Grade 2 ELA Curriculum Map: p. 1 comprehension general comprehension strategies State Goal 1: Read with understanding and fluency. 1B: Apply reading strategies to improve understanding and fluency. Goal 1C Students who meet the standard can comprehend a broad range of reading materials Best Practices ♦ Comprehension instruction in a Reading Workshop engages students in 3‐5 weeks of in‐depth units of study focusing on each of the 7 comprehension strategies. ♦ Teachers use mini‐lessons to model/demonstrate/think‐aloud through a read aloud or shared reading experience. ♦ Students are given time to practice each strategy during independent reading. Evidence of their thinking may include response journals, post‐it notes, and graphic organizers. ♦ Students receive additional focused instruction in small, flexible groups. ♦ Teacher confer with students, providing feedback to individual student readers. Information gathered from these individual conferences along with formal and informal assessments is used to guide and plan instruction. Related Descriptors □ Select books appropriate to reading levels. □ Compare an author’s information with the student’s knowledge of self, world and other texts in non‐
fiction text. (MAKING CONNECTIONS) □ Compare a broad range of books that have the same theme and topic. (MAKING CONNECTIONS) □ Interpret age‐appropriate material figurative language (VISUALIZATION & INFERENCES) □ Locate answers to age‐appropriate questions before, during, & after reading to clarify understanding (QUESTIONING) □ Ask questions to seek clarification of meaning. (QUESTIONING) □ Use information in text/illustrations to generate questions about cause of specific effect. (QUESTIONING) □ Use clues (titles, pictures, themes, prior knowledge, graphs) to make and justify predictions before, during and after reading (INFERENCES) □ Respond to analytical and interpretive questions based on information in text. (INFERENCES) □ Identify the author’s purpose and the main idea. (INFERENCES) □ State facts & details of text during and after reading (DETERMINING IMPORTANCE) □ Interpret text information gathered from diagrams, graphs, or maps before, during, and after reading. (DETERMINING IMPORTANCE) □ Identify the topic or main idea/theme (DETERMINING IMPORTANCE) □ Summarize and retell text read or heard. (DETERMINING IMPORTANCE) □ Recognize and discuss the structure of a story in sequential order. (DETERMINING IMPORTANCE) □ Use self‐monitoring (e.g., re‐read question, confirm) to solve problems in meaning to achieve understanding of a broad range of reading materials. (SELF MONITORING) □ Recognize when understanding requires re‐reading to clarify meaning (SELF MONITORING) □ Demonstrate creative responses to text such as dramatizations, oral presentations, or “make believe” play after reading (RESPONDING TO TEXT) □ Use information in text to recognize differences of opinion. □ Recognize how specific authors & illustrators express their ideas in text & graphics (e.g., dialogue, character, color). Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 2 ELA Curriculum Map: p. 2 comprehension general comprehension strategies Instructional Elements & Anchor Text Student Products (Informal Assessment)
Think Aloud/Model during Read Alouds Allow Opportunities for Discussion Marking Text Response Journals 7 Comprehension Strategies (before/during/after Reading Logs reading) Post It Notes ‐ See below for essential elements of Student Reading Conferences comprehension strategies ‐ Make class anchor charts for each strategy Graphic Organizers that support multiple Text Structure strategies ‐ T‐Charts/2‐Column Notes Features of Text Create culture of “Reading Is Thinking” ‐ K/W/L Chart Making Connections/Schema Making Connections/Schema ‐ Text‐Self, Text‐Text, Text‐World ‐ Making Connections ‐ Activate Prior Knowledge (Schema) ‐ Venn Diagrams ‐ Previewing/Predicting Anchor Text: Ira Sleeps Over by Bernard Weber Koala Lou by Mem Fox My Rotten Red Headed Older Brother by Patricia Pollaco The Pain and the Great One by Judy Bloom Questioning Questioning ‐ Thick and Thin Questions ‐ KWL Chart ‐ Question/Answer/Response (QAR) ‐ Questioning Web Anchor Text: ‐ A Record of My Thinking…Asking Fly Away Home by Eve Bunting Questions The Wall by Eve Bunting How Smudge Came by Nan Gregory The Island of the Skog by Steven Kellogg The Day of Ahmed’s Secret by Florence Heide Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 2 ELA Curriculum Map: p. 3 Visualization ‐ mental images/”movie in my mind” ‐ drawing pictures ‐ using schema to visualize ‐ powerful language ‐ images from all senses and emotions Anchor Text: Where the Sidewalk Ends by Shel Silverstein The Salamander Room by Anne Mazer Owl Moon by Jane Yolen Lilly Brown’s Paintings by Angela Johnson Poetry Miss Rumphius by Barbara Cooney Inferences ‐ Preview/Predict Text using picture walks, book introductions ‐ Reading between the lines ‐ Infer to predict ‐ Characterization and story elements ‐ Theme, mood ‐ Drawing conclusions ‐ Cause/effect ‐ Context clues Anchor Text: How Many Days to America by Eve Bunting Mysteries of Harris Burdick by Chris VanAllsburg The Garden of Abdul Gasazi by Chris VanAllsburg Rainstorm by Barbara Lehman The Red Book by Barbara Lehman Comics Poetry by Georgia Heard Visualization ‐ Sketch to Stretch ‐ Drawing Pictures ‐ My most vivid mental image Inferences ‐ 2‐Column Note ‐ My inference ‐ Context Clues graphic organizer Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 2 ELA Curriculum Map: p. 4 Determining Importance in Text ‐ Summary ‐ Sequencing ‐ V.I.P.s (Very Important Points) ‐ Main Idea & Supporting Details Anchor Text: Tops and Bottoms by Janet Stevens Two Bad Ants by Chris Van Allsburg Scholastic News Weekly Reader Synthesizing ‐ Theme ‐ Mood ‐ author’s purpose ‐ connecting all strategies to make deeper, personal meaning ‐ extending meaning through discussion Anchor Text: The Story of the Jumping Mouse by John Steptoe Wilfred Gordon MacDonald Partridge by Mem Fox Alexander and the Terribe No Good Very Bad Day by Judith Viorst The Relatives Came by Cynthia Rylant Six Dinner Sid by Inga Moore Self Monitoring ‐ Re‐reading ‐ Context clues ‐ Reading Aloud to clarify meaning ‐ Conferencing with a Teacher Determining Importance of Text ‐ V.I.P (Very Important Points) with sticky notes cut in strips ‐ KWL Synthesizing ‐ Reading Response Log ‐ Facts, Questions, Responses, Big Ideas ‐ The Big Idea is… Self‐ Monitoring ‐ Metacognition bookmark ‐ Context Clues graphic organizers ‐ Helping Hand Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 2 ELA Curriculum Map: p. 5 comprehension general comprehension strategies Formal Assessment
Teacher Resources First Graphic Organizers: Reading by Scholastic Screening Assessment (administered 3 times per year) Creating Strategic Readers by Valerie Ellery MAP assessment Comprehensive Literacy Resource for Grades 1‐2 Diagnostic Assessments Teachers by Miriam P. Trehearne (ETA Cuisenaire) (administered according to grade level reading expectations) Reading with Meaning by Debbie Miller Rigby Running Records ‐ miscue analysis Teaching for Comprehension in Reading by Gay Su ‐ accuracy score Pinnell and Patricia Scharer ‐ comprehension questions ‐ retelling score Strategies that Work by Stephanie Harvey and Anne Goudvis Progress Monitoring Assessments (administered frequently to students who did not meet benchmarks on screening and/or diagnostic assessments) Running Records NOTES Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 2 ELA Curriculum Map: p. 6 comprehension exploring genre & literary elements State Goal 2: Read and understand literature representative of various societies, eras, and ideas. 2A: Understand how literary elements and techniques are used to convey meaning. Best Practices ♦ Teachers use mini‐lessons to model/demonstrate/think‐aloud through informational read alouds or shared reading experiences using informational big books. ♦ Students are given time to practice during independent reading. Classroom libraries should contain a variety of genre at a range of reading levels. ♦ Evidence of their thinking includes response journals, post‐it notes, and graphic organizers. ♦ Students receive additional focused instruction in small, flexible groups daily. ♦ Teachers confer with students, providing feedback to individual student readers. Information gathered from these individual conferences along with formal and informal assessments are used to guide and plan instruction. Related Descriptors □ Read fiction and non‐fiction materials for specific purposes. □ Describe & compare characters, settings and/or events in stories or pictures. (INFERENCE & T‐T CONNECTIONS) □ Retell stories & events using a beginning, middle, and end. (DETERMINING IMPORTANCE) □ Distinguish between “make believe” and realistic narrative. □ Compare different versions of the same story from different cultures and eras. (MAKING CONNECTIONS). □ Recognize informational text structure (e.g. sequence, list/example) before and during reading. (DETERMINING IMPORTANCE) □ Interpret text information gathered from diagrams, graphs, or maps before, during, and after reading. (DETERMINING IMPORTANCE) □ Identify & begin to interpret information presented in age‐appropriate maps, diagrams, and charts for both fiction and nonfiction materials. 2C.13 (DETERMINING IMPORTANCE) □ Select passages in non‐fiction materials to answer specific questions. 2C.2 (DETERMINING IMPORTANCE) □ Develop familiarity with poetry (e.g. choral reading to develop fluency). □ Recognize a regular beat and similarities of sound (rhythm & rhyme) in poetry. 2A.6 □ Recognize that prose is written in sentences and organized in paragraphs. 2A.7 □ Develop familiarity with available technology (e.g., computers, copiers, cameras, interactive web sites). 2C.15 Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 2 ELA Curriculum Map: p. 7 comprehension exploring genre & literary elements Student Products & Assessments Instructional Elements & Anchor Text Read aloud/Think Aloud from a variety of genre Student reading conferences Students read a variety of genre Post‐It Notes before, during, after reading ‐ Book Clubs/Literature Circles Book charts that lists books and their features ‐ Guided Reading Groups Response Journals ‐ Genre Studies Compare Fiction/Non‐Fiction ‐ Venn Diagrams Combine the teaching of literary elements with comprehension strategies (see associated strategies in parantheses) FICTION ESSENTIALS FICTION ESSENTIALS Character Analysis Character Analysis ‐ Character traits (INFERENCES) ‐ Character maps listing character traits ‐ Compare/contrast characters (MAKING ‐ Venn Diagrams CONNNECTIONS) ‐ Response Journal entries Anchor text: Come a Tide by George Ella Lyon Miss Rumphius by Barbara Cooney Chrysanthemum by Kevin Henkes Noisy Nora by Rosemary Wells Setting Setting ‐ Compare/contrast settings (MAKING ‐ Drawing visual images of setting CONNECTIONS) ‐ Venn Diagrams ‐ Describe setting (VISUALIZATION & ‐ Response Journal entries INFERENCES) Anchor text: Come a Tide by George Ella Lyon Miss Rumphius by Barbara Cooney Plot/Story Elements Plot/Story Elements ‐ Retelling (DETERMINING IMPORTANCE) ‐ Story maps/pyramids ‐ Problem/Resolution (INFERRING) ‐ Story matrix grid Anchor text: Stellaluna by Janelle Cannon Big Al by Andrew Clements and Yoshi Verdi by Jannell Cannon The Carrot Seed by Ruth Krauss and Crockett Johnson Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 2 ELA Curriculum Map: p. 8 Other Fiction Essentials ‐ Narration & Dialogue ‐ Investigate various forms of fiction: tall tale, fairy tale, fable, historical fiction, realistic fiction, and poetry Anchor text: Diary of a Spider by Doreen Cronin and Harry Bliss Diary of a Fly by Doreen Cronin and Harry Bliss NON‐FICTION ESSENTIALS NON‐FICTION ESSENTIALS Features of Nonfiction Features of Nonfiction ‐ Construct class chart listing text features ‐ Convention notebooks and how they help readers make meaning ‐ KWL charts ‐ Features: bold print, headings, captions, labels, charts, graphs, maps, comparisons, etc. Anchor text: Scholastic News DK Eyewitness Books Text Structure Text Structure ‐ Introduce text structures ‐ Co‐constructed anchor charts classifying ‐ Create resource/anchor chart defining and text structures with examples providing examples Description Sequence Comparison Cause/effect Problem/solution Anchor text: Any Gail Gibbons Books Other Nonfiction Essentials Other Nonfiction Essentials ‐ Activating Background Knowledge/Schema
‐ KWL ‐ Main Idea in nonfiction (DETERMINING ‐ Main Idea/Details IMPORTANCE) ‐ Explore all types of nonfiction: biography, autobiography, essay, poetry Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 2 ELA Curriculum Map: p. 9 comprehension exploring genre & literary elements Teacher Resources Formal Assessment
Make It Real: Strategies for Success with Screening Assessment Informational Text by Linda Hoyt (administered 3 times per year) MAP assessment Teaching for Comprehension in Reading Grades K‐2 by Pinnell and Scharer Diagnostic Assessments (administered according to grade level reading expectations) Improving Comprehension with Think Aloud Strategies by Jeffrey Wilhelm Rigby Running Records ‐ miscue analysis Reading with Meaning by Debbie Miller ‐ accuracy score ‐ comprehension questions ‐ retelling score Creating Strategic Readers by Valerie Ellery Progress Monitoring Assessments (administered frequently to students who did not meet benchmarks on screening and/or diagnostic assessments) Running Records NOTES Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 2 ELA Curriculum Map: p. 10 fluency general fluency strategies State Goal 1: Read with understanding and fluency. 1B: Apply reading strategies to improve understanding and fluency. Best Practices ♦ Fluency instruction is used to enhance students reading rate, accuracy, phrasing, and expression. ♦ Based on oral reading fluency rates, students should be identified for intervention in this area. Fluency can then be reinforced and practiced as a focus for small group instruction. ♦ Use of high utility words (sight words) impacts fluency, along with automaticity and accuracy of reading strategies ♦ Paired Reading is utilized for students who are struggling with fluency ♦ Repeated Readings are utilized for students who are struggling with fluency ♦ Read Alouds provide a model of fluency ♦ Readers Theater, Echo reading and Choral reading are used for all students. Related Descriptors □ Read age‐appropriate material orally with accuracy, rhythm, volume, and flow that sounds like everyday speech. 1B.11 □ Develop familiarity with poetry (e.g. choral reading to develop fluency). 1B.4 Essential Elements Read aloud to model fluency ‐ Accuracy ‐ Phrasing ‐ Rate ‐ Expression Daily Independent reading time Repeated Reading of familiar text Paired Reading Echo Reading Choral Reading Audio recorded assistance Reader’s theater Repeated reading of familiar text (as part of daily routine) Performing poetry Sight word Instruction (also see word study) ‐ Utilize word walls ‐ Games and activities to support Student Products (Informal Assessments)
Repeated Reading Graph of progress Read with me fluency rubric Readers Theater performance rubric Sight Word Instruction (also see word study) Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 2 ELA Curriculum Map: p. 11 fluency general fluency strategies Teacher Resources Formal Assessments
Fluency Instruction by Timothy Rasinski Oral Reading Fluency Assessments (optional) ‐ DIBELS Oral Reading Fluency probes Classrooms that Work by Patricia Cunningham ‐ Reading a‐z Fluency Probes ‐ 3‐minute Reading Assessments Guided Reading by Fountas and Pinnell ‐ Timed running record NAEP Fluency rubric Reader’s Theater Scripts by Shell Educational Publishing Oral reading rubrics Reader’s Theater Scripts by Shell Educational Publishing Dolch Word Assessments (administered according to grade level reading expectations) NOTES Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 2 ELA Curriculum Map: p. 12 phonics, phonemic awareness, vocabulary general strategies State Goal 1: Read with understanding and fluency. 1A: Apply word analysis and vocabulary skills to comprehend selections. Best Practices ♦ Provide multiple opportunities for reading and writing using a wide variety of materials. ♦ Allot a 15‐30 minute Word Study Block daily ♦ Implement systematic phonics instruction for purpose of teaching students strategies for reading/spelling, based on developmental continuum. ♦ Teach and model strategies in whole and small groups: context clues, read on, sound out, look for smaller words, chunking sounds, get your mouth ready, look at the picture (decoding bookmark). ♦ Flexible word study groups ♦ Utilize hands‐on approaches to in‐depth studies of phonics patterns, such as word sorts and building words. These will aid students in developing independent strategies for learning words. Related Descriptors □ Use phonics to decode new words in age‐appropriate material (see attached list of specific phonics skills expected) □ Use phonemic awareness (e.g. isolate, blend, substitute, manipulate letter sounds) to identify phonetically regular one & two syllable words □ Recognize 300 high frequency sight words. □ Use a variety of decoding strategies (e.g. phonics, word patterns, structural analysis, context clues) to recognize new words when reading age‐appropriate material. □ Use letter sound knowledge and sight vocabulary to read orally & silently/whisper read age‐
appropriate material. □ Self monitor reading and use decoding strategies to self correct miscues. □ Use clues (titles, pictures, themes, prior knowledge, graphs) to make and justify predictions before, during and after reading (INFERENCES) □ Define unfamiliar vocabulary 2A.3 □ Use a variety of resources (e.g. context, previous experiences, dictionaries, glossaries, computer resources, ask others) to determine and clarify meaning of unfamiliar words 1A.7 □ Recognize 300 high frequency sight words. Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 2 ELA Curriculum Map: p. 13 phonics, phonemic awareness, vocabulary general strategies Essential Elements Phonemic Awareness Essentials Games to support word structure/phonemic awareness ‐ clapping ‐ word charts listing words by syllables ‐ chin drops, body taps ‐ name syllable counts ‐ syllable cheerleader Phonics Essentials ‐ Word Sorts ‐ Word Study Notebooks ‐ Word Banks and Charts ‐ Word Building Activities Making words Word ladders ‐ Word Pattern Activities Chunking Root word trees ‐ Word Hunts Vocabulary Essentials Read alouds/ exposure to new words ‐ Sight Word work/Word Walls ‐ Concept sorts ‐ Root word trees ‐ Using resources (thesaurus, dictionary) PHONICS CONCEPTS ‐ short vowels ‐ digraphs (wh,sh, ch, th) ‐ blends ‐ long vowel patterns (silent e, double vowel, igh) ‐ other vowel patterns (ew, aw, ou, oi, ow) ‐ r‐controlled vowels ‐ inflected endings Student Products (Informal Assessments) Phonemic Awareness Essentials Phonics Essentials ‐ Word sorts ‐ Word Bing‐O ‐ Words for the Wise ‐ Word Study Notebook ‐ Word Ladders Vocabulary Essentials ‐ Concept maps ‐ Root Tree ‐ Word sorts for meaning/concept ‐ Vocabulary web ‐ Word journals ‐ Fry Phrases (take sight words and put into common phrases) ‐ Using Context Clues ‐ Teacher made vocabulary tests Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 2 ELA Curriculum Map: p. 14 phonemic awareness, phonics & vocabulary general strategies Teacher Resources Formal Assessments
Word Journeys by Kathy Ganske Screening Assessment (administered 3 times per year) Sitton Spelling by Rebecca Sitton MAP assessment Words Their Way by Donald Bear Diagnostic Assessments Word Journeys by Kathy Ganske (administered according to grade level reading Systematic Sequential Phonics They Use expectations) Rigby Running Records (consider genre) Making Words by Patricia Cunningham ‐ miscue analysis Scholastic Daily Word Ladders by Timothy Rasinski ‐ accuracy score Making Your Word Wall by Trisha Callella Developmental Spelling Inventory Scholastic Rhyming dictionaries Dolch Word Assessments Month by Month Phonics for Second Grade by Progress Monitoring Assessments Patricia Cunningham (administered frequently to students who did not meet benchmarks on screening and/or diagnostic Time for Literacy Centers by Gretchen Owocki assessments) All Sorts of Sorts 1 by Sheron Brown Running Records DIBELS Nonsense Word Fluency Probe Word Matters by Fountas and Pinnell (optional) Scholastic Spelling Secrets by Karen Kellaher Dolch Word Assessments Mountain Language Daily Language NOTES Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09