Last updated: 6/7/2016
Curriculum Map: 2nd Grade September/October
Subject/Grade Level/Unit Title:
Subject: Cross Curricula
Grade Level: Second Grade
Unit Title: Units of Study
Timeframe Needed for Completion/Grading Period:
September, October
Big Idea/Themes/Understandings:
Big Idea/Themes: Fundations Intro, Spelling, Fairy Tales/Tall Tales, Cycles in Nature, Insects, Early Asian Civilizations, Narrative/ Informational/Opinion Writing, Vocabulary, Grammar, Insects & Plants, Communities, Operations and Algebraic Thinking
Understanding: Understand and use narrative language to describe people, places, things, locations, events and actions. Distinguish the following genres of literature: fiction, nonfiction and drama. Numbers and number sense.
Essential Questions: Social Studies
- What are the characteristics of urban, suburban, and rural communities?
- How are urban, suburban, and rural communities alike and different?
- Where are Asia and India located on a map or globe?
- What is the largest continent and what is the most populus country in the world?
- How is the Indus River important for development of civilization in ancient times?
- What are the key components of a civilization?
Essential Questions: Science
Science:
- What do plants and insects need to live?
- How do plants and insects grow and change?
- What are the stages of plants and insects life cycles?
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Common Core Domain 8: Insects
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What are the characteristics of an insect?
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What are the four distinct stages of development of an insect?
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What is the difference between spiders and insects?
- What are the roles of honeybee workers, drones, and queens?
- What are the roles of worker ants, males, and queens?
- What is the social behavior of ants and ant colonies?
Common Core: Domain 6: Cycles in Nature
- What is cycle in nature?
- What causes daytime and nighttime?
- How long does it take for the earth to rotate once on its axis?
- What things have a life cycle?
- How does the Earth orbit the sun?
- How long does it take for the Earth orbit the sun?
- What are the seasons?
- What causes the seasons?
- How do seasonal changes effect plants and animals?
- What are the processes of animals in spring, summer, autumn, and winter?
- What does the term life cycle mean?
- What are the stages of the life cycle of a flowering plant?
- What are the stages of the life cycle of a tree?
- What are the stages of the life cycle of a chicken?
- What are the stages of the life cycle of a frog?
- What is metamorphosis?
- What are the stages of the life cycle of a butterfly?
- What is the term water cycle?
- Will there always be enough water on Earth?
- What is evaporation and condensation?
- Why is precipitation important?
- What are the different forms of precipitation?
- How do clouds form?
- What are the three types of clouds?
Essential Questions: Language Arts
Grade 2, Unit 1, Second Grade Reading Growth Spurt
Bend I: Taking Charge of Reading
How can...
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readers choose how to read?
- second grade readers take a sneak peek to decide how a book wants to be read?
- readers get stronger by reading a lot?
- readers read in longer phrases, scooping up snap words?
- readers keep tabs on comprehension?
- second graders mark their thinking with a post-it?
Bend II: Working Hard to Solve Tricky Words
How can...
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second grade readers roll up their sleeves to figure out tricky words, drawing on everything they know?
- readers use more than one strategy at a time; figuring out what makes sense and checking the first letters?
- some beginning and endings be read in a snap?
- readers remember the middle and be flexible when they encounter vowel teams and tricky words?
- readers have strategies for figuring out brand new words?
- readers check themselves and their reading?Bend III: Paying Close Attention to AuthorsWhat are...
- authors intentionsHow can...
- readers notice craft moves and try them?
- readers think about how the whole book clicks togeter, noticing masterful writing?
- readers think,"What does the author want to teach me?"
- readers celebrate how much they have grown
Essential Questions: Mathematics
Topic 1 Understanding Addition and Subtraction
Topic 2 Addition Strategies
Topic 3 Subtraction Stratieges
- What are some ways to think about addition and subtraction?
- How are number related?
- How are they a fact family?
- What are strategies for finding addition facts?
- What are the different ways to learn and remember doubles facts?
- How can doubles facts be used to learn near doubles facts?
- When adding three numbers, how do you decide which two numbers to add first?
- How can you make ten when adding?
- What are strategies for finding subtraction facts?
Social Studies:
| SS.2.ID.1 A community is a population of various individuals in a common location. It can be characterized as urban, suburban, or rural. Population density and use of the land are some characteristics that define and distinguish types of communities. |
| SS.2.ID.2 People share similarities and differences with others in their own community and with other communities. |
| SS.2.CIV.3 The United States is founded on the principles of democracy, and these principles are reflected in all types of communities. |
| SS.2.CIV.4 Communities have rules and laws that affect how they function. Citizens contribute to a community’s government through leadership and service. |
| SS.2.GEO.5 Geography and natural resources shape where and how urban, suburban, and rural communities develop and how they sustain themselves. |
| SS.2.TCC.6 Identifying continuities and changes over time can help understand historical developments. |
| SS.2.TCC.7 Cause-and-effect relationships help us recount events and understand historical development. |
| SS.2.ECO.8 Communities face different challenges in meeting their needs and wants. |
| SS.2.ECO.9 A community requires the interdependence of many people performing a variety of jobs and services to provide basic needs and wants. |
| SS.E.3 Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface. |
Science:
| MST1 Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. |
| MST2 Students will access, generate, process, and transfer information using appropriate technologies. |
| MST4 Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. |
| MST5 Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. |
| MST6 Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning. |
| MST7 Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions. |
Language Arts: Reading
| RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. |
| RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. |
| RL.2.3 Describe how characters in a story respond to major events and challenges. |
| RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. |
| RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. |
| RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. |
| RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. |
| RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. |
| RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
| RL.2.11 Make connections between self, text, and the world around them (text, media, social interaction). |
| RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. |
| RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. |
| RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. |
| RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. |
| RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. |
| RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. |
| RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. |
| RI.2.8 Describe how reasons support specific points the author makes in a text. |
| RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. |
| RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
| RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. |
| RF.2.4 Read with sufficient accuracy and fluency to support comprehension. |
| RF.2.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |
Language Arts: Writing
| W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. |
| W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. |
| W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. |
| W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. |
| W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. |
| W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). |
| W.2.8 Recall information from experiences or gather information from provided sources to answer a question. |
| W.2.11 Create and present a poem, narrative, play, art work, or personal response to a particular author or theme studied in class, with support as needed. |
Language Arts: Speaking and Listening
| SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. |
| SL.2.1.d Seek to understand and communicate with individuals from different cultural backgrounds. |
| SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. |
| SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. |
| SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. |
| SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. |
| SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. |
| L.2.2.e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. |
Language Arts: Language
| L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. |
| L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. |
| L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). |
Mathematics: Counting and Cardinality
| 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. |
| 2.OA.2 Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers. |
| 2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. |
| 2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. |
Mathematics: Operations and Algebraic Thinking
| 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. |
Mathematics: Number and Operations and Base Ten
| 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. |
Mathematics: Measurement and Data
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
Mathematics: Geometry
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
Essential Skills and Vocabulary:
Fundations/Spelling:
Essential Skills:
Unit 1:
- Letter-keyword-sound for consonants and vowels
- Concept of consonant digraphs
- Letter-keyword-sound for digraphs
- Concept of consonant blends
- Concept of digraph blends
- Spelling of /k/ sound
- Closed syllable type
Unit 2:
- Bonus letter spelling rule, ff, ll, ss and sometimes zz
- Glued sounds: all, am, an, ang, ing, ong, ung, ank, ink, onk, unk
- Blending and reading words with glued sounds
- Segmenting and spelling words with bonus letters and glued sounds
- Prosody
- Fluent passage reading
- Story retelling
- ar, er, ir, or, ur
Unit 3:
- Concept of closed syllable exceptions
- Glued sounds: ild, ind, old, olt, ost
- Story retelling
- Fluent passage reading
- Vowel teams for reading: ai, ay, ea, ee, ey, oi, oy
Unit 4:
- Review concept of base word and suffixes -s, -es, -ing, -ed
- Teach suffixes -er, -est
- Fluent passage reading
- Teach Letter/Keyword Sound oa, oe, ow
- Teach additional sounds -ed, /d/, /id/, /t/
- Teach Letter/Keyword Sound ou, oo,ue,ew
Fundations Unit Spelling Words
Week 1: rich, shred, your, was, milk, his, they, said, one, bag
Week 2: cloth, bunch, skim, strap, quilt, snack, pack, flock, blend, thick
Week 3: shall, full, pull, toss, stall, both, walk, talk, boss, think
Week 4: quill, press, strong, cliff, shelf, tank, long, stamp, chunk, hang
Week 5: done, goes, pretty, who, bolt, fold, grind, flunk, branch, where
Week 6: thicker, again, please, animal, softest, maps, rings, boxes, rented, tallest
Week 7: swelled, sure, use, used, checked, older, kids, camped, their, coldest
Week 8: against, knew, know, disrupt, mimic, once, often, habit, mascot, catnip
Vocabulary Skills:
- Demonstrate understanding of word relationships and nuances in word meanings.
- Develop vocabulary through listening skills.
Vocabulary Unit Words:
- Lesson 1: comforting, glimmer, vital, shelter, expression, versatile, fleet
- Lesson 2: proper, weary, cooperate, murmur, glee, concoction, persnickety
- Lesson 3: details, steep, creative, perfect, cozy, gallery, layer
- Lesson 4: prefer, feast, hectic, coax, generous, dignified, croach
- Lesson 5: humble, confident, faithful, radiant, pledge, prevail, overlook
- Lesson 6: disaster, ruin, repair, fierce, pale, perspective, advice
- Lesson 7: predicament, compete, latched, assorted, cling, defeat, combat
- Lesson 8: plead, infest, groom, discover, compassion, exceptional, treacherous
Science Skills:
- Provide for the needs of living insects and growing plants.
- Observe beetles, moths, and butterflies change from larvae to pupae to adult.
- Observe insect mating and egg laying.
- Compare structures on milkweed bugs to other kinds of insects.
- Observe complete and incomplete metamorphosis.
- Compare plant and animal life cycles.
- Make predictions about the moth and butterfly life cycles, based on observations of other insects.
- Communicate observations of the life cycle of plants and the structure, behavior, and life cycle of insects in words and drawings.
Science Unit Words:
- Investigation 1: abdomen, adult, air, antenna, bran, darkling beetle, dread, dropping, egg, exoskeleton, food, habitat, head, insect, larva, leg, life cycle, living, mealworm, molt, molting, observe, organism, pupa, segment, space, stage, thorax, water
- Investigation 2: brassica, bud, fertilizer, flower, fruit, germinate, leaf, light, nutrient, plant, pollen, root, seed, seedling, seedpod, soil, sprout, stem
- Investigation 3: bug, female, hatch, male, mating, milkweed bug, nymph, proboscis, shelter, variation