ELA Curriculum Map
Essential Questions
Readers: How do readers
get information from text
features and use text
features to locate
information?
Writers: How do writers
gather ideas from different
sources?
Big Idea
Development
Enduring Understandings
Readers understand the role
text features and text
structures play in reading
informational texts.
Writers understand that
incorporating multiple
resources makes researchbased writing stronger.
Learners understand that
researchers build ideas from
multiple texts.
Goals
Readers will use the
chronological narrative text
structure in a biography
in order to understand the
story of a person’s life.
2nd Grade ~ Unit 3A~2014-15
Vocabulary
Benchmark
Vocabulary
unusual
energy
honor
politics
popular
strike
experts
extinct
grateful
conservation
proverb
preserve
weary
rights
swarmed
strenuous
mount
balance
wobbling
avid
portrait
By the Way
Words
These are
addressed during
Close Reading and
can be defined as
• Words that don’t
require lengthy
discussion within a
particular text.
• Words supported
by the text for
Time Frame: 3 weeks
Content & Skills
Assessments
1. Read Trade Book Theodore
Roosevelt: The Adventurous President
Reading Focus Readers understand
the role text features and text
structures play in reading
informational texts.
Writing Focus Write how they can
apply something they learned from
the text to their own lives.
Formative Writing Activities
Lesson 3
Have children create an idea for a new text feature for Theodore
Roosevelt: The Adventurous President. Children will describe what
kind of text feature they would like to add, where in the book it
would go, and what sort of information it will provide. Children
will also write a few sentences explaining why they would like to
add that particular text feature. Have children:
1. Review the list of text features they brainstormed as a class.
2. Write about what text feature they would like to add into the
book, and what sort of information it might provide.
3. Explain why they think the text feature idea they came up with
would help support the main text.
2. Read Trade Book Theodore
Roosevelt: The Adventurous
President
Reading Focus Learners understand
that researchers build ideas from
multiple texts.
Writing Focus Identify how Teddy
Roosevelt was building new ideas for
his family, New York City, and the
country.
3. Read Trade Book Theodore
Roosevelt: The Adventurous President
Reading Focus Writers understand
that incorporating multiple resources
makes research-based writing
stronger.
Writing Focus Ask and answer
questions using evidence from the
text.
4. Read Text Collection Theodore
Roosevelt: The Adventurous President
Reading Focus Learners understand
Lesson 6
Have children think about what Roosevelt biography has taught
them. Have them turn to p. 139 in the Reader’s and Writer’s
Journal to review the writing activity. On a separate sheet of
paper, write a quotation that tells something they think
Roosevelt would have said or believed in. Have children:
1. Write a quotation in the words of Theodore Roosevelt, or as he
might have expressed himself.
2. Write a paragraph that explains how their quotation fits the
actions of Roosevelt.
Lesson 11
Have children turn to p. 149 in the Reader’s and Writer’s Journal
to review the writing activity. They should select someone from
either text other than Roosevelt or Anthony, and research that
person with others who chose the same person. Have children:
1. Use reliable reference sources to research the person.
2. List their sources and take notes as they conduct their
research.
3. Make a list of the facts they found, putting them into a logical
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ELA Curriculum Map
Writers will create a
biographical sketch using
multiple texts as sources.
Learners will explore how
one person’s life can reveal
big ideas about
history concepts.
2nd Grade ~ Unit 3A~2014-15
meaning.
• Words that are
more concrete.
that researchers build ideas from
multiple texts.
Writing Focus Write a paragraph that
shows Roosevelt was a creator of
ideas or about his contributions to the
country.
5. Read Trade Book Theodore
Roosevelt: The Adventurous President
Reading Focus Readers understand
the role text features and text
structures play in reading
informational texts.
Writing Focus Understand
the process and role of research
and write three questions on
Roosevelt to research.
Time Frame: 3 weeks
order.
Questions: (Accountable Independent Reading)
Literary Text
Key Ideas and Details
• How do the characters in the text respond to major events and
challenges?
• Retell the story. What is the central message of the story?
Craft and Structure
• What happens in the beginning, middle, and end of the text?
• How do two characters in the story have different points of
view? List evidence from the text to support your thinking.
Integration of Ideas
• How do the illustrations help you understand events or ideas?
• How are the characters or themes in this text similar to or
different from those in another text you’ve read?
Informational Text
6. Read Trade Book Theodore
Roosevelt: The Adventurous President
Reading Focus Learners understand
that researchers build ideas from
multiple texts.
Writing Focus Write a banner or
quotation the represents Roosevelt
and then write a paragraph explaining
the banner or quotation.
7. Read Text Collection Poetry “Lincoln”
Reading Focus Learners understand
that researchers build ideas from
multiple texts.
Writing Focus Understand the process
and role of research and write three
Key Ideas and Details
• What is the main idea of the text? How do key details support
the main idea?
• How are the events or concepts in the text connected to each
other?
Craft and Structure
• What text features are used in the text? How do they help you
locate information?
• What is the author’s purpose for the text? What does the
author want to answer, explain, or describe?
Integration of Ideas
• How do the illustrations, photographs, and time lines help you
understand the text?
• How do reasons support specific points the author makes?
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ELA Curriculum Map
2nd Grade ~ Unit 3A~2014-15
questions on Lincoln to research.
8. Read Text Collection Marching
with Aunt Susan
Reading Focus Writers understand
that incorporating multiple resources
makes research based writing
stronger.
Writing Focus Write questions and
identify sources of information that
could answer their questions.
9. Read Text Collection Marching with
Aunt Susan
Reading Focus Readers understand
that writers often use real events to
craft fictional stories.
Writing Focus Write an opinion of
Susan B. Anthony based on research.
10. Read Text Collection Marching
with Aunt Susan
Reading Focus Readers understand
that notes help incorporate
information into written text.
Writing Focus Make connections
between the text and information in
the author’s notes.
Time Frame: 3 weeks
Performance Task
Informative/Explanatory - Task: Biographical Sketches
The focus for this unit was on the life of Theodore Roosevelt and
his contributions to the world. Class will reread this quote from
the anchor text, Theodore Roosevelt: The Adventurous President,
“Teddy wanted the U.S. to be a world leader. He wanted it to set
big, important goals. Then he wanted the county to march
towards its goals, no matter what.”
Children will work together to research another person from
history who was a big idea thinker and who has made a
significant contribution in the United States (teachers can create
research groups). The research will focus on his/her everyday life,
how this person was an innovator and creator of ideas and the
contributions he/she made to our country.
Children will research his/her lifestyle and find out how those
contributions have impacted the American way of life, both past
and present.
Children will conduct shared research and work together to
present a biographical sketch in the form of a Q/A on a person of
historical impact.
Each child will be responsible for 3 questions and answers.
Writing Wrap Ups
End of Unit (Module B)
11. Read Text Collection Marching
with Aunt Susan
Reading Focus Writers understand
that incorporating multiple resources
makes research-based writing
stronger.
Homework Assignments
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ELA Curriculum Map
2nd Grade ~ Unit 3A~2014-15
Time Frame: 3 weeks
Writing Focus Research a person from
the texts using reliable sources to
research.
12. Compare
• Theodore Roosevelt: The
Adventurous President
• Marching with Aunt Susan
Reading Focus Writers understand
that incorporating multiple resources
makes research based writing
stronger.
Writing Focus Write a first draft based
on the research done in the previous
lesson.
13. Compare
• Theodore Roosevelt: The
Adventurous President
• Marching with Aunt Susan
Reading Focus Learners understand
that researchers build ideas from
multiple texts.
Writing Focus Revise and edit the first
draft they wrote in the previous
lesson.
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ELA Curriculum Map
Interdisciplinary
Options
Social Studies Content
Connection
2.3.a The United States is a
democratic republic, and
democracy is a form of
representative government
where citizens can vote for
leaders and can have a say in
their government.
2.3.b The major principles of
democracy include the
protection of personal rights,
justice and equality, diversity
of ideas and cultures, and
working to support the
common good.
2nd Grade ~ Unit 3A~2014-15
Resources
Time Frame: 3 weeks
Common Core Learning Standards
Anchor Text
Theodore Roosevelt: The Adventurous President 570L
Each day was an adventure for President Theodore
Roosevelt. When he was a kid, he kept turtles in the bathtub
and frogs under his cap. As an adult, he was a cowboy, a
river explorer, and a big game hunter.
Sometimes he would go on marches through deep puddles
and icy rivers -- just for fun! TIME For Kids® Biographies
help make a connection between the lives of past heroes and
the events of today.
When Teddy became president, Americans were looking
ahead with excitement to the twentieth century. Teddy's
spirit and dreams helped make the United States one of the
greatest countries in the world.
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.2.5 Describe the overall structure of a story, including
describing how the beginning introduces the story and the ending
concludes the action.
RL.2.7 Use information from the illustrations and words in a print
or digital text to demonstrate understanding of its characters,
setting or plot.
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.2.5 With guidance and support from adults and peers, focus on
a topic and strengthen writing as needed by revising and editing.
W.2.7 Participate in shared research and writing projects
Supporting Text
W.2.8 Recall information from experiences or gather information
Marching with Aunt Susan AD650L
All Bessie wants is to go hiking with her father and brothers. from provided sources to answer a question.
SL.2.1 Participate in collaborative conversation with diverse
But it’s 1896 and girls don t get to hike. They can’t vote
either, which Bessie discovers when Susan B. Anthony comes partners about grade 2 topics and texts with peers and adults in
small groups and larger groups.
to town to help lead the campaign for women s suffrage.
a. Follow agreed upon rules for discussions (e.g. gaining
Inspired by the great woman, Bessie becomes involved in
the floor in respectful ways, speaking one at a time
the movement and discovers that hiking is only one of the
many things that women and girls aren't allowed to do. But about the topics and texts under discussion)
b. Build on others’ talk in conversations by linking their
small efforts can result in small changes and maybe even
comments to the remarks of others
big ones.
c. Ask for clarification and further explanation as needed about
Sleuth
the topics and texts under discussion.
“A Few Good Words”
SL.2.2 Recount or describe key ideas or details from a text read
“Gregor Mendel”
aloud or information presented orally or through other media.
SL.2.3 Ask and answer questions about what a speaker says in
Reader’s Writer’s Journal
order to clarify comprehension, gather information, or deepen
understanding or a topic or issue.
Scaffolded Strategies Handbook
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ELA Curriculum Map
2nd Grade ~ Unit 3A~2014-15
Time Frame: 3 weeks
Additional Texts
Poetry
My America, by Ashley Bryan and Jan Spivey Gilchrist
Lincoln, by Nancy Byrd Turner
The Bravest Dog Ever: The True Story of Balto by Natalie
Standiford - Informational Text
Cesar Chavez by Susan Eddy- Informational Text
Martin’s Big Words: The Life of Dr. Martin Luther King
by Doreen Rappaport - Informational Text
Escape North! The Story of Harriet Tubman by Monica
Kulling - Informational Text
A Picture Book of Helen Keller by David A. Adler and
John Wallner - Informational Text
Technology
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