Grade 2: Listening & Learning Domain 6 Anthology "Cycles in Nature"

This Tell It Again! Read-Aloud Anthology for Cycles in Nature contains background information and resources that the teacher will need to implement Domain 6, 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. Explain that a cycle is a sequence of events that repeats itself again and again;
2. Recognize that the rotation of the earth causes daytime and nighttime;
3. Explain that it takes twenty-four hours for the earth to rotate once on its axis;
4. Recognize that living things have a life cycle;
5. Demonstrate familiarity with the poem “Bed in Summer”;
6. Recognize that Earth orbits the sun;
7. Explain that it takes one year for Earth to orbit the sun;
8. Describe the seasonal cycle: spring, summer, autumn, winter;
9. Identify that the tilt of Earth’s axis in relation to the sun causes the seasons;
10. Explain effects of seasonal changes on plants and animals;
11. Demonstrate familiarity with the poem “Bee! I’m expecting you”;
12. Describe animal processes in spring, summer, autumn, winter;
13. Define the term life cycle;
14. Identify the stages of the life cycle of a flowering plant (seed to seed);
15. Identify the stages of the life cycle of a tree (seed to seed);
16. Identify the stages of the life cycle of a chicken (egg to egg);
17. Identify the stages of the life cycle of a frog (egg to egg);
18. Explain metamorphosis;
19. Identify the stages of the life cycle of a butterfly (egg to egg);
20. Define the term water cycle;
21. Explain that there is a limited amount of water on Earth;
22. Describe evaporation and condensation;
23. Identify forms and importance of precipitation;
24. Describe the formation of clouds;
25. Identify three types of clouds: cirrus, cumulus, and stratus;
26. 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;
27. 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;
28. Identify the main topic of a multi-paragraph nonfiction/informational read-aloud as well as the focus of specific paragraphs within the text;
29. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a nonfiction/informational read-aloud;
30. Determine the meaning of unknown words and phrases in nonfiction/informational read-alouds and discussions;
31. 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;
32. 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;
33. Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for grades 2–4;
34. Plan and/or draft, and edit an informative/explanatory text that presents 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;
35. With guidance and support from adults, focus on a topic and strengthen writing as needed by revising and editing;
36. With assistance, categorize and organize facts and information within a given domain to answer questions;
37. Use agreed-upon rules for group discussions (e.g., look at and listen to the speaker, raise hand to speak, take turns, say “excuse me” or “please,” etc.);
38. 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;
39. Ask questions to clarify information about the topic in a fiction or nonfiction/informational read-aloud;
40. Retell (orally or in writing) important facts and information from a fiction or nonfiction/informational read-aloud;
41. Summarize (orally or in writing) text content and/or oral information presented by others;
42. 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;
43. 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;
44. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification;
45. Determine the meaning of unknown and multiple meaning words and phrases in fiction or nonfiction/informational read-alouds and discussions;
46. 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);
47. Prior to listening to a read-aloud, identify orally what students know and have learned about a given topic;
48. Identify and express whether they are able to feel the rotation of the earth;
49. Discuss personal connections to given topics;
50. Use knowledge of the meaning of individual words to predict the meanings of compound words;
51. Sequence four to six pictures illustrating events from a nonfiction read-aloud;
52. Prior to listening to a read-aloud, make a prediction and then compare the actual outcome to the prediction; and
53. Share writing with others.

Downloadable Resources

Resources may contain links to sites external to the EngageNY.org website. These sites may not be within the jurisdiction of NYSED and in such cases NYSED is not responsible for its content.

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.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within...
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or...

Curriculum Map