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Second Grade Unit One 2011 2012
Second Grade Unit One 2011 2012
Second Grade Unit One 2011 2012
Second Grade Unit One 2011 2012
Second Grade Unit One 2011 2012
Second Grade Unit One 2011 2012
Second Grade Unit One 2011 2012
Second Grade Unit One 2011 2012
Second Grade Unit One 2011 2012
Second Grade Unit One 2011 2012
Second Grade Unit One 2011 2012
Second Grade Unit One 2011 2012
Second Grade Unit One 2011 2012
Second Grade Unit One 2011 2012
Second Grade Unit One 2011 2012
Second Grade Unit One 2011 2012
Second Grade Unit One 2011 2012
Second Grade Unit One 2011 2012
Second Grade Unit One 2011 2012
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Second Grade Unit One 2011 2012

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  • 1. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2Unit 1: A Season for Chapters - In this unit, students read chapter books by Cynthia Rylant, informational texts, and poetry – all relatedto the four seasons.Overview: Focusing on the beauty of language in poetry and a well-written fictional story, students learn poetry terms and the beginningsand endings of stories. In preparation for writing informational text, students complete a research project on a seasonal activity from acontrasting region of the U.S., such as snow skiing or sailing. Enjoying the music of Vivaldi’s “Four Seasons,” students write seasonalpoetry. Students review the roles of authors and illustrators. They also read about specific authors/poets. This unit could become aweather unit or a solar system unit by adding topic-specific titles to the informational texts.Big Ideas: Essential Questions: Vocabulary: adjective introductionGood readers use word analysis skills to What strategies can be used to decode two- adverb paragraphdecode two-syllable words. syllable words? alliteration participate author poetPoetry has rhythm and expresses emotion. How is a chapter book different from a beginning poetry picture book? chapter repetitionThe beginning introduces the story and the compound sentence researchending concludes the action. Why do we write poetry? compound word rhyme conclusion rhythmSome texts provide information and How is a story similar to and different than a organizer simple sentencesupporting details about a topic. text that provides information about a topic? digital media topic ending vowel team illustratorELA 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 -1-
  • 2. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.RF.3a Distinguish long and short vowels Instructional Routine Template: Card 3 (2.RF.3a)when reading regularly spelled one-syllablewords. *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. (B-3)II-LS-2: HI-1: Articulating the 44 phonemesaccurately.2.RF.3b Know spelling-sound Instructional Routine Template: Card 7 (2.RF.3b)correspondences for additional commonvowel teams. *Language Warm-Up (II-LS-2: HI-1)II-LS-2: HI-1: Articulating the 44 phonemesaccurately.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 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.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011 -2-
  • 3. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.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 but *Language Warm-Up (II-LS-2: HI-1)common spelling-sound correspondences.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.2.RF.4a Read on-level text with accuracyand fluency to support comprehension.II-R-4: HI-9: Identifying the author’s purposefor writing a book. (LI-9)2.RF.4b Read on-level text orally withaccuracy, appropriate rate, and expressionon successive readings.II-R-3:HI-2: Using punctuation, includingcommas, periods, question marks, andexclamation marks to guide reading forfluency.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011 -3-
  • 4. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.RF.4c Use context to confirm or self-correct word recognition andunderstanding, rereading as necessary.II-R-2(D):HI-9: Using knowledge of wordorder (syntax) and context to confirmdecoding of text.ELA Standards/ELP Standards: Sample Activities/Assessments:Reading Literature (RL)2.RL.1 Ask and answer such questions as QAR (Question-Answer- Relationship)who, what, where, when, why, and how to http://fcit.usf.edu/FCAT10R/home/references/additional-reading-strategies/qar.htmldemonstrate understanding of key details ina text. After reading the fictional read-aloud picture books for each of the seasons, have students ask and answer questions using “who, what, where, when, why, and how.” ChallengeII-R-4: HI- 3: Locating facts and answering students to create questions from these interrogatives that apply directly to the books youquestions about text. are reading. Encourage students to answer the questions on Post-Its under each heading on the following chart. This chart will be referenced in unit 2. (2.RL.1)II-R-4: HI- 4: Asking questions to claritytext. Who? What? Where? When? Why? How?II-LS-2: HI-5: Asking and responding to *Reverse Questioningacademic questions using completesentences. (e.g., expressing probabilities,and hypothetical questions, etc.). (LI-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 -4-
  • 5. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.RL.4 Describe how words and phrases The Seasons (ed. John N. Serio) is a book of collected poems by different poets. Introduce(e.g., regular beats, alliterations, rhymes, the poem “Summer Song.” Ask the students, “What did you notice about the first four linesrepeated lines) supply rhythm and of the poem?” (Possible answer: Repetition of “By the…”) Note the pattern of rhyme in themeaning in a story, poem, or song. first four lines (i.e., ABAB) and how it changes as it progresses through the poem (i.e., AABB). Continue to look at the features of poetry as you read other seasonal poems in thisII-R-4: HI- 21: Identifying words that the unit. Each of the poems from The Seasons exemplifies at least one of the characteristics ofauthor selects to create a rich auditory the second grade standards: rhyme, rhythm, alliteration, and repetition. (2.RL.4)experience (alliteration, onomatopoeia) in aliterary selection. Extension: Introduce Vivaldi and his works. (Frontload with photographs and images of the four seasons to build background knowledge.) Listen to one of the four concertos in Vivaldis “Four Seasons”, being sure to point out which season it is. Instruct the students to write down words or phrases that come to them as they are listening. After they are finished, tell them to work together as a class to compile a list of words and phrases they thought of while listening. Use the collection of words and phrases to write a class poem titled, "Spring,” "Summer,” "Autumn,” or "Winter.” Be sure to use rhythm, rhyme, alliteration and/or repetition in your class poem.2.RL.5 Describe the overall structure of a Ask students to pick a favorite book from designated titles. To reinforce the characteristicsstory, including describing how the of a good solid beginning and ending of a story, ask them to read aloud to a partner just thebeginning introduces the story and first paragraph or two and the last paragraph. Later, allow students to share the books withending concludes the action. a small group to see what each child notices about these solid beginnings and solid endings. For example, they may notice things such as; the book coming full circle; theII-R-5: HI-5: Sequencing a story or event setting clearly described at the beginning; and the ending providing a sense of satisfaction.with a beginning, middle and end with (2.RL.5)transition words/phrases in completesentences. *Collaborative Story Re-tellBOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011 -5-
  • 6. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2ELA Standards/ELP Standards: Sample Activities/Assessments:Reading Informational Text (RI)2.RI.2 Identify the main topic of a multi- This unit contains a wide variety of informational texts. To introduce the work of organizingparagraph text as well as the focus of informational text, choose a book with a variety of text features and strong paragraphs.specific paragraphs within the text. Explain to the children that as you read for information, you will also be looking at the author’s craft. Guide students to look closely at the way each informational book on the fourII-R-4: HI-7: Summarizing the main idea seasons is arranged (e.g., through the use of headings, subheadings, and paragraphs).and details from text, using complete Choose one page to look for the purpose of paragraphs in organizing the information in thesentences. (B-7) text. You might want to make a copy of the page for the students to examine as you demonstrate the topical chunks of information in paragraphs. Extend this lesson by listing text features in multiple books on seasons and related topics. Focus on the purposes of the text features in the books. (2.RI.2, 2.RI.5, 2.RF.4)2.RI.5 Know and use various text features(e.g., captions, bold print, subheadings,glossaries, indexes, electronic menus,icons) to locate key facts or information in 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 -6-
  • 7. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2ELA Standards/ELP Standards: Sample Activities/Assessments:Writing (W)2.W.2 Write informative/explanatory texts in Introduce a digital tool for organizing information, such as that found in the computerwhich they introduce a topic, use facts and program Kidspiration. Model the organization of gathered information into broad topicsdefinitions to develop points, and provide a through webbing. Use one part of the graphic organizer (web) to demonstrate to the classconcluding statement or section. how to write one well-developed paragraph. Working in small groups, use the webbed information to write the remaining paragraphs. When the paragraphs are completed,II-W-1: HI-3: Completing a written summary combine them into a book. Assign students to add illustrations. If small groups of childrenof the key events of ideas of informational researched different regions, the books could be called “If I Lived in the Midwest” or “If Itext using simple sentences. Lived in the Rockies.” (2.W.2, 2.W.6, 2.W.7, 2.L.2, 2.RI.2) ll-W-2: The student will identify and apply Select a work of art to study. Ask the students to name the season that the artist hasconventions of standard English in his or her painted. Then have students write a two-or three-sentence explanation identifying elementscommunication. in the artwork that led them to their observation. (2.W.7, 2.L.1, 2.L.2, 2.L.3)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.II-W-5: The students will demonstrateresearch skills by using a variety ofreference materials to complete a variety ofwriting tasks.2.W.6 With guidance and support fromadults, use a variety of digital tools, toproduce and publish writing, including incollaboration with peers.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011 -7-
  • 8. 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.2.W.7 Participate in shared research andwriting projects (e.g., read a number ofbooks on a single topic to produce areport; record science observations).II-W-5: The students will demonstrateresearch skills by using a variety ofreference materials to complete a variety ofwriting tasks.2.W.8 Recall information from experiencesor gather information from providedresources to answer a question.II-W-5: The students will demonstrateresearch skills by using a variety ofreference materials to complete a variety ofwriting tasks.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011 -8-
  • 9. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2ELA Standards/ELP Standards: Sample Activities/Assessments:Language (L)2.L.1 Demonstrate the command of theconventions of standard English grammarand usage when writing or speaking.II-L-1: The student will identify and applyconventions of standard English in his or hercommunications.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 usingirregular simple past tense verbs withsubject-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 -9-
  • 10. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.L.1e Use adjectives and adverbs, and View the suggested art pieces. As the class studies each piece, ask the children how thechoose between them depending on artist creates a sense of warmth or cold, dryness or wetness in the painting. As thewhat is to be modified. students use adjectives and adverbs in the conversation, write them down under the appropriate category on a white board or chart paper. Use these words to create andII-L-1(ADJ): H-1: Producing a series of expand sentences (e.g., The artist painted snow. The talented artist painted snow with cooladjectives in the correct order. colors. Using an icy blue color, the artist painted a snowy scene.). Extend the activity by using the word bank to create free form poems to go with each painting. (2.L.1e,f)II-L-1(ADJ): HI-2: Using nouns asmodifiers. *Syntax Surgery (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(ADV): HI-1: Using “when and *Sentence Building (II-L-1(ADJ): HI-1, HI-2; II-L-1(ADV): HI-1, HI-2, HI-3, HI-4, HI-5)“frequency” adverbs. *Syntax Surgery (II-W-2: HI-12, HI-13, HI-14, HI-15)II-L-1(ADV): HI-2: Using “frequency”adverbs. *Verb Tense Study (II-W-2: HI-12, HI-13, HI-14, HI-15)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 rearrangecomplete simple and compoundsentences (e.g., The boy watched themovie; The little boy watched the movie;The action movie was watched by thelittle 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 - 10 -
  • 11. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2II-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.2.L.2 Demonstrate the 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.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011 - 11 -
  • 12. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.L.2c Use an apostrophe to form Use the informational book,” How Do You Know It’s Fall?” to introduce apostrophes.contractions and frequently occurring Discuss the concept of contractions by creating sentences starting with “It is…” and thenpossessives. contracting the words to “It’s.” (2.L.2c)II-W-2: HI-7: Using periods, questionmarks, exclamation points, commas foritems in a series (e.g., eggs, milk, bread,bananas, etc.), and apostrophes(possessives, contractions).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.2.L.4b Determine the meaning of the new *Morph House (II-L-2: HI-8)word formed when a known prefix is addedto a known word (e.g., happy/unhappy,tell/retell).II-L-2: HI-8: Constructing meaning byapplying knowledge of prefixes.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011 - 12 -
  • 13. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.L.4d Use knowledge of the meaning ofindividual words to predict the meaningof compound words (e.g., birdhouse,lighthouse, housefly; bookshelf,notebook, bookmark).II-L-2: HI-6: Determining the meaning ofcompound words using knowledge ofindividual words.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 related adjectives(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 - 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 partnersabout grade 2 topics and texts with peers *Function Junction (II-LS-1, 2, II-LS-1: HI-7, II-LS-2: HI-5)and 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.1a. Follow agreed-upon rules fordiscussions (e.g., gaining the floor inrespectful ways, listening to others withcare, speaking one at a time about thetopics and texts under discussion).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 - 14 -
  • 15. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.SL.1c Ask for clarification and furtherexplanation as needed about the topics andtexts under discussion.II-LS-2: HI-5: Asking and responding toacademic questions using completesentences. (e.g., expressing probabilities,and hypothetical questions, etc.).2.SL.2 Recount or describe key ideas ordetails from a text read aloud orinformation presented orally or throughother media.II-LS-1: HI-2: Summarizing main ideas andsupporting details from read-alouds (fictionand non-fiction) in complete sentences. (B-2)2.SL.6 Produce complete sentences whenappropriate to task and situation in order toprovide requested detail or clarification.(See grade 2 Language standards 1 and 3for specific expectations).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.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011 - 15 -
  • 16. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2Teacher’s Notes UNIT 1:BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011 - 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 1. Literary Texts Literary Texts Informational Texts Stories Poems (Read Aloud) Informational Text • Poppleton in Winter (Cynthia Rylant) (E) • “Bed in Summer” (Robert Louis Stevenson) • Sunshine Makes the Seasons (Franklyn M. • Poppleton in Spring (Cynthia Rylant) (EA) • “A Vagabond Song” (Bliss Carman) in The Seasons Branley and Michael Rex) • Poppleton in Fall (Cynthia Rylant and Mark (ed. John N. Serio) • Why Do Leaves Change Color? (Betsy Maestro Teague) (EA) • “The Snowflake” (Walter de la Mare) in The and Loretta Krupinski) • Henry and Mudge and the Snowman Seasons (ed. John N. Serio) • How Do You Know It’s Winter? (Rookie Read- Plan (Cynthia Rylant and Sucie Stevenson) (EA) • “The Locust Tree in Flower” (William Carlos About Science) (Allan Fowler) • Red Leaf, Yellow Leaf (Lois Ehlert) Williams) inThe Seasons (ed. John N. Serio) • Look How It Changes! (Rookie Read-About • Snowballs (Lois Ehlert) Science) (June Young) • Leaf Man (Lois Ehlert) Poems • How Do You Know It’s Fall? (Rookie Read- • Snow (Uri Shulevitz) About Science) (Allan Fowler) • “Autumn” (Emily Dickinson (E) • How Do You Know It’s Spring? (Rookie Read- • “Something Told the Wild Geese” (Rachel Field (E) About Science) (Allan Fowler) Stories (Read Aloud) • “Who Has Seen the Wind?” (Christina Rossetti) (E) • Energy from the Sun (Rookie Read-About • “Weather” (Eve Merriam) (E) Science) (Allan Fowler) • Peepers (Eve Bunting and James Ransome) • “Knoxville, Tennessee” (Nikki Giovanni) (E) • How Do You Know It’s Summer? (Rookie Read- • The Mitten (Jan Brett) • “Stopping by Woods on a Snowy Evening” (Robert About Science) (Allan Fowler) • The Days of Summer (Eve Bunting and William Frost (E) Low) • “Summer Song” (John Ciardi) in The Seasons (ed. • Every Autumn Comes the Bear (Jim Arnosky) John N. Serio) Informational Text (Read Aloud) • The Little Yellow Leaf (Carin Berger) • Snowflake Bentley (Jacqueline Briggs Martin • Snowflakes in Photographs (W.A. Bentley) • What Do Authors Do? (Eileen Christelow) • What Do Illustrators Do? (Eileen Christelow) • Cynthia Rylant: A Writer’s Story (Alice Cary andBOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011 - 17 -
  • 18. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 Art, Music, and Media Susan Spellman) • A River of Words: The Story of William Carlos Music Williams (Jennifer Bryant and Melissa Sweet) • Vivaldi, The Four Seasons (1723) Website References Art • Vincent van Gogh, Sunflowers (1889) artist unknown, Snow-Laden Plum Branches Instructional Routines: (1644-1911) http://csi.boisestate.edu/readingfirst/resources/coach es.shtml • Louis Comfort Tiffany, Dogwood (1900-1915) • Pieter Brueghel, Hunters in the Snow (1565) • Gustave Caillebotte, Paris Street, Rainy Day (1877) • Georges Seurat, Une Baignade, Asnieres (1883- 1884) • Vincent van Gogh, Mulberry Tree (1889) • Maurice de Vlaminck, Autumn Landscape (1905) • Albert Bierstadt, Among the Sierra Nevada Mountains, California (1868)BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011 - 18 -
  • 19. 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 1. Standards may lend themselves to additional methodologies. *Language Warm-Up *Reverse Questioning *Collaborative Story Re-tell *Verb Tense Study *Syntax Surgery *Sentence Building *Morph House *Vertical Sentence *This or That *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 - 19 -

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