Grade 2: Listening & Learning Domain 11 Anthology "Immigration"

This Tell It Again! Read-Aloud Anthology for Immigration contains background information and resources that the teacher will need to implement Domain 11, 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; 10 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 the term immigrant;
2. Describe reasons immigrants leave their home countries to make a new home in the United States (e.g., push and pull factors);
3. Explain why the United States was and is called the “land of opportunity”;
4. Identify the meaning of e pluribus unum;
5. Explain the significance of Ellis Island and the Statue of Liberty;
6. Describe how immigration has brought millions of newcomers to the United States;
7. Describe why large populations of immigrants settled in major cities such as New York, Chicago, Philadelphia, Detroit, Cleveland, Boston, and San Francisco;
8. Describe why some immigrants settled in the Midwest;
9. Describe how their ancestors may have been immigrants who helped make America the country that it is today;
10. Demonstrate familiarity with the song “The Land Is Your Land”;
11. Explain what it means to be a citizen of a country;
12. Identify ways that a person becomes an American citizen;
13. Identify that the government of the United States is based on the Constitution, the highest law of our land;
14. Identify James Madison as the “Father of the Constitution”;
15. Explain that the United States is founded on the principle of consent of the governed, American citizens: “We the People”;
16. Explain the basic functions of government (making and enforcing laws; settling disputes; protecting rights and liberties; etc.) by making analogies to familiar settings such as the family, the school, and the community;
17. Identify the Bill of Rights as a document amending the Constitution;
18. Describe the rights and responsibilities of an American citizen;
19. Demonstrate familiarity with the song “The Star-Spangled Banner”;
20. 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 fiction or nonfiction/informational read-aloud;
21. Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a fiction or nonfiction/informational read-aloud, including answering why questions that require recognizing cause/effect relationships;
22. Describe how characters in a fiction read-aloud respond to major events and challenges;
23. Use information gained from the illustrations and words in a read-aloud to demonstrate understanding of its characters, setting, or plot;
24. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a nonfiction/informational read-aloud;
25. Determine the meaning of unknown words and phrases in nonfiction/informational read-alouds and discussions;
26. 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;
27. Describe how reasons or facts support specific points the author makes in a nonfiction/informational read-aloud;
28. 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;
29. Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for grades 2–4;
30. Plan, draft, and edit a narrative retelling of a fiction read-aloud, including a title, setting, characters, and well-elaborated events of the story in proper sequence, including details to describe actions, thoughts, and feelings, using temporal words to signal event order, and providing a sense of closure;
31. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing;
32. Participate in shared research and writing projects (e.g., after listening to several read-alouds, produce a report on a single topic);
33. 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;
34. With assistance, categorize and organize facts and information within a given domain to answer questions;
35. 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.);
36. 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;
37. Ask questions to clarify information about the topic in a fiction or nonfiction/informational read-aloud;
38. Retell (orally or in writing) important facts and information from a fiction or nonfiction/informational read-aloud;
39. Summarize (orally or in writing) text content and/or oral information presented by others;
40. 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;
41. Recount a personal experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences;
42. 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;
43. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification;
44. Use word parts to determine meanings of unknown words in fiction or nonfiction/informational read-alouds and discussions;
45. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy);
46. Provide synonyms and antonyms of selected core vocabulary words;
47. Determine the meaning of unknown and multiple-meaning words and phrases in fiction or nonfiction/informational read-alouds and discussions;
48. Learn the meaning of common sayings and phrases;
49. 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);
50. Prior to listening to a read-aloud, identify orally what they know and have learned about a given topic;
51. Identify and express physical sensations, mental states, and emotions of self and others;
52. Make predictions (orally or in writing) prior to and during a read-aloud, based on title, pictures, and/or text heard thus far, and then compare the actual outcomes to predictions; and
53. Share writing with others.

Downloadable Resources

Resources may contain links to sites external to the 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
RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding...
RL.2.3 Describe how characters in a story respond to major events and challenges.
RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate...

Curriculum Map