Second Grade Unit One 2011 2012

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

Unit 1: A Season for Chapters - In this unit, students read chapter books by Cynthia Rylant, informational texts, and poetry – all related
to the four seasons.
Overview: Focusing on the beauty of language in poetry and a well-written fictional story, students learn poetry terms and the beginnings
and endings of stories. In preparation for writing informational text, students complete a research project on a seasonal activity from a
contrasting region of the U.S., such as snow skiing or sailing. Enjoying the music of Vivaldi’s “Four Seasons,” students write seasonal
poetry. Students review the roles of authors and illustrators. They also read about specific authors/poets. This unit could become a
weather unit or a solar system unit by adding topic-specific titles to the informational texts.
Big Ideas: Essential Questions: Vocabulary:
adjective introduction
Good readers use word analysis skills to What strategies can be used to decode two- adverb paragraph
decode two-syllable words. syllable words? alliteration participate
author poet
Poetry has rhythm and expresses emotion. How is a chapter book different from a beginning poetry
picture book? chapter repetition
The beginning introduces the story and the compound sentence research
ending concludes the action. Why do we write poetry? compound word rhyme
conclusion rhythm
Some texts provide information and How is a story similar to and different than a organizer simple sentence
supporting details about a topic. text that provides information about a topic? digital media topic
ending vowel team
illustrator
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
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2.RF.3a Distinguish long and short vowels Instructional Routine Template: Card 3 (2.RF.3a)
when reading regularly spelled one-syllable
words. *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. (B-3)

II-LS-2: HI-1: Articulating the 44 phonemes
accurately.
2.RF.3b Know spelling-sound Instructional Routine Template: Card 7 (2.RF.3b)
correspondences for additional common
vowel teams. *Language Warm-Up (II-LS-2: HI-1)

II-LS-2: HI-1: Articulating the 44 phonemes
accurately.

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.

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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.
2.RF.4a Read on-level text with accuracy
and fluency to support comprehension.

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.
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2.RF.4c Use context to confirm or self-
correct word recognition and
understanding, rereading as necessary.

II-R-2(D):HI-9: Using knowledge of word
order (syntax) and context to confirm
decoding of text.

Reading Literature (RL)
2.RL.1 Ask and answer such questions as QAR (Question-Answer- Relationship)
who, what, where, when, why, and how to http://fcit.usf.edu/FCAT10R/home/references/additional-reading-strategies/qar.html
demonstrate understanding of key details in
a text. After reading the fictional read-aloud picture books for each of the seasons, have students
ask and answer questions using “who, what, where, when, why, and how.” Challenge
II-R-4: HI- 3: Locating facts and answering students to create questions from these interrogatives that apply directly to the books you
questions about text. are reading. Encourage students to answer the questions on Post-Its under each heading
on the following chart. This chart will be referenced in unit 2. (2.RL.1)
II-R-4: HI- 4: Asking questions to clarity
text. Who? What? Where? When? Why? How?

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

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2.RL.4 Describe how words and phrases The Seasons (ed. John N. Serio) is a book of collected poems by different poets. Introduce
(e.g., regular beats, alliterations, rhymes, the poem “Summer Song.” Ask the students, “What did you notice about the first four lines
repeated lines) supply rhythm and of the poem?” (Possible answer: Repetition of “By the…”) Note the pattern of rhyme in the
meaning in a story, poem, or song. first four lines (i.e., ABAB) and how it changes as it progresses through the poem (i.e.,
AABB). Continue to look at the features of poetry as you read other seasonal poems in this
II-R-4: HI- 21: Identifying words that the unit. Each of the poems from The Seasons exemplifies at least one of the characteristics of
author selects to create a rich auditory the second grade standards: rhyme, rhythm, alliteration, and repetition. (2.RL.4)
experience (alliteration, onomatopoeia) in a
literary selection. Extension: Introduce Vivaldi and his works. (Frontload with photographs and images of
the four seasons to build background knowledge.) Listen to one of the four concertos in
Vivaldi's “Four Seasons”, being sure to point out which season it is. Instruct the students to
write down words or phrases that come to them as they are listening. After they are
finished, tell them to work together as a class to compile a list of words and phrases they
thought of while listening. Use the collection of words and phrases to write a class poem
titled, "Spring,” "Summer,” "Autumn,” or "Winter.” Be sure to use rhythm, rhyme, alliteration
and/or repetition in your class poem.

2.RL.5 Describe the overall structure of a Ask students to pick a favorite book from designated titles. To reinforce the characteristics
story, including describing how the of a good solid beginning and ending of a story, ask them to read aloud to a partner just the
beginning introduces the story and first paragraph or two and the last paragraph. Later, allow students to share the books with
ending concludes the action. a small group to see what each child notices about these solid beginnings and solid
endings. For example, they may notice things such as; the book coming full circle; the
II-R-5: HI-5: Sequencing a story or event setting clearly described at the beginning; and the ending providing a sense of satisfaction.
with a beginning, middle and end with (2.RL.5)
transition words/phrases in complete
sentences. *Collaborative Story Re-tell

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Reading Informational Text (RI)
2.RI.2 Identify the main topic of a multi- This unit contains a wide variety of informational texts. To introduce the work of organizing
paragraph text as well as the focus of informational text, choose a book with a variety of text features and strong paragraphs.
specific paragraphs within the text. Explain to the children that as you read for information, you will also be looking at the
author’s craft. Guide students to look closely at the way each informational book on the four
II-R-4: HI-7: Summarizing the main idea seasons is arranged (e.g., through the use of headings, subheadings, and paragraphs).
and details from text, using complete Choose one page to look for the purpose of paragraphs in organizing the information in the
sentences. (B-7) text. You might want to make a copy of the page for the students to examine as you
demonstrate the topical chunks of information in paragraphs. Extend this lesson by listing
text features in multiple books on seasons and related topics. Focus on the purposes of the
text features in the books. (2.RI.2, 2.RI.5, 2.RF.4)

2.RI.5 Know and use various text features
(e.g., captions, bold print, subheadings,
glossaries, indexes, electronic menus,
icons) to locate key facts or information in a
text efficiently.

II-R-4: HI-19: Locating specific information
by using organizational features (e.g., titles,
table of contents, heading captions, bold
print, glossary, indices) in expository text.

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Writing (W)
2.W.2 Write informative/explanatory texts in Introduce a digital tool for organizing information, such as that found in the computer
which they introduce a topic, use facts and program Kidspiration. Model the organization of gathered information into broad topics
definitions to develop points, and provide a through webbing. Use one part of the graphic organizer (web) to demonstrate to the class
concluding statement or section. how to write one well-developed paragraph. Working in small groups, use the webbed
information to write the remaining paragraphs. When the paragraphs are completed,
II-W-1: HI-3: Completing a written summary combine them into a book. Assign students to add illustrations. If small groups of children
of the key events of ideas of informational researched different regions, the books could be called “If I Lived in the Midwest” or “If I
text using simple sentences. Lived in the Rockies.” (2.W.2, 2.W.6, 2.W.7, 2.L.2, 2.RI.2)

ll-W-2: The student will identify and apply Select a work of art to study. Ask the students to name the season that the artist has
conventions of standard English in his or her painted. Then have students write a two-or three-sentence explanation identifying elements
communication. in the artwork that led them to their observation. (2.W.7, 2.L.1, 2.L.2, 2.L.3)

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.

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.6 With guidance and support from
adults, use a variety of digital tools, to
produce and publish writing, including in
collaboration with peers.

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Il-W-3: The students will use the steps of
the writing process as a writing piece moves
toward completion.

2.W.7 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).

writing tasks.

2.W.8 Recall information from experiences
or gather information from provided
resources to answer a question.

writing tasks.

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

II-L-1: The student will identify and apply
conventions of standard English in his or her
communications.

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 using
irregular simple past tense verbs with
subject-verb agreement.

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2.L.1e Use adjectives and adverbs, and View the suggested art pieces. As the class studies each piece, ask the children how the
choose between them depending on artist creates a sense of warmth or cold, dryness or wetness in the painting. As the
what is to be modified. students use adjectives and adverbs in the conversation, write them down under the
appropriate category on a white board or chart paper. Use these words to create and
II-L-1(ADJ): H-1: Producing a series of expand sentences (e.g., The artist painted snow. The talented artist painted snow with cool
adjectives in the correct order. colors. Using an icy blue color, the artist painted a snowy scene.). Extend the activity by
using the word bank to create free form poems to go with each painting. (2.L.1e,f)
II-L-1(ADJ): HI-2: Using nouns as
modifiers. *Syntax Surgery (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(ADV): HI-1: Using “when and *Sentence Building (II-L-1(ADJ): HI-1, HI-2; II-L-1(ADV): HI-1, HI-2, HI-3, HI-4, HI-5)
“frequency” adverbs.
*Syntax Surgery (II-W-2: HI-12, HI-13, HI-14, HI-15)
II-L-1(ADV): HI-2: Using “frequency”
adverbs. *Verb Tense Study (II-W-2: HI-12, HI-13, HI-14, HI-15)

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.

2.L.1f 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).

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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.

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 the command of the
conventions of Standard English
capitalization, punctuation, and spelling
when writing.

communications.

II-W-2: The student will identify and apply
communications.
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2.L.2c Use an apostrophe to form Use the informational book,” How Do You Know It’s Fall?” to introduce apostrophes.
contractions and frequently occurring Discuss the concept of contractions by creating sentences starting with “It is…” and then
possessives. contracting the words to “It’s.” (2.L.2c)

II-W-2: HI-7: Using periods, question
marks, exclamation points, commas for
items in a series (e.g., eggs, milk, bread,
bananas, etc.), and apostrophes
(possessives, contractions).

2.L.2d Generalize learned spelling patterns
when writing words (e.g., cage→badge;
boy→boil).

No Alignment

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.
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.

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2.L.4d Use knowledge of the meaning of
individual words to predict the meaning
of compound words (e.g., birdhouse,
lighthouse, housefly; bookshelf,
notebook, bookmark).

II-L-2: HI-6: Determining the meaning of
compound words using knowledge of
individual words.
2.L.5 Demonstrate understanding of word
relationships and nuances in word
meanings.

contexts.
2.L.5b Distinguish shades of meaning *Vertical Sentence (II-L-2: HI-11)
among closely related verbs (e.g., toss,
throw, hurl) and closely related adjectives
(e.g., thin, slender, skinny, scrawny).

II-L-2: HI-11: Clarifying word meaning by
applying knowledge of synonyms and
antonyms to enhance vocabulary.
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 *This or That (II-LS-1, 2, II-LS-1: HI-7, II-LS-2: HI-5)
conversations with diverse partners
about grade 2 topics and texts with peers *Function Junction (II-LS-1, 2, II-LS-1: HI-7, II-LS-2: HI-5)
and adults in small and larger groups.

II-LS-1: The student will listen actively to
the ideas of others in order to acquire new
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
and hypothetical questions, etc.).

2.SL.1a. Follow agreed-upon rules for
discussions (e.g., gaining the floor in
respectful ways, listening to others with
care, speaking one at a time about the
topics and texts under discussion).

No Alignment

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2.SL.1c Ask for clarification and further
explanation as needed about the topics and
texts under discussion.

II-LS-2: HI-5: Asking and responding to
and hypothetical questions, etc.).
2.SL.2 Recount or describe key ideas or
details from a text read aloud or
information presented orally or through
other media.

II-LS-1: HI-2: Summarizing main ideas and
supporting details from read-alouds (fiction
and non-fiction) in complete sentences.
(B-2)
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
for specific expectations).

communications.

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

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Teacher’s Notes UNIT 1:

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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 1.
Literary Texts Literary Texts Informational Texts
Stories Poems (Read Aloud) Informational Text

• Poppleton in Winter (Cynthia Rylant) (E) • “Bed in Summer” (Robert Louis Stevenson) • Sunshine Makes the Seasons (Franklyn M.
• Poppleton in Spring (Cynthia Rylant) (EA) • “A Vagabond Song” (Bliss Carman) in The Seasons Branley and Michael Rex)
• Poppleton in Fall (Cynthia Rylant and Mark (ed. John N. Serio) • Why Do Leaves Change Color? (Betsy Maestro
Teague) (EA) • “The Snowflake” (Walter de la Mare) in The and Loretta Krupinski)
• Henry and Mudge and the Snowman Seasons (ed. John N. Serio) • How Do You Know It’s Winter? (Rookie Read-
Plan (Cynthia Rylant and Sucie Stevenson) (EA) • “The Locust Tree in Flower” (William Carlos About Science) (Allan Fowler)
• Red Leaf, Yellow Leaf (Lois Ehlert) Williams) inThe Seasons (ed. John N. Serio) • Look How It Changes! (Rookie Read-About
• Snowballs (Lois Ehlert) Science) (June Young)
• Leaf Man (Lois Ehlert) Poems • How Do You Know It’s Fall? (Rookie Read-
• Snow (Uri Shulevitz) About Science) (Allan Fowler)
• “Autumn” (Emily Dickinson (E) • How Do You Know It’s Spring? (Rookie Read-
• “Something Told the Wild Geese” (Rachel Field (E) About Science) (Allan Fowler)
Stories (Read Aloud) • “Who Has Seen the Wind?” (Christina Rossetti) (E) • Energy from the Sun (Rookie Read-About
• “Weather” (Eve Merriam) (E) Science) (Allan Fowler)
• Peepers (Eve Bunting and James Ransome) • “Knoxville, Tennessee” (Nikki Giovanni) (E) • How Do You Know It’s Summer? (Rookie Read-
• The Mitten (Jan Brett) • “Stopping by Woods on a Snowy Evening” (Robert About Science) (Allan Fowler)
• The Days of Summer (Eve Bunting and William Frost (E)
Low) • “Summer Song” (John Ciardi) in The Seasons (ed.
• Every Autumn Comes the Bear (Jim Arnosky) John N. Serio) Informational Text (Read Aloud)
• The Little Yellow Leaf (Carin Berger)
• Snowflake Bentley (Jacqueline Briggs Martin
• Snowflakes in Photographs (W.A. Bentley)
• What Do Authors Do? (Eileen Christelow)
• What Do Illustrators Do? (Eileen Christelow)
• Cynthia Rylant: A Writer’s Story (Alice Cary and
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Art, Music, and Media Susan Spellman)
• A River of Words: The Story of William Carlos
Music Williams (Jennifer Bryant and Melissa Sweet)
• Vivaldi, The Four Seasons (1723)
Website References
Art
• Vincent van Gogh, Sunflowers (1889)
artist unknown, Snow-Laden Plum Branches Instructional Routines:
(1644-1911) http://csi.boisestate.edu/readingfirst/resources/coach
es.shtml
• Louis Comfort Tiffany, Dogwood (1900-1915)
• Pieter Brueghel, Hunters in the Snow (1565)
• Gustave Caillebotte, Paris Street, Rainy Day
(1877)
• Georges Seurat, Une Baignade, Asnieres (1883-
1884)
• Vincent van Gogh, Mulberry Tree (1889)
• Maurice de Vlaminck, Autumn Landscape (1905)
• Albert Bierstadt, Among the Sierra Nevada
Mountains, California (1868)

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*ELD Methodologies
The methodologies indicated below support the identified standards that are presented in Unit 1. Standards may lend themselves to additional methodologies.

*Language Warm-Up

*Reverse Questioning

*Collaborative Story Re-tell

*Verb Tense Study

*Syntax Surgery

*Sentence Building

*Morph House

*Vertical Sentence

*This or That

*Function Junction

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