ELA Grade 2
Curriculum Mapping
6/2013
Weeks 1 through 6
Core Standards Grade 2
FOUNDATIONAL SKILLS
RF2.3. 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.
Aug. 6- Sept. 13
Deconstructed Standard
Know grade-level phonics and word analysis
skills in decoding words (Knowledge)
Recognize the rules for short and long vowel
sounds (Knowledge)
Identify long vowel and short sounds in onesyllable words (Knowledge)
b. Know spelling-sound correspondences for
additional common vowel teams.
c. Decode regularly spelled two-syllable words
with long vowels.
e. Identify words with inconsistent but common
spelling-sound correspondences.
f. Recognize and read grade-appropriate
irregularly spelled words.
Weeks indicate introduction of standards
I Can
I can recognize the rules for short and long
vowel sounds.
I can identify long vowel and short sounds in
one-syllable words.
I can identify long and short sounds made by
vowel teams.
Vocabulary
Know the rules for long vowels in two-syllable
words (Knowledge)
Words Their Way by Shane Templeton
* prefix
http://pbskids.org/electriccompany/#/Videos/Cli
ps/
* suffix
* root/base
words
Read two-syllable words with long vowel
sounds (Knowledge)
irregular plural
nouns
I know the rule for long vowels in two-syllable
words.
I can read two-syllable words with long vowel
sounds.
Apply grade-level phonics and word analysis
skills in decoding words (Reasoning)
I can decode words using phonics and word
analysis skills.
Read grade-appropriate irregularly spelled
words (Performance)
I can read irregularly spelled words.
Resources
* syllables
irregular verb
Identify long and short sounds made by vowel
teams (Knowledge)
Recognize that some words have inconsistent
spelling-sound correspondence (e.g., cow, row, I can recognize words that don't follow
bow, or pint, mint) (Knowledge)
traditional spelling rules.
*Bolded words
Use Marzano 6 Step Process
1
ELA Grade 2
Curriculum Mapping
6/2013
Core Standards Grade 2
FOUNDATIONAL SKILLS
RF2.4. 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.
Deconstructed Standard
Identify and understand foundational skills for
Reading standards #1-3
To support comprehension:
•identify the purpose and understanding of
text •identify oral reading with accuracy,
appropriate rate, and expression on successive
readings •identify rereading, when necessary,
as a strategy when confirming or selfcorrecting words in text
•understand how context can help to confirm
or self correct word recognition (Knowledge)
Apply foundational skills reflected in standards
#1-3
To support comprehension:
• determine the purpose for reading on-level
text
•apply reading strategies to be used with text
for accuracy, appropriate rate, and expression
on successive readings
•confirm or self correct word recognition and
understanding by using context (Reasoning)
FOUNDATIONAL SKILLS
RF2.4. Standard (continued)
To support comprehension:
read on-level text fluently and accurately
reread with fluency as necessary
(Performance)
Read with:
•accuracy
•appropriate rate
•expression on successive readings
(Performance)
*Bolded words
Use Marzano 6 Step Process
I Can
2
Vocabulary
To comprehend, I can identify the purpose of a context clues
text.
author's purpose
I can read fluently (accurately, with pacing and (persuade, inform,
expression) on many occasions.
entertain)
I can increase my understanding of a passage
by rereading.
I can use context clues to help me figure out
word meaning.
Resources
P.I.E. Graphic Organizer (Persuade, Inform,
Entertain);
Reader's Theater
ELA Grade 2
Curriculum Mapping
6/2013
Core Standards Grade 2
LITERATURE
RL2.1. Ask and answer such questions as who,
what, where, when, why, and how to
demonstrate understanding of key details in a
text.
Deconstructed Standard
Identify key details in text (Knowledge)
Describe key details of the text using who,
what, where, when, why and how
(Knowledge)
Determine the answers of informational text
using who, what, where, when, why and how
(Reasoning)
I Can
3
Vocabulary
I can identify key details.
who
what
where
I can describe key details of the text using who, when
what, where, when, why and how.
why
how
I can determine the answers of informational
text using who, what, where, when, why and text
how.
key details
LITERATURE
Identify the structure of the story (Knowledge) I can identify the structure of the story.
text structure
RL2.5. Describe the overall structure of a story,
including describing how the beginning
introduces the story and the ending concludes
the action.
Describe:
•how the beginning introduces the story
•the action that takes place in the middle of
the story
•how the ending concludes the action
(Knowledge)
I can describe:
•how the beginning introduces the story
•the action that takes place in the middle of
the story
•how the ending concludes the action .
* sequencing (beginning,
middle, end)
LITERATURE
Identify plot (Knowledge)
I can identify plot.
Recognize digital text (Knowledge)
RL2.7. Use information gained from the
illustrations and words in a print or digital text to
Obtain information from illustrations and
demonstrate understanding of its characters,
words in various types of text (Knowledge)
setting, or plot.
I can recognize digital text.
digital text
I can obtain information from illustrations and
words in various types of text.
illustrations
story elements
8. (Not applicable to literature)
Explain: characters, setting, plot
obtained from illustrations and words in print
(Reasoning)
I can explain characters, setting and plot based
on illustrations and the words.
I can understand characters, setting and plot
Understand: characters, setting, plot
based on the illustrations and words in the
obtained from illustrations and words in digital text.
text (Reasoning)
*Bolded words
Use Marzano 6 Step Process
plot (conflict/
resolution)
Resources
Testing Fundamentals
www.brainpopjr.com; http://classroom.jcschools.net
George and Martha by James Marshall; Curious
George series by H. A. Rey
Nate the Great by Marjorie W Sharmat; Magic
Tree House series by Mary Pope Osborne; A to Z
Mysteries by Ron Roy
ELA Grade 2
Curriculum Mapping
6/2013
Core Standards Grade 2
LITERATURE
RL2.10. 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 of the range.
Deconstructed Standard
Identify/understand in literary text (stories and
poetry):
•key ideas and details
•craft and structure
•integration of knowledge and ideas
at appropriate complexity Qualitative,
Quantitative, Readers and task) as seen in 1-9
with scaffolding as needed (Knowledge)
Comprehend independently in literary text
(stories and poetry):
•key ideas and details
•craft and structure
•integration of knowledge and ideas
at appropriate complexity (Qualitative,
Quantitative, and Readers and task) as seen in
1-9 with scaffolding as needed (Reasoning)
INFORMATIONAL TEXT
RI2.1. Ask and answer such questions as who,
what, where, when, why, and how to
demonstrate understanding of key details in a
text.
I Can
In stories and poetry, I can identify and
understand key ideas and details.
RI2.4. Determine the meaning of words and
phrases in a text relevant to a grade 2 topic or
subject area.
*Bolded words
Use Marzano 6 Step Process
Vocabulary
key details
Resources
Writing Fundamentals; Testing Fundamentals
craft
I can identify and understand the author's craft
and structure in a story or poem.
structure
I can use what I know to understand new
information.
* main idea
I can comprehend stories and poems
independently.
Identify key details in an informational text
(Knowledge)
I can identify key details in an informational
text.
Describe key details in an informational text
using the questions who, what, when, where,
why and how (Knowledge)
I can describe key details in an informational
text using the questions who, what, when,
where, why and how.
key details
Testing Fundamentals; weekly periodicals;
graphic organizers
informational text
Determine the answers to questions about
informational text using the questions who,
I can determine the answers to questions
what, when, where, why and how (Reasoning) about informational text using the questions
who, what, when, where, why and how.
INFORMATIONAL TEXT
4
Identify words and phrases in a text relevant to I can identify vocabulary relevant to my grade
a grade 2 topic or subject area (Knowledge)
level.
who
what
when,
where
why
how
relevant
words vs. phrases
Determine meaning of words and phrases in a
text relevant to a grade 2 topic or subject area I can use context clues to determine the
(Reasoning)
meaning of vocabulary relevant to my grade
level.
context clues
http://pbskids.org/wordgirl/adventures/
ELA Grade 2
Curriculum Mapping
6/2013
Core Standards Grade 2
WRITING
W2.3. Write narratives in which they recount a
well elaborated event or short sequence of
events, include details to describe actions,
thoughts, and feelings, use temporal words to
signal event order, and provide a sense of
closure.
Deconstructed Standard
Identify:
•components of narrative including beginning
and ending
•sequence of events
•details related to event
•temporal words (Knowledge)
5
I Can
I can identify beginning and ending in a
narrative.
Vocabulary
* narrative
Resources
Fundamentals in Writing: Touchstone Text Reading like a Writer Unit (Q2)
* sequence of events
I can use sequence of events in my narrative.
temporalis words
I can include details in my narrative.
supporting details
I can use temporal words (yesterday, today, &
tomorrow).
main event
4. (Begins in grade 3)
I can write details that support my main event. reflect
Choose relevant details that correspond to a
chosen event (Reasoning)
beginning
I can reflect about an event in my life.
Reflect on identified event (Reasoning)
ending
Apply appropriate temporal words in order to
signal change of events in narrative.
(Reasoning)
Create relevant and elaborated details to
support events of narrative (Reasoning)
WRITING
W2.5. With guidance and support from adults
and peers, focus on a topic and strengthen
writing as needed by revising and editing.
Write a narrative that:
•recounts a well-elaborated event or short
sequence of events
•includes supporting details, temporal words,
and a sense of closure. (Product)
I can write a narrative
With guidance and support from adults and
peers, students recognize how to:
•focus on a topic
•revise and edit (Knowledge)
I can focus on a topic.
topic
.
revise
I can improve my writing by revising and
editing.
edit
With guidance and support from peers and
adults, students strengthen writing as needed
by:
•revising
•editing (Reasoning)
*Bolded words
Use Marzano 6 Step Process
Fundamentals in Writing:
Launching (Q1)
ELA Grade 2
Curriculum Mapping
6/2013
Core Standards Grade 2
WRITING
Deconstructed Standard
Recall information (Knowledge)
6
I Can
I can recall (remember) information.
Vocabulary
recall
source
W2.8. Recall information from experiences or
gather information from provided sources to
answer a question.
Gather information from sources (Knowledge) I can find information from different sources.
9. (Begins in grade 4)
10. (Begins in grade 3)
Answer a question:
•recalling information from experiences
•using information from a provided source or
multiple sources (Reasoning)
I can answer a question from my own
experience.
Identify collective nouns (Knowledge)
I can use collective nouns.
adjectives
I can use adjectives.
adverbs
LANGUAGE
L2.1. Demonstrate command of the conventions Identify adjectives and adverbs (Knowledge)
of standard English grammar and usage when
writing or speaking.
Demonstrate command of the conventions of
standard English grammar and usage when
a. Use collective nouns (e.g., group).
writing:
•use collective nouns
e. Use adjectives and adverbs, and choose
•choose between adjectives and adverbs
between them depending on what is to be
(Reasoning)
modified.
Demonstrate command of the conventions of
grammar and usage when speaking:
•use collective nouns
•use adjectives and adverbs, and choose
between them depending on what is to be
modified . (Performance)
*Bolded words
Use Marzano 6 Step Process
I can answer a question from different sources.
I can use adverbs.
I can use collective nouns appropriately when
writing and speaking.
I can use adjectives and adverbs appropriately
when writing and speaking.
I can choose the appropriate adjective and
adverb when speaking and listening.
Resources
Fundamentals in Writing:
Poetry Unit (Q4)
ELA Grade 2
Curriculum Mapping
6/2013
Core Standards Grade 2
LANGUAGE
L2.4. Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grade 2 reading and content,
choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the
meaning of a word or phrase.
d. Use knowledge of the meaning of individual
words to predict the meaning of compound
words (e.g., birdhouse, lighthouse, housefly;
bookshelf, notebook, bookmark)
LANGUAGE
Deconstructed Standard
Identify:
•context clues within sentences and know how
to use these to construct meaning of unknown
or multiple meaning words
•meaning of common grade appropriate
prefixes and new words formed with them
(e.g.,, happy/unhappy, tell/retell)
•grade appropriate root words and their
meanings
•compound words
•define individual words within the compound
word (Knowledge)
*Bolded words
Use Marzano 6 Step Process
I Can
Vocabulary
I can use context clues to find the meanings of context clues
unknown or multiple meaning
words.(homograph)
multiple meaning words
* compounds words
I can identify compound words.
I can define the individual words in compound
words.
Identify : verbs & adjectives (Knowledge)
5. Demonstrate understanding of word
relationships and nuances in word meanings.
b. Distinguish shades of meaning among closely
related verbs (e.g., toss, throw, hurl) and closely
related adjectives (e.g., thin, slender, skinny,
scrawny).
7
Distinguish meaning between closely related:
verbs & adjectives (Reasoning)
I can identify verbs.
verbs
I can identify adjectives.
adjectives
I can distinguish the meaning between closely
related adjectives and verbs.
Resources
ELA Grade 2
Curriculum Mapping
6/2013
Core Standards Grade 2
SPEAKING AND LISTENING
SL2.1. 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.
Deconstructed Standard
Identify ideas from topics and texts
(Knowledge)
Identify agreed-upon rules for discussion
(Knowledge)
I Can
main ideas
I can follow rules for participating in
discussions including listening, asking
appropriate questions and staying on topic.
discussion
comment
I can make comments and ask questions that
are appropriate (relevant) to the topic of
discussion.
I can recognize when peers are following the
Determine if agreed-upon discussion rules are agreed-upon rules for discussion.
being followed (Reasoning)
I can participate in age appropriate discussions.
Participate in conversations about grade 2
topics and texts (Performance)
I can follow rules for discussion.
Follow agreed-upon rules for discussion
(Performance)
I can connect my comments to the comments
of others.
Connect comments to the comments of others I can ask questions to better understand topics
(Performance)
and text.
Ask questions to better understand topics and
text (Performance)
*Bolded words
Use Marzano 6 Step Process
Vocabulary
I can identify the main ideas in a text.
Recognize how others:
•listen
•ask questions on topics
•move conversations along (Knowledge)
Formulate comments and questions
appropriate to the topic of discussion
(Reasoning)
8
Resources
ELA Grade 2
Curriculum Mapping
6/2013
Core Standards Grade 2
SPEAKING AND LISTENING
Deconstructed Standard
Recognize complete sentences:
•in writing
•when spoken (Knowledge)
SL2.6. Produce complete sentences when
appropriate to task and situation in order to
Identify audience (Knowledge)
provide requested detail or clarification. (See
grade 2 Language standards 1 and 3 on pages 26
and 27 for specific expectations.) (Introduce
Recognize:
weeks 1-6)
• task
•situation (Knowledge)
(The underpinning knowledge targets are
found in Language Standards 1 and 3)
Differentiate when situation calls for speaking
in complete sentences (Reasoning)
I Can
I can identify complete sentences in writing
and when spoken.
Vocabulary
complete sentences
audience
I can identify my audience
task/situation
I can decide when I need to speak in complete
sentences
Interpret requested detail or clarification
(Reasoning)
Create a response (Reasoning)
Speak in complete sentences when appropriate I can create a response.
to task and situation (Performance)
I can speak in complete sentences
Respond to answer questions or to clarify
(Performance)
I can answer questions or give clarification.
*Bolded words
Use Marzano 6 Step Process
9
Resources
ELA Grade 2
Curriculum Mapping
6/2013
Core Standards Grade 2
Deconstructed Standard
Weeks 7 through 12
Sept. 16 - Nov. 8
FOUNDATIONAL SKILLS
Recognize a prefix and a suffix in words
(Knowledge)
RF2.3. Know and apply grade-level phonics and
word analysis skills in decoding words.
d. Decode words with common prefixes and
suffixes.
LITERATURE
Read common prefixes and suffixes
(Knowledge)
INFORMATIONAL TEXT
Identify the author’s purpose (Knowledge)
RI2.6. Identify the main purpose of a text,
including what the author wants to answer,
explain, or describe.
Identify the main idea (Knowledge)
*prefix
Words Their Way by Shane Templeton
I can read common prefixes and suffixes
independently and in front of or behind
base/root words.
* suffix
http://pbskids.org/electriccompany/#/Videos/Cli
ps/
* root/base
words
characters
events
I can identify major events or challenges of
story.
Ronald Morgan Goes to Bat by Patricia Reilly Giff;
Anansi Goes Fishing by Eric A Kimmel
Grandfather's Journey by Allen Say; Miss
Rumphius by Barbara Cooney
* challenges (problem)
I can describe how characters respond to
major events and challenges.
I can identify the author's purpose.
author's purpose
(persuade, inform,
entertain)
P.I.E. Graphic Organizer (Persuade, Inform,
Entertain);
key points
Testing Fundaments (Main Idea Section)
supporting details
Brain Pop, Jr.
I can identify the main idea.
Identify what the author wants to answer,
explain or describe (Knowledge)
*Bolded words
Use Marzano 6 Step Process
Resources
Vocabulary
I can recognize a prefix and a suffix in words.
Define: character & major events (Knowledge) I can define character and major events
Describe how characters respond to major
events and challenges (Reasoning)
RI2.8. Describe how reasons support specific
points the author makes in a text.
I Can
Read words with common prefixes and suffixes
(Knowledge)
RL2.3. Describe how characters in a story respond Identify major events or challenges of story
(Knowledge)
to major events and challenges.
INFORMATIONAL TEXT
10
Identify the key points in a text (knowledge)
I can identify what the author wants to answer,
explain, or describe.
I can identify the key points in a text.
Identify details that support key points
(Knowledge)
I can identify details that support key points.
Describe how reasons support the author’s
specific points (Reasoning)
I can describe how the author uses reasons to
support his or her specific points.
ELA Grade 2
Curriculum Mapping
6/2013
Core Standards Grade 2
Deconstructed Standard
Recognize:
•irregular plural nouns
L2.1. Demonstrate command of the conventions •reflexive pronouns (K knowledge)
of standard English grammar and usage when
Know past tense forms of irregular verbs
writing or speaking.
(Knowledge)
LANGUAGE
b. Form and use frequently occurring irregular
plural nouns (e.g., feet, children, teeth, mice,
fish).
d. Form and use the past tense of frequently
occurring irregular verbs (e.g., sat, hid, told).
Apply correct :
•capitalization
L2.2. Demonstrate command of the conventions •punctuation
•spelling
of standard English capitalization, punctuation,
when writing (Knowledge)
and spelling when writing.
c. Use an apostrophe to form contractions and
frequently occurring possessives.
d. Generalize learned spelling patterns when
I can use irregular plural nouns.
irregular verb
I can use the past tense forms of irregular
verbs.
reflexive pronouns--myself,
himself, ourselves, etc. (I
learned a lot about myself
at summer camp.)
I can write using correct capitalization.
contraction
I can write using correct punctuation.
possessive
I can spell words correctly.
proper noun
Capitalize:
•holidays
•product names
•geographic names (Knowledge)
I can capitalize proper nouns.
apostrophe
Use an apostrophe to form:
I can create contractions .
•contractions
•frequently occurring possessives (Knowledge) I can create possessives.
Use spelling rules and patterns (Knowledge)
I can follow spelling rules and patterns.
*Bolded words
Use Marzano 6 Step Process
Vocabulary
Demonstrate command of the conventions of
standard English grammar and usage when
writing:
•form irregular plural nouns
•use past tense of irregular verbs
(Reasoning)
LANGUAGE
a. Capitalize holidays, product names, and
geographic names.
I Can
11
Resources
ELA Grade 2
Curriculum Mapping
6/2013
Core Standards Grade 2
Deconstructed Standard
Identify:
•context clues within sentences and know how
to use these to construct meaning of unknown
L2.4. Determine or clarify the meaning of
or multiple meaning words
unknown and multiple-meaning words and
phrases based on grade 2 reading and content, •meaning of common grade appropriate
prefixes and new words formed with them
choosing flexibly from an array of strategies.
(e.g.,, happy/unhappy, tell/retell)
•grade appropriate root words and their
b. Determine the meaning of the new word
formed when a known prefix is added to a known meanings (Knowledge)
word (e.g., happy/unhappy, tell/retell).
Apply knowledge of common root words to
problem solve novel words with same root
c. Use a known root word as a clue to the
meaning of an unknown word with the same root (e.g., addition, additional) (Reasoning)
LANGUAGE
12
I Can
Vocabulary
I can use context clues to find the meanings of context clues
unknown or multiple meaning
words.(homograph)
multiple meaning words
I can identify the meaning of words using
prefixes.
* prefixes
* root words
I can identify and understand root words and
their meanings.
I can find the meaning of unknown words with
the same root.
(e.g., addition, additional).
SPEAKING AND LISTENING
SL2.4. Tell a story or recount an experience with
appropriate facts and relevant, descriptive
details, speaking audibly in coherent sentences.
(Introduce weeks 1-6)
Identify:
•appropriate facts
•relevant, descriptive details (Knowledge)
I can identify facts and details to share
verbally.
Identify and recall an experience (Knowledge)
voice projection (good
I can identify and recall an experience orally for speaking voice)
an audience.
complete sentence
I can speak in complete sentences.
audience
Recognize what constitutes a coherent
sentence
(Knowledge)
details
Recognize what constitutes an adequate
audible volume (Knowledge)
experience
I can project my voice.
Determine: •appropriate facts •relevant,
descriptive details (Reasoning)
Formulate coherent sentences (Reasoning)
I can tell a story aloud and include facts,
details, and complete sentences.
Tell a story or recount an experience aloud,
with: •appropriate facts •relevant, descriptive
details
speaking audibly in coherent sentences
(Performance)
I can tell a story aloud using complete
sentences and a good speaking voice.
*Bolded words
Use Marzano 6 Step Process
facts
Resources
ELA Grade 2
Curriculum Mapping
6/2013
Core Standards Grade 2
Deconstructed Standard
13
I Can
Vocabulary
Weeks 13 through 18
Nov. 11 - Jan. 10
LITERATURE
Identify:
•characters
•traits of each character (Knowledge)
I can Identify characters and traits of each
character.
Define point of view (Knowledge)
I can define point of view.
character traits
Recognize dialogue to determine who is
speaking (Knowledge)
I can recognize dialogue to determine who is
speaking.
voice
Analyze character to know what type of voice
to use when speaking the part (Reasoning)
I can analyze character to know what type of
voice to use when speaking the part.
Determine differences in each character’s
point of view (Reasoning)
I can determine difference in each character's
point of view.
Read the dialogue in text using appropriate
voices for different characters (Performance)
I can read the dialogue in text using
appropriate voices for different characters.
RL2.6. Acknowledge differences in the points of
view of characters, including by speaking in a
different voice for each character when reading
dialogue aloud.
*Bolded words
Use Marzano 6 Step Process
point of view
dialogue
Resources
Reader's Theater; The Two Bad Ants by Chris Van
Allsburg; The True Story of the Three Little Pigs
by Jon Scieszka; The Three Little Wolves and the
Big Bad Pig by Eugene Trivizas; Bunnicula by
Deborah and James Howe; Swamp Angel by
Anne Isaacs; Seriously, Cinderella Is SO
Annoying!; The Story of Cinderella as Told by the
Wicked Stepmother (The Other Side of the Story)
by Trisha Sue Speed Shaskan and Gerald Guerlais
ELA Grade 2
Curriculum Mapping
6/2013
Core Standards Grade 2
WRITING
W2.1. Write opinion pieces in which they
introduce the topic or book they are writing
about, state an opinion, supply reasons that
support the opinion, use linking words (e.g.,
because, and, also) to connect opinion and
reasons, and provide a concluding statement or
section.
Deconstructed Standard
14
I Can
Identify a topic or title of a book to write about I can identify and write about a book that I
(Knowledge)
read.
Recognize what an opinion is (Knowledge)
I can tell what an opinion is.
Recognize and define:
•opinions •concluding sections or statements
•linking words (e.g., because, and, also)
I can find the concluding statement in a
(Knowledge)
passage.
Vocabulary
fact
Fundamentals in Writing: Letter writing (Q3)
opinion
Gail Gibbons
Author Study Unit (Q2,3)
concluding statement
text
topic
Formulate and articulate an opinion about a
text or topic (Reasoning)
I can write my own opinion about a topic.
Generate supporting reasons for stated
opinions (Performance)
I can explain reasons for my opinions.
Organize writing to:
•introduce •support •conclude (Reasoning)
I can organize my thinking with an
introduction, support, and details.
linking words
introduction
supporting details
Link ideas with effective words in order to
connect opinions and reasons (Reasoning)
I can give 2 supporting reasons for my opinion.
Write an opinion piece which:
•introduces the topic or book
•states an opinion
•supplies at least 2 supporting reasons for the
opinion
•uses effective words to link opinions and
reasons
•provides a concluding statement or section
(Product)
Use commas:
•in greetings
W2.2. Demonstrate command of the conventions •closing of letters (Knowledge)
of standard English capitalization, punctuation,
and spelling when writing.
LANGUAGE
b. Use commas in greetings and closings of
letters.
*Bolded words
Use Marzano 6 Step Process
I can correctly use commas in greetings and
closings of letters.
Resources
conclusion
ELA Grade 2
Curriculum Mapping
6/2013
Core Standards Grade 2
LANGUAGE
5. Demonstrate understanding of word
relationships and nuances in word meanings.
a. Identify real-life connections between words
and their use (e.g., describe foods that are spicy
or juicy).
*Bolded words
Use Marzano 6 Step Process
Deconstructed Standard
I Can
Demonstrate understanding:
word relationships & nuances in word
meanings (Knowledge)
I can understand the relationship between
words and their meanings.
Identify real life connections between words
and their use (Knowledge)
I can identify real life connections between
words and their use.
15
Vocabulary
Resources
ELA Grade 2
Curriculum Mapping
6/2013
Core Standards Grade 2
Deconstructed Standard
Weeks 19 through 24
Jan. 13 - Feb. 21
LITERATURE
Identify fables and folktales from diverse
cultures (Knowledge)
RL2.2. Recount stories, including fables and
folktales from diverse cultures, and determine
their central message, lesson, or moral.
LITERATURE
RL2.9. Compare and contrast two or more
versions of the same story (e.g., Cinderella
stories) by different authors or from different
cultures.
I Can
16
Vocabulary
Recall details from stories (e.g., fables and
folktales) (Knowledge)
I can identify fables and folktales from diverse fables
cultures.
folktales
I can define diverse cultures.
diverse cultures
I can recall details from stories (e.g., fables and
folktales).
key details
Recount details of a story (e.g., fables and
folktales) (Reasoning)
I can recount details of a story (e.g., fables and moral (theme)
folktales).
Determine the message, lesson or moral of a
story (e.g., fables and folktales) (Reasoning)
I can determine the message, lesson or moral
of a story (e.g., fables and folktales).
Recall details and events from two or more
versions of a story by different authors
(Knowledge)
I can recall details and events from two or
more versions of a story by different authors.
Define diverse cultures (Knowledge)
key details
version
I can identify character of two or more versions
Identify characters of two or more versions of a of a story by different authors.
diverse cultures
story by different authors (Knowledge)
events
Resources
Any Aesop's Fable; any Anansi story; Why
Mosquitos Buzz in People's Ears by Verna
Aardema, Leo Dillon and Diane Dillon
Smoky Mountain Rose by Smoky Mountain
Rose: An Appalachian Cinderella by Allan
Schroeder; The Korean Cinderella & The
Egyptian Cinderella by Shirley Climo; Adelita
by Tommie dePaola;
Compare and contrast two or more versions of I can compare and contrast two or more
the same story by different authors
versions of the same story by different authors
representing different cultures (Reasoning)
representing different cultures.
INFORMATIONAL TEXT
RI2.2. Identify the main topic of a multiparagraph text as well as the focus of specific
paragraphs within the text.
*Bolded words
Use Marzano 6 Step Process
Recognize the main topic of multi-paragraph
informational text (Knowledge)
I can recognize the main topic of multiparagraph informational text.
* main topic/key idea
paragraph
Identify the focus of specific paragraphs that
support the main topic of a text (Knowledge)
I can identify the focus of specific paragraphs
that support the main topic of a text.
informational text
Testing Fundumentals (Main Idea Section)
ELA Grade 2
Curriculum Mapping
6/2013
Core Standards Grade 2
INFORMATIONAL TEXT
RI2.5. Know and use various text features (e.g.,
captions, bold print, subheadings, glossaries,
indexes, electronic menus, icons) to locate key
facts or information in a text efficiently.
INFORMATIONAL TEXT
RI2,7. Explain how specific images (e.g., a
diagram showing how a machine works)
contribute to and clarify a text.
Deconstructed Standard
I Can
17
Vocabulary
Resources
Determine how readers use different text
features (Knowledge)
I can identify text features.
*text features
(*captions
bold print
Identify various text features (Knowledge)
I can use text features to locate key facts or
*subheadings
information in a text.
* glossaries
indexes
electronic menus
Use various text features to locate key facts or I can determine the purpose of using different icons)
information in a text (Knowledge)
text features to locate key facts or information.
Reading across the Texts in Scot Foresman Series;
Identify images in an informational text
(Knowledge)
I can identify images in an informational text.
Life Cycle of a Pumpkin in Scot Foresman Reading
Street Series; How a House Is Built and The
Bicycle Book by Gail Gibbons
Understand the terms: explain, contribute,
clarify (Knowledge)
images (graphs,
charts, diagrams,
I can understand and discuss how images
photograph,
explain, contribute to and clarify informational illustration)
texts.
Discuss how specific images add to and clarify
informational text (Reasoning)
Identify the important points presented in two I can identify the important points presented in details
informational texts on the same topic
two informational texts on the same topic.
compare
RI2.9. Compare and contrast the most important (Knowledge)
points presented by two texts on the same topic.
I can compare and contrast the important
contrast
Compare the important points in two
points in two informational texts on the same
informational texts on the same topic
topic.
(Reasoning)
INFORMATIONAL TEXT
Contrast the important points in two
informational texts on the same topic
(Reasoning)
*Bolded words
Use Marzano 6 Step Process
Leveled Readers from Scot Foresman Reading &
Science Leveled Readers
ELA Grade 2
Curriculum Mapping
6/2013
Core Standards Grade 2
Deconstructed Standard
Identify/understand in an informational text:
•key ideas and details
RI2.10. By the end of year, read and comprehend •craft and structure
•integration of knowledge and ideas
informational texts, including history/social
studies, science, and technical texts, in the grades at appropriate complexity (Qualitative,
Quantitative and Reader and Task) as seen in
2–3 text complexity band proficiently, with
Standards 1-9 independently and proficiently
scaffolding as needed at the high end of the
(Knowledge)
range.
INFORMATIONAL TEXT
Comprehend independently in an
informational text:
•key Ideas and details
•craft and structure
•integration of knowledge and ideas
at appropriate complexity (Qualitative,
Quantitative and Reader and Task) as seen in
Standards 1-9 independently and proficiently
(Reasoning)
WRITING
W2.2. Write informative/explanatory texts in
which they introduce a topic, use facts and
definitions to develop points, and provide a
concluding statement or section. (Introduce
weeks 19-24)
Recognize an:
•informative text
•explanatory text (Knowledge)
Identify:
•topic sentences
•facts
•definitions
•concluding statement (Knowledge)
*Bolded words
Use Marzano 6 Step Process
18
I Can
In informational texts, I can identify and
understand key ideas and details.
Vocabulary
* key ideas
*key details
I can identify and understand the author's craft
and structure in a story or poem.
craft
structure
I can use what I know to understand new
information.
I can comprehend informational texts
independently.
I can write topic sentences.
informative text
I can write facts about a topic.
explanatory text,
I can include definitions within a text.
topic sentence
I can write concluding statements.
fact,
definition,
concluding statement
Resources
Weekly Readers; Time for Kids; Scholastic News;
any periodical; books by Gail Gibbons
ELA Grade 2
Curriculum Mapping
6/2013
Core Standards Grade 2
WRITING
W2.6. With guidance and support from adults,
use a variety of digital tools to produce and
publish writing, including in collaboration with
peers.
Deconstructed Standard
I Can
With guidance and support:
I can use basic computer skills (turn on
use basic computer skills (e.g. turn on
computer, log on, etc.).
computer, log on, use common software, basic
word processing tools) (Knowledge)
With guidance and support:
choose digital tools for producing and
publishing writing (Reasoning)
19
Vocabulary
digital tools
publish
I can use digital tools for creating and
publishing my writing (Story bird, Animoto,
etc.).
With guidance and support:
use technology to produce and publish writing I can use technology to create and publish my
individually and with peers (Performance)
writing with friends and by myself.
WRITING
Apply sources and tools to conduct shared
research on a single topic (Knowledge)
In a group, I can use research tools to share
information about a single topic.
topic
research
W2.7. Participate in shared research and writing
In a group, I can organize information about a
projects (e.g., read a number of books on a single
Organize
relevant
information
on
a
topic
(e.g.,
research topic (produce a report).
research tools
topic to produce a report; record science
share
information,
produce
a
report)
observations).
(Reasoning)
In a group, I can work together to research and
create a writing project.
Participate in shared research and writing
projects (Reasoning)
Use reference materials, including beginning
dictionaries, as needed to check and correct
L2.2. Demonstrate command of the conventions spelling (Knowledge)
of standard English capitalization, punctuation,
and spelling when writing.
LANGUAGE
e. Consult reference materials, including
beginning dictionaries, as needed to check and
correct spellings.
*Bolded words
Use Marzano 6 Step Process
I can use reference materials (dictionaries) to
check and correct my spelling.
reference materials
Resources
ELA Grade 2
Curriculum Mapping
6/2013
Core Standards Grade 2
LANGUAGE
L2.4. Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grade 2 reading and content,
choosing flexibly from an array of strategies.
Deconstructed Standard
I Can
Use:
I can use glossaries and dictionaries to
•print glossaries and beginning dictionaries to determine or clarify meaning of words or
determine or clarify meaning of words or
phrases.
phrases
•digital glossaries and beginning dictionaries to
determine or clarify the meaning of words or
phrases (Knowledge)
e. Use glossaries and beginning dictionaries, both
Apply ABC order to appropriate resources
print and digital, to determine or clarify the
(Knowledge)
meaning of words and phrases.
20
Vocabulary
* glossaries
* dictionaries
*homograph
I can apply alphabetical order to appropriate
resources.
Choose to use a glossary or dictionary (print or
digital) to determine or clarify meaning of an I can use a dictionary or glossary to find or
unknown word (Reasoning)
clarify the meaning of unknown words.
I can use vocabulary strategies to find the
meaning of words.
SPEAKING AND LISTENING
Recognize an audio recording (Knowledge)
I can recognize and create and audio recording. audio recording
SL2.5. Create audio recordings of stories or
poems; add drawings or other visual displays to
stories or recounts of experiences when
appropriate to clarify ideas, thoughts, and
feelings.
Recount an experience (Knowledge)
I can tell about an experience.
Create an audio recording (Knowledge)
Determine when it’s appropriate to clarify:
•ideas
•thoughts
• feelings
with drawings or other visual displays
(Reasoning)
Clarify ideas, thoughts, feeling by adding
drawings/visual displays (Reasoning)
Create audio recordings of stories or poems
(Performance)
Add drawings/visual displays to:
stories & experiences (Performance)
*Bolded words
Use Marzano 6 Step Process
I can use visual displays to clarify ideas,
thoughts and feelings
visual displays
Resources
ELA Grade 2
Curriculum Mapping
6/2013
Core Standards Grade 2
Deconstructed Standard
Weeks 25 through 30
Feb. 24 - April 11
LITERATURE
Identify:
•rhyming words
•alliteration and other types of figurative
language (Knowledge)
RL2.4. Describe how words and phrases (e.g.,
regular beats, alliteration, rhymes, repeated
lines) supply rhythm and meaning in a story,
poem, or song.
Recognize regular beats and repeated lines in
a: story, poem, song (Knowledge)
Recognize rhythm within a: story, poem song
(Knowledge)
I Can
I can identify rhyming words and alliteration
and other types of figurative language.
21
Vocabulary
* rhyming words
Resources
Writing Fundamentals (Poetry Section)
alliteration
I can recognize regular beats and repeated
lines in a story, poem, song.
repetition
rhythm
I can recognize rhythm within a story, poem
song.
figurative language
Describe how words and phrases supply
I can describe how words and phrases supply
rhythm or impact meaning, in a : story, poem, rhythm or impact meaning, in a story, poem,
song
song.
(Reasoning)
INFORMATIONAL TEXT
RI2.3. Describe the connection between a series
of historical events, scientific ideas or concepts,
or steps in technical procedures in a text.
Identify:
I can identify the historical events that
•the historical events that occurred in a text
occurred in a text.
•scientific ideas or concepts that occur in a text
•the steps in a procedure (Knowledge)
I can identify scientific ideas/concepts that
occur in a text.
I can identify the steps in a procedure.
Describe the connection that occurs in a text
between a series of:
•historical events
•scientific ideas or concepts
•the steps from a procedure (Reasoning)
*Bolded words
Use Marzano 6 Step Process
I can describe the connection that occurs in a
text between historical events, scientific ideas
or concepts and the steps from a procedure.
procedure
Magic Tree House books by Mary Pope Osborne;
A Weed is Not a Flower by Aliki; Red, White and
Blue: The True Story of the American Flag by
Cowboys in Scot Foresman Reading Street Series;
Frogs by Gail Gibbons; The Life Cycle of a
Pumpkin by Any Science or Social Studies text
ELA Grade 2
Curriculum Mapping
6/2013
Core Standards Grade 2
LANGUAGE
Deconstructed Standard
Recognize:
•reflexive pronouns (K knowledge)
L2.1. Demonstrate command of the conventions
of standard English grammar and usage when
Demonstrate command of the conventions of
writing or speaking.
standard English grammar and usage when
writing:
c. Use reflexive pronouns (e.g., myself,
•use reflexive pronouns
ourselves).
•rearrange complete simple and compound
sentences (Reasoning)
f. Produce, expand, and rearrange complete
simple and compound sentences (e.g., The boy
watched the movie; The little boy watched the
movie; The action movie was watched by the
little boy).
I can recognize reflexive pronouns
Vocabulary
reflexive pronouns--myself,
himself, ourselves, etc. (I
learned a lot about myself
at summer camp.)
I can use reflexive pronouns when writing.
simple sentences
I can create simple and compound sentences.
compound sentences
I can speak using reflexive pronouns.
Demonstrate command of the conventions of I can produce, expand, and rearrange complete
grammar and usage when speaking:
simple and compound sentences.
•use reflexive pronouns form and use the past
tense of frequently occurring irregular verbs
•produce, expand, and rearrange complete
simple and compound sentences
(Performance)
*Bolded words
Use Marzano 6 Step Process
I Can
22
Resources
ELA Grade 2
Curriculum Mapping
6/2013
Core Standards Grade 2
LANGUAGE
L2.6. Use words and phrases acquired through
conversations, reading and being read to, and
responding to texts, including using adjectives
and adverbs to describe (e.g., When other kids
are happy that makes me happy).
Deconstructed Standard
Use words and phrases acquired through:
•conversations
•reading
•being read to
•responding to texts (Knowledge)
I Can
I can use words and phrases from
conversations.
adverbs
I can identify and use adjectives.
I can identify and use adverbs.
I can understand words and phrases used in
conversations.
I can understand words and phrases found in
my readings.
I can understand words and phrases from
readings that are read to me.
I can use words and phrases when I respond to
texts.
Weeks 31 through 36
Work on all standards that still need to be
mastered.
*Bolded words
Use Marzano 6 Step Process
Apr. 14 - May 22
text
I can use words and phrases from my reading.
I can use words and phrases by responding to
texts.
Distinguish between words and phrases
acquired through:
•conversations
•reading
•being read to
•responding to texts (Reasoning)
Vocabulary
adjectives
I can use words and phrases from readings that
were read to me.
Identify and use: adjectives & adverbs
(Knowledge)
23
Resources