This document provides a 2nd grade reading curriculum map for the Isaac School District. It outlines four units to be covered in the first quarter: Print Concepts, Phonics/Decoding, Fluency, and Comprehending Narrative Text. For each unit, it lists the enduring understandings, essential questions, Arizona state standards, key vocabulary, and assessments. The curriculum is designed to develop students' reading comprehension and fluency skills through an integrated approach focusing on concepts such as phonics, vocabulary, and understanding literary elements.

1. 2nd Grade Reading Curriculum Map
Isaac School District No. 5
Authors: School
Kamaree Moreno P.T. Coe
Cindy Roush-Alonzo Moya
Mark Witosky Alta E. Butler
Marsha Batterberry Lela Alston
Teresa McCartney Lela Alston
Rationale
Rationale for selected second grade performance objectives is based on the “ 5 Big Ideas” in early literacy. We have chosen priority objectives
that are critical for students to master so that they have good comprehension and fluency skills before promotion to third grade.
Linking performance objectives are scaffolded to guide the student’s toward mastery of priority objective(s). Each quarter a variety of genres
have been spiraled and clustered according to the complexity of the objectives in order to introduce concepts and promote student mastery.
As a team, we have determined a number of recurring concepts and performance objectives that are to be integrated throughout the year to
support student mastery. These recurring performance objectives are listed in the Preamble.

2. 2nd Grade Reading Curriculum Map
Isaac School District No. 5
PREAMBLE
These POs will be integrated throughout the year:
AZ Essential Learning
Standards Knowledge Skills
PHONEMIC AWARENESS
S1C2PO1 Multi-syllable words Orally segment a multi-syllable word into its syllables.
S1C2PO2 Isolated phonemes Blend isolated phonemes to form two syllable words, using r- controlled vowel sounds,
digraphs, and diphthongs (e.g., /t/…/i/…/g/…/er/ makes tiger).
S1C2PO3 Spoken phonemes Segment spoken phonemes in two- syllable words, using manipulatives to mark each
phoneme (e.g., tiger makes /t/…/i/…/g/…/er/ while student moves one block for each
phoneme).
PRINT CONCEPTS
S1C1PO2 Distinguishing features of a sentence [Utilize] the distinguishing features of a sentence (e.g. capitalization of the first word,
internal punctuation, ending punctuation, quotation marks.)
PHONICS/DECODING .
S1C3PO1 Multi- syllabic words Read multi-syllabic words fluently, using letter-sound knowledge.
S1C3PO2 Basic syllabication rules, for 2 and 3 syllable Apply knowledge of basic syllabication rules when decoding two-or three-syllable written
works. words (e.g., su/per, sup/per, fam/i/ly).
S1C3PO4 Spelling patterns Use knowledge of spelling patterns such a diphthongs, and special vowel spellings when
reading.
* = POs previously introduced Bold = Priority PO 2
Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10
Underlining = Cognitive rigor Isaac School District

3. 2nd Grade Reading Curriculum Map
Isaac School District No. 5
PREAMBLE
AZ Knowledge Skills
Standard
PHONICS/DECODING
S1C3PO5 Common abbreviations Read common abbreviations (e.g., Oct., Mr., Ave.) fluently.
S1C3PO6 High frequency words and irregular sight words [Read] High frequency words and irregular sight words fluently.
S1C3PO8 Vowel digraphs and r-controlled letter-sound Use knowledge of vowel digraphs and r-controlled letter-sound
associations to read words.
VOCABULARY
S1C4PO2 Simple prefixes Use knowledge of simple prefixes (e.g., un-, re-) to determine the meaning of words
S1C4PO3 Simple suffixes Identify simple suffixes (e.g., -ful, -ly) to determine the meaning of words.
S1C4PO4 Simple suffixes Use knowledge of simple suffixes (e.g., -ful,-ly) to determine the meaning of words.
S1C4PO6 Words the comprise contractions [Determine] the words that comprise contractions (e.g., can’t=can not, it’s= it is,
aren’t=are not).
S1C4PO7 Compound words Determine the meaning of compound words, using knowledge of individual words (e.g.,
lunchtime, daydream, everyday).
FLUENCY
S1C5PO1 Read grade level text Consistently read grade level text with at least 90% accuracy.
S1C5PO2 Fluent reading Read aloud with fluency in a manner that sounds like natural speech, demonstrating
automaticity.
S1C5PO3 Punctuation Use punctuation, including commas, periods, and question marks to guide reading for
fluency.
* = POs previously introduced Bold = Priority PO 3
Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10
Underlining = Cognitive rigor Isaac School District

4. 2nd Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 1
Unit Name and Description: Print Concepts
Cluster: 1
Big Ideas/Enduring Understandings Essential Question(s)
Knowing sentence structure helps reader’s control reading pace and What is the purpose of punctuation?
expression.
How does punctuation help you when you read?
Punctuation helps guide a reader’s fluency.
How have you used a book’s structure to locate information?
Text is organized to help readers find information.
Why do authors use punctuation?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S1C1PO2 Features of a sentence [Utilize] the distinguishing features of a sentence (e.g. Alphabetize
capitalization of the first word, internal punctuation, ending Punctuation
punctuation, quotation marks). Commas
Period(s)
S1C1PO1 Alphabetical Order Alphabetize a series of words to the second letter. Question mark(s)
Fluency
S1C5PO3 Punctuation Use punctuation, including commas, periods, and question Text structure
marks to guide reading for fluency. Organized
Table of contents
* = POs previously introduced Bold = Priority PO 4
Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10
Underlining = Cognitive rigor Isaac School District

5. 2nd Grade Reading Curriculum Map
Isaac School District No. 5
S3C1PO 3 Organizational features of Locate specific information by using organizational features Title
expository text. (e.g., title, table of contents, headings, captions, bold print, Heading
glossary, indices) in expository text. Captions
Bold print
Glossary
Expository text
Index
Indices
* = POs previously introduced Bold = Priority PO 5
Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10
Underlining = Cognitive rigor Isaac School District

6. 2nd Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 1
Unit Name and Description: Phonics/ Decoding
Cluster: 2
Big Ideas/Enduring Understandings Essential Question(s)
Prefixes and suffixes change the meaning of base words. Why is it important for good readers to know word parts?
Good readers self correct and pay attention to word order and context clues. How do suffixes change words?
Knowing how to read and sound out word parts helps readers understand How might knowing vowel patterns and sounding out words help you be a
what they read. better reader?
What is a contraction? Why do we use them?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S1C3PO9 Word order (syntax) and context Use knowledge of word order (syntax) and context to Vowel digraphs
confirm decoding. Compound word(s)
S1C3PO8 Vowel digraphs and r-controlled Use knowledge of vowel digraphs and r-controlled letter- Contraction(s)
letter-sound sound associations to read words. Apostrophe
Suffix (es)
S1C3PO6 High frequency words and [Read] high frequency words and irregular sight words. Prefix (es)
irregular sight words High frequency
S1C3PO3 Regular plurals and irregular plurals [Distinguish] regular plurals (e.g., hat/hats, watch/watches,) word(s)
and irregular plurals (e.g. fly/flies, wife/wives) in context. Irregular sight
words
S1C3PO5 Common abbreviations Read common abbreviations (e.g., Oct., Mr., Ave.) fluently. Vowel(s)
Syllables
S1C3PO7 Common contractions Read common contractions fluently (e.g., haven’t, it’s, aren’t). Multi-syllabic
Chunking
Blending
* = POs previously introduced Bold = Priority PO 6
Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10
Underlining = Cognitive rigor Isaac School District

7. 2nd Grade Reading Curriculum Map
Isaac School District No. 5
S1C4PO1 Simple prefixes Identify simple prefixes (e.g., un-, re-) to determine the Segmenting
meaning of words. r-controlled
S1C4PO3 Simple suffixes Identify simple suffixes (e.g., -ful, -ly) to determine the Vowels
meaning of words. Consonants
S1C4PO6 Words that comprise contractions [Determine] the words that comprise contractions (e.g., can’t Consonant
=can not, it’s = it is, aren’t =are not). Digraphs
S1C4PO7 Compound words Determine the meaning of compound words, using knowledge Syntax
of individual words (e.g., lunchtime, daydream, everyday). Plural
Abbreviation
* = POs previously introduced Bold = Priority PO 7
Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10
Underlining = Cognitive rigor Isaac School District

8. 2nd Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 1
Unit Name and Description: Fluency
Cluster: 3
Big Ideas/Enduring Understandings Essential Question(s)
Fluency is the ability to read text smoothly and accurately. What is fluency?
Reading fluently enhances comprehension. What do good readers sound like?
Learning high frequency words support fluent reading. Why are high frequency words important?
Fluent reading sounds like natural speech. Why is being able to read fluently useful in life?
How can reading fluently help comprehension?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S1C5PO2 Fluency Read aloud with fluency in a manner that sounds like Fluent
natural speech, demonstrating automaticity. Fluency
High frequency
S1C3PO4 Spelling patterns Use knowledge of spelling patterns such as diphthongs, and words
special vowel spellings when reading. Contractions
Diagraphs
*S1C3PO5 Common abbreviations Read common abbreviations (e.g., Oct., Mr., Ave.) fluently. Apostrophe
Abbreviations
*S1C3PO6 High frequency words and irregular [Read] high frequency words and irregular sight words. Sight Words
sight words Dipthongs
*S1C3PO7 Common contractions Read common contractions fluently (e.g., haven’t, it’s, Automaticity
aren’t). Natural speech
Irregular Sight
* = POs previously introduced Bold = Priority PO 8
Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10
Underlining = Cognitive rigor Isaac School District

9. 2nd Grade Reading Curriculum Map
Isaac School District No. 5
*S1C3PO8 Vowel digraphs and r-controlled Use knowledge of vowel digraphs and r-controlled letter- Words
letter-sound sound associations to read words. r-controlled
Accuracy
S1C4PO5 Common abbreviations [Read] words represented by common abbreviations (e.g., Punctuation
Mr., Ave., Oct.). (periods, question
marks, commas,
S1C5PO1 Grade level text Consistently read grade level text with at least 90% quotation marks)
accuracy.
*S1C5PO3 Punctuation Use punctuation, including commas, periods, and question
marks to guide reading for fluency.
;
* = POs previously introduced Bold = Priority PO 9
Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10
Underlining = Cognitive rigor Isaac School District

10. 2nd Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 1
Unit Name and Description: Comprehending Narrative Text
Cluster: 4
Big Ideas/Enduring Understandings Essential Question(s)
Good readers understand what they read. Why do people read?
The plot is the main idea of a literary selection. What do good readers do to understand what they read?
Characters have specific traits that are important to the plot. How does the sequencing of events help the comprehension?
Events in a text happen in a specific order. Why are characters important to the story?
Good readers make predictions and ask questions to comprehend a literary How can I use words the author uses to create sound patterns and visual
selection. images?
Good readers know that one action causes another action to happen. How does cause and effect advance the plot of the story?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S2C1PO7 Fiction and nonfiction [Justify] differences between fiction and nonfiction. Clarify
Monitor
S2C1PO1 Literary elements [Distinguish] literary elements of text including characters, Judgments
plot (specific events, problem and solution), and setting. Summarize
Re-tell
S2C1PO2 Characters [Analyze] characters (e.g., traits, roles, similarities) within a Drawing
literary selection. conclusions
Fiction
Non-fiction
* = POs previously introduced Bold = Priority PO 10
Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10
Underlining = Cognitive rigor Isaac School District

11. 2nd Grade Reading Curriculum Map
Isaac School District No. 5
S2C1PO5 Words in a literary selection [Analyze] words that the author selects in a literary selection Character
to create a graphic visual experience. Plot
Problem
S2C1PO6 Words for auditory experience [Determine] words that the author selects to create a rich Solution
auditory experience (e.g., alliteration, onomatopoeia, Setting
assonance, consonance) in a literary selection. Traits
Roles
S2C2PO1 Events, characters and conflicts in Compare events, characters and conflicts in literary selections Similarities
literary selections from a variety of cultures to their experiences. Literature
Visualize
S1C6PO1 Predictions Predict what might happen next in a reading selection. Conflicts
S1C6PO 4 Text to self [Compare/Contrast] information and events in a reading Predict
selection to life experiences and life experiences to the text. Compare
Contrast
Cause
S1C6PO3 Comprehension strategies [Formulate] relevant questions in order to comprehend text.
Effect
S1C6PO2 Predictions within the text Compare a prediction about an action or event to what Sequential
actually occurred within a text. Infer
Inference
S2C1PO3 Sequencing [Sequentially arrange] a series of events in a literary selection.
S2C1PO4 Cause and effect Identify cause and effect of specific events in a literary
selection.
* = POs previously introduced Bold = Priority PO 11
Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10
Underlining = Cognitive rigor Isaac School District

12. 2nd Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 2
Unit Name and Description: Expository
Cluster: 5
Big Ideas/Enduring Understandings Essential Question(s)
Good readers learn from what they read. How might a reader show they understand what they read?
People read expository text for information and fulfillment. How does expository text relate to real life?
Expository text has organizational features to help understanding. How is expository text different than narrative text?
People read to better understand themselves and the world around them. Why might a reader use titles, a table of contents, headings, captions, bold
print, glossaries and an index when reading?
Good readers understand what they read.
Essential Learning
AZ Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C1PO1 Main idea [Determine] The main idea in expository text. Expository text
Main idea
S3C1PO2 Facts in expository text Locate facts in response to questions about expository text. Facts
Organizational
*S3C1PO3 Organizational features in Locate specific information by using organizational features features
expository text (e.g., title, table of contents, headings, captions, bold print, Graphic features
glossary, indices) in expository text. Title
Table of contents
S3C1PO4 Various sources [Utilize] a variety of sources (e.g., trade books, encyclopedias, Headings
magazines, electronic sources, textbooks) that may be used to Captions
answer specific questions and/or gather information. Bold print
Glossary
* = POs previously introduced Bold = Priority PO 12
Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10
Underlining = Cognitive rigor Isaac School District

13. 2nd Grade Reading Curriculum Map
Isaac School District No. 5
S3C1PO5 Graphic features Locate specific information from graphic features (e.g., charts, Index/indices
maps, diagrams, illustrations, tables, timelines) of expository Trade books
text. Encyclopedias
Magazines
*S2C1PO7 Fiction and non fiction [Differentiate] between fiction and nonfiction. Electronic sources
*S2C2PO1 Events, characters and conflicts in Compare events, characters and conflicts in literary selections Charts
literary selections from a variety of cultures to their experiences. Maps
Diagrams
*S1C6PO1 Predictions Predict what might happen next in a reading selection. Illustrations
Tables
*S1C6PO4 Text to self [Compare] information and events in a reading selection to Timelines
life experiences and life experiences to the text. Fiction/non fiction
Predict
*S1C6PO3 Comprehension strategies [Formulate] relevant questions in order to comprehend text. Characters
Cause/effect
*S1C6PO2 Predictions within the text Compare a prediction about an action or event to what Sequence
actually occurred within a text. Biography
Traits
*S2C1PO2 Characters [Analyze] characters (e.g., traits, roles, similarities) within a Roles
literary selection. Similarities
Semantics
*S2C1PO3 Sequence [Sequentially arrange] a series of events in a literary selection.
*S2C1PO4 Cause and Effect Identify cause and effect of specific events in a literary
selection.
*S2C1PO5 Words in a literary selection [Analyze] words that the author selects in a literary selection
to create a graphic visual experience.
* = POs previously introduced Bold = Priority PO 13
Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10
Underlining = Cognitive rigor Isaac School District

14. 2nd Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 2
Unit Name and Description: Comprehending Narrative Text
Cluster: 6
Big Ideas/Enduring Understandings Essential Question(s)
Readers understand what they read. Why do people read?
The plot is the main idea of a literary selection. What do readers do to understand what they read?
Characters have specific traits that are important to the plot. How does the sequencing of events help the comprehension?
Events in a text happen in a specific order. Why are characters important to the story?
Readers make predictions and ask questions to comprehend a literary How can I use words the author uses to create sound patterns and visual
selection. images?
Good readers use strategies to comprehend and relate to text. How does cause and effect advance the plot of the story?
Good readers know that one action causes another action to happen.
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
*S2C1PO7 Fiction and nonfiction [Justify] differences between fiction and nonfiction. Clarify
Monitor
*S2C1PO1 Literary elements [Distinguish] literary elements of text including characters, Judgments
plot (specific events, problem and solution), and setting. Summarize
*S2C1PO2 Characters [Analyze] characters (e.g., traits, roles, similarities) within a Re-tell
literary selection. Drawing
conclusions
* = POs previously introduced Bold = Priority PO 14
Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10
Underlining = Cognitive rigor Isaac School District

15. 2nd Grade Reading Curriculum Map
Isaac School District No. 5
*S2C1PO5 Words in a literary selection [Analyze] words that the author selects in a literary selection Fiction
to create a graphic visual experience. Non-fiction
*S2C1PO6 Words for auditory experience [Determine] words that the author selects to create a rich Character
auditory experience (e.g., alliteration, onomatopoeia, Plot
assonance, consonance) in a literary selection. Problem
*S2C2PO1 Events, characters and conflicts in Compare events, characters and conflicts in literary selections Solution
literary selections from a variety of cultures to their experiences. Setting
*S1C6PO1 Predictions Predict what might happen next in a reading selection. Traits
*S1C6PO 4 Text to self [Compare/Contrast] information and events in a reading Roles
Similarities
selection to life experiences and life experiences to the text.
Literature
*S1C6PO3 Comprehension strategies [Formulate] relevant questions in order to comprehend text.
Visualize
*S1C6PO2 Predictions within the text Compare a prediction about an action or event to what Conflicts
actually occurred within a text. Predict
*S2C1PO3 Sequencing [Sequentially arrange] a series of events in a literary selection. Compare
*S2C1PO4 Cause and effect Identify cause and effect of specific events in a literary Contrast
selection. Cause
Effect
Sequential
Infer
Inference
* = POs previously introduced Bold = Priority PO 15
Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10
Underlining = Cognitive rigor Isaac School District

16. 2nd Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 3
Unit Name and Description: Functional Text
Cluster: 7
Big Ideas/Enduring Understandings Essential Question(s)
Functional text is used in everyday life. Why do people need to read directions?
Functional text helps people find things they need. How does functional text differ from narrative and expository text?
Readers follow multi-step directions to complete a task. How do signs guide one through life?
Essential Learning
AZ Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C2PO2 Steps in a process [Evaluate] whether a specific task is completed, by Graphs
checking to make sure all the steps were followed in the Cause/Effect
right order. Signs
S3C2PO1 Following directions Follow a set of written multi-step directions. Graphic features
Predictions
*S2C1PO4 Cause and effect Identify cause and effect of specific events in a literary Comprehension
selection. Charts
Maps
S3C2PO3 Meaning of specific signs State the meaning of specific signs, graphics, and symbols Diagrams
(e.g., computer icons, map features, simple charts and graphs). Illustrations
Tables
*S1C6PO1 Predictions Predict what might happen next in a reading selection. Timelines
Symbols
Computer icons
Multi-step
directions
* = POs previously introduced Bold = Priority PO 16
Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10
Underlining = Cognitive rigor Isaac School District

17. 2nd Grade Reading Curriculum Map
Isaac School District No. 5
*S1C6PO4 Text to self [Compare] information and events in a reading selection to Functional text
life experiences and life experiences to the text. Semantics
*S1C6PO3 Comprehension strategies [Formulate] relevant questions in order to comprehend text.
*S1C6PO2 Predictions within the text Compare a prediction about an action or event to what
actually occurred within a text.
* = POs previously introduced Bold = Priority PO 17
Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10
Underlining = Cognitive rigor Isaac School District

18. 2nd Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 3
Unit Name and Description: Comprehending Narrative Text
Cluster: 8
Big Ideas/Enduring Understandings Essential Question(s)
Readers understand what they read. Why do people read?
The plot is the main idea of a literary selection. What do readers do to understand what they read?
Characters have specific traits that are important to the plot. How does the sequencing of events help the comprehension?
Events in a text happen in a specific order. Why are characters important to the story?
Readers make predictions and ask questions to comprehend a literary How can I use words the author uses to create sound patterns and visual
selection. images?
Good readers use strategies to comprehend and relate to text. How does cause and effect advance the plot of the story?
Good readers know that one action causes another action to happen.
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
*S2C1PO7 Fiction and nonfiction [Justify] differences between fiction and nonfiction. Clarify
Monitor
*S2C1PO1 Literary elements [Distinguish] literary elements of text including characters, Judgments
plot (specific events, problem and solution), and setting. Summarize
*S2C1PO2 Characters [Analyze] characters (e.g., traits, roles, similarities) within a Re-tell
literary selection. Drawing
conclusions
Fiction
* = POs previously introduced Bold = Priority PO 18
Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10
Underlining = Cognitive rigor Isaac School District

19. 2nd Grade Reading Curriculum Map
Isaac School District No. 5
*S2C1PO5 Words in a literary selection [Analyze] words that the author selects in a literary selection Non-fiction
to create a graphic visual experience. Character
Plot
*S2C1PO6 Words for auditory experience [Determine] words that the author selects to create a rich Problem
auditory experience (e.g., alliteration, onomatopoeia, Solution
assonance, consonance) in a literary selection. Setting
Traits
*S2C2PO1 Events, characters and conflicts in Compare events, characters and conflicts in literary selections Roles
literary selections from a variety of cultures to their experiences. Similarities
Literature
*S1C6PO1 Predictions Predict what might happen next in a reading selection. Visualize
Conflicts
*S1C6PO 4 Text to self [Compare/Contrast] information and events in a reading Predict
selection to life experiences and life experiences to the text. Compare
Contrast
*S1C6PO3 Comprehension strategies [Formulate] relevant questions in order to comprehend text. Cause
Effect
*S1C6PO2 Predictions within the text Compare a prediction about an action or event to what Sequential
actually occurred within a text. Infer
Inference
*S2C1PO3 Sequencing [Sequentially arrange] a series of events in a literary selection.
*S2C1PO4 Cause and effect Identify cause and effect of specific events in a literary
selection.
* = POs previously introduced Bold = Priority PO 19
Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10
Underlining = Cognitive rigor Isaac School District

20. 2nd Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 4 The POs in the following cluster(s) are from the subsequent grade level (3rd Grade)
Unit Name and Description: Fluency
Cluster: 9
Big Ideas/Enduring Understandings Essential Question(s)
Reading text fluently and with prosody is the goal of a good reader. What might a fluent reader sound like?
Fluency is the ability to read smoothly, accurately and with expression. How do you become a fluent reader?
Reading fluently enhances comprehension. How does reading fluently help with comprehension?
Learning spelling patterns and high frequency words supports fluency. What does fluency mean to you?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S1C5PO1 Grade level text Consistently read grade level text with at least 90 percent Accuracy
accuracy. Multi-syllabic
words
Syllabication
S1C3PO1 Multi-syllabic words Read multi-syllabic words fluently, using letter-sound Spelling patterns
knowledge. High frequency
words
Irregular sight
S1C3PO5 High frequency words and irregular Recognize high frequency words and irregular sight words. words
sight words
* = POs previously introduced Bold = Priority PO 20
Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10
Underlining = Cognitive rigor Isaac School District

21. 2nd Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 4 The POs in the following cluster(s) are from the subsequent grade level (3rd Grade)
Unit Name and Description: Vocabulary
Cluster: 10
Big Ideas/Enduring Understandings Essential Question(s)
The knowledge of vocabulary is important not only for reading How do you acquire new vocabulary?
comprehension, but also for overall academic achievement.
What resources help us determine features of words we don’t know?
Your vocabulary expresses who you are.
What is vocabulary?
Word meanings help us understand the text.
Word parts help us determine the meanings of words.
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S1C4PO7 Meanings and other features of Determine the meanings and other features of words using Dictionary
words the dictionary, thesaurus, CD-ROM and Internet when
Thesaurus
available.
CD-ROM
Internet
Pronunciation
Syllabication
Synonyms
Parts of speech
* = POs previously introduced Bold = Priority PO 21
Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10
Underlining = Cognitive rigor Isaac School District

22. 2nd Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 4 The POs in the following cluster(s) are from the subsequent grade level (3rd Grade)
Unit Name and Description: Narrative
Cluster: 11
Big Ideas/Enduring Understandings Essential Question(s)
Narrative selections should contain all literary elements. Why do people read?
Identify, analyze and apply knowledge of the structures and elements of How does comparing and contrasting literary elements contribute to your
literature. understanding of the text?
Using reading strategies help me understand narrative text. Why is reading important?
Reading is an essential life skill. How might knowing the literary elements help you to understand the
selection?
Stories are a means of communication between cultures and across time.
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S2C1PO1 Literary elements across stories Compare (and contrast) literary elements across stories, Literary elements
including plots, settings, and characters.
Plots
Setting
S2C1PO2 Characters within a literary [Analyze] characters (e.g., traits, roles, similarities) within a Characters
selection literary selection. Selection
events
S2C1PO3 Events in a literary selection Sequence a series of events in a literary selection.
* = POs previously introduced Bold = Priority PO 22
Italics = POs taught at earlier grade level [] = Scaffolding for student learning ` 7-19-10
Underlining = Cognitive rigor Isaac School District