EDUC 555 Annual Plan Part 1: Materials

Age Group: 7-8 year olds Grade Level: 2nd grade

a. District Calendar

Source- https://www.fpsct.org/uploaded/IAR/Friday_Folders/December/
December_23,_2016/2017-18_School_Year_Calendar.pdf

b. Social Studies Standards

Source- http://www.sde.ct.gov/sde/lib/sde/pdf/board/ssframeworks.pdf
 Standard Explanation

INQ K2.1 Explain why the compelling question is important to the

student.

INQ K2.2 Identify disciplinary ideas associated with a compelling

question.

INQ K2.3 Identify facts and concepts associated with a supporting

question.

INQ K2.4 Make connections between supporting questions and

compelling questions.

INQ K2.5 Determine the kinds of sources that will be helpful in answering
compelling questions and supporting questions.

INQ K2.6 Gather relevant information from one or two sources while
using the origin and structure to guide the selection.

INQ K2.7 Evaluate a source by distinguishing between facts and opinion.

INQ K2.10 Construct an argument with reasons.

INQ K2.11 Construct explanations using correct sequence and relevant

information.

INQ K2.12 Present a summary of an argument using print, oral, and digital
technologies.

INQ K2.13 Ask and answer questions about arguments.

INQ K2.14 Ask and answer questions about explanations.

INQ K2.15 Identify and explain a range of local, regional, and global
problems, and some ways in which people are trying to address
these problems.

INQ K2.16 Identify ways to take action to help address local, regional, and
global problems.

INQ K2.17 Use listening, consensus-building, and voting procedures to

decide on and take action in their classrooms.

HIST 2.1 Create a chronological sequence of multiple events.

HIST 2.2 Compare life in the past to life today.

 Standard Explanation

HIST 2.3 Generate questions about individuals and groups who have
shaped a significant historical change.

HIST 2.4 Explain perspectives of people in the past to those of people in

the present.

HIST 2.5 Compare different accounts of the same historical event.

HIST 2.6 Identify different kinds of historical sources.

HIST 2.7 Explain how historical sources can be used to study the past.

HIST 2.8 Identify the maker, date, and place of origin for a historical
source from information within the source itself.

HIST 2.9 Generate questions about a particular historical source as it

relates to a particular historical event or development.

HIST 2.10 Generate possible reasons for an event or development in the

past.

HIST 2.11 Select which reasons might be more likely than others to
explain a historical event or development.

CIV 2.1 Describe how communities work to accomplish common tasks,

establish responsibilities and fulfill roles of authority.

CIV 2.2 Follow agreed upon rules for discussion while responding
attentively to others when addressing ideas and making
decisions as a group.

CIV 2.3 Describe democratic principles such as equality, fairness, and

respect for legitimate authority and rules.

CIV 2.4 Compare their own point of view with others perspectives.

CIV 2.5 Explain how people can work together to make decisions in the
classroom.

CIV 2.6 Identify and explain how rules function in public (classroom
and school) settings.

CIV 2.7 Describe how people have tried to improve their communities
over time.

ECO 2.1 Explain how scarcity necessitates decision-making.

 Standard Explanation

ECO 2.2 Identify the benefits and costs of making various personal
decisions.

ECO 2.3 Describe the goods and services that people in the local
community produce and those that are produced in other
communities.

GEO 2.1 Construct geographic representations of familiar places.

GEO 2.2 Use geographic representations to describe places and

interactions that shape them.

GEO 2.3 Use geographic representations to identify cultural and

environmental characteristics of place.

GEO 2.4 Explain how the environment affects peoples lives.

GEO 2.5 Explain how humans affect the culture and environment of
places/region.

GEO 2.6 Identify cultural and environmental characteristics of a place/

region.

c. State Standards

Source- http://www.corestandards.org

ELA

Standard Explanation

CCSS.ELA- Ask and answer such questions as who, what, where, when,
LITERACY.RL why, and how to demonstrate understanding of key details in
.2.1 a text.

CCSS.ELA- Describe how characters in a story respond to major events

LITERACY.RL and challenges.
.2.3

CCSS.ELA- Describe how words and phrases (e.g., regular beats,

LITERACY.RL alliteration, rhymes, repeated lines) supply rhythm and
.2.4 meaning in a story, poem, or song.
 ELA

Standard Explanation

CCSS.ELA- Describe the overall structure of a story, including describing

LITERACY.RL how the beginning introduces the story and the ending
.2.5 concludes the action.

CCSS.ELA- Acknowledge differences in the points of view of characters,

LITERACY.RL including by speaking in a different voice for each character
.2.6 when reading dialogue aloud.

CCSS.ELA- Use information gained from the illustrations and words in a

LITERACY.RL print or digital text to demonstrate understanding of its
.2.7 characters, setting, or plot.

CCSS.ELA- Compare and contrast two or more versions of the same story
LITERACY.RL (e.g., Cinderella stories) by different authors or from
.2.9 different cultures.

CCSS.ELA- By the end of the year, read and comprehend literature,

LITERACY.RL including stories and poetry, in the grades 2-3 text
.2.10 complexity band proficiently, with scaffolding as needed at
the high end of the range.

CCSS.ELA- Ask and answer such questions as who, what, where, when,
LITERACY.RI. why, and how to demonstrate understanding of key details in
2.1 a text.

CCSS.ELA- Identify the main topic of a multiparagraph text as well as the

LITERACY.RI. focus of specific paragraphs within the text.
2.2

CCSS.ELA- Describe the connection between a series of historical events,

LITERACY.RI. scientific ideas or concepts, or steps in technical procedures
2.3 in a text.

CCSS.ELA- Determine the meaning of words and phrases in a text

LITERACY.RI. relevant to a grade 2 topic or subject area.
2.4

CCSS.ELA- Know and use various text features (e.g., captions, bold print,
LITERACY.RI. subheadings, glossaries, indexes, electronic menus, icons) to
2.5 locate key facts or information in a text efficiently.
 ELA

Standard Explanation

CCSS.ELA- Identify the main purpose of a text, including what the author
LITERACY.RI. wants to answer, explain, or describe.
2.6

CCSS.ELA- Explain how specific images (e.g., a diagram showing how a

LITERACY.RI. machine works) contribute to and clarify a text.
2.7

CCSS.ELA- Describe how reasons support specific points the author

LITERACY.RI. makes in a text.
2.8

CCSS.ELA- Compare and contrast the most important points presented by

LITERACY.RI. two texts on the same topic.
2.9

CCSS.ELA- By the end of year, read and comprehend informational texts,

LITERACY.RI. including history/social studies, science, and technical texts,
2.10 in the grades 2-3 text complexity band proficiently, with
scaffolding as needed at the high end of the range.

CCSS.ELA- Know and apply grade-level phonics and word analysis skills
LITERACY.RF. in decoding words.
2.3

CCSS.ELA- Distinguish long and short vowels when reading regularly

LITERACY.RF. spelled one-syllable words.
2.3.A

CCSS.ELA- Know spelling-sound correspondences for additional

LITERACY.RF. common vowel teams.
2.3.B

CCSS.ELA- Decode regularly spelled two-syllable words with long

LITERACY.RF. vowels.
2.3.C

CCSS.ELA- Decode words with common prefixes and suffixes.

LITERACY.RF.
2.3.D
 ELA

Standard Explanation

CCSS.ELA- Identify words with inconsistent but common spelling-sound

LITERACY.RF. correspondences.
2.3.E

CCSS.ELA- Recognize and read grade-appropriate irregularly spelled

LITERACY.RF. words.
2.3.F

CCSS.ELA- Read with sufficient accuracy and fluency to support

LITERACY.RF. comprehension.
2.4

CCSS.ELA- Read grade-level text with purpose and understanding.

LITERACY.RF.
2.4.A

CCSS.ELA- Read grade-level text orally with accuracy, appropriate rate,

LITERACY.RF. and expression on successive readings.
2.4.B

CCSS.ELA- Use context to confirm or self-correct word recognition and

LITERACY.RF. understanding, rereading as necessary.
2.4.C

CCSS.ELA- Write opinion pieces in which they introduce the topic or

LITERACY.W. book they are writing about, state an opinion, supply reasons
2.1 that support the opinion, use linking words (e.g., because,
and, also) to connect opinion and reasons, and provide a
concluding statement or section.

CCSS.ELA- Write informative/explanatory texts in which they introduce

LITERACY.W. a topic, use facts and definitions to develop points, and
2.2 provide a concluding statement or section.

CCSS.ELA- Write narratives in which they recount a well-elaborated

LITERACY.W. event or short sequence of events, include details to describe
2.3 actions, thoughts, and feelings, use temporal words to signal
event order, and provide a sense of closure.

CCSS.ELA- With guidance and support from adults and peers, focus on a
LITERACY.W. topic and strengthen writing as needed by revising and
2.5 editing.
 ELA

Standard Explanation

CCSS.ELA- With guidance and support from adults, use a variety of

LITERACY.W. digital tools to produce and publish writing, including in
2.6 collaboration with peers.

CCSS.ELA- Participate in shared research and writing projects (e.g., read

LITERACY.W. a number of books on a single topic to produce a report;
2.7 record science observations).

CCSS.ELA- Recall information from experiences or gather information

LITERACY.W. from provided sources to answer a question.
2.8

CCSS.ELA- Participate in collaborative conversations with diverse

LITERACY.SL. partners about grade 2 topics and texts with peers and adults
2.1 in small and larger groups.

CCSS.ELA- Follow agreed-upon rules for discussions (e.g., gaining the

LITERACY.SL. floor in respectful ways, listening to others with care,
2.1.A speaking one at a time about the topics and texts under
discussion).

CCSS.ELA- Build on others' talk in conversations by linking their

LITERACY.SL. comments to the remarks of others.
2.1.B

CCSS.ELA- Ask for clarification and further explanation as needed about

LITERACY.SL. the topics and texts under discussion.
2.1.C

CCSS.ELA- Recount or describe key ideas or details from a text read

LITERACY.SL. aloud or information presented orally or through other
2.2 media.

CCSS.ELA- Ask and answer questions about what a speaker says in order
LITERACY.SL. to clarify comprehension, gather additional information, or
2.3 deepen understanding of a topic or issue.

CCSS.ELA- Tell a story or recount an experience with appropriate facts

LITERACY.SL. and relevant, descriptive details, speaking audibly in
2.4 coherent sentences.
 ELA

Standard Explanation

CCSS.ELA- Create audio recordings of stories or poems; add drawings or

LITERACY.SL. other visual displays to stories or recounts of experiences
2.5 when appropriate to clarify ideas, thoughts, and feelings.

CCSS.ELA- Produce complete sentences when appropriate to task and

LITERACY.SL. situation in order to provide requested detail or clarification.
2.6 (See grade 2 Language standards 1 and 3 here for specific
expectations.)

CCSS.ELA- Demonstrate command of the conventions of standard

LITERACY.L. English grammar and usage when writing or speaking.
2.1

CCSS.ELA- Use collective nouns (e.g., group).

LITERACY.L.
2.1.A

CCSS.ELA- Form and use frequently occurring irregular plural nouns

LITERACY.L. (e.g., feet, children, teeth, mice, fish).
2.1.B

CCSS.ELA- Use reflexive pronouns (e.g., myself, ourselves).

LITERACY.L.
2.1.C

CCSS.ELA- Form and use the past tense of frequently occurring irregular
LITERACY.L. verbs (e.g., sat, hid, told).
2.1.D

CCSS.ELA- Use adjectives and adverbs, and choose between them

LITERACY.L. depending on what is to be modified.
2.1.E

CCSS.ELA- Produce, expand, and rearrange complete simple and

LITERACY.L. compound sentences (e.g., The boy watched the movie; The
2.1.F little boy watched the movie; The action movie was watched
by the little boy).

CCSS.ELA- Demonstrate command of the conventions of standard

LITERACY.L. English capitalization, punctuation, and spelling when
2.2 writing.
 ELA

Standard Explanation

CCSS.ELA- Capitalize holidays, product names, and geographic names.

LITERACY.L.
2.2.A

CCSS.ELA- Use commas in greetings and closings of letters.

LITERACY.L.
2.2.B

CCSS.ELA- Use an apostrophe to form contractions and frequently

LITERACY.L. occurring possessives.
2.2.C

CCSS.ELA- Generalize learned spelling patterns when writing words

LITERACY.L. (e.g., cage badge; boy boil).
2.2.D

CCSS.ELA- Consult reference materials, including beginning

LITERACY.L. dictionaries, as needed to check and correct spellings.
2.2.E

CCSS.ELA- Use knowledge of language and its conventions when

LITERACY.L. writing, speaking, reading, or listening.
2.3

CCSS.ELA- Compare formal and informal uses of English

LITERACY.L.
2.3.A

CCSS.ELA- Determine or clarify the meaning of unknown and multiple-

LITERACY.L. meaning words and phrases based on grade 2 reading and
2.4 content, choosing flexibly from an array of strategies.

CCSS.ELA- Use sentence-level context as a clue to the meaning of a

LITERACY.L. word or phrase.
2.4.A

CCSS.ELA- Determine the meaning of the new word formed when a

LITERACY.L. known prefix is added to a known word (e.g., happy/
2.4.B unhappy, tell/retell).
 ELA

Standard Explanation

CCSS.ELA- Use a known root word as a clue to the meaning of an

LITERACY.L. unknown word with the same root (e.g., addition,
2.4.C additional).

CCSS.ELA- Use knowledge of the meaning of individual words to predict

LITERACY.L. the meaning of compound words (e.g., birdhouse,
2.4.D lighthouse, housefly; bookshelf, notebook, bookmark).

CCSS.ELA- Use glossaries and beginning dictionaries, both print and

LITERACY.L. digital, to determine or clarify the meaning of words and
2.4.E phrases.

CCSS.ELA- Demonstrate understanding of word relationships and

LITERACY.L. nuances in word meanings.
2.5

CCSS.ELA- Identify real-life connections between words and their use

LITERACY.L. (e.g., describe foods that are spicy or juicy).
2.5.A

CCSS.ELA- Distinguish shades of meaning among closely related verbs

LITERACY.L. (e.g., toss, throw, hurl) and closely related adjectives (e.g.,
2.5.B thin, slender, skinny, scrawny).

CCSS.ELA- Use words and phrases acquired through conversations,

LITERACY.L. reading and being read to, and responding to texts, including
2.6 using adjectives and adverbs to describe (e.g., When other
kids are happy that makes me happy).

Math

Standard Explanation

CCSS.MATH.CONTE Use addition and subtraction within 100 to solve one-

NT.2.OA.A.1 and 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.
 Math

Standard Explanation

CCSS.MATH.CONTE Fluently add and subtract within 20 using mental

NT.2.OA.B.2 strategies.2 By end of Grade 2, know from memory
all sums of two one-digit numbers.

CCSS.MATH.CONTE Determine whether a group of objects (up to 20) has

NT.2.OA.C.3 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.

CCSS.MATH.CONTE Use addition to find the total number of objects

NT.2.OA.C.4 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.

CCSS.MATH.CONTE Understand that the three digits of a three-digit

NT.2.NBT.A.1 number represent amounts of hundreds, tens, and
ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.

CCSS.MATH.CONTE 100 can be thought of as a bundle of ten tens called a

NT.2.NBT.A.1.A "hundred."

CCSS.MATH.CONTE The numbers 100, 200, 300, 400, 500, 600, 700, 800,
NT.2.NBT.A.1.B 900 refer to one, two, three, four, five, six, seven,
eight, or nine hundreds (and 0 tens and 0 ones).

CCSS.MATH.CONTE Count within 1000; skip-count by 5s, 10s, and 100s.

NT.2.NBT.A.2

CCSS.MATH.CONTE Read and write numbers to 1000 using base-ten

NT.2.NBT.A.3 numerals, number names, and expanded form.

CCSS.MATH.CONTE Compare two three-digit numbers based on meanings

NT.2.NBT.A.4 of the hundreds, tens, and ones digits, using >, =, and
< symbols to record the results of comparisons.

CCSS.MATH.CONTE Fluently add and subtract within 100 using strategies

NT.2.NBT.B.5 based on place value, properties of operations, and/or
the relationship between addition and subtraction.

CCSS.MATH.CONTE Add up to four two-digit numbers using strategies

NT.2.NBT.B.6 based on place value and properties of operations.
 Math

Standard Explanation

CCSS.MATH.CONTE Add and subtract within 1000, using concrete models

NT.2.NBT.B.7 or drawings and strategies based on place value,
properties of operations, and/or the relationship
between addition and subtraction; relate the strategy
to a written method. Understand that in adding or
subtracting three-digit numbers, one adds or subtracts
hundreds and hundreds, tens and tens, ones and ones;
and sometimes it is necessary to compose or
decompose tens or hundreds.

CCSS.MATH.CONTE Mentally add 10 or 100 to a given number 100-900,

NT.2.NBT.B.8 and mentally subtract 10 or 100 from a given number
100-900.

CCSS.MATH.CONTE Explain why addition and subtraction strategies

NT.2.NBT.B.9 work, using place value and the properties of
operations.

CCSS.MATH.CONTE Measure the length of an object by selecting and

NT.2.MD.A.1 using appropriate tools such as rulers, yardsticks,
meter sticks, and measuring tapes.

CCSS.MATH.CONTE Measure the length of an object twice, using length

NT.2.MD.A.2 units of different lengths for the two measurements;
describe how the two measurements relate to the size
of the unit chosen.

CCSS.MATH.CONTE Estimate lengths using units of inches, feet,

NT.2.MD.A.3 centimeters, and meters.

CCSS.MATH.CONTE Measure to determine how much longer one object is

NT.2.MD.A.4 than another, expressing the length difference in
terms of a standard length unit.

CCSS.MATH.CONTE Use addition and subtraction within 100 to solve

NT.2.MD.B.5 word problems involving lengths that are given in the
same units, e.g., by using drawings (such as drawings
of rulers) and equations with a symbol for the
unknown number to represent the problem.
 Math

Standard Explanation

CCSS.MATH.CONTE Represent whole numbers as lengths from 0 on a

NT.2.MD.B.6 number line diagram with equally spaced points
corresponding to the numbers 0, 1, 2, ..., and
represent whole-number sums and differences within
100 on a number line diagram.

CCSS.MATH.CONTE Tell and write time from analog and digital clocks to
NT.2.MD.C.7 the nearest five minutes, using a.m. and p.m.

CCSS.MATH.CONTE Solve word problems involving dollar bills, quarters,

NT.2.MD.C.8 dimes, nickels, and pennies, using $ and symbols
appropriately.

CCSS.MATH.CONTE Generate measurement data by measuring lengths of

NT.2.MD.D.9 several objects to the nearest whole unit, or by
making repeated measurements of the same object.
Show the measurements by making a line plot, where
the horizontal scale is marked off in whole-number
units.

CCSS.MATH.CONTE Draw a picture graph and a bar graph (with single-

NT.2.MD.D.10 unit scale) to represent a data set with up to four
categories. Solve simple put-together, take-apart, and
compare problems1 using information presented in a
bar graph.

CCSS.MATH.CONTE Recognize and draw shapes having specified

NT.2.G.A.1 attributes, such as a given number of angles or a
given number of equal faces.1 Identify triangles,
quadrilaterals, pentagons, hexagons, and cubes.

CCSS.MATH.CONTE Partition a rectangle into rows and columns of same-

NT.2.G.A.2 size squares and count to find the total number of
them.

CCSS.MATH.CONTE Partition circles and rectangles into two, three, or

NT.2.G.A.3 four equal shares, describe the shares using the words
halves, thirds, half of, a third of, etc., and describe
the whole as two halves, three thirds, four fourths.
Recognize that equal shares of identical wholes need
not have the same shape.
d. District Scope and Sequence

Source- http://www.sde.ct.gov/sde/lib/sde/pdf/board/ssframeworks.pdf

The general focus of the second grade school year is intended to be Social Studies:
Making a Difference (SDE). The curriculum design should include several dimensions
that progressively include the following: developing questions and planning inquiry,
applying disciplinary concepts and tools, evaluating sources and using evidence, and
communicating conclusions and taking informed action (SDE). This will be done within
the scope and sequence that includes the following learning objectives that are intended
to be taught in the sequence as written: learn how people can make a difference in
society, understand how both individuals and groups of people make a difference in our
town, state, country, and world, become knowledgeable of how and what we decide to
remember about the past, and become proficient on the topic of how things in the past
connect to what happens today (SDE).

e. Festivals, Seasonal Activities, Community Events

There are no festivals or community events that traditionally take place within the town
of Farmington, CT. Any events that take place within the school are organized throughout
the year and do influence the lessons and activities in the classroom, although it varies
each school year. Beyond this, the main resource for interesting topics for study are
holidays celebrated around the world. A list has been provided below. Also, in this day
and age, there is a national day of celebration for many things, which simply requires
researching a particular date. For instance, June 1 is national donut day that could be
incorporated into the lesson in a fun manner. There are other nationally recognized
celebrations such as bike to school day, teachers day, students day, pi day, and so on, all
of which can add an interesting and exciting aspect to class time. The following link is a
resource that could be used for such celebration information: https://en.wikipedia.org/
wiki/List_of_commemorative_days.
 Labor Day Valentines Day
Rosh Hashanah Presidents Day
Yom Kippur Daylight Saving Time Beginning
Columbus Day Saint Patricks Day
Halloween Good Friday
Easter
Day of the Dead
Passover
Daylight Saving Time Ending Holi
Election Day May Day
Veterans Day April Fools Day
Thanksgiving Earth Day
Hanukah Mothers Day
Christmas Memorial Day
Kwanzaa 100th day of school
New Year 2018 Winter Olympics
Chinese New Year Super Bowl LII
Martin Luther King Day International Day of Peace
Dr. Seuss Birthday
Groundhog Day
Mardi Gras

f. Blank Calendar Pages

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