Common Core State Standards Curriculum Guide for Second Grade

Transcription

Common Core State Standards
Curriculum Guide for Second Grade
Revised Summer 2013
Table of Contents
Second Grade
Introduction ........................................................................................................................................................ 3
Second Grade Common Core English Language Arts Overview Unit 1................................................................. 4
Second Grade Common Core English Language Arts Overview Unit 4............................................................... 10
Second Grade Common Core English Language Arts Overview Unit 5............................................................... 12
Second Grade ELA CCSS Map ............................................................................................................................ 14
Second Grade Common Core Math Overivew .................................................................................................. 15
ELA Resources ................................................................................................................................................... 21
Math Resources ................................................................................................................................................ 22
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 2
Common Core State Standards (CCSS) Introduction
This grade-level overview is a companion piece to be used in tandem with the CCSS ELA and Math Standards. Teachers should refer to the actual
standards frequently to ensure full implementation, as well as using CCSS academic language when creating daily objectives, rubrics and
assessments.
Purpose of Grade-Level Overviews
• Provides a year-long plan to guide teacher implementation of curriculum aligned to the CCSS
• Assists in weekly grade-level team planning
• Provides a consistent suggested sequence of instructional delivery throughout SFPS
• Provides ways to check for understanding/essential learning targets that serve as the basis for assessment
Organization
• Series of units/quarters divided into suggested weekly and or daily increments
• Series of units/quarters are based on CCSS driven skills and concepts
• Embedded/Recurring Standards (e.g. those taught frequently throughout the year) listed in separate section (ELA only)
• Essential learning targets serve as ways to check for understanding and provide a basis for assessment
• Essential learning targets are presented as “I Can” statements or objectives
• Assessment/Evidence of mastery is required, but can be customized by each grade-level team
• Core instructional resources may differ by school sites or grade-level teams
Time Frame
• Units/Quarters encompass approximately 30 weeks of instruction per academic school year
o Please Note: There are approximately 125 instructional days prior to the state mandated standardized assessment.
• Recognizes time required for mandated assessments, parent-teacher conferences, and any additional non-instructional days
• Additional time can be used for re-teaching, enriching, extending learning
“What am I learning...Why is it important...How do I know when I know it?”
Second Grade Common Core English Language Arts Overview
Quarter 1
Unit 1
Embedded Standards: These standards are yearlong ongoing standards that should be taught to mastery by the end of the year.
For Reading and Writing in each Unit
Standards
Student Learning Target:
RI 2.4
*RI 2.6
Determine the meaning of words and phrases in a text.
Identify the main purpose or author’s message of a text
RI 2.10
RL 2.10
L 2.1
*L 2.2 (see a-e sub standards)
Read and understand second grade informational texts.
Read and understand second grade literature
Demonstrate and use conventions in writing and speaking
Write a sentence using capital letters and correct punctuation.
RF 2.3 (see a – f sub standards)
RF 2.4 (see a-c sub standards)
Use phonics to assist in decoding words.
Read accurately and fluently
Week 2
Week 1
Essential Question: How do we build an inclusive and productive classroom community?
Final Product/Assessment: Class-generated product (books, posters, reports, etc.) about community
Standards
*RL 2.5
*W 2.3
*SL 2.1
Standards
*RL 2.1
*RI 2.1
*W 2.3
Week 3
Standards
*RL 2.9
*W 2.2
*L 2.2
Find and understand the beginning, middle and end of a story.
Begin to write a narrative.
Participate in conversations with others.
•
Story map of beginning, middle and end, including
pictures or words – group activity or individual
Write a new beginning, middle or ending to a story.
•
•
•
Retells using questions or pictures
Writes a narrative.
Answer who, what, when, where, and why questions
DEA Assessment A – August 26 – Sept. 6
Assessments of Essential Learning Targets
Compare and contrast two or more versions of the same story.
Write an informational text. (ex. Rules and procedures, rights &
responsibilities)
Asterisk (*) indicates essential learning standards
•
DIBELS Next/IDEL – August 19 – Sept. 6
Tell who, what, when, where, why and how after reading stories.
Tell who, what, when, where, why and how after reading non-fiction.
Begin to write a narrative.
•
•
•
Informational sentences using correct capitalization and
punctuation
Create class rules/ agreements poster
Create classroom constitution
Week 4
Essential Question: How do we build an inclusive and productive classroom community?
Final Product/Assessment: Class-generated product (books, posters, reports, etc.) about community
Standards
*RI 2.1
*W 2.2
*L 2.4
Week 6
Week 5
Standards
*RL 2.2
*W 2.1
SL 2.2
Standards
*RL 2.2
W 2.5
*SL 2.1
Begin to write an informational text.
Use context clues to understand new words.
Retell a story.
Begin to write opinion and state supporting reasons.
Retell or describe key ideas or details from a text read aloud.
Retell a story.
Improve writing by revising and editing with assistance.
Participate in conversations with others.
Unit 1 Continued
•
•
•
Comprehension questions, citing evidence
Cloze exercises
Reading response journals
•
•
•
Write an opinion about a story and cite evidence from
the text
Retell a story individually or as a group
Reading response journal
•
•
•
Retell with a story map – partner or group
Editing rubric used with partners or individually
Participation checklist
Unit 2
RI 2.4
*RI 2.6
RI 2.10
RL 2.10
L 2.1
Use phonics to help decode words.
Read and understand second grade literature.
Demonstrate and use conventions in writing and speaking.
Essential Question: How does asking and answering questions help us become better readers and writers?
Final Product/Assessment: Original story with images or illustrations
Week 2
Week 1
Standards
*RL 2.1
*W 2.3
SL 2.2
Ask and answer questions to demonstrate understanding of key details
in a text.
Begin to write and Illustrate a narrative.
Tell or describe key ideas or details from other media.
Standards
*RL 2.5
W 2.5
L 2.1
Standards
Week 3
*RI 2.5
*W 2.2
SL 2.6
Describe the structure of a story including beginning, middle and end.
Use standard English when writing or speaking.
Know and use various text features.
Begin to write informative/ explanatory texts which include a topic,
supporting details and a conclusion.
Speak in complete sentences to help others understand message.
•
•
•
Students can ask, answer questions and cite details
from the text – partner or group activity
End of week unit assessment (Treasures)
•
•
•
Write a story with beginning, middle and end.
Sequencing activities
Teacher evaluation & observation
•
•
Identify captions, bold print, glossary, indexes to find
key facts or information in a text – oral presentation
Scavenger hunt on text features
Quarter 2
Essential Question: How does asking and answering questions help us become better readers and writers?
Final Product/Assessment: Original story with images or illustrations
Week 4
Standards
RL 2.3
W 2.8
L 2.5
Week 5
Standards
*RI 2.2
W 2.8
*SL 2.1
Week 6
Standards
RL 2.7
W 2.6
SL 2.5
Describe how characters in a story behave.
Remember information from experiences to answer a question.
Use and understand descriptive language and word meanings.
Identify the main topic of a text.
Remember information from experiences to answer a question.
Follow rules when talking with others and add thoughts to what others
say.
Use illustrations and words to understand the characters, the setting
and the plot.
Use technology to produce and publish writing, with help from
teachers or peers.
Add images to stories to make ideas, thoughts, or feelings clearer.
Unit 2 Continued
•
•
•
Write or explain cause and effect based on character
behavior citing the text.
Answer questions using cause & effect
Cloze exercise for descriptive language
•
•
•
Oral presentation of main idea and key details of a text
Written presentation of main idea and key details of a
text
•
•
•
Story plan (graphic organizers) with images to illustrate
an original narrative
Book reports
PowerPoint
Unit 3
Student Learning Target: …
RI 2.4
*RI 2.6
RI 2.10
RL 2.10
L 2.1
Read accurately and fluently.
Identify the main purpose or author’s message of a text.
Essential Question: How do we identify the message, moral or main idea in a text?
Final Product/Assessment: Retell a folktale or fable (props/ visuals optional) identifying the central message
Week 2
Week 1
Standards
*RL 2.2
W 2.7
L 2.6
Standards
*RI 2.9
W 2.7
*L 2.4
Week 3
Standards
*RL 2.9
*W 2.1
SL 2.6
Week 4
Standards
RL 2.6
*W 2.1
*L 2.2
Read stories from different cultures and determine their main
message, lesson or moral.
Participate in shared research and writing projects.
Use descriptive words and phrases learned by speaking, reading and
responding to texts.
Compare and contrast two or more texts on the same topic.
Clarify the meaning of unknown words and phrases.
Compare and contrast two or more versions of the same story.
State an opinion and support it with details
Produce complete sentences to give detail or clarification when
someone asks.
Recognize differences in the points of view of characters.
State an opinion and support it with details
Use capitalization, punctuation and spelling correctly when writing.
•
•
•
Venn diagram comparing stories
Peer group assessment of participation using teacher
made rubric
•
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Venn diagram comparing texts
Compare & contrast chart/ diagram
Close reading
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•
•
Compare and contrast chart, graphic organizer
Teacher observation of group discussion
Oral presentation rubric; self, peer, teacher evaluation
•
•
•
Write an opinion piece about characters, citing
evidence from the text.
Group discussion expressing opinion and citing text
Reading response journal with focus question about
point of view
Essential Question: How do we identify the message, moral or main idea in a text?
Final Product/Assessment: Retell a folktale or fable (props/ visuals optional) identifying the central message
Week 5
Standards Student Learning Target:
RL 2.7
W 2.8
*L 2.2
Use information from the pictures and words to demonstrate understanding of
characters, setting or plot.
Use personal experiences and other resources to answer questions.
Begin to use commas in greetings and closings of letters.
Unit 3 Continued
•
•
•
Graphic organizer to draw conclusions
Oral questions & answers citing text
Week 6
DEA Assessment B – Dec. 16 – Jan. 10
RL 2.3
*W 2.1
*L 2.2
State an opinion and support it with details.
Begin to use commas in greetings and closings of letters.
•
•
•
Write a letter from a character’s point of view
Write a skit using characters from story
Reader’s Theater
Quarter 3
Unit 4
Student Learning Target: …
RI 2.4
*RI 2.6
RI 2.10
RL 2.10
Identify the main purpose or author’s message of a text.
L 2.1
Essential Question: How can I learn about people who have made a difference in history through reading and writing?
Final Product/Assessment: Biographical presentation
Week 1
RI 2.3
W 2.7
SL 2.2
DIBELS Next/IDEL – Jan. 6 - 17
Read and understand how events in history affect each other.
Tell or describe key ideas from a text, read aloud an oral presentation or
other media
Week 2
*RI 2.5
*RF 2.4
*W 2.2
Read with accuracy and fluency to build understanding.
Write an informative/ explanatory piece which includes a topic, supporting
details and a conclusion.
Week 3
*RI 2.5
*W 2.2
*SL 2.4
Write an informative/ explanatory piece which includes a topic, supporting
details and a conclusion.
Recount an experience with facts and relevant descriptive details and speak
in clear sentences.
•
•
Group timeline based on biography
Sequence events using texts, picture s and captions
•
•
•
•
Select and read a biography fluently
Running record
Partner reading
Close reading
•
•
•
Present choice of biography research including why
chosen “I chose George Washington because…”
Outline
Story map/ Thinking map
Unit 4 Continued
Week 4
Essential Question: How can I learn about people who have made a difference in history through reading and writing?
Final Product/Assessment: Biographical presentation
RI 2.7
W 2.8
L 2.1
Use diagrams and pictures to assist in understanding texts.
Gather information from provided sources to answer a question.
Use standard English when writing and speaking.
Week 5
RI 2.7
W 2.5
*L 2.2
Use diagrams and pictures to assist in understanding texts.
Use capitalization, punctuation and spelling when writing.
Week 6
RI 2.9
W 2.5
SL 2.2
Compare and contrast two texts.
Tell or describe key ideas from a text, read aloud, an oral presentation, or
other media
•
•
Create a biographical timeline – group or individual
Teacher checklist for project elements
•
•
Write a biography – poster, PowerPoint, oral
presentation
Rubric for research and presentation
•
•
•
Revise and complete a biography
Present information
Ask and answer questions about each other’s content
Unit 5
Standards
RI 2.4
*RI 2.6
RI 2.10
RL 2.10
L 2.1
Read and understand second grade literature
Demonstrate and use conventions in writing and speaking
Essential Question: How do living things change over time?
Final Product/Assessment: Presentation of Research
Week 1
RL 2.3
*W 2.3
L 2.6
Write a narrative.
Use descriptive words and phrases learned by speaking, reading and responding
to texts.
Week 3
Week 2
*RI 2.1
*W 2.2
SL 2.3
Write an informational text.
Ask and answer questions about what a speaker says to improve understanding of
a topic.
RI 2.8
W 2.5
L 2.3
Describe how reasons support the author’s points in a text.
Revise and edit with the support of adults and peers.
Use formal and informal English.
•
•
•
Write a narrative using descriptive language with a
focus on character development
Make a book with dialog bubbles
Make a poster with attributes of different
characters, citing text
•
•
•
Read and answer questions based on a selected
informational text.
Ask questions about text
•
•
Formulate questions about different texts and
exchange to ask and answer with a partner
Cold read and answer questions by citing text
Quarter 4
Essential Question: How do living things change over time?
Final Product/Assessment: Presentation of Research
Week 4
*RI 2.5
W 2.7
*L 2.4
Figure out what words mean and use them in different contexts.
Week 6
Week 5
*RI 2.5
W 2.7
SL 2.3
Ask and answer questions about what a speaker says to improve understanding of
a topic.
RL 2.4
W 2.5
SL 2.5
Describe how words and phrases give rhythm and meaning in a story.
Revise and edit with the support of adults and peers.
Use technology to create a poem or story.
DEA Assessment C – April 28 – May 2
DIBELS Next/IDEL – April 28 – May 9
Unit 5 Continued
•
•
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•
Organize information and prepare for final
presentation
Graphic organizer
Outline with key ideas and details
Cloze exercise with worksheet
•
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Present research on a single topic
Teacher made rubric
Self and group assessment
•
•
Write and present a poem or story with repeated
phrases, i.e., creative extension of research
Teacher made rubric with poetry features
Second Grade ELA CCSS Map
2nd Grade ELA CCSS
Standards/Units
Reading Literature (RL)
Unit 1
2.1
2.2
2.5
2.9
2.1
2.3
2.5
2.7
2.1
2.2
2.5
2.3 (a-f)
2.4 (a-c)
2.3 (a-f)
2.4 (a-c)
2.1
2.2
2.3
2.5
2.2
2.3
2.5
2.6
2.8
2.1
2.2
2.5
2.1
2.5
Reading Information (RI)
Reading Foundations (RF)
Writing (W)
2.1
Speaking and Listening (SL) 2.2
Language (L)
Unit 2
2.2
2.4
Unit 3
2.2
2.3
2.6
2.7
2.9
2.9
Unit 4
Unit 5
2.3
2.4
2.1
2.5
2.8
2.3 (a-f)
2.4 (a-c)
2.3
2.5
2.7
2.9
2.3 (a-f)
2.4 (a-c)
2.1
2.7
2.8
2.2
2.5
2.8
2.2
2.3
2.5
2.7
2.6
2.2
2.4
2.3
2.5
2.2
2.4
2.6
2.1
2.2
2.3
2.4
2.6
2.3 (a-f)
2.4 (a-c)
Second Grade CCSSM Overview
Essential Learning Area: Fact Strategies (+,-)- Up to 20 - ±15 Days
Standards
Weeks 1 -3
2.OA.1
2.OA.2
2.NBT.9
DOK and Level
of Learning
2, Develop
DIBELS Next/IDEL – Aug. 19 – Sept. 6
DEA Assessment A – Aug. 26 – Sept. 6
Over-arching concepts and estimated
number of days to achieve them
±5 Days
Represent/solve problems involving
addition/subtraction.
1, Reinforce
±6 Days
Add/Subtract within 20.
3, Introduce
±4 Days
Explain why addition and subtraction work
using place and the properties of
operations.
MP- 1,2,3,4,5, 7,8
NOTE: All standards relating to fact
strategies are an ongoing year-long
process.
Assessed learning targets that students will know and be able to do
•
•
•
•
•
•
•
Essential Learning Area: Place Value to 1,000 - ±20 Days
Weeks 4 - 7
Standards
2.NBT.1
2.NBT.2
2.NBT.3
2.NBT.4
2.MD.8
2.NBT.4
2.MD.8
MP-2,6,7,8
DOK and Level
of Learning
3, Develop
±4 Days
Understand Place Value of Hundreds, Tens,
and Ones.
2, Develop
±4 Days
Count within 1000 and skip count
2, Introduce
±6 Days
Read and write #’s to 1000
2, Develop
Quarter 1
±6 Days
Compare Numbers to 1,000
NOTE: All standards relating to place
value are an ongoing year-long process.
(2.OA.1a)
Use mental math to fluently add within 20.
(2.OA.1b)
Use mental math to fluently subtract within 20.
(2.OA.1c)
Add and subtract within 100 with unknowns in all positions (using
symbols/drawings)
(2.OA.1d)
Use addition and subtraction within 100 to solve one and two step word
problems.
(2.OA.2)
(2.NBT.9a)
Explain why addition strategies work, using numbers, drawings or objects.
(2.NBT.9b)
Explain why subtraction strategies work, using numbers, drawings or
objects.
•
•
•
•
•
•
(2.NBT.1a)
Explain how ten tens can be put together to form a hundred.
(2.NBT.1b)
Explain the place value of each digit in a three digit number.
(2.NBT.2)
Skip count by 5’s, 10’s, or 100’s up to 1000 and starting at any number.
(2.NBT.3)
Read and write any number from 1 to 1000 in standard form, word form,
or expanded form.
(2.NBT.4)
Compare two three-digit numbers using >, <, = symbols.
(2.MD.8)
Solve word problems involving money.
Essential Learning Area: Fluency with Addition & Subtraction within 100 - ±24 Days
Standards
2.NBT.5
Q1 Weeks 8 & 9 and Q 2 Weeks 1 & 2
2.NBT.9
2.NBT.1
2.OA.1
2.MD.5
2.MD.6
DOK and
Level of
Learning
3, Reinforce
3, Develop
2, Develop
3, Develop
2,
Introduce
2,
Introduce
2.NBT.6
MP-1,2,3,4,5,6,7,8
2, Develop
±3 Days
Represent and solve problems
involving addition and subtraction
•
±2 Days
Understand place values of 100s, 10s,
and 1s
•
±9 Days
Fluently add and subtract within 100
using strategies.
•
±3 Days
Explain why addition and subtraction
strategies work, using place values
and the properties of operations
±3 Days
Relate addition and subtraction to
length
±1 Day
Add up to four two-digit numbers
using strategies.
±3 Days
Represent equally spaced numbers on
a number line using whole numbers
to adding and subtracting.
Quarter 2
•
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•
•
•
•
•
•
(2.NBT.5)
Fluently add and subtract within 100 using varying strategies.
(2.NBT.6)
Add up to four two-digit numbers using varying strategies.
(2.NBT.9a)
(2.NBT.9b)
Explain why subtraction strategies work, using numbers, drawings or objects.
2.OA.1a)
Add numbers within 100.
(2.OA.1b)
Subtract numbers within 100.
(2.OA.1c)
symbols/drawings).
(2.OA.1d)
problems.
(2.MD.5a)
Add measurements less than 100 units in word problems using numbers,
drawings, and equations (with or without symbols).
(2.MD.5b)
Subtract measurements less than 100 units in word problems using numbers,
drawings, and equations (with or without symbols).
(2.MD.6)
Relate measurement to the number line.
Essential Learning Area: Exploring Addition & Subtraction within 1000 - ±10 Days
2.NBT.8
DOK and Level
of Learning
3, Develop
2.NBT.9
3, Reinforce
Standards
Weeks 3-4
2.NBT.1
2.NBT.7
1, Reinforce
3, Develop
3, Develop
2.MD.8
MP-1,2,3,4,5,6,7,8
±2 Days
Mentally add/subtract to/from a given
number.
±1 Day
Explain why add/subtract using place
value and the properties of operations
Quarter 2 Continued
•
•
•
•
±1 Day
Understand place value of hundreds,
tens, and ones.
•
±5 Days
Add/subtract within 1000, using concrete
models/strategies. Understand that
addition/subtraction involves
composing/decomposing tens and
hundreds to add/subtract 3-digit
numbers.
•
•
•
(2.MD.8)
Solve word problems involving money
(2.NBT.8a)
Mentally add 10 or 100 to a given number.
(2.NBT.8b)
Mentally subtract 10 or 100 from a given number.
(2.NBT.9a)
(2.NBT.9b)
Explain why subtraction strategies work, using numbers, drawings or objects.
(2.NBT.1a)
I can explain how ten tens can be put together to form a hundred.
(2.NBT.1b)
Explain the place value of each digit in a three digit number.
(2.NBT.7)
Add and subtract umbers from 0 to 1000 using different strategies based on
place value and regrouping.
±1 Day
Count/solve word problems using dollar
bills, quarters, dimes, nickels, pennies,
using appropriate symbols.
Essential Learning Area: Money - ±15 Days
Standards
Weeks 5 - 7
2.MD.8
MP-1,2,3,4,5,6,7,8
DOK and Level
of Learning
2, Develop
±15 Days
Recognize and draw shapes having
specified attributes.
•
2.MD.8
Solve word problems involving money.
NOTE: All standards relating to money
are an ongoing year-long process.
Quarter 3
Essential Learning Area: Reasoning with Shapes - ±15 Days
DEA Assessment B – Dec. 16 – Jan. 10
Q2 Weeks 8 – 9 and Q3 Week 1
Standards
2.G.1
2.G.3
DOK and Level of
Learning
1, Develop
2, Develop
MP-1,2,3,4,5,6,7,8
Over-arching concepts and
estimated number of days to
achieve them
±10 Days
Recognize and draw shapes having
specified attributes.
±5 Days
Partition two-dimensional shapes
into 2, 3, or 4 equal shares.
•
•
•
•
(2.G.1a)
Draw the proper shape and name it when given the specific attributes.
(2.G.1b)
Identify triangles, quadrilaterals, pentagons, hexagons, and cubes
(2.G.3a)
Divide a rectangle or a circle into two, three, or four equal parts and name
the fraction it represents.
(2.G.3b)
Recognize that equal fractions might not have the same shape.
DIBELS Next/IDEL – Jan. 6 - 17
Essential Learning Area: Linear Measurement with Standard Units - ±15 Days
Weeks 2-4
Standards
2.MD.1
2.MD.2
2.MD.3
2.MD.4
MP-1,2,3,4,5,6,7,8
DOK and Level of
Learning
4, Develop
3, Develop
achieve them
±4 Days
Measure length using appropriate
tools.
±5 Days
Measure length using 2 different
units and describe how they relate.
3, Introduce
±3 Days
Estimate lengths.
3, Develop
±3 Days
Length differences in terms of
standard length unit.
•
•
•
•
(2.MD.1)
Measure the length of an object by selecting and using appropriate tools
(rulers, yardsticks, meter sticks, and measuring tapes).
(2.MD.2)
Measure and object using two different units and explain how the two
measures are the same or different.
(2.MD.3)
Estimate the length of an object in inches, feet, centimeters, and meters.
(2.MD.4)
Compare the standard measurement of two objects and explain their
difference.
Essential Learning Area: Linear Measurement with Standard Units - ±15 Days
Standards
Weeks 5 - 7
2.MD.7
2.NBT.2
2.G.3
MP-1,2,3,4,5,6,7,8
DOK and Level
of Learning
2, Develop
1, Reinforce
2, Reinforce
achieve them
±11 Days
Work with time and money.
±2 Days
Count within 1000 and skip count.
±2 Days
Partition circles and rectangles into
two, three or four equal shares,
using the words halves, thirds, half of
a third, etc. and describe the whole
as two halves, three thirds, four
fourths.
Quarter 3 Continued
•
•
•
•
(2.MD.7)
Tell and write time to the nearest five minutes, using a.m. and p.m.
(2.NBT.2)
(2.G.3a)
Divide a rectangle or a circle into two, three, or four equal parts and name
the fraction it represents.
(2.G.3b)
Recognize that equal fractions might not have the same shape.
NOTE: All standards relating to time
are an ongoing year-long process.
Essential Learning Area: Representing, Analyzing & Interpreting Data - ±10 Days
Standards
Week 8 & 9
2.OA.1
2.MD.9
2.MD.10
MP-1,2,3,4,5,6,7,8
DOK and Level
of Learning
4, Reinforce
4, Develop
achieve them
±5 Days
Gather measurement data by
standardized/no standardized units.
Use data to create line plots.
±5 Days
Draw a picture graph and bar graph
to represent data, up to four
categories and analyze.
NOTE: All standards relating to
representing and analyzing data are
an ongoing year-long process.
•
•
•
•
•
•
•
•
•
(2.OA.1a)
(2.OA.1b)
(2.OA.1c)
Add and subtract within 100 with unknowns in all positions (using symbols/drawings)
(2.OA.1d)
Use addition and subtraction within 100 to solve one and two step word problems.
(2.MD.9)
Collect measurement data and make a line plot using whole numbers
(2.MD.10a)
Create a picture graph.
(2.MD.10b)
Solve problems from the information on picture graphs.
(2.MD.10c)
Create a bar graph.
(2.MD.10d)
Solve problems from the information on bar graphs.
Quarter 4
Essential Learning Area: Exploring Multiplication - ±10 Days
Standards
2.NBT.2
2.G.2
2.OA.1
2.OA.3
2.OA.4
Weeks 1 & 2
MP-1,2,3,4,5,6,7,8
DOK and
Level of
Learning
1,
Reinforce
4, Develop
1,
Reinforce
4,
Introduce
4,
Introduce
achieve them
±3 Days
Partition a rectangle into rows and
columns and count them.
•
•
±3 days:
Determine whether a group of
objects (up to 20) has an odd or even
number of members; write an
equation to express an even number
as a sum of two equal addends.
•
±4 Days
Use repeated addition to find the
total number of objects in an array
(up to 5 x 5) and express as an
equation; write an equation to
express the total as a sum of equal
addends.
•
•
•
•
•
•
•
(2.NBT.2)
(2.G.2)
Cut a rectangle into equal squares and count them.
(2.OA.1a)
(2.OA.1b)
(2.OA.1c)
symbols/drawings)
(2.OA.1d)
problems.
(2.OA.3a)
Determine whether a group of objects (up to 20) has an odd or even number
of members.
(2.OA.3b)
Write an equation to explain how two equal addends will have an even sum.
(2.OA.4a)
Find the number of objects in an array by using repeated addition. (up to 5
rows and 5 columns)
(2.OA.4b)
Use an equation to find the number of objects in an array.
DEA Assessment C – April 28 – May 2
DIBELS Next/IDEL – April 28 – May 9
Time buffered throughout for various assessments.
Resources for ELA CCSS
Printed:
Reading resources
The CAFÉ Book and The Daily Five, Gail Boushey and Joan Moser
Shared Reading, Stanley L. Swartz
Guided Reading & Literacy Centers, Stanley L. Swartz
Guided Reading Good First Teaching for all Children, Fountas and Pinnell
Appendix A of Common Core Standards (CCSS) (pg. 17-22)
Electronic:
Reading resources
Teachers Pay Teachers
www.teacherspayteachers.com
GLAD (Guided Language Acquisition Design)
www.projectglad.com
The Florida Center for Reading Research
www.fcrr.org
K12 Reader
www.k12reader.com
Reading With Meaning, Debbie Miller
Writing resources:
Interactive Writing and Editing, Stanley L. Swartz
Step Up to Writing, Maureen E. Auman
Units of Study, Lucy Calkins
Appendix C of CCSS (pg. 17)
Write…From the Beginning - Thinking Maps, Jane Buckner
Graphic Organizers in Treasures
Phonics, Spelling, and Vocabulary Development:
Spelling and Vocabulary from Treasures
Words Their Way, Donald R. Bear, et. al.
Spelling and Word Skills Grade 2, Rebecca Sitton
Classroom Instruction that
Works: Research-Based Strategies for Increasing Student Achievement
Marzano, R., Pickering, D., & Pollock, J.E.
Classrooms That Work and Phonics They Use, Patricia Cunningham
Writing resources:
Poetry for Children
http://poetryforchildren.blogspot.com/
Kristine O’Connell George’s Website
http://kristinegeorge.com/
No Water River
http://www.nowaterriver.com/
The Poem Farm
http://www.poemfarm.amylv.com/
The Poetry Suitcase
http://www.poetrysuitcase.com
www.gigglepoetry.com
Phonics, Spelling, and Vocabulary Development:
K12 Reader
www.k12reader.com
List of Suggested Resources for Mathematics
Pre-CCSS
Post-CCSS
Everyday Math
Everyday Mathematics is a comprehensive Pre-K through 6th grade
mathematics curriculum developed by the University of Chicago School
Mathematics Project and published by McGraw-Hill Education.
www.everydaymath.com
DEA
Discovery Education Assessment provides educators with tools needed
to inform instruction and drive student achievement.
http://www.discoveryeducation.com/
Investigations
Investigations is a K-5 mathematics curriculum, developed at TERC in
Cambridge, Massachusetts. It is designed to help all children understand
fundamental ideas of number and operations, geometry, data,
measurement and early algebra
http://investigations.terc.edu/
Common Core Coach
http://www.triumphlearning.com/common-core-coach-24901.html
Scott Foresman/Addison Wesley http://www.pearsonsuccessnet.com
Glencoe
http://glencoe.com/
Connected Math
Connected Mathematics . The next generation of your favorite NSFfunded middle school program provides students with an investigative
approach to learning mathematics.
http://www.phschool.com/cmp2/
DynaMath
DynaMath magazine makes math meaningful and accessible to
students by applying core math concepts to high-interest, real-world
topics.
http://dynamath.scholastic.com/
Holt
http://holtmcdougal.hmhco.com/hm/math.htm
Pictorial Math
Meaningful Learning, the parent company of
Pictorial Mathematics
is dedicated to providing teachers, schools, districts and parents with the
best active learning tools to teach and learn mathematics. Our philosophy
is grounded on the latest research on how students best learn
mathematics. http://www.pictorialmath.com/Home.html
Online Resources for Math Instruction
1. Math Goodies is your free math help portal featuring
interactive lessons, worksheets, and homework help.
www.mathgoodies.com
3. Teacher Created Materials publishes quality research-based
educational resources for teachers and students. (For
purchase)
www.teachercreatedmaterials.com
5. An extensive collection of free resources, math games, and
hands-on math activities aligned with the Common Core State
Standards for Mathematics.
www.k-5mathteachingresources.com
2. Approach each math concept from all angles, offering visual
representations, word problems, interactive activities, and more.
(Subscription required)
www.ixl.com
4. Printable informal math assessments
www.helpingwithmath.com
6. Math terminology, practice and exemplars.
www.mathbugsme.com
7. Math worksheets, videos & practice.
www.adaptedmind.com
9. 800 Worksheets for Children
www.wondrousworksheets.com
11. Videos for Math Instruction.
www.teachingchannel.org
8. Free online tutorials for students K-12
www.thefreemathtutor.com
10. Provides teachers with resources and information
www.coolmath.com
12. Printable math worksheets
www.worksheetworks.com
13. Teaching videos and interactive lessons.
www.khanacademy.org
14. Activities, standards, lessons and web links
http://illuminations.nctm.org/
15. Game-style activities ensure that students engage in active
practice required for skill retention. (Subscription required)
www.firstinmath.com
16. Features a comprehensive set of thousands of interactive arithmetic
lessons grades K-8.
http://aaamath.com/index.html
17. An animated interactive online math dictionary which explains
over 600 common mathematical terms.
www.amathsdictionaryforkids.com
18. Algebra Story and Word Problems.
http://www.hawaii.edu/suremath/intro_algebra.html
19. Online interactive math lesson-geometry, data, numbers,
algebra, puzzles.
www.mathsisfun.com
20. Flash cards, math games and homework help.
http://www.aplusmath.com/
21. Develop mathematical thinking and problem-solving skills.
http://nrich.maths.org/frontpage
22. Lesson plans, resources and links.
http://www.canteach.ca/elementary/math.html
Online Resources for Math Instruction
23. A website designed to help students enjoy their “maths” a bit
more.
www.mrbartonmaths.com
24. A comprehensive list of resources for teaching math in Spanish or English.
http://www.missioncollege.org/depts/math/hobbs/spanish.pdf
25. Free worksheets and games for children of all ages.
www.math-salamanders.com
26. Each field trip provides quick suggestions for using targeted websites to
teach math subjects. This site is designed as a lesson planning tool for
teachers.
http://teacher.scholastic.com/fieldtrp/math.htm
27. Fostering cooperative learning, discussion and critical thinking
in elementary math.
www.pbs.org/teachers
28. Activities, lesson plans, and links to text books. (Marilyn Burns)
www.mathsolutions.com
29. Everyday Mathematics is a comprehensive Pre-K through 6th
grade mathematics curriculum developed by the University of
Chicago School Mathematics Project and published by
McGraw-Hill Education.
www.everydaymath.com
30. Kathy Schrock
As an educational technologist, I keep learning each day. As I develop
new presentations or interests, I create a page of support resources.
http://www.schrockguide.net/
31. Develop schedules, view and print lesson, create class
templates, allow students to view plans online and share your
plans with other teachers. (subscription)
https://www.planbook.com/
Online Math Resources-Spanish
1. Online math dictionary and games. Geared towards higher level math. (Spain)
http://www.matematicas.net/
2. Mathematics Enhancement Programme Primary Extension
Spanish Translated Version (Chile)
http://www.cimt.plymouth.ac.uk/projects/mepres/primary/spanish/default.htm
3. AAA Math presenta una amplia variedad de lecciones interactivas de aritmética. La práctica ilimitada en cada tema facilita alcanzar un
amplio dominio de los conceptos. La variada gama de lecciones (de jardín de infantes a octavo grado) posibilita el aprendizaje o la revisión
para cualquier alumno en su propio nivel. Respuestas inmediatas previenen la práctica y el aprendizaje de métodos incorrectos, algo que
sucede frecuentemente con las tradicionales hojas de ejercicios o deberes para la casa. http://www.aaamatematicas.com/
4. A comprehensive list of resources for teaching math in Spanish or English. http://www.missioncollege.org/depts/math/hobbs/spanish.pdf
5. Spanish language booklet that is made up of fun activities that parents can use with children from preschool age through grade 5 to
strengthen their math skills and build strong positive attitudes toward math.
http://www2.ed.gov/espanol/parents/academic/matematicas/index.html
6. Math tricks, riddles, magic squares, Natural numbers, and many more fun math activities for young children.
http://www.elhuevodechocolate.com/mates.htm
7. This on line exercise tests for geometry vocabulary, giving the initial word in
English and 5 different options in Spanish. This quiz has 21 questions.
http://iteslj.org/v/s/ab-geometry.html
8. WIDA advances academic language development and academic achievement for linguistically diverse students through high quality
standards, assessments, research, and professional development for educators.
http://www.wida.us/
Publishers of Spanish Language Materials
Carson-Dellosa Publishing
http://www.edumart.com/carson/
The Spanish Home Workbooks series for Pre K – grade 4 are activity books for use at home or school that reinforce basic skills
including math skills.
Also available are Spanish posters, bulletin board sets, and workbooks to build and reinforce Spanish vocabulary. Math
vocabulary is limited to numbers and basic shapes.
Consortium for Mathematics and Its Applications COMAP
http://www.comap.com/about/
Consortium for Mathematics and Its Applications, is an award-winning nonprofit organization whose mission is to improve
mathematics education for students of all ages. Since 1980, COMAP has worked with teachers, students, and business people
to create learning environments where mathematics is used to investigate and model real issues in our world.
Globe Fearon
http://www.pearsonlearning.com/pacemaker/index.cfm
Globe Fearon publishes the Pacemaker® series which targets special education and ESL/ELL students. Currently Practical Math
for Consumers is the only mathematics text in the Pacemaker series for which a ESL/ELL teacher’s guide is available. No
Spanish materials are available for any of the pacemaker mathematics texts; although Spanish supplements are available for
other subject area books in the series.New Jersey 07054 (800)526-9907
Great Source
www.greatsource.com
The Every Day Counts® Math Kits for grades Pre K–6 are calendar activity kits used to provide supplementary instruction. The
calendar and bulletin
board elements are provided in English and Spanish. The ACCESS Math program is a student text and supplementary materials
all in English that are designed to make math accessible for ELL and build language skills. The program is designed for grades
5-12. A workshop titled ACCESS: “Building Literacy Through Learning”, is also available. The Summer Success® Math Series is a
summer school math program. Student books, pre- and posttests, and CD-ROMs are available in Spanish.
Grupo Editorial Iberoamerica
http://www.engrupo.com.mx/menu.html
Geometer Sketchpad software program in Spanish that is used for exploring geometry; developed by Key Curriculum Press in
the U.S.A.
Grupo Patria Cultural
www.patriacultural.com.mx/index1.htm
Math text books in Spanish for grades K-16. These textbooks are intended to be used with the Mexican National Curriculum
Standards.
Hampton-Brown
www.hapmpton-brown.com
Seven Spanish language storybooks for math content areas are available for grades PreK-3.
Harcourt School Publishers
www.harcourtschool.com/marketplace
Harcourt Matemáticas is a K-6 Spanish math program. Student and teacher editions, Workbooks, Assessment Guides, and
Teacher Resource Books are available. For grades K-2, math literature and manipulatives can be purchased. Electronic
resources in Spanish include math CD-ROMs for grades 1-6 and math newsroom videos for grades 3-6.
Houghton Mifflin
www.schooldirect.com
The Houghton Mifflin Matemáticas series is a Spanish math program for grades K-6. The instruction and resources parallel the
Houghton Mifflin
Mathematics English program. The student book, ancillary materials, and teacher’s guide are all available in Spanish. An
English Language Learners
handbook, written in English, can also be purchased. Libreros de Matemáticas are classroom sets of children’s literature that
link to mathematics content. Sets are available for each grade level 1-6.
Lectorum
www.lectorum.com
Lectorum is a U.S. Spanish-language book distributor. For grades 9-12, three Spanish mathematics textbooks by Dr. Aurelio
Baldor are available:
Aritmética, Álgebra, and Geometría y Trigonometría. For grades K-8, math literature and activity books can be purchased.
Pearson Longman
http://www.longman.com/ae/contentmath/
Pearson Longman publishes texts and dictionaries for middle school, high school and adult ELL classrooms. The text, Longman
Mathematics, is designed for students in grades 6-12 as an introduction to understanding mathematical concepts in English.
The text includes eight units: Base-ten
Number System, Operations with Whole Numbers, Number Theory, Operations with Decimal Numbers, and Operations with
Fractions, Ratios, Operations with Integers, and Geometry and Measurement.
Santillana USA
www.santillanausa.com
Spanish mathematics programs for elementary, middle school, and secondary and Spanish classroom literature that highlight
math topics are available. Mundo Matemático is the K-6 program, Estructuras Matemáticas is the middle school program,
and Matemáticas Serie 2000 is a high school program. The books are in Spanish, with English versions available for K-6 and
middle school. The K-6 and middle school books are aligned to NCTM standards. Levels 1 and 2 are available for middle school
and levels 1-3 are available for high school. For grades K-6 there are several classroom literature books that highlight math
concepts. Books are available individually or, for K-2, a 17-book math thematic library can be purchased.

Common Core State Standards Curriculum Guide for Second Grade

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