Second Grade PARCC Aligned Curriculum Guide

Orange Board of EducationORANGE PUBLIC SCHOOLSOFFICE OF CURRICULUM AND INSTRUCTIONOFFICE OF ENGLISH LANGUAGE ARTSSecond GradePARCC Aligned Curriculum GuideSchool Year 2014-20151

Orange Board of EducationSecond Grade ELA CurriculumUnit 12

Orange Board of EducationPurpose of This Unit:The purpose of this document is to provide teachers with a set of lessons that are standards-based and aligned with the CommonCore State Standards (CCSS). The standards establish guidelines for English language arts (ELA) as well as for literacy in socialstudies, and science. Because students must learn to read, write, speak, listen, and use language effectively in a variety of contentareas, the standards promote the literacy skills and concepts required for college and career readiness in multiple disciplines. Theskills and knowledge captured in the ELA/literacy standards are designed to prepare students for life outside the classroom. Theyinclude critical-thinking skills and the ability to closely and attentively read texts in a way that will help them understand and enjoycomplex works of literature. Students will learn to use cogent reasoning and evidence collection skills that are essential for successin college, career, and life.Essential Questions1. What is a narrative story? How does an author develop anarrative story including relevant details?2. Why is knowing how to accurately answer who, what, where,when, why and how questions important to readers? Why is itimportant for readers to also ask these types of questionswhile reading an informational text?3. How do illustrations and words work together to develop areader's understanding of the story elements?4. Why is it important to know the main topic of an informationaltext? How do the paragraphs within an informational textcontribute to the main topic?5. What can a reader do to understand unknown words in a text?Enduring Understanding1. Narrative stories entertain and inform the reader with real orimagined events. Writers use a sequence of events with detailsto help the reader understand the story.2. A reader must monitor their understanding of informational textby asking questions before, during, and after reading.3. Illustrations work with the text of a story to develop thecharacters, setting, and plot.4. It is important for readers to know the main topic of the text sothat they understand the author's message. Paragraphs in a textdiscuss different key details that will help to contribute to thereader's overall understanding of the main topic.5. A reader can build understanding of unknown words andphrases by using context clues, word analysis strategies, and aglossary to clarify meaning, which strengthens a reader's overallcomprehension of the text or topic.3

Orange Board of EducationUnit I:Topic:NarrativeWritingCCSS:RL.2.1RL.2.7W.2.3Key Details in aTextMain TopicContext 3,bRF.2.3.cRF.2.3.fAnswer questions such as who, what, where, when, and how about key details in a text.Use information gained from the illustrations and words in a print or digital text to demonstrateunderstanding of its characters, setting, or plot.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 eventorder, and provide a sense of closure.Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).Generalize learned spelling patterns when writing words (e.g., cage badge; boy boil).Form and use frequently occurring irregular plural nouns (e.g., feet, children)Use commas in greetings and closings of letters.Use an apostrophe to form contractions and frequently occurring possessives.Predict the meaning of compound words based on grade two reading and content using themeaning of individual words (e.g., birdhouse).Identify real-life connections between words and their use (e.g., describe foods that are spicyor juicy).Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closelyrelated adjectives (e.g., thin, slender, skinny, scrawny).Capitalize holidays, product names, and geographic names.Identify the main topic of a multiparagraph text.Make connections with other key words in a text to determine the meaning of words and phrasesusing sentence level context.Use sentence-level context as a clue to the meaning of a word or phrase.Distinguish long and short vowels when reading regularly spelled one-syllable words.Know spelling-sound correspondences for additional common vowel teams.Decode regularly spelled two-syllable words with long vowels.Recognize and read grade-appropriate irregularly spelled words.4

Orange Board of EducationRF.2.4.aRF.2.4.bRF.2.4.cRead grade-level text with purpose and understanding.Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.Use context to confirm or self-correct word recognition and understanding, rereading as necessary.5

Orange Board of EducationAssessments:Formative: Journeys Day 3 Skill Checks,Summative: Model Curriculum Unit 1Journeys Guided Reading Skill Checks,Assessment; Journeys Weekly Assessment;Anecdotal Records, Running Records;Journeys Unit 4 Assessment; Narrative PieceTeacher-made assessments; Narrative PieceFinal Draft; Open-Ended Response toRough DraftLiteratureInterdisciplinary Connections/Social Studies Connection:Technology Integration:iReadwww.studyisland.com (main idea practice)www.spellingcity.com (spelling practice/compound words)www.thinkcentral.com (Journeys resources)Authentic:(Portfolio Requirement): NarrativePiece; Open-Ended Response to LiteratureFormative:Speaking and Listening Vocabulary: main idea, details, characters, setting, plot, compound word, narrative, temporal words, context clues,capitalization, predict, irregular verbsUseful html (compound words game)www.smartexchange.com (past tense irregular words smart board df/storymap3.pdf (story map for urces/lesson images/lesson1083/lettersamples.pdf (sample friendly letter)6

Orange Board of EducationLessonsLesson 1Lesson 2Lesson 3Lesson 4Lesson 5Lesson 6Lesson 7Lesson 10Lesson 12Lesson 14Lesson 15Lesson 16Lesson 17Lesson 18Lesson 19Lucy Calkins Units of StudyLessons From the Masters: Improving Narrative Writing Unit 1 NarrativeLesson TitleCCSS Related to LessonDiscovering Small Moments that Matter: Generating Ideas for WritingW.2.3, RL.2.1, L.2.1, L.2.2Capturing Story Ideas: Tiny Topics NotepadsW.2.3, RL.2.1, L.2.1, L.2.2Stretching Out Small MomentsW.2.3, RL.2.1, L.2.1, L.2.2Writing with Detail: Magnifying a Small MomentW.2.3, RL.2.1, RL.2.7,L.2.1,L.2.2Letter to Teachers: Revising with Masters: Creating Powerful EndingsW.2.3, RL.2.1, L.2.1,L.2.2Rereading Like Detectives: Making Sure Our Writers Makes Sense and Sounds Right W.2.3, L.2.1,L.2.2Working Hard: Setting Goals and Making Plans for Writing TimeW.2.3, RL.2.1, L.2.1,L.2.2Learning to Write in Powerful Ways: Trying Out Craft Moves Learned From Mentor W.2.3, L.2.1,L.2.2AuthorsEmulating Authors in Ways that Matter: Revising in Meaningful WaysW.2.3, L.2.1,L.2.2Letter to Teachers: Rereading and Quick Editing: Preparing for a Mini-CelebrationW.2.3, RL.2.7, L.2.1,L.2.2Learning Craft Moves from Any Mentor TextW.2.3, L.2.1,L.2.2Being Bold: Trying New Craft MovesW.2.3, L.2.1,L.2.2Letter to Teachers: Writers Can Help Each Other: Partners Offer FeedbackW.2.3, L.2.1,L.2.2Editing and Preparing for PublicationW.2.3, L.2.1,L.2.2Letter to Teachers: A CelebrationW.2.3, L.2.1,L.2.27

Orange Board of EducationGrade 2: Unit 1 Journey’s AlignmentLesson1SelectionAnchor TextHenry and MudgeGenre: Realistic FictionPaired SelectionAll in the FamilyGenre: InformationalTextPagesDecodable ReadersT2We CampT91The Picnic AntsReading Literature and Informational TextText Based ComprehensionPhonological Awareness/PhonicsTarget SkillSequence of EventsPhonemic AwarenessIdentify PhonemesSyllables in Spoken WordsFluencyAccuracy: WordRecognitionPhonicsShort Vowels a, iCVC Syllable PatternHigh-Frequency Wordsaround, be, five, help,next, or, pull, take,until, walkedTarget StrategyInfer/PredictSupporting SkillsAuthor’s Word ChoiceSpeaking and ListeningLesson Speaking andListeningRead Aloud1The Perfect PetListening/Speaking:Recount key detailsSpeaking andListening SkillHold a ConversationAcademic VocabularyTarget/AcademicVocabularycurly, straight, floppy, drooled,weighed, stood, collars, rowDomain-Specific Vocabularytraits, offspring, inheritFoundational SkillsFluency, High Frequency WordsSpellingSpelling PrincipleShort Vowels a, iSpelling WordsBasic: sad, dig, jam, glad, list,win,flat, if, fix, rip, kit, maskLanguage and WritingLanguageGrammar SkillSubjects andPredicatesWritingWriting ModeNarrative WritingWriting FormSentences That Tella True StoryWrite AboutReadingPerformance Task8

Orange Board of EducationLesson2SelectionAnchor TextMy FamilyGenre: InformationalTextReading Literature and Informational TextText Based ComprehensionPhonological Awareness/PhonicsTarget SkillCompare and ContrastPhonemic AwarenessIdentify PhonemesSyllables in Spoken WordsTarget StrategyQuestionPhonicsShort Vowels o, u, eCVC Syllable PatternPaired SelectionPages Family Poetry“Everybody Says” byT94T185 Dorothy AldisFoundational SkillsFluency, High Frequency WordsFluencyAccuracy: Connected TextHigh-Frequency Wordsbring, children, comes,do, family, like, make,those, use, with“Abuelita’s Lap” by PatMora“Grandpa’s Stories” byLangston HughesGenre: PoetryDecodable ReadersBud, Ben, and RozThe Funny Hat ContestSpeaking and ListeningLesson2Speaking and ListeningRead AloudMore Than a BestFriendListening/Speaking: Askquestions about what aspeaker says to clarifycomprehensionSpeaking andListening SkillAsk and AnswerQuestionsAcademic VocabularyTarget/AcademicVocabularyremembered, porch, crown,spend, stuck, visit,cousin, pianoDomain-SpecificVocabularyconflict, related, siblings,unity, interactSpellingSpelling PrincipleShort Vowels o, u, eSpelling WordsBasic: wet, job, hug, rest,spot, mud,left, help, plum, nut, net, hotLanguage and WritingLanguageGrammar SkillSimple SentencesWritingWriting ModeNarrative WritingWriting FormFriendly LetterFocus TraitVoiceWrite AboutReadingPerformance Task9

Orange Board of EducationLesson3SelectionReading Literature and Informational TextText Based ComprehensionPhonological Awareness/PhonicsAnchor TextDogsGenre: InformationalTarget SkillAuthor’s PurposePhonemic AwarenessBlend PhonemesSort PhonemesPaired SelectionHelping PawsGenre: InformationalTextTarget StrategyAnalyze/EvaluatePhonicsLong Vowels a, iSounds for cPagesDecodable ReadersT187- City RideT277 Mice Can RaceFoundational SkillsFluency, High Frequency WordsFluencyAccuracy: Self-CorrectHigh-Frequency Wordscity, full, no, think, other,places, put, school,sing, think, thisSupporting SkillsCompare and ContrastSpeaking and ListeningLesson Speaking andListeningRead Aloud3Choosing a PetListening/Speaking:Main Ideaand Details,Supporting DetailsSpeaking andListening SkillShare an ExperienceAcademic VocabularyTarget/AcademicVocabularyhairy, litter, canned,clipped, stayed, coat,chews, mammalsSpellingSpelling PrincipleLong Vowels a, iSpelling WordsBasic: cake, mine, plate,size, ate, grape, prize,wipe, race, line, pile, rakeLanguage and WritingLanguageGrammar SkillTypes of SentencesWritingWriting ModeNarrative WritingWriting FormSentences ThatDescribeFocus TraitWord ChoiceReview: gave, bikeChallenge: mistake,whileWrite AboutReadingPerformance Task10