2015-16 Curriculum Blueprint
Grade:
2
Course: ELA
Flexible Time
Unit 3
15 days
Lexile Band 420-650 whole year, Lexile Band for Unit 478-536
Suggested Essential Questions to Choose From
Reading Learning Goals
Writing Learning Goals
Students will be able to use key details to make
connections, describe how the author uses reasons to
support specific points, and compare and contrast
informational text.
RI.1.1 Scale RL.2.6 Scale
Students will be able to describe how the author uses
reasons to support the points made in the text. RI.3.8
Scale
Students will be able to write an explanatory essay on a
specific topic including a topic sentence, facts and
definitions, and a concluding statement. W.1.2 Scale
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Focus Reading Standard
Focus Writing Standard
LAFS.2.RL.1.2 (DOK 3) and LAFS.2.RI.1.2 (DOK 2)
LAFS.2.W.1.1 (DOK 2)
LAFS.2.RL.2.6 (DOK 2) and LAFS.2.RI.2.6 (DOK 2)
*See deconstructed standard
LAFS.2.RL.3.9 (DOK 3) and LAFS.2.RI.3.9 (DOK 3)
*See deconstructed standards
Focus Language Standard
Focus Speaking & Listening Standard
LAFS.2.1.1 (DOK 2) Demonstrate command of the
conventions of standard English grammar and usage
when writing or speaking.
b. use collective nouns (e.g., group)
LAFS.2.SL.1.3 (DOK 2) 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.
LAFS.2.L.1.2 (DOK 1) Demonstrate command of the
conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Capitalize holidays, product names, and
geographic names
*see grammar/language progression below
Phonics
UE, UR, EA LONG, EA SHORT, EW
High Frequency/Vocabulary
DOLCH LINK
FRY LINK
Grammar/Language
Week 10: subject/verb agreement
Week 11: subject/verb agreement
Week 12: review common nouns,
introduce proper nouns and
abbreviations
Revised 4-30-2015
Week 13: review common nouns,
continue proper nouns and
abbreviations
Additional spelling resource
Deconstructed Reading Standards
LAFS.2.RL.1.2 (DOK 3) Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
•Identify fables and folktales from diverse cultures.
•Define diverse cultures.
•Recount details of a story (e.g., fables and folktales).
•Determine the message, lesson or moral of a story (e.g., fables and folktales).
LAFS.2.RI.1.2 (DOK 2) Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs
within the text.
 Recognize the main topic of a multi-paragraph informational text.
 Identify the focus of specific paragraphs that support the main topic of a text.
First grade: Identify the main topic and retell key details of a text.
Third grade: Determine the main idea of a text; recount the key details and explain how they support the main idea.
LAFS.2.RL.2.6 (DOK 2) Acknowledge differences in the points of view of characters, including by speaking in a
different voice for each character when reading dialogue aloud.
 Recognize own point of view.
 Identify the characters.
 Identify traits of each character.
 Define point of view.
 Recognize dialogue to determine who is speaking.
 Analyze characters to know what type of voice to use when speaking the part.
 Determine differences in each character’s point of view.
 Read the dialogue in text using appropriate voices for different characters.
1st: Identify who is telling the story at various points in a text.
3rd: Distinguish their own point of view from that of the narrator or those of the characters.
LAFS.2.RI.2.6 (DOK 2) Identify the main purpose of a text, including what the author wants to answer, explain, or
describe.
•Identify main purpose of text according to what the author is answering.
•Identify the author’s main purpose of text to answer what the author wants to describe.
•Describe the point of view of author of a text.
LAFS.2.RL.3.9 (DOK 3) Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by
different authors or from different cultures.
•Recall details and events from two or more versions of the same story written by different authors.
•Identify characters of two or more versions of the same story written by different authors.
•Compare/contrast two or more versions of the same story told from different cultures.
LAFS.2.RI.3.9 (DOK 3) Compare and contrast the most important points presented by two texts on the same topic.
•Identify the important points presented in two informational texts on the same topic.
•Compare the important points in two informational texts on the same topic.
•Contrast the important points in two informational texts on the same topic.
Revised 4-30-2015
Deconstructed Writing Standard
LAFS.2.W.1.1 (DOK 2) 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.
•Identify a topic or title of a book to write about.
•Recognize and define opinions.
•Recognize and define concluding sections or statements.
•Recognize and define linking words.
•Formulate and articulate an opinion about a text or topic.
•Generate reasons that support stated opinions.
•Organize writing to introduce, support, and conclude.
•Link ideas with effective words in order to connect opinions and reasons.
•Write an opinion piece which introduces the topic or book.
•Write an opinion piece which supplies at least 2 supporting reasons for the opinion.
•Write an opinion piece which uses effective words to link opinions and reasons.
•Write an opinion piece which provides a concluding statement or section.
Suggested Literary Texts
Literary Tasks (Teach and Model)
*Depending on readability of text, Interactive
Read-Alouds may be utilized (refer to Higher
Order Questions to ensure deeper
comprehension)
Choose at least 1 task per standard that will support and scaffold learning for the
published product. Can be used in whole group, small group, and journal responses.
Use to create your own tasks - LDC K-1 Template Tasks
Paired Texts
Week 10
The Tale of Peter Rabbit (660L)
The Vegetable Thief (440L)
www.readworks.org
Week 11
Lon Po Po (670L)
Lon Po Po you tube read aloud
Little Red Riding Hood (520L)
safari montage
Week 12
Cinderella (480L)
safari montage
The Rough Face Girl (540L)
The Rough Face Girl you tube read aloud
Week 13
Mufaro’s Beautiful Daughters (720L)
safari montage (pairs with week 12 texts)
*Students should interact with the
suggested/optional texts multiple times to
master the three focus reading standards
within this unit. PLC’s should collaborate to
determine the order of instruction and
strategies that support the learning goal.
*The tasks provided are a sampling therefore additional tasks would be
required to ensure adequate practice and deepening of knowledge to
ensure mastery of the focus standards.
Week 10
LAFS.2.RL.1.2 (DOK 3) Create a sequencing map to recount details from a
text. Using the map, write a short response in which you determine the
lesson of the folktale. Use textual evidence to support your answer.
LAFS.2.RI.1.2 (DOK 2) After reading a text, create a tree map to identify the
main topic as well as the topic of individual paragraphs within the text.
Week 11
LAFS.2.RL.1.2 (DOK 3) After reading a text have a collaborative discussion
about the lesson or moral. Use textual evidence, including dialogue and
details to support your discussion.
LAFS.2.RL.2.6 (DOK 2) After reading a text, have students work
collaboratively to identify dialogue in the text and determine who is talking
at each point in the text. Have students reread dialogue to analyze how the
character would sound at each point in the story and then practice reading
with appropriate character voices.
LAFS.2.RI.1.2 (DOK 2) After reading a text, create a flow map identifying the
main idea of each paragraph from the story and have a collaborative
discussion on how these paragraphs support the topic.
Revised 4-30-2015
LAFS.2.RL.2.6 (DOK 2) After reading a text, write 2-4 sentences explaining
the speaker’s point of view of the character. Use evidence from the text to
support your writing.
LAFS.2.RI.2.6 (DOK 2) After reading a text, have a collaborative discussion
about the main purpose of the text. Identify the details from the text that
support the author’s purpose for writing.
LAFS.2.RI.2.6 (DOK 2) After reading a text, write 3-4 sentences to explain
what the author wants you to know and understand from the text. Be sure
to use key details to support your reasoning.
LAFS.2.RL.3.9 (DOK 3) Using a double bubble map or graphic organizer,
compare and contrast two or more versions of the same story. Write a
paragraph that provides details to explain the similarities and differences
between the two texts.
LAFS.2.RL.3.9 (DOK 3) After reading two version of the same story, have a
collaborative discussion about the similarities and differences between them
including culture and characters’ point of view.
LAFS.2.RI.3.9 (DOK 3) After reading two different texts, have a collaborative
discussion to compare and contrast similarities and differences regarding the
same topic.
LAFS.2.RI.3.9 (DOK 3) After reading two different texts on the on the same
topic, write 4-5 sentences to compare key points from each text. Be sure to
include evidence from the text to support your answer.
Published Product for Unit 8
*The purpose of the Published Product is to allow for students to go through the writing process with modeling.
See Literary Tasks to scaffold learning and prepare students for the Published Product.
After reading two paired texts, write an opinion piece that explains which fable or folktale better represents the
moral/lesson while acknowledging differences in characters’ points of view. Make sure to state an opinion, supply
reasons to support it, use linking words, and provide a strong conclusion.
*This is a teach and model published product
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking,
listening, and writing throughout the unit.
LAFS.2.RL.1.2 (DOK 3)
LAFS.2.RI.1.2 (DOK 2)
What lesson(s) can be learned from the folktale?
* What is the text mostly about?
*What is the moral of the fable?
*What is the relationship between paragraph __ and ___?
*What is the central message of the myth? How did you
determine the central message?
*How does this paragraph support/connect the main topic of
the text?
*What key details from the text support the
lesson/moral/central message?
*What key details from the text support the main idea?
*How did the author use the text to tell us about the topic?
Revised 4-30-2015
*How did the author use details to convey the
lesson/moral/central message?
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LAFS.2.RL.2.6 (DOK 2)
What do we know about the character _?
What traits would best describe __? What from the
text supports your inference? How might __
(character) sound/act? What from the text makes
you think that?
How does __ (character) feel about __? How is that
different from __ (character)?
How is __’s point of view on/about __ different form
__? How do you know?
What is your point of view of __ actions? What is
your point of view on __?
LAFS.2.RI.2.6 (DOK 2)

What is the author’s intent in this text?

What does the author explain or describe in this passage?

Describe the information the author gives you in the text.

After reading the text, what information did the author
describe to you? Summarize the author’s intent.

Determine the author’s _______ (description, explanation)
from the text.

In the text we just read, is the author trying to explain,
describe or answer something? What makes you think
that?
 Why does the author use the word __?
What clues/details/examples does the author provide to help
us understand the term __?
LAFS.2.RL.3.9 (DOK 3)
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LAFS.2.RI.3.9 (DOK 3)
Why do you think the authors created their own
version of the same story?
What are some of the differences you notice in the
two stories?
Did the authors change the main ideas in their
versions of the story?
Compare and contrast the differences in the authors’
interpretation.
Which culture (country) is represented in this story?
What is the relationship between the two stories?


Read both texts. What is the difference between them?
(contrast)
How are the two pieces alike/ different?
Additional Resources & Links
Marzano Proficiency Scales Bank
Link to Webb’s DOK Guide
LDC K-1 Template Tasks
Recursive Standards
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Writing Rubric
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications
5th Grade ELA Test Item Specifications
4th Grade ELA Test Item Specifications
Revised 4-30-2015