2014-2015 Curriculum Blueprint
Grade:
2
Course: ELA
Unit 9
Flexible Time
20 days
Lexile Band 420-650 whole year, Lexile Band for Unit 593-650
Unit Overview
In this unit, students will be using illustrations in both literary and information texts to help clarify the text.
Students will describe how authors use reasons to support the points in a text. Students will compare and
contrast the important points in different texts on the same topic. At the end of the unit, students will
participate in shared research, recalling information and using digital tools to produce a report or research
project. Students will share their opinion on their topic within the context of the report or research project.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Suggested Essential Questions to Choose From
 How do illustrations help clarify informational text?
 How do illustrations help in understanding the characters, setting and plot of a story?
 How do you describe the connection between two events?
 How does an author support what he says in the text?
 Why do authors provide reasons in their text?
 How do reasons support specific points?
 How can I compare two texts on the same topic?
 How can I contrast two texts on the same topic?
 Why is it important to use more than one text on a topic?
Reading Learning Goals
Writing Learning Goals
Students will be able to use information gained from the
illustrations and words in print or digital text to
demonstrate understanding of its characters, setting, or
plot. RL.3.7 Scale
Students will be able to write an opinion piece on a
specific topic and supply reasons that support the
opinion, while using linking words (because, and, also)
and provide a concluding statement.
W.1.1 Scale
Students will be able to explain how specific images
contribute to and clarify a text. RI.3.7 Scale
Students will be able to describe how the author uses
reasons to support the points made in the text.
RI.3.8 Scale
Students will be able to compare and contrast the most
important points presented by two texts on the same
topic. RI.3.9 Scale
Revised 4/24/2016
Focus Reading Standard
LAFS.2.RL.3.7 (DOK 2) Use information gained from the
illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or
plot.
LAFS.2.RI.3.7 (DOK 2) Explain how specific images (e.g., a
diagram showing how a machine works) contribute to
and clarify a text.
LAFS.2.RI.3.8 (DOK 3) Describe how an author uses
reasons to support specific points in a text
LAFS.2.RI.3.9 (DOK 3) Compare and contrast the most
important points presented by two texts on the same
topic.
Focus Writing Standard
LAFS.2. W.2.6 (DOK 2) With guidance and support from
adults, use a variety of digital tools to produce and
publish writing, including in collaboration with peers.
LAFS.2.W.3.7 (DOK 4) 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).
LAFS.W.3.8 (DOK 2) Recall information from experiences
or gather information from provided sources to answer a
question
Recursive Standards
English Language Development
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic
success in the content area of Language Arts.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school
setting.
Reading Foundational Skills
2. RF.3.3 (DOK 1) Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words
2. RF.4.4 (DOK 2) Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Speaking and Listening
2. SL.1.1 (DOK 3) Participate in collaborative conversations with diverse partners about grade 2 topics and texts with
peers and adults in small and larger groups.
a. 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).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
2. SL.1.2 (DOK 2) Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media.
2. SL.2.6 (DOK 1) Produce complete sentences when appropriate to task and situation in order to provide requested
detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)
Reading Literature and Informational
Revised 4/24/2016
2. R.1.1 (DOK 2) Ask and answer questions as to who, what, when, where, why, and how to demonstrate
understanding of key details.
2. RL.2.4 (DOK 2) Describe how words and phrases (e.g. regular beats, alliteration, rhymes, repeated lines) supply
rhythm and meaning in a story, poem, or song.
2. RI.2.4 (DOK 2) Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
2. RI.3.7 (DOK 2) Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify
a text.
a. Identify images in an informational text.
b. Understand the terms explain contribute, and clarify.
c. Discuss how specific images add to and clarify informational text.
2.RL.4.10 (DOK 2) By the end of the 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 end of2.
RI.4.10 (DOK 2) By the end of the year, read and comprehend informational texts, including history/social studies,
science, and technical texts, in the grades 2–3 text complexity band proficiently with scaffolding as needed at the high
end of the range.
Writing
2. W.2.5 (DOK 3) With guidance and support from adults and peers, focus on a topic and strengthen writing as
needed by revising and editing.
2. W.2.6 (DOK 2) With guidance and support from adults, use a variety of digital tools to produce and publish writing,
including in collaboration with peers.
2. W.3.7 Participate in shared research project and writing projects (e.g., read a number of books on a single topic to
produce a report; record science observations).
2. W.3.8 Recall information from experiences or gather information from provided sources to answer a question.
Language
2. L.1.1 (DOK 2) Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
a. Demonstrate legible printing skills.
2. L. 1.2 (DOK 1) Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
d. Generalize learned spelling patterns when writing words (e.g., cage-badge; boy-boil)
e. Consult reference materials including beginning dictionaries, as needed to check and correct spellings.
2. L. 2.3 (DOK 3) Use knowledge of language and its conventions when writing, speaking, reading or listening.
a. Compare formal and informal uses of English.
2.L.3.4 (DOK 2) 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.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and
phrases.
2.L.3.6 (DOK 1) 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).
Phonics
Teach Spelling in a developmentally
appropriate way based on the needs
of your students. Listed below is a
suggested sequence.
 r-Controlled Vowel Syllables
Suggested: Wonders Phonics
Unit 6
High Frequency/Vocabulary
DOLCH LINK
FRY LINK
Grammar/Language




Week 34 – Friendly letter,
punctuation including commas
Week 35 - Friendly letter,
punctuation including commas
Week 36 - Review
Week 37 - Review
Revised 4/24/2016
Review any gaps

Deconstructed Reading Standards
LAFS.2.RL.3.7 (DOK 2) Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
 Identify plot.
 Recognize digital text.
 Obtain information from illustrations and words in various types of text.
 Explain characters based on illustrations and words in print.
 Explain setting based on illustrations and words in print.
 Explain plot based on illustrations and words in print.
 Understand characters from illustrations and words in digital text.
 Understand setting from illustrations and words in digital text.
 Understand plot from illustrations and words in digital text.
1st: Use illustrations and details in a story to describe its characters, setting, or events.
3rd: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story
(e.g., create mood, emphasize aspects of a character or setting).
2. RI.3.7 (DOK 2) Explain how specific images (e.g., a diagram showing how a machine works) contribute to and
clarify a text.
 Identify images in an informational text.
 Understand the terms explain contribute, and clarify.
 Discuss how specific images add to and clarify informational text.
First grade: Use the illustrations and details in a text to describe its key ideas.
Third grade: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
LAFS.2.RI.3.8 (DOK 3) Describe how an author uses reasons to support specific points in a text.
 Identify the key points in a text
 Identify details that support key points.
 Describe how reasons support the author’s specific points.
st
1 : Identify the reasons an author gives to support points in a text.
3rd: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a sequence).
LAFS.2.RL.3.9 (DOK 3) Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by
different authors or from different cultures.
 Recall details and events from two or more versions of the same story written by different authors.
 Identify characters of two or more versions of the same story written by different authors.
 Compare/contrast two or more versions of the same story told from different cultures.
st
1 : Compare and contrast the adventures and experiences of characters in stories.
3rd: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or
similar characters (e.g., in books from a series).
LAFS.2.RI. 3.9 (DOK 3) Compare and contrast the most important points presented by two texts on the same topic.
 Identify the important points presented in two informational texts on the same topic.
 Compare the important points in two informational texts on the same topic.
 Contrast the important points in two informational texts on the same topic.
st
1 : Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations,
descriptions, or procedures).
Revised 4/24/2016
3rd: Compare and contrast the most important points and key details presented in two texts on the same topic.
Deconstructed Writing Standard
LAFS.2.W.3.7 (DOK 4) 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).
 Apply sources and tools to conduct shared research on a single topic.
 Organize relevant information on a topic.
 Participate in shared research and writing projects.
LAFS.W.3.8 (DOK 2) Recall information from experiences or gather information from provided sources to answer a
question.
 Recall information.
 Gather information from sources.
 Answer a question by recalling information from experiences.
 Answer a question using information from a provided source or multiple sources.

Revised 4/24/2016
Suggested Literary Texts
*Depending on readability of text, Interactive
Read-Alouds may be utilized (refer to Higher
Order Questions to ensure deeper
comprehension)
Paired Texts
Literary Tasks (Teach and Model)
Choose at least 1 task per standard that will support and scaffold
learning for the published product. Can be used in whole group,
small group, and journal responses.
Social Studies Texts – Chapters 4 and 5
LAFS.2.RI. 3.9 (DOK 3) Part A: After reading two texts about the
same topic, use a graphic organization to compare the most
important points presented by the two texts.
PART B: After reading two texts about the same topic, use a
graphic organization to contrast the most important points
presented by the two texts.
LAFS.2.RI. 3.9 (DOK 3) After reading two texts about the same
topic, create a graphic organizer listing the most important points
in both texts.
Part B: Write to explain how using multiple pieces of text on the
same topic can increase comprehension of a topic.
LAFS.2.RL.3.7 (DOK3) Part A: After reading/ viewing Dear Mrs.
LaRue and /or Dear Mr. Blueberry, students will discuss
Week 34
collaborative how the illustrations convey meaning about the
character, setting and plot.
 Dear Mrs. LaRue (Lexile 500) YouTube
 Dear Mr. Blueberry (Lexile 660) You Tube Part B: After a second reading/ viewing students can create a
tree map with the headings: illustrations and words in print,
Week 35
based on information gathered students will demonstrate
 Astronaut Handbook (Lexile 790)
Literature Anthology, Unit 6 Week 3, pgs. 536-553 understanding of the characters, setting and plot.
 Exclusive Interview: NASA Astronaut Air Part C: LAFS.2.RL.3.7 (DOK 3) & LASF.2.W. 1.1 (DOK 3) Students
Force Colonel Terry Virts, YouTube video will use their tree map to write an opinion piece, supplying
reasons to support whether illustrations or print produced more
Week 36
information about characters, setting and plot.
 Money Madness (Lexile 780)
Literature Anthology, Unit 6 Week 4, pgs. 556-574 LAFS.2.RI.3.7 (DOK3) Part A: After reading any of the
informational texts in this unit, students will discuss in
 The Life of a Dollar Bill(Lexile 660)
collaborative groups, how specific images help to clarify
Reading/Writing Workshop pgs. 448-451
information within the texts.
Week 37
Part B: After the second reading of any of the informational
texts, students will chose an image from a text and write to
 “Visiting the Past” (Lexile 610)
explain how that image helped them better understand the text.
Reading/Writing Workshop, Unit 5 Week 5, pgs.
390-393
LAFS.2.RI.3.8 (DOK 3) PART A: After reading an informational
 Setting the Rules (Lexile 610)
text, discuss with a partner specific points made by the author.
Literature Anthology, Unit 5 Week 5, pgs. 480PART B: After a second reading, students will create a bubble
485
map to describe the supporting details for the specific points
made by the author.
Optional Texts
Part C: Using their bubble map, students will work in
collaborative groups to determine the author’s point of view.
Science Texts
Tools and Resources for Finding Optional Texts
Document-Based Questions (DBQs)
When applicable
ebscohost
Under this link, use “Searchasaurus”
Login/Password is lakecounty
NEWSELA
Current events, good resource for informational
text. You will have to set up an account, it is free
EPIC – Books for Kids
Free e-books
Use to create your own tasks - LDC K-1 Template Tasks
*The tasks provided are a sampling therefore additional tasks
would be required to ensure adequate practice and deepening
of knowledge to ensure mastery of the focus standards.
Revised 4/24/2016
lexile.com
lexile.com serves as a tool to assist teachers with
verifying reading sources for curriculum support.
Tools to measure text complexity (Vetting a text)
*Students should interact with the
suggested/optional texts multiple times to
master the three focus reading standards within
this unit. PLC’s should collaborate to determine
the order of instruction and strategies that
support the learning goal.
Published Product for Unit 8
*The purpose of the Published Product is to allow for students to go through the writing process with modeling.
See Literary Tasks to scaffold learning and prepare students for the Published Product.
Multi–Step product: 1. Using the informational texts from the units, as well as information from different resources,
work with a partner to select a written report or a research project. 2. Choose key information from selected
resources to present in the report. 3. Organize information in a way that others can understand it. 4. Share your
opinion about the topic by using reasons from the resources to support your opinion. 5. Utilize technology to
compose the report or project, be sure to include photographs and or illustrations. 6. Finally, share the published
piece with others.
Revised 4/24/2016
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking,
listening, and writing throughout the unit.
LAFS.2.RL.3.7 (DOK 2)
LAFS.2.RI.3.8 (DOK 3)
LAFS.2.RI.3.9 (DOK 3)
 What does the writer think
 Read both texts. What is the
 What do you know about
about the problem?
difference between them?
___(characters, setting, plot)
(contrast)
 Explain in your own words
from the text? From the
the reasons that support the
 How are the two pieces alike/
illustrations?
author’s main purpose.
different?
 How do the pictures and text
 Why do you think the author
together help you better
wrote __?
understand ___(characters,
 What details did the author
setting, plot)?
use to support his/her main
purpose?
 Did the author justify his/her
 2.RI.3.7 (DOK 3)
ideas?
 Why did the author write
 How do the pictures and text
this piece?
together help you better
 Why does the author use the
understand _____(characters,
word __?
setting, plot)?
 What
clues/details/examples does
 How does the image the
the author provide to help
author included on
us understand the term __?
 page/section help you
understand________?

What new information have
you gained from the image
provided?
Additional Resources & Links
Marzano Proficiency Scales Bank
Link to Webb’s DOK Guide
LDC K-1 Template Tasks
Recursive Standards
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Writing Rubric - Opinion
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications
5th Grade ELA Test Item Specifications
4th Grade ELA Test Item Specifications
Revised 4/24/2016