Grade 2: Listening & Learning Domain 10 Anthology "The Human Body: Building Blocks and Nutrition"

This Tell It Again! Read-Aloud Anthology for The Human Body: Building Blocks and Nutrition contains background information and resources that the teacher will need to implement Domain 8, including an alignment chart for the domain to the Common Core State Standards; an introduction to the domain including necessary background information for teachers, a list of domain components, a core vocabulary list for the domain, and planning aids and resources; 9 lessons including objectives, read-alouds, discussion questions, and extension activities; a Pausing Point; a domain review; a domain assessment; culminating activities; and teacher resources. By the end of this domain, students will be able to:

1. Identify the five senses and associated body parts;
2. Identify the skeletal, muscular, circulatory, nervous, digestive, and excretory systems as important systems in the human body;
3. Describe the significant contributions of Anton van Leeuwenhoek;
4. Explain that all living things are made of microscopic cells;
5. Describe the relationship among cells, tissues, organs, and systems;
6. Identify important components of the digestive system and their functions;
7. Describe the process of nourishing the body from the time food is taken into the mouth until waste is removed from the body;
8. Identify important components of the excretory system and their functions;
9. Describe how the digestive and excretory systems work together;
10. Explain the importance of vitamins and minerals to the body;
11. Explain the importance of eating a balanced diet;
12. Classify foods as healthy or unhealthy;
13. Plan a daily balanced diet;
14. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational read-aloud;
15. Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/informational read-aloud, including answering why questions that require recognizing cause/effect relationships;
16. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a nonfiction/informational read-aloud;
17. Determine the meaning of unknown words and phrases in nonfiction/informational read-alouds and discussions;
18. Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with a nonfiction/informational read-aloud and explain how these graphics clarify the meaning of the read-aloud;
19. Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational read-aloud or between two or more nonfiction/informational read-alouds;
20. Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for grades 2–4;
21. Make personal connections (orally or in writing) to events or experiences in a fiction or nonfiction/informational read-aloud and/or make connections among several read-alouds;
22. With assistance, categorize and organize facts and information within a given domain to answer questions;
23. Use agreed-upon rules for group discussion (e.g., look at and listen to the speaker, raise hand to speak, take turns, say “excuse me” or “please,” etc.);
24. Carry on and participate in a conversation over at least six turns, staying on topic, linking their comments to the remarks of others, with either an adult or another child of the same age;
25. Ask questions to clarify information about the topic in a fiction or nonfiction/informational read-aloud;
26. Recount a personal experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences;
27. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings;
28. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification;
29. Use word parts to determine meanings of unknown words in fiction or nonfiction/informational read-alouds and discussions;
30. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy);
31. Determine the meaning of unknown and multiple meaning words and phrases in fiction or nonfiction/informational read-alouds and discussions;
32. Learn the meaning of common sayings and phrases;
33. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy);
34. Prior to listening to a read-aloud, identify (orally or in writing) what they know and have learned that may be related to the specific story or topic to be read aloud; and
35. Sequence five pictures illustrating the digestive process.

Downloadable Resources

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Common Core Learning Standards

CCLS State Standard
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding...
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or...
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Curriculum Map