Sand Creek Zone Curriculum Map
Subject: ELA
Grade: 2
Strand/Concept
Student Expectation
Reading Informational Text-Quarter 2
R.I. 2.1: Ask and answer such questions as who, what,
where, when, why, and how to demonstrate understanding
of key details in a text.
Quarter: 2
Student Friendly Learning Objective (SLO)
Level of
thinking
Vocabulary
Comprehension
Key details
Informational text
Focus
Main topic
Paragraph
Historical
Scientific
Technical
I can tell, who, what, where, why and how after
reading information
R.I.2.2: Identify the main topic of a multi paragraph text as
well as the focus of specific paragraphs within the text.
I can find the main idea in a section of nonfiction
Comprehension
Key details
Informational text
Focus
Main topic
Paragraph
Historical
Scientific
Technical
RI.2.3: Describe the connection between a series of
historical events, scientific ideas or concepts, or steps in
technical procedures in a text.
I can describe the connection between a series of
historical events
Comprehension
Entertain
Explain
Describe
Inform
Persuade
Purpose
Support
I can describe the connection between scientific ideas
or concepts
I can describe the connection between steps in
technical procedures in a text
Sand Creek Zone Curriculum Map
Subject: ELA
Grade: 2
Strand/Concept
Student Expectation
Quarter: 2
Student Friendly Learning Objective (SLO)
Level of
thinking
Vocabulary
R.I. 2.4 Determine the meanings of words and phrases in a
text relevant to a second grade subject
I can understand words in nonfiction
Comprehension
Entertain
Explain
Describe
Inform
Persuade
Purpose
Support
Glossary
Index
Subheadings
Text features
R.I.2.5: 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.
I can use text features to help me understand
nonfiction
Application
Entertain
Explain
Describe
Inform
Persuade
Purpose
Support
Glossary
Index
Subheadings
Text features
RI.2.8: Describe how reasons support specific points the
author makes in a text.
I can find reasons to support the main idea of
nonfiction.
Analysis
Diagrams Illustrations
Informational text
Compare
Contrast
Difference
Version
RI.2.9: Compare and contrast the most important points
presented by two texts on the same topic.
I can compare and contrast was of telling the same
story
Comprehension
Diagrams Illustrations
Informational text
Compare
Contrast
Difference
Version
Sand Creek Zone Curriculum Map
Subject: ELA
Grade: 2
Strand/Concept
Student Expectation
Quarter: 2
Student Friendly Learning Objective (SLO)
Level of
thinking
Vocabulary
Reading Literature
R.L. 2.1 Ask and answer questions such as who, what,
where, when, why and how to demonstrate understanding
of key details in texts.
I can tell who, what, where, when, why and how after
reading stories
Comprehension
Culture
Fable
Folktale
Moral
Purpose Recount
Challenge
R.L. 2.2 Recount stories, including fables and folktales from
diverse cultures, and determine their central message,
lesson, and moral
I can retell a story
Comprehension
Culture
Fable
Folktale
Moral
Purpose Recount
Challenge
R.L.2.3: Describe how characters in a story respond to
major events and challenges.
I can tell how characters in a story respond to parts in
the story
Comprehension
Culture
Fable
Folktale
Moral
Purpose Recount
Challenge
RL.2.4:Describe how words and phrases (e.g., regular
beats, alliteration, rhymes, repeated lines) supply rhythm
and meaning in a story, poem, or song.
I can understand how word in a story can sound like
music
Knowledge
Alliteration Phrases
Regular beat
Rhyme
Rhythm
Syllable
Conclusion
Plot
Sequence of events
Setting
Solution
Story structure
Dialogue
Point of view
Quotation
Sand Creek Zone Curriculum Map
Subject: ELA
Grade: 2
Strand/Concept
Student Expectation
Quarter: 2
Student Friendly Learning Objective (SLO)
Level of
thinking
Vocabulary
R.L. 2.5 Describe the overall structure of a story, including
describing how the beginning introduces the story and the
ending concludes the action.
I can find and understand the beginning, middle and
end of a story
Comprehension
Alliteration Phrases
Regular beat
Rhyme
Rhythm
Syllable
Conclusion
Plot
Sequence of events
Setting
Solution
Story structure
Dialogue
Point of view
Quotation
R.L. 2.9 Compare and contrast two or more versions of the
same story by different authors or from different cultures.
I can compare and contrast ways of telling the same
story
Comprehension
Plot
Problem and resolution
Sequence of events
Setting
Text
Compare Contrast
Version
Similarity
Culture
R.L.2.10: 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.
I can read and understand second grade fiction
Comprehension
Sand Creek Zone Curriculum Map
Subject: ELA
Grade: 2
Strand/Concept
Student Expectation
Quarter: 2
Student Friendly Learning Objective (SLO)
Level of
thinking
Reading Foundational Skills
R.F.2.3 Know and apply grade-level phonics and word
analysis skills in decoding words
Vocabulary
Difference
Distinguish
Vowel team
Affix
Prefix
Suffix
Pronounce
RF.2.3a:Distinguish long and short vowels when reading
regularly spelled one-syllable words.
I can tell the difference between long a short
vowels
Comprehension
Difference
Distinguish
Vowel team
Affix
Prefix
Suffix
Pronounce
R.F.2.3b: Know spelling-sound correspondences for
additional common vowel teams.
I can spell words with vowel teams
Application
Difference
Distinguish
Vowel team
Affix
Prefix
Suffix
Pronounce
R.F.2.3c: Decode regularly spelled two-syllable words with
long vowels.
I can read two-syllable words with long vowels
Application
Difference
Distinguish
Vowel team
Affix
Prefix
Suffix
Pronounce
Sand Creek Zone Curriculum Map
Subject: ELA
Grade: 2
Strand/Concept
Student Expectation
RF.2.3f: Recognize and read grade-appropriate irregularly
spelled words.
R.F.2.4 Read with sufficient accuracy and fluency to
support comprehension
R.F.2.4.a Read grade-level texts with purpose and
understanding
R.F. 2.4.b Read grade-level texts orally with accuracy,
appropriate rate, and expression on successive readings.
Quarter: 2
Student Friendly Learning Objective (SLO)
I know how to spell second grade words
I can read 2
nd
grade text for a reason
I can read with expression
Comprehension
Comprehension
I can reread to understand what words mean
Vocabulary
Difference
Distinguish
Vowel team
Affix
Prefix
Suffix
Pronounce
Expression
Fluency
Rate
Context
Rereading strategy
Comprehension
Expression
Fluency
Rate
Context
Rereading strategy
Analysis
Expression
Fluency
Rate
Context
Rereading strategy
I can read with accuracy
R. F. 2.4.c Use content to confirm or self-correct word
recognition and understanding, rereading as necessary.
Level of
thinking
Sand Creek Zone Curriculum Map
Subject: ELA
Grade: 2
Strand/Concept
Student Expectation
Quarter: 2
Student Friendly Learning Objective (SLO)
Level of
thinking
Speaking and Listening
SL.2.1 Participate in collaborative conversations with
diverse partners about grade 2 topics and texts with peers
and adults in small and larger groups.
Vocabulary
Discussion
Key ideas
SL.2.1b: Build on others' talk in conversations by linking
their comments to the remarks of others.
I can participate in conversations with others
Application
Discussion
Key ideas
SL.2.2 Recount or describe key ideas or details from a text
read aloud or information presented orally or through other
media.
I can tell about the key ideas and details after I listen
or read
Comprehension
Discussion
Key ideas
S.L.2.3 Ask and answer questions about what a speaker
says in order to clarify comprehension, gather additional
information, or deepen understanding of a topic.
I can ask and answer a question about what a
speaker says
Comprehension
Discussion
Key ideas
S.L.2.4: Tell a story or recount an experience with
appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
I can tell a story aloud
Comprehension
Sand Creek Zone Curriculum Map
Subject: ELA
Grade: 2
Strand/Concept
Student Expectation
Quarter: 2
Student Friendly Learning Objective (SLO)
Writing and Composition
W.2.2 Write informative/explanatory texts in which they
introduce a topic, use facts and definitions to develop, and
provide a concluding statement or section.
I can write about something that happened, what I
have seen or something I remember
W.2.3 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.
I can write about something that happened, what I have
seen or something I remember
Level of
thinking
Vocabulary
Synthesis
Closing statement
Closure
Details
Narratives
Recount
Sequences
Time order words
Application
Closing statement
Closure
Details
Narratives
Recount
Sequences
Time order words
Synthesis
Descriptive language
Edit
Grammar
Proofreading
Publishing
Revise
Topic
I can include actions, thoughts, and feelings in my
writing
I can include actions, thoughts, and feelings in my writing
I can use words such as first, next, and then the tell events
in order in my writing
I can write a closing statement
W.2.5 With guidance and support for adults and peers,
focus on a topic and strengthen writing as needed by
revising and editing.
With help, I can edit to make my writing clearer
With help, I can revise my writing to make sure I stay
on topic to make my writing clearer
Sand Creek Zone Curriculum Map
Subject: ELA
Grade: 2
Strand/Concept
Student Expectation
W. 2. 7 Participate in shared research and writing projects
(e.g., read a number of books on a single topic to produce a
report; record science observations)
Quarter: 2
Student Friendly Learning Objective (SLO)
Level of
thinking
Vocabulary
I can research and write with my classmates
Comprehension
Application
Descriptive language
Edit
Grammar
Proofreading
Publishing
Revise
Topic
I can use plural nouns that don’t follow the rules like
feet, children teeth and fish
Application
Synthesis
Adjectives
Adverbs
Groups
Irregular plural nouns
Nouns
Past tense verbs
Plural nouns
Pronouns
I can use pronouns like myself and himself that tell
the subject in a sentence
Application
Synthesis
Adjectives
Adverbs
Groups
Irregular plural nouns
Nouns
Past tense verbs
Plural nouns
Pronouns
Language
L.2.1: Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
L.2.1b: Form and use frequently occurring irregular plural
nouns (e.g., feet, children, teeth, mice, fish).
L.2.1c:Use reflexive pronouns (e.g., myself, ourselves).
Sand Creek Zone Curriculum Map
Subject: ELA
Grade: 2
Strand/Concept
Student Expectation
L.2.1d:Form and use the past tense of frequently occurring
irregular verbs (e.g., sat, hid, told).
Quarter: 2
Student Friendly Learning Objective (SLO)
I can use verbs that talk about the past and don’t
follow the rules like hid, sat and told
Application
Synthesis
L.2.2: Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling
when writing.
L.2.2b: Use commas in greetings and closings of letters.
Level of
thinking
Vocabulary
Adjectives
Adverbs
Groups
Irregular plural nouns
Nouns
Past tense verbs
Plural nouns
Pronouns
Apostrophe Closing
Comma
Contradictions
Dictionaries Greeting
Letter Thesaurus
Possessive personal
pronoun
Possessives
Reference materials
Spelling patterns
I can use commas in greetings and closings of letters
Knowledge
Application
Synthesis
Apostrophe Closing
Comma
Contradictions
Dictionaries Greeting
Letter Thesaurus
Possessive personal
pronoun
Possessives
Reference materials
Spelling patterns
Sand Creek Zone Curriculum Map
Subject: ELA
Grade: 2
Strand/Concept
Student Expectation
L.2.3: Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
L.2.3a: Compare formal and informal uses of English
Quarter: 2
Student Friendly Learning Objective (SLO)
I can write, speak, read and listen by using what I
know
Comprehension
I can compare formal and informal uses of English
Analysis
L.2.4: Determine or clarify the meaning of unknown and multiplecontent, choosing flexibly from an array of strategies.
I can use prefixes to help me learn new words
Application
Identify
Sentence-level clue
Root/Base word
Alphabetize
Definition
Dictionary
Glossary
Adjective
Adverb Conversation
Phrases
I can use dictionaries and glossaries to help me
understand new words
Application
Identify
Sentence-level clue
Root/Base word
Alphabetize
Definition
Dictionary
Glossary
Adjective
Adverb Conversation
Phrases
when a known prefix is added to a known word (e.g.,
happy/unhappy, tell/retell).
L.2.4e: Use glossaries and beginning dictionaries, both
print and digital, to determine or clarify the meaning of
words and phrases.
Vocabulary
Identify
Sentence-level clue
Root/Base word
Alphabetize
Definition
Dictionary
Glossary
Adjective
Adverb Conversation
Phrases
meaning words and phrases based on grade 2 reading and
L.2.4b: Determine the meaning of the new word formed
Level of
thinking
Sand Creek Zone Curriculum Map
Subject: ELA
Grade: 2
Strand/Concept
Student Expectation
Quarter: 2
Student Friendly Learning Objective (SLO)
L.2.5:Demonstrate understanding of word relationships and
nuances in word meanings.
L.2.5a: Identify real-life connections between words and
their use (e.g., describe foods that are spicy or juicy).
I can use my senses to help me describe things
Knowledge
Level of
thinking
Vocabulary
Sand Creek Zone Curriculum Map
Subject: ELA
Grade: 2
Strand/Concept
Student Expectation
Student Friendly Learning Objective (SLO)
Quarter: 2
Level of
thinking
Ongoing Standards for Reading and Writing in each quarter:
Standard 1: Oral Expression and Listening
GLE 1) Discussions contribute and expand on the ideas of self and others
GLE 2) New information can be learned and better dialogue created by listening actively
Standard 2: Reading for all Purposes
GLE 1) Fluent reading depends on specific skills and approaches to understanding strategies when reading literary text
GLE 2) Fluent reading depends on specific skills and approaches to understanding strategies when reading informational text
GLE 3) Decoding words with accuracy depends on knowledge of complex spelling patterns and morphology
Standard 3: Writing and Composition
GLE 1) Exploring the writing process helps to plan and draft a variety of literary genres
GLE 2) Exploring the writing process helps to plan and draft a variety of simple informational texts
GLE 3) Appropriate spelling, capitalization, grammar, and punctuation are used and applied when writing
Standard 4: Research and Reasoning
GLE 1) Reference materials help us locate information and answer questions
GLE 2) Questions are essential to analyze and evaluate the quality of thinking
Ongoing Standards for Reading and Writing in each quarter:
Standard 1: Oral Expression and Listening
GLE 1) Discussions contribute and expand on the ideas of self and others
GLE 2) New information can be learned and better dialogue created by listening actively
Standard 2: Reading for all Purposes
GLE 1) Fluent reading depends on specific skills and approaches to understanding strategies when reading literary text
GLE 2) Fluent reading depends on specific skills and approaches to understanding strategies when reading informational text
GLE 3) Decoding words with accuracy depends on knowledge of complex spelling patterns and morphology
Standard 3: Writing and Composition
GLE 1) Exploring the writing process helps to plan and draft a variety of literary genres
GLE 2) Exploring the writing process helps to plan and draft a variety of simple informational texts
GLE 3) Appropriate spelling, capitalization, grammar, and punctuation are used and applied when writing
Standard 4: Research and Reasoning
GLE 1) Reference materials help us locate information and answer questions
GLE 2) Questions are essential to analyze and evaluate the quality of thinking
Vocabulary
Sand Creek Zone Curriculum Map
Subject: ELA
Grade: 2
Strand/Concept
Student Expectation
Quarter: 2
Student Friendly Learning Objective (SLO)
Level of
thinking
Vocabulary
Recommended ELA Integrated Unit Maps by Quarter
Quarter/Length/
Title
Concepts
Possible Resources
Suggested End-Of-Unit Performance
Task
Sand Creek Zone Curriculum Map
Subject: ELA
Grade: 2
Strand/Concept
Student Expectation
Student Friendly Learning Objective (SLO)
Quarter: 2
Level of
thinking
Vocabulary
Sand Creek Zone Curriculum Map
Subject: ELA
Grade: 2
Strand/Concept
Student Expectation
Student Friendly Learning Objective (SLO)
Quarter: 2
Level of
thinking
Vocabulary