Grade 2: Listening & Learning Domain 12 Anthology "Fighting for a Cause"

This Tell It Again! Read-Aloud Anthology for Fighting for a Cause contains background information and resources that the teacher will need to implement Domain 12, 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 members of one powerful group often excluded members of other groups from certain rights;
2. Describe how organizations and movements, such as the civil rights movement, were created as people fought for equal rights;
3. Explain why fighting for important causes has helped to change laws and improve the lives of many people;
4. Explain the terms inequality, discrimination, suffrage, segregation, and activist;
5. Explain the concepts of nonviolence, civil rights, and human rights;
6. Describe the lives and contributions of Susan B. Anthony, Eleanor Roosevelt, Mary McLeod Bethune, Jackie Robinson, Rosa Parks, Dr. Martin Luther King Jr., and Cesar Chavez;
7. Identify the main causes for which Susan B. Anthony, Eleanor Roosevelt, Mary McLeod Bethune, Jackie Robinson, Rosa Parks, Dr. Martin Luther King Jr., and Cesar Chavez fought during their lifetimes;
8. Identify Susan B. Anthony as an abolitionist;
9. Explain that Susan B. Anthony campaigned for women’s rights, especially the right to vote;
10. Explain that Eleanor Roosevelt was married to President Franklin Roosevelt;
11. Identify Eleanor Roosevelt as a First Lady;
12. Identify the Great Depression as a difficult time in American history;
13. Explain the role of the United Nations in the world;
14. Explain that Mary McLeod Bethune worked with Eleanor Roosevelt;
15. Explain the lack of educational opportunities for African American girls in the nineteenth century;
16. Explain that three presidents asked Mary McLeod Bethune for advice;
17. Explain that Jackie Robinson was a talented athlete;
18. Identify Jackie Robinson as the first African American to play Major League Baseball in the United States;
19. Explain the importance of the success of the Montgomery Bus Boycott;
20. Describe the connection between Rosa Parks and Martin Luther King Jr.;
21. Identify Martin Luther King Jr. as an important leader of the civil rights movement;
22. Describe working conditions for migrant workers;
23. Describe similarities among the causes supported by Susan B. Anthony, Eleanor Roosevelt, Mary McLeod Bethune, Jackie Robinson, Rosa Parks, Dr. Martin Luther King Jr., and Cesar Chavez;
24. Describe the similarities among the methods of protest used by Susan B. Anthony, Eleanor Roosevelt, Mary McLeod Bethune, Jackie Robinson, Rosa Parks, Dr. Martin Luther King Jr., and Cesar Chavez;
25. Describe how words and phrase (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song;
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. Identify the main purpose of a nonfiction/informational read-aloud, including what the author wants to answer, explain, or describe;
32. 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;
33. Describe how reasons or facts support specific points the author makes in a nonfiction/informational read-aloud;
34. 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;
35. Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for grades 2–4;
36. Plan, draft, and edit opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinions and reasons, and provide a concluding statement or section;
37. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing;
38. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers;
39. 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;
40. With assistance, categorize and organize facts and information within a given domain to answer questions;
41. 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.);
42. 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;
43. Ask questions to clarify information about the topic in a fiction or nonfiction/informational read-aloud;
44. Retell (orally or in writing) important facts and information from a fiction or nonfiction/informational read-aloud;
45. 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 tissue;
46. Recount a personal experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences;
47. 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;
48. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification;
49. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy);
50. Determine the meaning of unknown and multiple meaning words and phrases in fiction or nonfiction/informational read-alouds and discussions;
51. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny);
52. Learn the meaning of common sayings and phrases;
53. 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);
54. 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;
55. Identify and express physical sensations, mental states, and emotions of self and others;
56. Share writing with others; and
57. Use knowledge of the meaning of individual words to predict the meaning of compound words.

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