Imagine It!
2nd Grade Curriculum Guide
2015-2016
Unit 6 America’s People
Suggested Dates: 5/16/16-6/10/16
About the Unit: The stories in this unit focus on some of the ordinary and extraordinary people who helped shape America.
Big Idea: Why is it important to recognize that America is made up of many diverse people?
Assessments were not made for this Unit.
(RL)
(RIT)
(RFS)
(L)
(W)
Reading: Literature Reading: Informational Reading: Foundational Skills
Language
Writing
Use stories from the
Taught in the “Green” Section.
Taught primarily in the
The focus for writing is 2.3
Text
“Red” section but
supplement using
articles and other media
to teach the standard
fully.
Use stories from the “Red”
section but supplement using
articles and other media to
teach the standard fully.
*Focus on starred standards
but the standards build on
each other so it is possible
to touch on other standards
and give students exposure
to the different standards.
*Focus on starred standards but
the standards build on each
other so it is possible to touch on
other standards and give
students exposure to the
different standards.
RL.2.1*
RL.2.5*
RIT.2.1*
RIT.2.2*
RIT.2.10*
May have to supplement with CC
Handbook and other resources to
teach the standards fully.
RFS.2.3b
RFS.2.3f (HFW)
RFS.2.4a
RFS.2.4b
RFS.2.4c
“Blue” & section. To teach
these standards fully you
will need to supplement
using the CC Literacy
Handbook and other
resources.
L.2.2d* (spelling)
L.2.5a*
(Narrative Pieces) the other
standards help support the
students through the writing
process.
W.2.3*
W.2.5
(SL)
Speaking and Listening
The focus is making sure
students follow discussion
protocols and work
collaboratively.
SL.2.1a
SL.2.1b
SL.2.2
SL.2.5
SL.2.6
Concentrate on Narrative Writing.
Required i-Ready Benchmark #2: 5/23-6/6
Academic Services 2015-2016
* These Curriculum Maps are a work in progress
1
Imagine It!
2nd Grade Curriculum Guide
2015-2016
Unit 6 Lesson 1:
April and Her Family
Genre: Nonfiction
Second Grade
Language Arts
Content Objectives
Academic Vocabulary
Throughout each lesson teachers have Content Objectives
for each of the standards. These objectives show WHAT
students will be learning.
Reading Informational Text:
 I can ask and answer questions before, during, and after
reading a text. (RIT 2.1)* (ELD 2 P1.6)
 I can explain the focus (big idea) of each paragraph in a
text. (RIT 2.2)* (ELD 2 P1.6, 7)
 I can comprehend informational text by clarifying,
making connections, and visualizing while I read.
(RIT 2.10)* (ELD 2 P1.6)
Reading Foundational Skills:
 I can read irregularly spelled words. (RFS 2.3f)
 To comprehend, I can identify the purpose of a text and
check my understanding as I read. (RFS 2.4a)*
 I can use context clues to help me figure out word
meaning. (RFS 2.4c)*
Writing:
 I can write a narrative using the writing process.
(W 2.3)* (ELD 2 P1.10, P2.1, 2, 6-7)
 I can improve my writing by revising and editing content,
spelling, punctuation, and grammar. (W 2.5) (ELD 2 P1.4,
10, 12, P2.1, 3-7)
Speaking and Listening:
 I can follow rules for participating in discussions
including listening, asking appropriate questions,
Academic Services 2015-2016
Reading Informational Text:
 Key details
 Main idea
 Informational Text
 Clarifying
 Making Connections
 Visualizing
Approximately 5 days
Suggested Dates: 5/16-5/20
Selection Vocabulary
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Orchid
Special
Sesame
Chores
Popular
Wiser
Language
Rows
Explorer
Discovered
Reading Foundational Skills:
 Spelling Patterns
 Text Purpose
 Context Clues
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! with the Common Core
Standards.
Reading Informational Text:
 2.1.A: Ask and Answer Questions
 2.1.B: Identify the Main Topic
Reading Foundational Skills:
 3.1.A: Phonics and Word
Recognition
 3.2.A: Fluency
Writing:
 Narrative
 Revise and Edit
 Brainstorm
Writing:
 4.1.C: Write Narrative Texts
 4.2.A: The Writing Process
Speaking and Listening:
 Discussion rules
 Retell
 Key Ideas/Details
Speaking and Listening:
 5.1.A: Collaborative Conversations
 5.1.B: Recount Key Ideas and
Information
* These Curriculum Maps are a work in progress
2
Imagine It!
2nd Grade Curriculum Guide
2015-2016
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building upon others comments, and staying on topic.
(SL 2.1 ab) (ELD 2 P1.1, 3-5)
I can retell key ideas and details from a text read aloud
or as a whole group. (SL 2.2) (ELD 2 P1.5, 6)
I can tell a story or recount an experience with relevant
facts and details. (SL 2.2) (ELD 2 P 1.5, 6)
I can paraphrase or retell a speaker’s message in my own
words, speaking in complete sentences. (SL 2.6) (ELD 2
P1.1, 3-4, 9, 11-12, P2.3, 4-7)
Language:
 I can spell words using patterns that make more than
one sound (food, foot). (L 2.2d)* (ELD 2 P1.10, 11)
 I can recognize verbs and adjectives that have similar
meanings and choose the one that best fits the action or
description. (L2.5b)* (ELD 2 P1.7, 8, 12)
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Paraphrase
Complete Sentences
Language:
 Spelling Patterns
 Verb
 Adjective
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5.2.A: Tell a Story
5.2.B: Recount an Experience
Language:
 6.1.J: Spelling
 6.3.F: Shades of Meaning
Resources:
 Big Idea: Why is it important to recognize that America is made up of many diverse people?
 Concept/Question Board T39 T41
 Decodable 45
 Leveled Readers for Fluency:
-Approaching: The Old Days
-On Level: Naoki, My Friend from Japan
-English Learner: Naoki
-Above Level: Block Party
Standards for Lesson 1:
RIT 2.1: Ask and answer such questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text. *
RIT 2.2: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. *
RIT 2.10: By the end of year, read and comprehend informational texts. *
RFS 2.3.f: Recognize and read grade-appropriate irregularly spelled words. * HFW
RFS 2.4.a: Read on-level text withy purpose and understanding. * Unit Fluency
RFS 2.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary. * Unit Fluency
Academic Services 2015-2016
* These Curriculum Maps are a work in progress
3
Imagine It!
2nd Grade Curriculum Guide
2015-2016
W 2.3: 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. *
W 2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
SL 2.1.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).
SL 2.1.b: Build on others’ talk in conversations by linking their comments to the remarks of others.
SL 2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL 2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL 2.6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
L 2.2.d: Generalize learned spelling patterns when writing words (e.g., cage – badge; boy – boil). * Spelling
L 2.5.b: Distinguish shades of meaning among closely related verbs (e.g. toss, throw, hurl) and closely related adjectives (e.g. thin, slender, skinny, scrawny).*
Academic Services 2015-2016
* These Curriculum Maps are a work in progress
4
Imagine It!
2nd Grade Curriculum Guide
2015-2016
Unit 6 Lesson 2:
New Hope
Genre: Historical Fiction
Content Objectives
Second Grade
Language Arts
Academic Vocabulary
Selection Vocabulary
Throughout each lesson teachers have Content
Objectives for each of the standards. These objectives
show WHAT students will be learning.
Reading Literature:
 I can ask and answer questions to show I understand
important details in a story. (RL 2.1)
 I can identify and describe the structure of a story.
(RL 2.5)
Reading Foundational Skills:
 I can read text with purpose and understanding.
(RFS 2.4a)*
 I can fluently read on-level text focusing on pace.
(RFS 2.4b)*
 I can use context clues to help me figure out word
meaning. (RFS 2.4c)*
Writing:
 I can write a narrative using the writing process.
(W 2.3)*
 I can improve my writing by revising and editing
spelling, punctuation, and grammar. (W 2.5) (ELD 2
P1.4, 10, 12, P2.1, 3-7)
Speaking and Listening:
 I can follow rules for participating in discussions
including listening, asking appropriate questions,
building upon others comments, and staying on topic.
(SL 2.1ab) (ELD 2 P1.1, 3-5)
 I can add drawings or other visual displays to my
Academic Services 2015-2016
Approximately Five Days
Suggested Dates: 5/23- 5/27
Testing Week 5/31-6/3
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! with the Common Core
Standards.
Reading Literature:
 Ask/Answer Questions
 Story Structure
 Summarizing
 Making Connections
Reading Foundational Skills:
 Fluency
 Pace
 Context Clues
Writing:
 Narrative
 Revise
 Edit
 Spelling
 Punctuation
 Grammar
Speaking and Listening:
 Discussion rules
 Oral Presentation
 Entertain
* These Curriculum Maps are a work in progress
Reading Literature:
 1.1.A: Ask and Answer Questions
 1.2.B: Parts of Stories
Reading Foundational Skills:
 3.2.A: Fluency
Writing:
 4.1.C: Write Narrative Text
 4.2.A: The Writing Process
Speaking and Listening:
 5.1.A: Collaborative
Conversations
 5.2.C: Create Audio Recordings
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Imagine It!
2nd Grade Curriculum Guide
2015-2016
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writing to make it more understanding. (SL 2.5) (ELD 2
P1.9)
I can tell a story or recount an experience with
relevant facts and details. (SL 2.2) (ELD 2 P1.5, 6)
Language:
 I can spell words with common spelling patterns.
(L2.2d)* (ELD 2 P1.10, 11)
 I can recognize verbs and adjectives that have similar
meanings and choose the one that best fits the action
or description. (L 2.5b)* (ELD 2 P1.7, 8, 12)
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Inform
Persuade
Visual Displays
Language:
 Spelling Patterns
 Adjectives
 Verbs
Language:
 6.1.J: Spelling
 6.3.F: Shades of Meaning
Resources:
 Big Idea: Why is it important to recognize that America is made up of many diverse people?
 Concept/Question Board T135
 Decodable 46
 Leveled Readers for Fluency:
-Approaching: The Statue of Liberty
-On Level: The Top Job
-English Learner: A Hard Job
-Above Level: Abraham Lincoln
Standards for Lesson 2:
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. *
RFS 2.3.b:
RFS 2.4.a:
RFS 2.4.b:
RFS 2.4.c:
Decode words with common prefixes and suffixes.
Read on-level text with purpose and understanding. *
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. *
Use context to confirm or self -correct word recognition and understanding, rereading as necessary. *
W 2.3: 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. *
W 2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
SL 2.1.b: Build on others’ talk in conversations by linking their comments to the remarks of others.
Academic Services 2015-2016
* These Curriculum Maps are a work in progress
6
Imagine It!
2nd Grade Curriculum Guide
2015-2016
SL 2.2:
SL 2.5:
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts experiences when appropriate to clarify
ideas, thoughts, and feelings
L 2.2.d: Generalize learned spelling patterns when writing words (e.g., cage – badge; boy – boil). *
L 2.5.b: Distinguish shades of meaning among closely related verbs (e.g. toss, throw, hurl) and closely related adjectives (e.g. thin, slender, skinny, scrawny).*
Academic Services 2015-2016
* These Curriculum Maps are a work in progress
7