English Language Arts
Second Grade
Curriculum Map
2011-2012
Reading Workshop
Interactive Read Aloud
Shared Reading
Guided Reading
Independent Reading
Writing Workshop
Modeled Writing
Grammar
Guided Writing
Independent Writing
Word Study
Phonics
Spelling
High Frequency Words
Word Parts
Curriculum Map 2011 - 2012 – Grade 2
-2-
Kindergarten
First Grade
Year at a Glance – ELA Elementary Comprehensive Curriculum - LPSS
2011-2012
Second Grade
Third Grade
Fourth Grade
Fifth Grade
Unit 3 - Rhythm and
Rhyme Time
Unit 1 – A World of Books
Unit 1 – Let’s Read
Unit 1 – Let’s Read
Unit 1 – Read All About It
Unit 1 – Folktales: Tall
Tales and Legends
08/15–09/15
08/15 – 09/30
8/15 – 10/7
Unit 5 - A Look into
Books
Unit 2 – Put on Your
Thinking Cap
Unit 3 – The Writing Process
08/15-09/09
Assess 2 Know 09/15/11
Unit 3 – Write on Target
08/15-09/09
Assess 2 Know 09/15/11
Unit 2 – The Writing
Process
08/15-09/30
Assess 2 Know 10/07/11
Unit 2 – Informational
Articles/Reports
09/19 – 10/21
10/03-10/28
10/10 – 11/10
Unit 1 – Learning About
Me
Unit 3 – Let’s Read – Fairy
Tales and Fables
Unit 6 – Reading and Writing
Nonfiction
09/12 – 10/21
Assess 2 Know 10/28/11
Unit 6 – Reading and Writing
Nonfiction in Texts
9/12-10/21
Assess 2 Know 10/28/11
Unit 6 – Reading and
Writing Nonfiction
10/03 – 11/10
Assess 2 Know 11/18/11
Unit 3 – Biography and
Autobiography
10/24-11/18
10/31 – 12/20
11/14-12/20
Unit 6 – The Author’s
Chair
Unit 4 – Research Methods
Unit 4 – Information Quest
10/24-11/18
Assess 2 Know 12/2/11
Unit 4 – Resource Roundup
10/24 – 11/18
Assess 2 Know 12/02/11
Unit 4 – Research
11/14-01/12
Assess 2 Know 01/20/11
Unit 4 – Short Stories –
Adventures
11/28-01/06
01/04 –02/03
01/04-02/03
Unit 2 – Exploring Written
Languages
Unit 6-Discovering is
Exciting-Reading/Writing
Nonfiction
02/06–03/08
Unit 2 – Use Your Thinking
Cap
11/28-01/06
Assess 2 Know 01/12/12
Unit 2 – Thinking Critically
11/28 – 01/06
Assess 2 Know 01/12/12
Unit 3 - Critical Thinking
01/17-03/02
Assess 2 Know 03/08/12
Unit 5 – Poetry
Unit 7 – PeopleAutobiographies/Biographies
01/09 – 02/03
Assess 2 Know 02/10/12
Unit 7 – Autobiographies
and Biographies
03/05-04/04
02/06-03/08
Unit 7 – How to Learn About
PeopleAutobiographies/Biographies
03/12 – 04/13
01/09-02/03
Assess 2 Know 02/10/12
Unit 7 – Who’s WhoAutobiographies/Biographies
Unit 7 – Multicultural
Literature
Unit 5 – Poetry: Fun with
Words
Unit 5 – Poetry Is Art in
Words
02/06 –03/02
Assess 2 Know 03/08/12
Unit 5 – “Use Your Senses..”
Through Poetry
02/06 – 03/08
Assess 2 Know 3/16/12
Unit 5 – Poetry
03/12-04/13
04/16 –0 5/24
04/23-05/24
03/05 – 04/04
03/12 – 04/04
Unit 8 – Listen, Speak,
Write
Unit 8 – Author Study
Unit 8 –Recommended By
- Author Study
4/16– 5/24
4/23-5/24
4/23 – 5/24
01/09-02/03
Unit 4 – The Wonder of
Words – Poetry
Curriculum Map 2011 - 2012 – Grade 2
02/06-03/23
03/26-04/20
Unit 6 – Novels
04/23 –05/24
-3-
Reading/Writing Assessment Schedule (2011-2012)
Reading Assessment Requirements
Kindergarten - Fifth Grade
Beginning of Year
1st Quarter
12 Weeks (K)
Kindergarten
DIBELS Next
Grade 1
DIBELS Next
DRAInstructional Level
SFA - Roots
Grade 2
DIBELS Next
DRAInstructional Level
SFA – McGraw-Hill
Grade 3
DIBELS Next
Rigby READS
Form A
SFA – 4Sight
Grade 4
DIBELS Next
Rigby READS
Form A
SFA – 4Sight
Grade 5
DIBELS Next/AIMSweb
Rigby READS
Form A
SFA – 4Ssight
Benchmark
Level C***
SFA - Roots
Benchmark
Level I***
SFA – McGraw-Hill
Instructional Level
(Benchmark if necessary)
SFA – 4Sight
Instructional Level
(Benchmark if necessary)
SFA – 4Sight
Instructional Level
(Benchmark if necessary)
SFA – 4Sight
DIBELS Next
Benchmark
Level E***
SFA - Roots
DIBELS Next
Benchmark
Level J***
SFA – McGraw-Hill
DIBELS Next
Rigby READS
Form B
SFA – 4-Sight
DIBELS Next
Rigby READS
Form B
SFA – 4Sight
DIBELS Next/AIMSweb
Rigby READS
Form B
SFA – 4Sight
2nd Quarter
Rigby Reading
Pre-Screener/
Screener
SFA - Roots
DIBELS Next
3rd Quarter
24 Weeks (K)
Benchmark
Level B***
Benchmark
Level G***
SFA - Roots
Benchmark
Level K***
SFA – McGraw-Hill
Instructional Level
(Benchmark if necessary)
SFA – 4Sight
Instructional Level
(Benchmark if necessary)
SFA - 4Sight
Instructional Level
(Benchmark if necessary)
SFA – 4Sight
End of Year
DIBELS Next
DRA –
Instructional Level
SFA – Roots
DIBELS Next
Instructional Level
SFA - Roots
DIBELS Next
Instructional Level
SFA – McGraw-Hill
DIBELS Next
Instructional Level
SFA – 4Sight
DIBELS Next
Instructional Level
SFA – 4Sight
DIBELS Next/AIMSweb
Instructional Level
SFA 4Sight
*** Use Benchmark Assessment Protocol established by district
Writing Portfolio Requirements
Kindergarten – Fifth Grade
Beginning of Year
Choose one writing sample during the first two weeks of school for each student.
Use a rubric to rate each student’s writing.
1st Quarter
12 Weeks (K)
2nd Quarter
Choose at least one student writing of the teacher’s choice for each student.
Use a rubric to rate each student’s writing.
Choose at least one student writing of the teacher’s choice for each student.
Use a rubric to rate each student’s writing.
3rd Quarter
24 Weeks (K)
Choose at least one student writing of the teacher’s choice for each student.
Use a rubric to rate each student’s writing.
End of Year
Choose at least one student writing of the teacher’s choice for each student.
Use a rubric to rate each student’s writing.
NOTE: Rubrics can be found in the Louisiana Comprehensive Curriculum blackline masters. Third, fourth, and fifth grade teachers can use the iLEAP/LEAP rubrics.
Curriculum Map 2011 - 2012 – Grade 2
-4-
#
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Prioritized Grade Level Expectations
E- Essential I- Important
C- Condensed
Identify unique letter-sound patterns, including long and short vowels (e.g., ea for short e, as in
bread, and ough for long o, as in though) and consonants (tch for /ch/, as in watch, and gh for /f/, as
in cough) (ELA-1-E1)
Demonstrate understanding of phonics by doing the following:
a. isolating difficult parts of words in order to correct a mispronunciation or

decode an unfamiliar printed word
b.
fluently manipulating targeted sounds by adding, deleting, or substituting the

sounds to create new words
c. differentiating short- and long-vowel sounds in printed words when those
sounds are made with a broad variety of letter combinations and a variety of
word families (e.g., ou, ow, ough, igh)
d. reading regularly spelled words with as many as four syllables
e. using phonetic decoding strategies accurately and rapidly in unfamiliar words
and text
f. using common affixes (prefixes and suffixes) to understand word meanings
(ELA-1-E1)
Identify and explain common synonyms, antonyms, and homonyms (ELA-1-E1)
Use knowledge of base words to interpret meaning of unfamiliar words (e.g., heat/preheat)
(ELA-1-E1)
Determine word meaning and appropriate word choices using reference aids, including dictionaries
and thesauruses (ELA-1-E1)
Identify the glossary and index in a book (ELA-1-E2)
Determine appropriate circumstances to use skimming and scanning to preview text and to find
information (ELA-1-E3)
Identify story elements, including effects of setting on events and characters (ELA-1-E4)
Identify literary and sound devices, including similes and rhythm in texts (ELA-1-E4)
Retell a story in sequence including main idea and important supporting details (ELA-1-E5)
Make statements about how previous reading and life experiences relate to information read in
texts (ELA-1-E6)
Demonstrate oral reading fluency of at least 90 words per minute in second-grade text with
appropriate intonation (ELA-1-E7)
Read texts and simple chapter books silently at independent reading level (ELA-1-E7)
Compare and contrast different versions of the same story from different cultures through oral,
written, and visual responses (ELA-6-E1)
Identify a variety of types of literature, including biography, autobiography, and the folktale, in
oral and written responses (ELA-6-E2)
Distinguish between a variety of types of literature, including biography, autobiography, and plays
(ELA-6-E3)
Demonstrate understanding of information in texts using a variety of strategies, including:
Curriculum Map 2011 - 2012 – Grade 2
E, I, C
I
LCC Units
5
Notes
E
5 
5
5
I
E
4,5
All
I
All
I
I
6
2,4
E
E
E
E
2,3
5
2
5,6
E
I
C
All
2
E
1,3,6,7
I
1,7
E
-5-
a.
b.
c.
d.
18
19
20
21
22
23
24
25
26
27
28
comparing and contrasting story elements (e.g., character, setting, events)
predicting what will happen next in a story or a text
making simple inferences about information in texts
self-monitoring consistently for comprehension using multiple strategies and
self-correcting as appropriate (ELA-7-E1)
Discuss and choose the most appropriate solution to a problem in texts (ELA-7-E2)
Identify the author's viewpoint (i.e., perspective) in a text (ELA-7-E3)
Apply basic reasoning skills, including:
a. discussing the relationship between cause-effect
b. asking questions about texts read independently including why and how
(ELA-7-E4)
Write compositions of one or more paragraphs, organized with a central idea and a coherent
beginning, middle, and end (ELA-2-E1)
Use a greater variety of action and descriptive words when writing for a specific purpose and/or
audience (ELA-2-E2)
Develop compositions of one or more paragraphs using writing processes such as the following:
a. independently generating ideas for writing by using various strategies (e.g.,
listing, brainstorming, drawing)
b. creating a plan (e.g., graphic organizer, web) appropriate to the purpose of
writing
c. writing a first draft with a developed beginning, a middle, and an end
d. conferencing with a teacher or peers
e. revising for clarity, grammatical and mechanical correctness, and/or to include
additional information
f. creating a final draft for possible publication (ELA-2-E3)
Develop grade-appropriate compositions, for example:
a. friendly letters
b. poems
c. stories
d. informational descriptions with some detail (ELA-2-E4)
Use literary devices, including patterns of rhythm and simile in writing (ELA-2-E5)
Write for various purposes, including:
a. letters or invitations that include relevant information and follow a
letter/envelope format
b. informal writing, including messages, journals, notes, and poems (ELA-2-E6)
Write legible short paragraphs using proper indentation (ELA-3-E1)
Use standard English punctuation, including:
a. commas in the greeting and closure of a letter, between a city and a state, and in
dates
b. apostrophes in contractions
Curriculum Map 2011 - 2012 – Grade 2
2,4,5,6
2,4,6
I
C
I
2,6
1,3,5,6,7
3,4,6
All
E
1,2,4,5,6,7
I
All
E
All
All
All
3,4,5
3,4,6
5
E
I
E
4
4
3,4
4,5,6
4
3,4
E
I
5
1,3,7
3
3
-6-
29
30
31
32
33
34
35
36
37
38
39
40
c. periods in abbreviations (ELA-3-E2)
Capitalize grade-appropriate proper nouns, initials of a person’s name, and the salutation and
closing of a friendly letter (ELA-3-E2)
Write using standard English structure and usage, including:
a. subject-verb agreement in simple and compound sentences
b. past and present verb tenses
c. noun and pronoun antecedent agreement
d. transitional words and conjunctions in sentences
e. prepositions and prepositional phrases
f. possessive nouns
g. adverbs, especially those related to time (ELA-3-E3)
Distinguish between a sentence and a sentence fragment (ELA-3-E3)
Use knowledge of parts of speech, including:
a. identifying and using nouns, including proper, common, concrete, abstract, and
collective
b. using correct antecedents of pronouns
c. identifying and using the standard forms of possessives (e.g., mom’s coat, dad’s hat,
girls’ shoes)
d. selecting and using verbs in past and present tenses in writing
e. selecting and using standard forms of personal pronouns
f. using a variety of conjunctions (e.g., or, nor, yet, so)
g. selecting and using adverbs that modify according to time
h. identifying and using prepositions appropriately (ELA-3-E4)
Spell grade-appropriate words, including:
a. words with short vowels, long vowels, r-controlled vowels, and
consonant-blends
b. words with short- and long-vowel sounds when those sounds are made with a
broad variety of letter combinations (e.g., ou, ow, ough, igh)
c. frequently used irregularly spelled words (ELA-3-E5)
Use spelling patterns and rules correctly (e.g., dropping silent -e before adding -ing) (ELA-3-E5)
Use multiple spelling strategies (e.g., word wall, word lists, thinking about the base word, affixes)
(ELA-3-E5)
Alphabetize to the second letter and some third letters (ELA-3-E5)
Use a dictionary and a glossary to locate correct spellings (ELA-3-E5)
Adjust speaking tone and volume to suit purpose, audience, and setting (ELA-4-E1)
Give/relate multi-step directions to classmates (ELA-4-E2)
Tell and retell stories with the following included:
a. sequential order, including setting, character, and simple plot
b. supportive facts and details from the story
Curriculum Map 2011 - 2012 – Grade 2
E
I
E
I
3
3
All
All
All
All
1,3,7
1,3,7
1,3,7
1,7
All
3
3
3
3
3
3
3
3
E
All
3
I
I
I
C
I
C
E
3
1,7
1,2,4,5,6,7
4
3
1,2,5,6,7
3
2,3
2,3
-7-
41
42
43
44
45
46
47
48
49
50
51
52
53
54
c. explicit and implicit main ideas (ELA-4-E3)
Adjust language during a presentation in order to inform or explain to a specific audience
(ELA-4-E4)
Deliver informal presentations that demonstrate an understanding of a topic (ELA-4-E4)
Give rehearsed oral presentations about general topics using eye contact, appropriate volume, clear
pronunciation, and appropriate visual aids (ELA-4-E4)
Use active listening strategies, including asking for clarification and explanations (ELA-4-E5)
Give oral responses, including:
a. telling stories and personal experiences
b. giving explanations and reports (ELA-4-E5)
Compare ideas from a wide variety of media (ELA-4-E6)
Discuss classroom procedures and rules and generate ideas for new procedures and rules (ELA-4-E7)
Identify the role of discussion leader, contributor, and active listener (ELA-4-E7)
Locate information using the organizational features of texts, including:
a. URL addresses from the Web
b. title pages
c. glossaries
d. indices
e. tables of contents
f. chapter headings (ELA-5-E1)
Locate information about a topic from a variety of sources, including children’s magazines,
children’s encyclopedias, and electronic references (ELA-5-E2)
Gather and arrange information in a variety of organizational forms, including graphic organizers,
simple outlines, notes, and summaries (ELA-5-E3)
Use technology to publish a variety of works, including simple research reports and book summaries
(ELA-5-E4)
Tell and write about the sources of learned information (ELA-5-E5)
Locate and read information on a chart, graph, diagram, map, and simple timeline (ELA-5-E6)
Curriculum Map 2011 - 2012 – Grade 2
C
2,3
1,2,3,5,7
C
C
2,3,5,6
1,2,5,7
I
I
1,2,5,7
I
C
C
I
5
6
2,5,6
2,6
1,2,6,7
4
4
4
4
I
I
1,7
C
1,2,6,7
C
E
1,7
-8-
English Language Arts: Grade 2
August 15th – October 7th – Weeks 1 – 8
Comprehensive Curriculum Unit 1: Let’s Read
Unit Description
This unit focuses on reading and responding to a variety of texts, including nonfiction and chapter books. The unit is taught including read-alouds and shared,
guided, and independent reading. All independent reading activities require text that is at least 95% decodable for the individual student.
Student Understandings
Students demonstrate comprehension when they describe and discuss literary elements, identify literary devices, and compare and contrast texts. Students
respond to texts in a variety of ways (e.g., orally, using graphic organizers, and writing sentences and paragraphs).
Guiding Questions
1.
2.
3.
4.
5.
Can students identify the setting, plot, and characters of two different stories?
Can students read and respond to a variety of texts, including chapter books and nonfiction?
Can students demonstrate oral reading fluency using an appropriately leveled text for this time of year?
Can students relate life experiences to information read in texts?
Can students write a simple story about their weekend experiences using standard punctuation, standard English structure, and multiple spelling
strategies?
6. Can students retell a story in sequence?
7. Can students use active listening skills?
Sample Assessments
General Guidelines
Documentation of student understanding is recommended to be in the form of portfolio assessment. Teacher observations and records as well as studentgenerated products may be included in the portfolio. All items should be dated and clearly labeled to effectively show student growth over time.
General Assessments




The teacher will utilize observations of student response to read-aloud/think-aloud, student presentation of sorting books, student reading
fluency, and student choices in reading independently.
The teacher will document student performance with anecdotal records. The teacher carries a clipboard with a class list, and as the students
work with partners or read independently, the teacher makes anecdotal notes and comments on student reading behaviors and responses.
The teacher will generate a skills checklist, using the GLEs, to document student knowledge and skills.
The students will demonstrate mastery using graphic organizers, such as Venn diagrams, story maps, and flow charts for sequencing.
Blackline Masters of materials from Literacy by Design may be found online at www.olp.literacybydesign.com
First time users must register. The keycode is accelerate. If you registered previously and do not remember your password, the planner will offer prompts to
assist you in the retrieval of that password. You must look in the LESSONS tab then click onto RESOURCES to view all available material.
Curriculum Map 2011 - 2012 – Grade 2
-9-
Reading Workshop
Writing Workshop
Word Study
LCC ACTIVITIES: Unit 1 – Let’s Read
LCC ACTIVITIES: Unit 1 – Let’s Read
1: Independent Reading (Ongoing) 13
2: Vocabulary Development (Ongoing) 04, 05
6: Let’s Explore Different Kinds of Books 13, 14, 15, 16
9: Retell 08, 10, 17a, 40a, 40b, 44, 45a CENTER IDEA
13: Building Fluency Through Reader’s Theater 12, 13, 15, 16, 44
Theme 1: Stories From Our Past
3: Writing/Grammar (Ongoing) 21, 22, 23a, 23b, 23c, 30a, 30b, 30c, 30d,
31, 33a, 35
Begin
word
wall
activities.
Activities
should
include
the
addition of names of
students
in
your
classroom as well as high
frequency words.
You may refer to the list
of onsets and rimes
provided by reading
facilitator for additional
suggestions.
MODELED WRITING
 Story 24 (LbD), (LCC)
 Personal Narrative 24 (LCC)
 Journal 26 (LCC)
COMPREHENSION STRATEGIES/SKILLS
Make Connections 19
 text to text/self/world
 compare/contrast
 background knowledge
TARGET SKILLS

Realistic Fiction 15

Distinguish Fantasy from Reality
 Understand Sentences and Paragraphs 27, 31
Theme 2: My Family
Create Images 17
 use visuals
 create images
 revise
TARGET SKILLS

Personal Narrative 26

Identify End Punctuation 28

Map 54
MINI-LESSONS
 Writing Process Introduction 23
 Traits Introduction
 Prewriting 23
 Ideas 23
 Sequence 21
 Main Idea & Details
 Simple Sentences: Beginning/Ending Punctuation, Word
Order, Complete Thought 31
 Subject: Naming Parts of Sentences 30
 Subject-Verb Agreement 30
 Telling and Asking Sentences with End Punctuation 28
 Command and Expressive Sentences with End Punctuation 28
 Common Nouns 32
ph, sh, th, ch
short vowels
ake, ine, oke, ute
ail, ain, ay
eed, ea, eat
oat, ow
Theme 3: The Moon in Motion
COMPREHENSION STRATEGIES/SKILLS
Ask Questions 20
 meaning
 author’s purpose
 use visuals
or, orn, art
GLEs 1 & 2
TARGET SKILLS

Mystery 15

Understand Role of Author and Illustrator

Identify Plot 8
Theme 4: Circling the Sun
COMPREHENSION STRATEGIES/SKILLS
Determine Importance 17
 main idea and details
 purpose for reading
 classify
TARGET SKILLS

Expository 15

Photo Essay 15

Nonfiction Text Feature: Diagram 54
Curriculum Map 2011 - 2012 – Grade 2
- 10 -
Reading Workshop Resources
Use first weeks to introduce work boards, literacy stations and routines that
must be established before you begin to teach guided reading. Rehearse all
stations and procedures in a variety of ways before guided reading begins.
Begin guided reading on or before September 6th.
Theme 1: Stories From Our Past
Whole Class Charts: 1, 2, 3, 4, 5, 6, 7, 8, 9
Comprehension Bridge Card: 1
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
cabin, visit, memory, tradition, relatives, generation
Connect to Literature: Grandfather’s Journey, When I Was Young in the
Mountains, Knots on a Counting Rope
Theme 2: My Family
Whole Class Charts: 10, 11, 12, 13, 14, 15, 16, 17, 18
Comprehension Bridge Card: 2
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
rely, role, member, identity, sibling, symbol
Connect to Literature: The Mamas and the Papa, Mama and Me and the Model
T, Mama’s Coming Home
Theme 3: The Moon in Motion
Whole Class Charts: 19, 20, 21, 22, 23, 24, 25, 26, 27
Comprehension Bridge Card: 3
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
fascinate, exploration, journal, measure, calendar, interval
Connect to Literature: Kitten’s First Full Moon, Harold and the Purple Crayon,
Papa, Please Get the Moon for Me
Theme 4: Circling the Sun
Whole Class Charts: 28, 29, 30, 31, 32, 33, 34, 35, 36
Comprehension Bridge Card: 4
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
daily, orbit, position, solar, ray, rotate
Connect to Literature: Wake Up, Sun!, Sun and Moon, Like Butter on Pancakes
Leveled Readers End of 1st Quarter
ON: I, J, K
ABOVE: L
BELOW: H AND BELOW
Curriculum Map 2011 - 2012 – Grade 2
Writing Workshop Resources
MODELED WRITING
Story
 LbD Story Organizer Writing Resource Guide – p. 35
 LbD Writing Charts 8 & 9, Writing Bridge Card 6
Personal Narrative (LCC)
 HME – pp. 62-83
MINI-LESSONS
Writing Process Introduction
 LbD Writing Chart 1, Writing Bridge Card 1
Traits Introduction
 LbD Writing Chart 4, Writing Bridge Card 3
Prewriting
 LbD Writing Chart 10, Writing Bridge Card 7
Ideas
 LbD Writing Chart 7, Writing Bridge Card 5
Sequence
 LbD Sequence Organizer Writing Resource Guide page 33

LbD Writing Charts 2 & 3, Writing Bridge Card 2
Main Idea & Details
 LbD Organizer Writing Resource Guide – p. 36
 LbD Writing Charts 11 & 12, Writing Bridge Card 8
Simple Sentences: Beginning/Ending Punctuation, Word Order,
Complete Thought
 LbD Writing Resource Guide – p. 1
 HME – pp. 11-25, 26-30
Subject: Naming Parts of Sentences

LbD Writing Resource Guide – p. 2
 HME – pp. 29-30
Subject-Verb Agreement
 LbD Writing Resource Guide – p. 4
 HME – pp. 165-168
Telling and Asking Sentences with End Punctuation
 LbD Writing Resource Guide – p. 5
 HME – pp. 37-42
Command and Expressive Sentences with End Punctuation
 LbD Writing Resource Guide – p. 6
 HME – pp. 43-44
Common Nouns
 LbD Writing Resource Guide – p. 8

HME – pp. 93-96
Word Study Resources
Houghton- Mifflin Spelling and
Vocabulary
Unit 9:
ph, sh, th, ch
Unit 1:
short vowels
Unit 3:
ake, ine, oke, ute
Unit 13:
ail, ain, ay
Unit 14:
eed, ea, eat
Unit 15:
oat, ow
Unit 27 & 28:
or, orn, art
See Word Wall Games on
ELA K-5 Blackboard
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- 11 -
English Language Arts: Grade 2
October 10th – November 10th – Weeks 9 – 13
Comprehensive Curriculum Unit 3: The Writing Process
Unit Description
Writing is used as a response to all of the units, but this unit, while addressing ongoing vocabulary, reading and grammar skills, focuses on the writing process,
writing applications, and Standard English language usage. Compositions should contain two or more paragraphs, both including a central idea, a topic sentence,
and supporting details in a logical order. Teacher modeling and opportunities for practice are necessary. The topics or prompts used in instruction should be
linked to classroom reading or real-life situations.
Student Understandings
Students write paragraphs and stories using prewriting, drafting, revising, editing, and publishing. Students also write personal letters, along with expository,
descriptive, narrative, and persuasive compositions. Students should focus on Standard English structure and usage in their writing. Students will use a dictionary
and thesaurus to check spelling and word meanings.
Guiding Questions
1. Can students write simple expository, descriptive, narrative, and persuasive compositions?
2. Can students write a multi-paragraph composition with two or more paragraphs, each containing a central idea, a topic sentence, and supporting
details in a logical order?
3. Can students use Standard English language when writing?
4. Can students use the writing process (prewriting, drafting, revising, editing, and publishing) when asked to write various types of compositions?
5. Can students use a dictionary and thesaurus to check spelling and word meaning?
Sample Assessments
General Guidelines
Documentation of student understanding is recommended to be in the form of portfolio assessment. Teacher observations and records as well as studentgenerated products may be included in the portfolio. All items should be dated and clearly labeled to effectively show student growth over time.
General Assessments



A writing portfolio is kept for each student that includes samples of writing throughout the unit or school year. The writings should show
progress, as the students become more proficient writers.
Written products can be scored, using the LEAP Writing Rubric. See LEAP Writing Rubric BLM.
The teacher will use a checklist to identify the strengths and weaknesses in student writings. Student work is evaluated for correct conventions
or writing and print. Things to include on the checklist would be capitalization, punctuation, proper language usage of parts of speech, variety
of adjectives/adverbs, and legibility. (See Student Writing BLM.)
Curriculum Map 2011 - 2012 – Grade 2
- 12 -
Reading Workshop
LCC ACTIVITIES: Unit 3 – The Writing Process
CENTER IDEA
1: Independent Reading (ONGOING) 13
2: Vocabulary Development (ONGOING) 04, 05
Writing Workshop
LCC ACTIVITIES: Unit 3 – The Writing Process
3: Conventions (ONGOING) 27, 30a, 30b, 30c, 30d, 30e,
30f, 31, 32a, 32b, 32c, 32d, 32e, 32f, 32g, 32h, 33a, 33b, 33c
11: Types of Writing 20a, 20b, 22, 23a, 24c, 27, 28b, 30a, 30b,
30c, 30d, 30e, 30f, 31, 32g, 39, 41
12: Pen Pals 23d, 26a, 28a, 28b, 28c, 29, 31, 32a, 32b
Word Study
Continue Word Wall
Activities
ir, urn
air, ear, eer
Theme 5: Where People Live
ore, are, ire
COMPREHENSION STRATEGIES/SKILLS
oom, ew
Infer 17
 predict/draw conclusions
 fact/opinion
 cause/effect
TARGET SKILLS
 Historical Fiction 15
 Recognize Onomatopoeia 9
 Identify Contractions
Theme 6: Many States, One Country
COMPREHENSION STRATEGIES/SKILLS
Fix-Up Strategies 2, 17
 use pictures
 read on
 decode
 word analysis
MODELED WRITING
 Letter 24 (LCC)
 Personal Narrative 24 (LCC)
 Procedural –How To (LCC)
GLEs 1 & 2
MINI-LESSONS
 Drafting 23
 Organization 21
 Problem/Solution
 Main Idea & Details
 Starting Strong
 Proper Nouns: People and Places 32
 Proper Nouns: Days, Months, Holidays 32
 Proper Nouns: Titles 32
 Review Common vs. Proper Nouns 32
TARGET SKILLS
 Personal Narrative 15
 Identify Abbreviations 28
 Nonfiction Feature: Bar Graph 54
Curriculum Map 2011 - 2012 – Grade 2
- 13 -
Reading Workshop Resources
Writing Workshop Resources
Word Study Resources
Theme 5: Where People Live
MODELED WRITING
Letter (LCC)
 HME – p. 9
Personal Narrative (LCC)
 HME – pp. 62-83
Procedural – How To
 HME Unit 6 – pp. 206-225
Houghton- Mifflin Spelling and
Vocabulary
Whole Class Charts: 37, 38, 39, 40, 41, 42, 43, 44, 45
Comprehension Bridge Cards: 5
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
crossing, rural, build, purpose, social, urban
Connect to Literature: The Little House, Busy, Busy Town, All
the Places to Love
Theme 6: Many States, One Country
Whole Class Charts: 46, 47, 48, 49, 50, 51, 52, 53, 54
Comprehension Bridge Cards: 6
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
reside, route, state, journey, boundary, terrain
Connect to Literature: The Scrambled States of America,
America the Beautiful, This Land is Your Land
Leveled Readers End of 1st Quarter
ON: J, K, L
ABOVE: M
BELOW: I and below
MINI-LESSONS
Drafting
 LbD Writing Chart 13, Writing Bridge Card 9
Organization
 LbD Writing Chart 16, Writing Bridge Card 11
Problem/Solution (LbD)
 LbD Organizer Writing Resource Guide – p. 37
 LbD Writing Charts 14 & 15, Writing Bridge Card 10
Main Idea & Details (LbD)
 LbD Organizer Writing Resource Guide – p. 36
 LbD Writing Charts 17 & 18, Writing Bridge Card 12
Starting Strong
 LbD Writing Resource Guide – pp. 53-54
 HME – pp. 148-149, 278-279, 351
Proper Nouns: People and Places
 LbD Writing Resource Guide – p. 9
 HME – pp. 105-106, 120
Proper Nouns: Days, Months, Holidays
 LbD Writing Resource Guide – p. 10
 HME – pp. 297-298, 301-302
Proper Nouns: Titles
 LbD Writing Resource Guide – p. 11
 HME – pp. 303-304, 306
Review Common vs. Proper Nouns
 LbD Writing Resource Guide – p. 12
 HME – pp. 330-334, 124-125
Unit 4
ore, are, ire
Unit 22
oom, ew
See Word Wall Games on
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Curriculum Map 2011 - 2012 – Grade 2
- 14 -
English Language Arts: Grade 2
November 14th – December 20th – Weeks 14 - 17
Comprehensive Curriculum Unit 6: Reading and Writing Nonfiction
Unit Description
This unit focuses on reading and writing informational texts. Nonfiction reading and writing should be connected to the content areas of science and social
studies. The teacher models, coaches, and applies instructional techniques to develop comprehension at literal, interpretative, and evaluative levels of
questioning. Students learn to formulate their own questions and respond both orally and in writing to informational text.
Student Understandings
Students read informative texts to satisfy their curiosities, to make connections, and to understand the world and new concepts better, while developing
vocabulary. Students study text structures, which include description, problem-solution, and cause and effect as patterns of organization. Then students read these
informational texts as writers and determine whether the intent was to inform, explain, describe, or persuade.
Guiding Questions
1.
2.
3.
4.
5.
6.
Can students identify informational text?
Can students distinguish between informational text and fiction?
Can students explain the purposes for reading informational text?
Can students show how informational text is organized?
Can students show how elements used in informational text help the reader know the text is accurate?
Can students explain what makes informational text interesting?
Sample Assessments
General Guidelines
Documentation of student understanding is recommended to be in the form of portfolio assessment. Teacher observations and records as well as studentgenerated products may be included in the portfolio. All items should be dated and clearly labeled to effectively show student growth over time.
General Assessments



The teacher will observe student responses and discussion on nonfiction selections for reading and writing.
The students will keep notes from ideas generated throughout the unit on nonfiction in their learning logs. The teacher will assess the students’ notes
checking for accuracy of information gathered in various activities.
The students will demonstrate mastery of choosing nonfiction selections for a stated purpose such as writing a report.
Curriculum Map 2011 - 2012 – Grade 2
- 15 -
Reading Workshop
Writing Workshop
Word Study
LCC ACTIVITIES: Unit 6 – Reading & Writing Nonfiction
1: Independent Reading (ONGOING) 13
2: Vocabulary Development (ONGOING) 04, 05
4: What Is Nonfiction? 11, 15
5: How Is Nonfiction Text Structured? 17c, 20a, 20b
12: Presenting 45b, 46, 47, 48, 52
LCC ACTIVITIES: Unit 6 – Reading & Writing Nonfiction
Continue Word Wall
Activities
Theme 7: How Do Machines Work?
COMPREHENSION STRATEGIES/SKILLS
Synthesize 17
 sequence
 summarize
 classify/categorize
 retell
TARGET SKILLS
 Humorous Fiction 15
 Identify Point of View 19
 Identify Story Structure 8
3: Writing/Grammar (ONGOING ) 21, 22, 23a, 23b, 23c,
30a, 30b, 30c, 30d, 31, 33a, 35 CENTER IDEA
9: Write On 22, 23d, 23e, 24d, 52
10: Features of Nonfiction 05, 06
MODELED WRITING
 Letter 24 (LbD)
 Expository 24 (LCC)
 Invitation 26 (LCC)
au, aw, awn
alk, all
ood, ook
ank, ink, unk
GLEs 1 & 2
MINI-LESSONS
 Voice 23
 Revising 23
 Sequence
 Adapt to Purpose and Audience
 Possessive Nouns 30
 Action Verbs 32
 Linking Verbs 32
 Review Action and Linking Verbs 32
 Envelope 26
Theme 8: What is a Magnet?
COMPREHENSION STRATEGIES/SKILLS
Monitor Understanding 17
 reread text
 self-monitoring
 reflection strategic reading
TARGET SKILLS
 Procedural Text
 Identify End Punctuation 28
 Nonfiction Feature: Line Graph 54
Curriculum Map 2011 - 2012 – Grade 2
- 16 -
Reading Workshop Resources
Theme 7: How Do Machines Work?
Whole Class Charts: 55, 56, 57, 58, 59, 60, 61, 62, 63
Comprehension Bridge Card: 7
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning
Game
essential, wheel, machine, reduce, labor, effort
Connect to Literature: How Do You Lift a Lion?, If I Could
Drive a Loader, Maybelle, The Cable Car
Theme 8: What is a Magnet?
Whole Class Charts: 64, 65, 66, 67, 68, 69, 70, 71, 72
Comprehension Bridge Card: 8
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning
Game attract, magnet, object, operate, field, effect
Connect to Literature: Mr. Fixit’s Magnet Machine, Marion
the Magnet’s First Mission, The Magic School Bus Amazing
Magnetism
Leveled Readers End of 2nd Quarter
ON: J K L
ABOVE: M N
BELOW: I and below
Writing Workshop Resources
MODELED WRITING
Letter
 LbD Writing Resource Guide – p. 39
 LbD Writing Charts 20 & 21, Writing Bridge Card 14
Invitation
 HME – pp. 87
MINI-LESSONS
Voice
 LbD Writing Chart 19, Writing Bridge Card 13
Revising
 LbD Writing Chart 22, Writing Bridge Card 15
Sequence
 LbD Sequence Organizer Writing Resource Guide – p. 40
 LbD Writing Charts 23 & 24, Writing Bridge Card 16
Adapt to Purpose and Audience
 LbD Writing Resource Guide – pp. 55-56
 HME – pp. 352-353
Possessive Nouns
 LbD Writing Resource Guide – p. 13
 HME – pp. 113-116
Action Verbs
 LbD Writing Resource Guide – p. 14
 HME – pp. 163-168
Linking Verbs
 LbD Writing Resource Guide – p. 15
 HME – pp. 179-182
Review Action and Linking Verbs
 LbD Writing Resource Guide – p. 16
 HME – p. 87
Envelope
 HME – p. 86
Word Study Resources
Houghton- Mifflin Spelling and
Vocabulary
Unit 21:
alk, all
Unit 10:
ank, ink, unk
See Word Wall Games on
ELA K-5 Blackboard
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Curriculum Map 2011 - 2012 – Grade 2
- 17 -
English Language Arts: Grade 2
January 4th – February 3rd – Weeks 18 – 22
Comprehensive Curriculum Unit 4: Information Quest
Unit Description
This unit focuses on locating, gathering, and interpreting information from a variety of sources. The unit also focuses on reading, organizing, and interpreting
data from simple timelines, charts, diagrams, graphs, and maps. The skills acquired through this unit should be applied and strengthened throughout the year.
Student Understandings
The main goals of this unit are to have students gather, organize, and interpret information from a variety of media, reference, and technological sources.
Students locate information in magazines, newspapers, encyclopedias, and electronic sources. Students should be able to publish a simple research report, writing
project, and book summary.
Guiding Questions
1.
2.
3.
4.
Can students locate and interpret information from a variety of sources?
Can students locate and read information on timelines, charts, graphs, diagrams, and maps found in newspapers?
Can students tell and write about the sources of learned information?
Can students use available technology to publish a variety of works?
Sample Assessments
General Guidelines
Documentation of student understanding is recommended to be in the form of portfolio assessment. Teacher observations and records as well as studentgenerated products may be included in the portfolio. All items should be dated and clearly labeled to show effectively student growth over time.
General Assessments



The students can locate information using the table of contents and index. The student may record this as a written assignment or as an oral
report. The teacher will assess student understanding with a checklist developed by students and teacher.
The teacher will observe the students using the computer, including the URL address and search. The teacher will use a checklist to document a
student’s ability to use the computer. (See Computer Checklist BLM)
The students’ complete notes and outlines on information found in reference materials will be kept in their writers’ notebooks for routine
observations by the teacher.
Curriculum Map 2011 - 2012 – Grade 2
- 18 -
Reading Workshop
Writing Workshop
Word Study
LCC ACTIVITIES: Unit 4 – Information Quest
LCC ACTIVITIES: Unit 4 – Information Quest
Continue Word Wall
Activities
1: Independent Reading (ONGOING) 13
2: Vocabulary Development (ONGOING) 04, 05
4: Parts of A Book 17c, 49b, 49c, 49d, 49e, 49f
5: Digging in a Dictionary 05
7: Scavenger Hunt Through the Encyclopedia 17c, 17d, 24d, 36,
50, 53
9: Computers as Tools 49a, 49b, 49c, 49d, 49e, 49f, 52
3: Writing/Grammar (ONGOING ) 21, 22, 23a, 23b, 23c,
30a, 30b, 30c, 30d, 31, 33a, 35
6: Thesaurus 03, 04, 05, 23c, 23d, 23e, 24b, 24c, 25
Theme 9: Cast Your Vote
COMPREHENSION STRATEGIES/SKILLS
Make Connections 11, 17
 text to text, self, world
 compare/contrast
 background knowledge
TARGET SKILLS
 Play 15
 Recognize Rhythm and Rhyme 9
 Use parts of a book to Locate Information 6
CENTER IDEA
ice
age, arge
MODELED WRITING
 Poem 24 (LbD)
 Report 24 (LCC)
oil, oy
MINI-LESSONS
 Editing 23
 Word Choice 23
 Problem/Solution
 Use Repetition for Emphasis in Poetry 9
 Verbs: Past and Present 30
 Helping Verbs: has, have, had 32
 Irregular Verbs: see, give, come 32
 Review Helping and Irregular Verbs 32
GLEs 1 & 2
ound, ow, out
Theme 10: Work That Matters
COMPREHENSION STRATEGIES/SKILLS
Create Images 17
 use visuals
 create images
 revise
TARGET SKILLS
 Expository 15
 Identify Contractions 28
 Nonfiction feature: Table 54
Curriculum Map 2011 - 2012 – Grade 2
- 19 -
Reading Workshop Resources
Theme 9: Cast Your Vote
Whole Class Charts: 73, 74, 75, 76, 77, 78, 79, 80, 81
Comprehension Bridge Card: 9
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
result, vote, wait, government, duty, election
Connect to Literature: The Day Gogo Went to Vote, Vote!,
Woodrow for President
Theme 10: Work That Matters
Whole Class Charts: 82, 83, 84, 85, 86, 87, 88, 89, 90
Comprehension Bridge Card: 10
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
contribute, police, volunteer, participate, influence, emergency
Writing Workshop Resources
MODELED WRITING
Poem
 LbD Poem Organizer Writing Resource Guide – p. 41
 LbD Writing Charts 26 & 27, Writing Bridge Card 18
Report (LCC)
 HME – pp. 226-233
MINI-LESSONS
Editing
 LbD Writing Chart 25, Writing Bridge Card 17
Word Choice
 LbD Writing Chart 28, Writing Bridge Card 19
Unit 20:
ice
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Problem/Solution
 LbD Organizer Writing Resource Guide – p. 42
 LbD Writing Charts 29 & 30, Writing Bridge Card 20
Use Repetition for Emphasis in Poetry
 LbD Writing Resource Guide – pp. 57-58
Connect to Literature: Harvesting Hope, The Berenstain Bears
Lend a Helping Hand, The Lady in the Box
Verbs: Past and Present
 LbD Writing Resource Guide – p. 17
 HME – pp. 169-170
Leveled Readers End of 3rd Quarter
Helping Verbs: has, have, had
 LbD Writing Resource Guide – p. 18
ON: K L M
ABOVE: N
BELOW: J and below
Word Study Resources
Houghton- Mifflin Spelling and
Vocabulary
Irregular Verbs: see, give, come
 LbD Writing Resource Guide – p. 19
 HME – pp. 173-176
Review Helping and Irregular Verbs
 LbD Writing Resource Guide – p. 20
 HME – pp. 177-178, 187-189
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Curriculum Map 2011 - 2012 – Grade 2
- 20 -
English Language Arts: Grade 2
February 6th – March 23rd – Weeks 23 – 28
Comprehensive Curriculum Unit 2: Use Your Thinking Cap
Unit Description
This unit focuses on critical thinking skills, including identifying cause and effect relationships, making predictions, inferring, and comparing and contrasting.
Activities from Unit 1 that should be continued are 4, 5, 9, 10, 12, and 13. Many of the activities in this unit will be ongoing throughout the year.
Student Understandings
Students think about how texts are written. Students work on comprehension skills by identifying and discussing cause and effect relationships, making
predictions, and comparing and contrasting elements of stories. Students respond orally and in writing, including using graphic organizers (story maps, webs,
Venn diagrams, lists, and charts).
Guiding Questions
1.
2.
3.
4.
5.
Can students read and comprehend text?
Can students compare and contrast the story elements of two different stories?
Can students make inferences about texts?
Can students ask how and why questions about texts?
Can students communicate ideas and information from text to class orally or as a project?
Sample Assessments
General Guidelines
Documentation of student understanding is recommended to be in the form of portfolio assessment. Teacher observations and records as well as studentgenerated products may be included in the portfolio. All items should be dated and clearly labeled to effectively show student growth over time.
General Assessments




The teacher will observe and take notes on the students’ responses to guided reading questions.
The student will give short oral reports emphasizing why and how.
The students will present Book Club products (e.g., poster, flipbook, timeline, etc.). The products will be assessed with a rubric designed to
address the GLEs in the activity. (See Student Project Assessment BLM.)
Using a rubric, the teacher will assess student products (e.g., posters, story chains, puppets, dioramas, etc.) for understanding and application of
ideas in text. (See Student Project Assessment BLM.)
Curriculum Map 2011 - 2012 – Grade 2
- 21 -
Reading Workshop
LCC ACTIVITIES: Unit 2 – Use Your Thinking Cap
Writing Workshop
LCC ACTIVITIES: Unit 2 – Use Your Thinking Cap
1: Independent Reading (ONGOING) 13
2: Vocabulary Development (ONGOING) 04, 05
4: Anticipation 13, 17c, 17d, 20b, 40b, 40c
5: Book Clubs 8, 10, 13, 17c, 17d, 20b, 38, 40b, 40c, 41, 42, 43, 44,
CENTER IDEA
46, 47, 48, 52
6: Reader’s Chair to Share 08, 13, 14, 18, 20b, 40b, 40c, 41, 43
3: Writing/Grammar (ONGOING) 21, 22, 23a, 23b, 23c,
30a, 30b, 30c, 30d, 31, 33a, 35
Word Study
Continue Word Wall
Activities
Contractions
kn, wr
MODELED WRITING
 Descriptive (LCC – see activity 11 - Unit 3)
 Report 24 (LbD)
dge, tch
er, est
GLEs 1 & 2
Theme 11: On the Farm
COMPREHENSION STRATEGIES/SKILLS
Ask Questions 20
 meaning
 author’s purpose
 visuals
TARGET SKILLS
 Fantasy 15
 Understand Simile 9
 Understand Humor 9
MINI-LESSONS
 Sentence Fluency 23
 Publishing 23
 Compare/Contrast
 End Effectively
 Personal Pronouns (Singular and Plural) 32
 Subject and Object Pronouns 32
 Possessive Pronouns 32
 Review Pronouns 32
Theme 12: To Market, To Market
COMPREHENSION STRATEGIES/SKILLS
Determine Importance 17
 main idea and details
 purpose for reading
 classify
TARGET SKILLS
 Expository 15
 Identify Setting 8
 Nonfiction feature: Headings 49
Curriculum Map 2011 - 2012 – Grade 2
- 22 -
Reading Workshop Resources
Theme 11: On the Farm
Whole Class Charts: 91, 92, 93, 94, 95, 96, 97, 98, 99
Comprehension Bridge Card: 11
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
nourished, farming, maintain, bounty, various, produce
Connect to Literature: Oh say Can You Seed, The Magic School
Bus Plants Seeds, Sunflower House
Theme 12: To Market, To Market
Whole Class Charts: 100, 101, 102, 103, 104, 105, 106, 107, 108
Comprehension Bridge Card: 12
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
freight, consume, distribute, available, taste, range
Connect to Literature: To Market, To Market, Salt & Pepper,
Estela’s Swap
Leveled Readers – End of 3rd Quarter
ON: K, L, M
ABOVE: N
BELOW: J & Below
Writing Workshop Resources
MODELED WRITING
Descriptive (LCC)
 HME – pp. 266-287
Report
 LbD Organizer Writing Resource Guide – p. 44
 LbD Writing Charts 35 & 36, Writing Bridge Card 24
 HME – pp. 226-233
MINI-LESSONS
Sentence Fluency
 LbD Writing Chart 31, Writing Bridge Card 21
Publishing
 LbD Writing Chart 34, Writing Bridge Card 23
Compare/Contrast
 LbD Organizer Writing Resource Guide – p. 43
 LbD Writing Charts 32 & 33, Writing Bridge Card 22
 HME – pp. 160-161
End Effectively
 LbD Writing Resource Guide – p. 59-60
 HME – p. 351
Personal Pronouns (Singular and Plural)
 LbD Writing Resource Guide – p. 21
 HME – p. 107-112
Subject and Object Pronouns
 LbD Writing Resource Guide – p. 22
 HME – pp. 107-108
Possessive Pronouns
 LbD Writing Resource Guide – p. 23
 HME – pp. 109-110
Review Pronouns
 LbD Writing Resource Guide – p. 24
 HME pp. 130-131
Word Study Resources
Houghton -Mifflin Spelling and
Vocabulary
Unit 26:
Contractions
See Word Wall Games on
ELA K-5 Blackboard
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Curriculum Map 2011 - 2012 – Grade 2
- 23 -
English Language Arts: Grade 2
March 26th – April 20th – Weeks 29 – 31
Comprehensive Curriculum Unit 7: People—Autobiographies/Biographies
Unit Description
This unit focuses on reading and writing biography and autobiography. This unit should be linked to content areas, when appropriate. Through explicit models of
writing styles that compel a reader and through ongoing practice, the teacher encourages students to develop voice in their own writing.
Student Understandings
Students read biographical models of interesting people with whom they can identify. The students examine point of view and conclude how the literature
portrays a subject. The students study the influences of others in the life of a subject and think about the subject’s life and accomplishments. Students learn that
biographies and autobiographies are organized in a particular way and also look at the time frame of the biography to examine text structures. Students will write
and present biographies and autobiographies.
Guiding Questions
1.
2.
3.
4.
5.
Can students identify biographical or autobiographical writing?
Can students tell what makes a biography or an autobiography interesting?
Can students identify the point of view used to tell about the subject?
Can students show how the author crafted and organized the text for the subject?
Can students write a biography or autobiography?
Sample Assessments
General Guidelines
Documentation of student understanding is recommended to be in the form of portfolio assessment. Teacher observations and records as well as studentgenerated products may be included in the portfolio. All items should be dated and clearly labeled to effectively show student growth over time.
General Assessments



The student will be able to identify and choose autobiographies and biographies of people of interest.
The student will be able to use correct English usage and structure when writing.
The student will be able to gather information through an interview or using available sources, such as Internet, encyclopedia, or newspaper
Curriculum Map 2011 - 2012 – Grade 2
- 24 -
Reading Workshop
LCC ACTIVITIES: Unit 7 – People
Writing Workshop
LCC ACTIVITIES: Unit 7 – People
1: Independent Reading (ONGOING) 13 CENTER IDEA
2: Vocabulary Development (ONGOING) 04, 05
5: Getting to Know Others 15, 16, 19
7: Choose and Research Your Subject 23b, 23c, 51
10: Presents to Others 38, 41, 43, 44, 48
3: Writing/Grammar (ONGOING) 5, 21, 22, 23a, 23b, 23c,
30a, 30b, 30c, 30d, 31, 33a, 35
4: All About Me 15, 16, 23a, 23b, 27, 30e, 30f, 30g, 51, 54
9: Improve the Draft 27, 30g, 52
Word Study
Continue Word Wall
Activities
un
ful, less, er, ly
s, es
Theme 13: Your Money
COMPREHENSION STRATEGIES/SKILLS
Infer 17
 predict/draw conclusions
 fact/opinion
 cause/effect
TARGET SKILLS
 Folktale 15
 Understand Dialogue 9
 Understand Metaphors 9
MODELED WRITING
 Story 24 (LbD)
 Biography 24 (LCC)
y to ies
GLEs 1 & 2
MINI-LESSONS
 Prewriting 23
 Conventions 28, 30
 Sequence
 Contractions 28
 Adjectives 22
Theme 14: Going to Work
COMPREHENSION STRATEGIES/SKILLS
Fix-Up Strategies 2, 17
 use pictures
 read on
 decode
 word analysis
TARGET SKILLS
 Biography 15
 Recognize Alliteration 9
 Nonfiction feature; Time Line 54
Curriculum Map 2011 - 2012 – Grade 2
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Reading Workshop Resources
Theme 13: Your Money
Whole Class Charts: 109, 110, 111, 112, 113, 114, 115, 116, 117
Comprehension Bridge Card: 13
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
interest, earn, increase, value, browse, spend
Connect to Literature: Money, Money, Honey Bunny, Bunny
Money, Sam and the Lucky Money
Theme 14: Going to Work
Whole Class Charts: 118, 119, 120, 121, 122, 123, 124, 125, 126
Comprehension Bridge Card: 14
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
market, business, prepare, provide, obtain, wages
Connect to Literature: Money Troubles, The Cool Crazy Crickets
to the Rescue, Sluggers’ Car Wash
Writing Workshop Resources
Word Study Resources
Houghton -Mifflin Spelling and
MODELED WRITING
Vocabulary
Story
 LbD (Autobiography) Organizer Writing Resource Guide - p. 45
Unit 34:
 LbD Writing Charts 38 & 39, Writing Bridge Card 26
un
Biography
 HME – pp. 62-91
Unit 35:
ful, less, er, ly
MINI-LESSONS
Prewriting
 LbD Writing Chart 37, Writing Bridge Card 25
Unit 19:
Conventions
s, es
 LbD Writing Chart 40, Writing Bridge Card 27
Sequence
 LbD (Timeline)Organizer Writing Resource Guide – p. 46
See Word Wall Games on
ELA K-5 Blackboard
 LbD Writing Charts 41 & 42, Writing Bridge Card 28
http://bb.lpssonline.com/webapps/login
Contractions
 LbD Writing Resource Guide – p. 25
 HME – pp. 183-184
Adjectives
 LbD Writing Resource Guide – p. 26
 HME – pp. 239-244
Comparative and Superlative Adjectives
 LbD Writing Resource Guide – p. 27
 HME pp. 249-250
Review Adjectives
 LbD Writing Resource Guide – p. 28
 HME – pp. 245-246, 255-265
Leveled Readers End of 4th Quarter
ON: K, L, M
ABOVE: N
BELOW: J &Below
Curriculum Map 2011 - 2012 – Grade 2
www.primarilywriting.com
- 26 -
English Language Arts: Grade 2
April 23rd – May 24th – Weeks 32 – 36
Comprehensive Curriculum Unit 5: Poetry Is Art in Words
Unit Description
This unit focuses on poetry as a way to communicate. The sounds of poetry reveal a rhythm or cadence to create moods and feelings. Poetry is shared throughout
the school year; however, this unit provides students with various forms of poetry to read, interpret, and emulate on their own. Using many rich examples,
teachers model, coach, and apply how to develop similes, metaphors, and personification.
Student Understandings
Students understand that poetry brings together sounds and words in unique ways to create pictures in the mind of the reader. Students are encouraged to try
writing techniques using vivid, descriptive language. Students examine key words, feelings, and images. Students read aloud a variety of forms, collect and
memorize poems, and experiment with writing various types of poetry or poetic elements, such as haiku, concrete, rhyme, and narrative.
Guiding Questions
1.
2.
3.
4.
5.
6.
Can students identify poetry (i.e., contrast it with prose)?
Can students explain why people read or listen to poems?
Can students show how the poet uses similes, metaphors, or personification in a particular poem?
Can students describe the images from the poetry they have in their minds?
Can students tell how a poet helps them understand a topic, what is compared in the poem, or why the poet chose to think about the topic in a new way?
Can students describe moods and feelings given them by a poem?
Sample Assessments
General Guidelines
Documentation of student understanding is recommended to be in the form of portfolio assessment. Teacher observations and records as well as studentgenerated products may be included in the portfolio. All items should be dated and clearly labeled to show effectively student growth over time.
General Assessments




The class will display its best student poems on a “Poet Tree.”
The students will create art to illustrate poems. The art should reflect the mood of the poetry.
The students will compose many poems throughout the unit. Each poem should be considered for assessment. The teacher should evaluate each
product for proper form and structure.
The teacher will observe students reading and reciting poetry. The students should be evaluated for using appropriate rhythm and voice for the
poetry choice.
Curriculum Map 2011 - 2012 – Grade 2
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Reading Workshop
LCC ACTIVITIES: Unit 5 – Poetry
Writing Workshop
LCC ACTIVITIES: Unit 5 – Poetry
1: Independent Reading (ONGOING) 13
2: Vocabulary Development (ONGOING) 04, 05
4: Poetry Introduced with Mother Goose and Other Familiar
Rhymes 01, 02a, 02b, 02c, 02d, 38, 41, 43
5: Other Types of Poetry Introduced 01, 02a, 02b, 02c, 02d, 09
6: Figurative Language in Poems and Prose 09, 19, 20b
3: Writing/Grammar (ONGOING) 5, 21, 22, 23a, 23b, 23c,
30a, 30b, 30c, 30d, 31, 33a, 35
8: Poetry Warm-ups 01, 02a, 02b, 02c, 02d, 03, 04, 05, 09
Theme 15: The Wonderful Changes of Water
COMPREHENSION STRATEGIES/SKILLS
Synthesize 17
 sequence
 summarize
 classify/categorize
 retell
TARGET SKILLS
 Realistic Fiction 15
 Identify Repetition of Language 9
 Identify Character 8
Word Study
Continue Word Wall
Activities
y plus er, est
CENTER IDEA
10: Publish and Present 23f, 24d, 26b, 38, 42, 43
ed
MODELED WRITING
 Poem 26 (LCC)
 Report 24 (LbD)
 Persuasive 26 (LCC)
ing
compound words
GLEs 1 & 2
MINI-LESSONS
 Editing 23
 Presentation 23
 Cause & Effect
 Review Simple Sentence Structure 32
 Compound Sentences Joined with and
 Other Joining Words: but, or, so 32
Theme 16: Every Drop Counts
COMPREHENSION STRATEGIES/SKILLS
Monitor Understanding 17
 reread text
 self-monitoring
 reflection
 strategic reading
TARGET SKILLS
 Expository 15
 Identify Captions
 Teach Information from Index 49
Curriculum Map 2011 - 2012 – Grade 2
- 28 -
Reading Workshop Resources
Theme 15: The Wonderful Changes of Water
Whole Class Charts: 127, 128, 129, 130, 131, 132, 133, 134, 135
Comprehension Bridge Card: 15
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
droplet, puddle, cause, stages, transform, precipitation
Connect to Literature: Hydro’s Adventure, A Drop Around the
World, The Magic School Bus Wet All Over
Theme 16: Every Drop Counts
Whole Class Charts: 136, 137, 138, 139, 140, 141, 142, 143, 144
Comprehension Bridge Card: 16
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
fresh, careless, amount, critical, parched, drought
Connect to Literature: Bringing the Rain to Kapiti Plain, Why
Should I Save Water, The Water Hole
Leveled Readers End of 4th Quarter
Writing Workshop Resources
MODELED WRITING
Poetry
 LbD Organizer Writing Resource Guide – p. 41
 HME – pp. 288-293
Report
 LbD Organizer Writing Resource Guide – p. 47
 LbD Writing Charts 47 & 48, Writing Bridge Card 32
Persuasive
 HME – pp. 362-369
Word Study Resources
Houghton- Mifflin Spelling and
Vocabulary
Unit 31:
ed
Unit 32:
ing
MINI-LESSONS
Editing
Unit 25:
 LbD Writing Chart 46, Writing Bridge Card 31
compound words
Presentation
 LbD Writing Chart 43, Writing Bridge Card 29
Cause & Effect
 LbD (Persuasive) Organizer Writing Resource Guide- p.47
See Word Wall Games on
 LbD Writing Charts 44 & 45, Writing Bridge Card 30
ELA K-5 Blackboard
Review Simple Sentence Structure
http://bb.lpssonline.com/webapps/login
 LbD Writing Resource Guide – p. 29
 HME – pp. 51-52
Compound Sentences Joined with and
 LbD Writing Resource Guide – p. 30
 HME – pp. 99-100
Other Joining Words: but, or, so
 LbD Writing Resource Guide – p. 31
ON: K, L, M
ABOVE: N
BELOW: J & Below
Curriculum Map 2011 - 2012 – Grade 2
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