2014-2015 Curriculum Blueprint
Grade:
2
Course: ELA
Unit 5
Flexible Time
Line
Lexile Band for Unit 535-593, Lexile Band 420-650 (whole year)
15 days
Unit Overview
In this unit, students will be able to determine the lesson or moral of fables and folktales from diverse cultures and
identify the focus of specific paragraphs that support the main topic of a text, using both print and digital texts.
Students will describe the overall structure of the literary texts using information gained from the illustrations and
words in a print or digital text. Students will know and use text features to locate key facts or information in a text
and identify images that contribute to and clarify a text.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Suggested Essential Questions to Choose From
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What are the text features and how do they help me understand the text?
How can search tools help me locate relevant information?
How specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text?
Why is identifying the main topic from the text important?
Why is being able to identify the main topic an important skill for readers?
How does the text structure help me understand the text?
Why does the structure of the text matter?
How can the illustrations help me better understand the story?
What can illustrations tell me about story elements?
Reading Learning Goals
Writing Learning Goals
Students will be able to use illustrations and words to
describe the overall structure of a story and determine
the point of view of the characters.
RL.1.2 Scale
RI.1.2 Scale
RL.2.5 Scale RI.2.5 Scale RL.3.7 Scale RI.3.7 Scale
Focus Reading Standard
LAFS.2.RL.1.2 (DOK 3) and LAFS.2.RI.1.2(DOK 2)
Students will understand how to write an explanatory
piece to introduce a topic with facts and definitions.
W.1.2 Scale
Focus Writing Standard
2.W.1.2 (DOK3) Write informative/explanatory texts in
which they introduce a topic, use facts and definitions to
develop points, and provide a concluding statement or
section.
LAFS.2.RL.2.5 (DOK 2) and LAFS.2.RI.2.5 (DOK 2)
No Published Product model expectations
LAFS.2.RL.3.7 (DOK 2) and LAFS.RI.3.7 (DOK 2)
* See deconstructed standards
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
Revised 12-15-15
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
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.
Revised 12-15-15
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
High Frequency/Vocabulary
Grammar/Language
Since you have a variety of texts to
Week 20: /or/, or, ore, oar. /ar/, ar
choose form, preview and select
Week 20: pronouns
Week 21: /ir/, eer, ere, ear
vocabulary words within the text.
Week 21: pronouns
Week 22: /ar/, are, air, ear, ere
Week 22 : contractions
DOLCH LINK
FRY LINK
Deconstructed Reading Standards
LAFS.2.RL.1.2 (DOK 3) Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
•Identify fables and folktales from diverse cultures.
•Define diverse cultures.
•Recount details of a story (e.g., fables and folktales).
•Determine the message, lesson or moral of a story (e.g., fables and folktales).
First grade: Recount stories, including fables and folktales from diverse cultures, and determine their central
message, lesson or moral.
Third grade: Recount stories, including fables and folktales, and myths from diverse cultures; determine the central
message, lesson, or moral and explain how it is conveyed through key details in the text.
LAFS.2.RI.1.2 (DOK 2) Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs
within the text.
 Recognize the main topic of a multi-paragraph informational text.
 Identify the focus of specific paragraphs that support the main topic of a text.
First grade: Identify the main topic and retell key details of a text.
Third grade: Determine the main idea of a text; recount the key details and explain how they support the main
idea.
LAFS.2.RL.2.5 (DOK 2) Describe the overall structure of a story, including describing how the beginning introduces
the story and the ending concludes the action.
 Identify the structure of the story.
 Describe how the beginning introduces the story.
 Describe the action that takes place in the middle of the story.
Revised 12-15-15
 Describe how the ending concludes the action.
1st: Explain major differences between books that tell stories and books that give information, drawing on a wide
reading of a range of text types.
3rd: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as
chapter, scene, and stanza; describe how each successive part builds on earlier sections.
LAFS.2.RI.2.5 (DOK 2) 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.
 Determine how readers use different text features.
 Identify various text features.
 Use various text features to locate key facts or information in a text.
st
1 : Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to
locate key facts or information in a text.
3rd: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a
given topic efficiently.
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).
Deconstructed Writing Standard
LAFS.2.W.1.2 (DOK 3) Write informative/explanatory texts in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or section.
 Recognize an informative text.
 Recognize explanatory text.
 Identify topic sentences.
 Identify facts.
 Identify definitions.
 Identify concluding statements.
 Use facts and definitions to develop points.
 Determine an appropriate concluding statement or section.
 Write informative/explanatory texts that focus on a specific topic.
Revised 12-15-15
 Write informative/explanatory texts that use facts and definitions to develop the topic.
Write informative/explanatory texts that include a concluding statement or section.
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
Week 20
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Many Ways to Enjoy Music (Lexile 680),
Literature Anthology Unit 3, Week 5, pgs.
294-299
They’ve Got the Beat!
Reading/Writing Workshop Unit 3 Week
5 pgs. 247-249
A Musical Museum (Lexile 640)
Literature Anthology, Unit 3 Week 5, pgs.
298-299
Real World Science: Sound
Safari Montage
Week 21
 How The Beetle Got Her Colors
Literature Anthology Unit 4, Week 4, pgs.
370-377.
 Why Mosquitoes Buzz in People’s Ears
Safari Montage
 Cinderella - ( Lexile 570)
You Tube video
 Mufaro’s Beautiful Daughters
(Lexile 720)
Safari Montage
Week 22
 Dear Primo –A Letter to My Cousin
(Lexile 610), Literature Anthology, Unit 4
Week 3, pgs. 336-365
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.
LAFS.2.RL.1.2 (DOK 2) After reading viewing/listening to
Cinderella and Muraro’s Beautiful Daughters create a Flow Map
to recount the details of the stories. Use the map to write a short
response as to what lesson or moral the texts present.
LAFS.SL.1.2 (DOK2) After reading the folktales, turn to your
partner and identify the diverse cultures as well as lessons
learned.
LAFS.2.RI.1.2 (DOK 2) After reading an informational text,
identify the main idea and summarize each paragraph in a Tree
Map. Circle the specifics paragraphs that support the main topic.
LAFS.2.RL.2.5 (DOK 2) After reading a text, identify the structure
(parts) of the story, including the introduction, middle, and
conclusion. Discuss with a partner to describe how the
characters’ actions in the middle of the story lead up to and help
support the conclusion.
LAFS.2.RI.2.5 (DOK2) After reading an informational text with
various text features. Use the text features to locate information
within the text.
LAFS.2.RL.3.7 (DOK 2) After reading Dear Primo, write to explain
how the various illustrations throughout the story support your
understanding of the characters, setting, or plot.
LAFS.2.RL.3.7 (DOK2) After viewing a digital text, use a Tree Map
to demonstrate your understanding of characters/setting/plot
from the illustrations.
LAFS.2.RI.3.7 (DOK 2) After reading Many Ways to Enjoy music,
discuss with a partner how the graph on page 296 helps to clarify
the information, in the text.
LAFS.2.RI.3.7 (DOK 2) After viewing Real World Science: Sound,
have a collaborative discuss about how the specific images
contribute to and clarify the text.
LAFS.2.RL.3.7 (DOK 2) After reading a text, explain to a partner
what information can be gained about the character, setting and
plot from the illustrations and words in the text.
Revised 12-15-15
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Games Around the World (Lexile 600),
Literature Anthology, Unit 4 Week 3, pgs.
366-369
Happy New Year! Reading/Writing
Workshop, Unit 4 Week 3, pgs. 291-293
Optional Texts
You can choose your favorite fables and/or
folktales.
*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.
Use to create your own tasks starting on page 8 - LDC K-1
Template Tasks
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.
Tools and Resources for Finding Optional Text
Science Texts – Unit on Sound
Social Studies Texts – Celebrations Around the
World
Ebscohost
Under this link, use “Searchasaurus”
Login/Password is lakecounty
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)
Revised 12-15-15
Published Product for Unit 5
*The purpose of the Published Product is to allow for students to go through the writing process aligned to the
standards, with modeling. Use Literary Tasks to scaffold learning and prepare students for the Published Product.
After reading Many Ways to Enjoy Music, write a paragraph expressing whether or not you believe people who
cannot hear can enjoy a musical concert. Provide two reasons that support your opinion by using details from the text
and photographs from the story. Be sure to have a topic sentence and provide a sense of closure in your conclusion.
Product examples starting on page 41
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.2.5 (DOK 2)
LAFS.2.RL.2.6 (DOK 2)
LAFS.2.RL.3.7 (DOK 2)
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How does the author structure the story?
How is the plot developed?
How can you make a distinction between the
different parts of the story?
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LAFS.2.RI.2.5 (DOK 2)
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What text features are included?
What new information did you learn from
__ (text feature)?
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What do we know about
the character _?
What traits would best
describe __? What from
the text supports your
inference?
How might __ (character)
sound/act? What from the
text makes you think that?
How does __ (character)
feel about __? How is that
different from __
(character)?
How is __’s point of view
on/about __ different form
__? How do you know?
What is your point of view
of __ actions?
What is your point of view
on __?
2.RI.1.2 (DOK 2)
* What is the text mostly
about?
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What do you know about
___(characters, setting,
plot) from the text? From
the illustrations?
How do the pictures and
text together help you
better understand
___(characters, setting,
plot)?
2.RI.3.7 (DOK 3)
* How do the pictures and text
together help you better
understand _____(characters,
setting, plot)?
*How does the image the
author included on
page/section help you
understand________?
*What new information have
you gained from the image
provided?
Revised 12-15-15
*What is the relationship
between paragraph __ and
___?
*How does this paragraph
support/connect the main
topic of the text?
*What key details from the text
support the main idea?
*How did the author use the
text to tell us about the topic?
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 (suggested)
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications
5th Grade ELA Test Item Specifications
4th Grade ELA Test Item Specifications
Revised 12-15-15