[Type text]
Roswell Independent School District Language Arts Curriculum Map 2013-2014 2nd Grade [Type text]
1
Quarter 1 October 17, 2013
Quarter 2 December 18, 2013
Quarter 3 March 18, 2014
Quarter 4 May 16, 2014
37 second grade sight words
country, move, make, mother, father, well, must, eyes, tell, turn, came, through, white, air, call, end, hand, head, last, line, same, sister, still, then, why, guess, world, more, much, hard, went, word, first, after, arm, begin, both
Decodable 5A “Will the Whale”
50 WCPM
Comprehension (TBA)
38 second grade sight words
chose, high, just, letter, made, men, number, play, part, side, spell, time, us, watch, town, most, been, answer, something, such, where, try, city, sentence, hour, next, began, change, earth, example, group, large, leave, mean, near, oil, seam, second
Decodable 11C “What We Do”
66-76 WCPM
Comprehension (TBA)
37 second grade sight words
teacher, clean, each, even, need, ask, seat, these, brown, land, plant, clear, direction, several, young, single, blue, gave, hear, often, page, point, state, until, year, little, quickly, anything, garden, place, night, other, know, write, great, animal, happy
Decodable 20A “Is It True?”
82-92 WCPM
Comprehension (TBA)
38 second grade sight words
brother, month, long, best, name, soft, space, stop, those, walk, off, choose, children, flower, return, might, important, paint, found, back, life, without, light, start, which, late, form, could, follow, really, sea, sometimes, sound, study, talk, than, think, while
Decodable 26A “The Nicest Surprise”
90-100 WCPM
Comprehension (TBA)
[Type text]
Roswell Independent School District Language Arts Curriculum Map 2013-2014 2nd Grade [Type text]
2
Grade Level: 2
Unit 1 Approximate TimeLine: August 12- September 20, 2013
Essential Questions: 1) What can we learn by exploring different communities? 2) What can we learn by exploring space? 3) What can we
discover by exploring nature? 4) What can we learn by exploring the desert? 5) How does exploration help us find answers?
CCSS Activities Assessment Resources Foundational Skills FS2 3. Know and apply grade-level phonics and word analysis skills in decoding words. FS2 3. a. Distinguish long and short vowels when reading regularly spelled one-syllable words. FS2 3. c. Decode regularly spelled two-syllable words with long vowels. FS2 4. Read with sufficient accuracy and fluency to support comprehension. FS2 4. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Literature L2 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. L2 3. Describe how characters in a story respond to major events and challenges. L2 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. L2 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. L2 10. Read literature independently, proficiently, and fluently within the grades 2–3 text complexity band; read texts at the high end of the range with scaffolding as needed. Speaking/Listening S/L2 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. S/L2 1.a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). S/L2 4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent
The students will read with
fluency and comprehend a
realistic fiction story, an
expository text, and a drama
on exploration.
With guidance the students
will complete a graphic
organizer to identify the
character and setting, main
idea and details, the facts
and details of each story.
The students will read and
spell words containing short
vowels and consonants,
long vowels VCe,
consonant blends, inflected
endings, and consonant
digraphs.
Baseline Assessment
Reading Street Weekly
and Unit Tests
Fluency Tests
Spelling Tests
Sight Words Tests
Country, move, make,
mother, father, well,
must, eyes, tell, turn,
came, through, white,
air, call, end, hand,
head, last, line, same,
sister, still, then, why
Scott Foresman
Reading Street Unit 1
Reader’s and Writer’s Notebook
ELL Posters
Sing with Me Big Book
Sound Spelling Cards
Read-Aloud Anthology
Teacher Resources DVD
Leveled Readers
Decodable Readers
Practice Station Flipcharts
Letter Tiles
Retelling Cards
Readers’ Theater Anthology 21st Century Project (Writing Project) Time For Kids
Nonfiction Readers Teacher Created Materials Publishing
Step Up to Writing
http://www.havefunteaching.com/reading-
worksheets/reading-comprehension/
www.corestandards.org
text exemplars
ELA Appendix B
[Type text]
Roswell Independent School District Language Arts Curriculum Map 2013-2014 2nd Grade [Type text]
3
sentences. Language L2 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L2 1. 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). L2 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L3 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. L2 5. a. Build real-life connections between words and their use (e.g., describe foods that are spicy or juicy). L2 6. Use newly learned words acquired through conversations, reading, and responding to texts. L2 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). Writing W2 3. Write narratives in which they recount a well-elaborated event or series of events, use temporal words and phrases to signal event order, include details to tell what the narrator did, thought, and felt, and provide closure. W2 5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W2 8. Recall information from experiences or gather information from provided sources to answer a question. Informational Text IT 2 2. Identify the main focus of a multipara graph text as well as that of specific paragraphs within the text. IT2 5. Compare and contrast the overall structure (e.g. chronology, comparison, cause/effect, problem/solution of events, ideas, concepts, or information in two or more texts. IT2 6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. IT2 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
The students will recognize
25 common sight words for
Unit 1.
The students will produce a
personal narrative about a
place that they have visited
using activities in Step Up
to Writing.
The students will participate
in collaborative
conversations using agreed
upon rules for discussions
involving the essential
question of the week.
.
The students will participate
in writing conferences using
peers, teachers, and/or
fishbowl conferencing
Pearson Scoring Rubric:
Personal Narrative
(The Twin Club)
Scoring Guides from
Step Up To Writing
Fluency: The students
will read 50-60 words
per minute
www.pearsonsuccessnet.com
Envision It
Grammar Jammer
Letter Tile Drag and Drop
Vocabulary Activities
Story Sort
eReaders Paired eSelection
Journal Word Bank Sing With Me Animation
Concept Talk Video
Big Question Video
Writing Transparencies (Editing)
Scoring Rubrics http://www.scottsboro.org/~flewis/SF%20Reading%20Str
eet/Reading%20Street%20Teacher%20Resources.htm
http://www.freidalewis.com
http://www.readwritethink.org
http://www.prometheanplanet.com
http://www.lexile.com
http://www.fcrr.org/Curriculum/student CenterActivities23.shtm
Story Elements Vocabulary Review
Promethean Plant
Search: Story Elements
Submitted by Stephanie Delaune Includes a video
Sequencing Graphic Organizer
www.havefunteaching.com/worksheets/graphic-organizers/sequencing/circle-graphic-organizer.pdf
[Type text]
Roswell Independent School District Language Arts Curriculum Map 2013-2014 2nd Grade [Type text]
4
Grade Level: 2
Unit 2 Approximate TimeLine: September 23 - November 1, 2013
Essential Questions: 1) How can we help each other in dangerous situations? 2) How has working together changed history? 3) How can we work
together to meet people’s needs? 4) Why is it a good idea to work together? 5) How can we work together to solve problems?
CCSS Activities Assessment Resources Foundational Skills FS2 3. Know and apply grade-level phonics and word analysis skills in decoding words. FS2 3. a. Distinguish long and short vowels when reading regularly spelled one-syllable words. FS2 3. c. Decode regularly spelled two-syllable words with long vowels. FS2 3. e. Identify words with inconsistent but common spelling-sound correspondences. FS2 4. Read with sufficient accuracy and fluency to support comprehension. FS2 4. a. Read on-level text with purpose and understanding. FS2 4. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Literature L2 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. L2 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. L2 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. L2 9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Speaking/Listening S/L2 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. S/L2 2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. S/L2 3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deeper understanding of a topic or issue. Language L2 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
The students will read with
fluency and comprehend a
realistic fiction story, an
expository text, and a
drama on exploration.
The students will complete
a graphic organizer to
identify the character and
setting, main idea and
details, the facts and details
of each story.
The students will read and
spell words containing short
vowels and consonants,
long vowels VCe,
consonant blends, inflected
endings, and consonant
digraphs.
Reading Street
Weekly and Unit
Tests
Fluency Tests
Spelling Tests
Graphic Organizer
Rubric: 4- identifies character
and setting, main idea
and details, the facts and
details
3- identifies character
and setting, main idea
and details
2- identifies character
and setting
1- does not identify
anything
Sight Words Tests
Guess, world,
more, much, hard,
went, word, first,
after, arm, begin,
both, chose, high,
Scott Foresman
Reading Street Unit 2
Reader’s and Writer’s Notebook
ELL Posters
Sing with Me Big Book
Sound Spelling Cards
Read-Aloud Anthology
Teacher Resources DVD
Leveled Readers
Decodable Readers
Practice Station Flipcharts
Letter Tiles
Retelling Cards
Readers’ Theater Anthology
21st Century Project (Writing Project)
Time For Kids
Nonfiction Readers
Teacher Created Materials Publishing
Step Up to Writing
http://www.havefunteaching.com/readingworkshe
ets
www.corestandards.org
text exemplars
ELA Appendix B
www.pearsonsuccessnet.com
Envision It
Grammar Jammer
Letter Tile Drag and Drop
[Type text]
Roswell Independent School District Language Arts Curriculum Map 2013-2014 2nd Grade [Type text]
5
L2 1. a. Use collective nouns (e.g. group). 1. b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L2 1. 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). L2 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L2 2. a. Capitalize holidays, product names, and geographic names. L2 2. c. Use an apostrophe to form contractions and frequently occurring possessives. L2 2. e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L2 5. Demonstrate understanding of word relationships and nuances in word meanings. Writing W2 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. W2 3. Write narratives in which they recount a well-elaborated event or series of events, use temporal words and phrases to signal event order, include details to tell what the narrator did, thought, and felt, and provide closure. W2 7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). Informational Text IT2 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. IT2 6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
The students will read and
spell words containing r-
controlled ar, or, ore, oar,
er, ir, ur, contractions,
plurals, and long a: a, ai, ay.
The students will recognize
25 common sight words for
Unit 2.
The students will produce a
fairy tale story about
helping one another using
activities in Step Up to
Writing.
The students will
participate in
collaborative conversations
using agreed upon rules for
discussions involving the
essential question of the
week
just, letter, made,
men, number,
play, part, side,
spell, time, us.
Scoring Guides
from Step Up To
Writing
Pearson Scoring
Rubric: Fairy-Tale
(Bremen Town
Musical)
Decodable 5A
“Will the Whale”
Fresh Reads:
Fluency: The
students will read
58-68 words per
minute
_______________
(by 10-18-13)
Vocabulary Activities
Story Sort
eReaders
Paired eSelection
Journal Word Bank
Sing With Me Animation
Concept Talk Video
Big Question Video
Writing Transparencies (Editing)
Scoring Rubrics
http://www.scottsboro.org/~flewis/SF%20Re
ading%20Street/Reading%20Street%20Teac
her%20Resources.htm
http://www.freidalewis.com
http://www.readwritethink.org
http://www.prometheanplanet.com
http://www.lexile.com
http://www.fcrr.org/Curriculum/student
CenterActivities23.shtm
www.havefunteaching.com/worksheets/graphicorg
anizers
www.scholastic.com/free-graphic-
readingcomprehension
www.spellingcity.com
[Type text]
Roswell Independent School District Language Arts Curriculum Map 2013-2014 2nd Grade [Type text]
6
Grade Level: 2
Unit 3 Approximate TimeLine: November 4 – December 18
Essential Questions: 1) When does support from others help with a creative idea? 2) In what creative ways do we communicate? 3) How
can creative thinking solve a problem? 4) When does a creative idea lead to a surprise? 5) Where do creative ideas come from?
CCSS Activities Assessment Resources Foundational Skills FS2 3. Know and apply grade-level phonics and word analysis skills in decoding words. FS2 3. a. Distinguish long and short vowels when reading regularly spelled one-syllable words. FS2 3. b. Know spelling-sound correspondences for additional common vowel teams. FS2 3. f. Recognize and read grade-appropriate irregularly spelled words. FS2 4. Read with sufficient accuracy and fluency to support comprehension. FS2 4. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Literature L2 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. L2 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. L2 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. L2 6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. L2 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. L2 9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Speaking/Listening S/L2 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. S/L2 1.a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with
The students will read with fluency
and comprehend selections including
fantasy, realistic fiction, folk tale,
and biography focusing on different
uses of creativity.
The students will determine the
author’s purpose and describe how it
affects the interpretation of fantasy
literature. Using a graphic organizer,
small groups of students will discuss
and decide how the stories would be
different if the author had written
to inform.
Students will use facts and details to
draw conclusions necessary to reach
a decision or opinion from realistic
fiction text. Listing ideas on a 3
column graphic organizer, students
will apply what is read and what they
know to draw conclusions.
As they read, students will
compare/contrast characters’
actions, setting and plot of two
Reading Street
Weekly and Unit Tests
Fluency Tests
Spelling Tests
Sight Words Tests:
Watch, town, most, been,
answer, something, such,
where, try, city, sentence,
hour, next, began, change,
earth, example, group,
large, leave, mean, near,
oil, seam, second
Scott Foresman
Reading Street Unit 3
Reader’s and Writer’s Notebook
ELL Posters
Sing with Me Big Book
Sound Spelling Cards
Read-Aloud Anthology
Teacher Resources DVD
Leveled Readers
Decodable Readers
Practice Station Flipcharts
Letter Tiles
Retelling Cards
Readers’ Theater Anthology
21st Century Project (Writing Project)
Time For Kids
Nonfiction Readers
Teacher Created Materials Publishing
Step Up to Writing
http://www.havefunteaching.com/reading
worksheets
www.corestandards.org
text exemplars
ELA Appendix B
www.pearsonsuccessnet.com
Envision It
Grammar Jammer
Letter Tile Drag and Drop
[Type text]
Roswell Independent School District Language Arts Curriculum Map 2013-2014 2nd Grade [Type text]
7
care, speaking one at a time about the topics and texts under discussions). S/L2 2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. S/L2 3. Ask and answer questions about what a speaker says in order to Writing W2 5. With guidance and support from adults and peers focus on a topic and strengthen writing as needed by revising and editing. Informational Text IT2 1. Ask and answer such questions as who, what, when, where,
why, and how to demonstrate understanding of key details in a text. IT2 6. Identify the main purpose of a text including what the author
wants to answer explain or describe.
different folktales (Anansi stories.)
Students will complete a written or
picture story map detailing, sequence
of events in the beginning, middle,
and end of a realistic fiction story.
Using sentences from the
biographical story, students will
provide evidence such as signal
words (e.g. always, never, best) to
determine if statements are fact or
opinion.
The students will read and spell
words containing various spellings of
long e (e, ee, ea, y) long o (o, oa,
ow), long i (i, ie, igh, y) compound
words, and comparative endings.
The students will write a compare
and contrast (i.e. presidential
candidates) essay, using the
accordion essay format of Step Up To
Writing.
The students will participate in
collaborative conversations using
agreed upon rules for discussions
involving the essential question
of the week.
Scoring Guides from
Step Up To Writing
Pearson Scoring Rubric:
Compare and Contrast
Essay ( Unit 3 Writing
Process)
Decodable 11C “What We
Do”
Fresh Reads:
Fluency: The students will
read 66-76 words correct per
minute.
The students will recognize
25 common sight words for
Unit 3.
_________________ by (12-18-13)
Vocabulary Activities
Story Sort
eReaders
Paired eSelection
Journal Word Bank
Sing With Me Animation
Concept Talk Video
Big Question Video
Writing Transparencies (Editing)
Scoring Rubrics
http://www.scottsboro.org/~flewis/SF%20
Re
ading%20Street/Reading%20Street%20T
eac
her%20Resources.htm
http://www.freidalewis.com
http://www.readwritethink.org
http://www.prometheanplanet.com
http://www.lexile.com
http://www.fcrr.org/Curriculum/student
CenterActivities23.shtm
www.havefunteaching.com/worksheets/gr
aphicorganizers
www.scholastic.com/free-graphic-
readingcomprehension
www.spellingcity.com
[Type text]
Roswell Independent School District Language Arts Curriculum Map 2013-2014 2nd Grade [Type text]
8
Grade Level: 2
Unit 4 Approximate TimeLine: January 6 – February 13, 2014
Essential Questions: 1) How can familiar things help us with change? 2) How do plants change over time? 3) What changes occur under
the ground? 4) Why are some changes difficult? 5) How do changes in the weather affect us?
CCSS Activities Assessments Resources Foundational Skills
FS2 3. Know and apply grade-level phonics and word analysis skills in decoding words. FS2 3. b. Know spelling-sound correspondences for additional common vowel teams. FS2 3. c. Decode regularly spelled two-syllable words with long vowels. FS2 3. d. Decode words with common prefixes and suffixes. FS2 4. Read with sufficient accuracy and fluency to support comprehension. FS2 4. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. FS2 4. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Literature L2 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. L2 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. L2 4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. L2 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. L2 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Speaking/Listening
S/L2 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and Larger groups. S/L2 1.a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). S/L2 4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Language 1.e. Use adjectives and adverbs, and choose between them depending
on what is to be modified. L2 1. 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). L2 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L2 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. L2 4. a. Use sentence-level context as a clue to the meaning of a word or phrase. L2 4. b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). L2 5. Demonstrate understanding of word relationships and nuances in word meanings. L2 5. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). L2 5. b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). L2 6. Use words and phrases acquired through conversations, reading and being
The students will read with
fluency and comprehend
selections including fables,
expository text, myths, and
legends to understand that things
may change or stay the same.
Students will draw conclusions
from facts and details in the fable
and use prior knowledge to make
sense of what they read.
Students read an expository text
and create a lifecycle that
includes correct sequence.
Students will use myth and
legend selections to identify
the plot and theme through
small group discussions and
computer generated
presentations.
Reading Street Weekly
and Unit Tests
Fluency Tests
Spelling Tests
Sight Words Tests:
Teacher, clean, each, even,
need, ask, seat, these,
brown, land, plant, clear,
direction, several, young,
single, blue, gave, hear,
often, page, point, state,
until, year
Scott Foresman
Reading Street Unit 4
Reader’s and Writer’s Notebook
ELL Posters
Sing with Me Big Book
Sound Spelling Cards
Read-Aloud Anthology
Teacher Resources DVD
Leveled Readers
Decodable Readers
Practice Station Flipcharts
Letter Tiles
Retelling Cards
Readers’ Theater Anthology
21st Century Project (Writing Project)
Time For Kids
Nonfiction Readers
Teacher Created Materials Publishing
Step Up to Writing
http://www.havefunteaching.com/reading
worksheets
www.corestandards.org
text exemplars
ELA Appendix B
www.pearsonsuccessnet.com
Envision It
Grammar Jammer
Letter Tile Drag and Drop
[Type text]
Roswell Independent School District Language Arts Curriculum Map 2013-2014 2nd Grade [Type text]
9
read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). Writing
W2 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. W2 5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W2 7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). Informational Text IT2 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. IT2 5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate IT2 key facts or information in a text quickly and efficiently. IT2 6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. IT2 7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. IT2 8. Describe how reasons support specific points the author makes in a text.
The students will read and spell
words containing syllables C + le,
vowels oo, u (as in book),
diphthongs ou, ow/ou, Syllables
CV, CVC, and vowels oo, ue,
ew, ui (as in moon).
The students will write a
Description text about the life
cycle previously created using
Step Up To Writing format.
The students will orally share
writing project (outlined above)
with the class. Speaker will
include appropriate facts,
descriptive details, and speak
with appropriate volume and
tone.
Students will write a
description essay on a life
cycle.
Scoring Guides from Step
Up To Writing
Pearson Scoring Rubric:
Description ( Unit 4
Writing Process)
Fluency: The students will
read 74-84
words correct per minute.
The students will
recognize 25
common sight words for
Unit 4.
Vocabulary Activities
Story Sort
eReaders
Paired eSelection
Journal Word Bank
Sing With Me Animation
Concept Talk Video
Big Question Video
Writing Transparencies (Editing)
Scoring Rubric
http://www.scottsboro.org/~flewis/SF%20
Re
ading%20Street/Reading%20Street%20T
eac
her%20Resources.htm
http://www.freidalewis.com
http://www.readwritethink.org
http://www.prometheanplanet.com
http://www.lexile.com
http://www.fcrr.org/Curriculum/student
CenterActivities23.shtm
www.havefunteaching.com/worksheets/gr
aphicorganizers
www.scholastic.com/free-graphic-
readingcomprehension
www.spellingcity.com
Grade Level: 2
[Type text]
Roswell Independent School District Language Arts Curriculum Map 2013-2014 2nd Grade [Type text]
10
Unit 5 Approximate TimeLine: February 18 – March 28, 2014
Essential Questions: 1) Why should we be responsible for doing a good job? 2) How can we be responsible community members? 3) How
can we be responsible animal owners? 4) How can we be responsible friends and neighbors? 5) How can we be responsible when we
make a mistake?
CCSS Activities Assessments Resources Foundational Skills FS2 3. Know and apply grade-level phonics and word analysis skills in decoding words. FS2 3. b Know spelling-sound correspondences for additional common vowel teams. FS2 3. d. Decode words with common prefixes and suffixes. FS2 3. f. Recognize and read grade-appropriate irregularly spelled words. FS2 4. Read with sufficient accuracy and fluency to support comprehension. FS2 4. a. Read on-level text with purpose and understanding. FS2 4. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Literature
L2 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. L2 3. Describe how characters in a story respond to major events and challenges. L2 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. L2 6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. L2 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Speaking/Listening
S/L2 1.a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). S/L2 2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. S/L2 3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. S/L2 4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Language L2 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.. L2 1.c. Use reflexive pronouns (e.g. myself/ourselves) L2 1. 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). L2 2. c. Use an apostrophe to form contractions and frequently occurring possessives.
L2 2. d. Generalize learned spelling patterns when writing words (e.g., cage ➝
badge; boy ➝ boil).
L2 2. e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L2 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. L2 4. b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). L2 4. c. Use a known root word as a clue to the meaning of an unknown word with
The students will read with
fluency and comprehend
selections including literary non-
fiction, realistic fiction, fantasy,
and humorous fiction to
understand different aspects of
responsibility.
Working in pairs students will
read a literary non-fiction
selection and identify the facts
and opinions.
Students will be given statements
from a realistic fiction text
containing the cause or effect and
they will illustrate the missing
element.
Using story structure, students
will identify character, setting,
and an important detail from the
beginning, middle, and end of the
story to determine the theme.
Students will research a topic on
the internet, print a paragraph,
affix it to construction paper and
complete a web to determine the
Reading Street Weekly
and Unit Tests
Fluency Tests
Spelling Tests
Sight Words Tests
Little, quickly, anything,
garden, place, night, other,
know, write, great, animal,
happy, brother, month,
long, best, name, soft,
space, stop, those, walk,
off, choose, children
Scoring Guides from Step
Scott Foresman
Reading Street Unit 5
Reader’s and Writer’s Notebook
ELL Posters
Sing with Me Big Book
Sound Spelling Cards
Read-Aloud Anthology
Teacher Resources DVD
Leveled Readers
Decodable Readers
Practice Station Flipcharts
Letter Tiles
Retelling Cards
Readers’ Theater Anthology
21st Century Project (Writing Project)
Time For Kids
Nonfiction Readers
Teacher Created Materials Publishing Step Up to Writing
Activity 9-2
http://www.havefunteaching.com/readingworksheet
s
www.corestandards.org
text exemplars
ELA Appendix B
www.pearsonsuccessnet.com
Envision It
Grammar Jammer
Letter Tile Drag and Drop
Vocabulary Activities
[Type text]
Roswell Independent School District Language Arts Curriculum Map 2013-2014 2nd Grade [Type text]
11
the same root (e.g., addition, additional). L2 4. d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). L2 4. e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L2 5. Demonstrate understanding of word relationships and nuances in word meanings. Writing
W2 1. Write opinion pieces in which they introduce the topic or 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. W2 5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W2 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Informational Text IW2 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. W2 2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. W2 6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
main idea and details.
The students will read and spell
words containing suffixes –ly, -
ful, -er, -ish, -or, prefixes un, re,
pre, dis, silent consonants, ck, ph,
gh/f/, ng, and vowels aw, au,
augh, al.
The students will write an opinion
piece on the topic researched,
supplying reasons that support
their opinion. (Step Up To
Writing Activity 9-2)
The students will read their
opinion pieces completed in the
writing project (outlined above).
Listeners will ask questions to
clarify comprehension.
Up To Writing
Pearson Scoring Rubrics
Decodable Book 20A “Is it
True?”
Fresh Reads:
Fluency: The students will
read 82-92
words correct per minute.
The students will
recognize 25
common sight words for
Unit 5. _________________ by (3-18-13)
Story Sort
eReaders
Paired eSelection
Journal Word Bank
Sing With Me Animation
Concept Talk Video
Big Question Video
Writing Transparencies (Editing)
Scoring Rubrics
http://www.scottsboro.org/~flewis/SF%20Re
ading%20Street/Reading%20Street%20Teac
her%20Resources.htm
http://www.freidalewis.com
http://www.readwritethink.org
http://www.prometheanplanet.com
http://www.lexile.com
http://www.fcrr.org/Curriculum/student
CenterActivities23.shtm
www.havefunteaching.com/worksheets/graphicorg
anizers
www.scholastic.com/free-graphic-
readingcomprehension
www.spellingcity.com
[Type text]
Roswell Independent School District Language Arts Curriculum Map 2013-2014 2nd Grade [Type text]
12
Grade Level: 2
Unit 6 Approximate TimeLine: March 31 – May 16, 2014
Essential Questions: 1) Why are sports traditions important in our country? 2) What traditions and celebrations involve our country’s flag? 3) Why are family
celebrations special? 4) What can we learn about cowboy traditions? 5) How are different traditions celebrated and shared?
CCSS Activities Assessments Resources Foundational Skills FS2 3. Know and apply grade-level phonics and word analysis skills in decoding words. FS2 3. d. Decode words with common prefixes and suffixes. FS2 4. Read with sufficient accuracy and fluency to support comprehension. FS2 4. a. Read on-level text with purpose and understanding. FS2 4. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. FS2 4. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Literature L2 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. L2 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. L2 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. L2 9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Speaking/Listening
S/L2 1.a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). S/L2 2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. S/L2 3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. S/L2 4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. S/L2 6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Language L2 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L2 1. 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). L2 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L2 2. a. Capitalize holidays, product names, and geographic names. L2 2. b. Use commas in greetings and closings of letters.
L2 2. d. Generalize learned spelling patterns when writing words (e.g., cage ➝
badge; boy ➝ boil).
L2 2. e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L2 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. L2 4. a. Use sentence-level context as a clue to the meaning of a word or phrase.
The students will read with fluency and
comprehend selections including
realistic fiction and informational texts
to learn that traditions and celebrations
are important in our lives.
Students will predict and set purpose,
monitor and clarify, and question to
compare and contrast, identify facts and
details and draw conclusions while
reading the realistic fiction selections.
Through text structure students will
determine sequence and summarize the
author’s purpose using informational
text selections.
The students will read and spell words
containing inflected endings,
abbreviations, syllables –tion, -ture, -
ion, suffixes –ness, -less, -able, -ible,
prefixes mis-, mid-, micro-, non-.
Reading Street Weekly
and Unit Tests
Fluency Tests
Spelling Tests
Sight Words Tests
Flower, return, might,
important, paint, found,
back, life, without, light,
start, which, late, form,
could, follow, really, sea,
sometimes, sound, study,
talk, than, think, while
Pearson Scoring Rubrics
Scott Foresman
Reading Street Unit 4
Reader’s and Writer’s Notebook
ELL Posters
Sing with Me Big Book
Sound Spelling Cards
Read-Aloud Anthology
Teacher Resources DVD
Leveled Readers
Decodable Readers
Practice Station Flipcharts
Letter Tiles
Retelling Cards
Readers’ Theater Anthology
21st Century Project (Writing
Project)
Time For Kids
Nonfiction Readers
Teacher Created Materials Publishing
Step Up to Writing
http://www.havefunteaching.com/rea
ding-worksheets
[Type text]
Roswell Independent School District Language Arts Curriculum Map 2013-2014 2nd Grade [Type text]
13
L2 4. c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). L2 5. Demonstrate understanding of word relationships and nuances in word meanings. L2 5. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). Writing
W2 3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W2 5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. Informational Text
IT2 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. IT2 2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. IT2 3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. IT2 4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. IT2 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 quickly and efficiently. IT2 6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
The students will create a family flag,
poster, or collage identifying a family
tradition or celebration and write a
personal narrative explaining their
choice.
The students will share their completed
project (outlined above) in a small
group setting. Listeners will ask
questions to clarify comprehension
Scoring Guides from Step
Up To Writing
Decodable 26A “The
Nicest Surprise”
Fresh Reads:
Fluency: The students
will read 90-100 words
correct per minute.
The students will
recognize 25 common
sight words for Unit 6.
_________________ by (5-16-13)
www.pearsonsuccessnet.com
Envision It
Grammar Jammer
Letter Tile Drag and Drop
Vocabulary Activities
Story Sort
eReaders
Paired eSelection
Journal Word Bank Sing With Me Animation
Concept Talk Video
Big Question Video
Writing Transparencies (Editing)
Scoring Rubrics http://www.scottsboro.org/~flewis/SF%20Reading
%20Street/Reading%20Street%20Teacher%20Resources.htm
http://www.freidalewis.com
http:/www.readwritethink.org http://www.prometheanplanet.com
http://www.lexile.com
http://www.fcrr.org/Curriculum/student CenterActivities23.shtm
www.havefunteaching.com/worksheets/graphic-organizers
www.scholastic.com/free-graphic-reading-comprehension
www.spellingcity.com
www.corestandards.org
text exemplars
ELA Appendix B