Second Grade Unit Three 2011 2012

Isaac School District No. 5
English Language Arts Curriculum Map: Grade 2

Unit 3: Building Bridges With Unlikely Friends- In this unit, students explore both literal and figurative bridges.
Overview: They read how-to texts on building bridges and view these amazing structures on the Internet. Through realistic fiction, they
examine the possibility of friendship in conflict-filled settings. Reading fantasy texts that depict animal experiences completes their
exploration. Building on the writing of previous units, they write a letter to a character in “Charlotte’s Web.” Students also gather words
from poetry and explore the meanings of idioms and words with common roots.

Big Ideas: Essential Questions: Vocabulary:

Recognizing prefixes and suffixes assist in How can stories teach us life lessons? author’s purpose figurative
decoding multi-syllabic words. body friendly letter
What connections can we make with events challenge greeting
Situations in stories can relate to real life. and characters in the story? character Haiku
closing literal
Characters respond to changes, How can making connections with the text compare plot
challenges, and events in a story. we read help us with comprehension? compound word punctuation
contrast prefix
diagram revision
editing setting
explanatory writing suffix

ELA Standards/ELP Standards: Sample Activities/Assessments:
Reading Foundations (RF)
2.RF.3 Know and apply grade-level
phonics and word analysis skills in
decoding words.

II-R-2: The students will identify and
manipulate the sounds of the English
language and decode words, using
knowledge of phonics, syllabication, and
words parts.

BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.
Italics: ELP Standards *ELD Methodology 7-15-2011
(ELP Direct Alignment)
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2.RF.3c Decode regularly spelled two- Instructional Routine Template: Card 10 (2.RF.3c)
syllable words with long vowels.
*Language Warm-Up (II-LS-2: HI-1)
II-R-2(D): HI-3: Reading regularly spelled
multi-syllable words by applying the most
common letter-sound correspondences,
including the sounds represented by single
letters. (LI-3)

II-LS-2: HI-1: Articulating the 44
phonemes accurately.
2.RF.3d Decode words with common Instructional Routine Template: Card 10 (2.RF.3d)
prefixes and suffixes.

No Alignment
2.RF.3e Identify words with inconsistent *Language Warm-Up (II-LS-2: HI-1)
but common spelling-sound
correspondences.

II-LS-2: HI-1: Articulating the 44
phonemes accurately.
2.RF.3f Recognize and read grade-
appropriate irregularly spelled words.

II-R-2(D): HI-7: Reading high frequency
words and irregular sight words fluently.
2.RF.4 Read with sufficient accuracy and
fluency to support comprehension.

II-R-3: The student will read with fluency
and accuracy.

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2.RF.4a Read on-level text with purpose
and understanding.

II-R-4: HI-9: Identifying the author’s
purpose for writing a book. (LI-9)

2.RF.4b Read on-level text orally with
accuracy, appropriate rate, and expression
on successive readings.

II-R-3: HI-2: Using punctuation, including
commas, periods, question marks, and
exclamation marks to guide reading for
fluency.
Reading Literature (RL)
2.RL.3 Describe how characters in a Introduce a book such as “Snow in Jerusalem.” Tell the students that they are going to
story respond to major events and read a book about two children who were not friends, but became friends when they found
challenges. something in common. As the story is read, have the students focus on what the characters
have in common and how it helped to build their friendship. Talk about how these two
II-R-4: HI-10 Identifying cause and effect characters faced a challenge and made a hard choice. (2.RL.3, 2.RL.7)
of specific events in a literary selection.

II-R-4: HI-11: Describing characters from
a literary selection.

II-R-4: HI-12: Describing the setting from

II-R-4: HI-13: Summarizing the key
events from a literary selection.

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II-R-4: HI-14: Identifying and describing
the plot in a literary selection.

2.RL.4 Describe how words and phrases As you read from the poetry collection “If Not for the Cat,” explain to students the Haiku
(e.g., regular beats, alliteration, rhymes, style of poetry. Point out to the students that these poems are very short, but they make
repeated lines) supply rhythm and you think. As you read a poem, keep the accompanying illustration hidden until students try
meaning in a story, poem, or song. to guess the animal being described. These poems are filled with words that may be new to
your students. Demonstrate use of dictionaries to determine the meaning of unknown
II-R-4: HI- 21: Identifying words that the words. When you are finished with each poem, ask students to choose one new word to
author selects to create a rich auditory save in the word bank. (2.RL.4, 2.L.4e, 2.L.5)
experience (alliteration, onomatopoeia) in
2.RL.7 Use information gained from the Introduce the idea of a “bridge” as a metaphor by reading the book “Pop’s Bridge.” In this
illustrations and words in a print or book, a group of boys experience the sacrifice involved in bridge building and the joy that
digital text to demonstrate comes with friendship. Discuss the literal bridge in the book and the way the bridge served
understanding of its characters, setting, as a link not only between two places but also between two people. Introduce the following
or plot. Isaac Newton quotation: “We build too many walls and not enough bridges.” Discuss what
Isaac Newton may have meant by his comment. (2.RL.7)
II-R-4: HI-8: Extracting and interpreting
specific information from external text Read aloud the book “Charlotte’s Web” aloud to the class. After you have finished the
features of text. 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
II-R-4: HI-11: Describing characters from a letter. Have students let the character know why and what they like about him/her.
a literary selection. 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
II-R-4: HI-12: Describing the setting from spelling and punctuation. Then, have students trade letters and write back to their
a literary selection. 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
II-R-4: HI-13: Summarizing the key and answer the question asked. (2.RL.7, 2.W.4a, 2.W.5, 2.L.2b)
events from a literary selection.

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As students read the “Henry and Mudge” books, challenge them to look closely at the
characters. Before the first chapter, ask the students to be ready to describe Henry and
Mudge. Using Post-Its 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. (2.RL.7)

Reading Informational Text (RI)
2.RI.3 Describe the connection between a Begin a class discussion by asking the students, “If a real hippopotamus had no other
series of historical events, scientific ideas companions, what other kind of animal could you imagine her having for a friend?” Be sure
or concepts, or steps in technical to require good reasons for their opinions as they answer. Read the book “Owen and
procedures in a text. Mzee: The True Story of a Remarkable Friendship” aloud. When you are finished reading,
have the students discuss what the author (a six-year old girl) wanted to accomplish by
No Alignment 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
2.RI.6 Identify the main purpose of a students to write a paragraph explaining how the two animals in the story became friends.
text, including what the author wants to (2.RI.6, 2.RI.3, 2.RI.7, 2.W.2, 2.SL.6)
answer, explain, or describe.

II-R-4: HI-9: Identifying the author’s
purpose for writing a book.

2.RI.7 Explain how specific images (e.g., a
diagram showing how a machine works)
contribute to and clarify a text.

II-R-4: HI-8: Extracting and interpreting
specific information from external text
features of text.
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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.

No Alignment
2.RI.10a By the end of year, read and
comprehend functional 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.

No Alignment

Writing (W)
2.W.2 Write informative/explanatory Introduce a chapter from “Bridges: Amazing Structures to Design, Build & Test.” This is an
texts in which they introduce a topic, informational book, but it is also a “how-to” book: It will teach “how to” build bridge
use facts and definitions to develop structures in the classroom or at home. Read the text to the children and allow them to
points, and provide a concluding view the way the “how to” section is set up in steps to follow. Gather the supplies and allow
statement or section. the students to follow the directions to experiment with building a bridge. Discuss how
diagrams help to explain the directions. Have the students write an explanatory paragraph
II-W-1: HI-3: Completing a written telling someone else how they made their respective bridges and orally share their
summary of the key events of ideas of projects. Students ask questions and make comments about the presentations. (2.W.2,
informational text using simple sentences. 2.RI.3, 2.RI.6, 2.RI.7, 2.SL.3, 2.SL.6)

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ll-W-2: The student will identify and apply
conventions of standard English in his or
her communication.

Il-W-3: The students will use the steps of
the writing process as a writing piece
moves toward completion.

II-W-4: The students will integrate
elements of effective writing to develop
engaging and focused text.

II-W-5: The students will demonstrate
research skills by using a variety of
reference materials to complete a variety
of writing tasks.

2.W.4 With guidance and support from
adults, produce writing in which the
development and organization are
appropriate to task and purpose. (Grade-
specific expectations for writing types are
defined in standards 1–3 above.)

II.W.4: HI-5: Organizing a student
generated text in a selected format (e.g.,
friendly letter, narrative, expository text,
etc.).

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2.W.4a With guidance and support from
adults, produce functional writing, (e.g.,
friendly letters, recipes, experiments,
notes/messages, labels, graphs/tables,
directions, posters) in which the
development and organization are
appropriate to task and purpose.

II.W.1: HI-5: Creating a variety of
functional texts (e.g., classroom rules,
letters, notes, messages, directions, etc.)
using complete sentences.

ll-W-2: The student will identify and apply
her communication.


II-W-4: The students will integrate
2.W.5 With guidance and support from To encourage the communication among unlikely friends, arrange for your students to be
adults and peers, focus on a topic and pen pals, or email pals, with students from another class, possibly from a far away place.
strengthen writing as needed by revising Setting parameters for what can be shared, ask students to write letters introducing
and editing. themselves and asking the other student about him/herself. The purpose of this activity
would be to find ways the students are similar and the ways the students are different from
II-W-4: The students will integrate one another. (2.W.5, 2.W.6, 2.L.2b)
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2.W.6 With guidance and support from
adults, use a variety of digital tools to
produce and publish writing, including in
collaboration with peers.

Language (L)
2.L.1 Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.

II-L-1: The student will identify and apply
her communications.

2.L.1b Use collective nouns (e.g., *Verb Tense Study (II-L-1(N): HI-3)
group).
*Sentence Patterning (II-L-1(N): HI-3)
II-L-1(N): HI-3: Converting a given
singular noun into a plural noun, including
irregular.
2.L.1d Form and use the past tense of *Verb Tense Study (II-L-1(V): HI-9)
frequently occurring irregular verbs (e.g.,
sat, hid, told).

II-L-1(V): HI-9: Producing declarative,
negative, and interrogative sentences
using irregular simple past tense verbs
with subject-verb agreement.
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2.L.1e Use adjectives and adverbs, and *Syntax Surgery (II-L-1(ADJ): HI-1, HI-2; II-L-1(ADV): HI-1, HI-2, HI-3, HI-4, HI-5)
choose between them depending on what
is to be modified. *Sentence Building (II-L-1(ADJ): HI-1, HI-2; II-L-1(ADV): HI-1, HI-2, HI-3, HI-4, HI-5)

II-L-1(ADJ): H-1: Producing a series of
adjectives in the correct order.

II-L-1(ADJ): HI-2: Using nouns as
modifiers.

II-L-1(ADV): HI-1: Using “when and
“frequency” adverbs.

II-L-1(ADV): HI-2: Using “frequency”
adverbs.

II-L-1(ADV): HI-3: Using “where” adverbs
(i.e., here, there).

II-L-1(ADV): HI-4: Using “how/degree”
adverbs.

II-L-1(ADV): HI-5: Using adjectival
adverbs.
2.L.1f Produce, expand, and rearrange *Syntax Surgery (II-W-2: HI-12, HI-13, HI-14, HI-15)
complete simple and compound
sentences (e.g., The boy watched the *Verb Tense Study (II-W-2: HI-12, HI-13, HI-14, HI-15)
movie; The little boy watched the
movie; The action movie was watched
by the little boy).

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II-W-2: HI-12: Using declarative
sentences (S-V, S-V-C, S-V-O), positive (I
am tall.) and negative (I am not tall.)
sentence construction forms, in a variety of
writing.

II-W-2: HI-13: Using interrogative
sentences in a variety of writing
applications.

II-W-2: HI-14: Using exclamatory
applications.

II-W-2: HI-15: Using imperative
applications.
2.L.1g Write multiple sentences in an order
that supports a main idea or story.

2.L.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.

her communications.

II-W-2: The student will identify and apply
her communications.
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2.L.2b Use commas in greetings and
closings of letters.

II-W-2: HI-7: Using periods, question
marks, exclamation points, commas for
items in a series (e.g., eggs, milk, bread,
bananas, etc.), and apostrophes
(possessives, contractions).

2.L.2d Generalize learned spelling patterns
when writing words (e.g., cage → badge;
boy → boil).

No Alignment
2.L.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.

II-L-2: The student will acquire English
language vocabulary and use it in relevant
contexts.
2.L.4d Use knowledge of the meaning of
individual words to predict the meaning of
compound words (e.g., birdhouse,
lighthouse, housefly; bookshelf, notebook,
bookmark).

II-L-2: HI-6: Determining the meaning of
compound words using knowledge of
individual words.
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2.L.4e Use glossaries and beginning
dictionaries, both print and digital, to
determine or clarify the meaning of words
and phrases.

II-L-2: HI-13: Determining the meaning of
a word by using resources.
2.L.5 Demonstrate understanding of word
relationships and nuances in word
meanings.

contexts.
2.L.5b Distinguish shades of meaning *Vertical Sentence (II-L-2: HI-11)
among closely related verbs (e.g., toss,
throw, hurl) and closely related adjectives
(e.g., thin, slender, skinny, scrawny).

II-L-2: HI-11: Clarifying word meaning by
applying knowledge of synonyms and
antonyms to enhance vocabulary.
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).

contexts.
- 13 -


Speaking and Listening (SL)
2.SL.3 Ask and answer questions about
what a speaker says in order to clarify
comprehension, gather additional
information, or deepen understanding of a
topic or issue.

II-LS-2: HI-6: Asking and responding to
social and academic questions using
complete sentences.

2.SL.6 Produce complete sentences
when appropriate to task and situation
in order to provide requested detail or
clarification. (See grade 2 Language
standards 1 and 3).

her communications.

II-W-2: The student will identify and apply
her communications.

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Teacher’s Notes UNIT 3:

- 15 -


Suggested Works
(E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars.
Highlighted titles indicate works referenced in Unit 3.
Literary Texts Literary Texts Informational Texts
Stories (Read Aloud) Stories Informational Text

• The Cricket in Times Square (George Selden • Henry and Mudge: The First Book (Cynthia • Bridges (See More Readers) (Seymour
and Garth Williams) (E) Rylant and Sucie Stevenson) (E) Simon) (EA)
• Charlotte’s Web (E.B. White and Garth • The Fire Cat (Esther Holden Averill) (E)
Williams) (E) Informational Text (Read Aloud)
• George and Martha: The Complete Stories of
• Zen Shorts (Jon J. Muth) Two Best Friends (James Marshall)
• Bridges Are To Cross (Philemon Sturges
• Pop’s Bridge (Eve Bunting and C.F. Payne) and Giles Laroche)
• Mackinac Bridge: The Story of the Five-Mile Poems (Read Aloud) • Bridges: Amazing Structures to Design,
Poem (Gloria Whelan and Gijsbert van Build & Test (Carol A. Johmann, Elizabeth
Frankenhuyzen) “The Bridge Builder” (Will Allen Dromgoole) Rieth, and Michael P. Kline)
•
• One Green Apple (Eve Bunting and Ted If Not for the Cat (Jack Prelutsky and Ted Rand) • Owen and Mzee: The True Story of a
•
Lewin) (EA) Remarkable Friendship (Isabella and Craig
• I Am the Dog I Am the Cat (Donald Hall)
• Four Feet, Two Sandals (Karen Lynn Hatkoff, Paula Kahumbu, and Peter Greste)
Williams, Khadra Mohammed, and Doug • Owen and Mzee: The Language of
Chayka) Friendship (Isabella and Craig Hatkoff,
• Snow in Jerusalem (Deborah da Costa, Ying- Paula Kahumbu, and Peter Greste)
Hwa Hu, and Cornelius Van Wright) • Tara and Bella: The Elephant and Dog Who
• The Day of Ahmed’s Secret (Florence H. Became Best Friends (Carol Buckley)
Parry and Ted Lewind)
• My Father’s Shop (Satomi Ichikawa) Website References
• Silent Music (James Rumford)The Little Instructional Routines:
Painter of Sabana Grande (Patricia Maloney http://csi.boisestate.edu/readingfirst/resources/coach
Markun and Robert Casilla) es.shtml
• The Little Painter of Sabana Grande (Patricia Owen & Mzee Kids Boma:
Maloney Markun and Robert Casilla) http://www.owenandmzee.com/omweb/kidsboma.html
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*ELD Methodologies
The methodologies indicated below support the identified standards that are presented in Unit 3. Standards may lend themselves to additional methodologies.

*Language Warm-Up

*Verb Tense Study

*Sentence Patterning

*Syntax Surgery

*Sentence Building

*Vertical Sentence

- 17 -

Second Grade Unit Three 2011 2012

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Second Grade Unit Three 2011 2012