Curriculum Map

ELAR/Reading/2ndGrade

(Subject/Strand/Grade)

What do we expect students to learn (know, understand, or do)?
ELA.02.9(B)_(Standards/Identify each rule TEKS addressed.) / ELPS.___.___(Identify coordinating ELPS.)
(9) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
(B) describe main characters in works of fiction, including their traits, motivations, and feelings. / 4 (G)demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs;
4 (I)demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs;
4 (K)demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
Breakouts:
(1) describe main characters in works of fiction, including their traits
(2) describe main characters in works of fiction, including their motivations
(3) describe main characters in works of fiction, including their feelings
4.
5.
6.
How will we know when they have learned it? (Assessment) / What do we do if they already know it?
(Give specific performance goals i.e. TAKS scores, grades, Universal Screening, PLC Common Assessments, etc.)
How will we teach it? (SOL/Focus/Lesson/Examples/Questions/ Strategies/Activities/Closure)
SOL:
Focus:
Read Aloud/Think Aloud/Modeled Writing:
Shared Reading/Shared Writing/Interactive Writing
Guided Reading
Independent Reading/Independent Writing
Reading Workshop/Writing Workshop
Closure:
How will we differentiate?
(GT Scope and Sequence)
How will we respond when they don’t learn?
(Give specific altered instruction, re-teach, pre-teach, peer sessions, etc.)
What do we do if they continue not to learn?
(Give specific targeted interventions.)
What do we do if they still aren’t learning?
(Give specific intensive interventions.)
How does this connect to other subjects?
(Social Studies text connections for ELAR, Science research, procedural writing, etc.—Specifically note what you will do for these.)

Sue Howell

August 10, 2010