Paintsville Independent Schools
A E & POS
4.1 Core Content/DOK
Reading/Language Arts
Curriculum Map
Second Grade
Paintsville Elementary School
Objectives
Grade: 2nd
Strategies/Activities/
Resources
Content: Reading
Assessment
Schedule
Big Idea: Forming a Foundation (Reading)
Forming a foundation requires readers to develop and apply basic reading skills and strategies across genres to read and understand texts at the appropriate grade level. This involves reading a variety of texts at the
word, sentence, and connected text level across all content areas.
Academic Expectations
1.1
Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools.
1.2
Students make sense of the variety of materials they read.
1.3
Students make sense of the various things they observe.
1.4
Students make sense of the various messages to which they listen.
The learner will
The strategies are used through Assessments for entire year… These skills/concepts are
EL-P-FF-U-1
RD-EP-1.0.1
Students will understand that knowing how letters are Students will apply word
introduced, taught, and
 Read, write & use sight the year…
linked to sounds to form letter-sound correspondence recognition strategies (e.g.,
re-enforced throughout
words
and spelling patterns can help determine unfamiliar
the school year
phonetic principles, context
 CTBS
 Use medial consonants, Reading Counts
words while reading.
Textbooks
clues, structural analysis) to
short, long vowels, 2 &
 Grade test for reading
determine pronunciations or
3 letter blends, digraphs, Workbook
recovery
Big Books
meanings of words in passages.
EL-P-FF-U-2
final blends, vowel
 Unit reading
Phonics readers
combinations, rassessments
Students will understand that fluency involves reading
Phonics
charts
DOK
2
controlled
vowels,
 Oral reading
orally and silently with speed, accuracy, proper phrasing
Transparencies
hard/soft g & C
and expression while attending to text features (e.g.,
 High-Frequency
CD’s
 Know and read silent
punctuation, italics).
words in passage
letters and patterns of Vocabulary Cards
 Homework
Reading Journal
words
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 Portfolio
 Demonstrate knowledge Library Club
 Open response
Students will understand that developing breadth of
Trade Books
RD-EP-1.0.2
of compound words,
 Group tasks
vocabulary improves reading comprehension and
synonyms, or antonyms, Dictionaries
Students will apply knowledge
involves applying knowledge of word meanings and
 Parent
Thesaurus
rhyming words,
word relationships. The larger the reader’s vocabulary of synonyms, antonyms or
communication
homophones/homonyms Encyclopedia
compound words for
the easier it is to make sense of text.

Field trips
Technology
multiple meaning
comprehension.
 Buddy reading
Reading
Recovery
 Demonstrate knowledge
DOK 2
EL-P-FF-U-4
 Whole/small group
Leveled readers
of prefixes, suffixes,
 Peer tutoring
Students will understand that many words have
root/base words, regular
RD-EP-1.0.3
multiple meanings. Knowledge of syntax/language
& irregular plurals,
Students will know that some
structure, semantics/meaning, context cues, and the
abbreviations, inflected
words have multiple meanings
use of resources can help in identifying the intended
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meaning of words and phrases as they are used in
text.
reading high-frequency/grade-appropriate
words with automaticity, identifying and
reading single and multi-syllabic words using
knowledge of sounds, word structure, syllable
types, and word patterns producing rhyming
words and recognize pairs of rhyming words

Interpret punctuation
clues, read with fluency
& expression, & identify
speaker , read and write
sentences.

Recognize plot, setting,
identify character traits

Distinguish between &
talks about realistic
fiction, fantasy, and
non-fiction

Will locate information,
identify information in
bold, italic print, and
choose books with
appropriate interest and
ability.

Asks appropriate
questions to guide
reading
d) recognizing irregularly spelled words and such
spelling patterns as diphthongs, special vowel
spellings and common word endings
e)
using onsets (in a word, the sound of the letter
or letters preceding the first vowel – sit) and
rimes (the first vowel and remaining part of the
word – sit) to create new words that include
blends and digraphs
f)
EL-P-FF-S-2
Grade: 2nd
Content: Reading
endings, possessive,
comparative
/superlatives
and identify the correct
meaning as the word is used.
DOK 2
EL-P-FF-S-1
Students will demonstrate an understanding of concepts RD-EP-1.0.4
of print, phonological awareness, and word
Students will apply the
identification strategies by:
meanings of common prefixes
or suffixes to comprehend
a) distinguishing between printed letters and
unfamiliar words.
words, following text (e.g., one-to-one match
DOK 2
of spoken words to print), finding key parts of
books; identifying purposes of capitalization, RD-EP-1.0.5
punctuation, and text features (e.g., boldface Students will identify the
type, italics, indentations) to make meaning of purpose of capitalization,
the text
punctuation, boldface type,
italics or indentations to make
b) recognizing, isolating, and combining sounds meaning of the text.
to make words, identifying syllables and parts
DOK 1
of words (prefixes, suffixes)
c)
Paintsville Elementary School
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Paintsville Independent Schools
Paintsville Elementary School
Grade: 2nd
Content: Reading
Students will apply context and self-correction
strategies while reading (e.g., using pictures, syntax,
predictive language to predict upcoming words and text,
RD-EP-1.0.6
monitoring own reading, self-correcting, confirming
meaning, adjusting pace of reading or rereading to
Students will formulate questions
acquire meaning, previewing text selections)
to guide reading.
EL-P-FF-S-3
Students will read grade-appropriate material – orally
and silently - with accuracy and fluency
EL-P-FF-S-4
Students will use a variety of reading strategies to
understand words, word meanings, and texts to develop
breadth of vocabulary
a)
formulate questions to guide reading (before,
during and after reading)
b) apply word recognition strategies (e.g.,
phonetic principles, context clues, structural
analysis) to determine pronunciations or
meanings of words in passages
c)
use context clues to identify the correct
meaning as the word is used
d) apply knowledge of synonyms, antonyms,
homonyms/homophones, or compound words
to assist comprehension
e)
apply the meanings of common prefixes or
suffixes to comprehend unfamiliar words
f)
organize words by categories (e.g., water is a
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Paintsville Independent Schools
Paintsville Elementary School
Grade: 2nd
Content: Reading
liquid), functions (e.g., water is for drinking),
or features (e.g., water flows)
EL-P-FF-S-5
Students will use resources (e.g., picture dictionaries,
dictionaries, glossaries) to determine correct spelling of
words and to identify multiple meanings of words and
content-specific meanings of word
Big Idea: Developing an Initial Understanding (Reading)
Developing an initial understanding of text requires readers to consider the text as a whole or in a broader perspective. Texts (including multicultural texts) encompass literary and informational texts (expository,
persuasive, procedural texts and documents). Strategies for gaining a broad or literal understanding of print texts can also be applied to non-print texts (e.g., digital, environmental).
Academic Expectations
1.1
Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools.
1.2
Students make sense of the variety of materials they read.
1.3
Students make sense of the various things they observe.
1.4
Students make sense of the various messages to which they listen.
RD-EP-2.0.1
EL-P-DIU-U-1
 Distinguish between &
Students will understand that reading a wide range of Students will distinguish
talks about realistic
print and non-print texts builds an understanding of
between fiction and non-fiction
fiction, fantasy, and
texts, of themselves, and of different cultures.
texts.
nonfiction
RD-EP-2.0.2
EL-P-DIU-U-2
Students will understand that different purposes to read Students will describe
include reading to acquire new information and reading characters, plot, setting or
for personal fulfillment. Among these texts are plays, problem/solution of a passage.
DOK 3
fiction and non-fiction, classic and contemporary works.
RD-EP-2.0.3
EL-P-DIU-U-3
Students will locate key ideas or
Students will understand that the use of comprehension information in a passage.
strategies enhances understanding of text.
EL-P-DIU-4
Students will understand that different types of texts
place different demands on the reader. Understanding
text features and structures, and characteristics
associated with different genres (including print and
non-print) facilitate the reader’s ability to make
RD-EP-2.0.4
Students will interpret
specialized vocabulary (words
and terms specific to
understanding the content).
DOK 2


Listen & follow oral
directions
Demonstrate and listen
for sequence, follow
written directions,
follow multi-step
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Paintsville Elementary School
meaning of the text.

EL-P-DIU-S-1
Students will use comprehension strategies (e.g., using
prior knowledge, predicting, generating clarifying and
literal questions, constructing sensory images, locating
and using text features) while reading, listening to, or
viewing literary and informational texts
EL-P-DIU-S-2
RD-EP-2.0.5
Students will use text structure cues (e.g., sequence,
Students will identify the
description, compare/contrast) to aid in comprehension correct sequence.
DOK 1
EL-P-DIU-S-3
Students will describe explicitly stated cause and effect
relationships
EL-P-DIU-S-4
Students will distinguish between fiction and nonfiction texts




Grade: 2nd
Content: Reading
directions
Identify/listen for main
idea/details, make
inferences, draw
conclusions, predict
outcomes, explain
cause/effect, categorize
and classify ,
alphabetize to the 3rd
letter,
Use a dictionary
Locate information in
books using paging,
table of contents, titles
and glossary, use
library, locate author
and title, organize and
classify information
Use listening skills for
context clues, listen for
answer to
questions/interview
Make inferences or draw
conclusion
RD-EP-2.0.7
Students will make inferences
EL-P-DIU-S-5
or draw conclusions based on
Students will identify unfamiliar words and specialized what is read.
DOK 3
vocabulary
EL-P-DIU-S-6
Students will make inferences based on what is read;
make and check predictions
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Paintsville Independent Schools
Paintsville Elementary School
Grade: 2nd
Content: Reading
EL-P-DIU-S-7
Students will demonstrate understanding of literary
elements and literary passages/texts:
a)
identify and describe characters, major
events/plot, setting or problem/solution
b) identify characteristics (e.g., beginningmiddle-end, rhyme, dialogue) of different types
of literary texts (e.g., stories, poems, plays,
fairy tales)
EL-P-DIU-S-8
Students will demonstrate understanding of structure
and features of informational passages/texts:
a)
locate key ideas, facts or details
b) use information from text to state and support
the central/main idea
c)
identify text features (e.g., title, bold print) of
different types of informational texts (e.g.,
lists, recipes, directions, children’s magazines,
dictionaries)
d) read and use functional messages encountered
in daily life
e)
use information from texts to accomplish a
specific task or to answer questions
f)
use text features and visual information (e.g.,
pictures, maps, charts, graphs, timelines, visual
organizers) to understand text
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Paintsville Independent Schools
Paintsville Elementary School
Grade: 2nd
Content: Reading
Big Idea: Interpreting Text (Reading)
Interpreting text requires readers to extend their initial impressions to develop a more complete understanding of what is read. This involves linking information across parts of a text, as well as focusing on specific
information. Texts encompass literary and informational texts (expository, persuasive, and procedural texts and documents). Strategies for interpreting print texts can also be applied to non-print texts (e.g., digital,
environmental).
Academic Expectations
1.1
Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools.
1.2
Students make sense of the variety of materials they read.
1.3
Students make sense of the various things they observe.
1.4
Students make sense of the various messages to which they listen.
EL-P-IT-U-1
RD-EP-3.0.1
 Uses prior knowledge
Students will understand that interpretations of text
Students will explain a
and experience to
involve linking information within and across parts of a character’s or speaker’s actions
explain a character’s
text and determining importance of the information
based on a passage.
actions
presented.
DOK 3
EL-P-IT-U-2
Students will understand that references from texts
provide evidence to support conclusions, the
information presented, or the author’s perspective.
RD-EP-3.0.2
Students will explain how a
conflict in a passage is resolved.
RD-EP-3.0.3
EL-P-IT-U-3
Students will understand that authors make intentional Students will identify an
choices that are designed to produce a desired effect on author’s purpose in a passage.
the reader.
RD-EP-3.0.4
Students will identify main
Identify and listen for main ideas
ideas or details that support
EL-P-IT-S-1
and details
them.
Students will use comprehension strategies while
DOK 3
reading, listening to, or viewing literary and
informational texts (e.g., using prior knowledge,
RD-EP-3.0.5
previewing text selections, making predictions,
Students will identify fact or
generating questions, constructing sensory images,
listen for and identify
opinion from a passage.
using text features, making connections, determining
DOK 2 fact/opinion
importance of information)
RD-EP-3.0.6Students will
identify information in a
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EL-P-IT-S-2
Students will use text structure cues (e.g., sequence,
compare/contrast) to aid in comprehension
Paintsville Elementary School
Grade: 2nd
Content: Reading
passage that is supported by
fact.
DOK 2
EL-P-IT-S-3
Students will identify author’s purpose (e.g., to
entertain, to inform, to persuade)
EL-P-IT-S-4
Students will discuss why an author might have chosen
to use particular language (e.g., words, phrases)
EL-P-IT-S-5
Students will examine relationships between earlier and
later parts of a text and how these parts make sense
together
EL-P-IT-S-6
Students will summarize a variety of reading passages
by selecting the main ideas and main events or key
points
EL-P-IT-S-7
Students will discuss the message of the text
EL-P-IT-S-8
Students will record and organize ideas found within
texts to show understanding (e.g., charting, mapping)
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Paintsville Independent Schools
Paintsville Elementary School
Grade: 2nd
Content: Reading
EL-P-IT-S-9
Students will demonstrate understanding of literary
elements and literary passages/texts:
a)
identify traits of main characters, interpret
possible motives, and explain a character’s
actions
b) trace characters and plot across multiple
episodes
c)
identify problems and explain how conflicts
are resolved
d) recognize author’s craft as appropriate to genre
(e.g., figurative language/imagery, rhyme)
EL-P-IT-S-10
Students will demonstrate understanding of
informational passages/texts:
a)
distinguish between informative or persuasive
passages
b) identify commonly used persuasive techniques
(e.g., emotional appeal, testimonial
c)
identify an author’s opinion
d) use evidence from the text to state central
/main idea and details that support them
e)
use text references to support conclusions
based on what is read, for example, an author’s
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Paintsville Independent Schools
Paintsville Elementary School
Grade: 2nd
Content: Reading
opinion about a subject
f)
distinguish between facts and opinions found
in texts
g) identify information in a passage supported by
facts
EL-P-IT-S-11
Students will pose questions and use a variety of print
and non-print resources to find information to answer
them
EL-P-IT-S-12
Students will understand and interpret the concepts and
relationships described in a text
EL-P-IT-S-13
Students will evaluate information from multiple
sources by determining necessary information and
interpreting findings
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