular plural nouns
· Uses reflexive pronouns
· Forms and uses irregular verbs
· Modifies adjectives and adverbs
· Produce, expand, and rearrange complete simple and compound sentences
· Capitalize holidays, product names, and geographic names
· Uses commas in greetings and closing of letters
· Use apostrophe to form contractions and possessives
· Generalize learned spelling patterns in writing
· Use reference s to check and correct spellings
· Compare formal and informal uses of English
· Use context clues for meaning of word or phrase
· Determine meaning of word when prefix is added
· Use the root word to determine meaning of an unknown word
· Use meaning of individual words to predict meaning of compound words
· Use glossaries and dictionaries(print and digital) for meaning
· Identify real-life connections between words and their use
· Distinguish shades of meaning among closely related verbs
· Use words and phrases to describe
INDIANA
· Pronounce plural endings on words
· Read nouns with plural”s” and “es” in context
· Apply rules for making plurals with “s” and “es”
· Pronounce irregular plural nouns in conversation
· Use commas in writing dates
· Use knowledge of long/short vowels when spelling
· Use knowledge of blends when spelling
· Recognize common abbreviations
· Define the meaning of suffixes
· Identify simple multiple-meaning words
· Apply knowledge of word families to read unfamiliar words
· Identify complete sentences versus incomplete sentences; write in complete sentences
· Explain what is missing from an incomplete sentence
COMMON
CORE
· Follow agreed upon rules for discussion
· Build on other’s talk in conversation
· Ask for clarification and further
explanation about topics and text
· Recount key ideas and or details from text or media presented orally
· Ask/answer questions to clarify comp., gather additional info., deepen understanding
· Tell a story or recount an experience with facts’
details, speaking audibly
· Create audio recordings of stories, add visual displays
· Produce complete sentences to provide requested detail or clarification
STATE
· Define different purpose for listening
· Identify purpose for listening
· List question words
· Use question words
· Define “Paraphrase”
· Paraphrase (in own words)
· Follow 3 & 4 Step oral directions
· Give sequential 3 to 4 step oral directions
· Categorize info obtained in research or observation
· Write a coherent set of notes for an oral report
· Pronounce words clearly
· Speak with enough volume
· Speak at appropriate rate
· Identify ways to organize info
· Demonstrate sequencing of events when telling experiencing
· Retell stories
· Distinguish facts vs opinions
· Report on a topic with supportive facts and details
· Arrange events in order
· Demonstrate sequence of events
· Retell stories
· Use various resource materials to create an oral report
· Gather facts and details to be used in an oral report
· Give an organized report using facts and details
· List descriptive words when speaking
· Incorporate descriptive words when speaking
· Recite poems, rhymes, songs, stories
· Incorporate all 5 senses with details into discussions and reports / DRA
BRI
Running Record
Spelling Test
DOL
Daily Writing
Writing Prompts
Anecdotal Notes
6 Traits of Writing
Handchart
Reader’s Response / 6 Traits of Writing
Writing Workshop
Daily Oral Language
Reading series
Smecken
Smeckenseducation.com
Inferencing
Prob/Solution Charts
Rhyming books
Poetry books
Fairytales
Folktales
Fantasy Books
Reality Books
Books w/ alliteration
Speakaboos.com
Tumble books
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS
These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know – to discern when particular children or activities warrant more or less attention.
Print Concepts
2.RF.1 (There is not a grade 2 standard for this concept. Please see preceding grades for more information).
Phonological Awareness
2.RF.2 (There is not a grade 2 standard for this concept. Please see preceding grades for more information).
Phonics and Word Recognition
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.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words.
Fluency
2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Reading Standards for Informational Text:
Literary Nonfiction and Historical, Scientific, and Technical Texts RI
The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
Key Ideas and Details
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.
2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within
the text.
2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text.
Craft and Structure
2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 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.
2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Integration of Knowledge and Ideas
2.RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and
clarify a text.
2.RI.8 Describe how reasons support specific points the author makes in a text.
2.RI.9 Compare and contrast the most important points presented by two texts on the same topic.
Range of Reading and Level of Text Complexity
2.RI.10 By the end of 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.
Reading Standards for Literature: Stories, Novels, Dramas, and Poetry RL
The following standards offer a focus for instruction and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
Key Ideas and Details
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.