Grade 2: Listening & Learning Domain 2 Anthology "Early Asian Civilizations"

This Tell It Again! Read-Aloud Anthology for Early Asian Civilizations contains background information and resources that the teacher will need to implement Domain 2, 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; 14 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 Asia as the largest continent with the most populous countries in the world;
2. Locate Asia, India, and China on a map or globe;
3. Explain the importance of mountains in the development of early Asian civilizations;
4. Explain the importance of the Indus and Ganges Rivers for the development of civilization in ancient times;
5. Describe the key components of a civilization;
6. Identify Hinduism and Buddhism as major religions originating in Asia;
7. Describe the basic principles of Hinduism and Buddhism;
8. Identify the names for followers of Hinduism and Buddhism;
9. Identify the holy texts of Hinduism and Buddhism;
10. Identify holy places for Hindus and Buddhists;
11. Identify important figures in Hinduism and Buddhism;
12. Identify Diwali as an important holiday in Hinduism;
13. Demonstrate familiarity with the folktale “The Tiger, the Brahman, and the Jackal”;
14. Describe the characters, plot, and setting of the folktale “The Tiger, the Brahman, and the Jackal”;
15. Identify trickster tales and folktales as types of fiction;
16. Demonstrate familiarity with the poem “The Blind Men and the Elephant”;
17. Describe the characters, plot, and setting of the poem “The Blind Men and the Elephant”;
18. Explain the importance of the Yellow and Yangtze Rivers for the development of civilizations in ancient times;
19. Describe contributions of ancient China (e.g., paper, silk, writing, the Great Wall);
20. Demonstrate familiarity with the folktale “The Magic Paintbrush”;
21.  Describe the characters, plot, and setting of the folktale “The Magic Paintbrush”;
22. Describe silk making;
23. Explain the significance of the Great Wall of China;
24. Identify Confucius;
25. Describe the teachings of Confucius;
26. Describe the Chinese New Year;
27. Recount fiction read-alouds, including fables and folktales from diverse cultures, and determine the central message, lesson, or moral;
28. Describe how characters in a fiction read-aloud respond to major events and challenges;
29. Describe the following story elements: characters, setting, and plot, including how the beginning introduces the story and the ending concludes the action;
30. Use information gained from the illustrations and words in a read-aloud to demonstrate understanding of its characters, setting, or plot;
31. 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;
32. 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;
33. Determine the meaning of unknown words and phrases in nonfiction/informational read-alouds and discussions;
34. 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;
35. 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;
36. Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for grades 2–4;
37. Plan and/or draft, and edit an informative/explanatory text that present information from a nonfiction/informational read-aloud that introduces a topic, uses facts and definitions to develop points, and provides a concluding statement or section;
38. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing;
39. Participate in shared research and writing projects (e.g., after listening to several read-alouds, produce a report on a single topic);
40. 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;
41. With assistance, categorize and organize facts and information within a given domain to answer questions;
42. 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.);
43. 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;
44. Ask questions to clarify information about the topic in a fiction or nonfiction/informational read-aloud;
45. Retell (orally or in writing) important facts and information from a fiction or nonfiction/informational read-aloud;
46. Summarize (orally or in writing) text content and/or oral information presented by others;
47. Ask questions to clarify directions, exercises, classroom routines, and/or what a speaker says about a topic to gather additional information or deepen understanding of a topic or issue;
48. Recount a personal experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences;
49. 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;
50. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification;
51. Use word parts to determine meanings of unknown words in fiction or nonfiction/informational read-alouds and discussions;
52. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy);
53. Provide synonyms and antonyms of selected core vocabulary words;
54. Determine the meaning of unknown and multiple meaning words and phrases in fiction or nonfiction/informational read-alouds and discussions;
55. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurt) and closely related adjectives (e.g., thin, slender, skinny, scrawny);
56. Learn the meaning of common sayings and phrases;
57. 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);
58. 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;
59. Identify and express physical sensations, mental states, and emotions of self and others;
60. Make predictions (orally or in writing) prior to and during a read-aloud, based on the title, pictures, and/or text heard thus far, and then compare the actual outcomes to predictions;
61. Rehearse and perform poems, stories, and plays for an audience using eye contact, appropriate volume, and clear enunciation;
62. Share writing with others;
63. Use regular and irregular past tense verbs correctly in oral language; and
64. Sequence four to six pictures illustrating events in a story.

Downloadable Resources

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Common Core Learning Standards

CCLS State Standard
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central...
RL.2.3 Describe how characters in a story respond to major events and challenges.
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the...

Curriculum Map