Subject: Cross Curricula
Grade Level: Second Grade
Unit Title: Units of Study
January, February
Big Idea/Themes: Fundations, Spelling, The War of 1812, Cycles in Nature, Narrative/Informational/Opinion Writing, Vocabulary, Grammar, Balance & Motion, 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.
A Summary of the Bends in the Road for this Unit
Can I find a way for books to become my teachers, so that I can learn ideas and information about the world?
Can books get me wondering about things?
Bend I: Readers Become Experts on Topics by Reading Books, Asking Questions, and Talking With Others
How can I notice more and more in the books I read?
Bend II: Readers Learn About Words Inside Their Books, Too!
How can I learn new things and words from the pictures and words?
Bend III: Readers Can Think About What's the Same and What's Different In and Across Books
If I put together a couple of books that are about one thing, how can I learn from one and add it to what I learn from the next?
Unit 3, Bigger Books Mean Amping Up Reading Power
Bend I: Reading with Fluency
How can readers...
Bend II: Understanding Literary LanguageHow can readers...
Bend III: Meeting the Challenges of Longer Books
How can readers...
Bend IV: Tackling Goals in the Company of Others
How can readers...
Topic 8 Adding Two-Digit Numbers
Topic 9 Subtracting Two-Digit Numbers
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.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. |
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. |
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.2.10 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. |
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. |
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 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). |
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.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. |
2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. |
2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. |
2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. |
Fundations/Spelling:
Essential Skills:
Unit 8:
Unit 9:
Unit 10:
Unit 11:
Unit Fundations Speling Words
Week 15: world, answer, different, harm, forbid, explore, scar, garlic, porches, down
Week 16: picture, learn, earth, verb, squirm, her, bird, burn, first, third
Week 17: father, brother, mother, thirsty, dirty, chapter, sturdy, corner, termite, returned
Week 18: drain, train, bait, play, paint, sway, great, country, away, clay
Week 19: America, school, thought, baby, replay, trays, explain, crane, wait, rain
Week 20: whose, won, son, heal, speech, teeth, feed, jeep, eat, key
Vocabulary Skills:
Vocabulary Unit Words:
Lesson 15: famous, nervous, suggest, announce, honorable, rehearse, misplace
Lesson 16: fraction, convince, motion, contribute, courtesy, host, humorous
Lesson 17: exclaim, ridiculous,command, handsome, succulent, rare, opportunity
Lesson 18: mend, sly, peer, shriek, dependable, prepared, grateful
Lesson 19: lavender, trifle, prune, focus, combination, compromise, improve
Lesson 20: prowl, tremble, scorch, fragile, fragrant, persistent, inventive
Benchmark
Brainpop Jr.
Scholastic News
Discovery Education
Raz-Kids
IXL
Teacher Collaborations
Student Notebooks
Mentor Texts
Envisions
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