2015-16 Curriculum Blueprint
Grade:
2
Course: ELA
Flexible Time
Unit 2
19 days
Lexile Band 420-650 whole year, Lexile Band for Unit 420-478
Unit Overview
In this unit, students will use key details to make connections, within literary and informational texts. They will
identify and describe the characters, major events, and challenges in literary text. They will use story structures and
text features to locate and understand information within texts.
Discussion Questions
 How does the text structure help me to understand the text?
 Why does the author choose to use text structure?
 What role do characters play in a story?
 How can you compare and contrast characters in similar stories?
Focus Reading Standard
LAFS.2.RL.1.3 (DOK 2) and LAFS.2.RI.1.3 (DOK 3)
LAFS.2.RL.2.5 (DOK 2) and LAFS.2.RI.2.5 (DOK 2)
RL.1.3 Scale
Focus Writing Standard
RI.1.3 Scale
RL.2.5 Scale
LAFS.2.W.1.3 (DOK 3)
*See deconstructed standard
W.1.3 Scale
*See deconstructed standards
Focus Language Standard
LAFS.2.1.1 (DOK 2) Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
g. Produce, expand, and rearrange complete simple and compound
sentences
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
Focus Speaking and Listening
Standard
LAFS.2.SL.2.4 (DOK 2) Tell a story
or recount an experience with
appropriate facts and relevant,
descriptive details, speaking
audibly in coherent sentences.
*see grammar/language progression below
Recursive Standards
Reading Foundational Skills
2.RF.3.3 (DOK 1) Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words
2.RF.4.4 (DOK 2) Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Speaking and Listening
Revised 4-30-2015
2.SL.1.1 (DOK 3) Participate in collaborative conversations with diverse partners about grade 2 topics and texts with
peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
2.SL.1.2 (DOK 2) Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media.
2.SL.2.6 (DOK 1) Produce complete sentences when appropriate to task and situation in order to provide requested
detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)
Reading Literature and Informational
2.R.1.1 (DOK 2) Ask and answer questions as to who, what, when, where, why, and how to demonstrate understanding
of key details.
2.RL.2.4 (DOK 2) Describe how words and phrases (e.g. regular beats, alliteration, rhymes, repeated lines) supply
rhythm and meaning in a story, poem, or song.
2.RI.2.4 (DOK 2) Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
2.RI.3.7 (DOK 2) Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a
text.
a. Identify images in an informational text.
b. Understand the terms explain contribute, and clarify.
c. Discuss how specific images add to and clarify informational text.
2.RL.4.10 (DOK 2) 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 of2.
RI.4.10 (DOK 2) By the end of the 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.
Writing
2.W.2.5 (DOK 3) With guidance and support from adults and peers, focus on a topic and strengthen writing as needed
by revising and editing.
2.W.2.6 (DOK 2) With guidance and support from adults, use a variety of digital tools to produce and publish writing,
including in collaboration with peers.
2.W.3.7 (DOK 4) 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).
2.W.3.8 (DOK 2) Recall information from experiences or gather information from provided sources to answer a
question.
Language
2.L.1.1 (DOK 2) Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
a. Demonstrate legible printing skills.
2.L. 1.2 (DOK 1) Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
d. Generalize learned spelling patterns when writing words (e.g., cage-badge; boy-boil)
e. Consult reference materials including beginning dictionaries, as needed to check and correct spellings.
2.L. 2.3 (DOK 3) Use knowledge of language and its conventions when writing, speaking, reading or listening.
a. Compare formal and informal uses of English.
2.L.3.4 (DOK 2) 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.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and
phrases.
Revised 4-30-2015
2.L.3.6 (DOK 1) 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).
Phonics
DIP & SIPPs
High Frequency Words
DOLCH LINK
FRY LINK
Additional spelling resource
Vocabulary
Week 6/7: prepare, embarrass, grip, huddle
Week 8/9: shimmer, vanish, expand, stream
Grammar/Language
Week 6: continue what makes a
complete sentence including
subject, predicate, capitalization,
and punctuation (command,
question, exclamation)
Week 7: introduce simple and
compound sentences
Week 8: continue simple and
compound sentences
Week 9: review previously taught
skills
Revised 4-30-2015
Deconstructed Reading Standards
LAFS.2.RL.1.3 (DOK 2) Describe how characters in a story respond to major events and challenges.
•Define character.
•Define major events.
•Identify major events or challenges of story.
•Describe how characters respond to major events and challenges.
1st: Describe characters, settings, and major events in a story, using key details.
3rd: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute
to the sequence of events.
LAFS.2.RI.1.3 (DOK 3) Describe the connection between a series of historical events, scientific ideas or concepts, or
steps in technical procedures in a text.
•Identify the historical events that occurred in a text.
•Identify scientific ideas or concepts that occur in a text.
•Identify the steps in a procedure.
•Describe the connection between a series of historical events.
•Describe the connection between a series of scientific ideas or concepts.
•Describe the connection between a series of steps from a procedure.
LAFS.2.RL.2.5 (DOK 2) Describe the overall structure of a story, including describing how the beginning introduces
the story and the ending concludes the action.
 Identify the structure of the story.
 Describe how the beginning introduces the story.
 Describe the action that takes place in the middle of the story.
 Describe how the ending concludes the action.
st
1 : Explain major differences between books that tell stories and books that give information, drawing on a wide
reading of a range of text types.
3rd: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter,
scene, stanza; describe how each successive part builds on earlier sections
LAFS.2.RI.2.5 (DOK 2) 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.
•Determine how readers use different text features.
•Identify various text features.
•Use various text features to locate key facts or information in a text.
Deconstructed Writing Standard
LAFS.2.W.1.3 (DOK 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.
 Identify components of a narrative including beginning and ending.
 Identify sequence of events.
 Identify details related to events.
 Identify temporal words.
 Choose relevant details that correspond to a chosen event.
 Reflect on identified event.
 Apply appropriate temporal words in order to signal change of events in a narrative.
Revised 4-30-2015
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Create relevant and elaborated details to support events of a narrative.
Write a narrative that recounts a well-elaborated event or short sequence of events.
Write a narrative that includes supporting details, temporal words, and a sense of closure.
Suggested Literary Texts
Literary Tasks (Teach and Model)
*Depending on readability of text, Interactive
Choose at least 1 task per standard that will support and scaffold
Read-Alouds may be utilized (refer to Higher
learning for the published product. Can be used in whole group, small
Order Questions to ensure deeper
group, and journal responses.
comprehension)
Paired Texts
Use to create your own tasks - LDC K-1 Template Tasks
Week 6
Families Working Together (500L)
*The tasks provided are a sampling therefore additional tasks would
Anthology p. 104-107 (Unit 1, Week 5)
be required to ensure adequate practice and deepening of
knowledge to ensure mastery of the focus standards.
Maria Celebrates Brazil (460L)
Reading/Writing Workshop p. 38-43 (Unit 1,
Week 6
Week 2)
LAFS.2.RI.2.5 (DOK 2) After reading a text, have a collaborative
or
discussion about the additional information you gain about the topic
Erandi’s Braids (500L)
by using the text features (captions, bold print, subheadings,
Fiesta! (480L)
glossaries, indexes, electronic menus, icons).
www.readworks.org
LAFS.2.RL.2.5 (DOK 2) After reading a text, use a graphic organizer to
Week 7
identify the structure (parts) of the story, including the introduction,
A Visit in the Desert (490L)
middle, and conclusion. Have a collaborative discussion with a
Reading/Writing Workshop p. 102-107
partner to describe how the characters’ actions in the beginning of
(Unit 2, Week 1)
the story lead to the events in the middle of the story.
http://www.readworks.org/passages/whatlives-desert (540L)
or
Galimoto (520L)
Three Great Countries (530L)
www.readworks.org
Week 8
Sled Dogs Run (480L)
Anthology p. 110-129 (Unit 2, Week 1)
Cold Dog,Hot Fox (510L)
Anthology p. 132-135 (Unit 2, Week 1)
or
Kate & Pippin (830L)
Koko’s Kitchen (610L)
Week 9
Turtle,Turtle, Watch Out! (520L)
Anthology p. 164-181 (Unit 2, Week 3)
http://www.seeturtles.org/sea-turtle-lifecycle/
WEEK 7
LAFS.2.RL.2.5 (DOK 2) After reading a text, identify the details the
author used to conclude the story. Write a paragraph to explain how
the details concluded the action.
LAFS.2.RI.1.3 (DOK 2) After reading a text with a partner, describe a
cause and effect relationship that occurs between scientific ideas or
concepts.
Week 8
LAFS.2.RL.1.3 (DOK 2) The students will create a flee map/ graphic
organizer sequencing the major events and challenges of a story and
describe how the characters respond to each.
LAFS.2.RI.2.5 (DOK 2) Have a collaborative discussion on how the text
features (pictures, captions, bold print, title, etc.) on pages ______ in
the text better help you understand the words of the text.
Week 9
LAFS.2.RL.1.3 (DOK 2) The students will use a flee map/graphic
organizer to retell a story including major events and challenges and
how the characters respond to each.
Revised 4-30-2015
or
Pop! A book about bubbles
How to Draw a Map (470L)
www.readworks.org
LAFS.2.RI.1.3 (DOK 2) After reading a text describing a technical
procedure, create a flow map/graphic organizer sequencing the steps
in the procedure. Write a paragraph describing the process using
language that pertains to time, sequence and cause/effect.
Add link to “How to Vet”
*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.
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 the paired texts, write a narrative that recounts how the story character responds to major events and
challenges making sure to include details that describe the actions, thoughts, and feelings of the character. In addition,
describe the overall structure of the story including sequence, temporal words to signal order, and provide a sense of
closure.
*This is a graded student published product.
Add link to product examples
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.
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LAFS.2.RL.1.3 (DOK 2)
How did the event challenge or impact the
character?
What traits would best describe ______? What from
the text supports your inference?
How does_______(character) feel about ____?
LAFS.2.RL.2.6 (DOK 2)
What do you know about the character?
What traits would best describe _____(character)?
How is ____’s point of view on/about ______ (topic)
different than ______’s? How do you know?
What is your point of view of _____’s actions? What
is your point of view on _____?
LAFS.2.RI.1.3 (DOK 3)
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What connections exist between _______and
______?
According to the text, how are _______and
_____ related?
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 text?
In the text, is the author trying to explain,
describe or answer something?
What clues/details/examples does the author
provide to help us understand the term
________?
Revised 4-30-2015
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
Grade ELA Test Item Specifications
4th Grade ELA Test Item Specifications
5th
Revised 4-30-2015