• Save
Second Grade Reading Curriculum Map
Upcoming SlideShare
Loading in...5
×
 

Second Grade Reading Curriculum Map

on

  • 1,847 views

 

Statistics

Views

Total Views
1,847
Views on SlideShare
1,745
Embed Views
102

Actions

Likes
0
Downloads
0
Comments
0

1 Embed 102

http://www.isaacschools.org 102

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Second Grade Reading Curriculum Map Second Grade Reading Curriculum Map Presentation Transcript

  • 2nd Grade Reading Curriculum Map Isaac School District No. 5Authors: SchoolKamaree Moreno P.T. CoeCindy Roush-Alonzo MoyaMark Witosky Alta E. ButlerMarsha Batterberry Lela AlstonTeresa McCartney Lela AlstonRationaleRationale for selected second grade performance objectives is based on the “ 5 Big Ideas” in early literacy. We have chosen priority objectivesthat are critical for students to master so that they have good comprehension and fluency skills before promotion to third grade.Linking performance objectives are scaffolded to guide the student’s toward mastery of priority objective(s). Each quarter a variety of genreshave been spiraled and clustered according to the complexity of the objectives in order to introduce concepts and promote student mastery.As a team, we have determined a number of recurring concepts and performance objectives that are to be integrated throughout the year tosupport student mastery. These recurring performance objectives are listed in the Preamble.
  • 2nd Grade Reading Curriculum Map Isaac School District No. 5 PREAMBLE These POs will be integrated throughout the year: AZ Essential LearningStandards Knowledge Skills PHONEMIC AWARENESSS1C2PO1 Multi-syllable words Orally segment a multi-syllable word into its syllables.S1C2PO2 Isolated phonemes Blend isolated phonemes to form two syllable words, using r- controlled vowel sounds, digraphs, and diphthongs (e.g., /t/…/i/…/g/…/er/ makes tiger).S1C2PO3 Spoken phonemes Segment spoken phonemes in two- syllable words, using manipulatives to mark each phoneme (e.g., tiger makes /t/…/i/…/g/…/er/ while student moves one block for each phoneme). PRINT CONCEPTSS1C1PO2 Distinguishing features of a sentence [Utilize] the distinguishing features of a sentence (e.g. capitalization of the first word, internal punctuation, ending punctuation, quotation marks.) PHONICS/DECODING .S1C3PO1 Multi- syllabic words Read multi-syllabic words fluently, using letter-sound knowledge.S1C3PO2 Basic syllabication rules, for 2 and 3 syllable Apply knowledge of basic syllabication rules when decoding two-or three-syllable written works. words (e.g., su/per, sup/per, fam/i/ly).S1C3PO4 Spelling patterns Use knowledge of spelling patterns such a diphthongs, and special vowel spellings when reading.* = POs previously introduced Bold = Priority PO 2Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10Underlining = Cognitive rigor Isaac School District
  • 2nd Grade Reading Curriculum Map Isaac School District No. 5 PREAMBLE AZ Knowledge Skills Standard PHONICS/DECODINGS1C3PO5 Common abbreviations Read common abbreviations (e.g., Oct., Mr., Ave.) fluently.S1C3PO6 High frequency words and irregular sight words [Read] High frequency words and irregular sight words fluently.S1C3PO8 Vowel digraphs and r-controlled letter-sound Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words. VOCABULARYS1C4PO2 Simple prefixes Use knowledge of simple prefixes (e.g., un-, re-) to determine the meaning of wordsS1C4PO3 Simple suffixes Identify simple suffixes (e.g., -ful, -ly) to determine the meaning of words.S1C4PO4 Simple suffixes Use knowledge of simple suffixes (e.g., -ful,-ly) to determine the meaning of words.S1C4PO6 Words the comprise contractions [Determine] the words that comprise contractions (e.g., can’t=can not, it’s= it is, aren’t=are not).S1C4PO7 Compound words Determine the meaning of compound words, using knowledge of individual words (e.g., lunchtime, daydream, everyday). FLUENCYS1C5PO1 Read grade level text Consistently read grade level text with at least 90% accuracy.S1C5PO2 Fluent reading Read aloud with fluency in a manner that sounds like natural speech, demonstrating automaticity.S1C5PO3 Punctuation Use punctuation, including commas, periods, and question marks to guide reading for fluency.* = POs previously introduced Bold = Priority PO 3Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10Underlining = Cognitive rigor Isaac School District
  • 2nd Grade Reading Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Print ConceptsCluster: 1Big Ideas/Enduring Understandings Essential Question(s)Knowing sentence structure helps reader’s control reading pace and What is the purpose of punctuation?expression. How does punctuation help you when you read?Punctuation helps guide a reader’s fluency. How have you used a book’s structure to locate information?Text is organized to help readers find information. Why do authors use punctuation? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS1C1PO2 Features of a sentence [Utilize] the distinguishing features of a sentence (e.g. Alphabetize capitalization of the first word, internal punctuation, ending Punctuation punctuation, quotation marks). Commas Period(s)S1C1PO1 Alphabetical Order Alphabetize a series of words to the second letter. Question mark(s) FluencyS1C5PO3 Punctuation Use punctuation, including commas, periods, and question Text structure marks to guide reading for fluency. Organized Table of contents* = POs previously introduced Bold = Priority PO 4Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10Underlining = Cognitive rigor Isaac School District
  • 2nd Grade Reading Curriculum Map Isaac School District No. 5S3C1PO 3 Organizational features of Locate specific information by using organizational features Title expository text. (e.g., title, table of contents, headings, captions, bold print, Heading glossary, indices) in expository text. Captions Bold print Glossary Expository text Index Indices* = POs previously introduced Bold = Priority PO 5Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10Underlining = Cognitive rigor Isaac School District
  • 2nd Grade Reading Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Phonics/ DecodingCluster: 2Big Ideas/Enduring Understandings Essential Question(s)Prefixes and suffixes change the meaning of base words. Why is it important for good readers to know word parts?Good readers self correct and pay attention to word order and context clues. How do suffixes change words?Knowing how to read and sound out word parts helps readers understand How might knowing vowel patterns and sounding out words help you be awhat they read. better reader? What is a contraction? Why do we use them? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS1C3PO9 Word order (syntax) and context Use knowledge of word order (syntax) and context to Vowel digraphs confirm decoding. Compound word(s)S1C3PO8 Vowel digraphs and r-controlled Use knowledge of vowel digraphs and r-controlled letter- Contraction(s) letter-sound sound associations to read words. Apostrophe Suffix (es)S1C3PO6 High frequency words and [Read] high frequency words and irregular sight words. Prefix (es) irregular sight words High frequencyS1C3PO3 Regular plurals and irregular plurals [Distinguish] regular plurals (e.g., hat/hats, watch/watches,) word(s) and irregular plurals (e.g. fly/flies, wife/wives) in context. Irregular sight wordsS1C3PO5 Common abbreviations Read common abbreviations (e.g., Oct., Mr., Ave.) fluently. Vowel(s) SyllablesS1C3PO7 Common contractions Read common contractions fluently (e.g., haven’t, it’s, aren’t). Multi-syllabic Chunking Blending* = POs previously introduced Bold = Priority PO 6Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10Underlining = Cognitive rigor Isaac School District
  • 2nd Grade Reading Curriculum Map Isaac School District No. 5S1C4PO1 Simple prefixes Identify simple prefixes (e.g., un-, re-) to determine the Segmenting meaning of words. r-controlledS1C4PO3 Simple suffixes Identify simple suffixes (e.g., -ful, -ly) to determine the Vowels meaning of words. ConsonantsS1C4PO6 Words that comprise contractions [Determine] the words that comprise contractions (e.g., can’t Consonant =can not, it’s = it is, aren’t =are not). DigraphsS1C4PO7 Compound words Determine the meaning of compound words, using knowledge Syntax of individual words (e.g., lunchtime, daydream, everyday). Plural Abbreviation* = POs previously introduced Bold = Priority PO 7Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10Underlining = Cognitive rigor Isaac School District
  • 2nd Grade Reading Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: FluencyCluster: 3Big Ideas/Enduring Understandings Essential Question(s)Fluency is the ability to read text smoothly and accurately. What is fluency?Reading fluently enhances comprehension. What do good readers sound like?Learning high frequency words support fluent reading. Why are high frequency words important?Fluent reading sounds like natural speech. Why is being able to read fluently useful in life? How can reading fluently help comprehension? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary AssessmentS1C5PO2 Fluency Read aloud with fluency in a manner that sounds like Fluent natural speech, demonstrating automaticity. Fluency High frequencyS1C3PO4 Spelling patterns Use knowledge of spelling patterns such as diphthongs, and words special vowel spellings when reading. Contractions Diagraphs*S1C3PO5 Common abbreviations Read common abbreviations (e.g., Oct., Mr., Ave.) fluently. Apostrophe Abbreviations*S1C3PO6 High frequency words and irregular [Read] high frequency words and irregular sight words. Sight Words sight words Dipthongs*S1C3PO7 Common contractions Read common contractions fluently (e.g., haven’t, it’s, Automaticity aren’t). Natural speech Irregular Sight* = POs previously introduced Bold = Priority PO 8Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10Underlining = Cognitive rigor Isaac School District
  • 2nd Grade Reading Curriculum Map Isaac School District No. 5*S1C3PO8 Vowel digraphs and r-controlled Use knowledge of vowel digraphs and r-controlled letter- Words letter-sound sound associations to read words. r-controlled AccuracyS1C4PO5 Common abbreviations [Read] words represented by common abbreviations (e.g., Punctuation Mr., Ave., Oct.). (periods, question marks, commas,S1C5PO1 Grade level text Consistently read grade level text with at least 90% quotation marks) accuracy.*S1C5PO3 Punctuation Use punctuation, including commas, periods, and question marks to guide reading for fluency.;* = POs previously introduced Bold = Priority PO 9Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10Underlining = Cognitive rigor Isaac School District
  • 2nd Grade Reading Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Comprehending Narrative TextCluster: 4Big Ideas/Enduring Understandings Essential Question(s)Good readers understand what they read. Why do people read?The plot is the main idea of a literary selection. What do good readers do to understand what they read?Characters have specific traits that are important to the plot. How does the sequencing of events help the comprehension?Events in a text happen in a specific order. Why are characters important to the story?Good readers make predictions and ask questions to comprehend a literary How can I use words the author uses to create sound patterns and visualselection. images?Good readers know that one action causes another action to happen. How does cause and effect advance the plot of the story? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS2C1PO7 Fiction and nonfiction [Justify] differences between fiction and nonfiction. Clarify MonitorS2C1PO1 Literary elements [Distinguish] literary elements of text including characters, Judgments plot (specific events, problem and solution), and setting. Summarize Re-tellS2C1PO2 Characters [Analyze] characters (e.g., traits, roles, similarities) within a Drawing literary selection. conclusions Fiction Non-fiction* = POs previously introduced Bold = Priority PO 10Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10Underlining = Cognitive rigor Isaac School District
  • 2nd Grade Reading Curriculum Map Isaac School District No. 5S2C1PO5 Words in a literary selection [Analyze] words that the author selects in a literary selection Character to create a graphic visual experience. Plot ProblemS2C1PO6 Words for auditory experience [Determine] words that the author selects to create a rich Solution auditory experience (e.g., alliteration, onomatopoeia, Setting assonance, consonance) in a literary selection. Traits RolesS2C2PO1 Events, characters and conflicts in Compare events, characters and conflicts in literary selections Similarities literary selections from a variety of cultures to their experiences. Literature VisualizeS1C6PO1 Predictions Predict what might happen next in a reading selection. ConflictsS1C6PO 4 Text to self [Compare/Contrast] information and events in a reading Predict selection to life experiences and life experiences to the text. Compare Contrast CauseS1C6PO3 Comprehension strategies [Formulate] relevant questions in order to comprehend text. EffectS1C6PO2 Predictions within the text Compare a prediction about an action or event to what Sequential actually occurred within a text. Infer InferenceS2C1PO3 Sequencing [Sequentially arrange] a series of events in a literary selection.S2C1PO4 Cause and effect Identify cause and effect of specific events in a literary selection.* = POs previously introduced Bold = Priority PO 11Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10Underlining = Cognitive rigor Isaac School District
  • 2nd Grade Reading Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: ExpositoryCluster: 5Big Ideas/Enduring Understandings Essential Question(s)Good readers learn from what they read. How might a reader show they understand what they read?People read expository text for information and fulfillment. How does expository text relate to real life?Expository text has organizational features to help understanding. How is expository text different than narrative text?People read to better understand themselves and the world around them. Why might a reader use titles, a table of contents, headings, captions, bold print, glossaries and an index when reading?Good readers understand what they read. Essential Learning AZ Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C1PO1 Main idea [Determine] The main idea in expository text. Expository text Main ideaS3C1PO2 Facts in expository text Locate facts in response to questions about expository text. Facts Organizational*S3C1PO3 Organizational features in Locate specific information by using organizational features features expository text (e.g., title, table of contents, headings, captions, bold print, Graphic features glossary, indices) in expository text. Title Table of contentsS3C1PO4 Various sources [Utilize] a variety of sources (e.g., trade books, encyclopedias, Headings magazines, electronic sources, textbooks) that may be used to Captions answer specific questions and/or gather information. Bold print Glossary* = POs previously introduced Bold = Priority PO 12Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10Underlining = Cognitive rigor Isaac School District
  • 2nd Grade Reading Curriculum Map Isaac School District No. 5S3C1PO5 Graphic features Locate specific information from graphic features (e.g., charts, Index/indices maps, diagrams, illustrations, tables, timelines) of expository Trade books text. Encyclopedias Magazines*S2C1PO7 Fiction and non fiction [Differentiate] between fiction and nonfiction. Electronic sources*S2C2PO1 Events, characters and conflicts in Compare events, characters and conflicts in literary selections Charts literary selections from a variety of cultures to their experiences. Maps Diagrams*S1C6PO1 Predictions Predict what might happen next in a reading selection. Illustrations Tables*S1C6PO4 Text to self [Compare] information and events in a reading selection to Timelines life experiences and life experiences to the text. Fiction/non fiction Predict*S1C6PO3 Comprehension strategies [Formulate] relevant questions in order to comprehend text. Characters Cause/effect*S1C6PO2 Predictions within the text Compare a prediction about an action or event to what Sequence actually occurred within a text. Biography Traits*S2C1PO2 Characters [Analyze] characters (e.g., traits, roles, similarities) within a Roles literary selection. Similarities Semantics*S2C1PO3 Sequence [Sequentially arrange] a series of events in a literary selection.*S2C1PO4 Cause and Effect Identify cause and effect of specific events in a literary selection.*S2C1PO5 Words in a literary selection [Analyze] words that the author selects in a literary selection to create a graphic visual experience.* = POs previously introduced Bold = Priority PO 13Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10Underlining = Cognitive rigor Isaac School District
  • 2nd Grade Reading Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Comprehending Narrative TextCluster: 6Big Ideas/Enduring Understandings Essential Question(s)Readers understand what they read. Why do people read?The plot is the main idea of a literary selection. What do readers do to understand what they read?Characters have specific traits that are important to the plot. How does the sequencing of events help the comprehension?Events in a text happen in a specific order. Why are characters important to the story?Readers make predictions and ask questions to comprehend a literary How can I use words the author uses to create sound patterns and visualselection. images?Good readers use strategies to comprehend and relate to text. How does cause and effect advance the plot of the story?Good readers know that one action causes another action to happen. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S2C1PO7 Fiction and nonfiction [Justify] differences between fiction and nonfiction. Clarify Monitor*S2C1PO1 Literary elements [Distinguish] literary elements of text including characters, Judgments plot (specific events, problem and solution), and setting. Summarize*S2C1PO2 Characters [Analyze] characters (e.g., traits, roles, similarities) within a Re-tell literary selection. Drawing conclusions* = POs previously introduced Bold = Priority PO 14Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10Underlining = Cognitive rigor Isaac School District
  • 2nd Grade Reading Curriculum Map Isaac School District No. 5 *S2C1PO5 Words in a literary selection [Analyze] words that the author selects in a literary selection Fiction to create a graphic visual experience. Non-fiction *S2C1PO6 Words for auditory experience [Determine] words that the author selects to create a rich Character auditory experience (e.g., alliteration, onomatopoeia, Plot assonance, consonance) in a literary selection. Problem*S2C2PO1 Events, characters and conflicts in Compare events, characters and conflicts in literary selections Solution literary selections from a variety of cultures to their experiences. Setting*S1C6PO1 Predictions Predict what might happen next in a reading selection. Traits*S1C6PO 4 Text to self [Compare/Contrast] information and events in a reading Roles Similarities selection to life experiences and life experiences to the text. Literature*S1C6PO3 Comprehension strategies [Formulate] relevant questions in order to comprehend text. Visualize*S1C6PO2 Predictions within the text Compare a prediction about an action or event to what Conflicts actually occurred within a text. Predict*S2C1PO3 Sequencing [Sequentially arrange] a series of events in a literary selection. Compare*S2C1PO4 Cause and effect Identify cause and effect of specific events in a literary Contrast selection. Cause Effect Sequential Infer Inference* = POs previously introduced Bold = Priority PO 15Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10Underlining = Cognitive rigor Isaac School District
  • 2nd Grade Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Functional TextCluster: 7Big Ideas/Enduring Understandings Essential Question(s)Functional text is used in everyday life. Why do people need to read directions?Functional text helps people find things they need. How does functional text differ from narrative and expository text?Readers follow multi-step directions to complete a task. How do signs guide one through life? Essential Learning AZ Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C2PO2 Steps in a process [Evaluate] whether a specific task is completed, by Graphs checking to make sure all the steps were followed in the Cause/Effect right order. SignsS3C2PO1 Following directions Follow a set of written multi-step directions. Graphic features Predictions*S2C1PO4 Cause and effect Identify cause and effect of specific events in a literary Comprehension selection. Charts MapsS3C2PO3 Meaning of specific signs State the meaning of specific signs, graphics, and symbols Diagrams (e.g., computer icons, map features, simple charts and graphs). Illustrations Tables*S1C6PO1 Predictions Predict what might happen next in a reading selection. Timelines Symbols Computer icons Multi-step directions* = POs previously introduced Bold = Priority PO 16Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10Underlining = Cognitive rigor Isaac School District
  • 2nd Grade Reading Curriculum Map Isaac School District No. 5*S1C6PO4 Text to self [Compare] information and events in a reading selection to Functional text life experiences and life experiences to the text. Semantics*S1C6PO3 Comprehension strategies [Formulate] relevant questions in order to comprehend text.*S1C6PO2 Predictions within the text Compare a prediction about an action or event to what actually occurred within a text.* = POs previously introduced Bold = Priority PO 17Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10Underlining = Cognitive rigor Isaac School District
  • 2nd Grade Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Comprehending Narrative TextCluster: 8Big Ideas/Enduring Understandings Essential Question(s)Readers understand what they read. Why do people read?The plot is the main idea of a literary selection. What do readers do to understand what they read?Characters have specific traits that are important to the plot. How does the sequencing of events help the comprehension?Events in a text happen in a specific order. Why are characters important to the story?Readers make predictions and ask questions to comprehend a literary How can I use words the author uses to create sound patterns and visualselection. images?Good readers use strategies to comprehend and relate to text. How does cause and effect advance the plot of the story?Good readers know that one action causes another action to happen. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S2C1PO7 Fiction and nonfiction [Justify] differences between fiction and nonfiction. Clarify Monitor*S2C1PO1 Literary elements [Distinguish] literary elements of text including characters, Judgments plot (specific events, problem and solution), and setting. Summarize*S2C1PO2 Characters [Analyze] characters (e.g., traits, roles, similarities) within a Re-tell literary selection. Drawing conclusions Fiction* = POs previously introduced Bold = Priority PO 18Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10Underlining = Cognitive rigor Isaac School District
  • 2nd Grade Reading Curriculum Map Isaac School District No. 5 *S2C1PO5 Words in a literary selection [Analyze] words that the author selects in a literary selection Non-fiction to create a graphic visual experience. Character Plot *S2C1PO6 Words for auditory experience [Determine] words that the author selects to create a rich Problem auditory experience (e.g., alliteration, onomatopoeia, Solution assonance, consonance) in a literary selection. Setting Traits*S2C2PO1 Events, characters and conflicts in Compare events, characters and conflicts in literary selections Roles literary selections from a variety of cultures to their experiences. Similarities Literature*S1C6PO1 Predictions Predict what might happen next in a reading selection. Visualize Conflicts*S1C6PO 4 Text to self [Compare/Contrast] information and events in a reading Predict selection to life experiences and life experiences to the text. Compare Contrast*S1C6PO3 Comprehension strategies [Formulate] relevant questions in order to comprehend text. Cause Effect*S1C6PO2 Predictions within the text Compare a prediction about an action or event to what Sequential actually occurred within a text. Infer Inference*S2C1PO3 Sequencing [Sequentially arrange] a series of events in a literary selection.*S2C1PO4 Cause and effect Identify cause and effect of specific events in a literary selection.* = POs previously introduced Bold = Priority PO 19Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10Underlining = Cognitive rigor Isaac School District
  • 2nd Grade Reading Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following cluster(s) are from the subsequent grade level (3rd Grade)Unit Name and Description: FluencyCluster: 9Big Ideas/Enduring Understandings Essential Question(s)Reading text fluently and with prosody is the goal of a good reader. What might a fluent reader sound like?Fluency is the ability to read smoothly, accurately and with expression. How do you become a fluent reader?Reading fluently enhances comprehension. How does reading fluently help with comprehension?Learning spelling patterns and high frequency words supports fluency. What does fluency mean to you? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS1C5PO1 Grade level text Consistently read grade level text with at least 90 percent Accuracy accuracy. Multi-syllabic words SyllabicationS1C3PO1 Multi-syllabic words Read multi-syllabic words fluently, using letter-sound Spelling patterns knowledge. High frequency words Irregular sightS1C3PO5 High frequency words and irregular Recognize high frequency words and irregular sight words. words sight words* = POs previously introduced Bold = Priority PO 20Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10Underlining = Cognitive rigor Isaac School District
  • 2nd Grade Reading Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following cluster(s) are from the subsequent grade level (3rd Grade)Unit Name and Description: VocabularyCluster: 10Big Ideas/Enduring Understandings Essential Question(s)The knowledge of vocabulary is important not only for reading How do you acquire new vocabulary?comprehension, but also for overall academic achievement. What resources help us determine features of words we don’t know?Your vocabulary expresses who you are. What is vocabulary?Word meanings help us understand the text.Word parts help us determine the meanings of words. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS1C4PO7 Meanings and other features of Determine the meanings and other features of words using Dictionary words the dictionary, thesaurus, CD-ROM and Internet when Thesaurus available. CD-ROM Internet Pronunciation Syllabication Synonyms Parts of speech* = POs previously introduced Bold = Priority PO 21Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10Underlining = Cognitive rigor Isaac School District
  • 2nd Grade Reading Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following cluster(s) are from the subsequent grade level (3rd Grade)Unit Name and Description: NarrativeCluster: 11Big Ideas/Enduring Understandings Essential Question(s)Narrative selections should contain all literary elements. Why do people read?Identify, analyze and apply knowledge of the structures and elements of How does comparing and contrasting literary elements contribute to yourliterature. understanding of the text?Using reading strategies help me understand narrative text. Why is reading important?Reading is an essential life skill. How might knowing the literary elements help you to understand the selection?Stories are a means of communication between cultures and across time. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS2C1PO1 Literary elements across stories Compare (and contrast) literary elements across stories, Literary elements including plots, settings, and characters. Plots SettingS2C1PO2 Characters within a literary [Analyze] characters (e.g., traits, roles, similarities) within a Characters selection literary selection. Selection eventsS2C1PO3 Events in a literary selection Sequence a series of events in a literary selection.* = POs previously introduced Bold = Priority PO 22Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10Underlining = Cognitive rigor Isaac School District