SAUSD Common Core Aligned Curriculum Map: ELA Grade 2

SAUSDCommonCoreAlignedCurriculumMap:ELAGrade2SAUSDGradeLevelCurriculumMap

ThesecurriculummapsaredesignedtoaddressCCSSLiteracyoutcomes.Theoverarchingfocusforallcurriculummapsisbuildingstudent’scontentknowledgeandliteracyskillsastheydevelopknowledgeabouttheworld.

1.Eachunitprovidesseveralweeksofinstruction.Eachunitalsoincludesformativeandsummativeassessments.

2.Takenasawhole,thiscurriculummapisdesignedtogiveteachersrecommendationsandsomeconcretestrategiestoaddresstheshiftsrequiredbyCCSS.

3.NotethatthecurriculummapaddressesallcomponentsofELAexceptforthe“greensection”ofOCR/LanguageArts.Teachersshouldcontinueteachingthe“theGreenSection”asitissequencedinOpenCourtReading.Research(NRP)hasshownthatsystematicphonicsinstructionproducessignificantbenefitsforstudentsinkindergartenthrough6thgradeandOpenCourtReadinggreensectionoffersasystematicscopeandsequenceofphonicsinstruction.

4.Theselectedtextsinthiscurriculummaprepresentonlyonetypeofthereadingthatstudentsmustdotobecomeproficientreaders.Aqualityinstructionalprogramwillinclude:

ComplexTextforCloseReading,bothinformationalandnarrative(asaddressedinthiscurriculummap)

DecodableTextsforStudentsstillbuildingphonicsskills(asaddressedinOCRGreenSection)

Readingatstudent’sindividualleveltobuildfluency,vocabulary,andcomprehension(asaddressedthroughworkshopstrategies,interventionorAcceleratedReader,etc.)

Components

a.CCCSSShifts:reviewsSAUSD’sapproachtotheCommonCoreLiteracyShiftswhichguidedthecurriculummap.

b.YearataGlance:providesaquicklookintoeachunitofstudy.Itincludesthebigidea,andessentialquestions,corecomplextextschosenthroughcloseanalysisandtheperformancetask.(seefurtherexplanationofthecriteriabelow).Theamountoftimespentforeachunitisalsoincluded.

SAUSDCommonCoreAlignedCurriculumMap:ELAGrade2b.NarrativeOverview:describesthepurposefortheunit,theconnectionswithpreviousandsubsequentunits,standardsaddressed,andtheunitanchortext(s).

c.CurriculumMap:TheCurriculumMapispresentedbytrimester.Eachtrimesterincludes:

UnitTitle:TheseareeitherthetitleoftheOpenCourtUnititself,orwhenapplicable,theSAUSDCommonCoreUnitofStudy

Daterangeandnumberofweeks:Includestheapproximatedateswhentheunitwillbetaughtandtheestimatednumberofweeksclassroomswillspendontheunit.Theflexibilityofferedbyarangeofdatesallowsforteacherstouseformativeassessmentandberesponsivetotheneedsofstudents.Inthisvein,anestimatedrangeofdatesisconducivetosupportingstudentsindevelopingadeepunderstandingwhichpromotestransferofknowledgeandskillstoothercontexts.

PerformanceTask:Theperformancetaskisaculminatingactivitythatallowsstudentstoapplythebothcontentknowledgeandliteracyskillsgainedthroughouttheunit.Itisarelevantandreal‐lifeapplicationthatinvolvesreading,writing,andoftenpresentingistiedthebigideaandessentialquestionsfortheunit.Theperformancetaskmightbecollaborativeorindependentinnature.Teacherswillmakedecisionsaboutthestrategiesandscaffoldsneededtosupportstudentsinthetask.

BigIdeasandEssentialQuestions:Thebigideaforeachunitisastatementdescribingtheuniversalthemeoftheunit.Theessentialquestionsdrivetheinquiryaroundthebigidea.Thetextsandtasksarealignedtothebigideaandessentialquestionsthatstudentswillexplorethroughouttheunit.

ComplexTexts:WelookatourOpenCourtselectionsinanewway.Wewillspendmoretimeonkeyselectionsandhavetheoptiontousesomeotherselectionsinflexiblewaysbasedonstudentneeds.Inthecurriculummaps,textselectionsareidentifiedasanchor,standard,read‐aloud,oroptionalbasedontheircentralitytotheunit:

o AnchorText:Theseselectionsarecentraltotheunit.Theyarecomplexandcloselyalignedtothebigideaandessentialquestionsoftheunit.TheyprovidemultipleopportunitiesforteachingthequalitativeaspectsoftextandtheCCSSstandards.Teacherswillwanttospendanextendedperiodoftime(upto2weeks)inordertoteachtheseselectionsindepth.Witheachanchortext,studentswillcloselyreadforavarietyofpurposestodeeplyexplorethetext,engageincollaborativeconversationssurroundingthetext,andwritetheirowntextsusingtheselectionasasource.TheanchortextpresentsmanyopportunitiestoaddresstheCCSSliteracyshiftsasstudentsbuildknowledgeastheyread,write,andspeakaboutacomplextextusingacademiclanguage.

SAUSDCommonCoreAlignedCurriculumMap:ELAGrade2o StandardTexts:Theseselections,whileanimportantpartoftheunit,won’trequirethesamedepthofreadingasthe

anchortexts.Teacherswillwanttospendaboutoneweekofinstructionontheseselections,toinclude:reading,askingandansweringtextdependentquestions,andparticipatingincollaborativeconversations.

o Read‐AloudTexts:Theseselectionslinktotheunitbigideaandessentialquestions,butbasedonqualitativeanalysisandtimeconstraints,itissuggestedthattheseselectionarereadaloudtostudentssoastoallowmoretimeforanchorandstandardtexts.Althoughteacherswillstillasktextdependentquestionsandhavestudentsinteractduringthereadaloud,thismightbeaccomplishedinonesittingandotherextendedactivitiesaren’trequired.Read‐aloudtextsalsoprovideopportunitiesforstudentstohaveaccesstotextsthatmightotherwisebeattheirfrustrationreadinglevelwhilesimultaneouslydevelopinglisteningskills.

o OptionalTexts:Thoughmanyoftheseselectionshavemerit,theyareoptionalinordertomakemoretimeforanchorandstandardtexts.Teachersmaychoosetoskipthesetextsorusetheminotherflexibleways.

ContentStandards:WhenthereareconnectionstoHistorySocial/ScienceorSciencestandards,thosestandardsareindicatedhere.Thoughtheunitconceptsconnecttothesestandards,additionalinstructionmightbeneededtofullyaddressthecontentstandards

CCSSStandards:TheCommonCoreStandardsaddressedineachunitforreading,writing,speakingandlistening,andlanguageareidentified.Thesestandardsshouldbeaddressedthroughquestioningandstudenttasks.Standardsare“bundled”andnottaughtinisolationsotheyrepresentauthenticexperiences.

o Note:thedistinctionbetweenstandards“acrossunits”vs.“centraltothisunit”.Standardslabeled“acrossunits”arefoundationaltotheCCSSshifts,andthereforearetaughtearlyandreinforcedthroughtheyear.Standardscentralforthisunitarethefocusforthatspecificunit.

Cross‐ContentRealWorldConnection:Toproviderelevancetostudents,asidentifiedintheshiftsandSAUSDTheoreticalFramework,thecross‐content,realworldconnectionstotheunitareindicated.Theemphasisoflearningistheapplicationofknowledgetorealworldexperiences.Thisgivespurposetolearning,whichismotivatingtostudents.

SAUSDCommonCoreAlignedCurriculumMap:ELAGrade2

Year at‐a‐Glance

Title Time End of Unit Performance Task Big Idea Essential Questions Core Texts

Getting Started 12 days

End August to

Mid‐September

N/A N/A N/A First Reader Read Aloud: Red Riding Hood & Jack and the Beanstalk

Unit 1: Sharing Stories

3 weeks

Mid‐September

To Mid

October

Create a storyboard (flow map) of a favorite story to present to the class or collaborative group.

Sharing stories is a way to share ideas, entertain, and bridge the gap between people.

1. Why do people share stories? 2. Can sharing stories with others make us better readers? Why or why not? 3. What makes a good storyteller? 4. What makes a good story? 5. How can relationships be built through sharing stories?

Anchor – “ Tomas and the Library Lady” Read Aloud – “The Ant and the Three Figs ”, “Amber on the Mountain ” “Books to the Ceiling” (poetry) Standard‐ “Story Hour, Starring Megan ” “My Book” (poetry) Optional‐ “The Library”, “Come Back, Jack!”

Unit 2: Kindness

5 weeks

Mid‐October

to Mid

November

Using given scenarios, collaborative groups will develop a plan of action to show kindness.

Kindness has the power to change lives.

1. Is it better to give kindness or to receive it? Why? 2. Should we be kind to strangers? Why or why not? 3. How can kindness be a team effort?

Anchor – “Cinderella”, ”Mufaro’s Beautiful Daughters” Read Aloud – “Mushroom in the Rain” Standard‐ “Corduroy”,

SAUSDCommonCoreAlignedCurriculumMap:ELAGrade2 4. What prevents us from being

kind? 5. Does an unintentional act of kindness count as being kind? Why or why not?

“The Paper Crane”, “Elves and the Shoemaker” ”April Medicine” (poetry) Optional‐ “The Story of the Three Whales”

Common Core Unit‐ Life Cycles

3 Weeks

Mid‐November

To Winter Break

Compareandcontrastwritingofthelifecyclesofsalamanderandshrimp.

All living things grow and change in predictable stages or cycles.

1. How are life cycles of different animals similar or different? 2. How do living things grow and change? 3. How are life cycles predictable? 4. If stages are predictable, why is there so much variation within groups?

ButterflyHouse:Fiction

ButterflyLifeCycle(Sciencetext)Nonfiction

Mammals&AFrog’sLife:CrabLifeCycle,SeaTurtles:Nonfiction

WhalesText(EnchantedLearning)Nonfiction

Unit 3: Look Again

6 Weeks

Mid‐

January To End‐

February

Create a poster of a habitat and design an animal that uses camouflage in this habitat. Write an explanation of how and why it uses camouflage.

Living things camouflage themselves in different ways in diverse habitats.

1. Why do animals camouflage themselves? 2. Why is camouflage not always helpful? 3. How do animals use camouflage?

Anchor – “Animal Camouflage” Read Aloud – “They Thought They Saw Him”, “How to Hide an Octopus” Standard‐ “I See Animals Hiding”, “Hungry Little Hare” “Animals In Camouflage”, “The Chameleon” (poetry), “Caterpillar” (poetry) Optional‐ “How the Guinea Fowl Lost His Spots”

Common Core Unit‐ The Changing Earth

3 Weeks

End‐February

To Mid‐March

In‐progress Earth is Constantly Changing

1. What causes the Earth to change? 2. What clues from the past help us

understand our Earth in the past and today?

3. Does all change occur at the same rate? Why or Why not?

Text #1‐ “Rocks Change” Text #2‐ “Fossils Tell of Long Ago” Text #3‐ “Video (TBD)”

SAUSDCommonCoreAlignedCurriculumMap:ELAGrade24. How do living and non‐living

things change over time? 5. How does the past help us predict the future?

Unit 4: Fossils

6 Weeks

Mid‐March To

End‐April

Students will write a theory on why the dinosaurs disappeared. Evidence will be cited from resources.

Fossils offer a gateway to the past.

1. How did the dinosaurs disappear?

2. Why are fossils important discoveries?

3. How do fossils determine the characteristics of living things from the past?

Anchor‐ “Why did the Dinosaurs Disappear?” Read Aloud – “The Dinosaur who Lived in My Backyard” “Dino Tracking” Standard‐ “Dinosaur Fossils”, “Iguanodon” (poetry), “Seismosaurus” (poetry) Optional‐ “Monster Tracks”, “From This Earth: Fossils” (OCR overview read aloud)

Unit 5: Courage

4 Weeks

End April

To End May

Using selected biographies, expert pairs will research a courageous person. Each student will write a biography citing evidence based on his or her research. As an option, students can create portraits.

Actions of courageous people influence others in different ways.

1. Do you have to be a hero to have courage? 2. Can anybody become a hero in a time of crisis? Why or why not? 3. What are ways to show courage? 4. Why does telling the truth take courage?

Anchor – “The Empty Pot” Read Aloud – “Brave as a Mountain Lion, “ Standard‐ “The Hole in the Dike”, “Life doesn’t frighten me” (poetry) Optional‐“ Molly the Brave and Me “,” Dragons and Giants”, “Courage” (poetry)


Common Core Unit‐ Courage: Courageous people of the past influence our lives today

3 Weeks

End‐May

To Mid‐June

Using selected biographies, expert groups will research, and then individuals will write and present the courageous person report.

The actions of courageous people of the past influence our lives today.

1. How can a person encourage others to be courageous? 2. Should people stand up for what they believe in even if it puts them in danger? Why or why not? 3. What kind of changes currently exist because of the actions of courageous people? 4. What are the ways in which groups resolve problems?

Anchor – “The Picture Book of Dr. Martin Luther King, Jr.” Standard‐ “Cesar Chavez Biography”, “Rosa Parks Biography” Optional‐ “Abraham Lincoln: Our 16th President”


CommonCoreELAShifts

Buildingknowledgethroughcontent‐richnonfiction

SAUSD’sapproachemphasizeseffectiveliteracyinstructionthroughtheuseofcompellingtopicsthatengagestudentsininformationalandliterarytexts.Thetextsaresequencedaroundatopicleadingtothebigideaandessentialquestionsinordertoprovideaclearandexplicitpurposeforinstruction.

Curriculumincludesarichvarietyoftexts,includingliterature,nonfiction,media,primarysources,visuals. Curriculumisbasedinpartonwhatresourcesteacherslikelyalreadyhave,butalsoincludesadditional

authentictextsneededtocraftacoherentlearningprogressionwithinandamonggradelevels.Reading,writing,andspeakinggroundedinevidencefromtext,bothliteraryandinformational

SAUSD’sapproachemphasizesworkingwithevidence,includingstudentsself‐assessing,learningtoaskstrongtext‐dependentstrategicquestionsastheyread.Itemphasizesperformancetasksthatrequirestudentstocitetextualevidence,toreviseandreflectontheirownwritingaswellastheirpeers’writing.Itemphasizesstudentsbuildingexpertiseaboutatopicandoftensharingthatexpertisewithclassmatesorawideraudience.

Throughoutinstruction,studentsareaskedtoreturntothetextthroughsequenced,rich,andrigorousevidencebasedquestioning,discussions,andvaried,engagingtasks.

Studentswriteroutinely,includingabalanceofon‐demandandprocesswriting.Studentswilldrawevidencefromtextstoproduceclearandcoherentwritingthatinforms,explains,ormakesanargumentinvariouswrittenforms.

Allend‐of‐unitperformancetasksdirectlybuildonthereadingstudentshavebeendoingintheunit.Manyaredesignedtobuildstudents’engagementbyaskingthemtodoamorereal‐worldtask.

Performancetasksmayincludenarratives,butemphasizeinformativeandargumentativewriting.Regularpracticewithcomplextextanditsacademiclanguage

SAUSD’sapproachemphasizesactivereadingofcomplextextsbyallstudents.Studentswillreadaprogressionofcomplextextsandfocusonbuildingacademiclanguageandsyntaxincontext.

Textsarechosentoreflectavarietyoffactors:Lexilelevel,complexityofthetopic/concept,theappropriatenessofthetextgiventhespecificliteracystandardortask.

Textscultivatestudents’interests,arerelevanttotheirculture,andengagetheminreading,writing,andspeaking.

Curriculumdirectlyaddresssupportsformeetingtheneedsofawiderangeoflearnersinorderforeverystudenttobecomeamoreproficientandindependentreader.

CurriculumemphasizesacademicanddomainspecificvocabularyaswellasotherwordsELLsorotherstrugglingreadersmightnotknow

Curriculumstronglyemphasizeteachingstudentshowtofigureoutwordsincontext. Studentsareexpectedtodoregularindependentreadingtobuildonconceptsandideasineachunit.Research

showsthatstudentsmustreadahighvolumeoftextattheirreadinglevelinordertobuildastrongvocabulary.


NarrativeOverview Grade: 2Unit1 GettingStarted:

14DaysUnit1 SharingStories:

In this Open Court Reading unit, students explore stories and the many ways stories are important to society as entertainment, vicarious learning, passing on history from one generation to the next. This unit offers students the opportunity to reflect on the function that stories play in their lives and the many ways stories can be shared. Students understand that one fundamental way that humans interact is through sharing stories. Key Standards: RL .1, RL.2, RL.3, RL.4, RL.5, RL.6, RL.7, RL.9, RL.10, RF.3,RF4,W.3,W.4,W.5,W.8, W.10, SL.1,SL.2, SL.3, SL.4, SL.6, L.1, L.1a, L.1b, L.1c, L.1f, L.1g, L.2, L.2d, L.2e, L.3,L.4,L.4a, L.4c, L.4d, L.4e, L.6,ELD‐Part1, A.1‐4, B.5‐8, C.9‐12, Part2, A.1‐2, B.3‐5, Part3 Builds on Prior Knowledge: In Sharing Stories, students will build upon the knowledge and skills acquired in first grade’s Unit 1, “Let’s Read!” Central Texts: Tomas and the Library Lady, Story Hour, Starring Megan, My Book! (poetry)

Unit2 Kindness:Thisunitfocusesonthepowerofkindnessandhowitinfluencesthelivesofothers.Studentswillgainanunderstandingofwhatitistobekind,intentionallyand/orunintentionally,aswellaswhatitistobeunkind.Unkindactsarepowerlessinthefaceofkindness.Studentsshouldbeabletoexpresskindnessthroughwordsandactions.Key Standards: RL .1, RL.2, RL.3, RL.4, RL.5, RL.6, RL.7, RL.9, RL.10, RF.3,RF4,W.3,W.4,W.5, W.10, SL.1,SL.2, SL.3, SL.4, SL.6, L.1, L.1b, L.1f, L.1g, L.2,L.2a, L.2b, L.2d, L.2eL.3,L.4,L.4a,L.4c, L.4d, L.4e, L.5, L.5b, L.6, ELD‐Part1, A.1‐4, B.5‐8, C.9‐12, Part2, A.1‐2, B.3‐5, Part3 Builds on Prior Domains: This unit will build on units from first grade Unit 7 “Keep Trying” (cooperation) and kindergarten Unit 7 “Team Work”. These units laid the groundwork for working with others in a kind, respectful manner. Central Texts: “Cinderella”, ”Mufaro’s Beautiful Daughters”, “Corduroy”, “The Paper Crane”, “Elves and the Shoemaker” “April Medicine” (poetry)

CommonCoreUnit

CCSS ‐ Life Cycles: This Common Core unit of study will build on students’ understanding of plants, seasons and weather to connect to animal life cycles. As students learn that all organisms go through the developmental stages of the life cycle, they will also learn how animal life cycles share some similarities while also having some differences animal to animal. The content in this domain is reinforced through the explanatory/informational writing genre. Key Standards: RL.2.4, RI.2.1, RI.2.2, RI.2.3, RI.2.4, RI.2.6, RI.2.7, RI.2.8, RI.2.9, RI.2.10, RF.2.3, RF.2.4, L.2.2, L.2.3, L.2.5 b

SAUSDCommonCoreAlignedCurriculumMap:ELAGrade2Builds on Prior Domains

Central Texts: Butterfly House by Eve Bunting; The Story of Three Whales; Science text book selected pages; Life cycle of Gray Whales

Unit3 LookAgain‐Inthisunit,studentswilllearnaboutanimalcamouflageanditsconnectionwithdiversehabitats.Inaddition,thevarious

reasonsandtypesofcamouflagewillbeexploredthroughouttheunit.Studentswillunderstandthatnomatterwhereanimalslive,theymustblendinwiththeirhabitatinordertosurvive.Key Standards: RL .1, RL.2, RL.3, RL.4, RL.6, RL.7, RL.10, RI.1, RI.2, RI.3, RI.5, RI. 6, RI.8, 10, RF.3,RF.4,W.1,W.2,W.3,W.4,W.5,W.8, W.10, SL.1,SL.2, SL.3, SL.4, SL.6, L.1, L.1a, L.1b, L.1d, L.1f, L.1g, L.2, L.2c, L.2d, L.2e,L.4,L.4a, L.4c, L.4d, L.6,ELD‐Part1, A.1‐4, B.5‐8, C.9‐12, Part2, A.1‐2, B.3‐5, Part3 Builds on Prior Domains: Students will build on knowledge and concepts learned in first grade Unit 2 “Animals”. Also ideas will be extended about habitats from first grade Unit 10, “Homes”.

Central Texts: “Animal Camouflage”, “I See Animals Hiding”, “Hungry Little Hare” “Animals In Camouflage” “The Chameleon” (poetry), “Caterpillar” (poetry)

CommonCoreUnit

CCSS ‐ EarthChangesoverTimeThis Common Core unit of study will build

Key Standards: RL.2.4, RI.2.1, RI.2.2, RI.2.3, RI.2.4, RI.2.6, RI.2.7, RI.2.8, RI.2.9, RI.2.10, RF.2.3, RF.2.4, L.2.2, L.2.3, L.2.5 b

Builds on Prior Domains:

Central Texts:Unit4 Fossils‐Students will learn that fossils are a key to the past. Life on earth long ago was very different from life today. Fossils can

provide a multitude of information from the past including what kinds of living things existed as well as the changes in climate and geographical features. Students will explore various scientific theories regarding dinosaur extinction.Key Standards: RL .1, RL.2, RL.3, RL.4, RL.5, RL.6, RL.7, RL.9, RL.10, RF.3,RF4,W.1,W.4,W.5,W.8, W.10, SL.1,SL.2, SL.2a, SL.3, SL.4, SL.4a, SL.6, L.1, L.1a, L.1b, L.1d, L.1e, L.1g, L.2, L.2d, L.2e, L.3,L.4, L.6,ELD‐Part1, A.1‐4, B.5‐8, C.9‐12, Part2, A.1‐2, B.3‐5, Part3 Builds on Prior Domains: CCSS Unit of Study on Fossils/ Changing Earth

Central Texts: “Why did the Dinosaurs Disappear?”, “Dinosaur Fossils”, “Iguanodon” (poetry), “Seismosaurus” (poetry)

Unit6 Courage‐Studentswillunderstandthatcourageisnotonlytheabilitytofacedanger,buttofaceone’sfearsin

everydaysituations.Therewillbeopportunitiesforstudentstothinkaboutwaystobecourageousandexplore

SAUSDCommonCoreAlignedCurriculumMap:ELAGrade2conceptsofcourage.Studentswillexploredifferenttypesofcourage:suchascourageneededtotellthetruth,overcomingfears,andunintentionalcourage.Key Standards: RL .1, RL.2, RL.3, RL.4, RL.5, RL.6, RL.7, RL.10, RF.3,RF4,W.1,W.2,W.4,W.5,W.7,W.8, W.10, SL.1,SL.2, SL.3, SL.4, SL.4a, SL.6, L.1, L.1b, L.1d, L.1e, L.1f, L.1g, L.2, L.2b, L.2d, L.2e, L.3,L.4, L.6,ELD‐Part1, A.1‐4, B.5‐8, C.9‐12, Part2, A.1‐2, B.3‐5, Part3

Builds on Prior Domains: Students will build on prior knowledge from first grade Unit 9, “Being Afraid” as well as the theme of characters facing enemies from traditional folktales and fairy tales from second grade Unit 1 “Sharing Stories”.

Central Texts: “The Empty Pot”, “The Hole in the Dike”, “Life Doesn’t Frighten Me” (poetry)

Unit7 CommonCoreUnit:PeopleWhoMakeaDifferenceIn this Common Core – ELA unit of study, students will learn about some key historical figures who fought for various causes such as equal rights and workers’ rights. Each of these individuals struggled for a cause, and their struggles later helped change many laws. These historical figures also made an impact on the ability of others in our nation to exercise their individual rights. Students will understand the connection between ideas and actions, and how simple actions can lead to extraordinary changes, impacting countless people’s lives for the better.

The People Who Make a Difference unit of study will introduce students to three historical leaders via literary nonfiction texts and visual texts. Historical leaders featured in this domain include the following: Rosa Parks, Martin Luther King, Jr., Cesar Chavez (and optional: Abraham Lincoln)

Students will learn about the lives of these historical leaders, as well as the significant impact they made in the fight for equal rights. This domain will also lay the foundation for review and extended learning of equal rights in later grades.

Key Standards: RL

Builds on Prior Domains:

Central Texts:

Picture; Book of Martin Luther King, Jr.; Abraham Lincoln: Our 16th President; Biography Sheet of Cesar Chavez; Biography Sheet of Rosa Parks


FirstTrimester UNIT1

End‐AugusttoMid‐OctoberUNIT2

Mid‐OctobertoMid‐NovemberCommonCore#2:

LifeCyclesMid‐November–WinterBreak

DistrictAssessments

DIBELS(9/16‐9/27) WritingProficiency#1(11/4‐11/8) ELA&MathBenchmarks#1(11/13‐11/20)

TITLE GettingStarted12 days+SharingStories15days

Kindness LifeCyclesarepredictable:ResearchtoBuildKnowledgeandTeachingOthers

ENDOFUNITPERFORMANCETASK

Individuals create a storyboard (flow map) of a favorite story to present to the class or collaborative group.

Using prewritten scenarios, collaborative groups will develop a plan of action to show kindness.

Compareandcontrastwritingofthelifecyclesofsalamanderandshrimp.

BIGIDEASANDESSENTIALQUESTION

BigIdea: Sharing stories is a way to share ideas, entertain, and bridge the gap between people. EssentialQuestions: 1. Why do people share stories? 2. Can sharing stories with others make us better readers? Why or why not? 3. What makes a good storyteller? 4. What makes a good story? 5. How can relationships be built through sharing stories?

BigIdea:Kindness has the power to change lives. EssentialQuestions: 1. Is it better to give kindness or to receive it? Why? 2. Should we be kind to strangers? Why or why not? 3. How can kindness be a team effort? 4. What prevents us from being kind? 5. Does an unintentional act of kindness count as being kind? Why or why not?

BigIdea:Alllivingthingsgrowandchangeinpredictablestagesorcycles.

EssentialQuestions: Howarelifecyclesofdifferentanimalssimilaranddifferent?

Howdolivingthingsgrowandchange? Howarelifecyclespredictable?Ifstagesarepredictable,whyistheresomuchvariationwithingroups?

COMPLEXTEXTS

1st Reader (7 days) Red Riding Hood & Jack and the Beanstalk – Read Alouds (thru out)

Anchor – “ Tomas and the Library Lady” Read Aloud – “The Ant and the Three Figs”, “Amber on the Mountain ” “Books to the Ceiling” (poetry) Standard‐ “Story Hour, Starring Megan ” “My Book!” (poetry)

Anchor – “Cinderella”, ”Mufaro’s Beautiful Daughters” Read Aloud – “Mushroom in the Rain” Standard‐ “Corduroy”, “The Paper Crane”, “Elves and the Shoemaker” “April Medicine” (poetry) Optional‐ “The Story of the Three

ButterflyHouse:Fiction

ButterflyLifeCycle(Sciencetext)Nonfiction

Mammals&AFrog’sLife:CrabLifeCycle,SeaTurtles:Nonfiction

WhalesText(EnchantedLearning)Nonfiction

SAUSDCommonCoreAlignedCurriculumMap:ELAGrade2 UNIT1




Optional‐ “The Library”, “Come Back, Jack!” Whales”

CONTENTSTANDARDS

H‐SS2.1Studentsdifferentiatebetweeneventsthathappenedlongagoandthingsthathappenedyesterday.(PapaGrande,timeperiodofTheLibrary,RedRidingHood,JackandtheBeanstalk)

H‐SS2.5Studentsunderstandtheimportanceofindividualactionandcharacter.

Life Science 2. Plants and animals have predictable life cycles. As a basis for understanding this concept: a. Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one other. b. Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice

READINGSTANDARDSACROSSUNITS

CitingEvidenceandAnalyzingContent:RL.1&RI.1(ask/answerquestions),RL.2&RI.2(mainidea)Studyingandapplyingvocabulary:RI.4(academicanddomain‐specificvocabulary) Readinggrade‐appropriateliteratureandinformationaltext:RL.10&RI.10(complextext)

READINGSTANDARDSCENTRALTOTHISUNIT

RL.3. Characters’ response to events/challenges RL.4. words/phrases supply rhythm and meaning RL.5. Structure of a story RL.6. points of view RL.7. Use illustrations and words RL.9: Compare/ contrast versions of same story

RL.3. Characters’ response to events/challenges RL.4. words/phrases supply rhythm and meaning RL.5. Structure of a story RL.6. points of view RL.7. Use illustrations and words RL.9: Compare/ contrast versions of same story

RL.1 Ask/answer questions RL5 Structure of a story RI.1 Ask/answer questions RI.2. Main topic of single or multi‐paragraph RI.3. Making Connections RI2. Text features/tools RI.7. Use images to clarify text RI.9. Compare/ contrast most important points

READINGFOUNDATIONALSTANDARDSINEACHUNIT

RF.3(phonics/decoding,multisyllabicwords),RF.4(fluency)





WRITINGSTANDARDSACROSSUNITS

WritingProcessandRoutineWriting:W.4(developmentandorganization),W.5(plan,revise,edit),W.10(routinewriting)OpinionandNarrativetoreflectonwhattheyread:W.1(opinion),W.3(narrative)

WRITINGSTANDARDSCENTRALTOTHISUNIT

W.3NarrativeW.8. Recall information

W.3Narrative

W2.2 Write informative/explanatory texts

SPEAKINGandLISTENINGSTANDARDSACROSSUNITS

ConductionDiscussions:SL.1(engagecollaboratively)ReportFindings:SL.6(useformalEnglishwhenappropriate)

SPEAKINGandLISTENINGSTANDARDSCENTRALTOTHISUNIT

SL.2. Recount or describe key ideas/details SL.3. Ask and answer questions SL.4. Tell a story or recount an experience SL.6. Speak in complete sentences

SL.2. Recount or describe key ideas/details SL.3. Ask and answer questions SL.4. Tell a story or recount an experience

SL.1. Participate in collaborative conversations SL.1a. Follow discussion rules SL.1b. Build on others’ talk SL.1c. Ask for clarification SL.2. Recount or describe key ideas/details SL.2.a. three‐four‐step oral directions SL.3. Ask and answer questions SL.4. Tell a story or recount an experience a. Plan and deliver a narrative presentation SL.5. Create audio recordings of stories/poems

LANGAGESTANDARDSINEACHUNIT

Studyandapplygrammar:L.1(grammarandusage),L.2(conventions),L.3(spokenvs.written)Studyandapplyvocabulary:L.4(wordmeaning),L.6(academic&domain‐specificvocabulary)

LANGUAGESTANDARDSCENTRALTOTHISUNIT

L.1a. Collective nounsL.1b. Irregular plural nouns L.1c. Reflexive pronouns L.1f. Produce, expand, rearrange sentences L.1g. Write legibly

L.1b. Irregular plural nounsL.1f. Produce, expand, rearrange sentences L.1g. Write legibly L.2a. Capitalize holidays/product & geographic names L.2b. Commas in greetings/closings

BeingRevised





L.2d. Spelling patternsL.2e. Consult reference materials L.4a. Sentence level context clues L.4c. Use root word as clue L.4d. meaning of compound words L.4e. Use glossaries

L.2d. Spelling patternsL.2e. Consult reference materials L.4a. Sentence level context clues L.4c. Use root word as clue L.4d. meaning of compound words L.5. Understanding of word relationships/nuances L.5b. Shades of meaning

ELDSTANDARDSCENTRALTOTHISUNIT

Part1‐InteractinginmeaningfulwaysA.1‐4B.5‐8C.9‐12Part2‐LearninghowEnglishworksA.1‐2B.3‐5Part3‐Usingfoundationalliteracyskills



CROSS‐CONTENT/REALWORLDCONNECTIONS

Studentsusetheirpersonalexperiencestointerprettext.

Kindnessisanessentialhumanquality.


SecondTrimester UNIT3

Mid‐JanuarytoEnd‐FebruaryCOMMONCORE#2

End‐FebruarytoMid‐MarchUNIT4

Mid‐March–End‐April

DistrictAssessments

GATE Naglieri, ALL Schools (1/13‐1/31) DIBELS (1/27 – 2/7)

Writing Proficiency #2 (2/24‐2/28) ADEPT (3/3‐3/12)

ELA & Math Benchmark #2 (3/13‐3/20)

TITLE Look Again! In Progress Fossils


Create a poster of a habitat and design an animal that uses camouflage in this habitat. Write an explanation of how and why it uses camouflage.

Students will write a theory on why the dinosaurs disappeared. Evidence will be cited from resources.


BigIdea: Living things camouflage themselves in different ways in diverse habitats. EssentialQuestions: 1. Why do animals camouflage themselves? 2. Why is camouflage not always helpful? 3. How do animals use camouflage?

Earth is Constantly Changing 6. What causes the Earth to change? 7. What clues from the past help us understand our Earth in the past and today? 8. Does all change occur at the same rate? Why or Why not? 9. How do living and non‐living things change over time? 10. How does the past help us

predict the future?

BigIdea:Fossils offer a gateway to the past. EssentialQuestions: 4. How did the dinosaurs disappear? 5. Why are fossils important

discoveries?

COMPLEXTEXTS

Anchor – “Animal Camouflage” Read Aloud – “They Thought They Saw Him”, “How to Hide an Octopus” Standard‐ “I See Animals Hiding”, “Hungry Little Hare” “Animals In Camouflage” “The Chameleon” (poetry), “Caterpillar” (poetry)

Text #1‐ “Rocks Change” Text #2‐ “Fossils Tell of Long Ago” Text #3‐ “Video (TBD)”

Anchor‐ “Why did the Dinosaurs Disappear?” Read Aloud – “The Dinosaur who Lived in My Backyard” Standard‐ “Dinosaur Fossils”, “Iguanodon” (poetry), “Seismosaurus” (poetry)

SAUSDCommonCoreAlignedCurriculumMap:ELAGrade2Optional‐ “How the Guinea Fowl Lost His Spots”

Optional‐ “Monster Tracks”, “Dino Tracking”

CONTENTSTANDARDS

2‐LS4‐Biologicalevolution:UnityandDiversity1.Makeobservationsofplantsandanimalstocomparethediversityoflifeindifferenthabitats.

2‐ESS1.C‐Earth’splaceintheuniverse.1.Someeventshappenveryquickly;othersoccurveryslowly,overatimeperiodmuchlongerthanonecanobserve.

2‐ESS1.C‐Earth’splaceintheuniverse.1.Someeventshappenveryquickly;othersoccurveryslowly,overatimeperiodmuchlongerthanonecanobserve.


CitingEvidenceandAnalyzingContent:RL.1&RI.1(ask/answerquestions),RL.2&RI.2(mainidea)Studyingandapplyingvocabulary:RI.4(academicanddomain‐specificvocabulary)Readinggrade‐appropriateliteratureandinformationaltext:RL.10&RI.10(complextext)


RL.3. Characters’ response to events/challenges RL.4. words/phrases supply rhythm and meaning RL.5. Structure of a story RL.6. points of view RL.7. Use illustrations and words RI.3. Making Connections RI.5. Text features/tools RI.6. Identify the main purpose of a text RI.7. Use images to clarify text

RL.2 Recount stories and determine message RL.3. Characters’ response to events/challenges RL.4. words/phrases supply rhythm and meaning RL.6. points of view RL.7. Use illustrations and words RI.3. Making Connections RI.5. Text features/tools RI.6. Identify the main purpose of a text RI.8. Describe how reasons support points





SAUSDCommonCoreAlignedCurriculumMap:ELAGrade2WRITINGSTANDARDSCENTRALTOTHISUNIT

W.2 Inform/ explain W.8 Recall information

W.1OpinionW.8 Recall information


ConductionDiscussions:SL.1(engagecollaboratively)ReportFindings:SL.6(useformalEnglishwhenappropriate)


SL.2. Recount or describe key ideas/details SL.3. Ask and answer questions SL.4. Tell a story or recount an experience a. Plan and deliver a narrative presentation

SL.2. Recount or describe key ideas/details SL.2a. three‐four‐step oral directions. SL.3. Ask and answer questions SL.4. Tell a story or recount an experience a. Plan and deliver a narrative presentation

LANGAGESTANDARDSINEACHUNIT

Studyandapplygrammar:L.1(grammarandusage),L.2(conventions),L.3(spokenvs.written)Studyandapplyvocabulary:L.4(wordmeaning),L.6(academic&domain‐specificvocabulary)


L.1a. Collective nounsL.1b. Irregular plural nouns L.1d. Past tense of irregular verbs L.1f. Produce, expand, rearrange sentences L.1g. Write legibly L.2c. Contractions/possessives L.2d. Spelling patterns L.2e. Consult reference materials L.4a. Sentence level context clues L.4c. Use root word as clue L.4d. meaning of compound words

L.1a. Collective nounsL.1b. Irregular plural nouns L.1d. Past tense of irregular verbs L.1e. Use adjectives and adverbs L.1g. Write legibly L.2d. Spelling patterns L.2e. Consult reference materials






Lookforpatternsandorderwhenmakingobservationsabouttheworld.

Thingsmaychangeslowlyorrapidly.

Thingsmaychangeslowlyorrapidly.


ThirdTrimester UNIT5

End‐ApriltoEndMayCommonCore#3EndMay–MidJune

DistrictAssessments

ELA&MathBenchmark#3(5/22‐5/30) WritingProficiency #3 (6/2‐6/5)ADEPT(6/5‐6/‐13)

TITLE Courage PeopleWhoMakeaDifference:HowCourageousPeopleofthePastInfluenceourLivesToday


Using selected biographies, expert groups will research, and then individuals will write and present the courageous person report.

CollaborativeGroupPresentationandSummaryParagraphusingKeyIdeasandDetailstoShowCauseandEffect


BigIdea:Actions of courageous people influence others in different ways. EssentialQuestions:1. Do you have to be a hero to have courage? 2. Can anybody become a hero in a time of crisis? Why or why not? 3. What are ways to show courage? 4. Why does telling the truth take courage?

BigIdea:Theactionsofcourageouspeopleofthepastinfluenceourlivestoday.

EssentialQuestions: Howcanapersonencourageotherstobecourageous? Whyshouldpeoplestandupforwhattheybelieveinevenifitputsthemindanger?Whynot?

Whatkindsofchangescurrentlyexistbecauseoftheactionsofcourageouspeople?

Whatarethewaysinwhichgroupsresolvetheirdifferences?

COMPLEXTEXTS

Anchor – “The Empty Pot” Read Aloud – “Brave as a Mountain Lion, “ Standard‐ “The Hole in the Dike”, “Life doesn’t frighten me” (poetry) Optional‐“ Molly the Brave and Me “,” Dragons and Giants”, “Courage” (poetry)

Anchor – “The Picture Book of Dr. Martin Luther King, Jr.” Standard‐ “Cesar Chavez Biography”, “Rosa Parks Biography” Optional‐ “Abraham Lincoln: Our 16th President”

CONTENTSTANDARDS

H/SS2.5:Studentsunderstandtheimportanceofindividualactionandcharacterandexplainhowheroesfromlongagoandtherecentpasthavemadeadifferenceinothers’lives.

H/SS2.5:Studentsunderstandtheimportanceofindividualactionandcharacterandexplainhowheroesfromlongagoandtherecentpasthavemadeadifferenceinothers’lives.


CitingEvidenceandAnalyzingContent:RL.1&RI.1(ask/answerquestions),RL.2&RI.2(mainidea)Studyingandapplyingvocabulary:RI.4(academicanddomain‐specificvocabulary) Readinggrade‐appropriateliteratureandinformationaltext:RL.10&RI.10(complextext)



RL.3. Characters’ response to events/challenges RL.4. words/phrases supply rhythm and meaning RL.5. Structure of a story RL.6. points of view RL.7. Use illustrations and words

RI.1 Ask/answer questions RI.2. Main topic of single or multi‐paragraph RI.3. Making Connections procedures in a text. RI.4. Determine meaning of words RI.5. Text features/tools RI.6. Identify the main purpose of a text RI.7. Use images to clarify text RI.9. Compare/ contrast most important points





WRITINGSTANDARDSCENTRALTOTHISUNIT

W.2 Inform/ explainW.7 Shared research and writing projects W.8. Recall information

W2.1 Write opinion W2.2 Write inform/explain W2.3 Write narratives W2.8 Recall information from experiences


ConductionDiscussions:SL.1(engagecollaboratively) ReportFindings:SL.6(useformalEnglishwhenappropriate)


SL.2. Recount or describe key ideas/detailsSL.3. Ask and answer questions SL.4. Tell a story or recount an experience

a. Plan and deliver a narrative presentation

SL.2 Recount or describe key ideas/details a. three‐four‐step oral directionsSL.3. Ask and answer questions SL.4. Tell a story or recount an experience a. Plan and deliver a narrative presentation SL.5. Create audio recordings of stories/poems

SAUSDCommonCoreAlignedCurriculumMap:ELAGrade2LANGAGESTANDARDSACROSSUNITS

Studyandapplygrammar:L.1(grammarandusage),L.2(conventions),L.3(spokenvs.written) Studyandapplyvocabulary:L.4(wordmeaning),L.6(academic&domain‐specificvocabulary)


L.1b. Irregular plural nounsL.1e. Use adjectives and adverbs L.1d. Past tense of irregular verbs L.1f. Produce, expand, rearrange sentences L.1g. Write legibly L.2b. Commas in greetings/closings L.2d. Spelling patterns L.2e. Consult reference materials

L.1 grammar and usage d. Past tense of irregular verbs L.2 Capitalization, punctuation, and spelling L.4 Clarify meaning of unknown/multi‐meaning words a. Sentence level context clues.



Expanding 1. Exchanging information and ideas Contribute to class, group, and partner discussions, including sustained dialogue, by listening attentively, following turn‐taking rules, asking relevant questions, affirming others, and adding relevant information.


Even simple actions can impact the world positively. Even simple actions can impact the world positively.

Documents

SAUSD Common Core Aligned Curriculum Map: ELA Grade 2