Last updated: 6/7/2016
Curriculum Map: 2nd grade November-December
Subject/Grade Level/Unit Title:
Subject: Cross curricula
Grade Level: Second Grade
Unit Title: Units of Study
Timeframe Needed for Completion/Grading Period:
November, December
Big Idea/Themes/Understandings:
Big Idea/Themes: Fundations, Spelling, The Ancient Greek Civilization, Greek Myths, Informational Writing, Vocabulary, Grammar, Insects & Plants, Balance & Motion, Operations and Algebraic Thinking, Numbers and Operations in Base Ten
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
- Where is Ancient Greece on a map?
- Where are Crete, Black Sea, Aegean Sea, and Mediterranean Sea?
- What is the terrain of Ancient Greece?
- What does civilization mean?
- What does city-state mean?
- What are gods and goddesses of the ancient Greeks?
- How are the ideas of democracy used today in many governments, including our own?
- What is the significance of the battles of Marathon and Thermopylae?
- Who were the Greek gods and goddesses?
- What was the home of the Greek gods?
- What genre are Greek myths?
- What are some Greek myths?
- What are the elements of a Greek myth?
- What are the characteristics of a Greek myth?
- What are some of the mythical creatures and characters in Greek myths?
Essential Questions: Science
- How can counterweights help balance shapes in stable positions?
- How can spinning motion be changed?
- How can a wheel-and-axle system be changed?
- What causes sound?
- How do sounds differ?
- What happens when magnets come close together?
Common Core Domain 8: Insects
- What are the characteristics of an insect?
- What are the four distinct stages of development of an insect?
- 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?
Essential Questions: Language Arts
Unit 2, Becoming Experts: Reading Nonfiction
Bend I: Thinking Hard and Growing Knowledge
How can nonfiction readers...
- notice and learn?
- notice, learn, and question?
- ask,"What is this book teaching me?"
- ask,"How does this book go?"
- celebrate the gift of learning something new?Bend II: Learning the Lingo of a TopicHow can nonfiction readers...
- anticipate and use the lingo of a nonfiction topic?
- use text features to notice and understand key words?
- use context to build knowledge of unknown words?
- solve words by using strategic and flexible thinking?
- reread like experts?
- talk the talk and walk the walk using the lingo to teach others?Bend III: Reading Across a TopicHow can nonfiction readers...
- grow knowledge across books?
- add information across books?
- think and rethink about how information is connected across books?
- find, think, and talk about what is the same and what is different?
- retell topics, not just books?
- get ready for the celebration?
- pay it forward by teaching others?
Essential Questions: Mathematics
Topic 4 Working with Equal Groups
- How can repeated addition help you find the total number of objects?
Topic 5 Place Value to 100
- In a two-digit number, what do the first and second digits tell you?
- How can numbers to 100 be shown and compared?
- How do you know if a number is odd or even?
- How do you find a number that is ten more or ten less than another number?
Topic 6 Mental Addition
- How can you add aone digit number to a two digit number using the make ten strategy?
- How can patterns on a hundred chart be used to think about adding two-digit numbers?
Topic 7 Mental Subtraction
- Why does only the tens digit change when subtracting tens from a two-digit number?
- How can a hundred chart be used to subtract two-digit numbers?
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.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.2 Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. |
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.2.5 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.2.10 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.2.2 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.2.5 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. |
| 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. |
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.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. |
| L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| L.2.2.e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. |
| 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. |
| ELA.2.S.1 Students will read, write, listen, and speak for information and understanding. |
| ELA.2.S.2 Students will read, write, listen, and speak for literary response and expression. |
| ELA.2.S.3 Students will read, write, listen, and speak for critical analysis and evaluation. |
| ELA.2.S.4 Students will read, write, listen, and speak for social interaction. |
Language Arts: Language
| ELA.2.L.1 Students will read, write, listen, and speak for information and understanding. |
| ELA.2.L.2 Students will read, write, listen, and speak for literary response and expression. |
| ELA.2.L.3 Students will read, write, listen, and speak for critical analysis and evaluation. |
| ELA.2.L.4 Students will read, write, listen, and speak for social interaction. |
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. |
| 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: Number and Operations and Base Ten
| 2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: |
| 2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s. |
| 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. |
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 5:
- Teach Letter/Keyword Sound au, aw
- Teach syllable division
- Teach multi-syllabic spelling
- Teach spelling of ic
- Teach new suffixes -ful, -less, -ment, -ness, -ish, -en, -able
- Fluent passage reading
- Story retelling
Unit 6:
- Review vowel/consonant/e syllable
- Review spelling of V-E syllables
- Teach spelling of /K/ in V-E syllables
- Teach reading of V-E words with suffixes
- Teach spelling options for /z/
- Teach reading of two-syllable words with V-E syllables
- Teach vowel-consonant-e exception -ive
- Fluent passage reading
- Story retelling
Unit 7:
- Teach open syllable
- Teach combining open syllable with closed and/or vowel-consonant-e syllables
- Teach open syllables at the end of words
- Teach long e sound at the end of a two-syllable word that ends in y (candy)
- Teach suffixes -y, -ly, -ty
- Fluent passage reading
- Story retelling
Unit Fundations Unit Spelling Words
Week 9: handful, always, often, once, kindness, combat, invented, thankful, panic, shipment
Week 10: hop, hope, only, house, move, doze, lick, nose, rise, rose
Week 11: mistake, right, place, together, rode, bike, take, plates, blaze, athlete
Week 12: eight, large, change, shy, predict, beside, program, menu, pupil, acorn
Week 13: city, every, family, pony, cozy, duty, penny, silly, taffy, handy
Week 14: night, carry, something, firemen, shyness, windy, lobby, remote, trying, hotel
Vocabulary Skills:
- Demonstrate understanding of word relationships and nuances in word meanings.
- Develop vocabulary through listening skills.
Vocabulary Unit Words:
- Lesson 9: sketch, fluster, stern, precise, lure, chaos, sensational
- Lesson 10: vivid, illusion, quirky, brilliant, transform, bewilder, solution
- Lesson 11: moist, crumble, edge, wistful, exaggerate, overcome, motivate
- Lesson 12: elegant, swelter, obstacle, tempting, refreshing, innovative, satisfied
- Lesson 13: scan, aim, miniature, prance, retrieve, assume, ambition
- Lesson 14: confirm, indicate, gracious, declare, inscription, humane, diplomat
Science Skills: Balance & Motion
- Create and use representational models to demonstrate stable balanced systems.
- Plan and execute examples of stable balanced systems.
- Discover different ways to produce rotational motion.
- Construct and evaluate toys that demonstrate spinning, and explain how they operate.
- Design runways to control or change the motion of marbles.