Last updated: 6/7/2016
Curriculum Map: 2nd Grade January-February
Subject/Grade Level/Unit Title:
Subject: Cross Curricula
Grade Level: Second Grade
Unit Title: Units of Study
Timeframe Needed for Completion/Grading Period:
January, February
Big Idea/Themes/Understandings:
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.
Essential Questions: Social Studies
- Who faught Great Britain for independence?
- Who wrote the Constitution?
- Who purchased the Lousiana Territory from the French?
- With what country did Great Britain become involved in a series of wars?
- What happened due to a shortage of sailors?
- Who called for war?
- Who controlled land in the northern Great Lakes region, the northwestern territories and Canada?
- Who was the president during the War of 1812?
- Who was the main author of the Constitution?
- Who was James Madison's wife?
- Who was the fourth president of the United States?
- What were the United States army and navy like in 1812?
- Who did President Madison persuade to become soldiers?
- Why did the USS Constitution become known as "Old Ironsides"?
- What was the name of the house of the President?
- Who attacked the capital of Washington, D.C. in 1814?
- Who escaped from the president's house?
- What did Dolly Madison save?
- Who set fire to the president's house?
- How did the British attack the city of Baltimore and Fort McHenry?
- What did the U.S. commander of Fort McHenry ask to be made?
- Why did the British fail to capture Baltimore and Fort McHenry?
- What did Francis Scott Key do?
- What is the significance of the Star Bangled Banner?
- Who made up General Andrew Jackson's army?
- What happened two weeks after the War of 1812 was over?
- What was the significance of the War of 1812?
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?
- 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?
- What is a cycle?
- What does the rotation of the Earth cause?
- How long does it take for the Earth to rotate once on its axis?
- How long does it take for the Earth to orbit the sun?
- What are the seasonal cycles?
- What causes the seasons?
- What are the effects of seasonal changes on plants and animals?
- How can you describe the animal processes in spring, summer, autumn, and winter?
- What is a life cycle?
- 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 a water cycle?
- What are evaporation and condensation?
- What are the forms and the importance of precipitation?
- How are clouds formed?
- What are three types of clouds?
Essential Questions: Language Arts
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...
-
rehearse reading voices?
- scoop up words into phrases?
- notice dialogue tags?
- use meaning to read fluently?
- read at a just right pace?
Bend II: Understanding Literary LanguageHow can readers...
- recognize literary language?
- understand comparisons?
- notice when authors play with words?
- read as a writer, focusing on special language?
Bend III: Meeting the Challenges of Longer Books
How can readers...
- set up routines for same book partners?
- hold on to stories, even when books are long?
- stay on track when books get tricky?
- use writing to solve reading problems?
Bend IV: Tackling Goals in the Company of Others
How can readers...
- self assess and set goals?
- organize goal clubs?
- give feedback to group members?
- celebrate?
Essential Questions: Mathematics
Topic 8 Adding Two-Digit Numbers
- How can you use models to add a one-digit number to a two digit number?
- How can you model and record adding a none-digit number to a two digit number?
- How can you use paper and pencil to ad one-digit numbers to two digit numbers?
- How can you use place-value models and the standard algorithm to add a two-digit number to a two-digit number?
- How can you use paper and pencil and the standagorithm to add a two digit-number to another two-digit number?
- How do you use a number line to show addition?
- How can you add three or four numbers in any order?
- How do the addends determine the choice of adding methods?
- How can you solve a problem using pictures and number sentences?
Topic 9 Subtracting Two-Digit Numbers
- How can you model subtraction of a two-digit number from a two-digit number with and without regrouping?
- When subtracting, how do you know when you need to regroup?
- How do you use paper and pencil to subtract a one-digit number from a teo-digit number?
- How can you model subtraction of a two-digit number from a two-digit number with and without regrouping?
- How can you subtract two-digit number using paper and pencil?
- How can you use a number line to show subtraction?
- How can you use addition to check subtraction?
- How do the numbers in a subtraction problem help to determine the method you use to solve?
- How can answering one question at a time help to solve two-question problems?
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.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.2.4 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. |
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.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. |
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
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
Mathematics: Operations and Algebraic Thinking
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
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.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. |
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 8:
- Teach r-controlled syllable type
- Teach sounds of ar and or
- Teach combining r-controlled syllables with other syllable types
Unit 9:
- Teach sound of er, ir, and ur
- Teach spelling option proceduresfor /er/ sound
- Teach combining r-controlled syllables with er, ir, and ur with other syllables types
- Teach dictionary skills
Unit 10:
- Teach double vowel syllable type
- Teach sound of ai and ay
- Teach use of spelling option procedure for /a/ sound
- Teach combining all types of syllables
- Teach homophones
Unit 11:
- Teach sounds of ee, ea, and ey
- Teach use of spelling option procedures for /e/sound
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:
- Demonsrate understanding of word relationships and nuances in word meanings.
- Develop vocabulary through listening 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
Assessment Tasks:
Benchmark
- Observation
- Projects
- Formative
- Cumulative
Resources:
Brainpop Jr.
Scholastic News
Discovery Education
Raz-Kids
IXL
Teacher Collaborations
Student Notebooks
Mentor Texts
Envisions
engageny
