Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Second Grade Unit Two 2011 2012

1,371 views

Published on

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

Second Grade Unit Two 2011 2012

  1. 1. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2Unit 2: The Wild West - In this unit, students read literature showcasing the “Wild West”: chapter books, informational texts, songs, talltales, and fairy tales.Overview: Building on the shared research in the first unit, students research an interesting person from the 1800s’ “Wild West” and writean informational essay. Students read tall tales, and then discuss where the fiction is stretched beyond belief, and why the tale has beentold through the years. Students also read their choice of fantasy and chapter books set in different time periods of life in the west. Finallystudents will study the art of George Catlin to understand his role in creating historic images of Native Americans.Big Ideas: Essential Questions: Vocabulary:Different letters can be combined to create How does the setting influence the story? adverb genrethe same sounds (e.g., /oa/, /ow/, /oe/, biography fantasy/o_e/). What is the purpose of a tall tale? characters fluency characteristics folktalesThe setting influences the story. What are the characteristics of a tall tale? collective nouns point of view compare realThere are a variety of reading genres and compound sentence simple sentencethey each serve a different purpose. contrast tall tale dialogue Venn diagram expression verbELA 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. 2. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.RF.3b Know spelling-sound *Language Warm-Up (II-LS-2: HI-1)correspondences for additional commonvowel teams. Instructional Routine Template: Card 7 (2.RF.3b)II-LS-2: HI-1: Articulating the 44 phonemesaccurately.2.RF.3c Decode regularly spelled two- *Language Warm-Up (II-LS-2: HI-1)syllable words with long vowels. Instructional Routine Template: Card 10 (2.RF.3c)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.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -2-
  3. 3. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.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 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 Introduce the genre of tall tales by explaining how they are stories about a special kind ofand folktales from diverse cultures, and hero that is bigger than life. Even though the story is based on a real person, the person isdetermine their central message, lesson, exaggerated to be stronger or bigger than any real hero can ever be. Read about a heroor moral. from the 1800s named John Henry. As you read the story, challenge the students to think about the part of the story that is so amazing we know it is not really true. After the children have enjoyed the story, go back through the story and have the students write down one thing that might be real and one thing they think is fantasy. Ask questions such as, “Why do you think we have this tall tale? Why do you think the story has a race between a machine and a human? Why do you think the man beats the machine?” (2.RL.2, 2.SL.2)BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -3-
  4. 4. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2II-LS-1: HI-4: Summarizing the main idea *Collaborative Story Re-tell (II-LS-1: HI-4)and key points/details of a presentationusing complete sentences. (B-4)2.RL.6 Acknowledge differences in the Introduce the story about a modern day cowgirl, “Cowgirl Kate and Cocoa.” Ask studentspoints of view of characters, including by to think, as they read the first chapter, about whether this story could really happen or if it isspeaking in a different voice for each a fantasy. Ask students to choose one or the other, real or fantasy, and find evidence in thecharacter when reading dialogue aloud. text to support their choice. Use a white board or Post-Its to record their thinking. As they finish reading and writing, pair students to discuss their ideas. After they are finishedNo Alignment discussing, ask them to remain partners and to experiment with reading using different voices for different characters in the book. Monitor the reading by listening for reading with expression and character voices. (2.RL.6, 2.RF.4)2.RL.9 Compare and contrast two or *This or That (2.RL.9)more versions of the same story (e.g.,Cinderella stories) by different authors orfrom different cultures.No AlignmentELA Standards/ELP Standards: Sample Activities/Assessments:Reading Informational Text (RI)2.RI.1 Ask and answer such questions as “Bill Pickett: Rodeo-Ridin’ Cowboy” is a true story of an African-American cowboy. After thewho, what, where, when, why, and how to story is read, display the same kind of chart from the unit one segment on fiction. Again,demonstrate understanding of key details in remind the students that these are interrogatives and must be amplified to focus on thea text. story. Ask students to choose two questions to answer and write on their white boards. Share the responses from the students and add to the class chart. (2.RI.1, 2.SL.2)II-R-4: HI-3: Locating facts and answeringquestions about text. *Reverse Questioning (II-R-4: HI-4, II-LS-2: HI-5)II-R-4: HI- 4: Asking questions to clarifytext.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -4-
  5. 5. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2II-LS-2: HI-5: Asking and responding toacademic questions using completesentences (e.g., expressing probabilities,and hypothetical questions, etc.). (LI-5)2.RI.3 Describe the connection between aseries of historical events, scientific ideas orconcepts, or steps in technical procedures ina text.No Alignment2.RI.4 Determine the meaning of words andphrases in a text relevant to a grade 2 topicor subject area.II-L-2: HI-5: Applying knowledge ofgrade-level vocabulary (including contentarea words) in text. (LI-5)2.RI.6 Identify the main purpose of a text,including what the author wants toanswer, explain, or describe.II-R-4: HI-9: Identifying the author’spurpose for writing a book.2.RI.9 Compare and contrast the mostimportant points presented by two texts onthe same topic.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. 6. 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 By reading the informational books during this unit, students learn about Native Americans,in which they introduce a topic, use facts African Americans, and Caucasians during the 1800s in the “Wild West.” Give the studentsand definitions to develop points, and this prompt: “Write about the person most interesting to you from the Wild West days. Beprovide a concluding statement or sure to answer the questions ‘who, what, where, when, why, and how’ as you write aboutsection. your person. Use online sources and books to do your research. ”When students are finished with their research, pair them according to related choices to allow sharing ofII-W-1: HI-3: Completing a written summary information. After the first draft is written, have them spend time revising the work withof the key events of ideas of informational peers or the teacher. (2.W.2, 2.W.3, 2.W.5, 2.L.3)text 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.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -6-
  7. 7. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.W.3 Write narratives in which they recounta well-elaborated event or short sequence ofevents, include details to describe actions,thoughts, and feelings, use temporal wordsto signal event order, and provide a sense ofclosure.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.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.5 With guidance and support fromadults and peers, focus on a topic andstrengthen writing as needed by revisingand editing.II-W-4: The students will integrate elementsof effective writing to develop engaging andfocused 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) -7-
  8. 8. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.W.8 Recall information from experiencesor gather information from provided sourcesto answer a question.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 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.1a Use collective nouns (e.g., group.) Create a running list of collective nouns in this unit (e.g., a herd or drove of cows; a herd or band of horses; a flock of sheep; and a band, tribe, or nation of Native Americans). Keep aNo Alignment growing word bank of people, vocabulary, and phrases that come up in this unit. These might be used in later student writing. (2.L.1a, 2.RI.4)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(ELP Direct Alignment) -8-
  9. 9. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.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) -9-
  10. 10. 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) - 10 -
  11. 11. 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.2e Consult reference materials,including beginning dictionaries, as neededto check and correct spellings.II-W-2: HI-4: Using resources to spellwords.2.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.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 11 -
  12. 12. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.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.2.L.4c Use a known root word as a clue to *Morph House (II-L-2: HI-8)the meaning of an unknown word with thesame root (e.g., addition, additional).No Alignment2.L.4e Use glossaries and beginningdictionaries, both print and digital, todetermine or clarify the meaning of wordsand phrases.II-L-2: HI-13: Determining the meaning of aword by using resources.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 12 -
  13. 13. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.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.ELA Standards/ELP Standards: Sample Activities/Assessments:Speaking and Listening (SL)2.SL.2 Recount or describe key ideas ordetails from a text read aloud or informationpresented orally or through other media.II-LS-1: HI-2: Summarizing main ideas andsupporting details from read-alouds (fictionand non-fiction) in complete sentences.(B-2)BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 13 -
  14. 14. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 22.SL.4 Tell a story or recount an experiencewith appropriate facts and relevant,descriptive details, speaking audibly incoherent sentences.II-LS-2: The student will express orally hisor her own thinking and ideas.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 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. 15. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2Teacher’s Notes UNIT 2:BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 15 -
  16. 16. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 Suggested Works (E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars. Highlighted titles indicate works referenced in Unit 2. Literary Texts Literary Texts Informational Texts Stories Stories (Read Aloud) Informational Text • Cowgirl Kate and Cocoa (Erica Silverman and • The Cowboy and the Black-Eyed Pea (Tony • Cowboys and Cowgirls: Yippee-Yay (Gail Betsy Lewin) (E) Johnston) Gibbons) (EA) • Cowgirl Kate and Cocoa: Partners (Erica • The Gingerbread Cowboy (Janet Squires and Holly • Cowboys (Lucille Recht Penner) Silverman and Betsy Lewin) (EA) Berry) • I Want to Be a Cowboy (Dan Liebman) • Ghost Town at Sundown (Mary Pope Osborne) • The Tortoise and the Jackrabbit (Susan Lowell) • The Very First Americans (Cara Ashrose) (EA) • The Toughest Cowboy: or How the Wild West Was • Buffalo Before Breakfast (Mary Pope Osborne Tamed (John Frank and Zachary Pullen) Informational Text (Read Aloud) and Sal Murdocca) (EA) • Little Red Riding Hood (Trina Schart Hyman) Poems • Black Cowboy, Wild Horses: A True • Little Red Cowboy Hat (Susan Lowell and Randy Story (Julius Lester and Jerry Pinkney) Cecil) • How I Spent My Summer Vacation (Mark Teague) • Bill Pickett: Rodeo-Ridin’Cowboy (Andrea D. • Little Red Riding Hood: A Newfangled Prairie and Brian Pinkney) Poems (Read Aloud) Wild Tracks! A Guide to Nature’s Footprints (Jim Tale (Lisa Campbell Ernst) • • “The Princess and the Pea”in Fairy Tales from Arnosky) (E) • “Buffalo Dusk” (Carl Sandburg) Hans Christian Anderson (Hans Christian • B is for Buckaroo: A Cowboy Alphabet (Louise • “Home on the Range” (Brewster Higley) Doak Whitney and Sue Guy) Anderson) • The Gingerbread Man (Karen Lee Schmidt) • Cactus Hotel (Brenda Z. Guiberson) Native American Stories • Justin and the Best Biscuits in the World (Mildred • Wild West (DK Eyewitness Books)(Stuart Pitts Walter and Cathrine Stock) Gift Horse: A Lakota Story (S.D. Nelson) Murray) • • Dancing with the Indians (Angela Shelf Medearis) Crazy Horse’s Vision (Joseph Bruchac, S.D. • You Wouldn’t Want to Live in a Wild West • Nelson, Curtis Zunigha, and Robert Tree Cody) Town! (Peter Hicks, David Salariya, and David Antram) • A Boy Called Slow (Joseph Bruchac)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. 17. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 Art, Music, and Media Tall Tales Website References Art • Paul Bunyan (Steven Kellogg) Instructional Routines: • John Henry (Julius Lester and Jerry Pinkney) http://csi.boisestate.edu/readingfirst/resources/coach • George Catlin, The White Cloud, Head Chief of es.shtml • Pecos Bill (Steven Kellogg and Laura Robb) the Iowas (1830-1870) • Johnny Appleseed (Steven Kellogg) • George Catlin, A Comanche Family Outside Their Teepee (1841) • Edward S. Curtis, Cheyenne Maiden (1930) Songs • Edward S. Curtis, A Smoky Day at the Sugar Bowl-Hupa (1923) • “Git Along, Little Dogies” (Traditional Cowboy • Frederic Remington, Fight For The Water Hole Ballad) (1903) • Frederic Remington, A Dash for the Timber (1899)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) - 17 -
  18. 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 2. Standards may lend themselves to additional methodologies. *Language Warm-Up *Collaborative Story Re-tell *This or That *Reverse Questioning *Verb Tense Study *Syntax Surgery *Sentence Building *Function Junction *Morph HouseBOLD: 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 -

×