grade 2 curriculum map: literacy & integrated content … grade 3rd quarter 2014... · grade 2...

GRADE 2 Curriculum Map: Literacy & Integrated Content 2014-2015

PARCC= Partnership For Assessment Of Career And Content Standards CCSS=Common Core State Standards HMH= Houghton Mifflin Harcourt EXT= Teacher Support Booklet: Extending the CCSS CLLG= HMH Comprehensive Language & Literacy Guide TE=Teacher’s Edition LRSD Elementary Literacy Department & Curriculum Committee 2nd Grade Literacy & Integrated Content Revised 2014

The following standards are addressed during small group reading instruction. These skills and strategies may be practiced independently, but explicit modeling & guided practice in a small group or individual setting will be necessary for most students to be successful in mastering these standards.

READING WORKSHOP: SMALL GROUP & INDEPENDENT READING STANDARDS SPEAKING AND LISTENING CC2SL1 Participate in collaborative conversations with diverse partners about grade 2 topics & texts with peers & adults in small & larger groups. • CC2SL1a 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 & texts under discussion). • CC2SL1b Build on others’ talk in conversations by linking their comments to the remarks of others. • CC2SL1c Ask for clarification & further explanation as needed about the topics & texts under discussion. CC2SL2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CC2SL3 Ask & answer questions about what a speaker says to clarify comprehension, gather additional info, or deepen understanding of a topic or issue. CC2SL5 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, & feelings. CC2SL6 Produce complete sentences when appropriate to task & situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 & 3 on pages 26 & 27 for specific expectations.) LANGUAGE CC2L3 Use knowledge of language & its conventions when writing, speaking, reading, or listening. • CC2L3a Compare formal & informal uses of English. CC2L4 Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on grade 2 reading & content, choosing flexibly from an array of strategies. • CC2L4a Use sentence-level context as a clue to the meaning of a word or phrase. READING FOUNDATIONS CC2RF4 Read with sufficient accuracy & fluency to support comprehension. • CC2RF4a Read grade-level text with purpose & understanding. • CC2RF4b Read grade-level text orally with accuracy, appropriate rate, & expression. • CC2RF4c Use context to confirm or self-correct word recognition & understanding, rereading as necessary. READING STANDARDS FOCUS FOR PARCC ASSESSMENT FORMAT (Reading Response) CC2RI9 Compare & contrast the most important points presented by 2 texts on the same topic. CC2RL9 Compare & contrast 2 or more versions of the same story by different authors or from different cultures. CC2RI10 By the end of year, read & comprehend informational texts, including history/social studies, science, & technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. CC2RL10 By the end of the year, read & comprehend literature, including stories & poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SMALL GROUP INSTRUCTIONAL RESOURCES • CLLG pp. 4-5 & genre lessons for “Discussion

Starters” pp. 101-108 • Teacher Support Booklet: Extending the CCSS (EXT)

Unit 1 Instructional Routines: o p. C6 “Collaborative Conversations” o p. C7 “Recount Key Ideas” o p. C9 “Formal & Informal English”

• EXT Unit 1, pp. C16-C17 “Create Audio Recordings” • EXT Unit 2, pp. C8-C9 “Hold a Discussion” • EXT Unit 5, pp. C8-C9 “Formal & Informal English” • Leveled readers’ teacher’s guides* • Interventions: In theTE behind the red “Intervention”

tab & the teal “English Language Learners” tab, or behind “Small Group” tabs

• Extension projects: refer to the “above level” Teachers’ Guide for leveled readers & on the TE Whole Group Lesson tabs, “Challenge Yourself”

• Leveled texts from science & social studies should be used to study grade-level specific content.

• For other small group texts: Genre lessons in the CLLG provide discussion questions for texts by genre.

When available, use two guided reading texts on the same topic or story to compare & contrast. (See standards)

GUIDED OR INDEPENDENT PRACTICE • CLLG pp. 6-7 • Leveled readers’ teacher’s guides** * The teacher’s guides for the HMH Leveled readers will provide additional, explicit instruction on the same comprehension & fluency lessons for the week. Weekly vocabulary words are also utilized in context within the leveled readers. **Independent practice may include word work

GRADE 2 Curriculum Map: Literacy & Integrated Content ` UNIT 4 LESSON 17

D5= The Daily 5 VR= Vocabulary Reader HMH= Houghton Mifflin Harcourt TE – Teacher’s Edition SUW= Step Up to Writing CLLG= HMH Comprehensive Language & Literacy Guide WSG = Word Study Guide WGT – Whole Group Tab

LRSD Elementary Literacy Department Revised 2014

READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC.2.RL.7 Use information gained from the illustrations & words in a print or digital text to demonstrate understanding of its characters, setting, or plot. CC.2.RI.9 Compare and contrast the most important points presented by two texts on the same topic CC.2.RI.3 Describe the connection between a series of historical even, scientific ideas or concepts, or steps in technical procedure in a text. CC.2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. CC.2.SL.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

COMPREHENSION Skill: Sequence of Events Strategy: Visualize Genre: Biography, Realistic Fiction, & Informational Text Essential Question: “What words show the order of events in a story?”

Luke Goes to Bat CC.2.RL.7 Pre-teaching for Success! Ark. Tab SB 44-68 CLLG 72 T30-31, T34-43 & T52-53 Graphic Organizer #4 Flow Chart Use G2 U6 EXT pp. C3-C5 as reference for “Writing About Reading” CLLG p.25 CC.2.RI.9 Author’s Craft CC.2.RI.4 Specialized Language T140 Tiger Woods: Superstar in Golf and Life CC.2.RI.3 T110-111 CLLG 73 SUW 1-10 Quick Sketch Responses Graphic Organizer #4 Flow Chart CAFÉ 164 Summarize Text; Include Sequence of Main Events Jackie Robinson CC.2.RI.3 SB 70-73 CLLG 73 T156-167 Turn & Talk CC.2.SL.3 BME SB 69 T140 Strategy: Visualize Projectable S4 SUW 1-10 Quick Sketch Response CAFÉ 159 Make a Picture or Mental Image Genre Study Biography CLLG 110 Realistic Fiction CLLG 106 Informational Text CLLG 108

Open Response Arkansas Tab “Write a three-sentence paragraph to tell how Luke felt when Jackie Robinson said, “I hit that one for you, kid.” Use provided rubric for scoring.




CC2L5 Demonstrate understanding of figurative language, word relationships & nuances in word meanings.

VOCABULARY Target Vocabulary Antonyms

WSG 134-135 Context Cards 129-136 Instructional Strategy #16 The Brooklyn Dodgers Vocabulary Reader T178-179 T158-159 Antonyms, Projectable 17.10

Grab & Go: Weekly Test T170-171 Vocabulary

CC2RF3b Know spelling-sound correspondences for additional common vowel teams. CC2RF3c Decode regularly spelled two-syllable words with long vowels..

PHONICS Long I (igh, ie, y)

WSG 72 – 73

Grab & Go: Weekly Test T170-171 Phonics

WRITING WORKSHOP: WHOLE GROUP LESSONS CC.3.L.1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking.

GRAMMAR Subject-Verb Agreement

T102-103 SUW 10-7 Editing with CUPS, Tool10-7b

Grab & Go: Weekly Test T170-171 Grammar

CC.2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts & definitions to develop points, & provide a concluding statement or section. CC.2.W.5 With guidance & support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

WRITING Informative: Technical/How-to Speeches

SUW 9-13 Technical Writing, Tool 9-13a SUW 4-17 Leads, Tool 4-17a, SUW 4-20 Turning a Prompt Into a Topic Sentence, Tool 4-20a SUW 4-22 Definition & Function of Transitions, Tools 4-22a, 4-22b SUW 4-29 Conclusions—Defining Terms Tools 4-29a, 4-29b

SUW 10-13 Quick Check for Speeches Scoring Guide Tools 10-13a (for Reference, Instruction, & Assessment)




Social Studies Focus Materials Unit: Heroes Essential Question(s) 1. What is/ makes a hero? Guiding Question(s) 1. What characteristics must someone have to be a hero? 2. What is the difference between a hero and a celebrity? 3. Who are some heroes from American history and in what ways were they heroic. 4. What can they teach you about behaving like a hero? Could you be a hero? How? 5. How can historical documents (both primary and secondary) help me understand about the lives of heroes? 6. What does literature reveal about heroes? 7. Who is (are) your hero(es) Social Studies SLE’s C.5.2.2 Examine the rights and responsibilities that citizens have in a community. H.6.2.1 Explain the purpose in celebrating national holidays. H.6.2.6 Determine how photos and documents are used to gather information about the past. H.6.2.4 Define conflict. See Social Studies Curriculum Map for Detailed Lessons and Resources

Jackie Robinson Stereotyping

Reading Connections CLLG LESSON p. 73 Sequence of Events Use the Jackie Robinson story for this lesson. Discuss how a timeline is a graphic organizer that can be used to sequence events in a person’s life. Writing Connections Create a timeline of Jackie Robinson’s life Assessment Continue working on the hero holiday from lesson 14. Do you think Jackie Robinson should be considered a hero? Cite evidence from the story to support your opinion.

Vocabulary stereotyping determination Jackie Robinson courage grit segregation

STANDARDS (January) FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS PS.6.2.1 Investigate the relationship between force & motion NS.1.2.4 Estimate & measure length and temperature using International System of Units (SI)

What is the relationship between force & motion? Vocabulary: Investigate, force, motion

Harcourt Science Level Readers:

Motion (Below) On the move! (On) Easy does it! (Advanced)

What is the relationship between force and motion?




READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC2RI1 Ask & answer such questions as who, what, where, when, why, & how to demonstrate understanding of key details in a text. CC2RI2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. CC2RI8 Describe how reasons support specific points the author makes in a text. CC2RL4 Describe how words & phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm & meaning in a story, poem, or song. CC2SL2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CC2SL5 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, & feelings.

COMPREHENSION Skill: Main idea & Details Strategy: Visualize Genres: Informational text, Poetry Essential Question: “How do you know what a story is mostly about?”

Super Storms CC.2.RI.8; CC.2.RI.9 CAFÉ 165 Use Main Idea & Support Details to Determine Importance SB 230-234 CLLG 54 T414-415, T418-428 & T444-445 Graphic Organizer #15 Venn Diagram SUW 1-19 One Idea per Paragraph Note Taking, Tool 1-18c (change “Topic” to “Main Idea”) Your Turn “Storm Safety” CC.2.SL.5 SB 245 T231 Floods: Dangerous Water CC.2.RI.8 T204-205 CLLG 55 Graphic Organizer #7 Idea-Support Map Weather Poems CC.2.RL.4 SB 246-248 CLLG 54-55 Text to Self Make a Plan” CC.2.SL.1a SB249 T249 Strategy: Visualize, Projectable S4 SUW 1-10 Quick Sketch Response CAFÉ 159 Make a Picture or Mental Image Genre Study: Informational Text CLLG 108, Poetry CLLG 107

CC.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).

VOCABULARY Compound Words

WSG 116-117 Vocabulary in Context Cards 57-64 Instructional Strategy #16 Vocabulary Reader – Let it Rain! T250-T251 Compound Words, Projectable 8.10 CAFÉ 187 Use Word Parts to Determine the Meaning of Words

CC2RF3 Know & apply grade-level phonics & word analysis skills in decoding words. CC2RF3d Decode words with common prefixes & suffixes.

SPELLING Consonant digraphs th, sh, wh, ch, tch, ph Base words & endings -s, -ed, -ing

WSG 54-55




WRITING WORKSHOP: WHOLE GROUP LESSONS CC.2.L.1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking.

GRAMMAR What is a verb?

SUW 3-10 Recognizing Parts of Speech p. 126 Verbs Only, Tool 3-13a See Weekly Plans – T196-197

CC.2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts & definitions to develop points, & provide a concluding statement or section. CC.2.W.5 With guidance & support from adults and peers, focus on a topic and strengthen writing as needed by revising & editing.

WRITING Informational: Descriptive

SUW 4-6 Color-Coding & the Five Elements of Information Writing, Tools 4-6 a-b SUW 4-7 Planning with an Informal Outline, Tools 4-7-1, 4-7-2, 4-7-3, 4-7-4, 4-7a SUW 9-8 Descriptive Writing, Factual, Tools 9-8d




Social Studies Unit: Heroes Focus Materials/Links to Lessons Essential Question: What is/ makes a hero? Guiding Question(s) 1. What characteristics must someone have to be a hero? 2. What is the difference between a hero & a celebrity? 3. Who are some heroes from American history? In what ways were they heroic? 4. What can they teach you about behaving like a hero? Could you be a hero? How? 5. How can historical documents (both primary & secondary) help me understand about the lives of heroes? 6. What does literature reveal about heroes? 7. Who is (are) your hero(es)? Social Studies SLE’s C.5.2.2 Examine the rights and responsibilities that citizens have in a community. H.6.2.1 Explain the purpose in celebrating national holidays. H.6.2.6 Determine how photos and documents are used to gather information about the past. H.6.2.4 Define conflict. See Social Studies Curriculum Map for Detailed Lessons and Resources

How People Can Make a Difference? Continent of Africa

Social Studies Content Lesson: The Heart of a Hero: We Can All Make a Difference Lesson: Continent of Africa Africa Graphic Organizer PowerPoint Africa Reading Connections CLLG LESSON pp. 74-75 Understanding Characters Doctor Salk’s Treasure T206 & My Name is Gabriella T225 & CLLG p. 74 Writing Connections Provide students with a map of the world. Work together to find the locations for each story you read this week. Have the students create a map key for their map. Assessment Continue working on the hero holiday from lesson 14. Have students choose a person they consider a hero from a biography you read in class this week. Complete the T-Map CLLG Lesson 18 “ What the Character Did/What the Character Was Like” Descriptive Paragraph Continent Africa-- Using sense words to tell how things look, feel, smell, and taste. Use information from your graphic organizer.

Vocabulary Africa Globe Folk Tale Continent Map Cardinal directions Character traits (Student & Teacher Generated)

STANDARDS (January) FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS PS.6.2.1 Investigate the relationship between force & motion NS.1.2.4 Estimate & measure length and temperature using International System of Units (SI)

What is the relationship between force & motion? Vocabulary: Investigate, force, motion

Harcourt Science Level Readers: Motion (Below) On the move! (On) Easy does it! (Advanced)

What is the relationship between force and motion?




READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC2RI5 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. CC2RL9 Compare & contrast two or more versions of the same story (e.g. Cinderella stories) by different authors or from different cultures. CC2RL7 Use information gained from the illustrations & words in a print or digital text to demonstrate understanding of its characters, setting, or plot. CC2SL3 Ask & answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

COMPREHENSION Skill: Text & Graphic Features Strategy: Questioning Genre: Informational Text, Humorous Fiction, & Play Essential Question: “What can you learn from signs in your community?”

Animals Are Heroes, Too CC.2.RI.5 Unit 4 EXT C3-5 SB RA32-39 Click On It CC.2.RI.5 Unit 4 EXT C6-7 SB RA40-41 The Signmakers Assistant CC.2.RL.7 Preteaching for Success Ark. Tab SB114-136 CLLG p. 76 T320-332 Graphic Organizer #12 T-Map Wild Friends, Wow! CC.2.RI.6 T302-303 CLLG p. 77 The Trouble with Signs CC.2.RL.7 SB 138-140 CLLG p. 77 T348-349 CC.2.RL.9 T356 Read to Connect SB114-136 & SB138-140 Interactive Read Aloud Question 3 CC.2.SL.3 Genre Study Informational Text CLLG 108 Humorous Fiction CLLG 105

Open Response Arkansas Tab “Write a four-sentence paragraph to tell what lesson Norman learned in “The Signmaker’s Assistant” Use rubric provided to score.

CC2L5 Demonstrate understanding of figurative language, word relationships & nuances in word meanings.

VOCABULARY Target Vocabulary Strategy: Synonyms

WSG pp. 138-139 Vocabulary in context cards 143-15 Instructional Strategy #16 Vocabulary Reader: Signs are Everywhere T370-371 T350-351 Synonyms, Projectable 19.9

Grab & Go: Weekly Test T362-363 Vocabulary

CC2RF3b Know spelling-sound correspondences for additional common vowel teams

PHONICS/SPELLING Words with ar

WSG pp. 76-77

Grab & Go: Weekly Test T362-363 Phonics/Spelling




WRITING WORKSHOP: WHOLE GROUP LESSONS CC2L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing.

GRAMMAR Commas in dates & places

T294-295

Grab & Go: Weekly Test T362-363 Grammar

CC2W3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, & feelings, use temporal words to signal event order & provide a sense of closure. CC2W5 With guidance & support from adults & peers, focus on a topic & strengthen writing as needed by revising & editing.

WRITING Personal Narrative

SUW 6-19 Six Tips for Writing a 1st Draft, Tools 6-19a-b SUW 6-20 Working on the Qualities of a Good Story, Tools 6-20a-b SUW 6-12 Ways to Begin a Story, Tools 6-12a, 6-12e-f SUW 6-14 Writing dialogue SUW 6-16 Recognizing Story Transitions, Tools 6-16a-c SUW 6-17 Options for Writing the End of a Story, Tools 6-17a-b

SUW 10-19 Personal Narrative Scoring Guide , Tools 10-19a, 10-19b, 10-19c (for Reference, Instruction, & Assessment)




Social Studies Unit: Heroes Focus Materials/Links to Lessons Essential Question: What is/makes a hero? Guiding Questions: 1. What characteristics must someone have to be a hero? 2. What is the difference between a hero and a celebrity? 3. What can they teach you about behaving like a hero? Could you be a hero? How? 4. How can historical documents (both primary and secondary) help me understand about the lives of heroes? 5. What does literature reveal about heroes? 6. Who is (are) your heroes? Social Studies SLE’s C.5.2.2 Examine the rights & responsibilities that citizens have in a community H.6.2.4 Define conflict H.6.2.6 Determine how photos & documents are used to gather information about the past See Social Studies Curriculum Map for Detailed Lessons and Resources

Ron McNair Heroes

Social Studies Content Ron’s Big Mission Lesson Plan Ron’s Big Mission PowerPoint Reading Connections: CLLG LESSON p. 76 “Text & Graphic Features” Ron’s Big Mission by Corinne Naden Read the book & complete the T-Chart from the lesson. What the Art Shows/What It Says About the Story Writing Connections: Write about something that you were not allowed to do that you felt was unfair. Assessment: Continue working on the hero project from lesson 14. Write an alternate ending to the story. Have students write a paragraph that identifies the problem in the story and how it was solved. (Problem/Solution paragraph)

Vocabulary Student and teacher generated hero characteristics Ron McNair Astronaut Challenger Note: Copies of Ron’s Big Mission have been provided to teachers. If you do not have a copy of the book contact [email protected] or 447-3398 & a copy will be sent to you.

STANDARDS (February) FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS PS.7.2.1 Classify materials as transparent, translucent, or opaque (e.g., plastic wrap, wax paper, & aluminum foil) LS.2.2.1 Classify animals into major groups according to their structure: Mammals birds fish

• How can materials be classified? • How can animals be classified? • Vocabulary: Classify, mammals,

vertebrate

Harcourt Science Level Readers: Living & Nonliving Things (Below) Living Things (On) Way to Grow! (Advanced)

• Compare & contrast opaque & translucent. • Compare & contrast

mammals & birds.


DD5= The Daily 5 VR= Vocabulary Reader HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy GuideWSG = Word Study Guide EXT = Extending CCSS (TE insert) SUW= Step Up to Writing TE = Teachers’ Edition


READING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTSCC2RL7 Use information gained from the illustrations & words in a print or digital text to demonstrate understanding of its characters, setting, or plot.CC2SL2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

COMPREHENSIONSkill: Compare & contrast

Strategy: Monitor/clarify

Genres: fantasy, informational text, realistic fiction

LDex: The Heart of a Hero CC.2.RL.1CLLG p. 78 SB 150-172T414-415; T418-428 & T444-445 Ordinary Heroes CC.2.SL.2CLLG p. 79TE pp. T398-T399 Heroes: Then and Now CC.2.RL.7TE pp. T444-445 SB 174-176CLLG p. 78-79 Strategy – Monitor/ClarifyCAFÉ 154 Check for UnderstandingCAFÉ 156 Monitor and Fix UpProjectable S3

Writing about Reading Prompt CLLG p. 28

Use SUW Scoring Guide for Short Answers

CC2L4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell)

VOCABULARYTarget VocabularyStrategy: prefix over-

WSG pp. 140-141

Vocab. in Context Cards 153-160Vocabulary Reader: Everyday Hero

CC2RF3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

PHONICSWords with or/ore

WSG pp. 78-79




WRITING WORKSHOP: WHOLE GROUP LESSONSCC2L1a Use collective nouns (e.g., group).CC2L2b Use commas in greetings and closings of letters

GRAMMARCommas in a series

See Weekly Plan T390-391

CC2W3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, & feelings, use temporal words to signal event order, & provide a sense of closure.CC2W5 With guidance & support from adults and peers, focus on a topic & strengthen writing as needed by revising & editing.CC2W6 With guidance & support from adults, use a variety of digital tools to produce & publish writing, including in collaboration with peers.

WRITINGNarrative: PersonalFocus: Revising/Editing

Repeat with new idea or prompt – SUW:6-22 through 6-24

SUW 10-18 Stories Scoring Guide Peer Review


Social Studies Unit: Heroes Focus Materials/Links to LessonsEssential Question: What is/makes a hero?Guiding Questions1. What characteristics must someone have to be a hero?2. What is the difference between a hero and a celebrity? 3. Who are some heroes from American History and in what ways were they heroic?4. What can they teach you about behaving like a hero? Could you be a hero? How?5. How can historical documents (both primary and secondary) help me understand about the lives of heroes?6. What does literature reveal about heroes?7. Who is (are) your hero(es)?Social Studies SLE’sC.5.2.2 Examine the rights & responsibilities that citizens have in a communityH.6.2.1 Explain the purpose in celebrating national holidaysH.6.2.3 Discuss historical people of Arkansas H.6.2.4 Define conflict H.6.2.6 Determine how photos & documents are used to gather information about the past

See Social Studies Curriculum Map for Detailed Lessons & Resources

Rights & Responsibilities of Citizens

Social Studies ContentLesson: Super Heroes vs. Real Life HeroesReading Connections: CLLG pp 78-79 Lesson “Compare & Contrast” Lesson: Super Heroes vs. Real Life HeroesJourneys Unit 4--Lesson 20Journeys Lesson 20 Leveled ReadersDex the Heart of a Hero TE p. 417Ordinary Heroes—Journeys pp 144-45Heroes Then and Now---Journeys

Writing ConnectionsWrite about someone in your life that you consider a hero. Refer to the classlist of hero characteristics and identify at least two that you think this personpossess and give examples.

AssessmentContinue working on the hero project from lesson 14.

Super Hero PosterMy Hero PosterUse Super Heroes vs. Real Life Heroes Lesson to teach and introduce the assessment. Work on this can continue next week.

Vocabularyrole-modelsuper hero real life herocharityservice leader courage perseverance



STANDARDS (February) FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTSPS.7.2.1 Classify materials as transparent, translucent, or opaque (e.g., plastic wrap, wax paper, & aluminum foil)LS.2.2.1 Classify animals into major groups according to their structure:Mammals birds fish

How can materials be classified?How can animals be classified?Vocabulary:Classify, Vertebrate, mammals


Living & Nonliving Things (Below)Living Things (On)Way to Grow! (Advanced)

Compare & contrast opaque & translucent.Compare & contrast mammals & birds.

http://sssecondgrade.wikispaces.com/file/view/Super%20Heroes%20vs%20Real%20Life%20Heroes%20Lesson.pdf/439378850/Super%20Heroes%20vs%20Real%20Life%20Heroes%20Lesson.pdf

http://sssecondgrade.wikispaces.com/file/view/Super%20Heroes%20vs%20Real%20Life%20Heroes%20Lesson.pdf/439378850/Super%20Heroes%20vs%20Real%20Life%20Heroes%20Lesson.pdf


D5= The Daily 5 VR= Vocabulary Reader HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy GuideWSG = Word Study Guide EXT = Extending CCSS (TE insert) SUW= Step Up to Writing TE = Teachers’ Edition

LRSD Elementary Literacy Department & Curriculum Committee Members Revised 2014

READING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTSCC2RI1 Ask & answer such questions as who, what, where, when, why, & how to demonstrate understanding of key details in a text. CC2RI2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.CC2RI5 Know & 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. CC2RI6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. CC2RI7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to & clarify a text.CC2RI8 Describe how reasons support specific points the author makes in a text.

COMPREHENSIONSkill: Main Idea & DetailsStrategy: Infer/PredictGenres: Non-fiction, poetry

Lesson Overview CLLG pg. 29

From Duckling to Duck: Read Aloud CLLG p. 81 T114-115Penguin ChickCLLG p. 80 T32-42 SB 190-206Animal PoemsCLLG p. 81 T60-61 SB 208-210

REMEMBER: Do not give every weekly assessmentGrab & Go Weekly TestTE 74-75 V,C, L

CC2L4e Use glossaries & beginning dictionaries, both print & digital, to determine or clarify the meaning of words and phrases.

VOCABULARYTarget VocabularyStrategy: Dictionary entry

WSG pp. 142-143Vocab. in Context Cards pp. 161-168 Vocabulary Reader: Antarctic AnimalsSUW 2-3 “Breaking down definitions”

CC2RF3 Know & apply grade-level phonics & word analysis skills in decoding words.CC2RF3b Know spelling-sound correspondences for additional common vowel teams.

PHONICSWords with ir, er, ur

WSG pp. 80-81




WRITING WORKSHOP: WHOLE GROUP LESSONSCC2L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking.CC2L3 Use knowledge of language & its conventions when writing, speaking, reading, or listening. CC2L1e Use adjectives & adverbs, & choose between them depending on what is to be modified.

GRAMMARWhat is an adjective?

See weekly plan T294-295

CC2W2 Write informative/explanatory texts in which they introduce a topic, use facts & definitions to develop points, & provide a concluding statement or section. CC2W5 With guidance & support from adults and peers, focus on a topic & strengthen writing as needed by revising & editing.CC2W6 With guidance & support from adults, use a variety of digital tools to produce & publish writing, including in collaboration with peers. CC2W8 Recall information from experiences or gather information from provided sources to answer a question.

WRITINGWrite to inform:Problem-solution paragraph

9-6 Writing to show Cause & Effect or Problem & Solution4-6 Color Coding the 5 Elements of Informational Writing4-7 Planning with an Informal Outline4-18 Topic Sentence Variety

Scoring Guide for Informational Paragraphs 10-15a

STANDARDS (February) FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTSPS.7.2.1 Classify materials as transparent, translucent, or opaque (e.g., plastic wrap, wax paper, & aluminum foil)LS.2.2.1 Classify animals into major groups according to their structure: Mammals birds fish

How can materials be classified?How can animals be classified?Vocabulary: Classify, Vertebrate, mammals


Living & Nonliving Things (Below)Living Things (On)Way to Grow! (Advanced)

Compare & contrast opaque & translucent.

Compare & contrast mammals & birds.




Social Studies Unit: Economics/Environment Focus Materials/Links to Lessons

Essential Question: 1.How do communities meet the economic needs and wants of their families?Guiding Questions:1.What questions are important to ask about wants, needs, goods, and services?2.What is a consumer?3. How does your wants relate to being a consumer?

Social Studies SLE’s: G.1.2.4 Identify and define the North and South Poles and the Equator on a map or globe.G.1.2.6 Locate the seven continents using a map or globe.G.1.2.7 Name and locate the four major oceans.E.8.2.1 Distinguish between consumers and producers in a local community. H.6.2.1 Explain the purpose in celebrating national holidaysH.6.2.6 Determine how photos and documents are used to gather information about the past.

See Social Studies Curriculum Map for Detailed Lessons and Resources

Antarctica Economic Wants /Consumers Role of the President /Washington’s BDPresident’s Day

Social Studies ContentLessons 21-23 will overlap from Heroes to Economic/Environment Units in order to finish projects and present.A Mystery Bag of Wants Lesson(Create a Mystery Card for the Penguin after completing the lesson.)Antarctica LessonReading ConnectionsCLLG LESSON p. 86 Cause & EffectJourneys Unit 4--Lesson 21Use Penguin Chick by Betty Tatham in Journeys pp.191-207.Lesson 21 Leveled Readers and Vocabulary Reader Research LessonPenguin Research Notes Graphic OrganizerBlank Research Notes Graphic Organizerwww.cals.lib.ar.us/

Antarctic Antics: A Book of Penguin PoemsAntarctica by Allan Fowler Writing Connections: Penguin ReportWrite a short paragraph about a time you were a consumer. Use the words “consumer” and “want” in your paragraph.AssessmentContinue working on the hero project from lesson 14.Penguin Note taking/Research Report Research on Penguins. Use Research Report Lesson to guide instruction.

VocabularyPresident’s Day Barack Obama Abraham Lincoln George WashingtonScientists Adaptations Continents AntarcticaGlaciers IcebergsHabitat

Note: President’s Day—Choose one of the activities below:Presidential Poster- Illustrate the duties and qualities of the President. The poster should also include at least two different graphic features in Journey’s Lesson 19 -or-Poster on George Washington or Abraham Lincoln- Illustrate duties and qualities of the President. The duties will reflect something they did as President. The poster should also include at least two different graphic features discussed in Journey’s Lesson 19.

http://sssecondgrade.wikispaces.com/file/view/Mystery%20Bag%20of%20Wants%20Activity.pdf/411242248/Mystery%20Bag%20of%20Wants%20Activity.pdf

http://www.cals.lib.ar.us/

http://sssecondgrade.wikispaces.com/file/view/Report%20Graphic%20Organizer-1%20(2).pdf/411276408/Report%20Graphic%20Organizer-1%20(2).pdf

http://sssecondgrade.wikispaces.com/file/view/Penguin%20Research%20Notes.pdf/411276386/Penguin%20Research%20Notes.pdf

http://sssecondgrade.wikispaces.com/file/view/Research%20Report%20Penguin%20Lesson.pdf/439378818/Research%20Report%20Penguin%20Lesson.pdf

http://sssecondgrade.wikispaces.com/file/view/The%20Continent%20of%20Antarctica%20Lesson.pdf/439378862/The%20Continent%20of%20Antarctica%20Lesson.pdf

GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 5 Lesson 22READING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTSCC3RI1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC3SL1d Explain own ideas & understanding in light of the discussion. CC3RI6 Distinguish own point of view from that of the author of a text.CC3RI8 Describe the logical connection between particular sentences & paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).CC3RI9 Compare & contrast most important points & key details presented in two texts on the same topic.

COMPREHENSION/FLUENCYSkill: Compare & ContrastStrategy: VisualizeGenre: FableFluency: Phrasing

Gloria who Might be My Best Friend CC.2.RL.1; CC.2.RL.3 Preteaching for Success! AR TabSB220-236 CLLG 82 T126-127; T130-146 & T148-149 Graphic Organizer #12 T-Map

The Middle Seat CC.2.RL.3 T110-T111 CLLG 83Graphic Organizer #12 T-Map How to Make a Kite CC.2.RI.3SB 238-241 CLLG 83 TT156-157Making Connections CC.2.SL.3Text to World SB 241 T157

Strategy: Question Projectable S5 Question StrategyCAFÉ 160 Ask Questions Throughout the Reading Process Genre Study: Fable CLLG 104

CC3RF3 Know & apply grade-level phonics & word analysis skills in decoding words.CC3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes.CC3L4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

VOCABULARYSuffix -lyPrefixes re-, pre-

WSG pp. 144-145

Vocab. in Context cards 181-190

CC3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words (sitting, smiled, cries, happiness)CC3RF3c Decode multisyllable words.CC3L2f Use spelling patterns & generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

SPELLINGSpelling Changes: s, -es, -ing, -ed Less Common Plurals

WSG pp. 82-83 22.8-22.10



GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 5 Lesson 22

WRITING WORKSHOP: WHOLE GROUP LESSONSCC3L1f Ensure subject-verb & pronoun-antecedent agreement.CC3L1a Explain the function of nouns, pronouns, verbs, adjectives, & adverbs in general & functions in particular sentences.

GRAMMARUsing Proper Nouns

Weekly Plan T6-T7

WRITING STANDARDSCC3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CC3W3a Establish a situation & introduce a narrator and/or characters; organize an event sequence that unfolds naturally.CC3W3b Use dialogue & descriptions of actions, thoughts, & feelings to develop experiences & events or show the response of characters to situations.CC3W3c Use temporal words & phrases to signal event order.CC3W3d Provide a sense of closure.CC3W10 Write routinely over extended time frames (time for research, reflection, & revision) & shorter time frames for a range of discipline-specific tasks, purposes & audiences.CC3L2c Use commas & quotation marks in dialogue.

WRITINGFictional Narrative

SUW:6-6 Six Steps for Writing a Story (Continued)10-18 Stories Scoring Guide 6-12 Ways to Begin a Story6-13 3-Step Strategy to Write the Beginning6-14 Writing Dialogue6-15 Function & Variety of Story Transitions

10-18 Stories Scoring Guide



GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 5 Lesson 22CONTENT AREA STANDARDS & LESSONS 3rd Grade

STANDARDS Week (March) FOCUS MATERIALS NOTEBOOK PROMPT

LS.2.3.1 Classify animals as vertebrates & invertebrates according to their structure (4 weeks).

How are vertebrates & invertebrates classified?

Vocabulary:Classify, invertebrate, structure

Scott Foresman Science Leveled Readers:How Animals Live (Below Level)Animals Ways of Life (On Level)Exoskeleton (Advanced)Plants & Animals Living Together (Below Level)Ways Plants & Animals Interact (On Level)Owl Life (Advanced)

(Supplemental)Where Plants & Animals Live (Below Level)Earth’s Ecosystems (On Level)Polar Life (Advanced)Plants & How They Grow (Below Level)Plants & Trees Growing (On Level)Tree Life (Advanced)

A scientist discovers a new animal. What does she look at to classify it as a vertebrate or an invertebrate? What are some other things she would look at it to classify it to a smaller group?




D5= The Daily 5 VR= Vocabulary Reader HMH= Houghton Mifflin Harcourt SUW= Step Up to Writing CLLG= HMH Comprehensive Language & Literacy Guide WSG = Word Study Guide


READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC.2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. CC.2.RL.1 Ask & answer such questions as who, what, where, when, why, & how to demonstrate understanding of key details in a text. CC.2.RI.5 Know and use various text features (e.g., captions, bold print, subheading, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. CC.2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CC2RI9 Compare & contrast the most important points presented by two texts on the same topic.

COMPREHENSION Skill: Conclusions Strategy: Summarize Genre: Narrative Nonfiction & Informational Essential Questions: “What helps you make a decision about a character?”

The Goat in the Rug CC.2.RI.3 Preteaching for Success! Ark Tab SB 250-268 Unit 5 EXT C6-C7 CLLG 84 T222-223; T226-233 & T244-245 Graphic Organizer #9 Inference Map CAFÉ 162 Infer and Support with Evidence SUW 1-27 Making Inferences and Analyzing Text with Three-Column Notes Nothing But a Quilt: CC.2.RL.1 T206-T207 CLLG p. 85 Graphic Organizer #9 Inference Map Basket Weaving CC.2.RI.5 SB 270-272 CLLG p. 8 T252-253 Interactive Read Aloud Question #3 CC.2.SL.2 Making Connections CC.2.RI.9 “Fact or Fiction?” SB273 T253 Strategy: Summarize Projectable S6 CAFÉ 165 Summarize Text… SUW 1-41 Three-Column Burrito Fold Bookmarks, Tool1-41b SUW 1-33 Summary Paragraphs Genre Study: Informational Text CLLG 108

Open Response Arkansas Tab “Write two sentences to tell why you think the author wrote “The Goat in the Rug.” Give examples to show why you think so.” Use rubric provided

CC.2.L.4a Use sentence-level context as a clue to the meaning of a word or phrase.

VOCABULARY Target Vocabulary Strategy: Multiple Meaning Words

WSG 146-147 Vocab. in Context Cards 177-184 Instructional Strategy #18 Vocab. Reader: Weaving T274-275 T254-T255 Multiple-Meaning Words, Projectable 23.10

PB 117




CC.2.RF.3d Decode words with common prefixes and suffixes. CC.2.L.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

PHONICS Suffixes y, ly, ful Final Stable Syllables –tion, -ture

WSG pp. 84-85

PB 110

WRITING WORKSHOP: WHOLE GROUP LESSONS CC.2.L.1d Form & use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

GRAMMAR Irregular verbs

T198-T199 PB 116

CC.2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts & definitions to develop points, & provide a concluding statement or section. CC.2.W.5 With guidance & support from adults and peers, focus on a topic & strengthen writing as needed by revising & editing. CC.2.W.6 With guidance & support from adults, use a variety of digital tools to produce & publish writing, including in collaboration with peers. CC.2.W.8 Recall information from experiences or gather information from provided sources to answer a question.

WRITING Write to inform: Explanation

SUW: 9-13 Technical Writing, Tool 9-13a 4-19 Mastering Topic Sentences 4-23 Transition Sets, Tools 4-23a, 4-23b 4-27 Paragraph Elaboration, Tools 4-27a, 4-27b 4-30 Connecting a Conclusion to a Topic Sentence, Tool 4-30a

SUW 10-15 Information Paragraph Scoring Guide Tool 10-15a (for Reference, Instruction, & Assessment)




Social Studies Focus Materials/Links to Lessons Unit: Economics Essential Question(s) 1.How do communities meet the economic needs and wants of their families? Guiding Question(s) 1. What are consumers and producers? 2. What are natural, human, and capital resources? 3. How are goods produced? 4. What people and resources are involved in the production of goods? Social Studies SLE’s E.8.2.1 Distinguish between consumers and producers in a local community. E8.2.3 Discuss availability of natural resources E.8.2.4 Give examples of capital resources E.9.2.4 Classify productive resources into the following categories: natural resources, human resources, capital resources E.9.2.7 Define specialization and interdependence See Social Studies Curriculum Map for Detailed Lessons and Resources

economics: producers resources specialization

Social Studies Content Federal Reserve “The Goat in the Rug” Lesson Economic and Literature Lesson “Goat in the Rug” Reading Connections CLLG LESSON 23 p. 84 Conclusions The Goat in the Rug by Geraldine Journey’s Lesson 23 CLLG LESSON 23 p. 85 Text and Graphic Features Basket Weaving Writing Connections Write an informational paragraph telling how you made the rug in the lesson you did this week. Assessment Using information from the story and activities, have the students choose three words and give an example for each of the vocabulary words below: Goods Services Specialization Producer Natural Resources Human Resources Capital Resources Assembly Line Handout 2 Assessment----Federal Reserve “The Goat in the Rug” Lesson p. 14 Put the following words on the board: Flour, eggs, water, sugar, shortening, oven, mixing bowl, spoon, baking pan, measuring cups and spoons, you. Have students work in pairs and distribute index cards to each pair. Have them put a word on each card and write a sentence explaining what they would produce from the item. On the back label each item as a natural resource, human resource or capital resource. Taken from Assessment p. 9 Federal Reserve “The Goat in the Rug” Lesson.

Vocabulary division of labor interdependence producers intermediate resources (natural, human, capital, productive) specialization goods/services consumer/producer assembly line productivity

STANDARDS (March) FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS LS.2.2.2 Differentiate among herbivores, carnivores, & omnivores LS.3.2.1 Illustrate embryonic development (e.g., chicken) LS.3.2.2 Compare & contrast embryonic development & incomplete metamorphosis

Discuss the ways animals are classified. Vocabulary: Illustrate, herbivore, carnivore, omnivore, embryonic

Harcourt Science Level Readers: Animals (Below) Animal Life cycles (On) Changing Shapes (Advanced)

• What distinguishes embryonic development from incomplete metamorphosis? • Compare & contrast

herbivores/carnivores/omnivores.


D5= The Daily 5 VR= Vocabulary Reader HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG = Word Study Guide EXT = Extending CCSS (TE insert) SUW= Step Up to Writing TE = Teachers’ Edition


READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC.2.RL.3 Describe how characters in a story respond to major events & challenges. CC.2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CC.2.RL.9* Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. CC.2.SL.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audible incoherent sentences.

COMPREHENSION Skill: Cause & Effect Strategy: Visualize Genres: Folk Tales, Traditional Tales Essential Question: “How can one event in a story cause another to happen?”

Half-Chicken CC.2.RL.3 Preteaching for Success! Ark Tab SB 282-298 CLLG p. 86 T318-319; T322-329 & T340-341 Graphic Organizer #12 T-Map SUW 1-20 Two Column Guided Responses Tiger in the Water: A Folktale from Malaysia CC.2.RL.3 T302-303 CLLG 87, Graphic Organizer #12 T-Map The Lion and the Mouse CC.2.RL.2, CC.2.SL.4 SB 300-302 CLLG p. 87 T348-349 CC.2.RL.9 *find another version of “The Lion and the Mouse” and/or Amos & Boris to compare…see Unit 6 EXT C4-C5 as an example Strategy: Visualize Projectable S4 SUW 1-10 Quick Sketch Response CAFÉ 159 Make a Picture or Mental Image Genre Study: Folktales CLLG 103

Grab & Go Weekly Test T362-363 Comprehension

CC.2.L.5 Demonstrate understanding of figurative language, word relationships & nuances in word meanings.

VOCABULARY Target Vocabulary Strategy: Antonyms

WSG pp. 148-149 Vocab. in Context Cards 185-192 Instructional Strategy #16 Vocab. Reader: Clever Animals T370-371 T350-T351 Antonyms, Projectable 24.9 SUW 2-6 Vocabulary Maps

Grab & Go Weekly Test T362-363 Vocabulary

CC.2.RF.3d Decode words with common prefixes & suffixes. CC.2.RF.3e Identify words with inconsistent but common spelling-sound correspondences.

SPELLING Prefixes: re, un, over, pre, mis Silent consonants

WSG pp. 86-87

Grab & Go Weekly Test T362-363 Phonics


D5= The Daily 5 VR= Vocabulary Reader HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG = Word Study Guide EXT = Extending CCSS (TE insert) SUW= Step Up to Writing TE = Teachers’ Edition


WRITING WORKSHOP: WHOLE GROUP LESSONS CC.2.L.1d Form & use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

GRAMMAR Irregular action verbs

T294-295 Grab & Go Weekly Test T362-363 Grammar

CC.2.W.2 Write informative/explanatory texts in which they intro. a topic, use facts & definitions to develop points, & provide a concluding statement or section. CC.2.W.5 With guidance & support from adults and peers, focus on a topic & strengthen writing as needed by revising & editing. CC.2.W.6 With guidance & support from adults, use a variety of digital tools to produce & publish writing, including in collaboration with peers. CC.2.W.8 Recall information from experiences or gather information from provided sources to answer a question.

WRITING Write to inform: Research Report

SUW 5-1 Elements of Accordion Essays & Reports, Tools 5-1a to 5-1c SUW 5-2 Writings Essays & Reports Step-by-Step, Tools 5-2a SUW 1-25 Collecting & Organizing Facts, Tools 1-25a to 1-25d SUW 5-3 Organizing & Writing, 1 step at a Time, Tools 5-2a, 5-3a to 5-3c SUW 5-4 Creating 2-sentence Introductions

SUW 10-16 Information Reports Scoring Guide, Tools 10-16a, 10-16b,10-16c (for Reference, Instruction, & Assessment)


WSG = Word Study Guide VR = Vocabulary Reader EXT=Extending the CCSS Teacher Support Booklet (Insert at front of TE)

SUW= Step Up to Writing D5= The Daily 5 HMH = Houghton Mifflin Harcourt CLLG = HMH Comprehensive Language & Literacy Guide


Social Studies Focus Materials/Links to LessonsUnit: Economics/EnvironmentEssential Question(2) 1. How do communities meet the economic needs and wants of their families?2. Why is it important to take care of our environment?Guiding Question(s)1. What questions are important to ask about wants, needs, goods, andservices?2. What is a consumer?3. How does your wants relate to being a consumer?Social Studies SLE’sG.1.2.1 Define relative locationG.1.2.4 Identify and define the North and South Poles and the Equator on a map or globe.G.1.2.6 Locate the seven continents using a map or globe.G.1.2.7 Name and locate the four major oceans.G1.2.11 Describe relative locations of places using cardinal direction.E.7.2.1 Describe an event or situation in daily life in which a tradeoff is made.E.9.2.1 Identify items that have been used as currency.E.9.2.2 Understand that the use of money facilitates exchange.

See Social Studies Curriculum Map for Detailed Lessons and Resources

Australia Economics--Consumers and producers

Social Studies ContentExchanging Goods and Services LessonContinent of Australia Lesson Australia Graphic OrganizerReading ConnectionsCLLG LESSON pp. 86-87 Cause and EffectKangaroo Gets a Pouch---FolktalesUse story to reinforce or teach LESSONVisualize activity included at end of story.

Writing ConnectionsDescribe and illustrate a barter situation and a monetaryexchange situation. Activity 9.7AssessmentExchanging Goods and Services LessonMap of Continents and Oceans----Australia (Students have been adding continents to this map all year long as each is introduced in depth)

VocabularyNorth America South America Africa Asia Europe AustraliaGoodsServicesBarterMonetaryexchange

http://sssecondgrade.wikispaces.com/file/view/Exchanging%20for%20Goods%20and%20Services%20Lesson.pdf/411245450/Exchanging%20for%20Goods%20and%20Services%20Lesson.pdf

http://sssecondgrade.wikispaces.com/file/view/Map%20Continents%20Oceans.pdf/441245698/Map%20Continents%20Oceans.pdf

http://sssecondgrade.wikispaces.com/file/view/Exchanging%20for%20Goods%20and%20Services%20Lesson.pdf/411245450/Exchanging%20for%20Goods%20and%20Services%20Lesson.pdf

http://sssecondgrade.wikispaces.com/file/view/Kangaroo%20Gets%20a%20Pouch.doc/442780862/Kangaroo%20Gets%20a%20Pouch.doc

http://sssecondgrade.wikispaces.com/file/view/Australia%20Graphic%20Organizer.doc/442510598/Australia%20Graphic%20Organizer.doc

http://sssecondgrade.wikispaces.com/file/view/The%20Continent%20of%20Australia%20Lesson.pdf/439379196/The%20Continent%20of%20Australia%20Lesson.pdf

GRADE 2 Curriculum Map: Literacy & Integrated Content UNIT 5 LESSON 25



READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC.2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action CC.2.RI.9 Compare and contrast the most important points presented by two texts on the same topic CC.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. CC.2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

COMPREHENSION Skill-Sequence of Events Strategy: Monitor/Clarify Genres: Fantasy, Informational Text Essential Question: “What steps would you take to plant a garden?”

How Groundhog’s Garden Grew CC.2.RL.5 Preteaching for Success! Ark Tab SB 312-332 CLLG p. 88 TT414-415; T418-427 & T436-437 Graphic Organizer #4 Flow Chart CAFÉ 164 Summarize Text; Include Sequence of Main Events T452 Read to Connect CC.2.RI.9 Use G2U6 EXT pp. C4-C5 as a reference to compare/contrast SB312-332 & SB334-336 An Apple A Day CC.2.RL.5 T398-399 CLLG p. 89 Graphic Organizer #4 Flow Chart Interactive/Read-Aloud CC.2.SL.1 CLLG 89 Question 3 Super Soil CC.2.RI.5 SB 334-336 CLLG 89 T444-445 Interactive/Read-Aloud CC.2.SL.1 CLLG 89 Question 3 Strategy – Monitor/Clarify CAFÉ 154 Check for Understanding CAFÉ 156 Monitor and Fix Up Projectable S3

Open Response Arkansas Tab Write a paragraph to tell what Little Groundhog meant when he said, “What a fortunate creature I am!” Use provided rubric to score




CC.2.L.4a Use sentence-level context as a clue to the meaning of a word or phrase.

VOCABULARY Target Vocabulary Strategy: using context clues

WSG pp. 150-151 Vocab. in Context Cards 193-200 Instructional Strategy #16 Vocab. Reader: Grow a Bean Plant T470-471 CAFÉ 177 Trade a Word/Guess a word That Makes Sense Strategy T446-T447 Projectables S8 and 25.9

PB 148

CC.2.RF.3 Know & apply grade-level phonics & word analysis skills to decode words. CC.2.RF.3f Recognize and read grade-appropriate irregularly spelled words.

PHONICS/SPELLING Words with au, aw, al, o, a

WSG pp. 88-89

PB 147

WRITING WORKSHOP: WHOLE GROUP LESSONS CC.2.L.3a Compare formal & informal uses of English. CC.2.L.1d Form & use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

GRAMMAR Formal & Informal English Irregular action verbs

Unit 5 EXT Formal and Informal English C8-C9 T390-391

PB 146

CC.2.W.2 Write informative/explanatory texts in which they intro. a topic, use facts & definitions to develop points, & provide a concluding statement or section. CC.2.W.5 With guidance & support from adults and peers, focus on a topic & strengthen writing as needed by revising & editing. CC.2.W.8 Recall information from experiences or gather information from provided sources to answer a question.

WRITING Write to inform: Research Report

SUW 5-5 Blocking Out Essays & Reports, Tools 5-5a SUW 5-8 Lead with the Blues Tools 5-8a-c SUW 5-9 Transition Topic Sentences, Tools 5-9a-b SUW 5-14 Reviewing Elaboration, Tools 5-14a Unit 5 EXT Definitions in Informative Writing C10-C11, Blackline Masters CC.5.1 and CC5.2 SUW 5-17 Writing Successful Conclusions, 5-7a-b

SUW 10-16 Information Reports Scoring Guide, Tools 10-16a, 10-16b,10-16c (for Reference, Instruction, & Assessment)




STANDARDS (March) FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS LS.2.2.2 Differentiate among herbivores, carnivores, & omnivores LS.3.2.1 Illustrate embryonic development (e.g., chicken) LS.3.2.2 Compare & contrast embryonic development & incomplete metamorphosis

Discuss the ways animals are classified. Vocabulary: Illustrate, herbivore, carnivore, omnivore, embryonic


Animals (Below) Animal Life cycles (On) Changing Shapes (Advanced)

• What distinguishes embryonic development from incomplete metamorphosis? • Compare & contrast

herbivores/carnivores/ omnivores.


Social Studies Focus Materials/Links to LessonsUnit: Economics/EnvironmentEssential Question(s) 1. How do communities meet the economic needs and wants oftheir families?2. Why is it important to take care of our environment?Guiding Question(s)1. How do raw materials become products2. How are goods made, delivered, and used?3. What are natural, human, and capital resources?4. How are goods produced? 5. What people and resources are involved in the production of goods?

Social Studies SLE’sG.1.2.4 Identify and define the North and South Poles and the Equator on a map or globe.G.1.2.6 Locate the seven continents using a map or globe.G.1.2.7 Name and locate the four major oceans.E.8.2.1 Distinguish between consumers and producers in a local community.E.8.2.3 Discuss the availability of natural resources.E.8.2.4 Give examples of capital resources.E.7.2.1 Describe an event or situation in daily life in which a tradeoff is made.E.9.2.1 Identify items that have been used as currency.E.9.2.2 Understand that the use of money facilitates exchange.

See Social Studies Curriculum Map for Detailed Lessons andResources

Economics: Consumers & ProducersGeography: Continent Australia

Social Studies ContentHarcourt Social Text Unit 6 Lesson 3 From Factory to You pp. 294-301Unit 6 Lesson 5 Barter and Trade pp. 308-311How To Make Apple Pie and See the World Geography and Economics Lesson (Use Resources Used by the Baker Graphic Organizer from this lesson.How to Make An Apple Pie and See the World Lesson (Use Graphic Organizer found in this lesson to track the journey.

Reading ConnectionsCLLG LESSON p. 88 Sequence of EventsUse the story How to Make Apple Pie and See the World byMarjorie Priceman (A read aloud of the book can be found on YouTube

Writing ConnectionsChoose another recipe and write about traveling to all parts of theworld to collect the ingredients and make the recipe. Write thestory as a class. Use a world map to pinpoint each location.

AssessmentWorld Map-Have students put a dot on each location in the book. Have them make a map key for the different locations identified on the map. Map Key Italy/Apples World Map with Countries

VocabularyHuman ResourcesCapital Resources Money Barter Exchange Goods ServicesProductive Resources Natural Resources

D5= The Daily 5 VR= Vocabulary Reader HMH= Houghton Mifflin HarcourtSUW= Step Up to Writing CLLG= HMH Comprehensive Language & Literacy Guide WSG = Word Study Guide


http://sssecondgrade.wikispaces.com/file/view/How%20to%20Make%20an%20Apple%20Pie%20and%20See%20the%20WorldEconomic%20and%20Geography%20Lesson.pdf/411245476/How%20to%20Make%20an%20Apple%20Pie%20and%20See%20the%20WorldEconomic%20and%20Geography%20Lesson.pdf

http://sssecondgrade.wikispaces.com/file/view/How%20to%20Make%20an%20Apple%20Pie%20and%20See%20the%20WorldEconomic%20and%20Geography%20Lesson.pdf/411245476/How%20to%20Make%20an%20Apple%20Pie%20and%20See%20the%20WorldEconomic%20and%20Geography%20Lesson.pdf

http://sssecondgrade.wikispaces.com/file/view/How%20to%20Make%20Apple%20Pie%20and%20See%20the%20World%20Graphic%20Organizer%20Lesson.pdf/411245536/How%20to%20Make%20Apple%20Pie%20and%20See%20the%20World%20Graphic%20Organizer%20Lesson.pdf

grade 2 curriculum map: literacy & integrated content … grade 3rd quarter 2014... · grade 2...

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