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PROJECTED CURRICULUM MAPNeshaminy School District Curriculum Maps Second Grade ELA
Contents of Document: 1. Teacher Resources 2. Habits of Mind 3. Pa Core Standards and Common Core Standards Crosswalk 4. English Language Arts Curriculum Map
Resources Available to Teachers for Instruction: Superkids Curriculum (Teacher Guides, Student Books, Superkids Library Books, SUPER Magazine, Write It Right, Daily Read Aloud Routine card, Superkids Skill-
Building Book, Big Book of Decoding)
Reading A to Z and Raz Kids (online)
Writing Fundamentals (Launching, Narrative, Informational, and Opinion Units)- mentor texts, shared read-alouds, and mini-lessons
The Fundamentals of Grammar and Conventions
Habits of Mind Research in effective thinking and intelligent behavior indicates that there are some identifiable characteristics of effective thinkers. These Habits of Mind are seldom performed in isolation, but rather, clusters of such habits are drawn forth and employed in various situations. Below are all 16 Habits of Mind, each with a tip, strategy or resource to understand and begin implementation in your classroom.
1. Persisting -sticking to a task until it is completed.
Identify characteristics of persistence shown by individuals in well-known events
Imagine what might have occurred if more or less persistence was shown in a given scenario.
2. Managing Impulsivity -thinking before acting.
Model the use of patience, including wait time during discussion, or using helpful sentence stems that reflect intentional choice.
3. Listening to Others-With Understanding and Empathy – listening, understanding, and empathizing with someone else’s point of view.
Model appropriate listening and help student identify the most common “errors” in conversation.
4. Thinking Flexibly- considering alternative points of view or dealing with several sources of information simultaneously.
Use RAFT assignments (Role, Audience, Format, Topic) where students must consider a situation, letter, speech or poem from a different perspective.
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5. Thinking About our Thinking (Metacognition)- mapping out thinking process.
Diagram the relationship between a want and a need.
Map out how characters from books or thinkers in history might have arrived at certain starting or stopping points in thought.
6. Striving for Accuracy and Precision - taking time to check over work.
Use “three before me,” a strategy that insists on any important assignment being checked by at least three other people before being handed in.
7. Questioning and Posing Problems- knowing how to ask questions to fill in the gaps and asking a range of questions.
Create a “parking lot” area in the classroom—stocked with post-it notes—where students can post questions.
8. Applying Past Knowledge to New Situations-being able to abstract meaning from one experience and apply it in a new and novel situation.
Use questions stems like “What do you remember about. . .?”, “When have you ever seen anything like this?”
9.Thinking and Communicating with Clarity and Precision- communicating accurately in both written and oral form.
Remind students to avoid the vagueness and abstraction—and imprecision—of terms like always, never, all, everybody, teachers, etc.
10. Gathering Data through All Senses- knowing information gets into the brain through different sensory pathways.
Allow students to “cite” sources from sensory data in addition to traditional textual sources.
11. Creating, Imagining, and Innovating –examining alternative possibilities from many angles.
Offer persistent sources of inspiring thought, design, art or multimedia through writing prompts, discussion points or simply as a daily class closure.
12. Responding with Wonderment and Awe-having a passion for learning.
Don’t just allow opportunities for student choice in topics, formats, or learning pathways—insist on it.
13. Taking Responsible Risks-accepting confusion, uncertainty, and the higher risks of failure as part of the normal process.
Create an environment where failure is analyzed, not punished.
14. Finding Humor-initiating humor more often, placing greater value on having a sense of humor, appreciating and understanding others’ humor.
Point out humor where it is not immediately apparent, especially in stories and examples from your own life.
Teach students to distinguish between situations of human frailty and fallibility that are in need of compassion and those that are truly funny.
15. Thinking Interdependently- realizing that all of us together are more powerful, intellectually and /or physically, than any one individual.
Cooperative learning groups
16. Learning Continuously –always striving for improvement.
Revisit old ideas, writing and projects to identify areas for development, improvement or revision.
Arthur L. Costa, Ed.D. and Bena Kallick, Ph.D. Teaching Tips created by Terry Heich, www.edutopia.org
PA Common Core - Common Core - PA Academic Standards Crosswalk Grade 2 ELA
PA Common Core Standard Common Core State Standard
Foundational Skills
1.1.2.D.- Know and apply grade level phonics and word analysis skills in
decoding words.
• Distinguish long and short vowels when reading regularly spelled one-syllable words.
• Decode two-syllable words with long vowels and words with common prefixes and suffixes.
• Read grade level high-frequency sight words
and words with inconsistent but common spelling-sound correspondences.
Read grade-appropriate irregularly spelled words.
RF.2.3 (Phonics and Word Recognition) - 3. 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.
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. .
comprehension:
• 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
RF.2.4 (Fluency) - 4. 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
Informational Text CC.1.2.2.A- Identify the main idea of a multi-paragraph text as well as the
focus of specific paragraphs within the text.
RI.2.2 - Identify the main topic of a multi-paragraph text as well as the focus
of specific paragraphs within the text.
CC.1.2.2.B. - Ask and answer questions such as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
RI.2.1 - Ask and answer such questions as who, what,
where, when, why, and how to demonstrate
understanding of key details in a text.
CC.1.2.2.C.- Describe the connection between a series of events, concepts, or
steps in a procedure within a text.
RI.2.3 - Describe the connection between a series of
historical events, scientific ideas or concepts, or steps in technical procedures in a text.
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CC.1.2.2.D – Intentionally Blank N/A
CC.1.2.2.E. - Use various text features and search tools to locate key facts or
information in a text efficiently.
RI.2.5 - 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.
CC.1.2.2.F. - Determine the meaning of words and phrases as they are used in
grade level text including multiple-meaning words.
RI.2.4 - Determine the meaning of words and phrases in a text relevant to a
grade 2 topic or subject area. CC.1.2.2.G.- Explain how graphic representations contribute to and clarify a
text.
RI.2.7 - Explain how specific images (e.g., a diagram
showing how a machine works) contribute to and
clarify a text. CC.1.2.3.H- Describe how reasons support specific points the author makes in a text.
R.I.2.8-Describe how reasons support specific points the author makes in a text.
CC.1.2.2.I-Compare and contrast the most important points presented by two texts on the same topic.
R.I.2.9-Compare and contrast the most important points presented by two texts on the same topic.
CC.1.2.2.J-Acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases.
L.2.6-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).
CC.1.2.2.K –Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grade-level reading and content, choosing from a range of strategies and tools.
L.2.4-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.
CC.1.2.2.L-Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
R.I.2.10-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.
Literature CC.1.3.2.A -Ask and answer questions such as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
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.
CC.1.3.2.B -Describe how characters in a story respond to major events and
challenges
major events and challenges.
CC.1.3.2.C - Recount stories and determine their central message, lesson, or
moral.
message, lesson, or moral.
CC.1.3.2.D - Acknowledge differences in the points of views of characters,
including by speaking in a different voice for each character when reading dialogue aloud.
RL.2.6 -Acknowledge differences in the points of view of characters, including
by speaking in a different voice for each character when reading dialogue
aloud.
CC.1.3.2.E - Describe the overall structure of a story, including describing how
the beginning introduces the story and the ending concludes
the action.
RL.2.5 -Acknowledge differences in the points of view of characters, including
by speaking in a different voice for each character when reading dialogue
aloud.
CC.1.3.2.F-Describe how words and phrases supply rhythm and meaning in a RL.2.4 -Describe how words and phrases (e.g., regular
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rhythm and meaning in a story, poem, or song.
CC.1.3.2.G -Use information from illustrations and words, in print or digital
text, to demonstrate understanding of characters, setting, or plot.
RL.2.7 -Use information gained from the illustrations and words in a print or
digital text to demonstrate understanding of its characters, setting, or plot.
CC.1.3.2.H - Compare and contrast two or more versions of the same story by
different authors or from different culture.
RL.2.9 -Compare and contrast two or more versions of
the same story (e.g., Cinderella stories) by different authors or from different cultures.
CC.1.3.2.I - Determine or clarify the meaning of unknown and multiple-
meaning word and phrases based on grade level reading and content,
choosing from a range of strategies and tools.
L.2.4 -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.
CC.1.3.2.J - Acquire and use grade-appropriate
conversational, general academic and domain specific words and phrases.
L.2.6 -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).
CC.1.3.2.K - Read and comprehend literature on grade level, reading
independently and proficiently.
RL.2.10 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 of the range.-
Writing CC.1.4.2.A - Write informative/ explanatory texts to examine a topic and
convey ideas and
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.
CC1.4.2.B - Identify and introduce the topic. 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.
CC.1.4.2.C - Develop the topic with facts and/or
definitions.
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.
C.1.4.2.D - Group information and provide a concluding statement or section. 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.
CC.1.4.2.E - Demonstrate a grade appropriate command of L.2.1. - Demonstrate command of the conventions of
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and spelling. • Capitalize proper nouns.
• Use commas and apostrophes appropriately.
• Spell words drawing on common spelling patterns.
• Consult reference material as needed.
standard English grammar and usage when
writing or speaking. Use collective nouns (e.g., group).
Form and use frequently occurring irregular
plural nouns (e.g., feet, children, teeth, mice, fish).
Use reflexive pronouns (e.g., myself, ourselves). Form and use the past tense of frequently
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
Use collective nouns (e.g., group). Form and use frequently occurring irregular
plural nouns (e.g., feet, children, teeth, mice, fish).
Use reflexive pronouns (e.g., myself, ourselves).
Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
Use adjectives and adverbs, and choose between them depending on what is to be modified.
Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy
watched the movie; The little boy watched the
movie; The action movie was watched by the little boy).
CC.1.4.2.F - Choose words and phrases for effect. L.2.6. - 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). CC.1.4.2.G - Write opinion pieces on familiar topics or texts. W.2.1. - Write opinion pieces in which they introduce the topic or book they
are writing about, state an opinion, supply reasons that support the opinion,
use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a
concluding statement or section.
CC.1.4.2.H - Identify the topic and state an opinion. W.2.1. - Write opinion pieces in which they introduce the topic or book they
are writing about, state an opinion, supply reasons that support the opinion,
use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a
concluding statement or section.
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CC.1.4.2.I - Support the opinion with reasons that include details connected to
the opinion.
W.2.1. - Write opinion pieces in which they introduce the topic or book they
are writing about, state an
opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to
connect opinion and reasons, and provide a
concluding statement or section.
includes a concluding
statement.
W.2.1. - Write opinion pieces in which they introduce the topic or book they
are writing about, state an
opinion, supply reasons that support the opinion,
use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a
concluding statement or section.
CC.1.4.2.K - Use a variety of words and phrases to appeal
to the audience
CC.1.4.2.L - Demonstrate a grade appropriate command of the conventions of
standard English grammar and spelling.
L.2.1/L.2.2 - Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking. • Use collective nouns (e.g., group). • Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). • Use reflexive pronouns (e.g., myself, ourselves). • Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). • Use adjectives and adverbs, and choose between them depending on what is to be modified. • Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • Capitalize holidays, product names, and geographic names. • Use commas in greetings and closings of letters. • Use an apostrophe to form contractions and frequently occurring possessives. • Generalize learned spelling patterns when writing
words (e.g., cage → badge; boy → boil).
• Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
CC.1.4.2.M - Write narratives to develop real or imagined experiences or
events.
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
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CC.1.4.2.N - Establish a situation and introduce a narrator and/or characters. 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.
CC.1.4.2.O - Include thoughts and feeling to describe experience and events
to show the response of characters to situations.
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.
CC.1.4.2.P - Organize a short sequence of events, using
temporal words to signal event order; provide
a sense of closure.
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.
CC.1.4.2.Q - Choose words and phrases for effect. N/A
CC.1.4.2.R- Demonstrate a grade appropriate command of
the conventions of standard English grammar and spelling.
• Capitalize proper nouns. • Use commas and apostrophes appropriately.
• Spell words drawing on common spelling
patterns. • Consult reference material as needed.
L.2.1/L.2.2 - Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking. • Use collective nouns (e.g., group). • Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). • Use reflexive pronouns (e.g., myself, ourselves). • Form and use the past tense of frequently occurring
irregular verbs (e.g., sat, hid, told). • Use adjectives and adverbs, and choose between them depending on what is to be modified. • Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • Capitalize holidays, product names, and geographic names.
• Use commas in greetings and closings of letters. • Use an apostrophe to form contractions and frequently occurring possessives. • Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
• Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
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CC.1.4.3.S. – Intentionally Blank N/A
CC.1.4.2.T - With guidance and support from adults and peers, focus on a
topic and strengthen writing as needed by revising and editing.
W.2.5. - With guidance and support from adults and
peers, focus on a topic and strengthen writing as
needed by revising and editing.
CC.1.4.2.U - With guidance and support, use a variety of digital tools to
produce and publish writing including in collaboration with peers.
W.2.6. - With guidance and support, use a variety of
digital tools to produce and publish writing including in collaboration with peers.
CC1.4.2.V - Participate in individual or shared research and writing projects. W.2.7. 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).-
CC.1.4.2.W - Recall information from experiences or gather
information from provided sources to answer
a question.
question.
CC.1.4.2.X - Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.
W.2.10. - (Begins in grade 3)
Speaking & Listening CC.1.5.2.A - Participate in collaborative conversations…