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Second Grade Unit Six 2011 2012

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  • 1. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2Unit 6: Taking Care of Ourselves In this unit, students will use Joanna Cole’s field trip into the human body (The Magic School BusInside the Human Body) as a jump-off point to study the four body systems: skeletal, muscular, digestive, and nervous.Overview: Examining “still life” paintings of food for detail, students describe what they see, and arrange and paint a “still life” of healthysnacks. Building in the painting experience in this unit and the bridge writing in unit three, students write explanatory pieces. They readinformational texts on body systems in the grades 2-3 reading range with fluency. Threaded together by food-related titles, studentsindependently read fiction and poetry, looking for an underlying message.Big Ideas: Essential Questions: Vocabulary:Comprehension involves making How can what we read and learn help us to accuracy functional writingconnections and transferring knowledge form opinions? adjectives linking wordsfrom author/speaker to reader/listener. audio recording reference materials Why should we support our opinions with explanatory writing reflexive pronounsFacts from informational texts can be used facts, details, or reasons? fluency visual displayto form and express an opinion.Words and phrases contribute to rhythm,fluency, and meaning.Authors use details to enhance their writing.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 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.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, and expressionon 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 and Introduce the book “Everybody Cooks Rice,” which is about a girl who lives in a diversefolktales from diverse cultures, and neighborhood. She makes a very interesting discovery about her neighbors when shedetermine their central message, lesson, or sees what each one is cooking. Read the book aloud. When you are finished, ask themoral. children questions such as:II-LS-1: HI-4: Summarizing the main idea What do you think the author wanted you to learn in this book?and key points/details of a presentation What are the clues from the text that helped you come to that conclusion? (2.RL.2)using complete sentences. (B-4) *Collaborative Story Re-tell2.RL.4 Describe how words and phrases(e.g., regular beats, alliteration, rhymes,repeated lines) supply rhythm andmeaning in a story, poem, or song.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 2II-R-4: HI- 21: Identifying words that theauthor selects to create a rich auditoryexperience (alliteration, onomatopoeia) in aliterary selection.2.RL.10 By the end of the year, read and In order to stretch students’ reading skills and test for comprehension and fluency, havecomprehend literature, including stories students read a variety of fictional texts independently. Although the books share theand poetry, in the grades 2 – 3 text common theme of food, they have very different messages. For example, “Tar Beach,complexity band proficiently, with which includes a picnic scene, is literally about rising above prejudice. “Gregory thescaffolding as needed at the high end of Terrible Eater” is a funny book about a goat, but carries a message about healthy eating.the range. (2.RL.10)No AlignmentELA Standards/ELP Standards: Sample Activities/Assessments:Reading Informational Text (RI)2.RI.4 Determine the meaning of words and Introduce the book “The Magic School Bus Inside the Human Body”. Remind the studentsphrases in a text relevant to a grade 2 topic that this book is a fantasy but contains information that is true. Use this book to introduceor subject area. the body systems for the informational side of this unit: skeletal, muscular, digestive, and nervous systems. Begin a chart for each of the body systems to add content learning fromII-L-2: HI-5: Applying knowledge of other read-aloud and student-read books. Students can post information from their owngrade-level vocabulary (including content reading on a chart by using index cards or Post-Its. (2.RI.4, 2.RI.7)area words) in text. (LI-5)2.RI.7 Explain how specific images (e.g., a Explore text, rhythm, and rhyme in the song “Dry Bones.” Discuss how bones arediagram showing how a machine works) connected in the song. It’s fun, though not necessarily accurate (e.g., the “toe bone” is notcontribute to and clarify a text. connected to the “heel bone”). Then have the students research the scientific names of the bones. Assign each pair of students one of the bones in the song to research. TheyII-R-4: HI-8: Extracting and interpreting should be sure to find out how the bones are actually attached and note the real names forspecific information from external text each of the bones mentioned. For example, the twenty-six bones in the foot and the toefeatures of text. are actually called “phalanges.” Extend this activity to the stretch level by having the students sing the song with scientific names. (2.RI.7, 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.RI.8 Describe how reasons support Have students independently read informational books to learn about each body system.specific points the author makes in a Students should record new learning about each of the body systems in a notebook. Theytext. should look for how the author supports the main idea. For example, if reading a book about nutrition, ask students to find and document reasons from the text for why a personII-R-4: HI-9: Identifying the author’s should eat healthy foods. (2.RI.8, 2.RI.10)purpose for writing a book.2.RI.10 By the end of the year, read andcomprehend informational texts,including history/social studies, science,and technical texts, in the grades 2 – 3text complexity band proficiently, withscaffolding as needed at the high end ofthe range.No Alignment2.RI.10a By the end of the year, read andcomprehend functional texts, includinghistory/social studies, science, and technicaltexts, in the grades 2 –3 text complexityband proficiently, with scaffolding as neededat the high end of the range.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) -5-
  • 6. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2ELA Standards/ELP Standards: Sample Activities/Assessments:Writing (W)2.W.1 Write opinion pieces in which they Give the students this prompt: “Choose the most important thing you can do to stayintroduce the topic or book they are healthy. Be sure to back up your opinion with reasons, use appropriate linking wordswriting about, state an opinion, supply between your ideas, and provide a strong conclusion.” (2.W.1)reasons that support the opinion, uselinking words (e.g., because, and, also)to connect opinion and reasons, andprovide a concluding statement orsection.II-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.2 Write information/explanatory texts in Art Connection: After students have painted the “still life,” extend the activity by writing.which they introduce a topic, use facts and Give the students this prompt: “Write an explanatory ‘how-to’ piece, focused on how youdefinitions to develop points, and provide a created your painting. Be sure to begin with setting up the display as a class and goconcluding statement or section. through each step of your work. Also, be sure to describe a still life in your introduction and write a strong conclusion.”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 2II-W-1: HI-3: Completing a written summaryof the key events of ideas of informationaltext using simple sentences. 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.II-W-5: The students will demonstrateresearch skills by using a variety ofreference materials to complete a variety ofwriting tasks.2.W.4 With guidance and support fromadults, produce writing in which thedevelopment and organization areappropriate to task and purpose. (Grade –specific expectations for writing types aredefined in standards 1 – 3 above.)II.W.4: HI-5: Organizing a student generatedtext 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. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.W.4a With guidance and support fromadults, produce functional writing (e.g.,friendly letters, recipes, experiments,notes/messages, labels, graphs/tables,directions, posters) in which thedevelopment and organization areappropriate to task and purpose.II.W.1: HI-5: Creating a variety of functionaltexts (e.g., classroom rules, letters, notes,messages, directions, etc.) using completesentences.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.ELA Standards/ELP Standards: Sample Activities/Assessments:Language (L)2.L.1 Demonstrate command of theconventions of standard English grammarand usage when writing or speaking.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 2II-L-1: The student will identify and applyconventions of standard English in his or hercommunications.2.L.1a Use collective nouns (e.g., group).No Alignment2.L.1c Use reflexive pronouns (e.g., The title of this unit is “Taking Care of Ourselves.” Ask students what other words theymyself, ourselves). know that end with –self or –selves. (Possible answers: myself, himself, herself, themselves, yourself, and yourselves). Practice using these special kinds of pronouns inNo Alignment sentences: “I can do it_________.” “She climbed the monkey bars by _____________.” “They went to the playground by _________________.” (2.L.1c, 2.SL.6)2.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.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 2II-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 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.2e Consult reference materials, Have the students “taste test” healthy snacks, fruits, and vegetables. Encourage them toincluding beginning dictionaries, as needed use adjectives by challenging the students to come up with at least three descriptive wordsto check and correct spellings. between each new taste. For example, “This apple is tangy, sweet, and crunchy!” Encourage students to use a dictionary to check the spelling of the words as needed.II-W-2: HI-4: Using resources to spell (2.L.2e, 2.L.5a)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) - 10 -
  • 11. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.L.3 Use knowledge of language and itsconventions when writing, speaking,reading, or listening.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.3a Compare formal and informal uses of *Function Junction (II-LS-2: HI-4)English.II-LS-2: HI-4: Initiating conversations usingformal and informal socio-functionalcommunication in complete sentences.(e.g., greetings, courtesies, farewells,apologies, and invitations, etc.).2.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) - 11 -
  • 12. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.L.4b Determine the meaning of the new *Morph House (II-L-2: HI-8)word formed when a known prefix isadded to a known word (e.g.,happy/unhappy, tell/retell).II-L-2: HI-8: Constructing meaning byapplying knowledge of prefixes2.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.5a Identify real-life connections betweenwords and their use (e.g., describe foodsthat are spicy or juicy).No Alignment2.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) - 12 -
  • 13. 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 Why do our brains need “healthy/nutritious food?” To begin this unit, students will need toconversations with diverse partners about think about the relationship between healthy food and brain function—how to nurture agrade 2 topics and texts with peers and healthy body. (2.SL.1)adults in small and larger groups. *This or That (II-LS-1, 2, II-LS-1: HI-7, II-LS-2: HI-5)II-LS-1: The student will listen actively tothe ideas of others in order to acquire new *Function Junction (II-LS-1, 2, II-LS-1: HI-7, II-LS-2: HI-5)knowledge.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.).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 22.SL.2 Recount or describe key ideas or Art Connection: Introduce the genre of “still life” to the students: “One genre of art is calleddetails from a text read aloud or information ‘still life’. A long time ago, painters felt they should paint religious scenes or famouspresented orally or through other media. people. In the 1500s, someone named Annibale Caracci decided to paint a regular person eating beans. Later, artists began to paint objects that may have been gathered into aII-LS-1: HI-2: Summarizing main ideas and bowl for the purpose of painting them, and with as many interesting details as possible.”supporting details from read-alouds (fiction As students view the paintings, talk about what they see in the paintings such as, details,and non-fiction) in complete sentences. objects, and position of objects. Extend this discussion by creating a still life in class and(B-2) then having students paint it. Begin by creating a collection of healthy snacks on a table. Encourage the students to help with the arrangement of objects, thinking about spaces between objects on the table. Talk about how the details make the painting interesting.2.SL.5 Create audio recordings of storiesor poems; add drawings or other visualdisplays to stories or recounts ofexperiences when appropriate to clarifyideas, thoughts, and feelings.No Alignment2.SL.6 Produce complete sentences whenappropriate to task and situation in order toprovide requested detail or clarification.(See grade 2 Language standards 1 and 3).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(ELP Direct Alignment) - 14 -
  • 15. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2Teacher’s Notes UNIT 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) - 15 -
  • 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 6. Literary Texts Literary Texts Informational Texts Stories Poems Informational Text • Yoko (Rosemary Wells) • “Sick” (Shel Silverstein) • What Happens to a Hamburger? (Paul Showers • Tar Beach (Faith Ringgold) • “The Pizza” (Ogden Nash) and Edward Miller) • In the Night Kitchen (Maurice Sendak) (EA) • “Bananas and Cream” (David McCord) • The Digestive System (Rebecca L. Johnson) • Gregory the Terrible Eater (Mitchell Sharmat, • Chicken Soup with Rice: A Book of Months (Maurice • Good Enough to Eat: A Kid’s Guide to Food and Jose Aruego, and Ariane Dewey) Sendak) (EA) Nutrition (Lizzy Rockwell) • Cloudy with a Chance of Meatballs (Judith and • The Nervous System (Joelle Riley) Ron Barrett) The Skeleton Inside You (Philip Balestrino and Poems (Read Aloud) • • Dim Sum for Everyone (Grace Lin) True Kelley) • Thunder Cake (Patricia Polacco) • “Turtle Soup” (Lewis Carroll) (EA) • How My Parents Learned to Eat (Ina R. Friedman • Eats: Poems (Arnold Adoff and Susan Russo) Informational Text (Read Aloud) and Allen Say) • Boa Constrictor” (Shel Silverstein) • Muscles: Our Muscular System (Seymour Stories (Read Aloud) Songs Simon) (EA) • The Magic School Bus Inside the Human Body • “Muscles” (Kids Discover Magazine) (Joanna Cole and Bruce Degan) • “Dry Bones” (Traditional) • The Mighty Muscular and Skeletal Systems: • Something’s Happening on Calabash • “I’m Being Swallowed by a Boa Constrictor” How Do My Muscles and Bones Work? (John Street (Judith Ross) (Traditional) Burstein) • Strega Nona (Tomie de Paola) • “Food Glorious Food” (from Oliver, Lional Bart) • Bones: Our Skeletal System (Seymour Simon) • Chato’s Kitchen (Gary Soto) (EA) • Too Many Tamales (Gary Soto and Susan • “Bones” (Kids Discover Magazine) Guevara) • “Nutrition” (Kids Discover Magazine) • Everybody Cooks Rice (Norah Dooley and Peter • Healthy Eatingseries (Susan Martineau and Hel J. Thornton) James)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 (Continued) (Continued) Stories (Read Aloud) Informational Text (Read Aloud) • Everybody Bakes Bread (Norah Dooley and • Eat Your Vegetables! Drink Your Milk! (Alvin and Peter J. Thornton) Virginia B. Silverstein, and Laura Silverstein • Everybody Serves Soup (Norah Dooley and Nunn) Peter J. Thornton) • The Food Pyramid (Christine Taylor-Butler) • Everybody Brings Noodles (Norah Dooley and Peter J. Thornton) • Showdown at the Food Pyramid (Rex Barron) • My Mom Loves Me More Than Sushi (Filomena • Guts: Our Digestive System (Seymour Simon) Gomes and Ashley Spires) (EA) • The Sweetest Fig (Chris Van Allsburg) • Break It Down: The Digestive System (Steve Parker) • Digestive System (Cheryl Jakab) • The Digestive System (Christine Taylor-Butler) Art, Music, and Media • The Digestive System (Kristin Petrie) • “Brain” (Kids Discover Magazine) Art • The Astounding Nervous System (John • Annibale Caracci, The Beaneater (1584-85) Burstein) • Caravaggio, Basket of Fruit (c.1599) • The Nervous System (Christine Taylor-Butler) • Willem Claesz Heda, Still Life on a Table (1938) • Pieter Claesz, Still Life with Two Lemons (1629) • William Bailey, Still Life with Rose Wall and Website References Compote (1973) • Wayne Thiebaud, Cakes (1963) Instructional Routines: • Claes Oldenburg, Two Cheeseburgers, with http://csi.boisestate.edu/readingfirst/resources/coach Everything (1962) es.shtmlBOLD: 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 6. Standards may lend themselves to additional methodologies. *Language Warm-Up *Collaborative Story Re-tell *Syntax Surgery *Verb Tense Study *Function Junction *Morph House *This or ThatBOLD: 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 -

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