|
|
Reading Curriculum
Map Second Grade Draft |
|
||||||
|
|
ESSENTIAL
QUESTION (optional) |
CONTENT |
SKILLS |
ASSESSMENT |
RESOURCE |
|
||
|
Fall |
|
1.1.4 Apply understanding
of phonics 1.2.1 Apply reference
skills to determine word meanings 1.3.2 Understand and apply
content/academic vocabulary 2.1.4 Apply comprehension
monitoring strategies before, during, and after reading: use prior
knowledge/schema 2.1.5 Apply comprehension
monitoring strategies before, during, and after reading: predict and
infer 2.1.6 Apply comprehension
monitoring strategies before, during, and after reading: monitor for
meaning, create mental images, and generate and answer questions 2.2.1 Understand story
sequence 2.2.3 Understand story
elements 2.4.1 Understand how to
draw simple conclusions and give a response to text 4.2.1 Understand that
readers have favorite books |
* Use knowledge of phonics
to read unfamiliar words in grade level text. * Read words in isolation
and in context containing complex letter patterns/word families (e.g.,
-ought, -aught.) * Use multi-syllabic
decoding when dreading two and three syllable words in isolation and in
context (e.g., super follows v/cv pattern;
supper follows vc/cv) * Use glossaries and
dictionaries to find word meanings *Identify and define
unfamiliar words that would be important to know in order to read a new
text with teacher guidance. * Use new vocabulary in
oral and written communication *Explain connections
between self and characters and events encountered in culturally
relevant text * Activate prior knowledge
about a topic and organize information into a graphic organizer to aid
in comprehension of text * Predict text content
using prior knowledge and text features * Use text and prior
knowledge to make inferences about characters and/or predict events;
confirm or reject predictions * Organize information
that supports a prediction of inference in a graphic organizer to
enhance comprehension of text. * Use monitoring
strategies to increase comprehension, including work recognition
strategies, re-reading, and looking forward to text *Retell text focusing on
the problem or events in sequence. (Note: Differences in story telling
order exist between cultures. For example, some cultures tell the end
of the story first.) *Describe physical traits
of characters and tell how they act * Retell the important
events of a story * Describe the setting of
a story * Identify the speaker
(narrator) in a story * Give a personal or
text-based response to a passage using a teacher-generated prompt * Draw a simple conclusion
form grade level text with teacher guidance * Select favorite
subjects, authors, and/or books to share with others * Self-select books at
instructional level and independent level |
|
Wriggly
Squiggly |
|
||
|
Fall |
|
1.1.4 Apply understanding
of phonics 1.2.1 Apply reference
skills to determine word meanings 1.2.2 Apply vocabulary
strategies in grade-level text 1.3.1 Understand and apply
new vocabulary 1.3.2 Understand and apply
content/academic vocabulary 2.1.3 Apply comprehension
monitoring strategies before, during, and after reading; determine
importance using theme, main ideas and supporting details in
informational/expository text and/or literary/narrative text 2.1.4 Apply comprehension
monitoring strategies before, during, and after reading: use prior
knowledge/schema 2.1.5 Apply comprehension
monitoring strategies before, during, and after reading: predict and
infer 2.1.7 Apply comprehension
monitoring strategies during, and after reading: summarize
informational/expository text and literary/narrative text 2.2.2 Understand and apply
features of printed and electronic text to locate and comprehend text 2.2.4 Understand text
organizational structures 2.3.1 Understand and
analyze the relationship between and among informational/expository
text and literary/narrative text 2.3.2 Understand how to
locate specific information 3.1.1 Understand how to
select and use appropriate resources 4.2.1 Understand that
readers have favorite books |
* Use knowledge of
phonics to read unfamiliar words in grade level text *Read words in isolation
and in context containing complex letter patterns/word families
(e.g.,-ought, -aught). * Use multi-syllabic
decoding when dreading two and three syllable words in isolation and in
context (e.g., super follows v/cv pattern;
supper follows vc/cv) * Use glossaries and
dictionaries to find word meanings * Use prefixes, suffices,
inflectional endings, and abbreviated words to determine the meaning of
unknown words in grade level text *Re-read to clarify, read
on, ask for help, adjust reading rate, use knowledge of print
conventions, and/or attempt alternative pronunciation for unknown word
to determine meaning of unknown words; substitute familiar words for
unknown * Use prior knowledge and
context to predict and confirm meanings of unknown words * Use pictures,
illustrations, and diagrams to clarify/expand word meaning * Use new vocabulary from
informational/expository text and literary/narrative text, including
text from a variety of cultures and communities, in own oral and
written communication *Identify and define
unfamiliar words that would be important to know in order to read a new
text with teacher guidance *Use new vocabulary in
oral and written communication *Identify the main idea of
an informational/expository passage and support with text-based
evidence with teacher guidance *Identify the
theme/message in culturally relevant literary/narrative text and
support with text-based evidence with teacher guidance * Complete graphic
organizers with teacher guidance to organize main ideas and supporting
details *Explain connections
between self and characters and events encountered in culturally
relevant text * Activate prior knowledge
about a topic and organize information into a graphic organizer to aid
in comprehension of text * Predict text content
using prior knowledge and text features * Use text and prior
knowledge to make inferences about characters and/or predict events;
confirm or reject predictions * Organize information
that supports a prediction of inference in a graphic organizer to
enhance comprehension of text. * Summarize the events or
information in informational/expository text with teacher guidance
(e.g., the important characteristics of certain animals or plants
presented in text) *Summarize the
plot/message in culturally relevant literary/narrative text with
teacher guidance * Organize summary
informational/expository text and/or literary/narrative text into a
teacher-provided graphic organizer to enhance text comprehension * Identify and use grade
level appropriate text features with teacher guidance * Interpret information
from graphs and charts with teacher guidance * Identify and use icons
and pull-down menus *Recognize and use
sentences, paragraphs, and chapter structure to understand the
organization in both informational/expository text and
literary/narrative text *Identify text written in
the text organizational structures of simple listing and sequential
order * Compare and contrast
literary/narrative text elements in one story or between two stories * Compare and contrast
facts in one text or between two informational/expository text *Explain simple cause and
effect relationships in informational/expository text and
literary/narrative text * Use alphabetical and
numerical systems to locate information in dictionary or book * Identify print and
non-print resource materials available to complete a task (with teacher
assistance), such as informational text and/or illustrations and
graphics * Identify one resource
and use it to answer a question (with teacher assistance) * Select favorite
subjects, authors, and/or books to share with others * Self-select books at
instructional level and independent level |
|
Encyclopedia of
Musical Instruments (Fall) |
|
||
|
Fall |
|
1.1.4 Apply
understanding of phonics 1.2.1 Apply reference
skills to determine word meanings 1.2.2 Apply vocabulary
strategies in grade-level text 1.3.1 Understand and apply
new vocabulary 1.3.2 Understand and apply
content/academic vocabulary 2.1.3 Apply comprehension
monitoring strategies before, during, and after reading: determine
importance using theme, main ideas and supporting details in
informational/expository text and/or literary/narrative text 2.1.4 Apply comprehension
monitoring strategies before, during, and after reading: use prior
knowledge/schema 2.1.5 Apply comprehension
monitoring strategies before, during, and after reading: predict and
infer 2.2.1 Understand story
sequence 2.4.1 Understand how to
draw simple conclusions and give a response to text 2.4.2 Understand that
there are purposes of writing 3.4.2 Understand
contemporary and traditional literature written in a variety of genres 4.2.1 Understand that
readers have favorite books |
* Use knowledge of
phonics to read unfamiliar words in grade level text * Read words in isolation
and in context containing complex letter patterns/word in isolation and
in context (e.g., super follows v/cv
pattern; supper follows vc/cv) * Use glossaries and
dictionaries to find word meanings * Use prefixes, suffixes,
inflectional endings, and abbreviated words to determine the meaning of
unknown words in grade level text *Re-read to clarify, read
on, ask for help, adjust reading rate, use knowledge of print
conventions, and/or attempt alternative pronunciation for unknown word
to determine meaning of unknown words; substitute familiar words fro
unknown *Use prior knowledge and
context to predict and confirm meanings of unknown words *Use pictures,
illustrations, and diagrams to clarify/expand word meaning * Use new vocabulary from
informational/expository text and literary/narrative text, including
text from a variety of cultures and communities, in own oral and
written communication *Identify and define
unfamiliar words that would be important to know in order to read a new
text with teacher guidance * Use new vocabulary in
oral and written communication * Identify the main idea
of an informational/expository passage and support with text-based
evidence with teacher guidance * Identify the
theme/message in culturally relevant literary/narrative text and
support text-based evidence with teacher guidance * Complete graphic
organizers with teacher guidance to organize main ideas and supporting
details * Explain connections
between self and characters and events encountered in culturally
relevant text * Activate prior knowledge
abut a topic and organize information into a graphic organizer to aid
in comprehension of text * Predict text content
using prior knowledge and text features * Use text and prior
knowledge to make inferences abut characters and/or predict events;
confirm or reject predictions * Organize information
that supports a prediction or inference in a graphic organizer to
enhance comprehension of text * Retell text focusing on
the problem or events in sequence. (Note: Differences in story telling
order exist between cultures. For example, some cultures tell the end
of the story first) * Give a personal or
text-based response to a passage using a teacher-generated prompt * Draw a simple conclusion
from grade level text with teacher guidance * Identify common types of
informational/expository text and literary/narrative text and explain
why they are read * Identify and explain the
characteristics of a variety of genres * Read and respond to
literature from multiple genres using teacher prompts appropriate to
the text and content * Select favorite
subjects, authors, and/or books to share with others * Self-select books at
instructional level and independent level |
|
Ahsa
in the Attic |
|
||
|
Winter |
|
1.2.1 Apply
reference skills to determine word meanings 1.2.2 Apply vocabulary
strategies in grade-level text 1.3.1 Understand and apply
new vocabulary 1.3.2 Understand and apply
content/academic vocabulary critical to the meaning of the text 2.1.5 Apply comprehension
strategies before, during, and after reading: predict and infer from
grad level informational/expository text and/or literary/narrative text 2.2.2 Apply knowledge of
printed and electronic text features to locate and comprehend text 2.2.4 Apply understanding
of simple text organizational structures 2.4.1 Understand how to
draw conclusions and give a response to informational/expository text
and literary/narrative text 2.4.3 Understand the
difference between fact and opinion 3.1.1 Understand how to
select and use appropriate resources 3.2.1 Understand
information gained from reading to perform a specific task 3.4.2 Understand
contemporary and traditional literature written in a variety of genres |
* Use glossaries and
dictionaries to find word meanings *Use prefixes, suffixes,
inflectional endings, and abbreviated words to determine the meaning of
unknown words in grade level text * Re-read to clarify, read
on, ask for help, adjust reading rate, use knowledge of print
conventions, and/or attempt alternative pronunciation for unknown word
to determine meaning of unknown words; substitute familiar words for
unknown * Use prior knowledge and
context to predict and confirm meanings of unknown words * Use pictures,
illustrations, and diagrams to clarify/expand word meaning * Use new vocabulary from
informational/expository text and literary/narrative text, including
text from a variety of cultures and communities, in own oral and
written communication * Define words and
concepts necessary for understanding math, science, social studies,
literature, and other content area text * Select, from multiple
choices, the meaning of words necessary to understand content/academic
text * Explain that some words
have a different meaning in different content/academic texts (e.g.,
area in math and geography) * Use new vocabulary in
oral and written communication * Predict or infer about
text content using prior knowledge, text, and text features in both
literary/narrative text and informational/expository text. Support with
evidence from text (e.g., how a character will act, whey a character
acts a certain way, why an author includes certain information, and
what might happen next). * Use text and to make,
confirm, or revise inferences and predictions in both
literary/narrative and informational/expository text * Select, form multiple
choices, a prediction, or inference from literary/narrative text (e.g.,
how a poet or author feels, how a character feels, what a character
will do, what is likely to happen next or at the end of the story or
poem). * Select, from multiple
choices, a prediction or inference from informational/expository text
(e.g., what is likely to happen, or what will happen next) * Organize information
that supports a prediction or inference in a teacher-selected graphic
organizer to enhance comprehension * Identify and use grade
level appropriate text features * Explain how certain text
features help you understand the selection * Interpret information
from graphs, charts, diagrams, and tables * Use icons, pull-down
menus, key word searches * Recognize and use
previously learned text organizational structures of simple listing and
sequential order to aid comprehension * Identify and use text
written in the text organizational structures of description and
compare and contrast to find and organize information and comprehend
text * Generate a personal or
text-based response to text using a teacher-generated prompt (e.g.,
what would be the best/worst part of an event or situation) * Draw a conclusion from
grade level text (e.g., how the story or information might be useful,
to whom the story or information might be useful) and support with
evidence from the text * Identify facts and
opinions and explain the difference between them *Select, from multiple
choices, a statement that is a fact or opinion * Identify two resources
and use them to answer a question or solve a problem * Use signs, labels, and
instructions to answer questions or complete a task, using grade level
text * Interpret information
from common environmental print to solve a problem or perform a task
(e.g., set up and run a science experiment using steps outlined in text) * Explain the
characteristics of a variety of genres * Respond to literature
from multiple genres using teacher prompts appropriate to the text and
content |
|
What Do I Eat? |
|
||
|
Winter |
|
1.1.4
Apply understanding of phonics 1.2.2 Apply vocabulary
strategies in grade-level text 1.3.1 Understand and apply
new vocabulary 2.1.3 Apply comprehension
monitoring strategies before, during, and after reading: determine
importance using theme, main ideas and supporting details in
informational/expository text and/or literary/narrative text 2.1.4 Apply comprehension
monitoring strategies before, during, and after reading: use prior
knowledge/schema 2.1.5 Apply comprehension
monitoring strategies before, during, and after reading: predict and
infer 2.1.7 Apply comprehension
monitoring strategies during, and after reading: summarize
informational/expository text and literary/narrative text 2.2.3 Understand story
elements 2.4.1 Understand how to
draw simple conclusions and give a response to text 2.4.2 Understand that
there are purposes of writing 3.4.2 Understand
contemporary and traditional literature written in a variety of genres 3.4.3 Understand a variety
of literature representing different cultures and traditions |
* Use knowledge of phonics
to read unfamiliar words in grade level text *Read words in isolation
and in context containing complex letter patterns/word families (e.g.,
-ought, -aught) * Use multi-syllabic
decoding when reading two and three syllable words in isolation and in
context (e.g., super follows v/cv pattern;
supper follows vc/cv) * Use prefixes, suffices,
inflectional ending, and abbreviated words to determine the meaning of
unknown words in grade level text *Re-read to clarify, read
on, ask for help, adjust reading rate, use knowledge of print
conventions, and/or attempt alternative pronunciation for unknown word
to determine meaning of unknown word; substitute familiar words for
unknown * Use prior knowledge and
context to predict and confirm meanings of unknown words * Use pictures,
illustrations, and diagrams to clarify/expand word meaning * Use new vocabulary from
informational/expository text and literary/narrative text, including
text from a variety of cultures and communities, in own oral and
written communication * Identify the main idea
of an informational/expository passage and support with text-based
evidence with teacher guidance * Identify the
theme/message in culturally relevant literary/narrative text and
support with text-based evidence with teacher guidance * Complete graphic
organizers with teacher guidance to organize main ideas and supporting
details * Explain connections
between self and characters and events encountered in culturally
relevant text * Activate prior knowledge
about a topic and organize information into a graphic organizer to aid
in comprehension text * Predict text content
using prior knowledge and text features * Use text and prior
knowledge to make inferences abut characters and/or predict events;
confirm or reject predictions * Organize information
that supports a prediction or inference in a graphic organizer to
enhance comprehension of text * Summarize the events or
information in informational/expository text with teacher guidance
(e.g., the important characteristics of certain animals or plants
presented in text) * Summarize the
plot/message in culturally relevant literary/narrative text with
teacher guidance * Organize summary
information from informational/expository test and/or
literary/narrative text into a teacher-provided graphic organizer to
enhance text comprehension * Describe the setting of
a story *Retell the important
events of a story * Describe the setting of
a story * Identify the speaker
(narrator) in a story * Give a personal or
text-based response to a passage using a teacher-generated prompt * Draw a simple conclusion
from grade level text with teacher guidance * Identify common types of
informational/expository text and literary/narrative text and explain
whey they are read * Identify and explain the
characteristics of a variety of genres * Read and respond to
literature from multiple genres using teacher prompts appropriate to
the text and content * Identify and discuss the
culture and/or traditions represented in a story with teacher guidance |
|
The Animals’ Wishes |
|
||
|
Winter |
|
1.2.2 Apply
vocabulary strategies in grade-level text 1.3.1 Understand and apply
new vocabulary 1.3.2 Understand and apply
content/academic vocabulary 2.1.3 Apply comprehension
monitoring strategies before, during, and after reading: determine
importance using theme, main ideas and supporting details in
informational/expository text and/or literary/narrative text 2.1.5 Apply comprehension
monitoring strategies before, during, and after reading: predict and
infer 2.2.2 Understand and apply
features of printed and electronic text to locate and comprehend text 2.2.4 Understand text
organizational structures 2.3.2 Understand how to
draw simple conclusions a give a response to text 2.4.1 Understand how to
draw simple conclusions and give a response to text 2.4.2 Understand that
there are purposes of writing 3.1.1 Understand how to
select and use appropriate resources 3.2.1 Understand
information gained from reading to perform a specific task 3.4.2 Understand
contemporary and traditional literature written in a variety of genres |
* Use prefixes,
suffixes, inflectional endings, and abbreviated words to determine the
meaning of unknown words in grade level text * Re-read to clarify, read
on, ask for help, adjust reading rate, use knowledge of print
conventions, and/or attempt alternative pronunciation for unknown word
to determine meaning of unknown words; substitute familiar words for
unknown * Use prior knowledge and
context to predict and confirm meanings of unknown words * Use pictures,
illustrations, and diagrams to clarify/expand word meaning *Use new vocabulary from
informational/expository text and literary/narrative text, including
text from a variety of cultures and communities, in own oral and
written communication *Identify and define
unfamiliar words that would be important to know in order to read a new
text with teacher guidance * Use new vocabulary in
oral and written communication * Identify the main idea
of an informational/expository passage and support with text-based
evidence with teacher guidance *Identify the
theme/message in culturally relevant literary/narrative text and
support with text-based evidence with teacher guidance * Complete graphic
organizers with teacher guidance to organize main ideas and supporting
details * Predict text content
using prior knowledge and text features * Use text and prior
knowledge to make inferences about characters and/or predict events:
confirm or reject predictions * Organize information
that supports a prediction or inference in a graphic organizer to
enhance comprehension of text * Identify and use grade
level appropriate text features with teacher guidance *Interpret information
from graphs and charts with teacher guidance * Id | |||||