Grade 2: Listening & Learning Domain 7 Anthology "Westward Expansion"

This Tell It Again! Read-Aloud Anthology for Westward Expansion contains background information and resources that the teacher will need to implement Domain 7, 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. Describe a pioneer family’s journey westward;
2. Describe family life on the frontier;
3. Explain the significance of the steamboat;
4. Identify Robert Fulton as the developer of the steamboat;
5. Identify steamboats, canals, and trains as new means of travel that increased the movement of people west;
6. Describe the importance of canals;
7. Identify the Erie Canal as the most famous canal built during the Canal Era;
8. Demonstrate familiarity with the song “The Erie Canal”; 
9. Explain the significance of Sequoyah’s invention of the Cherokee writing system;
10. Explain why writing was important to Sequoyah and the Cherokee;
11. Describe the Cherokee writing system in basic terms;
12. Explain that the U.S. government forced Native Americans from their lands;
13. Identify the Trail of Tears as a forced march of the Cherokee;
14. Identify the Oregon Trail as a difficult trail traveled by wagon trains;
15. Identify the Pony Express as a horseback mail delivery system;
16. Identify steamboats, canals, and trains as new means of travel that increased the movement of people west;
17. Identify the transcontinental railroad as a link between the East and the West;
18. Identify “iron horse” as the nickname given to the first trains in America;
19. Explain the advantages of rail travel;
20. Demonstrate familiarity with the song “I’ve Been Working on the Railroad”;
21. Explain that westward expansion meant displacement of Native Americans;
22. Explain that the development of the railroad ushered in a new era of mass exodus of the Native Americans from their land;
23. Describe the effect of diminishing buffalo on the life of Plains Native Americans;
24. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song;
25. 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;
26. 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;
27. Identify the main topic of a multi-paragraph nonfiction/informational read-aloud as well as the focus of specific paragraphs within the text;
28. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a nonfiction/informational read-aloud;
29. Determine the meaning of unknown words and phrases in nonfiction/informational read-alouds and discussions;
30. 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;
31. 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;
32. Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for grades 2–4;
33. 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;
34. Participate in shared research and writing projects (e.g., after listening to several read-alouds, produce a report on a single topic);
35. 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;
36. With assistance, categorize and organize facts and information within a given domain to answer questions;
37. Generate questions and gather information from multiple sources to answer questions;
38. 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.);
39. 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;
40. Ask questions to clarify information about the topic in a fiction or nonfiction/informational read-aloud;
41. Retell (orally or in writing) important facts and information from a fiction or nonfiction/informational read-aloud;
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. Recount a personal experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences;
44. 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;
45. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification;
46. Use word parts to determine meanings of unknown words in fiction or nonfiction/informational read-alouds and discussions;
47. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy);
48. Provide synonyms and antonyms of selected  core vocabulary words;
49. Determine the meaning of unknown and multiple meaning words and phrases in fiction or nonfiction/informational read-alouds and discussions;
50. Learn the meaning of common sayings and phrases;
51. 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);
52. Prior to listening to a read-aloud, identify orally what they have learned that may be related to the specific read-aloud; and
53. Share writing with others.

Downloadable Resources

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Common Core Learning Standards

CCLS State Standard
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply...
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...

Curriculum Map