GRADE 2 ELA INSTRUCTIONAL FOCUS
The following grade-level resource page is designed to follow the GCR2 ELA Resource Graphic.
- Priority & Supporting Standards - Tells us what essential knowledge, skills and strategies must be acquired at each grade- PS helps teachers prioritize.
- Literacy Blueprint - Describes a Balanced Literacy Model for designing your block of ELA instruction and explains the district philosophy.
- ELA Modules - Clusters the standards in a way that makes sense across the year.
- Mentor Texts and Close Reading Passages - Supports all teachers in designing ELA lessons using identified high quality texts aligned to MLS and our students needs.
- Module Lesson Maps - Provides teachers with a sequenced description of lessons aligned to our modules, using our Mentor Texts, and suggesting standards and ideas for instruction.
- Assessments - Provides us with information as to whether our students are acquiring the knowledge skills and strategies we are teaching and informs our instructional decisions.
- Standards-Based Education - Individual standards (highlights denote power standards) with rubrics and KUDs (Documents that describe what students need to know, understand, and be able to do to meet each standard.
PRIORITY & SUPPORT STANDARDS
The following resources have been developed and/or gathered to support Second Grade teachers as they implement the Missouri Learning Standards in 2015-2016. Just click on the links below to access these documents.
Second Grade “I Can” Statements were designed for teachers to post daily classroom objectives one at a time and standards that are spread out over a number of pages. Standards flow one to the next. Some teachers have chosen to make them into posters and highlight the day’s learning target with a clothespin or large arrow cut-out. Another idea to help with the organization of all of these posters is to put them on a binder ring so that they can easily be flipped through and displayed each day.
Reading
|
Writing
|
Language
|
Speaking/Listening
|
LITERACY BLUEPRINT
The following document was designed for classroom teachers, instructional coaches, and school administrators to provide a vision and structure for literacy instruction.
- Guiding Principles
- Creating a Supportive Literacy Environment
- Common Core and The Blueprint
- Elements of a Balanced Literacy Program
- Elements Described in Detail
- Assessments- District and Formative Assessment Practices
- Supporting Specific Groups of Learners: EL/ELL/SPED/Title 1 & SEEK
- Implementation Guide
- Frequently Asked Questions
- Glossary
- Bibliography
- Grade Level Word Study Chart
ELA MODULES
Each grade level has a proposed curriculum map of the ELA standards divided into 4 Modules (or chunks) of instruction spanning the school year. These modules are detailed below.
MENTOR TEXTS AND CLOSE READING PASSAGES
Mentor Texts and Toolkit for 2015-2016
The “Toolkit” that follows is a collection of resources filtered from various web sites. Word documents were maintained whenever possible. While these do not directly relate to our Mentor Texts and Close Reading passages they are strong examples for you to use or modify with your grade level text selections in order to support CCSS and the inherent rigor.
- Graphic Organizers
- Tools
- Reading/Writing Rubrics
- Opinion Writing Rubrics
- Narrative Writing Rubrics
- Informational Writing Rubrics
- Misc. Rubrics
MODULE LESSON MAPS
The following modules were created as sample curriculum maps at each grade level. The modules include all the English Language Arts Common Core standards. Our goal was to show how the priority and supporting standards from all ELA areas (reading, writing, listening/speaking, language and the foundational skills at Elementary) can be spread throughout the year but grouped in a logical fashion. Although there are “focus” standards for each module they are designed to build upon the previous one(s) so that by the end of the year all standards have been addressed and the priority standards assessed in appropriate levels of text. Focus standards may be introduced in a module however the teacher will make the decision as to when students will be assessed. Students continue to have multiple opportunities to show they have met the standards throughout the year in various venues including whole group, small group, or individually.
Each module is designed to last approximately 8 weeks and might include 1-3 smaller units. You’ll notice that the module designers chose some standards that they felt should be addressed in all modules. These standards are contained within the section titled “Yearlong Skill Development.” While Section 1 of the map could be used with any rich content, Section 2 was created as an example as to how a teacher or team might take the curriculum map and integrate the ELA standards with specific content such as a social studies or science unit, or even a literature study. We invite you to use this template “as is” or as a springboard for your own curriculum map or module creation.
Each module is designed to last approximately 8 weeks and might include 1-3 smaller units. You’ll notice that the module designers chose some standards that they felt should be addressed in all modules. These standards are contained within the section titled “Yearlong Skill Development.” While Section 1 of the map could be used with any rich content, Section 2 was created as an example as to how a teacher or team might take the curriculum map and integrate the ELA standards with specific content such as a social studies or science unit, or even a literature study. We invite you to use this template “as is” or as a springboard for your own curriculum map or module creation.
Module 1: Close Reading and Writing to learn/ Launching Readers and Writers Workshop
This initial module is designed as an introduction to teach students to read closely and write to learn through engaging them in literature and informational text. It provides a foundation for further skill acquisition and assessment. Students will learn to ask and answer questions about text and identify the main idea and key details related to the text. Within this module students may begin the writing process through recalling information and/or answering questions about text. Speaking and listening skills will be woven into all aspects of instruction. Module 2: Developing critical readers, writers, and thinkers of narrative text
This module uses stories, fables, and folktales to develop students as critical readers, thinkers, and writers of narrative text. Through close reading of text, students will identify the central message of the story, identify and analyze character traits, and describe overall story structure and elements. Students will also compare and contrast different versions of similar text. Students will write narratives with sequenced events and details. Speaking and listening skills will be woven into all aspects of instruction. Module 3: Learning Through Research
Understanding through research is the focus of this module. Students will be guided through short research projects as they gather materials, read about, document, and present information related to this module’s focus topic. Students will show an understanding of and use various text features to compare and contrast important points of the same topic. Speaking and listening skills will be woven into all aspects of instruction. Module 4: Forming Positions
In module 4 students are asked to identify differing points of view in literature. Students will identify author’s purpose and describe supporting points in informational text. Following, students will formulate their own opinion on a selected topic, support their thinking using evidence from text, and present opinion in paragraph form. |
UNIT OF STUDY
Launching Reading Unit: Interrupting Chicken; Pot That Juan Built, The; Nasty Bugs; Story for Bear, A; My name is Gabito; George Crum and the Saratoga Chip
Launching Writers Workshop: Author, A True Story; Best Story, The; Fireflies!; Let`s Do Nothing!; Nothing Ever Happens on 90th Street
Fiction (Literature) Reading Unit: Little Red Riding Hood: A Newfangled Prairie Tale; Sick Day for Amos McGee, A; Super-Completely and Totally the Messiest!; Tony`s Bread; Ugly Duckling, The; Winston the Book Wolf
Personal Narrative Writing Unit:
Day
of Ahmeds Secret, The; How
My Parents Learned to Eat; Jamaica
Louise James; Keeping
Quilt, The; Looking
Back: A Book of Memories; Ma
Dears Aprons; My
Abuelita; Owl
Moon; Snapshots
from the Wedding; Up North at the
Cabin
Non-Fiction (Informational) Reading Unit:
Are
You a Grasshopper?; Follow
the Dream: The Story of Christopher Columbus; Look
Out for Turtles!; Nothing
But Trouble: The Story of Althea Gibson; Pop!:
The Invention of Bubble Gum; Tell
Me, Tree: All About Trees For Kids
Non-Fiction (Informational) Writing Unit: Bats; Caves and Caverns; How a House is Built; My Baseball Book; Nature’s Green Umbrella; Planet Earth/Inside Out; Recycle!; Sun Up, sun Down; Sunken Treasure; Zoo
Poetry Reading Unit:
Every
Second Something Happens: Poems for the Mind and Senses; Falling
Down the Page: A Book of List Poems; Hound
Dog’s Haiku and Other Poems for Dog Lovers, The; Reading,
Rhyming, and ‘Rithmetic; Underwear
Salesman: And Other Jobs for Better or Verse, The; Whiff of
Pine, a Hint of Skunk: A Forest of Poems, A
Fiction with Book Review (Opinion) Writing Unit: Around the World: Who’s Been Here?; Dear Mr. Henshaw; Dear Mrs. LaRue: Letters from Obedience School; Dear Peter Rabbit; First Year Letters; Gardener, The ; I Wanna New Room; Letter From Phoenix Farm, A; Plantzilla; Yours Truly, Goldilocks
|
Standards-Based Education
Individual standards (highlights denote power standards) with rubrics and KUDs (Documents that describe what students need to know, understand, and be able to do to meet each standard.
Reading Literature (RL)
Reading Literature Standard
2.RL.9
|
Student Friendly (I Can)
Language |
Power Standard (PS) Rubric
2.RL.1 "PS Rubric"
2.RL.2 "PS Rubric"
2.RL.3 "PS Rubric"
2.RL.4 "PS Rubric"
2.RL.5 "PS Rubric"
2.RL.6 "PS Rubric"
2.RL.7 "PS Rubric"
2.RL.8 "PS Rubric"
2.RL.9 "PS Rubric)
2.RL.10 "PS Rubric"
|
KUD
Literacy 1
Literacy 2
Literacy 3
Literacy 4
Literacy 5
Literacy 6
Literacy 7
Literacy 8
Literacy 9
Literacy 10
|
Reading Informational Text (RI)
Reading Informational Text Standard
|
Student Friendly (I Can) Language
|
Power Standard (PS) Rubric
|
KUD
|
2.RI.1
2.RI.2
2.RI.3
2.RI.4
2.RI.5
2.RI.6
2.RI.7
2.RI.8
2.RI.9
2.RI.10
|
2.RI.1 "I Can Statement"
2.RI.2 "I Can Statement"
2.RI.3 "I Can Statement"
2.RI.4 "I Can Statement"
2.RI.5 "I Can Statement"
2.RI.6 "I Can Statement"
2.RI.7 "I Can Statement"
2.RI.8 "I Can Statement"
2.RI.9 "I Can Statement"
2.RI.10 "I Can Statement"
|
2.RI.1 "PS Rubric"
2.RI.2 "PS Rubric"
2.RI.3 "PS Rubric"
2.RI.4 "PS Rubric"
2.RI.5 "PS Rubric"
2.RI.6 "PS Rubric"
2.RI.7 "PS Rubric"
2.RI.8 "PS Rubric"
2.RI.9 "PS Rubric"
2.RI.10 "PS Rubric"
|
Informational 1
Informational 2
Informational 3
Informational 4
Informational 5
Informational 6
Informational 7
Informational 8
Informational 9
Informational 10
|
Writing (W)
Writing Standard
2.W.1
2.W.2
2.W.3
2.W.4
2.W.5
2.W.6
2.W.7
2.W.8
2.W.9
2.W.10
|
Student Friendly (I Can) Language
2.W.1 "I Can Statement"
2.W.2 "I Can Statement"
2.W.3 "I Can Statement"
2.W.4 "I Can Statement"
2.W.5 "I Can Statement"
2.W.6 "I Can Statement"
2.W.7 "I Can Statement"
2.W.8 "I Can Statement"
2.W.9 "I Can Statement"
2.W.10 "I Can Statement"
|
Power Standard (PS) Rubric
2.W.1 "PS Rubric"
2.W.2 "PS Rubric"
2.W.3 "PS Rubric"
2.W.4 "PS Rubric"
2.W.5 "PS Rubric"
2.W.6 "PS Rubric"
2.W.7 "PS Rubric"
2.W.8 "PS Rubric"
2.W.9 "PS Rubric"
2.W.10 "PS Rubric"
|
Speaking/Listening (SL)
Speaking/Listening Standard
2.SL.1
2.SL.2
2.SL.3
2.SL.4
2.SL.5
2.SL.6
|
Student Friendly (I Can) Language
2.SL.1 "I Can Statement"
2.SL.2 "I Can Statement"
2.SL.3 "I Can Statement"
2.SL.4 "I Can Statement"
2.SL.5 "I Can Statement"
2.SL.6 "I Can Statement"
|
Power Standard (PS) Rubric
2.SL.1 "PS Rubric"
2.SL.2 "PS Rubric"
2.SL.3 "PS Rubric"
2.SL.4 "PS Rubric"
2.SL.5 "PS Rubric"
2.SL.6 "PS Rubric"
|
Language (L)
Language Standard
2.L.1
2.L.2
2.L.3
2.L.4
2.L.5
2.L.6
|
Student Friendly (I Can) Statement
2.L.1 "I Can Statement"
2.L.2 "I Can Statement"
2.L.3 "I Can Statement"
2.L.4 "I Can Statement"
2.L.5 "I Can Statement"
2.L.6 "I Can Statement"
|
Power Standard (PS) Rubric
2.L.1 "PS Rubric"
2.L.2 "PS Rubric"
2.L.3 "PS Rubric"
2.L.4 "PS Rubric"
2.L.5 "PS Rubric"
2.L.6 "PS Rubric"
|
Reading Foundations (RF)
Reading Foundations Standard
2.RF.1
2.RF.2
2.RF.3
2.RF.4
|
Student Friendly (I Can) Statement
2.RF.1 "I Can Statement"
2.RF.2 "I Can Statement"
2.RF.3 "I Can Statement"
2.RF.4 "I Can Statement"
|
Power Standard (PS) Rubric
2.RF.1 "PS Rubric"
2.RF.2 "PS Rubric"
2.RF.3 "PS Rubric"
2.RF.4 "PS Rubric"
|