LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Grade 2
Topic: Reading Informational Text
Key Learning: Students read, understand and respond to informational text – with emphasis on
comprehension, making connections among ideas and between text, and textual evidence.
Unit Essential Questions:
1. How do I read, understand and respond to informational text?
2. How do I make connections among ideas and between texts?
3. How do I use textual evidence effectively?
Concept:
1 Informational
Concept:
2 Informational
Preview, Predict and Set Purpose
Key Ideas and Details
CC 1.2.2.E, CC 1.2.2.L
CC 1.2.2.A, CC 1.2.2.B, CC 1.2.2.C
Lesson Essential Questions:
What is an effective text preview in informational text?
Main Idea
Lesson Essential Questions:

How do I use key details from single or multiple
paragraphs in the text to determine the main idea?
How can I use text features (title, table of contents,
headings, graphs, charts, tables, glossary,
illustrations, photographs) to help me gather key
details?

How does determining text structure help me gather
key details?

How do I use a preview to determine my purpose for
reading?
How do I monitor and modify my predictions as I read?
How does identifying the most essential information in the
text help me to identify the main idea?
Lesson Essential Questions:
What questions are important to ask as I read this
informational text?
How do I refer explicitly to the text when asking and
answering questions?
How do I answer questions to demonstrate understanding
of key details from informational texts?
How do I identify the key details and explain how they
support the main idea in an informational text?
How do I describe the connection between a series of
events, concepts or steps in a procedure within an
informational text?
How do I make inferences from the text?
Vocabulary:
Vocabulary:
Modify, preview, prior knowledge, title, caption, table of
contents, headings, subheadings, graphics, glossary,
bold print, graphic organizers
Key details, non-fiction, recount, sequence, explicit, series
of events, steps in a procedure
Question words – who, what, when, where, why, how
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LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Grade 2
Concept:
3
Informational
Concept:
4 Informational
CC 1.2.2.D, CC 1.2.2.E, CC 1.2.2.F
Integration of Knowledge and Ideas
CC 1.2.2.G, CC 1.2.2.H, CC 1.2.2.I
Point of View
Lesson Essential Question:
Diverse Media
Lesson Essential Question:
How do I determine the author’s purpose and justify my
choice?
How do the text features (graphic features) of the text
support the understanding of key details?
Text Structure
Lesson Essential Questions:
Evaluating Arguments
Lesson Essential Question:
How do readers identify and interpret statements of facts
and opinions in informational texts?
How do I identify and describe the reasons the author
gives to support specific points in the text?
How do I use various text features and search tools (e.g.,
captions, bold print, subheadings, glossaries, indexes,
electronic menus, icons) to locate key facts or information
in a text efficiently?
Analysis Across Texts
Lesson Essential Question:
Craft and Structure
How do I compare and contrast the most important points
presented by two texts on the same topic?
Vocabulary
Lesson Essential Questions:
How do I determine and clarify the meaning of unknown
and multiple meaning words and phrases as they are
used in grade level text?
How do I use the context as a clue to understand the
meaning of a word or a phrase?
Vocabulary:
Vocabulary:
Author’s purpose, justify, text features, subheadings,
glossary, index, electronic menus, icons, context
Compare, contrast, cause/effect, first/second/third in
sequence, text/graphic features
Concept:
5 Informational
Vocabulary Acquisition and Use
CC 1.2.2.J, CC 1.2.2.K
Lesson Essential Questions:
How do I acquire new vocabulary (grade appropriate academic, conversational and general academic, domain
specific)?
How do I accurately use new vocabulary (grade appropriate academic, conversational and general academic)?
What tools and strategies can I use to find the meaning of a word I do not know?
Vocabulary:
domain-specific vocabulary, academic vocabulary, conversation vocabulary
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Page 2
LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Grade 2
Topic: Reading Literature
Key Learning: Students read, understand, and respond to literature – with emphasis on
comprehension, making connections among ideas and between texts, and textual evidence.
Unit Essential Questions:
1. How do I read, understand and respond to literature?
2. How do I make connections among ideas and between texts?
3. How do I use textual evidence effectively?
Concept:
1 Literature
Concept:
2
Literature
Preview, Predict and Set Purpose
Key Ideas and Details
CC 1.2.2.D, CC 1.2.2.K
CC 1.3.2.A, CC 1.3.2.B, CC 1.3.2.C
Lesson Essential Questions:
What is an effective text preview in literature?
Theme
Lesson Essential Questions:

How do I identify key details that support the central
message?


How can I use text features (title, author, illustrator,
cover, illustrations/photographs, captions, table of
contents, chapter titles) to make predictions about
literary elements?
How does identifying the genre of the story help me
understand what I read?
How do I use a preview to determine my purpose for
reading?
How do I monitor and modify my predictions as I read?
How can I determine the central message, lesson or
moral of a story?
How can I give a proficient retelling of a fictional text that
includes key details and the central message?
Text Analysis
Lesson Essential Questions:
How does asking and answering questions as I read
help me understand the key details in a text?
How do I refer explicitly to the text when answering
questions?
How do I make inferences from the text?
Literary Elements
Lesson Essential Questions:
How do a character’s words and actions contribute to the
major events in a story?
How do a character’s words and actions contribute to the
problems (challenges) in a story?
Vocabulary:
Vocabulary:
Modify, preview, title, author, illustrator, cover,
illustrations/photographs, captions, table of contents,
chapter titles, prediction, purpose
Key details, lesson, central message, moral, explicit,
traits, sequence, challenges, problem, solution,
character, actions, contribute
Question words: who, what, when, where, why and how
2/9/2016
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LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Grade 2
Concept:
3 Literature
Concept:
4 Literature
Craft and Structure
Integration of Knowledge and Ideas
CC 1.3.2.D, CC 1.3.2.E, CC 1.3.2.F
CC 1.3.2.G, 1.3.2.H
Point of View:
Lesson Essential Questions:
Sources of Information
Lesson Essential Question:
How do I determine who is speaking when I am reading a
text?
How can I use information from illustrations to show I
understand the characters, setting or plot?
How do I read a text with different voices that to show a
change in a character’s words?
Text Analysis
Lesson Essential Question:
How do I recognize differences in points of view of the
characters when reading?
How can I compare and contrast two or more versions of
the same story?
Text Structure:
Lesson Essential Question:
How do I describe the structure of the story including how
the beginning introduces the story and the ending
concludes the story?
Vocabulary:
Lesson Essential Questions:
How does the author’s word choice support the central
message?
How do special words and phrases supply rhythm to a
story, poem or song?
How can special words and phrases supply meaning to a
story, poem or song?
Vocabulary:
Vocabulary:
Rhythm, structure, conclude
Illustrations, version
Concept:
5 Literature
Vocabulary Acquisition and Use
CC 1.3.2.I, CC 1.3.2.J
Lesson Essential Questions:
How do I build new vocabulary including content-specific words and phrases?
How do I use new vocabulary in daily conversation and writing?
How do I use context clues to understand the meaning of a word or phrase?
What tools and strategies can I use to determine the meaning of a word I don’t know?
Vocabulary:
Content-specific, context clues, strategies, conversation
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