Massachusetts Curriculum Units of Study and Curriculum ... · New Bedford Grade 2 Unit-Based...

Massachusetts

Curriculum Units of Study and Curriculum Maps

Second Grade

May 2015

New Bedford School District

ELA-Grade 2 Units of Study

Standards to Embed in Everyday Instruction

Curriculum Map

Unit 1: Key Ideas and Details

Unit 2: Analyzing Text with Key Details

May 2015

Unit 3: Introduction to Craft and Structure

Unit 4: Craft and Structure

Unit 5: Integration of Knowledge and Ideas, Part 1


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New Bedford Grade 2 Unit-Based Curriculum Map

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How to Use this Document

The New Bedford Grade 2 Curriculum Map outlines the units expected to be covered within

each academic year. The map provides details on timing, topic, the Big Question, Reading/

Writing/Language purposes, and end of unit assessment. The purpose of the curriculum map is

to assist teachers in planning their ELA instruction so that their students can meet grade-level

skills by the end of the school year.

Within the curriculum map, unit plans specify the ELA standards (as identified from the 2011

Massachusetts Framework for English Language Arts and Literacy) students are expected to

master for each unit—these include Reading (Literature and Informational Text), Writing,

Language, and Foundational Skills standards. The unit plans also identify the relevant texts and

assessments (i.e., unit assessments and any district required assessments).

Educators should keep in mind that while specific Speaking & Listening standards and Language

standards are not identified, teachers are expected to integrate these standards throughout all

units/lessons as appropriate. In particular, vocabulary development (L 2.4) should be taught on

a daily basis, with students using the newly acquired words in their daily writing and

conversations. Please see the following page for a list of these standards.

Additionally, this document does not address accommodations for ELL/WIDA standards or tier

II/III instruction, so teachers will need to provide appropriate accommodations as they see fit.

What does this mean for teachers?

Teachers can use this document to develop lesson plans with even greater focus than before. It

provides the skill-based content that teachers should be teaching in each unit, while Reading

Street provides teachers with a variety of resources to do so.

What does this mean for administrators and TLSs?

Administrators and TLSs can use this document to understand the content that students in each

grade need to master by the end of the year, and the map teachers are using to help their

students achieve mastery of the grade level standards. This document provides a map of which

content teachers should be focusing on during each time of the school year, which will support

administrators in their role as instructional leaders.


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Standards to Embed in Everyday Instruction

Language

L 2.1: Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.

o Use collective nouns (e.g., group).

o Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth,

mice, fish).

o Use reflexive pronouns (e.g., myself, ourselves).

o Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid,

told).

o Use adjectives and adverbs, and choose between them depending on what is to be

modified.

o Produce, expand, and rearrange complete simple and compound sentences (e.g.,

The boy watched the movie; The little boy watched the movie; The action movie

was watched by the little boy).

o Read, pronounce, write, and understand the meaning of common abbreviations for

titles, locations, and time periods (e.g., Dr., Ms., Mrs., St., Rd., Ave., MA, U.S.,

months, days of the week, a.m., p.m.)

L 2.2: Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

o Capitalize holidays, product names, and geographic names.

o Use commas in greetings and closings of letters.

o Use an apostrophe to form contractions and frequently occurring possessives.

o Generalize learned spelling patterns when writing words (e.g., cage → badge; boy

→ boil).

o Consult reference materials, including beginning dictionaries, as needed to check

and correct spellings.

L 2.3: Use knowledge of language and its conventions when writing, speaking, reading,

or listening.

o Compare formal and informal uses of English.

L 2.4: 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.

o Use sentence-level context as a clue to the meaning of a word or phrase.

o Determine the meaning of the new word formed when a known prefix is added to a

known word (e.g., happy/unhappy, tell/retell).

o Use a known root word as a clue to the meaning of an unknown word with the

same root (e.g., addition, additional).


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o Use knowledge of the meaning of individual words to predict the meaning of

compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook,

bookmark).

o Use glossaries and beginning dictionaries, both print and digital, to determine or

clarify the meaning of words and phrases.

L 2.5: Demonstrate understanding of word relationships and nuances in word meanings.

o Identify real-life connections between words and their use (e.g., describe foods that

are spicy or juicy).

o Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl)

and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Foundational Skills

FS 2.3: Know and apply grade-level phonics and word analysis skills in decoding words.

o a. Distinguish long and short vowels when reading regularly spelled one-syllable

words.

o b. Know spelling-sound correspondences for additional common vowel teams.

o c. Decode regularly spelled two-syllable words with long vowels.

o d. Decode words with common prefixes and suffixes.

o e. Identify words with inconsistent but common spelling-sound correspondences.

o f. Recognize and read grade-appropriate irregularly spelled words.

FS 2.4: Read with sufficient accuracy and fluency to support comprehension.

o a. Read grade-level text with purpose and understanding.

o b. Read grade-level text orally with accuracy, appropriate rate, and expression on

successive readings.

o c. Use context to confirm or self-correct word recognition and understanding,

rereading as necessary.


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Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Timing BOY- Mid Oct Mid Oct-End of Nov Beg of Nov-Mid Jan Mid Jan-End of Feb Beg of Mar-End of Apr Beginning of May-EOY

RS Unit Exploration Working Together Creative Ideas Our Changing World Responsibility Traditions Big

Question What can we learn from exploring new places and things?

How can we work together?

What does it mean to be creative?

How do things change? How do they stay the same?

What does it mean to be responsible?

Are traditions and celebrations important in our lives?

Reading Purpose

Students will be able to identify and use key ideas and details to understand a text.

Students will be able to identify and use key ideas and details to understand and analyze a text.

Students will be able to use key ideas and details to begin understanding how the way a text is written influences its key plot or purpose.

Students will be able to use their understanding of key ideas and details to analyze how craft and structure shapes the text (e.g., word choice, structure, point of view, etc.).

Students will be able to use their understanding of key ideas, details, craft, and structure to integrate knowledge and ideas from one or more texts or illustrations within a text.

Students will be able to use their understanding of key ideas, details, craft, and structure to understand how information from the text, including illustrations, influences the key plot or purpose.

Writing Purpose

Refer to: Grade 2 Writing Reference Guide






Unit Test Reading Street Unit Test Common Formative Assessment Writing: Narrative

Reading Street Unit Test Common Formative Assessment Writing: Informative/Explanatory

Reading Street Unit Test Common Formative Assessment Writing: Argument/Opinion

Reading Street Unit Test Common Formative Assessment Writing: Narrative

Reading Street Unit Test Common Formative Assessment Writing: Informative/Explanatory

Reading Street Unit Test Common Formative Assessment Writing: Argument/Opinion


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Unit 1: Key Ideas and Details

Timing BOY- Mid Oct

Topic of RS Unit Exploration

Big Question What can we learn from exploring new places and things?

Reading Purpose Students will be able to identify and use key ideas and details to understand a text.

Literary Texts The Twin Club (RS) Henry and Mudge (RS)

What Skills Look Like in 2nd

Grade Literature

Students will be able to:

Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text (RL 2.1)

Describe how characters respond to major events and challenges (RL 2.3)

Informational Texts

Exploring Space (RS) A Walk in the Desert (RS) The Strongest One (RS)


Grade Info. Texts


Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text (RI 2.1)

Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text (RI 2.2)

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text (RI 2.3)

Foundational Skills

Students will be able to…

Distinguish long and short vowels when reading regularly spelled one-syllable words. (FS 2.3a)

Decode regularly spelled two-syllable words with long vowels. (FS 2.3c)

Recognize and read grade-appropriate irregularly spelled words. (FS 2.3f)

Read with sufficient accuracy and fluency to support comprehension. (FS 2.4a through 2.4c)

Writing Purpose Students will be able to: • Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (W.2. 3.) • Write poems with rhyme and repetition. (MA.3.A.) • With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. (W.2.5.) • With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (W.2.6.)

Language Purpose


Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (L 2.2a through 2.2e)

Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). (L 2.5a)

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). (L 2.6)

Unit Assessment Reading: Reading Street Weekly and Unit Tests Writing: Refer to Grade 2-Writing Reference Guide; Common Formative Assessment-Narrative

District Tests During Unit

BOY Galileo

DIBELS

Common Formative Assessment-Narrative


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Unit 2: Analyzing Text with Key Details Timing Mid Oct-End of Nov

Topic of RS Unit Working Together

Big Question How can we work together?

Reading Purpose Students will be able to identify and use key ideas and details to understand and analyze a text.

Literary Texts Tara and Tiree (RS) The Bremen Town Musicians (RS) One Good Turn Deserves Another (RS)

What Skills Look Like in 2

nd Grade

Literature


Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text (RL 2.1)

Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral (RL 2.2)

Describe how characters respond to major events and challenges (RL 2.3)

Informational Texts

Abraham Lincoln (RS) Scarcity (RS)


nd Grade

Info. Texts


Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text (RI 2.1)

Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text (RI 2.2)

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text (RI 2.3)

Foundational Skills



Know spelling-sound correspondences for additional common vowel teams. (FS 2.3b)


Identify words with inconsistent but common spelling-sound correspondences. (FS 2.3e)



Writing Purpose Students will be able to:

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. (W.2.2.)

Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (W.2.7.)

Recall information from experiences or gather information from provided sources to answer a question. (W.2.8.)

Language Purpose Students will be able to…



Unit Assessment Reading: Reading Street Weekly and Unit Tests Writing: Refer to Grade 2-Writing Reference Guide; Common Formative Assessment-Informative/Explanatory


• DIBELS • Common Formative Assessment-Informative/Explanatory


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Unit 3: Introduction to Craft and Structure Timing Beginning of Nov-Mid Jan

Topic of RS Unit Creative Ideas

Big Question What does it mean to be creative?

Reading Purpose Students will be able to use key ideas and details to begin understanding the craft and structure of a text.

Literary Texts Pearl and Wagner: Two Good Friends (RS) Dear Juno (RS) Anansi Goes Fishing (RS) Rosa and Blanca (RS)


nd Grade

Literature

Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral (RL 2.2)

Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song (RL 2.4)

Describe how the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action (RL 2.5)

Informational Texts

A Weed is a Flower (RS)


nd Grade

Info. Texts

Determine the meaning of unknown or unfamiliar words and phrases in a grade-level subject area or topic (RI 2.4)

Know and use various text features (e.g., captions, bold print, subheadings, icons, indexes, glossaries, etc.) to locate key facts or information in a text (RI 2.5)

Identify the main purpose of a text, including what the author wants to answer, explain, or describe (RI 2.6)

Foundational Skills







Writing Purpose Students will be able to: • Write opinion pieces in which they introduce the topic or book they are writing about, sate an opinion, supply 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. (W.2.1.)

Language Purpose



Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). (L 2.4d)


Unit Assessment Reading: Reading Street Weekly and Unit Tests Writing: Refer to the Grade 2-Writing Reference Guide; Common Formative Assessment-Opinion/Argument


DIBELS

Common Formative Assessment-Opinion/Argument


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Unit 4: Craft and Structure

Timing Mid Jan-End of Feb

Topic of RS Unit Our Changing World

Big Question How do things change? How do they stay the same?

Reading Purpose Students will be able to use their understanding of key ideas and details to analyze how craft and structure shapes the text (e.g., word choice, structure, point of view, etc.).

Literary Texts A Froggy Fable (RS) The Night the Moon Fell (RS) The First Tortilla (RS)

What Skills Look Like in 2nd Grade

Literature

Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song (RL 2.4)

Describe how the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action (RL 2.5)

Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud (RL 2.6)

Informational Texts

Life Cycle of a Pumpkin (RS) Soil (RS)

What Skills Look Like in 2nd Grade

Info. Texts

Determine the meaning of unknown or unfamiliar words and phrases in a grade-level subject area or topic (RI 2.4)

Know and use various text features (e.g., captions, bold print, subheadings, icons, indexes, glossaries, etc.) to locate key facts or information in a text (RI 2.5)


Foundational Skills Students will be able to…




Decode words with common prefixes and suffixes. (FS 2.3d)

Read with sufficient accuracy and fluency to support comprehension. (FS 2.4)

Writing Purpose • Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (W.2. 3.) • Write poems with rhyme and repetition. (MA.3.A.) • With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. (W.2.5.) • With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (W.2.6.)



Use sentence-level context as a clue to the meaning of a word or phrase. (L 2.4a)

Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). (L 2.4b)

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). (L 2.4c)

Demonstrate understanding of word relationships and nuances in word meanings. (L 2.5a through 2.5d)


Unit Assessment Reading: Reading Street Weekly and Unit Tests Writing: Refer to the Grade 2 Writing Reference Guide; Common Formative Assessment-Narrative


MOY Galileo

DIBELS

Common Formative Assessment-Narrative


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Unit 5: Integration of Knowledge and Ideas, Part 1 Timing Beg of March-End of April

Topic of RS Unit Responsibility

Big Question What does it mean to be responsible?

Reading Purpose

Students will be able to use their understanding of key ideas, details, craft, and structure to integrate knowledge and ideas from one or more texts and evaluate specific claims or arguments.

Literary Texts Carl the Complainer (RS) Bad Dog, Dodger! (RS) Horace and Morris but mostly Delores (RS)


Grade Literature


Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot (RL 2.7)

Informational Texts

Fire Fighter! (RS) The Signmaker’s Assistant (RS)


Grade Info. Texts


Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text (RI 2.7)

Describe how reasons support specific points the author makes in a text (RI 2.8)

Foundational Skills




Decode words with common prefixes and suffixes. (FS 2.3d)

Identify words with inconsistent but common spelling-sound correspondences. (FS 2.3e)


Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. (FS 2.4b)

Writing Purpose Students will be able to: • Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. (W.2.2.) • Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (W.2.7.) • Recall information from experiences or gather information from provided sources to answer a question. (W.2.8.)

Language Purpose



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. (L 2.4a through 2.4e)


Unit Assessment Reading: Reading Street Weekly and Unit Tests Writing: Refer to the Grade 2 Writing Reference Guide-Common Formative Assessment-Informative/Explanatory


DIBELS Common Formative Assessment-Informative/Explanatory


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Timing Beginning of May-EOY

Topic of RS Unit Traditions

Big Question Are traditions and celebrations important in our lives?

Reading Purpose Students will be able to use their understanding of key ideas, details, craft, and structure to integrate knowledge and ideas from multiple texts/formats, including analyzing how different texts address similar topics.

Literary Texts A Birthday Basket for Tia (RS) Grace for President (RS) Obtain two or more versions of the same story by different authors or from different cultures.


nd Grade

Literature


Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot (RL 2.7)

Informational Texts

Just Like Josh Gibson (RS) Red, White, and Blue: The Story of the American Flag (RS) Cowboys (RS)


nd Grade

Info. Texts

Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text (RI 2.7)

Describe how reasons support specific points the author makes in a text (RI 2.8)

Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. (RI 2.9)

Foundational Skills


Know and apply grade-level phonics and word analysis skills in decoding words. (FS 2.3a through 2.3f)

Read grade-level text with purpose and understanding. (FS 2.4a)

Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. (FS 2.4b)

Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (FS 2.4c)

Writing Purpose Students will be able to: • Write opinion pieces in which they introduce the topic or book they are writing about, sate an opinion, supply 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. (W.2.1.)



Use sentence-level context as a clue to the meaning of a word or phrase. (L 2.4a)

Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. (L 2.4e)

Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). (L 2.5a)


Unit Assessment Reading: Reading Street Weekly and Unit Tests Writing: Refer to the Grade 2 Writing Reference Guide-Common Formative Assessment-Argument/Opinion


DIBELS Common Formative Assessment-Argument/Opinion

Massachusetts Curriculum Units of Study and Curriculum ... · New Bedford Grade 2 Unit-Based...

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