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Second Grade Unit Five 2011 2012

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  • 1. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2Unit 5: Hand-Me-Down Tales From Around the World – In this unit, students use the poetry of Robert Louis Stevenson to examine awide variety of folktales and informational books about the world.Overview: Building on previous units, students write opinions and narratives related to the folktale/world theme of this unit. Studentsdiscuss text features as a part of reading of informational text. Although students have compared versions of tales in unit two, they willnow compare the narrative to the poetry version, using the story of the Pied Piper. Students develop independent reading skills as theyread texts on grade level (and beyond) throughout this unit.Big Ideas: Essential Questions: Vocabulary:The same letter combinations can make Why do we hand down stories? adjectives narrativedifferent sounds (e.g., ea - /long e/ bead, /e/ central message nounbread, /long a/ break) What is the purpose of folktales and fables? character plot conclusion pluralDifferent genres can deliver similar How do images support a readers’ folktale purposemessages. understanding of text? images setting index text featuresInternational folktales and fables have irregular text structurecharacteristics and purposes. legend verbs lessonInformation can be learned from images,and help clarify text.ELA Standards/ELP Standards: Sample Activities/Assessments:Reading Foundations (RF)2.RF.3 Know and apply grade-level phonicsand word analysis skills in decoding words.II-R-2: The students will identify andmanipulate the sounds of the Englishlanguage and decode words, usingknowledge of phonics, syllabication, andwords 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. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.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 spelledmulti-syllable words by applying the mostcommon letter-sound correspondences,including the sounds represented by singleletters. (LI-3)II-LS-2: HI-1: Articulating the 44 phonemesaccurately.2.RF.3d Decode words with common Instructional Routine Template: Card 10 (2.RF.3d)prefixes and suffixes.No Alignment2.RF.3e Identify words with inconsistent *Language Warm-Up (II-LS-2: HI-1)but common spelling-soundcorrespondences.II-LS-2: HI-1: Articulating the 44 phonemesaccurately.2.RF.3f Recognize and read grade-appropriate irregularly spelled words.II-R-2(D): HI-7: Reading high frequencywords and irregular sight words fluently.2.RF.4 Read with sufficient accuracy andfluency to support comprehension.II-R-3: The student will read with fluencyand 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. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.RF.4a Read on-level text with purposeand understanding.II-R-4: HI-9: Identifying the author’spurpose for writing a book. (LI-9)2.RF.4b Read on-level text orally withaccuracy, appropriate rate, andexpression on successive readings.II-R-3: HI-2: Using punctuation, includingcommas, periods, question marks, andexclamation marks to guide reading forfluency.ELA Standards/ELP Standards: Sample Activities/Assessments:Reading Literature (RL)2.RL.2 Recount stories, including fables Introduce the poem “The Pied Piper of Hamelin.” This poem is a narrative based on aand folktales from diverse cultures, and legend that is thought to have happened in Hamelin, Germany. Remind students that adetermine their central message, lesson, legend is a story in which some things really happened and other things have beenor moral. exaggerated over time as the story was passed down through generations. Read the poem to the children. Give the children an opportunity to retell the story, confirming that theyII-LS-1: HI-4: Summarizing the main idea understood the main events of the story. (The language in this poem is quite sophisticated.)and key points/details of a presentation Reading the Kellogg version first will scaffold students’ comprehension of the poem. It willusing complete sentences. (B-4) also provide another opportunity to compare versions. Ask questions such as: How many of you think this story could have really happened? What was the story teaching? (2.RL.2, 2.L.4a)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. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 Invite speakers to read folktales from home countries. As the visitor reads the story, have. students consider what message the folktale might teach. When the story is over, the speaker could share some information about the country from which the folktale comes. Give an opportunity for students to ask questions about the folktale and the country. (2.RL.2, 2.SL.3) Have students select a folktale to read. Provide each student with a piece of plain white paper. Then, give these instructions to the children: Read a folktale with a partner (a stronger reader could read to a weaker reader, or they could take turns, or read chorally). Fold your paper into fourths. Draw a picture of the main characters in one square. Draw the setting in another square. Draw your favorite part of the plot in another square. In the last part, write a few sentences describing what you think the folktale is teaching. Each time the students do this activity, substitute one more square with writing instead of drawing. As a student reads the last book independently, have them use the four-square outline to write a retelling of the folktale. (2.RL.2, 2.RL.7, 2.RL.10) *Collaborative Story Re-tell (II-LS-1: HI-4)2.RL.4 Describe how words and phrases Introduce the unit by asking students about using their imaginations to go places. Introduce(e.g., regular beats, alliteration, rhymes, a poet who lived over 100 years ago and also loved to go places in his imagination: Robertrepeated lines) supply rhythm and meaning Louis Stevenson. As a child, he was sometimes sick. While confined to his bed, he createdin a story, poem, or song. imaginary lands in his head, such as, “The Land of Counterpane.” He also loved the sea. As students read his poems, have them think about his imagination and how he loved toII-R-4: HI- 21: Identifying words that the wonder about the world. Read and reread his poetry throughout this unit, encouraging theauthor selects to create a rich auditory students to look for poetic elements. Most of all, direct children to enjoy the idea of goingexperience (alliteration, onomatopoeia) in a places in their minds as you read folktales from around the world. Having a large worldliterary selection. map to mark the place from which the story comes will make this unit have a stronger geography focus. (2.RL.4)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. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.RL.5 Describe the overall structure of a *Collaborative Story Re-tell (II-R-5: HI-5)story, including describing how thebeginning introduces the story and theending concludes the action.II-R-5: HI-5: Sequencing a story or eventwith a beginning, middle and end withtransition words/phrases in completesentences.2.RL.6 Acknowledge differences in thepoints of view of characters, including byspeaking in a different voice for eachcharacter when reading dialogue aloud.No Alignment2.RL.7 Use information gained from theillustrations and words in a print or digitaltext to demonstrate understanding of itscharacters, setting, or plot.II-R-4: HI-8: Extracting and interpretingspecific information from external textfeatures of text.II-R-4: HI-11: Describing characters from aliterary selection.II-R-4: HI-12: Describing the setting from aliterary selection.II-R-4: HI-13: Summarizing the key eventsfrom 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) -5-
  • 6. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.RL.9 Compare and contrast two or more *This or That (2.RL.9)versions of the same story (e.g., Cinderellastories) by different authors or from differentcultures.No Alignment2.RL.10 By the end of the year, read andcomprehend literature, including stories andpoetry, in grades 2-3 text complexity bandproficiently, with scaffolding as needed atthe high end of the range.No AlignmentELA Standards/ELP Standards: Sample Activities/Assessments:Reading Informational Text (RI)2.RI.3 Describe the connection between aseries of historical events, scientific ideas orconcepts, or steps in technical procedures ina text.No Alignment2.RI.5 Know and use various text features(e.g., captions, bold print, subheadings,glossaries, indexes, electronic menus,icons) to locate key facts or information in atext efficiently.II-R-4: HI-19: Locating specific informationby using organizational features (e.g., titles,table of contents, heading captions, boldprint, glossary, indices) in expository 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) -6-
  • 7. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.RI.6 Identify the main purpose of a text, “If the World Were a Village: A Book about the World’s People” is an informational bookincluding what the author wants to answer, packed with rich facts about the world. One of the interesting things about this book is thatexplain, or describe. it shows the world as if it were a village of just 100 people. Although you may have time for just a few pages, focus on how much information can be learned from the illustrations andII-R-4: HI-9: Identifying the author’s text. Keep a list of the information that the students glean from the pages as you read.purpose for writing a book. (2.RI.6, 2.RI.7)2.RI.7 Explain how specific images (e.g.,a diagram showing how a machineworks) contribute to and clarify a text.II-R-4: HI-8: Extracting and interpretingspecific information from external textfeatures of text.2.RI.10 By the end of the year, read andcomprehend informational text, includinghistory/social studies, science, and technicaltexts, in the grades 2-3 text complexity bandproficiently, with scaffolding as needed atthe high end of the range.No AlignmentELA Standards/ELP Standards: Sample Activities/Assessments:Writing (W)2.W.1 Write opinion pieces in which theyintroduce the topic or book they are writingabout, state an opinion, supply reasons thatsupport the opinion, use linking words (e.g.,because, and, also) to connect opinion andreasons, and provide a concludingstatement or section.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. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2II-W-1: HI-8: Writing a short response to aliterary selection that connects text to self,text to world, or text to other text.ll-W-2: The student will identify and applyconventions of standard English in his or hercommunication.Il-W-3: The students will use the steps ofthe writing process as a writing piece movestoward completion.II-W-4: The students will integrate elementsof effective writing to develop engaging andfocused text.2.W.3 Write narratives in which they Give the students this prompt: “Write an imaginary narrative telling about a time yourecount a well-elaborated event or short passed through a mysterious door and ended up in a different country. The country may besequence of events, include details to from our folktale unit, from a book you have read, or just a place you want to visit. Be suredescribe actions, thoughts, and feelings, to say where you find the door, the country where the door leads, and how you arrive backuse temporal words to signal event where you began. Include details to describe action, thoughts, and feelings. Add temporalorder, and provide a sense of closure. words to signal event order. End your story well, thinking about how authors conclude stories.” (2.W.3, 2.L.2a)II-W-1: HI-1: Writing a narrative or shortstory that includes a main idea, character,setting, and a sequence of events.ll-W-2: The student will identify and applyconventions of standard English in his or hercommunication.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. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2Il-W-3: The students will use the steps ofthe writing process as a writing piece movestoward completion.II-W-4: The students will integrate elementsof effective writing to develop engaging andfocused text.2.W.7 Participate in shared research andwriting projects (e.g., read a number ofbooks on a single topic to produce a report,record science observations).II-W-5: The students will demonstrateresearch skills by using a variety ofreference materials to complete a variety ofwriting tasks.ELA Standards/ELP Standards: Sample Activities/Assessments:Language (L)2.L.1 Demonstrate command of theconventions of standards English ingrammar and usage when writing orspeaking.II-L-1: The student will identify and applyconventions of standard English in his or hercommunications.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. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.L.1b Form and use frequently occurring *Verb Tense Study (II-L-1(N): HI-3)irregular plural nouns (e.g., feet, children,teeth, mice, fish). *Sentence Patterning (II-L-1(N): HI-3)II-L-1(N): HI-3: Converting a given singularnoun into a plural noun, including irregular.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 isto 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 ofadjectives in the correct order.II-L-1(ADJ): HI-2: Using nouns asmodifiers.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.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. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.L.1f Produce, expand, and rearrange *Syntax Surgery (II-W-2: HI-12, HI-13, HI-14, HI-15)complete simple and compoundsentences (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 thelittle boy.)II-W-2: HI-12: Using declarative sentences(S-V, S-V-C, S-V-O), positive (I am tall.) andnegative (I am not tall.) sentenceconstruction forms, in a variety of writing.II-W-2: HI-13: Using interrogativesentences in a variety of writingapplications.II-W-2: HI-14: Using exclamatorysentences in a variety of writingapplications.II-W-2: HI-15: Using imperative sentencesin a variety of writing applications.2.L.1g Write multiple sentences in an orderthat supports a main idea or story.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. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.L.2 Demonstrate command of theconventions of standard Englishcapitalization, punctuation, and spellingwhen writing.II-L-1: The student will identify and applyconventions of standard English in his or hercommunications.II-W-2: The student will identify and applyconventions of standard English in his or hercommunications.2.L.2a Capitalize holidays, productnames, and geographic names.II-W-2: HI-6: Capitalizing the pronoun “I,”the first word of a sentence, proper nouns(names, days, months, and titles).2.L.2d Generalize learned spelling patternswhen writing words (e.g., cage → badge;boy → boil).No Alignment2.L.4 Determine or clarify the meaning ofunknown and multiple-meaning words andphrases based on grade 2 reading andcontent, choosing flexibly from an array ofstrategies.II-L-2: The student will acquire Englishlanguage vocabulary and use it in relevantcontexts.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. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.L.4a Use sentence-level context as a clueto the meaning or a word of phrase.II-L-2: HI-4: Using grade specific academicvocabulary and symbols within context.2.L.5 Demonstrate understanding of wordrelationships and nuances in wordmeanings.II-L-2: The student will acquire Englishlanguage vocabulary and use it in relevantcontexts.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 relatedadjectives (e.g., thin, slender, skinny,scrawny).II-L-2: HI-11: Clarifying word meaning byapplying knowledge of synonyms andantonyms to enhance vocabulary.2.L.6 Use words and phrases acquiredthrough conversations, reading and beingread to, and responding to texts, includingusing adjectives and adverbs to describe(e.g., When other kids are happy that makesme happy.)II-L-2: The student will acquire Englishlanguage vocabulary and use it in relevantcontexts.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. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2ELA Standards/ELP Standards: Sample Activities/Assessments:Speaking and Listening (SL)2.SL.1 Participate in collaborative *This or That (II-LS-1, 2, II-LS-1: HI-7, II-LS-2: HI-5)conversations with diverse partners aboutgrade 2 topics and texts with peers and *Function Junction (II-LS-1, 2, II-LS-1: HI-7, II-LS-2: HI-5)adults in small and larger groups.II-LS-1: The student will listen actively tothe ideas of others in order to acquire newknowledge.II-LS-2: The student will express orally hisor her own thinking and ideas.II-LS-1: HI-7: Responding to academicdiscussions by sharing one’s view on facts,ideas, and/or events using academicvocabulary.II-LS-2: HI-5: Asking and responding toacademic questions using completesentences. (e.g., expressing probabilities,and hypothetical questions, etc.).2.SL.1b Build on others’ talk in conversation *Function Junction (II-LS-1: HI-5)by linking their comments to the remarks ofothers.II-LS-1: HI-5: Responding to socialconversations by rephrasing and repeatinginformation, asking questions, andexpressing one’s thoughts.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. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.SL.3 Ask and answer questions aboutwhat a speaker says in order to clarifycomprehension, gather additionalinformation, or deepen understanding ofa topic or issue.II-LS-2: HI-6: Asking and responding tosocial and academic questions usingcomplete sentences.2.SL.4 Tell a story or recount anexperience with appropriate facts andrelevant, descriptive details, speakingaudibly in coherent sentences.II-LS-2: The student will express orally hisor her own thinking and ideas.2.SL.5 Create audio recordings of stories or Revisit the Robert Louis Stevenson poetry, reminding students how they have used theirpoems; add drawings or other visual imaginations to visualize the folktale being read and the places being read about. Discussdisplays to stories or recounts of how repeated readings may deepen a poem’s meaning, and challenge the students toexperiences when appropriate to clarify memorize one of the poems to share in front of the class. Record the students’ poetryideas, thoughts, and feelings. performances with a video camera. (2.SL.5, 2.RL.4)No AlignmentBOLD: 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. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2Teacher’s Notes UNIT 5: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) - 16 -
  • 17. 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 5. Literary Texts Literary Texts Informational Texts Stories Poems Informational Text • The Treasure (Uri Shulevitz) (E) • “The Land of Counterpane” (Robert Louis If the World Were a Village: A Book about the • • Itching and Twitching: A Nigerian Stevenson) World’s People (David Smith and Shelagh Folktale (Patricia C. and Robert L. McKissack, • “Foreign Lands” (Robert Louis Stevenson) Armstrong) (E) and Laura Freeman) • “The Land of Story Books (Robert Louis Stevenson) Art Around the World (Discovery World) • • The Girl Who Wore Too Much: A Folktale from • “At the Seaside” (Robert Louis Stevenson) (Heather Leonard) (E) Thailand (Margaret Read McDonald andYvonne • “Where Go the Boats” (Robert Louis Stevenson) • Shoes, Shoes, Shoes (Around the World Series) Lebrun Davis) • “My Bed is a Boast” (Robert Louis Stevenson) (Ann Morris) • Caps for Sale: A Tale of a Peddler (Esphyr • Weddings (Around the World Series) (Ann Slobodkina) Poems (Read Aloud) Morris and Ken Heyman) • The Enormous Turnip (Alexei Tolstoy and Scott • Loving (Around the World Series) (Ann Morris Goto) • “The Pied Piper of Hamelin” (Robert Browning) (E) and Ken Heyman) • Liang and the Magic Paintbrush (Demi) • Bread, Bread, Bread (Around the World Series) • Stone Soup (Ann McGovern and Winslow Pinney (Ann Morris and Ken Heyman) Pels) Art, Music, and Film • Houses and Homes (Around the World Series) • Cuckoo/Cucú: A Mexican Folktale (Lois Ehlert (Ann Morris and Ken Heyman) and Gloria de Aragon Andujar) Music • Moon Rope/Un lazo a la luna: A Peruvian Folktale (Lois Ehlert and Amy Prince) Website References • Sergei Prokofiev, Peter and the Wolf (1936) Instructional Routines: http://csi.boisestate.edu/readingfirst/resources/coach Film es.shtml • Peter and the Wolf, Suzie Templeton, dir, 2006 If the World Were a Village of 100 People: http://www.youtube.com/watch?v=f6mr12zroxA&feat ure=relatedBOLD: 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 -
  • 18. 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 5. Standards may lend themselves to additional methodologies. *Language Warm-Up *Collaborative Story Re-tell *This or That *Verb Tense Study *Sentence Patterning *Syntax Surgery *Sentence Building *Vertical Sentence *Function JunctionBOLD: 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) - 18 -