Laura Light Long Range Plan for 2nd Grade ELA Curriculum Map for 2nd Grade

RL.3 Describe how characters in a story respond to major events and challenges. Readers understand how characters respond in text to major events and challenges. Why do we need to understand how characters respond? RL. 5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. 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. RL.7 Use info gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Readers use words and illustrations to help them understand the characters, setting and plot. How can using words and illustrations help us understand what the story is about? 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. W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.8 Recall information from experiences or gather information from provided sources to answer a question. L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. f. Produce, expand, and rearrange complete, simple and compound sentences. Writing & Language (September/ October) b. Use commas in greetings and closings of letters. 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. 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. L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize holidays, product names, and geographic names.

Literature & Informational (September/ October)

Laura Light Long Range Plan for 2nd Grade

a. Use sentence-level context as a clue to the meaning of a word or phrase

RF.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. RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. f. Recognize and read grade-appropriate irregularly spelled words. RF.4 Read with sufficient accuracy and fluency to support comprehension. Foundational & Speaking and Listening (September/ October) a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion. SL.2- Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.4- Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentence. SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RF.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding.

Laura Light Long Range Plan for 2nd Grade

RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 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. RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RI.8 Describe how reasons support specific points the author makes in a text.

Literature & Informational (October

Laura Light Long Range Plan for 2nd Grade Math Curriculum Map for 2nd Grade

1st 9 Weeks Big Ideas/Essential Questions

Mental strategies and fact fluency help solve addition and subtraction problems easily. What are some strategies you use to solve addition and subtraction problems? Why do we need to be able to add or subtract quickly? (August/September)

Standards
Bolded standards indicate Power Standards. Italicized standards indicate support standards.
2.OA.2. Fluently add and subtract within 20 using mental 2 strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. 2.OA.1. Use addition and subtraction within 100 to solve oneand two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 2.NBT.8. Mentally add 10 to a given number mentally subtract 10 from a given number. 2.NBT.9. Explain why addition and subtraction strategies work, using place value and the properties of operations.

SMP
2, 7, 8

Resources My Math Chapter(s): 1, 2 Envision Topic 2 Envision Topic 3 Envision Topic 6-1 through 6-3 Envision Topic 7-1 Smart Exchange Lessons www.teacherspayteachers.com Useful Links: www.helpingwithmath.com
http://nlvm.usu.edu/en/nav/grade_g_2.html http://illuminations.nctm.org/Lessons.aspx http://www.k-5mathteachingresources.com http://nsdl.org/commcore/math

4, 5

2, 7, 8

2, 3

Laura Light Long Range Plan for 2nd Grade

Skip counting follows a number pattern based on place value. What do you notice when you skip count by 5s? By 10s? By 100s? How can I prove that a number is odd or even? 2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s to record the results of comparisons. 7 2.OA.3. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. 2, 7, 8

My Math Chapter(s): 2, 5
Envision Lessons 4-8 4-9 (odd/even) See Envision 17-1 as resource for skip counting by 100s *Envision 17-4 and 17-5 (Add/Subtract multiples of 10 and/or 100 to 3 digit numbers.
4 , 7, 8

How can equal groups help me add? (September/October)

2.OA.4. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

My Math Chapter(s): 2

1st 9 Weeks Big Ideas/Essential Questions

Models can show ones, tens, and hundreds. How many ways can you show a three digit number?

Standards
Bolded standards indicate Power Standards. Italicized standards indicate support standards.
2.NBT.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: A. 100 can be thought of as a bundle of ten tens called a hundred. B. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). 2.NBT.4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons

SMP
2, 4, 8

Resources My Math Chapter(s): 5

Envision 4-1 through 4-5 Envision 17-1 through 17-3

2, 4, 8

(October)

2, 7

Models, numbers, and number sentences can show numbers to 1,000. The value of a digit depends on its position.

My Math Chapter(s): 5
2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form 2.NBT.1a. 100 can be thought of as a bundle of ten tens

2, 4

Envision 4-1 through 4-5

Laura Light Long Range Plan for 2nd Grade

called a hundred. 2.NBT.1b The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones) 2.NBT.4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 2, 4, 8

Envision 17-1 through 17-3

How many ways can you show numbers to 1,000? Why isnt a digit always worth the same? (October)

2, 7

Social Studies Curriculum Map for 1st 9 weeks (August/September) Students learned about communities by using maps to discover these locations. Students also created their own community helpers.
SOC.2.2-2 - [Standard] - The student will demonstrate an understanding of the local community and the way it compares with other communities in the world. SOC.2.2-2.1 - [Indicator] - Locate on a map the places and features of the local community, including the geographic features (e.g., parks, water features) and the urban, suburban, and rural areas. SOC.2.2-2.2 - [Indicator] - Recognize characteristics of the local region, including its geographic features and natural resources. SOC.2.2-2.3 - [Indicator] - Summarize the roles of various workers in the community, including those who hold government jobs there. SOC.2.2-2.4 - [Indicator] - Summarize changes that have occurred in the life of the local community over time, including changes in the use of the land and in the way that people earn their living there. SOC.2.2-2.5 - [Indicator] - Compare the history and features of the local community with those of different communities around the world.

Laura Light Long Range Plan for 2nd Grade

Science Curriculum Map for 1st 9 weeks (September/October) This set of standards were aligned with the magnetism unit that I derived for my Short Range Plan/Unit of Study. 2-1.1: Carry out simple scientific investigations to answer questions about familiar objects and events. 2-5.1: Use magnets to make an object move without being touched. 2-5.2: Explain how the poles of magnets affect each other (that is, they attract and repel one another). 2-5.3: Compare the effect of magnets on various materials. 2-5.4: Identify everyday uses of magnets. 2-1.2: Use tools (including thermometers, rain gauges, balances, and measuring cups) safely, accurately, and appropriately when gathering specific data in US customary (English) and metric units of measurement.