college and career readiness anchor standards for … · ... moral, lesson, plot, retell main idea,...

of 30 April 2012

College and Career Readiness Anchor Standards for Reading Key Ideas and Details (Literature)

Level: Grade 2 *Curriculum Mapping For Common Core Standards in English Language Arts.

Anchor Standards

Specific Grade Standard

Instructional Strategies/Activities The Learner Will….

Integrated Activity Bloom’s Level

Resources Formative Summative Assessment

1. Read closely to determine what the text says explicitly and to make logical inferences from it: cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Vocabulary Cause/effect Infer/inference Character setting Problem/ solution

RL 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

• While reading, focus on who, what, where, when why and how during reading.

• Teacher asks explicit questions about the story using question cards.

• List the events from the story. • Have students work with a

partner. Ask, after each page, who, what, where questions

2C.1.1 Social Studies Research American Indian Heritage month or any different cultures. Learn about how when they contributed food, art, music etc.

Analyze Essential Questions Which of these details is important to the text? How can you tell this is a key detail?

Culture Social Studies embedded in Trophies and Open court stories

Lesson assessment Teacher observations Work samples Projects

2. Determine central ideas or themes or a text and analyze their development; summarize the key supporting details and ideas. Vocabulary Author’s purpose, message, theme, moral, lesson, plot, retell main idea, details, summary, origin, diverse

RL 2. Recount stories, including fables and folktales from diverse cultures, and their central message, lesson, or moral.

Students write and discuss their own versions of the fable. Draw their own folktale/favorite folktale. Do a story map. Identify the characteristics of folktales/ fables, including origin of the story.

Social Studies Recount historical figures and events from different cultural traditions. Martin Luther King, Kwanza, Memorial Day etc. 2.H.1.2

Analyze Essential Questions What is the central message in the story? What is the moral?

Open Court: The story of the Statue of Liberty Trophies Mixed up Chameleon, Enormous, Turnip, Pumpkin Fiesta

Classroom Participation

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Vocabulary Feelings, motivations, character traits, plot, problems/solution, challenge, characteristics, describe, adjectives

RL 3. Describe how characters in a story respond to major events and challenges.

Have students share/compare their impressions of re-reading the story by asking each other the types of questions good readers ask themselves about the description/behavior of the characters. Identify important events in text

Social Studies Recount historical figures and events from different cultural traditions. Martin Luther King, Kwanza, Memorial Day etc. 2.H.1.2

Understand Essential Questions What effect do the events have on the characters in this selection? How do characters overcome the challenge?

Trophies: Days with Frog and Toad, Wilson Sat Alone Hedgehog Bakes a Cake Open Court Elves and the Shoemaker (Unit 2 pages 120-135) Just for you (Theme) 100-112; 226-248

Projects Work Samples

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College and Career Readiness Anchor Standards for Reading Craft and Structure- Literature

Level: Grade 2

Anchor Standards



Integrated Activity

Bloom’s Level


4. Interpret words and phrases as they are used in a text, including determining technical connotative, and figurative meanings, and analyze how specific words choices shape meaning or tone. Vocabulary Regular beats, alliteration, rhyme, rhythm, poem, song, senses.

RL 4. Describe how words and phrases (e.g., regular beasts, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Have students read a poem out loud together. Point out the students words that rhymes. Students may add movement to their reading. Students think of their favorite song. Then think of some new words for it. Identify an example of “rhyme”, “alliteration”, “repetition”, “regular beat”.

Science Students will have several objects to illustrate how sound is produced by taping in the objects. Write/summarize their findings. 2.P.1.2

Analyze Essential Question Which parts rhyme in this selection? Which sentence shows alliteration? What is the author’s purpose.

Forces and motion in Science Trophies: “We All Join In” “Max Found Two Sticks” “Watermelon Day” Open Court: The Story of Three Whales (200-219)

Work Samples Project Lesson Assessment

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Vocabulary Introduction, conclusion, story structure, plot action, problem/solution, narrative.

RL 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Essential Questions What information at the beginning of the story helps you understand the rest of the selection? How does the author conclude the story? In which part of the story does most action take place?

Have students give their impressions of the poem/story by asking how did this poem/story make you feel? Did you like this poem? Why or Why Not? Story. Make a story map showing the main events Explain what is introduced at the beginning of the text: (characters, setting, possible problems) How is the story’s problem solved?

Science Make a timeline detailing important events. (birth, first day of school etc.) 2.H.1.1

Remember Evaluate

Living Organisms Science Trophies Day with Frog and Toad. Wilson Sat Alone Johnny Apple Seed (Vol. 1) Open Court Dragon & Giants Unit 5 (148- 155) Vol. 2 Jimmy’s Bea…) Cool Ali, Pine Park Mystery, Abuela

• Timelines • Story maps

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6. Assess how point of view or purpose shapes the content and style of a text. Vocabulary Interpretation, editor, traits, perspective, dialogue, narrator

RL 6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud

• Have students view, act out a poem/story/ discuss/ explain the points of view.

• Perform it for the class. • Identify who is telling the

story at various points in a text.

• Discuss character traits,

thoughts and feelings of each character

Science Use Frog and Toad to act out voices. Tie in animal lifecycles. 2.L.1

Analyze Essential Questions How are the characters alike/different? What is the difference between the characters’ point of view?

Poetry Alive Theatre Productions Music Teacher

Students share oral presentation with class.

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College and Career Readiness Anchor Standards for Reading Integration of knowledge and ideas- Literature

Level: Grade 2

Anchor Standards



Integrated Activity

Bloom’s Level Resources Formative Summative Assessment

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Vocabulary Imagery, mood, tone, interpretation, visual clues, contextual clues, digital, media.

RL 7. Use information gained from the illustrations and words in print or digital text to demonstrate understanding of its characters, setting, or plot.

• Encourage students to talk about the different ways they can share stories. (By talking, reading a book, photograph or a painting, they can make a connection with another story).

• Use illustrations and details in a

story to describe its characters, setting, events.

• Examine print and digital texts

to find words/phrases that enhance understanding

Social Studies Look up different paintings of famous painters, or historical figures to identify. Compare characteristics 2.C.1.1

Apply Essential Question What clues to the illustrations in the story provide understanding of the characters, setting, plot?

Library Culture Trophies: Hedgehog Bakes a cake Days with Frog and Toad Open Court: Brave as a Mountain Lion Molly the Brave and Me

Projects Classwork Teacher Observation

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

RL 8. (not applicable to literature)

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

RL 9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Use a Venn diagram or double bubble map to compare contrast favorite stories. Do library research comparing different versions of the same story collected/displayed

Social Studies Use historical information, artifacts from a variety of sources to investigate and compare the past. 2.H.1.1.

Understand Analyze Essential Questions What are the similarities/differences in the different versions of the story?

History, SS Fairy Tales Different versions of Cinderella, The Three Pigs

Class participation Teacher Observation

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College and Career Readiness Anchor Standards for Reading Range of Reading and Level of Text Complexity- Literature

Level: Grade 2

10. Read and comprehend complex literary and informational texts independently and proficiently. Vocabulary Cause/Effect infer/inference, who, what, when, where, why.

RL 10. By the end of year, read and comprehend literature including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high range.

Complete Fluency check for 1 minute and state what was read, to build their fluency Students keep personal reading logs with attention given to titles, authors, elements and level of the book Students will reflect in writing.

Social Studies Read about our government. Explain/Discuss the services and their value the community 2.C 2.G.1

Analyze Essential Questions Which of the details is important to the text? How can you tell this is a key detail?

Civics Government SS Reader’s Theater. Scripts, Lower and Higher Level Readers

Lesson Assessment Participation Writing Refection

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College and Career Readiness Anchor Standards for Reading Key Ideas and Details Structure (Informational)

Level: Grade 2

Anchor Standards



Integrated Activity

Bloom’s Level


1. Read closely to determine what the text says explicitly and to make logical inferences from it: cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Vocabulary Fact/opinion, key details, topic, main idea, informational text, who, what, when, where.

RI 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Use Comprehension Strategies during reading. Make predictions, main ideas, assist in understanding key details in a text. Ask key questions. Have students observe others by asking questions……(who, what, when, where)

2.L.1 Science Parts and life cycle of a plant Use index cards and sentence strips to record responses to who, what, when, where and why and how to details in text.

Apply Essential Questions Which detail is important to the text? How can you tell this is a key detail?

Non-Fiction Leveled Readers Trophies: from Seed to Plant, The Secret Life of Trees (312-365) Open Court: Butterfly House

Teacher Observations

2. Determine central ideas or themes or a text and analyze their development; summarize the key supporting details and ideas. Vocabulary Fact/opinion, key details, topic, main idea, informational text, who, what, when, where.

RI 2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraph within the text.

• Organize and identify the main idea and details in to a web.

• Show students how to use a

card catalog. • Explain what a paragraph is. • Explain the main topic

2.L1 Science Summarize the life cycle of animals: -Birth, developing into an adult, reproducing, age…..

Apply Essential Questions What is the main idea? What is the focus of this paragraph?

Open Court: Butterfly House Living organisms science Trophies: Helping Out (172-187)

Teacher observation

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3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Vocabulary Sequence, historical events, concepts, timeline, procedure.

RI 3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. .

• Discuss the subject/write illustrate the events that happened using a sequence map.

• Have an encyclopedia set

available for the classroom. • Find historical/scientific

concepts in a given text. • Examine how scientific

concepts are related

2.E.1 Science Compare-weather patterns that occur over time. Record the findings, cool mornings, warmer afternoon seasons etc.

Remember Analyze Essential Questions Why should events be in sequential order? What can you learn from the past? Why is it important?

Library Earth Systems, Science Hedgehog Bakes a Cake (226-248) Recipes

Teacher observation

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College and Career Readiness Anchor Standards for Reading Craft and Structure (Informational)

Level: Grade 2

Anchor Standards





4. Interpret words and phrases as they are used in a text, including determining technical connotative, and figurative meanings, and analyze how specific words choices shape meaning or tone.

RI 4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Vocabulary Context clue, gather information, glossary, clarify text features.

• During reading use questions and prompts.

• Use glossaries to determine or clarify the meaning of words and phrases.

• Students write sentences for each word. (Sentence strips). Draw to help remember word meanings.

• Use context clues to determine meaning.

2.G.1.1. - 2G.1.2 Learn the meaning of map symbols to find locations on a physical map. Draw/write the symbols -Create a map -Draw symbols -Use a GPS to go on a scavenger hunt.

Remember Apply Essential Questions What strategies can you use to decode an unknown word?

Geography Location SS Trophies: Beginners New World Atlas (306-335) Open Court: New World Atlas

Class projects Teacher observation

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Vocabulary Keywords, key facts, captions, subheadings, bold print

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.

• Have students read poem/text. • Point out locate the different

features in the text. • Discuss/Explain chapter,

paragraphs, captions, stanza…..Subheadings….

• Students will make a chart showing the features.

• Define bold print and locate it in text.

Use National Geographic for Kids Website to locate information relating to weekly story with assistance from teacher 2.G.1.1. 2.G.1.2

Analyze Essential Questions Name the text features that were in the selection? Why did the author include the text feature?

www.sra4kids.com Text features chart

6. Assess how point of view or purpose shapes the content and style of a text. Vocabulary Opinion, point of view, text, features

RI 6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Discuss with students the important characters in the story and how we know they are important. Discuss/share. Evaluate the characters actions in the story. Discuss the format of a text (recipes, # of steps, etc.)

2.H.1.1. Make a timeline on the life of a famous person

Analyze Evaluate Essential Questions What is the author’s intent in the text?

Open Court Text: Why Did the Dinosaur Disappear (164-77) Trophies: Get up and Go (pp54-81)

Character evaluations

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College and Career Readiness Anchor Standards for Reading Integration of knowledge and ideas (Informational)

Level: Grade 2

Anchor Standards



Integrated Activity


7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Essential Questions How does reading the chart, diagram, graph, help you understand the author?

RI 7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Vocabulary Relevant, visual images contribute to and clarify, diagrams, animations charts/graphs

• Use information gained from the illustrations and words in a story to demonstrate understanding of the characters, setting, or plot that you are reading.

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

2.E.1 Science Show students pictures/models of a thermometer, vane, rain gauge… to understand what tools scientist use to measure air, wind…

Apply Earth systems SS Trophies: Helping Out from Seed to Plant (172-187, 312,331) Open Court: The Fossil (42-59)

Student work

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

RI 8. Describe how reasons support specific points the author makes in a text. Essential Questions Why do you think the author wrote this? What details did the author use to support his purposes?

-Students read common tests and identify the main points. -Students locate word sound phrases that support the author’s view. -Students read along as text is read aloud. -Students search text to support specific points and provide evidence.

2.L.2.1. Science Using a Gail Gibbons text allows students to complete instructional activities to prove the evidence given by the author.

Understand Apply Analyze Vocabulary Identify, informational, logical, connections, specific.

Science From Seed to Plant

Teacher observation

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

RI 9. Compare and contrast the most important points presented by two texts on the same topic. Essential Questions What are the key details found in the text? How are the two pieces alike/different?

Use a two-column chart. Label the chart columns Alike/Different. Have students look through the text to find ways the characters are alike/different. Compare/contrast- favorite animals. Identify the main idea of each passage.

2.L.1 Science Students compare different animals during each stage of their life cycle

Understand Analyze Vocabulary Similarities, differences, compare/contrast, Venn diagram introductory

Living organisms Science Cynthia Rylant text

Two-column chart on favorite animal

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College and Career Readiness Anchor Standards for Reading Range of Reading and Level of Text Complexity (Informational)

Level: Grade 2

Anchor Standards





10. Read and comprehend complex literary and informational texts independently and proficiently.

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

Give students various text, and media to read and comprehend throughout the year. Include a graph of reading levels of books read in Reading Log.

Science 2.MD.10 Students create real graphs to collect, organize and display data by level, author and subject area

Analyze Vocabulary Informational graph, literary text.

SRA Leveled Readers Texts on Multiple Levels

Student work samples and Reading log.

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College and Career Readiness Anchor Standards for Reading Phonics and Word Recognition- Foundational

Level: Grade 2

Anchor Standards





Essential Questions If the word has prefixes, suffixes, name them. How many parts do you hear in this word? What spelling patterns can help write that word?

RF 3. Know and apply grade-level phonics and word analysis skills in decoding words.

• 3a Distinguish long and short vowels when reading regularly spelled one-syllable words

• 3b Know spelling-sound correspondences for additional common vowel teams.

• 3c Decode regularly spelled two-syllable words with long vowels.

• 3d Decode words with common prefixes and suffixes.

• 3e Identify words with inconsistent but common spelling sound correspondences.

• 3d Recognize and read grade-appropriate irregular spelled words.

Everyday for 90 minutes • Phonics and word analysis

skills are being utilized in instructional reading program. • Encouraged students to

examine the different spelling patterns in words.

• Help students blend words

and build fluency- demonstrate syllabication using decodable multisyllabic words. • Identify prefixes/suffixes in a

word, and decode words.

Science 2.L.1 and 2.L.1.2 Use Dear Mr. Blueberry to focus on life cycle of a whale with examples of vowel diagraphs. Science 2.H.1.1. Students will make a timeline to sequence the order of events in The Day Jimmy’s Boa Ate the Wash with a focus on vowel diphthongs.

Analyze Vocabulary Prefix/suffix, root/base-word, decoding, spelling-sound, coordination

Decodable books and reading texts

• Spelling Assessments • Correcting

word lists of misspelled words.

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College and Career Readiness Anchor Standards for Reading Fluency- Foundational

Level: Grade 2

Anchor Standards


Instructional Strategies/Activities The Learner Will…



Essential Questions What does fluent reading “look/sound” like? What strategies can you use when you don’t understand the text? Vocabulary Phrasing, fluency, expression, tone, context clues, context, self correct

RF 4. Read with sufficient accuracy and fluency to support comprehension. • 4a Read grade-

level text with purpose and understanding.

• 4b Read grade-level text orally with accuracy, appropriate rate, and expression.

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

-Read a passage for 1 minute and complete Running Records. During reading: -Remind students to ask questions if there is something they don’t understand. -Have them clarify by looking for clues in the sentence to figure out the meaning. -Record story with a partner to develop fluency. -Role-play what it might be like to be a person in one of their favorite stories. -Use partner reading and choral reading -Identify unfamiliar words in a text while reading. Use context to confirm or self correct word recognition and understanding, re-reading as necessary.

Remember Understand Apply Analyze

Decodable Textbook Dibels

Dibels K-2 Literacy Informational Teacher Assessment

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College and Career Readiness Anchor Standards for Writing Text Types and Purposes

Level: Grade 2

Anchor Standards





1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Essential Question What is the purpose of your writing? From what point of view will you be writing? Did you support your opinion with details? Does your opinion pieces have a strong conclusion?

W1. Write opinion pieces in which they introduce the topic or book they are writing about, state 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. Vocabulary Argument, debate, persuade, fact, opinion, support conclusion, closure, topic, reason.

-Discuss- What is someone’s opinion. Introduce the text: -- -Read/Discuss orally. -Show students how to state your opinion about the book. Finding the book the reasons for your opinion. -Have a conclusion statement. Write their findings. -Have students plan a format. Write down their opinions. Use linking words to connect opinion and reasons. -Students write about their feelings in relation to their feelings.

Choose a Science or Social Studies non-fiction book and write two to three paragraphs expressing their opinion using linking words and concluding sections.

Apply Analyze Create

Use leveled readers Thinking Maps Graphic Organizers Story Maps

Writing Portfolio Opinion essay

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College and Career Readiness Anchor Standards for Writing Text Types and Purposes

Level: Grade 2

Anchor Standards



Integrated Activity


2. Write informative /explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

W 2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Essential Question How did you determine the purpose of your writing? What example, definitions, details will you use to explain your topic? What is the concluding statement?

• Students should know the reason they are reading/writing to inform, explain…. To inform Have students discuss information about a subject.

• Have students jot down what they know. Research the information before writing about the subject. Share the information.

• Select topic and supply facts. • Locate definitions to explain. • Discuss examples of quality

closing statements or sections. • Explain and construct a strong

closing statement.

Science 2.G.2.1. Topic- Give examples of ways in which people depend on the natural resources to meet basic needs. Ex. Tree, rainwater, air etc. Make a scrapbook about the natural resources.

Levels 1-4 Remember Understand Apply Analyze Create Vocabulary Definition, conclusion, facts, explanatory topic, closure, graphic organizer, conclusion.

Social Studies Book

Informative Writing Scrapbook

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W 3. 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. Vocabulary Argument, debate, persuade, fact, opinion, support conclusion, closure, topic, reason.

Introduce time order words: • Students write a paragraph

about things they do on the weekend,

(today, yesterday, tomorrow, last week, next day.) • Use the five senses to supply

details. • Plan your events in sequential

order. • Listen to a professional story

teller.

Social Studies 2.H.1.1. Use timelines to show sequencing of events. Make a timeline detailing important event from the lives of famous people. Rosa Parks,

Remember Understand Apply Analyze Essential Questions Who is the story about? What is the setting? What are your details and conclusion?

History Book Social Studies Book

Narrative essays Timeline

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College and Career Readiness Anchor Standards for Writing Production and Distribution of Writing

Level: Grade 2

Anchor Standards





4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

4. (Begins in grade 3)

5. Develop and strengthen writing as needed by planning, rewriting, or trying a new approach

W 5. With guidance and support from adults, focus on a topic and strengthen writing as needed by revising and editing.

• Have a writer’s conference with students. • Assist in Strengthening paper. • Make helpful suggestions that

may make their writing better. • Also, students can have a

writing conference with their classmates. • List steps in editing a paper

Essential Questions What strategies or tools will you use to organize your ideas How will you revise and edit your paper

Understand Apply Create Vocabulary Revise, edit, focus, topic

Thinking Maps Write from the Beginning

Conferences

6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.

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

• Have students work together using a computer to edit/proofread their work. • Review basic keyboarding • Know and use internet tools. • Use programs such as word,

PorwerPoint, etc. • Publish their writing using

charts/graphics etc.

Students use digital tools to produce and share products with class. Essential Question What digit format will you use to publish your work?

Understand Apply Analyze Create Vocabulary Keyboarding, word processing, powerpoint, digital tools, publish digital tools

Kidspiration PowerPoint

Writing selections

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College and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge

Level: Grade 2

Anchor Standards





7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

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).

Research/Read • Students compare different

versions of the same story. • Students generate/record

questions. • Make a list of the different

features using a chart/graph • In a group write a research

project. Name topic, plan student roles, summarize final project.

Science 2.P.2. Students examine of matter that change from a solid to a liquid and from a liquid to a solid by heating/cooling. Record findings.

Levels 1 Levels 4 Remember Apply Analyze Create Vocabulary Research, resources, roles

Matter Science Essential Question Where can you find more information on your topic?

Teacher Observation Project Evaluation Chart/graph

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each sources, and integrate the information while avoiding plagiarism.

W 8. Recall information from experiences or gather information from provided sources to answer a question. Essential Questions What sources were used to locate information. Can you paraphrase or summarize?

• Introduce/Explain Plagiarism • Give students a paragraph

about the nervous system etc. • Have students rewrite the

paragraph in their own words. • Gather information from

provided sources to answer questions.

Science 2.G.2.2. Internet use: Look up how people positively and negatively affect the environment Ex. Positive: recycling, Conserving water etc. Ex. Negative: polluting lakes, streams etc.

Apply Analyze Create Vocabulary Paraphrase, sources, recall, print vs. digital sources, plagiarism

Physical Science

Teacher Observation And Evaluation Rubrics Paragraph Writing

9. Draw evidence from literacy or informational texts to support analysis, reflection, and research.

9. (Begins in grade 4)

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College and Career Readiness Anchor Standards for Speaking and Listening Comprehension and Collaboration

Level: Grade 2

Anchor Standards


Instructional Strategies/Activities The Learner Will…..



1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively Essential Questions How can you elaborate on your partner’s comments? What rules have you and your partner established for group discussion?

SL 1. Participate in collaborative conversation with diverse partners about grade 2 topics and texts with peers and adults in small and large groups. • 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)

• 1b Build on others’ talk in conversation by linking their comments to the remarks of others.

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

Classroom discussion after reading a selection. Handling off a method of turning over to students the primary responsibility for controlling discussion. Teacher’s main roles are to monitor the discussion during discussing the text. Follow agreed-upon rules for discussion. List your rules. Build on others’ talk in conversations by responding to the comments of others. Relate comments to personal experiences opinions or points of view. Ask for classification as needed.

After listening to media presentations, students share key details.

Understand Apply Vocabulary Elaborate, collaborate, rules, opinion, discussion, classification.

Open Court Appendix pg. 34

Teacher observation

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2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

SL 2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Essential Questions What is the main idea of the text?

Investigation Activities: • Conduct a literature search to

pursue a question or a problem. Discussion or writing may follow about the problem/question.

• Name the main idea of a

specific text and the supporting details.

Integrated Activity Students listens to media presentations and shares key details After listening to media presentations, students create and present based on key details and ideas.

Understand and Analyze Vocabulary Main idea, orally, visually, format, point of view

Open Court: Appendix Inquiry Pg 36 Technology Research

Assessment Individual class and group participation Student Presentation

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Essential Question What was the most important part you heard? What is one question you could ask that would tell you more information

SL 3. Ask and answers questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Investigation Activities: • Conduct a literature search to

pursue a question or a problem. Discussion or writing may follow about the problem/question • Listen to a speaker presenting

on a specific topic. • Ask and answer questions about

what the speaker said.

Integrated Activity Students listens to media presentations and shares key details After listening to media presentations, students create and present based on key details and ideas.

Analyze Vocabulary Elaboration, active listening, point of view, speaker comprehend, open-ended.

Open Court: Appendix Inquiry Technology Research

Assessment Individual class and group participation Student presentation

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College and Career Readiness Anchor Standards for Speaking and Listening Presentation of Knowledge and Ideas

Level: Grade 2

Anchor Standards





4. Present Information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

SL 4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Essential Question Is the order of your presentation logical? What is the main idea of your presentation?

• Investigating through reflective activities:

• Write and produce an original playlet based or related to the concept.

• Tell a story or experience in coherent sentences, speaking audibly.

• Play a role-playing game about a story you read.

• Describe people, place or things expressing ideas and feelings clearly.

Use Kidspiration or other technology to write a story for presentation with multiple uses of media

Apply create Vocabulary Relevant, audible, coherent, descriptive, beginning, middle, end.

Open Court Appendix

Class participation • Written story • A play

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Essential Question Will the visuals you use enhance your talk?

SL 5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

• Concept/Question Board Have class formulate general statements related to the unit concepts. Visual aids may be helpful to build the connections to the unit concepts. • Add visuals to the audio

recordings to explain/clarify

In pairs or small groups, make audio recordings of selected stories or poems and create visual products Include in class library.

Apply Vocabulary Recording, digital media, feelings, volume, audio equipment

Open Court Appendix Pg 34

Class participation • Formulation of

Statements • Audio

recordings

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

SL 6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

• Produce complete sentences when appropriate to task and situation.

• Recognize when formal and informal English is appropriate.

Students provide details about learning experiences using complete sentences. Students share and revise product as needed.

Apply Vocabulary Formal, informal language

Open Court Appendix Pg. 35

Class participation Essential Questions Can you explain the difference in formal/informal language? When do you use each?

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College and Career Readiness Anchor Standards for Speaking and Listening Conventions of Standard English

Level: Grade 2

Anchor Standards





1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Essential Questions How do you change words from single to plural form? How can you strengthen your sentence using adjectives and adverbs?

SL 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

• 1a Use collective nouns (e.g.’ groups).

• 1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

• 1c Use reflexive pronouns (e.g., myself, ourselves).

• 1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

• 1e Use adjectives and adverbs, and choose

• Language Hand book. • Discuss/Explain standard

conventions/. Show examples

• Have students look through the paper and look for the different conventions of standard English grammar.

• Write sentences using punctuation marks.

• Recognize plural nouns and identify the singular form.

• Write sentences to show present, past, future tense verbs

• Identify pronouns in text. • Identify adjectives in a story

read. • Practice developing compound

sentences

Working in small groups or partners students will use cares to: a) Brainstorm and study

collective nouns b) B) March single and

plural nouns and put in sentences correctly

c) C) Matching pairs of root and reflective pronouns with a ---- check

d) Compose a story using irregular verbs, switch off with a partner and rewrite using past tense verbs.

e) Students insert correct adverbs and adjectives to complete a passage

f) Students will create cards write sentences. Then students will rewrite original sentences with details.

Remember Understand Apply Apply Analyze Vocabulary Modify, period, question mark, exclamation mark, noun, verb, pronoun, adverb, present, past, future tense, compound sentences, apostrophe.

Open Court Language Arts workbook Handbook work book Daily Oral Language

Classroom Participation Grammar Checks and Test Daily Oral Language

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between them depending on what is to be modified.

• 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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College and Career Readiness Anchor Standards for Reading Conventions of Standard English

Level: Grade 2

Anchor Standards





2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing . Essential Questions What types of words need to be capitalized in sentences? What punctuation is needed to show a contraction and possession? What strategies can you use to check spelling?

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

holidays, product names, and geographic names.

• 2b Use commas in greetings and closings of letters.

• 2c Use an apostrophe to from contractions and frequently occurring possessives.

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

2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

World lines – demonstrate command of the conventions of standard English a) Students revise paragraphs

containing non-capitalized names of holidays, products and geographic locations.

b) Students will identify locations of needed commas in sentences or friendly letters read aloud.

c) Students will identify words that can be made into contractions in given paragraphs

d) Students apply strategies by viewing word wall to spell words

e) Students use and create dictionaries to identify correct spellings of words

Research Holiday Celebrations Around the World

Apply Analyze Vocabulary See also page 20 Greetings, closings, contractions, possessives, common and irregular, spelling.

Open Court: Transparencies Christmas around the world.com Language workbook Dictionary Word Wall

Class Participation Conventions/ work Samples Student Dictionaries

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College and Career Readiness Anchor Standards for Reading Knowledge of Language

Level: Grade 2

Anchor Standards





3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. • 3a Compare formal

and informal uses of English.

Essential Questions What is the purpose of your speech, writing, or presentation? Is the tone/style appropriate for the audience? Have you followed the rules of punctuation/grammar

Theme Connections Within the Selections • Have students record their

answers about the text in their writer’s book. Students will report their answers to the class. • Students compare and contrast

with the similarities and differences between two letters of the same content for example: one is written formally and the other is informal. • Produce complete sentences

according to the assigned task • Compare different levels of

speech styles • Compare formal/informal uses

of English.

Apply Analyze Vocabulary Complete sentences, formal, informal, purpose, style, tone, grammar

Open Court Resources Trophies Resources

• Answers in Writer’s Book

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College and Career Readiness Anchor Standards for Reading Vocabulary Acquisition and Use

Level: Grade 2

Anchor Standards





4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Essential Question What strategies are you using to discover the meaning of the word?

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. • 4a Use sentence-

level context as a clue to the meaning of a word or phrase.

• 4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

• 4c Use a known root word as a clue to the meaning of an unknown word with the same

Reading and Responding Selection Vocabulary Students read the sentences and use the skills of context, word structure to figure out the meanings of the words -Make up a puzzle or a game with the words a) Use context clues to figure out

meaning of unknown words b) Students construct new words

by adding prefixes to root word

c) Students complete sentence starters using “If” and “then”.

d) Students create picture rebuses to form compound words. Students will work in pairs to identify the compound words.

e) Explain how compound words are formed

f) Identify the meaning of prefixes/suffixes

g) Use glossaries/dictionaries to determine word meanings.

Analyze Remember

Understand

Apply

Analyze Vocabulary Predict, glossary, dictionary, compound, prefix, suffix, affix, root/base

Open Court The Library Unit 1 (Pgs. 84-103) Trophies The Mixed-up Chameleon (14-53) And Ruth Law Thrills a Nation (384-404) Word Wall

Informal Assessments Class Participation Game/Puzzle Project

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root (e.g., additional).

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

• 4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Selection Vocabulary Use context clues Use variety of texts, illustrations, diagrams and text to help figure out the words. Illustrate the words

Apply

Vocabulary checks Word illustrations

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Level: Grade 2

Anchor Standards





5. Demonstrate understanding of word relationships and nuances in word meanings . Essential Questions Does figurative language paint pictures for the author? What words could you add to make the sentence stronger?

L 5. Demonstrate understanding of figurative language, word relationships and nuances in word • 5a Identify real-life

connections between words and their use (e.g., describe foods that are spicy or juicy).

• 5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurt) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

• Discuss Figurative Language • Write figurative language

sentences on the board. • My feet were as a cold as ice.

The kite soared like a bird. Etc. Ask students to tell what picture each sentence creates in their minds.

• Choose a story that has figurative languages usage.

• Have students draw/ write the figurative language sentences. Students share/discuss the meaning.

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

Science 2.L2.1 Discuss/research Identify ways in which plants and animals closely resemble their parents/ways they are different.

Analyze Vocabulary Shades of meanings, connections, literal, non-literal, nuances.

Evolution Genetics Science Dr. Seuss Stories Journals Writing Notebook

Classroom Participation Work Samples Writing Portfolio

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Level: Grade 2

Anchor Standards





6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in fathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

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). Essential Questions How could you restate the sentence using more precise words? How can you use adjectives/adverbs to strengthen writing/speaking?

Everyday- (World Line) Developing Oral Language. Students choose a word on the world line. Make a meaningful sentence with the word, using adjectives; adverbs to make it meaningful. Students will use word wall in written and oral communication. Students will create meaningful sentences using adjectives and adverbs to describe in writing and in speaking.

Remember Understand Apply Analyze Evaluate Create

Word Wall Teacher Evaluation and Observation • Work

Samples • Completed

sentences

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college and career readiness anchor standards for … · ... moral, lesson, plot, retell main idea,...

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