Second Grade Unit Six 2011 2012

Isaac School District No. 5
English Language Arts Curriculum Map: Grade 2

Unit 6: Taking Care of Ourselves In this unit, students will use Joanna Cole’s field trip into the human body (The Magic School Bus
Inside 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 healthy
snacks. Building in the painting experience in this unit and the bridge writing in unit three, students write explanatory pieces. They read
informational texts on body systems in the grades 2-3 reading range with fluency. Threaded together by food-related titles, students
independently 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 writing
connections and transferring knowledge form opinions? adjectives linking words
from author/speaker to reader/listener. audio recording reference materials
Why should we support our opinions with explanatory writing reflexive pronouns
Facts from informational texts can be used facts, details, or reasons? fluency visual display
to 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 phonics
and word analysis skills in decoding words.

II-R-2: The students will identify and
manipulate the sounds of the English
language and decode words, using
knowledge of phonics, syllabication, and
words 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)
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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 spelled
multi-syllable words by applying the most
common letter-sound correspondences,
including the sounds represented by single
letters. (LI-3)

II-LS-2: HI-1: Articulating the 44 phonemes
accurately.
2.RF.3d Decode words with common Instructional Routine Template: Card 10 (2.RF.3d)
prefixes and suffixes.

No Alignment
2.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 phonemes
accurately.
2.RF.3f Recognize and read grade-
appropriate irregularly spelled words.

II-R-2(D): HI-7: Reading high frequency
words and irregular sight words fluently.
2.RF.4 Read with sufficient accuracy and
fluency to support comprehension.

II-R-3: The student will read with fluency
and accuracy.

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2.RF.4a Read on-level text with purpose
and understanding.

II-R-4: HI-9: Identifying the author’s
purpose for writing a book. (LI-9)

2.RF.4b Read on-level text orally with
accuracy, appropriate rate, and expression
on successive readings.

II-R-3: HI-2: Using punctuation, including
commas, periods, question marks, and
exclamation marks to guide reading for
fluency.

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 diverse
folktales from diverse cultures, and neighborhood. She makes a very interesting discovery about her neighbors when she
determine their central message, lesson, or sees what each one is cooking. Read the book aloud. When you are finished, ask the
moral. 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-tell
2.RL.4 Describe how words and phrases
(e.g., regular beats, alliteration, rhymes,
repeated lines) supply rhythm and
meaning in a story, poem, or song.

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II-R-4: HI- 21: Identifying words that the
author selects to create a rich auditory
experience (alliteration, onomatopoeia) in a
literary 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, have
comprehend literature, including stories students read a variety of fictional texts independently. Although the books share the
and 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 the
scaffolding 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 Alignment

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 students
phrases 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 introduce
or 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 from
II-L-2: HI-5: Applying knowledge of other read-aloud and student-read books. Students can post information from their own
grade-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 are
diagram showing how a machine works) connected in the song. It’s fun, though not necessarily accurate (e.g., the “toe bone” is not
contribute 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. They
II-R-4: HI-8: Extracting and interpreting should be sure to find out how the bones are actually attached and note the real names for
specific information from external text each of the bones mentioned. For example, the twenty-six bones in the foot and the toe
features 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)

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2.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. They
text. 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 person
II-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 and
comprehend informational texts,
including history/social studies, science,
and technical texts, in the grades 2 – 3
text complexity band proficiently, with
scaffolding as needed at the high end of
the range.

No Alignment

2.RI.10a By the end of the year, read and
comprehend functional texts, including
history/social studies, science, and technical
texts, in the grades 2 –3 text complexity
band proficiently, with scaffolding as needed
at the high end of the range.

No Alignment

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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 stay
introduce the topic or book they are healthy. Be sure to back up your opinion with reasons, use appropriate linking words
writing about, state an opinion, supply between your ideas, and provide a strong conclusion.” (2.W.1)
reasons that support the opinion, use
linking words (e.g., because, and, also)
to connect opinion and reasons, and
provide a concluding statement or
section.

II-W-1: HI-8: Writing a short response to a
literary selection that connects text to self,
text to world, or text to other text.

ll-W-2: The student will identify and apply
conventions of standard English in his or her
communication.

Il-W-3: The students will use the steps of
the writing process as a writing piece moves
toward completion.
II-W-4: The students will integrate elements
of effective writing to develop engaging and
focused 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 you
definitions to develop points, and provide a created your painting. Be sure to begin with setting up the display as a class and go
concluding 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.”

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II-W-1: HI-3: Completing a written summary
of the key events of ideas of informational
text using simple sentences.

communication.

toward completion.

focused text.

II-W-5: The students will demonstrate
research skills by using a variety of
reference materials to complete a variety of
writing tasks.

2.W.4 With guidance and support from
adults, produce writing in which the
development and organization are
appropriate to task and purpose. (Grade –
specific expectations for writing types are
defined in standards 1 – 3 above.)

II.W.4: HI-5: Organizing a student generated
text in a selected format (e.g., friendly letter,
narrative, expository text, etc.).

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2.W.4a With guidance and support from
adults, produce functional writing (e.g.,
friendly letters, recipes, experiments,
notes/messages, labels, graphs/tables,
directions, posters) in which the
development and organization are
appropriate to task and purpose.

II.W.1: HI-5: Creating a variety of functional
texts (e.g., classroom rules, letters, notes,
messages, directions, etc.) using complete
sentences.
communication.

toward completion.

focused text.

Language (L)
2.L.1 Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.

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II-L-1: The student will identify and apply
communications.
2.L.1a Use collective nouns (e.g., group).

No Alignment
2.L.1c Use reflexive pronouns (e.g., The title of this unit is “Taking Care of Ourselves.” Ask students what other words they
myself, ourselves). know that end with –self or –selves. (Possible answers: myself, himself, herself,
themselves, yourself, and yourselves). Practice using these special kinds of pronouns in
No 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 compound
sentences (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 the
little boy.)

II-W-2: HI-12: Using declarative sentences
(S-V, S-V-C, S-V-O), positive (I am tall.) and
negative (I am not tall.) sentence
construction forms, in a variety of writing.

II-W-2: HI-13: Using interrogative
sentences in a variety of writing
applications.

II-W-2: HI-14: Using exclamatory
sentences in a variety of writing
applications.

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II-W-2: HI-15: Using imperative sentences
in a variety of writing applications.

2.L.1g Write multiple sentences in an order
that supports a main idea or story.

2.L.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.

communications.
II-W-2: The student will identify and apply
communications.

2.L.2e Consult reference materials, Have the students “taste test” healthy snacks, fruits, and vegetables. Encourage them to
including beginning dictionaries, as needed use adjectives by challenging the students to come up with at least three descriptive words
to 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.

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2.L.3 Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.

communications.

communications.

2.L.3a Compare formal and informal uses of *Function Junction (II-LS-2: HI-4)
English.

II-LS-2: HI-4: Initiating conversations using
formal and informal socio-functional
communication in complete sentences.
(e.g., greetings, courtesies, farewells,
apologies, and invitations, etc.).

2.L.4 Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grade 2 reading and
content, choosing flexibly from an array of
strategies.

II-L-2: The student will acquire English
language vocabulary and use it in relevant
contexts.

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2.L.4b Determine the meaning of the new *Morph House (II-L-2: HI-8)
word formed when a known prefix is
added to a known word (e.g.,
happy/unhappy, tell/retell).

II-L-2: HI-8: Constructing meaning by
applying knowledge of prefixes
2.L.5 Demonstrate understanding of word
relationships and nuances in word
meanings.

contexts.

2.L.5a Identify real-life connections between
words and their use (e.g., describe foods
that are spicy or juicy).

No Alignment

2.L.6 Use words and phrases acquired
through conversations, reading and being
read to, and responding to texts, including
using adjectives and adverbs to describe
(e.g., When other kids are happy that makes
me happy.).

contexts.

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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 to
conversations with diverse partners about think about the relationship between healthy food and brain function—how to nurture a
grade 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 to
the 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 his
or her own thinking and ideas.

II-LS-1: HI-7: Responding to academic
discussions by sharing one’s view on facts,
ideas, and/or events using academic
vocabulary.

II-LS-2: HI-5: Asking and responding to
academic questions using complete
sentences. (e.g., expressing probabilities,
and hypothetical questions, etc.).

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2.SL.2 Recount or describe key ideas or Art Connection: Introduce the genre of “still life” to the students: “One genre of art is called
details from a text read aloud or information ‘still life’. A long time ago, painters felt they should paint religious scenes or famous
presented 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 a
II-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 stories
or poems; add drawings or other visual
displays to stories or recounts of
experiences when appropriate to clarify
ideas, thoughts, and feelings.

No Alignment

2.SL.6 Produce complete sentences when
appropriate to task and situation in order to
provide requested detail or clarification.
(See grade 2 Language standards 1 and 3).

communications.
communications.

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Teacher’s Notes UNIT 6:

- 15 -


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)

- 16 -


(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.shtml

- 17 -


*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 That

- 18 -

Second Grade Unit Six 2011 2012

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