Isaac School District No. 5                                           English Language Arts Curriculum Map: Grade 2  Unit ...
Isaac School District No. 5                                           English Language Arts Curriculum Map: Grade 2  2.RF....
Isaac School District No. 5                                           English Language Arts Curriculum Map: Grade 2  2.RF....
Isaac School District No. 5                                         English Language Arts Curriculum Map: Grade 2  II-R-4:...
Isaac School District No. 5                                           English Language Arts Curriculum Map: Grade 2       ...
Isaac School District No. 5                                       English Language Arts Curriculum Map: Grade 2  2.RI.10 B...
Isaac School District No. 5                                          English Language Arts Curriculum Map: Grade 2   ll-W-...
Isaac School District No. 5                                         English Language Arts Curriculum Map: Grade 2  2.W.4a ...
Isaac School District No. 5                                         English Language Arts Curriculum Map: Grade 2  2.W.6 W...
Isaac School District No. 5                                         English Language Arts Curriculum Map: Grade 2  2.L.1e ...
Isaac School District No. 5                                         English Language Arts Curriculum Map: Grade 2  II-W-2:...
Isaac School District No. 5                                         English Language Arts Curriculum Map: Grade 2  2.L.2b ...
Isaac School District No. 5                                        English Language Arts Curriculum Map: Grade 2  2.L.4e U...
Isaac School District No. 5                                         English Language Arts Curriculum Map: Grade 2  ELA Sta...
Isaac School District No. 5                            English Language Arts Curriculum Map: Grade 2  Teacher’s Notes UNIT...
Isaac School District No. 5                                                English Language Arts Curriculum Map: Grade 2  ...
Isaac School District No. 5                                                  English Language Arts Curriculum Map: Grade 2...
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Second Grade Unit Three 2011 2012

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Second Grade Unit Three 2011 2012

  1. 1. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 Unit 3: Building Bridges With Unlikely Friends- In this unit, students explore both literal and figurative bridges. Overview: They read how-to texts on building bridges and view these amazing structures on the Internet. Through realistic fiction, they examine the possibility of friendship in conflict-filled settings. Reading fantasy texts that depict animal experiences completes their exploration. Building on the writing of previous units, they write a letter to a character in “Charlotte’s Web.” Students also gather words from poetry and explore the meanings of idioms and words with common roots. Big Ideas: Essential Questions: Vocabulary: Recognizing prefixes and suffixes assist in How can stories teach us life lessons? author’s purpose figurative decoding multi-syllabic words. body friendly letter What connections can we make with events challenge greeting Situations in stories can relate to real life. and characters in the story? character Haiku closing literal Characters respond to changes, How can making connections with the text compare plot challenges, and events in a story. we read help us with comprehension? compound word punctuation contrast prefix diagram revision editing setting explanatory writing suffix ELA Standards/ELP Standards: Sample Activities/Assessments: Reading Foundations (RF) 2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. II-R-2: The students will identify and manipulate the sounds of the English language and decode words, using knowledge of phonics, syllabication, and words parts.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -1-
  2. 2. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 2.RF.3c Decode regularly spelled two- Instructional Routine Template: Card 10 (2.RF.3c) syllable words with long vowels. *Language Warm-Up (II-LS-2: HI-1) II-R-2(D): HI-3: Reading regularly spelled multi-syllable words by applying the most common letter-sound correspondences, including the sounds represented by single letters. (LI-3) II-LS-2: HI-1: Articulating the 44 phonemes accurately. 2.RF.3d Decode words with common Instructional Routine Template: Card 10 (2.RF.3d) prefixes and suffixes. No Alignment 2.RF.3e Identify words with inconsistent *Language Warm-Up (II-LS-2: HI-1) but common spelling-sound correspondences. II-LS-2: HI-1: Articulating the 44 phonemes accurately. 2.RF.3f Recognize and read grade- appropriate irregularly spelled words. II-R-2(D): HI-7: Reading high frequency words and irregular sight words fluently. 2.RF.4 Read with sufficient accuracy and fluency to support comprehension. II-R-3: The student will read with fluency and accuracy.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -2-
  3. 3. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 2.RF.4a Read on-level text with purpose and understanding. II-R-4: HI-9: Identifying the author’s purpose for writing a book. (LI-9) 2.RF.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. II-R-3: HI-2: Using punctuation, including commas, periods, question marks, and exclamation marks to guide reading for fluency. ELA Standards/ELP Standards: Sample Activities/Assessments: Reading Literature (RL) 2.RL.3 Describe how characters in a Introduce a book such as “Snow in Jerusalem.” Tell the students that they are going to story respond to major events and read a book about two children who were not friends, but became friends when they found challenges. something in common. As the story is read, have the students focus on what the characters have in common and how it helped to build their friendship. Talk about how these two II-R-4: HI-10 Identifying cause and effect characters faced a challenge and made a hard choice. (2.RL.3, 2.RL.7) of specific events in a literary selection. II-R-4: HI-11: Describing characters from a literary selection. II-R-4: HI-12: Describing the setting from a literary selection. II-R-4: HI-13: Summarizing the key events from a literary selection.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -3-
  4. 4. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 II-R-4: HI-14: Identifying and describing the plot in a literary selection. 2.RL.4 Describe how words and phrases As you read from the poetry collection “If Not for the Cat,” explain to students the Haiku (e.g., regular beats, alliteration, rhymes, style of poetry. Point out to the students that these poems are very short, but they make repeated lines) supply rhythm and you think. As you read a poem, keep the accompanying illustration hidden until students try meaning in a story, poem, or song. to guess the animal being described. These poems are filled with words that may be new to your students. Demonstrate use of dictionaries to determine the meaning of unknown II-R-4: HI- 21: Identifying words that the words. When you are finished with each poem, ask students to choose one new word to author selects to create a rich auditory save in the word bank. (2.RL.4, 2.L.4e, 2.L.5) experience (alliteration, onomatopoeia) in a literary selection. 2.RL.7 Use information gained from the Introduce the idea of a “bridge” as a metaphor by reading the book “Pop’s Bridge.” In this illustrations and words in a print or book, a group of boys experience the sacrifice involved in bridge building and the joy that digital text to demonstrate comes with friendship. Discuss the literal bridge in the book and the way the bridge served understanding of its characters, setting, as a link not only between two places but also between two people. Introduce the following or plot. Isaac Newton quotation: “We build too many walls and not enough bridges.” Discuss what Isaac Newton may have meant by his comment. (2.RL.7) II-R-4: HI-8: Extracting and interpreting specific information from external text Read aloud the book “Charlotte’s Web” aloud to the class. After you have finished the features of text. book, have the students connect the characters in the book by writing friendly letters. Students should choose one of the characters in “Charlotte’s Web” and write the character II-R-4: HI-11: Describing characters from a letter. Have students let the character know why and what they like about him/her. a literary selection. Students should ask their character a question about something they are wondering. Require proper use of punctuation and form for the letters. Revise the letters and edit for II-R-4: HI-12: Describing the setting from spelling and punctuation. Then, have students trade letters and write back to their a literary selection. classmate as if they were the classmate’s chosen character. For example, if a child receives a letter addressed to Wilbur, she would write a letter back as if she were Wilbur II-R-4: HI-13: Summarizing the key and answer the question asked. (2.RL.7, 2.W.4a, 2.W.5, 2.L.2b) events from a literary selection.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -4-
  5. 5. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 As students read the “Henry and Mudge” books, challenge them to look closely at the characters. Before the first chapter, ask the students to be ready to describe Henry and Mudge. Using Post-Its or white boards, require each student to write down two characteristics of each character. Although one of the characters is a dog and one is a boy, they have a wonderful friendship. Have students share at least two words to describe Henry and two words to describe Mudge. Discuss what can be learned about friendship through these stories. (2.RL.7) ELA Standards/ELP Standards: Sample Activities/Assessments: Reading Informational Text (RI) 2.RI.3 Describe the connection between a Begin a class discussion by asking the students, “If a real hippopotamus had no other series of historical events, scientific ideas companions, what other kind of animal could you imagine her having for a friend?” Be sure or concepts, or steps in technical to require good reasons for their opinions as they answer. Read the book “Owen and procedures in a text. Mzee: The True Story of a Remarkable Friendship” aloud. When you are finished reading, have the students discuss what the author (a six-year old girl) wanted to accomplish by No Alignment publishing the book, using questions such as, “What did she want to explain? Describe? What questions did she want to answer? Why are there so many photographs?” Ask 2.RI.6 Identify the main purpose of a students to write a paragraph explaining how the two animals in the story became friends. text, including what the author wants to (2.RI.6, 2.RI.3, 2.RI.7, 2.W.2, 2.SL.6) answer, explain, or describe. II-R-4: HI-9: Identifying the author’s purpose for writing a book. 2.RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. II-R-4: HI-8: Extracting and interpreting specific information from external text features of text.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -5-
  6. 6. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 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. No Alignment 2.RI.10a By the end of year, read and comprehend functional 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. No Alignment ELA Standards/ELP Standards: Sample Activities/Assessments: Writing (W) 2.W.2 Write informative/explanatory Introduce a chapter from “Bridges: Amazing Structures to Design, Build & Test.” This is an texts in which they introduce a topic, informational book, but it is also a “how-to” book: It will teach “how to” build bridge use facts and definitions to develop structures in the classroom or at home. Read the text to the children and allow them to points, and provide a concluding view the way the “how to” section is set up in steps to follow. Gather the supplies and allow statement or section. the students to follow the directions to experiment with building a bridge. Discuss how diagrams help to explain the directions. Have the students write an explanatory paragraph II-W-1: HI-3: Completing a written telling someone else how they made their respective bridges and orally share their summary of the key events of ideas of projects. Students ask questions and make comments about the presentations. (2.W.2, informational text using simple sentences. 2.RI.3, 2.RI.6, 2.RI.7, 2.SL.3, 2.SL.6)BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -6-
  7. 7. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 ll-W-2: The student will identify and apply conventions of standard English in his or her communication. Il-W-3: The students will use the steps of the writing process as a writing piece moves toward completion. II-W-4: The students will integrate elements of effective writing to develop engaging and focused text. II-W-5: The students will demonstrate research skills by using a variety of reference materials to complete a variety of writing tasks. 2.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade- specific expectations for writing types are defined in standards 1–3 above.) II.W.4: HI-5: Organizing a student generated text in a selected format (e.g., friendly letter, narrative, expository text, etc.).BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -7-
  8. 8. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 2.W.4a With guidance and support from adults, produce functional writing, (e.g., friendly letters, recipes, experiments, notes/messages, labels, graphs/tables, directions, posters) in which the development and organization are appropriate to task and purpose. II.W.1: HI-5: Creating a variety of functional texts (e.g., classroom rules, letters, notes, messages, directions, etc.) using complete sentences. ll-W-2: The student will identify and apply conventions of standard English in his or her communication. Il-W-3: The students will use the steps of the writing process as a writing piece moves toward completion. II-W-4: The students will integrate elements of effective writing to develop engaging and focused text. 2.W.5 With guidance and support from To encourage the communication among unlikely friends, arrange for your students to be adults and peers, focus on a topic and pen pals, or email pals, with students from another class, possibly from a far away place. strengthen writing as needed by revising Setting parameters for what can be shared, ask students to write letters introducing and editing. themselves and asking the other student about him/herself. The purpose of this activity would be to find ways the students are similar and the ways the students are different from II-W-4: The students will integrate one another. (2.W.5, 2.W.6, 2.L.2b) elements of effective writing to develop engaging and focused text.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -8-
  9. 9. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 2.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Il-W-3: The students will use the steps of the writing process as a writing piece moves toward completion. ELA Standards/ELP Standards: Sample Activities/Assessments: Language (L) 2.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. II-L-1: The student will identify and apply conventions of standard English in his or her communications. 2.L.1b Use collective nouns (e.g., *Verb Tense Study (II-L-1(N): HI-3) group). *Sentence Patterning (II-L-1(N): HI-3) II-L-1(N): HI-3: Converting a given singular noun into a plural noun, including irregular. 2.L.1d Form and use the past tense of *Verb Tense Study (II-L-1(V): HI-9) frequently occurring irregular verbs (e.g., sat, hid, told). II-L-1(V): HI-9: Producing declarative, negative, and interrogative sentences using irregular simple past tense verbs with subject-verb agreement.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -9-
  10. 10. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 2.L.1e Use adjectives and adverbs, and *Syntax Surgery (II-L-1(ADJ): HI-1, HI-2; II-L-1(ADV): HI-1, HI-2, HI-3, HI-4, HI-5) choose between them depending on what is to be modified. *Sentence Building (II-L-1(ADJ): HI-1, HI-2; II-L-1(ADV): HI-1, HI-2, HI-3, HI-4, HI-5) II-L-1(ADJ): H-1: Producing a series of adjectives in the correct order. II-L-1(ADJ): HI-2: Using nouns as modifiers. II-L-1(ADV): HI-1: Using “when and “frequency” adverbs. II-L-1(ADV): HI-2: Using “frequency” adverbs. II-L-1(ADV): HI-3: Using “where” adverbs (i.e., here, there). II-L-1(ADV): HI-4: Using “how/degree” adverbs. II-L-1(ADV): HI-5: Using adjectival adverbs. 2.L.1f Produce, expand, and rearrange *Syntax Surgery (II-W-2: HI-12, HI-13, HI-14, HI-15) complete simple and compound sentences (e.g., The boy watched the *Verb Tense Study (II-W-2: HI-12, HI-13, HI-14, HI-15) movie; The little boy watched the movie; The action movie was watched by the little boy).BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 10 -
  11. 11. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 II-W-2: HI-12: Using declarative sentences (S-V, S-V-C, S-V-O), positive (I am tall.) and negative (I am not tall.) sentence construction forms, in a variety of writing. II-W-2: HI-13: Using interrogative sentences in a variety of writing applications. II-W-2: HI-14: Using exclamatory sentences in a variety of writing applications. II-W-2: HI-15: Using imperative sentences in a variety of writing applications. 2.L.1g Write multiple sentences in an order that supports a main idea or story. 2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. II-L-1: The student will identify and apply conventions of standard English in his or her communications. II-W-2: The student will identify and apply conventions of standard English in his or her communications.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 11 -
  12. 12. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 2.L.2b Use commas in greetings and closings of letters. II-W-2: HI-7: Using periods, question marks, exclamation points, commas for items in a series (e.g., eggs, milk, bread, bananas, etc.), and apostrophes (possessives, contractions). 2.L.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). No Alignment 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. II-L-2: The student will acquire English language vocabulary and use it in relevant contexts. 2.L.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). II-L-2: HI-6: Determining the meaning of compound words using knowledge of individual words.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 12 -
  13. 13. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 2.L.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. II-L-2: HI-13: Determining the meaning of a word by using resources. 2.L.5 Demonstrate understanding of word relationships and nuances in word meanings. II-L-2: The student will acquire English language vocabulary and use it in relevant contexts. 2.L.5b Distinguish shades of meaning *Vertical Sentence (II-L-2: HI-11) among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). II-L-2: HI-11: Clarifying word meaning by applying knowledge of synonyms and antonyms to enhance vocabulary. 2.L.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). II-L-2: The student will acquire English language vocabulary and use it in relevant contexts.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 13 -
  14. 14. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 ELA Standards/ELP Standards: Sample Activities/Assessments: Speaking and Listening (SL) 2.SL.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. II-LS-2: HI-6: Asking and responding to social and academic questions using complete sentences. 2.SL.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3). II-L-1: The student will identify and apply conventions of standard English in his or her communications. II-W-2: The student will identify and apply conventions of standard English in his or her communications.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 14 -
  15. 15. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 Teacher’s Notes UNIT 3:BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 15 -
  16. 16. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 Suggested Works (E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars. Highlighted titles indicate works referenced in Unit 3. Literary Texts Literary Texts Informational Texts Stories (Read Aloud) Stories Informational Text • The Cricket in Times Square (George Selden • Henry and Mudge: The First Book (Cynthia • Bridges (See More Readers) (Seymour and Garth Williams) (E) Rylant and Sucie Stevenson) (E) Simon) (EA) • Charlotte’s Web (E.B. White and Garth • The Fire Cat (Esther Holden Averill) (E) Williams) (E) Informational Text (Read Aloud) • George and Martha: The Complete Stories of • Zen Shorts (Jon J. Muth) Two Best Friends (James Marshall) • Bridges Are To Cross (Philemon Sturges • Pop’s Bridge (Eve Bunting and C.F. Payne) and Giles Laroche) • Mackinac Bridge: The Story of the Five-Mile Poems (Read Aloud) • Bridges: Amazing Structures to Design, Poem (Gloria Whelan and Gijsbert van Build & Test (Carol A. Johmann, Elizabeth Frankenhuyzen) “The Bridge Builder” (Will Allen Dromgoole) Rieth, and Michael P. Kline) • • One Green Apple (Eve Bunting and Ted If Not for the Cat (Jack Prelutsky and Ted Rand) • Owen and Mzee: The True Story of a • Lewin) (EA) Remarkable Friendship (Isabella and Craig • I Am the Dog I Am the Cat (Donald Hall) • Four Feet, Two Sandals (Karen Lynn Hatkoff, Paula Kahumbu, and Peter Greste) Williams, Khadra Mohammed, and Doug • Owen and Mzee: The Language of Chayka) Friendship (Isabella and Craig Hatkoff, • Snow in Jerusalem (Deborah da Costa, Ying- Paula Kahumbu, and Peter Greste) Hwa Hu, and Cornelius Van Wright) • Tara and Bella: The Elephant and Dog Who • The Day of Ahmed’s Secret (Florence H. Became Best Friends (Carol Buckley) Parry and Ted Lewind) • My Father’s Shop (Satomi Ichikawa) Website References • Silent Music (James Rumford)The Little Instructional Routines: Painter of Sabana Grande (Patricia Maloney http://csi.boisestate.edu/readingfirst/resources/coach Markun and Robert Casilla) es.shtml • The Little Painter of Sabana Grande (Patricia Owen & Mzee Kids Boma: Maloney Markun and Robert Casilla) http://www.owenandmzee.com/omweb/kidsboma.htmlBOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 16 -
  17. 17. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 *ELD Methodologies The methodologies indicated below support the identified standards that are presented in Unit 3. Standards may lend themselves to additional methodologies. *Language Warm-Up *Verb Tense Study *Sentence Patterning *Syntax Surgery *Sentence Building *Vertical SentenceBOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 17 -

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