Blackwater Community School
Curriculum Map 2016-2017

Second Grade Quarter 3  (46 days)
Approximately 40 Instructional days: January 5th – March 20th
	
Reading Standards

	
Students will:	• Ask relevant questions in order to comprehend text
• Describe how characters respond in a story
• Acknowledge differences in points of view
• Demonstrate understanding of characters, setting, plot
• Determine meaning of words in text
• Identify, analyze, and apply knowledge of the purpose, structures, elements, and images of expository text
• Know and apply grade-level phonics and word analysis skills in decoding	
Vocabulary	To be identified by teachers in lesson plans.	
Grade	Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	
Notes & Resources	
2	RL	1	Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.	•	Teachers model asking questions (who, what, where, when, why, and how) to elicit student responses to story. Teachers model using graphic organizers (e.g., character web, plot, flow-chart).
•	Teachers include partner sharing: “Let’s discuss what we just read.
Turn to your elbow buddy and take turns asking your buddy questions beginning with the words on the board.” Students practice how to formulate relevant questions. Teachers provide samples to rehearse (e.g., “Who was in the story?” “Where did the story take place?”).	Engage NY 
Skills Unit 5

Journeys
Unit 5, 6

http://www.bwcs.k12.az.us/

Grade	Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	

Notes &  Resources	
				Example: 
After reading the fictional read-aloud picture books for each of the seasons, have students ask and answer questions using “who, what, where, when, why, and how.” Challenge students to create questions from these stems that apply directly to the books you are reading.		
2	RL	2	Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.	Teachers model how to determine a moral/lesson of a well- known story.
•	Teachers model using a graphic organizer to categorize elements from the story. (e.g., lesson, country of origin, genre).
•	Teachers conclude reading a fable, folktale or story with: “What message/lesson/moral did we learn?”
•	Students recount event of stories, fables or folktales to assigned partners in class.

Example: 
Introduce the genre of tall tales by explaining how they are stories about a special kind of hero that is bigger than life. Even though the story is based on a real person, the person is exaggerated to be stronger or bigger than any real hero can ever be. Read about a hero
from the 1800s named John Henry. As you read the story, challenge the students to think about the part of the story that is so amazing we
know it is not really true. After the children have enjoyed the story, go back through the story and have the students write down one thing that might be real and one thing they think is fantasy. Ask questions
such as, “Why do you think we have this tall tale? Why do you think the
story has a race between a machine and a human? Why do you think the man beats the machine?”
	Engage NY 
Domain 9

Journeys
Unit 5

http://www.bwcs.k12.az.us/
	
Grade	Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	

Notes &  Resources	
2	RL	3	Describe how characters in a story respond to major events and challenges. 	•	An author presents a character to the reader by using the character’s actions, dialogue, description, or how other characters may react to that character; this is called characterization. Linking characterization to the events and challenges throughout a story is the critical piece.
•	Teachers provide several examples of descriptions of how characters respond to events to serve as a guide to students.
•	Students independently complete graphic organizers to show the relationship between characters and events in a story.

Example:
Introduce a book such as Snow in Jerusalem by reviewing how unlikely friends become friends through finding something in common. Tell the students that they are going to read a book about two children who were not friends, but they found something in common. As the story is read, have the students focus on how the children find something in common to make a friendship. Talk about how these two characters faced a challenge and made a hard choice.	Engage NY 
Skills Unit 5

Journeys
Unit 5, 6

http://www.bwcs.k12.az.us/

	

Grade	Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	

Notes & Resources	
2	RL	5	Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.	Example: 
Have students select a folktale to read. Provide each student with a piece of plain white paper. Then, give these instructions to the children: “Read a folktale with a partner (a stronger reader could read to a weaker reader, or they could take turns, or read chorally). When you are
finished reading the folktale, follow these directions:

•	Fold your paper into fourths.
•	Draw a picture of the main characters in one square.
•	Draw the setting in another square.
•	Draw your favorite part of the plot in another square.
•	In the last part, write a few sentences describing what you think the folktale is teaching.

Each time the students do this activity; substitute one more square with writing instead of drawing. As a student reads the last book independently, have them use the four-square outline to write a retelling of the folktale.	Engage NY 
Skills Unit 5

Journeys
Unit 6

http://www.bwcs.k12.az.us/
	
2	RL	6	Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. 	Example:
Explain to the students that Sergei Prokofiev is a Russian musical composer who wrote a musical rendition of the folktale called “Peter and the Wolf.” Explain that he used different musical instruments to
represent the characters in the story. Compare and contrast different
productions of this piece (e.g., animated version, music-only CD, video of the ballet). Can also use Reader’s Theater.	Engage NY 
Skills Unit 5

Journeys
Unit 5, 6

http://www.bwcs.k12.az.us/
	
Grade	Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	

Notes & Resources	
2	RL	7	Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.	•	Illustrations in a story aid in comprehension by emphasizing key points and adding interest for the reader. By viewing the illustration and reading the words in print, the reader will gain an understanding of the characters, setting, or plot of the story.
Students retell a story using their own pictures or cartoon frames.

Example:
Introduce the idea of a “bridge” as a metaphor by reading the book Pop’s Bridge by Eve Bunting. In this book, a group of boys experience the sacrifice involved in bridge building and the joy that comes with friendship. Discuss the literal bridge in the book and the way the bridge served as a link not only between two places but also between two people. Introduce the following Isaac Newton quotation: “We build too many walls and not enough bridges.” Discuss what Isaac Newton may have meant by his comment.	Engage NY 
Domain 9
Skills Unit 5

Journeys
Unit 5, 6

http://www.bwcs.k12.az.us/

	
Grade	Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	

Notes & Resources	
2	RL	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. 	Range of Reading and Level of Text Complexity refer to building student’s
background knowledge and vocabulary inventory as well as exposure to
different structures of print. Students read grade-level material with appropriate rate (speed), accuracy (precision) and prosody (expression).

Students should be exposed to the differences in reading different types of text with appropriate rhythm, pacing, intonation, and expression relevant to the text.

•	Students create journals with key vocabulary words or phrases.
•	Students keep a reading log of the variety of literature

Example: 
In order to stretch students’ reading skills and test for comprehension
and fluency, have students read a variety of fictional texts independently. Although the books share the common theme of food, they have very different messages. For example, Tar Beach (Faith Ringgold), which includes a picnic scene, is literally about rising above prejudice. Gregory the Terrible Eater (Mitchell Sharmat, Jose Aruego, and Ariane Dewey) is a funny book about a goat, but carries a message about healthy eating. These books offer a range of reading in the 2-3 band of grade level and stretch texts.	Engage NY 
Skills Unit 5

Journeys
Unit 5, 6

http://www.bwcs.k12.az.us/

*Not Galileo Tested

	

Grade	Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	

Notes & Resources	
2	RI	1	Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.	Example:
Teacher posts the question words (who, what, where, when, why, and how) and s/he says, “Let’s review what we just read. Turn to your elbow buddy and take turns asking your buddy questions beginning with the words on the board.”  Teacher provides opportunities for students to practice formulating questions by providing question stems for students to use with a partner.

Example:
Bill Pickett: Rodeo-Ridin’ Cowboy by Andrea Davis Pinkney is a true story
of an African-American cowboy. Prior to reading the story write questions they have about the story on a chart. After students read the story
discuss the information they have learned. Ask students to choose two questions to answer and write on their white boards. Share the responses from the students.	Engage NY 
Domain 8, 9, 10

Journeys
Unit 6

http://www.bwcs.k12.az.us/

	
2	RI	2	Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.	Students identify the focus of each paragraph, for example:
•	1st paragraph (symbols and monuments of our country)
•	2nd paragraph (flag)
•	3rd paragraph (Liberty Bell)
•	4th paragraph (U.S Capitol)
•	5th paragraph (Washington Monument) Students highlight key ideas.

Example: 
To introduce the work of organizing informational text, choose a book with a variety of text features and strong paragraphs. Explain to the children that as you read for information, you will also be looking at the author’s craft. Guide students to look closely at the way each informational book on the four seasons is arranged (e.g., through the use of headings, subheadings, and paragraphs). Choose one page to look for the purpose of paragraphs in organizing the information in the text.
	Engage NY 
Domain 8

Journeys
Unit 6

http://www.bwcs.k12.az.us/
	
Grade	Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	

Notes & Resources	
				You might want to make a copy of the page for the students to examine as you demonstrate the topical chunks of information in paragraphs. Extend this lesson by listing text features in multiple books on seasons and related topics. Focus on the purposes of the text features in the books.		
2	RI	3	Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 

	Structures of Informational Text Signal Words
Structure:	Signal Words:

Cause-Effect                         because, due to, since, as a result,
Problem Solution                 consequently
Compare and Contrast        like, just as, similar, both, also, too, unlike,
                                                different, but
Time Order                            before, first, during, after, then, next, finally,
Chronological Order            last, now, when
Sequence
Teachers model use of graphic organizers (e.g., cause and effect chart, Venn diagram, T-Chart, web, flowchart, timeline) to show connections.
•	Students will place historical events from content studied (e.g., events that lead to the Revolutionary War, new forms of transportation) in chronological order on a timeline.
•	Students will recognize how archaeological research adds to our understanding of the past (e.g., Prehistoric Native American mound builders lived in Eastern North America before European colonists).
	Engage NY 
Domain 8, 9, 10

Journeys
Unit 5, 6

http://www.bwcs.k12.az.us/

Grade	Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	

Notes & Resources	
				Example:
A focus question is “What would you do to be free?” Ask students to write down their answer to that question. Henry’s Freedom Box by Ellen Levine is a true story of a slave’s journey to freedom. Henry was willing to face danger in order to experience freedom. As you discuss the book,
be sure to discuss the characters, setting, plot, and message of the book. Students may enjoy listening to the author read the story, noting the
way she changes her voice with the different characters.		
2	RI	4	Determine the meaning of words and
phrases in a text relevant to a grade 2
topics or subject area. 	Teachers model (think-aloud) how to identify and determine meanings of
unknown words during shared reading of informational text.
•	Look at the illustration or graph.
•	Use background knowledge regarding the subject.
•	Look at the sentence before and after to help build meaning.
•	Use morphology, affixes, Greek & Latin roots to help arrive at meaning.
•	Students use knowledge of word structure, context clues, and picture clues to determine the meaning of an unknown word.

Example: 
Create a running list of collective nouns (e.g., a herd or drove of cows; a herd or band of horses; a flock of sheep; and a band, tribe, or nation of Native Americans). Keep a growing word bank of people, vocabulary, and phrases that come up in this unit. These might be used in later student writing.	Engage NY 
Domain 8, 9, 10

Journeys
Unit 5, 6

http://www.bwcs.k12.az.us/

	

Grade	Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	

Notes & Resources	
2	RI	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. 	Teachers use focus or word walls to illustrate text features.
Students highlight text features in text.
•Connections
•Glossaries
•Graphs, charts and diagrams
•Indice
•Maps
•Photos, illustrations, captions
•Table of contents	Engage NY 
n/a

Journeys
Unit 5, 6

http://www.bwcs.k12.az.us/

	
2	RI	6	Identify the main purpose of a text, including what the author wants to answer, explain, or describe.	Example: 
Remind students that when they are doing research in the classroom, they start with a question. Similarly, authors of informational books also begin their work with a question or the desire to explain something. Have the students read an informational book such as Cowboys and Cowgirls: Yippee-Yay by Gail Gibbons. After they finish the book, ask students to think about what question the author wanted to answer or what she wanted to explain in this book. When they are finished reading and writing down their questions, begin a discussion on how authors base research in asking and answering questions.	Engage NY 
Domain 8

Journeys
Unit 5, 6

http://www.bwcs.k12.az.us/
	
2	RI	7	Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. 	Teachers have students predict and infer based on viewing images, diagrams, maps, graphs and timelines. Students discuss how the images contributed to their understanding.

Example: 
Begin a class discussion by asking the students, “If a real hippopotamus had no other companions, what other kind of animal could you imagine her having for a friend?” Be sure to require good reasons for their opinions as they answer. Read the book Owen and Mzee: The True Story of a Remarkable Friendship by Isabella Hatkoff aloud. When you are finished reading, have the students discuss what the author (a six-year old girl) wanted to accomplish by publishing the book, using questions such as, “What did she want to explain? Describe? What questions did
she want to answer? Why are there so many photographs?” Ask students to write a paragraph explaining how the two animals in the story became friends.	Engage NY 
Domain 9, 10

Journeys
Unit 5, 6

http://www.bwcs.k12.az.us/

	

Grade	Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	

Notes & Resources	
2	RI	8	Describe how reasons support specific points the author makes in a text. 	•	The emphasis in this standard is how text is created with specific points or main ideas and how it is supported by details or reasons.
•	Teachers state main idea(s) and ask, “What details did the author use? Why did s/he include them?”
•	Teachers complete a graphic organizer to illustrate how the details support specific points.
•	Students read an insect book followed by teacher saying, “Describe the life cycle of this insect.” Students describe/list the stages of the life cycle. Teacher continues, “Why did the author include all of the stages in this order? What would happen if s/he left out a stage (egg stage)?”

Main 
Idea

Supporting Detail

Supporting Detail

Supporting Detail

MAIN 

Have students independently read informational books to learn about each body system. Students should record new learning about each of the body systems in a notebook. They should look for how the author supports the main idea. For example, if reading a book about nutrition, ask students to find reasons in the text for why a person should eat healthy foods.IDEA

SUPPORTING	

Example: 
Have students independently read informational books to learn about each body system. Students should record new learning about each of the body systems in a notebook. They should look for how the author supports the main idea. For example, if reading a book about nutrition, ask students to find reasons in the text for why a person should eat healthy foods.	Engage NY 
Domain 8

Journeys
Unit 5, 6

http://www.bwcs.k12.az.us/
	
Grade	Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	

Notes & Resources	
2	RI	9	Compare and contrast the most important points presented by two texts on the same topic.	•	Students select various forms of text, brochures, web sites,
newspapers, magazines or books to compare.
•	Teachers can use Social Studies Standards (e.g., Strand 1
            American History, Strand 2, and World History) or Science to select appropriate topics.
•	Students compare and contrast the most important points in two texts about the current lives of a Native American tribe in the United States (e.g., Navajo. Cherokee. Lakota, Iroquois, Nez Perce).
•	Students complete graphic organizers (e.g., T-chart, 2-column chart, Venn diagram) to illustrate their comparisons.

Topic	

Text #1	
Text #2	

Most Important Point	
Most Important Point	

Similarities	
Similarities	

Differences	
Differences	

Example:
Read aloud the two texts about Ruby Bridges: Ruby Bridges Goes to School: My True Story by Ruby Bridges and The Story of Ruby Bridges by Robert Coles. Before reading, explain that one of the books is an autobiography (Ruby Bridges Goes to School: My True Story) that Bridges wrote about her own experiences. Explain that the other book, The Story of Ruby Bridges, is biographical, which means that an author wrote the book about Bridges’ life. When you finish reading each book aloud, have the students choose the most important parts of the story. Then, students will compare how the books are similar and how they are different. (There are several other opportunities to do this compare/contrast activity, or assessment, with the Greensboro Sit-In and Martin Luther King, Jr. texts.)

	Engage NY 
Domain 8, 9, 10

Journeys
Unit 5, 6

http://www.bwcs.k12.az.us/

*Not Galileo Tested

	
Grade	Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	

Notes & Resources	
2	RI	10	By the end of 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. 	The range of reading may include: biographies and autobiographies;
books about history, social studies, science and the arts; technical text,
including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics. A wide range of reading will build background knowledge, vocabulary and concepts. Teachers have students select topics from Social Studies or Science Standards. Students read information on simple timelines, historical charts, maps including those found in primary source materials.

Example: 
Some informational books are based on a theme like “shoes” or “bread.” For example, the author of the following books, Ann Morris, studied, interesting shoes from all around the world, had photographs taken of them, and then published them in a book, Shoes, Shoes, Shoes. As students read the books, ask them to look at the way the book is organized and locate the information about each photograph by using the index. As they study the book, challenge them to find the location on a world map from where those shoes came. To link to geography, give each pair of students a world map to mark as the text moves from one place to another. (After the students have had an opportunity to study multiple books in this series, ask them why they think the author wrote these books for children.)	Engage NY 
Domain 8, 9, 10

Journeys
Unit 5, 6

http://www.bwcs.k12.az.us/

*Not Galileo Tested

	
2	RF	3abcdef	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 suffices
e) Identify words with inconsistent but common spelling-sound correspondences.	Students create ‘new’ words by adding affixes.
Students highlight affixes found in passages.

•	Use knowledge of spelling patterns such as diphthongs, and special vowel spellings when reading.	Engage NY 
(a)	Skills Unit 5
(b)	Skills Unit 5
(c)	Skills Unit 5
(d)	Skills Unit 5
(e)	Skills Unit 5
(f)	Skills Unit 5
Journeys
(a)	n/a
(b)	Unit 5, 6
(c)	Unit 6
(d)	Unit 5, 6
(e)	Unit 5
(f)	Unit 5, 6
*(c,d) Not Galileo Tested

	

Grade	Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	

Notes & Resources	
			f. Recognize and read grade-appropriate irregularly spelled words.		http://www.bwcs.k12.az.us/
	
2	RF	4abc	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. 	Fluency is a bridge to comprehension and is result of accurately decoding
words automatically in order to not lose the meaning of the text. It is
achieved through multiple opportunities to practice. Students read grade-
level material with appropriate rate (speed), accuracy (precision) and prosody (expression). Students will be exposed to the differences in reading different types of text with appropriate rhythm, pacing, intonation, and expression relevant to the text.

Example: 
Introduce and read the first chapter of Poppleton in Winter by Cynthia Rylant. The following day, look at the chapter again. Explain to the class how Cynthia Rylant is an author who knows exactly how to write the beginning of a story and how to wrap it up with a strong ending. Direct the students to look closely at how the story begins. Reread the section where the story is set up. Students will see the setting, characters, and situation/problem in the first two sentences of the story: “Poppleton’s house grew very long icicles in winter. Poppleton was proud of them.” Create a bulleted list as the students discuss what they see, finishing the
sentence “A strong beginning has…” Then turn to the end of the story and discuss what is contained in an ending. Read Rylant’s final sentences: “Poppleton was glad his icicles were knocked down. Icicles always melted. But a new friend would stay. Continue the bulleted list, having students finish the sentence “A strong ending has…” As the students read each successive chapter independently, with a partner, or with the teacher, make these charts a focus of discussion. Eventually add a chart for the action in the middle of the story.	Engage NY
(a)	Skills Unit 5
(b)	n/a
(c)	Skills Unit 5

Journeys
(a)	Unit 5, 6
(b)	Unit 5, 6
(c)	Unit 5

http://www.bwcs.k12.az.us/

*(abc) Not Galileo Tested	
Writing Standards	
Students Will:
• Write opinion pieces that have stated opinions, supported reasons for the opinion, and a concluding statement.
•	Write narratives that have developed real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
• Write informative or explanatory texts that have topics, well developed points, and a concluding statement.
• Develop and strengthen writing as needed by planning, revising, editing, rewriting, or typing a new approach.
• Use a variety of digital tools to publish writing.
*Writing standards not tested on Galileo/tested through school benchmark assessments	
Vocabulary: To be identified by teachers in lesson plans.	

Grade	
Cluster	
Standard	
Arizona College and Career Ready
Standards	

Explanations & Examples	
Notes & Resources	
2	W	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. 	Example:
Give the students this prompt: “We have listened to and read fables from all over the world. Why do you think stories are handed down from one group of people to another? Be sure to support your opinion with evidence from the text.”	Engage NY 
n/a

Journeys
Unit 3, 6

http://www.bwcs.k12.az.us/
	
2	W	2	Write informative or explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 	The emphasis of this standard includes non-fiction writing that describes, explains, informs, or summarizes ideas and
content. Informative or explanatory texts present facts, opinions, define terms and provide examples to inform the reader. The writing can support research, observations, or experiences.
•	Teachers create a rubric of expectations for the students (e.g., There should be a clearly stated topic sentence. The topic should be developed through facts, details, and relevant information and a concluding statement should be included).	Engage NY 
Domain 8

Journeys
Unit 2, 5

http://www.bwcs.k12.az.us/
	
				•	Teachers model the writing process (e.g., pre-writing, writing, editing draft, and publishing).

•	Teachers use topics from Social Studies or Science Standards. Students use graphic organizers (e.g., webs, T-charts, timelines) to assist in organizing their information.
•	Students may use information from written documents and
the media to describe current events or to connect current
events with historical events from content studied.

Example: 
Introduce a digital tool for organizing information, such as that
found in the computer program Kidspiration. Model the organization of gathered information into broad topics through webbing. Use one part of the graphic organizer (web) to demonstrate to the class how to write one well-developed paragraph. Working in small groups, use the webbed information to write the remaining paragraphs. When the paragraphs are completed, combine them into a book. Assign students to add illustrations. If small groups of children researched different regions, the books could be called “If I Lived in the Midwest” or
“If I Lived in the Rockies.”	

	
2	W	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. 	Example:
Give students the prompt “Write about an experience in your life, be sure to use the words “I” and “my”. Describe the event in detail and include a beginning, middle, and end.”

	Engage NY 
Skills Unit 5

Journeys
Unit 1, 4

http://www.bwcs.k12.az.us/

	

2	W	4a	With guidance and support from
adults, produce writing in which the development and organization are appropriate to task and purpose.
a)	   With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables, directions, posters) in which the development and organization are appropriate to task and purpose.	Examples:
•	At the beginning of the school year, write the classroom rules with the students. 
•	Write a Valentine letter to a friend
•	Write a grocery list
•	Write observations from a science experiment
•	Create a graph 
•	Write directions for making a peanut butter and jelly sandwich	Engage NY 
N/A

Journeys
N/A

Consult Wendy(MCESA) for resources.

http://www.bwcs.k12.az.us/
	
2	W	5	With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. 	Revising includes evaluating and refining the rough draft for clarity and effectiveness. The writing may be changed by adding, deleting and reorganizing. (Ask: Does this draft say what you want it to say?) Editing includes proofreading and correcting the draft for conventions (e.g., punctuation, capitalization and spelling). Simple resources (e.g., focus or word walls, primary dictionaries) can be used to correct conventions (e.g., capitalization, punctuation, spelling, grammar and usage, and paragraph breaks).

Teachers model refining a rough draft for clarity and effectiveness:
•   Evaluate the draft for use of ideas, content, organization, voice,
word choice, and sentence fluency.
•   Add details to the draft to more effectively accomplish the purpose.
•   Rearrange the words, word choice, sentences, and paragraphs to clarify or enhance the meaning of the draft.
•   Use a combination of sentence structures such as
simple and compound sentences to improve fluency.
Teachers create tools or strategies such as peer review,
checklists and rubrics to refine the draft. Students use resources and reference materials to select precise vocabulary. Students proofread the draft and correct it for appropriate conventions. Student conference with a teacher or classmate for feedback.	Engage NY 
Domain 8

Journeys
Unit 5, 6

http://www.bwcs.k12.az.us/

	

2	W	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).

	•	Teachers create a rubric to inform students of the expectations of the assignment.
•	Teachers provide graphic organizers (e.g., web, flow-chart, time-line) for students to use for note-taking.
•	Students create a checklist to assure that all elements are included.
•	Students work in partners or groups to assist each other with their topic and assignment.
•	Teachers select topics from Social Studies (e.g., Strand 1 American History, Strand
2 World History) or Science Standards.
	Engage NY 
Domain 8

Journeys
Unit 5, 6

http://www.bwcs.k12.az.us/
	
2	W	8	Recall information from experiences or gather information from provided sources to answer a question.	The emphasis of this standard is on gathering knowledge to prepare students for writing a research paper. The provided categories will help students organize their note taking.

•	Teachers model organizing notes in a meaningful sequence.
•	Teachers use Social Studies Standards (e.g., Strand 1: American History, Strand 2: World History) or Science to select appropriate topics.
•	Students create categories to organize note taking.
•	Students use graphic organizers (e.g., webs, flow-charts) to assist in summarizing or paraphrasing information.	Engage NY 
Domain 8, 9, 10

Journeys
Unit 5

http://www.bwcs.k12.az.us/

Language Standards	
Students will:	• Use collective nouns
• Use commas in greetings and closing of letters
• Consult reference materials for spelling
• Use sentences for context to clues for meaning
• Use knowledge to predict meaning of compound words
• Use references to clarify meanings of words and phrases
• Correctly use grade appropriate parts of speech specifically focusing on adverbs and adjectives	
Vocabulary	Collective nouns, context clues, compound words, parts of speech, adverbs, adjectives, capital, punctuation,	

Domain	
Cluster	
Standard	

Arizona’s College and Career Ready
Standards	

Explanations & Examples	
Notes & Resources	
2	L	1abcdeg	Demonstrate command of the conventions
of standard English grammar and usage when writing or speaking.
(a)	Use collective nouns (e.g., group)
(b)	Form and use the past tense of frequently occurring irregular nouns (e.g., feet, children, teeth, mice, fish).
(c)	Use reflexive pronouns (e.g., myself, ourselves).
(d)	Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
(e)	Use adjectives and adverbs, and choose between them depending on what is to be
(f)	n/t
(g)	Write multiple sentences in an order that supports a main idea or story.	•	Teachers use color-coded word wall to assist students in selecting appropriate conventions.
•	Teacher models grammar conventions in isolation.
•	Teacher identifies the use of conventions in context as it appears in writing, speaking, and literature.
•	Teacher presents a grammatically incorrect text; students will identify and correct errors.
•	Students identify given conventions in context.

Examples: Language Activity
After reading The Pied Piper of Hamelin, do a word activity based on the
poem. Collect some plural nouns from the poem. Talk about the singular for each word and how it is made plural (e.g., rats, babies, bats, children, tongues, shoes, and mice). Extend this activity by especially collecting the plurals of irregular nouns.

The focus of this activity is “Taking Care of Ourselves.” Ask students what other words they know that end with –self or –selves? (Possible answers: myself, himself, herself, themselves, yourself, and yourselves.)
Practice using these special kinds of pronouns in sentences: “I can do it
 	_.” “She climbed the monkey bars by 	.” “They went to the playground by 	.”	Engage NY 
a)	Skills Unit 5
b)	Skills Unit 5
c)	n/a
d)	Skills Unit 5
e)	Skills Unit 5
f)	n/t
g)	n/a

Journeys
a)	n/a
b)	n/a
c)	Unit 4
d)	Unit 5, 6
e)	Unit 5, 6
f)	Unit 5, 6
g)	n/a

http://www.bwcs.k12.az.us/

*(acefg) Not Galileo Tested

	

2	L	2acde	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a) Capitalize holiday, product names, and geographic names
b) n/t
c) Use an apostrophe to form contractions and frequently occurring possessives.
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	•	Teachers model conventions and spelling patterns in isolation.
•	Teachers identify conventions and spelling patterns in context as they appear in writing, speaking and literature.
•	Teachers provide text with convention errors. Students will identify and correct errors.
•	Teachers create a resource wall of common conventions or spelling patterns for easy referral.
•	Students highlight given conventions and spelling patterns in context.

Example: Literature/Letter Writing
Read aloud the book Charlotte’s Web by E.B. White aloud to the class. After you have finished the book, have the students connect the characters in the book by writing friendly letters. Students should choose one of the characters in Charlotte’s Web and write the character a letter. Have students let the character know why they chose the character and what they like about him/her. Students should ask their character a question about something they are wondering. Require proper use of punctuation and form for the letters. Revise the letters and edit for spelling and punctuation. Then, have students trade letters and write back to their classmate as if they were the classmate’s chosen character. For example, if a child receives a letter addressed to Wilbur, she would write a letter back as if she were Wilbur and answer the question asked.	Engage NY
a)	Skills Unit 5
b)	n/t
c)	Skills Unit 5
d)	n/a
e)	Skills Unit 5

Jouneys
a)	n/a
b)	n/t
c)	Unit 6
d)	Unit 5, 6
e)	n/a

http://www.bwcs.k12.az.us/

*(bde) Not Galileo Tested

	
2	L	4abce	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.
(b)	Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
(c)	Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
(d)	n/t
(e) Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.	•	Teachers model decoding strategies through think-aloud, pictures, and
text and word structures.
•	Students read sentences before and after the unknown word to determine the meaning (context clues).
•	Students use background knowledge regarding the topic to determine the meaning.
•	Students use illustrations or graphics to determine the meaning of the unknown word.
•	Students use glossaries or student-friendly dictionaries to look up the word

Example: Language
As you have the students read literature look for words that might lend themselves to a discussion of affixes and roots. Teach the students that by knowing the root word, you can approximate the meaning of another word that they may not know.

Engage NY
a)	Skills Unit 5
b)	Domain 10
c)	Domain 9
d)	n/t
e)	n/a

Jouneys
a)	Unit 5, 6
b)	Unit 5
c)	Unit 6
d)	n/t
e)	Unit 5, 6

http://www.bwcs.k12.az.us/

*(de) Not Galileo Tested

	

2	L	5a	Demonstrate understanding of word
relationships and nuances in
word meanings.
a)	Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
b)	n/t	•	Teachers use actions to explain verbs and adjectives (verbs: talk, whisper, shout, yell; adjectives: mad, angry, frustrated, furious).
•	Students sort word into categories by their use.
•	Students place words in a continuum according to the intensity of their meaning (e.g., hot, warm, tepid, cool, cold, freezing; tiny, small, petite, average, big, large, huge).

Example: 
As students read the "Henry and Mudge" books by Cynthia Rylant, challenge them to look closely at the characters. Before the first chapter, ask the students to be ready
to describe "Henry and Mudge". Using sticky notes or white boards, require each student to write down two characteristics of each character. Although one of the characters is a dog and one is a boy, they have a wonderful friendship. Have students share at least two words to describe Henry and two words to describe Mudge. Discuss what can be learned about friendship through these stories.

Example: 
•	Have the students “taste test” healthy snacks, fruits, and vegetables.
Encourage them to use adjectives by challenging the students to come up with at least three descriptive words between each new taste. For example, “This apple is tangy, sweet, and crunchy!” Encourage students to use a dictionary to check the spelling of the words as needed.
	Engage NY
a)	Domain 8, 9, 10
b)	n/t

Journeys
a)	Unit 5, 6
b)	n/t

http://www.bwcs.k12.az.us/

*(ab) Not Galileo Tested	

2	L	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). 	•	Teachers use cloze procedure (teacher leaves out key word, students
fill in) for students to practice using vocabulary correctly.
•	Students highlight adjectives and adverbs in a passage.
•	Students create individual journals of student-friendly definitions with
non-linguistic representations (illustrations).

Example: Class Discussion/Art Appreciation
Talk about the life of Ruby Bridges. Show the students some photographs of Bridges and the Norman Rockwell painting, The Problem We All Live With, which was painted after a photograph of her. Use these questions to discuss the title and the painting:
•	Do you think it is a good name for the painting? Why or why not?
•	Knowing the story of Ruby Bridges, what details from her character can you see in the painting?	Engage NY
Domain 8, 9, 10

Journeys
Unit 5, 6

http://www.bwcs.k12.az.us/