Last updated: 4/8/2010
Niagara Falls City School District
630 66th Street, Niagara Falls, NY 14304

English Language Arts - Grade 2 - Reading - 10-40 Weeks

 Literacy Competencies:

  • Decoding Including Phonics and Structural Analysis
  • Print Awareness
  • Fluency
  • Background Knowledge and Vocabulary Development
  • Comprehension Strategies
  • Motivation to Read
Reading Standard 1: Print Sound Code
Performance Standards
By the end of the year, we expect 2nd grade students to be able to:

Print Sound Code
  • Read regularly spelled one- and two-syllable words automatically
  • Recognize or figure out most irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common word endings

Curricular Framework

  • Establish rituals and routines
  • Set up Reader's Workshop
  • Refer to Niagara Falls District ELA Pacing Map
  • Reading and Writing Grade by Grade (Standards Book and CD)
  • Pearson's Good Habits Great Readers
  • Hall, D. & Cunningham, D., Month-by-Month Reading and Writing for Second Grade
  • Feldgus, E., & Ardonick, I. Kid Writing
  • Teacher selected literature, Big Books, poetry, etc.
  • Reading Monographs
    • Vocabulary
    • Shared Reading
    • Phonemic Awareness & Phonics
    • Word Study in Action: Words Their Way
  • Refer to Niagara Falls District ELA and Handwriting Pacing Maps
 Skill block
  • 30 minute block of time
  • Direct instruction
  • Students are working with the teacher... as they engage in...
    • Shared Reading
    • Shared Writing
    • Making Words activities
    • Word Wall Activities
    • Using phonics, language use, and conventions AS they read and write
  • Students practice instruction in a variety of settings
    • Whole group
    • Small group
    • With a partner
    • Individually
  • Focuses on skills students need to become better readers and writers
    • Phonemic Awareness
    • Phonics
    • Vocabulary
    • Spelling
    • Punctuation
    • Handwriting
  •  Connected to Reader's and Writer's Workshop
 Mastery of Concepts/Skills
  • DRA2
  • Word Analysis Tasks (as needed for struggling readers)
  • Words Their Way Spell Checks 1-6

Assessment of Application of Concepts/Skills
As students read and write each day

  • Observations recorded as Anecdotal notes
  • Reading and Writing Conference logs/notes
  • Running records analyzed for print-sound code
  • Sticky notes with reference to print-sound code; language use and conventions
  • Profile sheets (Language Use and Conventions & Print sound Code)
  • Participation in lessons (Chiming in on the rereading of a book and identifying "-ow" words)
  • Oral responses
Reading Standard 2: Getting the Meaning
(1) ELA.2.L.1.B Students identify essential details, with assistance.
(1) ELA.2.L.2.B Students connect literary texts to previous life experiences to enhance understanding.
(1) ELA.2.L.2.C Students identify the author's use of repetition and rhyme.
(1) ELA.2.L.2.D Students use note taking and graphic organizers to record and organize information and ideas recalled from stories read aloud, with assistance.
(1) ELA.2.L.3.A Students form a personal opinion about the quality of texts read aloud, on the basis of criteria, such as characters and plot.
(2) ELA.2.R.1.A Students locate and use library media resources to acquire information, with assistance.
(2) ELA.2.R.1.B Students read unfamiliar informational texts to collect and interpret data, facts, and ideas, with assistance.
(2) ELA.2.R.1.C Students read and understand written directions.
(2) ELA.2.R.1.D Students locate information in a text that is needed to solve a problem, with assistance.
(1) ELA.2.R.1.E Students identify main ideas and supporting details in informational texts, with assistance.
(1) ELA.2.R.1.F Students recognize and use organizational features of texts, such as page numbers and chapter headings/subheadings, to locate information, with assistance.
(1) ELA.2.R.1.G Students relate data and facts from informational texts to prior information and experience, with assistance.
(1) ELA.2.R.1.H Students compare and contrast information on one topic from two different sources, with assistance.
(1) ELA.2.R.1.I Students identify a conclusion that summarizes the main idea, with assistance.
(1) ELA.2.R.1.K Students identify and interpret facts taken from maps, graphs, charts, and other visuals, with assistance.
(1) ELA.2.R.1.L Students use graphic organizers to record significant details from informational texts, with assistance.
(2) ELA.2.R.2.A Students select literature on the basis of personal needs and interests from a variety of genres and by different authors, with assistance.
(2) ELA.2.R.2.D Students recognize differences among the genres of stories, poems, and plays, with assistance.
(1) ELA.2.R.2.E Students relate characters in literature to own lives, with assistance.
(2) ELA.2.R.2.F Students explain the difference between fact and fiction, with assistance.
(2) ELA.2.R.2.G Students use previous reading and life experiences to understand literature, with assistance.
(2) ELA.2.R.2.H Students make predictions and draw conclusions and inferences about characters, with assistance.
(1) ELA.2.R.2.I Students recognize the value of illustration in literary text.
(1) ELA.2.R.2.J Students use specific evidence from stories to describe characters and relate sequences of events, with assistance.
(1) ELA.2.R.2.K Students use knowledge of story structure and story elements to interpret stories, with assistance.
(1) ELA.2.R.2.L Students use graphic organizers to record significant details to compare and contrast characters and events in stories, with assistance.
(2) ELA.2.R.3.B Students compare characters in literary works.
(1) ELA.2.R.3.C Students judge the accuracy of content, with assistance from teachers and parents/caregivers.
(1) ELA.2.S.1.G Students state a main idea with supporting examples and details, with assistance.
(1) ELA.2.S.2.B Students describe characters.
(1) ELA.2.S.2.C Students compare literary texts and performances to personal experiences and prior knowledge, with assistance.
(1) ELA.2.S.2.D Students identify cultural and ethnic features in literary texts.
(1) ELA.2.S.2.E Students ask questions to clarify literary texts and performances.
(1) ELA.2.S.3.A Students explain the reasons for a character's actions, considering the situation.
(1) ELA.2.S.3.B Students express an opinion or judgment about a character and plot in a variety of works, with assistance.
(1) ELA.2.S.3.C Students discuss the impact of illustrations and titles in evaluating ideas, information, and experiences.
(1) ELA.2.S.3.D Students use personal experience and knowledge to analyze new ideas.
Performance Standards
By the end of the year, we expect 2nd grade students to be able to:

Accuracy
  • Independently read aloud unfamiliar Level "L" books with 95% or better accuracy of word recognition (self-correction allowed)

Fluency

  • Independently read aloud from Level L books that have been previewed silently on their own, using intonation, pauses and emphasis that signal the meaning of the text; and
  • Use the cues of punctuation -- including commas, periods, question marks and quotation marks -- to guide them in getting meaning and fluently reading aloud.


Self Monitoring and Self-Correcting Strategies

  • Know when they don't understand a paragraph and search for clarification clues within the text, and
  • Examine the relationship between earlier and later parts of a text and figure out how they make sense together.

Comprehension
When they independently read text they have not seen before, by the end of the year 2nd grade students are expected to:

  • Recognize and be able to talk about organizing structures;
  • Combine information from two different parts of the text;
  • Infer cause-effect relationships that are not stated explicitly;
  • Compare the observation of the author to their own observations when reading nonfiction texts: and
  • Discuss how, why, and what -- if questions about non-fiction texts.

For texts that are read to them, by the end of the year second grade students are expected to:

  • Discuss or write about the themes of a book - what the "messages" of the book might be.
  • Trace characters and plots across multiple episodes, perhaps ones that are read on several successive days; and
  • Relate later parts of a story to earlier parts of a story in terms of themes, cause and effect, etc.

Curricular Framework:

  • Establish rituals and routines
  • Continue Reader's Workshop
  • Refer to Niagara Falls District ELA Pacing Map
  • Reading and Writing Grade by Grade (Standards Book)
  • Speaking and Listening (Preschool through 3rd grade)
  • Guided Reading Fountas and Pinnell
  • Teacher selected Literature
  • Reading Monographs
  • Establishing Readers Workshop: Mini-lessons
  • Leveled libraries
  • Guided Reading Libraries
  • DRA2 Kit
  • Mosaic of Thought by Keene and Zimmerman
  • Strategies That Work Harvey & Goudvis
  • Reading with Meaning Debbie Miller
  • Refer to Niagara Falls District ELA Pacing Map
  • Independent Reading Books (box or bag)
Topic (Person, Place or Thing).(KID)Retell the Story.(KID) 		Readers Workshop

Opening:
Mini-lessons - 3 types:
  • Procedural
  • Strategy
  • Skill

Creating charts (artifacts) for student use through:

  • Shared Reading
  • Read Aloud
  • Modeled "Think Aloud"
  • Modeled Strategies/Skills
  • Book Discussion

Work Time

  • Independent Reading
  • Guided Reading
  • Partner Reading
  • Reading Responses
  • Book Talk
  • Literacy Activities
  • Author Studies

Closing

  • Reader's Chair 

Organization of Classroom Space:
  • Large group meeting area
  • Guided reading area
  • Independent reading areas
  • Partner reading areas
  • Book talk area
  • Conferencing area
  • Readers Chair
  • Bulletin Boards
  • Instructional Charts (support mini-lessons)
  • Leveled library
  • Guided reading library
  • Readers Response Wall
  • Word Walls/Vocabulary
  • Read-a-Lot Campaign Area
  • Literacy Activity Centers (as appropriate: listening, computer, word games, etc.)

Seven Habits of Effective Readers:

  • Asking Questions
  • Visualizing
  • Making Inferences
  • Monitoring for Meaning
  • Determining Importance
  • Connections
  • Synthesis

Evidence (Student Artifacts)

  • Independent Reading Titles (box or bag)
  • Assessment Notebook
  • Running Records
  • Student Reading Folder
  • Reading Logs
  • Reader's Sourcebook
  • DRA2 Assessment
  • Word Analysis (struggling readers)
  • Informal running records
  • Conferencing
  • Anecdotal Notes in Assessment Folder
  • Portfolio
  • Analyze Student Work to standards
  • Reading Response/Sourcebooks
    • Orally
    • Through Art
    • Written
  • Bulletin Boards
  • Conference notes/logs
  • Individual and Class Reading Level Progress Sheets
  • Class participation in Read-A-Lot
  • Student Reading Logs
Reading Standard 3: Reading Habits
(1) ELA.2.L.3.D Students evaluate the speaker's style of delivery by using criteria such as volume and tone of voice.
(2) ELA.2.R.1.A Students locate and use library media resources to acquire information, with assistance.
(2) ELA.2.R.1.B Students read unfamiliar informational texts to collect and interpret data, facts, and ideas, with assistance.
(2) ELA.2.R.1.C Students read and understand written directions.
(2) ELA.2.R.1.D Students locate information in a text that is needed to solve a problem, with assistance.
(1) ELA.2.R.1.J Students select books to meet informational needs, with assistance.
(2) ELA.2.R.2.A Students select literature on the basis of personal needs and interests from a variety of genres and by different authors, with assistance.
(1) ELA.2.R.2.B Students engage in purposeful oral reading in small and large groups.
(1) ELA.2.R.2.C Students read print-based and electronic literary texts silently on a daily basis for enjoyment.
(2) ELA.2.R.2.D Students recognize differences among the genres of stories, poems, and plays, with assistance.
(2) ELA.2.R.2.F Students explain the difference between fact and fiction, with assistance.
(2) ELA.2.R.2.G Students use previous reading and life experiences to understand literature, with assistance.
(2) ELA.2.R.2.H Students make predictions and draw conclusions and inferences about characters, with assistance.
(2) ELA.2.R.3.B Students compare characters in literary works.
(1) ELA.2.R.4.A Students share reading experiences to build relationships with peers or adults; for example, read together silently or aloud.
(1) ELA.2.R.4.B Students respect the age, gender, position, and cultural traditions of the writer.
(1) ELA.2.R.4.C Students recognize the types of language (e.g., formal and informal vocabulary) that are appropriate to social communication.
(1) ELA.2.S.1.I Students use complete sentences, using age- and content-appropriate vocabulary.
(1) ELA.2.S.2.F Students use complete sentences, correct verb tense, age-appropriate vocabulary, and logical order in oral presentation.
(1) ELA.2.S.3.F Students ask and respond to questions.
(1) ELA.2.S.3.G Students speak with appropriate rate and volume for the audience.
(1) ELA.2.S.3.H Students take turns speaking in a group.
(1) ELA.2.S.4.C Students avoid interrupting in social conversation.
Performance Standards
By the end of the year, we expect 2nd grade students to be able to:

Independent and Assisted Reading
  • Read one or two short books or long chapters every day and discuss what they read with another student or a group;
  • Read good children's literature every day;
  • Read multiple books by the same author and be able to discuss differences and similarities among the books;
  • Reread some favorite books or parts of longer books, gaining deeper comprehension and knowledge of author's craft;
  • Read narrative accounts, responses to literature (pieces written by other students, book blurbs, and reviews), informational writing reports, narrative procedures, recountings, memoirs, poetry, plays and other genres;
  • Read their own writing and the writing of their classmates, including pieces compiled in class books or placed on public display;
  • Read the functional and instructional messages they see in the classroom environment (for example, announcements, labels, instructions, menus, and invitations) and some of those encountered outside school; and
  • Voluntarily read to each other, signaling their sense of themselves as readers

Being Read To

  • Have worthwhile literature read to them to model the language and craft of good writing; and
  • Listen to and discuss at least one text that is longer and more difficult than what they can read independently or with assistance;
  • Hear texts read aloud from a variety of genres; and
  • Use reading strategies explicitly modeled by adults in read-alouds and assisted reading

Discussing Books

  • Demonstrate the skills we look for in the comprehension components of Reading Standard 2: Getting the Meaning
  • Recognize genre features and compare works by different authors in the same genre;
  • Discuss recurring themes across works;
  • Paraphrase or summarize what another speaker has said and check whether the original speaker accepts the paraphrasing;
  • Sometimes challenge another speaker on whether facts are accurate, including reference to the text;
  • Sometimes challenge the speaker on logic or inferences;
  • Ask other speakers to provide supporting information or details; and
  • Politely correct someone who paraphrases or interprets their ideas incorrectly (for example, "That's not what I meant...").

Vocabulary and Word Choice

  • Recognize when they don't know what a word means and use a variety of strategies for making sense of how it is used in the passage they are reading;
  • Talk about the meaning of some new words encountered in reading after they have finished reading and discussing a text;
  • Notice and show interest in understanding unfamiliar words in texts that are read to them;
  • Know how to talk about what nouns mean in terms of function (for example, "An apple is something you eat") features (for example, "Some apples are red") and category (for example, "An apple is a kind of fruit"); and
  • Learn new words every day from their reading and talk.

Curricular Framework

  • Set up rituals and routines
  • Continue Reader's Workshop
  • Refer to Niagara Falls District ELA Pacing Guide
  • Reading and Writing Grade by Grade (Standards Book)
  • Speaking and Listening (Preschool through 3rd Grade)
  • Guided Reading Fountas and Pinnell
  • Teacher selected Literature
  • Reading Monographs
  • Establishing Readers Workshop: Mini-lessons
  • Leveled libraries
  • Guided Reading libraries
  • Independent Reading Book (book or bag)

 

  • Mosaic of Thought by Keene and Zimmerman

 

  • Word Walls by Scholastic
  • Refer to Niagara Falls District ELA Pacing Map

Readers Workshop

Opening:
Mini-lessons - 3 types:

  • Procedural
  • Strategy
  • Skill


Creating charts (artifacts) for student use through:

  • Shared Reading
  • Reading Aloud
  • Modeled "Think Aloud"
  • Modeled Strategies/Skills
  • Book Discussion

Work Time

  • Independent Reading
  • Guided Reading
  • Partner Reading
  • Reading Responses
  • Book Talk
  • Literacy Activities
  • Author Studies

Closing

  • Reader's Chair


Organization of Classroom Space

  • Large group meeting area
  • Guided reading area
  • Independent reading areas
  • Partner reading areas
  • Book talk area
  • Conferencing area
  • Readers Chair
  • Bulletin Boards
  • Instructional Charts (support mini-lessons)
  • Leveled library
  • Guided reading library
  • Readers Response Wall
  • Word Walls/Vocabulary
  • Read-a-Lot Campaign Area
  • Literacy Activity Centers (as appropriate: listening, computer, word games, etc.)


Seven Habits of Effective Readers

  • Asking questions
  • Visualizing
  • Making inferences
  • Monitoring for Meaning
  • Determining Importance
  • Connections
  • Synthesis


Evidence (Student Artifacts)

  • Independent Reading Titles (box or bag)
  • Assessment notebook
  • Running Records
  • Student Reading folder
  • Reading Logs
  • Readers Sourcebook
  • DRA2 Assessment
  • Word Analysis (struggling readers)
  • Informal running records
  • Conferencing
  • Anecdotal Notes in Assessment Folder
  • Portfolio
  • Analyze Student Work to standards
  • Reading Response/Sourcebooks
    • Orally
    • Through art
    • Written
  • Bulletin Boards
  • Conference notes/logs
  • Individual and Class Reading Level Progress Sheets
  • Class participation in Read-A-Lot
  • Student Reading Logs

AC School Choice - Gr. 2 - Narrative

AC School Choice - Gr. 2 - Report or Informational

AC School Design - Gr. 2 - Functional & Procedural

Curriculum Map - 2nd Grade.pdf

Pacing Map - 2nd Grade - ELA.pdf

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