Troup County School System

English/Language Arts Curriculum Map

Second Grade – Third Quarter

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

Underlined standards and elements link to Standards Based Report Card assessment pages

CCGPS Standards / Essential Questions / System Resources
Phonics and Word Recognition
Most direct phonics instruction should be complete. Students should continue to practice skills within authentic grade level reading. Phonics instruction should continue during small group instruction based on specific needs of students. By the end of the year students should be able to distinguish long and short vowels, spell words with vowel teams and other spelling patterns, decode words with dipthongs, digraphs, r-controlled vowels, and words with silent letters, and read grade appropriate irregular words. Word recognition skills should mainly focus on two-syllable words.
ELAGSE.2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.
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.
e. Identify words with inconsistent but common spelling-sound correspondences.
In first grade, students had to recognize and read grade appropriate irregularly spelled words.
Key Vocabulary
syllable, prefixes, suffixes, spelling sound correspondences, word analysis, decoding / Phonics and Word Recognition
See first and second quarter / 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
Use these directions and examples to design your own words
Word Play Directions
Word Play Examples
K12 Reader – reading passages based on phonics skills
Florida Center for Reading Research
Empowering Teachers – Base Words and Prefixes
Irregularly Spelled Words
Reading Strategies for Unknown Words
CCGPS Standards / Essential Questions / System Resources
Fluency
Continue to work with students on fluency. By the end of the year, students should be able to read with purpose and understanding. Students should self- monitor their comprehension and use strategies such as rereading and context clues when meaning breaks down. Sight word instruction should be completed. Students should continue to practice sight words within the context of authentic reading.
Underlined standards and elements link to Standards Based Report Card assessment pages
ELAGSE.2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
b. Read on-level text orally with accuracy, appropriate rate (90 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.
d. Recognize and read grade-appropriate irregularly spelled words.
In first grade, students had to recognize and read grade appropriate irregularly spelled words.
Key Vocabulary
accuracy, rate, expression irregularly spelled words, fluency / Fluency
How do I self-monitor so that I am reading with accuracy? Appropriate rate? Expression? / 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
To provide additional fluency instruction use the running records section of Reading A to Z.
Additional resources may be used for re-teaching, enrichment, or differentiation
Additional Web Resources for RF Standards
Texas Reading First Fluency Folder – includes Fry’s lists with phrases and passages
Poetry Theater
Florida Center for Reading Research – Foundational Skills (RF)
Empowering Teachers
Phrasing and Expression
Reader’s Theater Scripts
More Reading Theater Scripts
Oral Reading Site – make sure to click on the hyperlinks as well as scrolling to the bottom of the page for great resources
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
Reading –Literary
The following standards should be taught within the context of informational text. Most of these standards have been taught since the beginning of the year. Applying these standards while increasing text complexity is the focus for this quarter
Underlined standards and elements link to Standards Based Report Card assessment pages
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.
Key Vocabulary
who, what, where, when, why, details, fables, folktales, message, lesson, moral characters, events, challenges / 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? / Reading -Literary
Whole Group
Pacing Guides
January
February
March
Quarter 3 Whole Group Reading Lessons
Additional resources may be used for re-teaching, enrichment, or differentiation
Additional Web Resources for RL Standards
Teacher’s First Lessons- I’ve Got the Blues
I Have a Dream Integrated Unit
Asking and Answering Questions – lesson from Lakeshore Learning
Comprehension Questions –use with any book at an independent center
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 –Literary
Underlined standards and elements link to Standards Based Report Card assessment pages
ELAGSE.2.RL. 4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
In first grade, students had to identify words and phrases that suggest feelings or appeal to the senses.
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.
Key Vocabulary
regular beats, alliteration, rhymes, repeated lines, rhythm, structure of story, beginning, middle, end, conclusion, point of view, voice, dialogue / Reading –Literary
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? How can using a graphic organizer help me with story structure? Which temporal (transition words) will help me with the sequence of a story?
How do I know when a different character is speaking? How do quotation marks help me know when characters are speaking?
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? / Reading- Literary
Whole Group
Additional resources may be used for re-teaching, enrichment, or differentiation
Additional Web Resources for RL Standards
Poetry Teachers Website – lots of lessons on poetry
PBS Learning Media- Searchable lessons
Watch Know Learn – free videos – searchable by grade level and content
25 Kinds of Poetry
Poetry Unit
Reader’s Response Toolkit
Reading Response Graphic Organizers
Animal Alliteration – a lesson from Lakeshore Learning
Comprehension Corner
Additional Pages on Website
Reading Comprehension
Reading Writing Connections
CCGPS Standards / Essential Questions / System Resources
Reading –Literary
Underlined standards and elements link to Standards Based Report Card assessment pages
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.9: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. (Connections)
In first grade, students had to compare and contrast the adventures and experiences of characters in stories.
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
illustrations, digital text, characters, setting, plot, compare, contrast, cultures / 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 do I compare and contrast two versions of the same story? How does knowing the characteristics of different genres help me when I compare and contrast texts? How can I use a graphic organizer to compare and contrast?
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
What’s The Bear Doing- Making Inferences
Books for Teaching Reading Comprehension Strategies
Reading Response Tasks
Telling Good Stories- Using Multiple Story Elements unit
Learn Zillion Literature Lessons
The Magic Treehouse Teacher Resource Center
Literary Elements Ideas-this is for third grade but can be adapted for second.
CCGPS Standards / Essential Questions / System Resources
Reading –Informational
The following standards should be taught within the context of informational text. Most of these standards have been taught since the beginning of the year. Applying these standards while increasing text complexity is the focus for this quarter
Underlined standards and elements link to Standards Based Report Card assessment pages
ELAGSE.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, Connections)
In first grade, students had to ask and answer questions about key details
ELAGSE.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.
ELAGSE.2.RI. 3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (Connections)
In first grade, students had to describe the connection between two individuals, events, ideas, or pieces of information in a text.
ELAGSE.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.
Key Vocabulary
questions, what, where, when, why, how, main topic, connections, series of historical events, scientific ideas, steps in technical procedures / Reading –Informational
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?
How do I connect historical events, scientific ideas, or steps in a procedure when I read?
How do I know the meaning of words or phrases when I read? / Reading –Informational
Whole Group
Additional resources may be used for re-teaching, enrichment, or differentiation
Additional Web Resources for RI Standards
Nonfiction Notebooks
Pictures for Nonfiction Notebooks
PBS Learning Media- Searchable lessons
Watch Know Learn – free videos – searchable by grade level and content
Nonfiction Prompt Bookmarks
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
Underlined standards and elements link to Standards Based Report Card assessment pages
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. (Determine Importance)
In first grade, students had to know and use various text features to locate key facts or information.
ELAGSE.2.RLI.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (Determine Importance)
In first grade, students had to distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
ELAGSE.2.RI.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. (Visualization)