NORWELL PUBLIC SCHOOLS ELA CURRICULUM MAP/PACING GUIDE SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE: Second UNIT ONE SUGGESTED TIME FRAME: 6 weeks POWER STANDARDS: ● Students will read and comprehend informational text including history/social studies, science and technical texts. ● Students will read and comprehend literature and poetry and will demonstrate an understanding of the text’s characters, setting and plot. ● Students will demonstrate command of the conventions of standard English grammar and usage (capitalization, punctuation and spelling) when writing, speaking, reading and listening. ● Students will determine the meaning of unknown and multiple meaning words and phrases and demonstrate understanding of word relationships. ● Students will know and apply grade level phonics and word analysis skills for reading with accuracy and fluency to support comprehension. ● Students will participate in collaborative conversations that recount stories or personal experiences. ● Students will write opinion pieces, informative/explanatory texts, narratives and poetry with clear topics and supporting ideas. SUPPORTING STANDARDS (to be taught to mastery): ● ask and answer questions such as who, what, where, when, why and how to demonstrate understanding (RL 1) ● distinguish long and short vowels when reading regularly spelled one­syllable words (RF 3a) ● read grade­level text with purpose and understanding (RF 4a) ● read grade­level text for accuracy and appropriate rate (RF 4b) ● follow discussion rules (SL 1a) ● add visual displays or drawings to stories or recounts of experiences when appropriate to clarify ideas (SL 5) ● produce complete simple sentences (L 1f) ● generalize learned spelling patterns when writing words (L 2d) NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students NORWELL PUBLIC SCHOOLS ELA CURRICULUM MAP/PACING GUIDE SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Second UNIT ONE SUGGESTED TIME FRAME: 6 weeks Essential Questions Academic Vocabulary Common Resources Student Outcomes What can we learn from exploring new places and things? How can we ask and answer questions to demonstrate that we understand fictional text? How do fluent readers read? How do we produce complete simple sentences? announcement, answer, appropriate, author’s purpose, category, collaboration, comprehend/ comprehension, conversation, demonstrate, detail, directions, discussion, evidence, exclamation point, expression, fiction, fluently, ideas, illustration, illustrator, independently, information, informational text, key details, legible, main character, multi­syllable, nonfiction, paragraph, past tense, phrase, plural, predicate, predict, presentation, produce, punctuate/ punctuation, question mark, question, reflection, rule, scanning, schedule, selection, self­monitoring, setting, sign, simple sentences, singular, skimming, spelling, story, Short Texts Science: ­ Exploring Space with an Astronaut Fables: ­ A Sip of Aesop by Jane Yolan Poetry: ­ “Morning Song” ­ “My Travel Tree” Students will be able to... ● begin to ask and answer questions to demonstrate understanding of fictional grade­level texts. ● distinguish long and short vowel sounds when reading regularly spelled one syllable words, ● follow discussion rules ● add visual displays or drawings to stories or recounts of experiences when appropriate to clarify ideas ● produce complete simple sentences ● generalize learned spelling patterns when writing words Use questions and prompts such as: ● What can we discover or learn from the story? ● What makes this story a fable? ● Did that sentence make sense when you read it? ● What makes that sentence complete? ● Listen to me read the sentence and then can you read it out loud again? ● What does that short­vowel say? ● What do good listeners do to show they are listening? ● How do good speakers talk so that all can hear and understand them? ● Can you describe the setting of the story using the pictures? ● Can you describe the main character of the story? Describe his/her appearance and Common Assessments/ Benchmarks Reading/Writing To Complex Texts ­ Routine Writing focused on Developing and Conveying Understanding: Answer the following questions found in Snapshot Response to Exploring Space with an Astronaut. Students need to produce complete simple sentences and generalize learned spelling patterns when writing words. 1) What are astronauts? 2) Who is Eileen Collins? 3) What do astronauts do in space? 4) What are space shuttles? 5) Each new idea in the Snapshot begins with a question. After the question is its answer. How did that format help you as you read? Reading and Writing; Foundation Skills Phonics, Word Recognition and Fluency: ­ Assess student ability to generalize learned spelling patterns ­ Running Record using grade­level appropriate text. Read with appropriate pace and rate at 60 ­ 70 Words Correct Per Minute NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students NORWELL PUBLIC SCHOOLS ELA CURRICULUM MAP/PACING GUIDE strategies, syllable, text, title, title page, understand/ understanding, word order, writing process ●
personality. What spelling pattern can help you spell/read that word correctly? ­ In leveled reading groups, assess student ability to distinguish the difference between long and short vowel sound words NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students NORWELL PUBLIC SCHOOLS ELA CURRICULUM MAP/PACING GUIDE SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE: Second UNIT TWO SUGGESTED TIME FRAME: 6 weeks POWER STANDARDS: ● Students will read and comprehend informational text including history/social studies, science and technical texts. ● Students will read and comprehend literature and poetry and will demonstrate an understanding of the text’s characters, setting and plot. ● Students will demonstrate command of the conventions of standard English grammar and usage (capitalization, punctuation and spelling) when writing, speaking, reading and listening. ● Students will determine the meaning of unknown and multiple meaning words and phrases and demonstrate understanding of word relationships. ● Students will know and apply grade level phonics and word analysis skills for reading with accuracy and fluency to support comprehension. ● Students will participate in collaborative conversations that recount stories or personal experiences. ● Students will write opinion pieces, informative/explanatory texts, narratives and poetry with clear topics and supporting ideas. SUPPORTING STANDARDS (to be taught to mastery): ● ask and answer questions such as who, what, where, when, why and how, to demonstrate understanding of a series of historical events, scientific ideas or concepts, or steps in technical procedures (RI 1) ● identify the main topic or main purpose of the text (RI 2) ● decode one­syllable words with long vowel sounds correctly (RF 3a) ● decode two­syllable words with short vowel sounds correctly (RF 3d) ● introduce a topic or book and state an opinion within an opinion piece (W 1) ● introduce a topic within an informative/explanatory piece (W 2) ● recall information from experiences or gather information from provided sources to answer a question (W8) ● build on other’s talk in conversation by linking their comments to the remarks of others (SL 1b) ● ask for clarification and further explanation as needed about topics and texts under discussion (SL 1c) ● 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 (SL 3) ● create audio recordings with visual displays to clarify ideas (SL 5) ● identify real­life connections between words and their use (L 5a) ● distinguish shades of meaning between closely related verbs and adjectives (L 5b) NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students NORWELL PUBLIC SCHOOLS ELA CURRICULUM MAP/PACING GUIDE SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Second UNIT TWO SUGGESTED TIME FRAME: 6 weeks Essential Questions Why is working together important? How can we ask and answer questions to demonstrate that we understand informational text? What is the main idea or purpose in informational texts? How do we contribute appropriately to discussions? Academic Vocabulary answer, appropriate, argument, atlas, bibliography, cause/ effect, checklist, citation page, cite, collaboration, comments, comprehend/ comprehension, context, conversation, definition, demonstrate, detail, discussion, display, effect, emphasis/ emphasize, enhance, evidence, example, explain/ explanation, fact, focus, graphic organizer, heading, ideas, important, independently, inform, informational text, Common Resources Student Outcomes Short Texts Students will be able to... ● ask and answer questions to demonstrate understanding of Literature: informational grade­level texts. ­ Bremen Town ● identify the main topic or purpose of Musicians informational texts. ●
decode one­syllable words with long ­ Turkey for vowel sounds and two syllable words Thanksgiving with short vowel sounds. Science: ● master how to introduce a topic or ­ The Secret Life of book within opinion and informational Ponds writing pieces ● recall information from experiences or Fables: gather information from provided ­ Turtle’s Race with sources to answer a question Beaver (Folk Tale) ●
ask for clarification and further explanation as needed about topics Social Studies: ­ Thanksgiving and texts during conversations. USA ● ask and answer questions about what a speaker says in order to clarify ­ Rescue Dogs comprehension during conversations ● gather information or deepen Extended Text: understanding of a topic or issue during conversations Informational: ● write a Research Report about an ­ If you Lived on the Mayflower by animal of their choice with guidance Ann McGovern and support from an adult. ­ Squanto Friend of ● identify real­life connections between Common Assessments/ Benchmarks Reading/Writing To Complex Texts­Routine Writing focused on Developing and Conveying Understanding: At the student’s independent reading level, students will be able to answer the following questions. Students need to produce complete simple sentences, generalize learned spelling patterns when writing words, and supply reasons to support their answers. 1) Where does this selection take place? 2) Why did the author write this text? 3) What is the main purpose of the text/selection? Reading/Writing To Complex Texts­Analyses focused on Opinions: After reading Turtle’s Race with Beaver, write your opinion of who should have won the race. Within the piece, students need to introduce a topic or the book and state an opinion. Also students need to Include reasons from the story to support their opinion. Students need to produce complete simple sentences and generalize learned spelling patterns when writing words. Research Project ­ Animals: Students choose an animal to research and write an informative/explanatory report on that animal. Students will present their research in writing and orally with visual displays allowing for questions and discussion. NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students NORWELL PUBLIC SCHOOLS ELA CURRICULUM MAP/PACING GUIDE internet search, key details, literal meaning, main topic, multi­paragraph, note­taking, outline, paragraph, paraphrase, passage, persuade, persuasive writing, points (statements), prefix, proficiently, question mark, question, quote, real life connections, reflection, research, rule, self­monitoring, setting, shades of meaning, short story, sources, speaker, specific, statement, substantive topics, suffix, support, synonym, text, text book, textual features, theme, topic, topic sentence, understand/ understanding, valid reason, visual, writing process the Pilgrims by Clyde Robert Bulla words and their use and distinguish shades of meaning between closely related verbs and adjectives For the writing piece, students need to introduce the topic and use definitions to support the topic. Also, students need to produce complete simple sentences and generalize learned spelling patterns when writing Use questions and prompts such as: words. The visual displays need to serve the purpose of clarifying ideas found in the writing piece. (During ● What can we discover or learn from presentation and discussion, all students should be the story? following discussion rules and be involved in speaking ● Did that sentence make sense when and listening standards found in units one and two) you read it? ● What was the main topic/idea? Reading and Writing: Foundation Skills ● Did you like the story? Why or why not? Phonics, Word Recognition and Fluency: ● What experiences have you had that ­In leveled reading groups, assess student to identify are similar to the characters in this one syllable words with long­vowel sounds story? ­ In leveled reading groups, assess student ability to ● Who are the characters? identify two­syllable words with short vowel sounds ● Where/When does the story take ­ Running Record using grade­level appropriate text. place? Read with appropriate pace and rate at 65 ­ 75 Words ● What is the problem? Correct Per Minute ● Why do the characters make the decisions they make? Study and Apply Vocabulary: ● How is the problem solved? ­In leveled reading groups assess student ability to ● How many short vowel sounds do you identify real­life connections between words and their hear in this word? use ● Do you agree with that student’s comment? Why or why not? Study and Apply Grammar: ● Do you have any questions to ask ­In leveled reading groups assess student ability to about the text? distinguish shades of meaning between closely related ● Do you have any questions to ask verbs and adjectives about that student’s comments? ● What is another word for ______? NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students NORWELL PUBLIC SCHOOLS ELA CURRICULUM MAP/PACING GUIDE SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE: Second UNIT THREE SUGGESTED TIME FRAME: 6 Weeks POWER STANDARDS: ● Students will read and comprehend informational text including history/social studies, science and technical texts. ● Students will read and comprehend literature and poetry and will demonstrate an understanding of the text’s characters, setting and plot. ● Students will demonstrate command of the conventions of standard English grammar and usage (capitalization, punctuation and spelling) when writing, speaking, reading and listening. ● Students will determine the meaning of unknown and multiple meaning words and phrases and demonstrate understanding of word relationships. ● Students will know and apply grade level phonics and word analysis skills for reading with accuracy and fluency to support comprehension. ● Students will participate in collaborative conversations that recount stories or personal experiences. ● Students will write opinion pieces, informative/explanatory texts, narratives and poetry with clear topics and supporting ideas. SUPPORTING STANDARDS (to be taught to mastery): ● describe characters using information gathered from major events, challenges, dialogue and illustrations (RL 3) ● recognize and read grade­appropriate irregularly spelled words (RF 3f) ● identify words with inconsistent but common spelling­sound correspondence (RF 3e) ● supply reasons that support an opinion within an opinion piece (W 1) ● use definitions to support topics within informative/explanatory pieces (W 2) ● use details to describe actions, thoughts and feelings sequentially within narrative pieces (W 3) ● with guidance from adults, collaborate with peers for research and writing projects (W 6) ●
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produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification (SL 6) use capitals for holidays (L 2a) use commas in greetings and closings of a letter (L 2b) use apostrophes to form contractions (L 2c) NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students NORWELL PUBLIC SCHOOLS ELA CURRICULUM MAP/PACING GUIDE SUBJECT: English Language Arts STRANDS: Reading,Speaking and Listening, Language, Writing GRADE LEVEL: Second UNIT THREE SUGGESTED TIME FRAME: 6 Weeks Essential Questions Academic Vocabulary Common Resources Student Outcomes Common Assessments/ Benchmarks What is the lesson/moral of the story? What is a tradition? What is a character? How do we recount stories? How do we use supporting details within in our writing? apostrophe, argument, audience, capital/ capitalize, cause/ effect, challenges, character, chronological order, comma, comprehend/ comprehension,contracti
on, definition, describe/ description, descriptive words, detail, determine, effect, encyclopedia, entertain, essay, events, evidence, example, experiences, explain/ explanation, fable, fact, fantasy, folktale, formal English, Google, heading, holiday, ideas, independently, inform, informal English, information, informational text, interaction of characters, journal, letter, main character, major character, make­believe, minor character, minor event, moral, narrative, narrator/ narrate, personal narrative, persuade, persuasive writing, points Short Texts Science: ­ A Weed is a Flower Literature: ­ Anansi Goes Fishing Social Studies: ­ Dear Juno Author Study; James Howe: ­ Houndsley and Catina ­ Houndsley, Catina and the Quiet Time ­ Houndsley, Catina and the Birthday Students will be able to: ● describe characters using information gathered from major events, challenges, dialogue and illustrations ● recognize and read grade­appropriate irregularly spelled words (RF 3f) ● identify words with inconsistent but common spelling­sound correspondence ● supply reasons that support an opinion within opinion writing pieces ● use definitions to support topics within informative/explanatory writing pieces ● produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification ● use details to describe actions, thoughts, and feelings sequentially, within narrative pieces ● collaborate with peers for research and writing projects Reading/Writing To Complex Texts­Routine Writing focused on Developing and Conveying Understanding: Answer the following questions after an author study of James Howe. Describe the main characters Houndsley and Catina or Horace and Morris. Students should gather information on the characters from major events, challenges, dialogue and illustrations. Students need to introduce the topic and book and support their topic with details. In addition, students need to produce complete simple sentences, generalize learned spelling patterns when writing words, and use apostrophes when forming contractions. Reading/Writing To Complex Texts ­ Analyses Focused on Opinions: After reading Anansi Goes Fishing, ask students if they think Warthog’s decision was right? Students need to introduce the topic and book and state their opinion. Also, students need to supply reasons that support their opinion. In addition, students need to produce complete simple sentences, generalize learned spelling patterns when writing words, and use apostrophes when forming contractions. Students should work­share their pieces. (During work­share, all students should be following discussion rules and be involved in speaking and listening standards found in units one, two and three) Reading/Writing To Complex Texts: Analyses Focused on Inform and Explain: After reading a variety of Anansi folktales, either independently NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students NORWELL PUBLIC SCHOOLS ELA CURRICULUM MAP/PACING GUIDE (statements), presentation, problem, proficiently, quotation mark, quote, recount, reflection, research, resolution, respond, self­monitoring, sequence, sequence of events, sequential order, setting, short story, solution, specific, statement, substantive topics, support, textual features, topic, topic sentence, unknown, valid reason, vocabulary, writing process Surprise ­ Horace and Morris Joins the Chorus ­ Horace and Morris Say Cheese ●
master using capitals for holidays, commas in greetings and closings of letters, and apostrophes to form contractions Use questions and prompts such as: ● What lesson did we learn from this story? ● Describe the character’s appearance ● Describe the character’s personality ● How do the illustrations help you understand the character? ● What dialogue occurred on this page? ● Can you give a reason to support your opinion? ● Can you use definitions to support the topic? ● How were you feeling during that experience? ● What actions did you participate during that experience? ● What were your thoughts during that experience? ● In what order did the experience happen? Use sequence words to help. and/or through read alouds, students will recount one of the versions, based on student­interest, and determine the lesson or moral. Students will recall information from the folktale, then in writing introduce the book and topic and support the topic with details. In addition, students need to produce complete simple sentences, generalize learned spelling patterns when writing words, and use apostrophes when forming contractions. Narrative: Write about a special time you spent with your family. Students need to use details to describe actions, thoughts and feelings sequentially. Students should include a visual display or drawing to clarify ideas. In addition, students need to produce complete simple sentences, generalize learned spelling patterns when writing words, and use apostrophes when forming contractions. Research Project ­ Heritage Project: Students will present their research in writing and orally with visual displays allowing for questions and discussion. For the writing piece, students need to introduce the topic and use definitions to support the topic. Also, students need to produce complete simple sentences and generalize learned spelling patterns when writing words. The visual displays need to serve the purpose of clarifying ideas found in the writing piece. (During presentation and discussion, all students should be following discussion rules and be involved in speaking and listening standards found in units one, two and three) Reading and Writing; Foundation Skills Fluency: ­ Running Record using grade­level appropriate text. Read with appropriate pace and rate at 75 ­ 85 Words Correct Per Minute Study and Apply Grammar: ­ Assess student ability to use capitals for holidays ­ Assess student ability to use commas in greetings and closings of letters ­ Assess student ability to use apostrophes to form contractions NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students NORWELL PUBLIC SCHOOLS ELA CURRICULUM MAP/PACING GUIDE SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE: Second UNIT FOUR SUGGESTED TIME FRAME: 6 Weeks POWER STANDARDS: ● Students will read and comprehend informational text including history/social studies, science and technical texts. ● Students will read and comprehend literature and poetry and will demonstrate an understanding of the text’s characters, setting and plot. ● Students will demonstrate command of the conventions of standard English grammar and usage (capitalization, punctuation and spelling) when writing, speaking, reading and listening. ● Students will determine the meaning of unknown and multiple meaning words and phrases and demonstrate understanding of word relationships. ● Students will know and apply grade level phonics and word analysis skills for reading with accuracy and fluency to support comprehension. ● Students will participate in collaborative conversations that recount stories or personal experiences. ● Students will write opinion pieces, informative/explanatory texts, narratives and poetry with clear topics and supporting ideas SUPPORTING STANDARDS (to be taught to mastery): ● describe how reasons support specific points the author makes in a text (RI 8) ● read grade level text orally for expression (RF 4b) ● with guidance and support from adults and peers, strengthen writing by revising and editing (W 5) ●
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recount or describe key ideas or details from a text read aloud or information presented orally or through other media (SL 2) tell a story or recount an experience speaking audibly with complete sentences (SL 4) expand complete simple sentences (L 1f) read, pronounce, write and understand the meaning of common abbreviations for titles, locations, and time periods (MA 1g) use concluding statements within informative/explanatory, opinion and narrative pieces (W 1, 2 and 3) use sentence­level context as a clue to the meaning of a word or phrase (L 4a) use knowledge of the meaning of individual words to predict the meaning of compound words (L 4d) use words and phrase including adjectives to describe (L 6) NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students NORWELL PUBLIC SCHOOLS ELA CURRICULUM MAP/PACING GUIDE SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Second UNIT FOUR SUGGESTED TIME FRAME: 6 Weeks Essential Questions Academic Vocabulary Common Resources Student Outcomes Common Assessments/Benchmarks How does our world change? How do we expand simple sentences? How do we use context clues? How can we be descriptive? academic, actions, adjective, adverb, argument, cause/ effect, chart, chronological order, compound sentence, comprehend/ comprehension, definition, descriptive words, detail, develop, edit/ editing, effect, emotion, entertain, essay, events, evidence, example, experiences, explain/ explanation, fact, feedback, general, graph, graphics, heading, independently, inform, information, informational text, journal, justify, legible, main idea, main purpose, major character, make­believe, Short Texts Social Studies: ­ Helen Keller ­ The Quilt Story Science: ­ Life Cycle of a Pumpkin ­ Frogs Extended Text Literature: Charlotte’s Web Students will be able to: ● describe how reasons support specific points authors make ● master using concluding statements within informative/explanatory, opinion and narrative writing pieces ● strengthen writing by revising and editing ● recount or describe key ideas or details from a text read aloud or information presented orally or through other media ● orally retell stories speaking in complete sentences ● expand complete simple sentences orally and in written language ● use sentence­level context as a clue to the meaning of a word or phrase ● use meanings of individual words, to predict the meanings of compound words ● use words, including adjectives, to describe ● read, pronounce and write the meanings of common abbreviations Reading/Writing To Complex Texts­Routine Writing focused on Developing and Conveying Understanding: In the story “Helen Keller and the Big Storm,” the author describes how Helen Keller is smart. Give reasons from the text that support this. The students need to write the informative/explanatory piece by introducing the topic, using definitions to develop the points and providing a concluding statement or section. Also, students need to expand on simple sentences and use words and phrases, including adjectives, to describe. Students need to use apostrophes appropriately when forming contractions, generalize learned spelling patterns when writing words, and spell one­syllable words with long vowel sounds and two­syllable words with short vowel sounds correctly. Reading/Writing To Complex Texts ­ Analysis Focused on Opinions: Who is your favorite character from “Charlotte’s Web?” Why? The students need to write the opinion piece by introducing the book they are writing about, stating an opinion, supplying reasons that support the opinion, and providing a concluding statement or section. Also, students need to expand on simple sentences and use words and phrases, including adjectives, to describe. Students need to use apostrophes appropriately when forming contractions, generalize learned spelling patterns when writing words, and spell one­syllable words with long vowel sounds and two­syllable words with short vowel sounds correctly. NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students NORWELL PUBLIC SCHOOLS ELA CURRICULUM MAP/PACING GUIDE media, minor character, narrative, narrator/ narrate, oral, organize, pace/ pacing, past tense, personal narrative, persuade, persuasive writing, plan, points (statements), precise, problem, product names, proficiently, proofread, purpose, quotation mark, quote, reasons, recall, recount, reflection, relate, relevant, research, revise/ revising, self­monitoring, sequence, sequence of events, sequential order, setting, shades of meaning, short story, solution, specific, statement, substantive topics, summary/ summarize, support, supporting ideas, textual features, theme, topic, , topic sentence, valid reason, video, writing process Use questions and prompts such as: ● What reasons does the author use to support his/her points? ● How do we bring conclusion or ending to something? ● Can you retell me the story including setting, characters, problem, solution and ending? ● Use the other words in the sentence to help with the meaning of __________. ● What can we add to that sentence to expand on it? ● Can you identify the adjective in that sentence? ● Can you add an adjective to make that sentence more descriptive? Reading/Writing To Complex Texts ­ Analysis Focused on Inform and Explain/Short Research: Choose an animal or plant and explain its life cycle. Also, add a visual display to clarify ideas. The students need to write the informative/explanatory piece by introducing the topic, using definitions to develop the points and providing a concluding statement or section. Also, students need to expand on simple sentences and use words and phrases, including adjectives, to describe. Students need to use apostrophes appropriately when forming contractions, generalize learned spelling patterns when writing words, and spell one­syllable words with long vowel sounds and two­syllable words with short vowel sounds correctly Narrative: Write a short fable in which there are speaking animals as characters. The students need to write the narrative by using details to describe actions, thought and feelings and providing a sense of closure. Students should include a visual display or drawing to clarify ideas. Also, students need to expand on simple sentences and use words and phrases, including adjectives, to describe. Students need to use apostrophes appropriately when forming contractions, generalize learned spelling patterns when writing words, and spell one­syllable words with long vowel sounds and two­syllable words with short vowel sounds correctly Research Project ­ Dinosaurs: Students will present their research in writing and orally with visual displays allowing for questions and discussion. For the writing piece, students need to introduce the topic, use definitions to support the topic and provide a concluding statement. Also, students need to expand complete simple sentences, use words and phrases, including adjectives, to describe, use apostrophes appropriately when forming contractions and generalize learned spelling patterns when writing words. The visual displays need to serve the purpose of clarifying ideas found in the writing piece. (During presentation and discussion, all students should be following discussion rules and be involved in speaking and listening standards found in units one, two, three and four.) NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students NORWELL PUBLIC SCHOOLS ELA CURRICULUM MAP/PACING GUIDE Reading and Writing; Foundation Skills Phonics, Word Recognition and Fluency: ­ Assess student ability to use abbreviations for titles, locations and time periods ­ Running Record using grade­level appropriate text. Read with appropriate pace and rate at 80 ­ 90 Words Correct Per Minute Study and Apply Vocabulary: ­ Assess student ability to use sentence level context as a clue to the meaning of a word or phrase ­ Assess student ability to use meaning of individual words to predict meaning of compound words Study and Apply Grammar: ­ Assess student ability to use adjectives to describe NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students NORWELL PUBLIC SCHOOLS ELA CURRICULUM MAP/PACING GUIDE SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE: Second UNIT FIVE SUGGESTED TIME FRAME: 6 Weeks POWER STANDARDS: ● Students will read and comprehend informational text including history/social studies, science and technical texts. ● Students will read and comprehend literature and poetry and will demonstrate an understanding of the text’s characters, setting and plot. ● Students will demonstrate command of the conventions of standard English grammar and usage (capitalization, punctuation and spelling) when writing, speaking, reading and listening. ● Students will determine the meaning of unknown and multiple meaning words and phrases and demonstrate understanding of word relationships. ● Students will know and apply grade level phonics and word analysis skills for reading with accuracy and fluency to support comprehension. ● Students will participate in collaborative conversations that recount stories or personal experiences. ● Students will write opinion pieces, informative/explanatory texts, narratives and poetry with clear topics and supporting ideas. SUPPORTING STANDARDS (to be taught to mastery): ● recount stories, including fables and folktales from diverse cultures, and determine their lessons or morals (RL 2) ● use information gained from the illustrations and words in print or digital text to demonstrate understanding of its characters, setting or plot (RL 7) ● describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text (RI 3) ● identify the main purpose of a text, including what the author wants to answer, explain or describe (RI 6) ● tell a story or recount an experience with appropriate facts and relevant, descriptive details speaking audibly in complete sentences (SL 4) ● rearrange complete simple sentences (L 1f) ● use capitals for product names (L 2a) ● consult references/dictionaries for correct spelling (L 2d) ● use glossaries and beginning dictionaries, both print and digital, to determine the meanings of words and phrases (L 4e) ● write opinion pieces in which students introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section (W 1) ● write informative/explanatory texts in which students introduce a topics, use facts and definitions to develop points, and provide a concluding statement or section (W 2) ● write narratives in which students recount a well­elaborated event or short sequence of events, including details to describe actions, thoughts and feelings, use temporal words to signal event order and provide a sense of closure (W 3) NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students NORWELL PUBLIC SCHOOLS ELA CURRICULUM MAP/PACING GUIDE SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Second UNIT FIVE SUGGESTED TIME FRAME: 6 Weeks Essential Questions What is responsibility? What is a fairytale? What is a complete writing piece? How can we use dictionaries and glossaries? Academic Vocabulary Common Resources Student Outcomes Common Assessments/Benchmarks adjective, adverb, argument, business letter, caption, cause/ effect, character, chronological order, compare/ contrast, comprehend/ comprehension, definition, describe/ description, descriptive words, detail, dictionary, digital text, effect, entertain, events, evidence, example, experiences, explain/ explanation, fact, feedback, glossary, heading, historical, illustration, independently, inform, information, informational text, label, legible, literature, main purpose, major character, make­believe, minor character, multi­syllable, narrative, narrator/ narrate, past tense, personal narrative, persuade, persuasive writing, plot, points Short Texts Literature: Fairy Tales ­ Goldilocks and the Three Bears ­ Goldilocks and the Three Dinosaurs ­ Cinderella ­ Paper Bag Princess Extended Text Informative: If You Lived in Colonial Times Students will be able to ... ● recount stories, including fables and folktales from diverse cultures, and determine their lessons or morals ● use information gained from the illustrations and words in print or digital text to demonstrate understanding of its characters, setting or plot ● describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text ● identify the main purpose of a text, including what the author wants to answer, explain or describe ● 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 to connect opinion with reasons and provide a concluding statement or section ● write informative/explanatory pieces in which they introduce a topic, use facts and definitions to Reading/Writing To Complex Texts ­ Analysis Focused on Opinions: Choose a fairy tale and write an opinion piece telling whether the main character was right or wrong. Students need to write the opinion piece by introducing the the book they are writing about, stating an opinion, supplying reasons that support the opinion, using linking words to connect opinion and reasons, and providing a concluding statement or section. Also, students need to expand and rearrange simple sentences and use words and phrases, including adjectives, to describe. Students need to use apostrophes appropriately when forming contractions, generalize learned spelling patterns when writing words, and spell one­syllable words with long vowel sounds and two­syllable words with short vowel sounds correctly. Students should consult a reference/ dictionary for correct spelling. Reading/Writing To Complex Texts ­ Routine Writing Focused on Developing and Conveying Understanding Describe what your life would be like as a Colonial child. Students need to write the informative piece by introducing the topic, using facts and definitions to develop points, and providing a concluding statement or section. Also, students need to expand and rearrange simple sentences and use words and phrases, including adjectives, to describe. Students need to use apostrophes appropriately when forming contractions, generalize NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students NORWELL PUBLIC SCHOOLS ELA CURRICULUM MAP/PACING GUIDE (statements), precise, problem, product names, proficiently, proofread, quotation mark, quote, reflection, research, revise/ revising, scientific, self­monitoring, sequence, sequence of events, sequential order, setting, short story, solution, spelling, statement, substantive topics, support, technical, technology, textual features, timeline, topic, topic sentence, valid reason, verb, writing process ●
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develop points, and provide a concluding statement or section write narratives in which they recount a well­elaborated event or short sequence of events, including details to describe actions, thoughts and feelings, use temporal words to signal event order and provide a sense of closure rearrange complete simple sentences consult references/dictionaries for correct spelling use glossaries and beginning dictionaries, both print and digital, to determine the meaning of words and phrases Use questions and prompts such as: ● What linking words can we use to link the opinion to the reasons ● How can we use a fact to develop our point? ● What sequence words can we use to help with the order of the events? ● What happened first, second, third... ● What makes this story a fairytale? ● How can we move the words around in this sentence? ● How can we look up that word to check its spelling? ● How can we look up that word to find its meaning? ● How can you support your opinion? ● Is that a fact or an opinion? learned spelling patterns when writing words, and spell one­syllable words with long vowel sounds and two­syllable words with short vowel sounds correctly. Students should consult a reference/ dictionary for correct spelling. Narrative ­ Fairytale: Elements of a Fairytale need to be included. Students need to recount a well­elaborated event or short sequence of events, including details to describe actions, thoughts and feelings, use temporal words to signal event order and provide a sense of closure. Students should include a visual display or drawing to clarify ideas. Also, students need to expand and rearrange simple sentences and use words and phrases, including adjectives, to describe. Students need to use apostrophes appropriately when forming contractions, generalize learned spelling patterns when writing words, and spell one­syllable words with long vowel sounds and two­syllable words with short vowel sounds correctly. Students should consult a reference/ dictionary for correct spelling. Reading and Writing; Foundation Skills Phonics, Word Recognition and Fluency: ­ Assess student ability to use dictionary/glossary skills for spelling ­ Running Record using grade­level appropriate text. Read with appropriate pace and rate at 90 ­ 100 Words Correct Per Minute Study and Apply Vocabulary ­ Assess student ability to use dictionary/glossary skills for meanings of words and phrases Study and Apply Grammar: ­ Assess student ability to use capitals for product names NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students NORWELL PUBLIC SCHOOLS ELA CURRICULUM MAP/PACING GUIDE SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE: Second UNIT SIX SUGGESTED TIME FRAME: 6 Weeks POWER STANDARDS: ● Students will read and comprehend informational text including history/social studies, science and technical texts. ● Students will read and comprehend literature and poetry and will demonstrate an understanding of the text’s characters, setting and plot. ● Students will demonstrate command of the conventions of standard English grammar and usage (capitalization, punctuation and spelling) when writing, speaking, reading and listening. ● Students will determine the meaning of unknown and multiple meaning words and phrases and demonstrate understanding of word relationships. ● Students will know and apply grade level phonics and word analysis skills for reading with accuracy and fluency to support comprehension. ● Students will participate in collaborative conversations that recount stories or personal experiences. ● Students will write opinion pieces, informative/explanatory texts, narratives and poetry with clear topics and supporting ideas. SUPPORTING STANDARDS (to be taught to mastery): ● describe how words and phrases supply rhythm and meaning in a story, poem or song (RL 4) ● describe the overall structure of the story, including describing how the beginning introduces the story and the ending concludes the action (RL 5) ● acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud (RL 6) ● compare and contrast two or more versions f the same story by different authors or from different cultures (RL 9) ● compare and contrast the most important points presented by two texts on the same topic (RI 9) ● determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area (RI 4) ● know and use various text features to locate key facts or information in a text efficiently (RI 5) ● explain how specific images contribute to and add clarity (RI 7) ● compare and contrast the most important points presented by two texts on the same page (RI 9) ● decode two­syllable words with long vowel sounds correctly (RF 3c) ● know spelling­sound correspondences for additional common vowel teams (RF 3b) ● decode words with common prefixes and suffixes correctly (RF 3d) ● with guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers (W 6) ● participate in shared research and writing projects (W 7) ● produce, expand, and rearrange complete compound sentences (L 1f) ● form and use collective nouns, irregular plural nouns, reflexive pronouns, past tense and frequently occurring irregular verbs, adjectives and adverbs (L 1a, b , c, d, e) ● use capitals for geographic names (L 2a) ● use apostrophes to form frequently occurring possessives (L 2c) ● compare formal and informal uses of English (L 3a) NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students NORWELL PUBLIC SCHOOLS ELA CURRICULUM MAP/PACING GUIDE ●
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determine the meaning of new words with a known prefix is added to a known root word (L 4b) use words and phrases including adverbs to describe (L 6) SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Second UNIT SIX SUGGESTED TIME FRAME: 6 Weeks Essential Questions Academic Vocabulary Common Resources Student Outcomes Common Assessments/Benchmarks What are traditions? What is the structure of a story? How do we compare and contrast texts? academic, actions, adjective, adverb, alliteration, analysis/ analyze, appropriate, article, atlas, audience, author, author’s purpose, author’s intent, bias, bibliography, biography, bold print, cause/ effect, chapter, character, chart, citation page, cite, clarify, collective noun, compare/ contrast, compound word, comprehend/ comprehension, conclude/ conclusion, contrast, copy and paste, credit, culture, definition, diagram, dialogue, dictionary, difference/ different, digital, distinguish, emotion, emphasis/ emphasize, encyclopedia, evidence, example, fact, feedback, Short Text Social Studies: ­ Red, White, and Blue ­ Cowboys Science: ­ Kwame (EIE) Extended Text Literature: ­ Horrible Harry in Room 2B Students will be able to ... ● describe the overall structure of stories, including describing how the beginning introduces the story and the ending concludes the action ● acknowledge the differences in points of view of characters ● compare and contrast two or more versions f the same story by different authors or from different cultures ● describe how words and phrases supply rhythm and meaning ● compare and contrast the most important points presented by two texts on the same page/topic ● know and use various text features ● explain how images add clarity to informational text ● decode two­syllable words with long vowel sounds and words with common prefixes and suffixes ● know spelling­sound correspondence of all vowel Reading/Writing To Complex Texts ­ Analyses Focused on Informing and Explaining/Short Research Making an Instrument Project ­ Students need to introduce the topic, use facts and definitions to develop points and provide a concluding statement or section. Also, students need to expand and rearrange simple sentences and use words and phrases, including adjectives and adverbs, to describe. Students need to use apostrophes appropriately when forming contractions, generalize learned spelling patterns when writing words, and spell one­syllable words with long and short vowel sounds and two­syllable words with long and short vowel sounds, correctly. Students should consult a reference/dictionary for correct spelling. Reading/Writing To Complex Texts ­ Routine Writing to Develop and Convey Understanding Summarize “Horrible Harry in Room 2B”. Students need to recount a well­elaborated event or short sequence of events, including details to describe actions, thoughts and feelings, use temporal words to signal event order and provide a sense of closure. Students should include a visual display or drawing to clarify ideas. Also, students need to expand and rearrange simple sentences and use words and phrases, including adjectives and adverbs, to describe. Students need to use apostrophes appropriately when forming contractions, generalize learned spelling patterns when writing words, and spell one­syllable words with long and short vowel sounds and two­syllable words with long and short vowel sounds, correctly. Students should consult a reference/dictionary for correct spelling. NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students NORWELL PUBLIC SCHOOLS ELA CURRICULUM MAP/PACING GUIDE general, glossary, Google, grammar, graph, graphics, greeting, heading, icons, illustration, images, independently, index, information, informational text, interpretation, irregular verb, key details, key words, legible, library sources, list, literature, multi­syllable, newspaper, online, opinion, passage, past tense, plot, poem, poetry, points (statements), point of view, PowerPoint, precise, prefix, presentation, proficiently, pronoun, proofread, purpose, quotation mark, reflection, repetition, report, research, revise/ revising, rhyme, rhythm, root word, rule, science fiction, search engine, section, self­monitoring, shades of meaning, similar, similarities, solution, sources, specific, speech, spellcheck, style, subheading, substantive topics, ●
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teams use a variety of digital tools to produce and publish writing, including in collaboration with peers master language skills found in second grade standards Use questions and prompts such as: ● Summarize the beginning of the story. ● Summarize the middle of the story. ● Summarize the ending of the story. ● What was the problem in the story? ● How was the problem solved? ● How did the story end? ● Summarize the plot of the story. ● Can you tell me two text­features you found? ● What is the prefix in that word? ● What is the suffix in that word? ● How does this image help with you understanding the text/topic? ● What was an important point in the text? ● What was this character’s point of view? How do you know? Narrative Write a letter to a second grader for next year about your experience in second grade. Students need to recount a well­elaborated event or short sequence of events, including details to describe actions, thoughts and feelings, use temporal words to signal event order and provide a sense of closure. Students should include a visual display or drawing to clarify ideas. Also, students need to expand and rearrange simple sentences and use words and phrases, including adjectives and adverbs, to describe. Students need to use apostrophes appropriately when forming contractions, generalize learned spelling patterns when writing words, and spell one­syllable words with long and short vowel sounds and two­syllable words with long and short vowel sounds, correctly. Students should consult a reference/dictionary for correct spelling. Research Project ­ Colonial Project: Students will present their research in writing and orally with visual displays allowing for questions and discussion. For the writing piece, students need to introduce the topic, use definitions and facts to develop points, and provide a concluding statement or section. Also, students need to expand and rearrange simple sentences and use words and phrases, including adjectives and adverbs, to describe. Students need to use apostrophes appropriately when forming contractions, generalize learned spelling patterns when writing words, and spell one­syllable words with long and short vowel sounds and two­syllable words with long and short vowel sounds, correctly. Students should consult a reference/dictionary for correct spelling. The visual displays need to serve the purpose of clarifying ideas found in the writing piece. (During presentation and discussion, all students should be following discussion rules and be involved in speaking and listening standards found in units one, two, three, four, five and six.) Reading and Writing: Foundation Skills Phonics, Word Recognition and Fluency: ­ Assess student ability to decode two­syllable words with long vowel sounds ­ Assess student knowledge of spelling­sound correspondences for additional common vowel teams NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students NORWELL PUBLIC SCHOOLS ELA CURRICULUM MAP/PACING GUIDE suffix, tall tale, text, theme, thesaurus, tone, toolbar, topic, word processing, writing process ­ Assess student ability to decode words with common prefixes and suffixes correctly ­ Running Record using grade­level appropriate text. Read with appropriate pace and rate at 95 ­ 105 Words Correct Per Minute Study and Apply Vocabulary: ­ Assess student ability to determine the meaning of new words with a known prefix added to a known root word Study and Apply Grammar: ­Assess student ability to form and use collective nouns, irregular plural nouns, reflexive pronouns, past tense and frequently occurring irregular verbs, adjectives and adverbs ­ Assess student ability to use capitals for geographic names ­ Assess student ability to use adverbs to describe NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students