Illinois Learning Standards for Social Science-6-8
A Correlation of
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©2016
To the
Illinois Learning Standards
for Social Science
Grade 2
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Introduction
This document demonstrates how ReadyGEN, ©2016 meets the Illinois Learning Standards for Social Science, Grade 2. Correlation page references are to the Unit Module Teacher’s Guides and are cited by grade, unit and page references.
ReadyGEN ©2016 is a K-6 comprehensive literacy curriculum that equips students and teachers with the tools to meet heightened literacy expectations Authentic, rigorous text sets actively engage students, and a complete array of print and digital resources provide teachers with the support and flexibility they need.
Authentic Text at the Core of Instruction
• The only elementary literacy program that puts a library of 12 authentic trade books in the hands of every child
• Cohesive text sets that provide a springboard into the exploration of language, literacy, and collaboration
• Digital access to every trade book to shift students’ behavior from passive to active learning
Supportive, Flexible, and Customizable
• Foundational skills instruction and practice built into every lesson
• An Interactive Teacher’s Guide for point-of-use access to close reading support, note-sharing, and modeling videos
• A variety of scaffolding strategies promoting instructional equity and access to rigorous text for all students
• Meaningful Center Activities aligned to ReadyGEN texts, writing modes, and Enduring Understandings
• Ability to rearrange content, add links and information, upload resources, and build your own tests for a personalized experience
• Professional development for customization and instructional support
Assessment for Responsive Teaching
• Various assessment opportunities for you to use with students to monitor their progress toward college and career readiness
• Baseline Assessments
• Formative checkpoints throughout instruction
• Performance-Based Assessments at the end of every module
• Access to technology-enhanced items
• Summative, End-of-Unit assessments
|Illinois Learning Standards for |ReadyGEN, Grade 2 |
|Social Science-2nd Grade |©2016 |
| Inquiry Skills |
|Developing Questions and Planning Inquiries |
|Constructing Essential Questions |
|SS.IS.1.K-2: Create questions to help guide inquiry about a topic |TG: Unit 1: Mod A: Center Options: Research Center: 11; Mod B: Center|
|with guidance from adults and/or peers |Options: Research Center: 161; Informative/Explanatory Writing: Use |
| |Facts/Conduct Research: 248-250; Unit 2: Mod A: Center Options: |
| |Research Center: 11; Mod B: Center Options: Research Center: 161; |
| |Opinion Writing: State and Support an Opinion: 198; Reading Analysis |
| |Extension: Ask and Answer Questions, …do research…; Unit 3: Mod A: |
| |Center Options: Research Center: 11; Informative/Explanatory Writing:|
| |Conduct Research/Choose a Topic and List Questions: 58-60; |
| |Informative/Explanatory Writing: Research a Topic/Research a Question|
| |and Write an Answer: 78-80; Informative/Explanatory Writing: Use |
| |Outside Sources in Writing/Research a Time Period: 88-90; |
| |Informative/Explanatory Writing: Research Historical Figures/Use |
| |Reliable Sources and Take Notes: 118-120; Performance-Based |
| |Assessment: Informative Task: 142-149; Mod B: Center Options: |
| |Research Center: 161; Unit 4: Mod A: Center Options: Research Center:|
| |11; Mod B: Center Options: Research Center: 161; |
| |Informative/Explanatory Writing: Research and Connect Scientific |
| |Details: 188-190; Informative/Explanatory Writing: Conduct Research: |
| |238-240; Performance-Based Assessment: Informative/Explanatory Task: |
| |282-289; Unit 5: Mod A: Center Options: Research Center: 11; Mod B: |
| |Center Options: Research Center: 161; Unit 6: Mod A: Center Options: |
| |Research Center: 11; Mod B: Center Options: Research Center: 161 |
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|Determining Helpful Sources |
|SS.IS.2.K-2: Explore facts from various sources that can be used to |TG: Unit 1: Mod A: Center Options: Research Center: 11; Mod B: Center|
|answer the developed questions. |Options: Research Center: 161; Informative/Explanatory Writing: Use |
| |Facts/Conduct Research: 248-250; Unit 2: Mod A: Center Options: |
| |Research Center: 11; Mod B: Center Options: Research Center: 161; |
| |Opinion Writing: State and Support an Opinion: 198; Reading Analysis |
| |Extension: Ask and Answer Questions, …do research…; Unit 3: Mod A: |
| |Center Options: Research Center: 11; Informative/Explanatory Writing:|
| |Conduct Research/Choose a Topic and List Questions: 58-60; |
| |Informative/Explanatory Writing: Research a Topic/Research a Question|
| |and Write an Answer: 78-80; Informative/Explanatory Writing: Use |
| |Outside Sources in Writing/Research a Time Period: 88-90; |
| |Informative/Explanatory Writing: Research Historical Figures/Use |
| |Reliable Sources and Take Notes: 118-120; Informative/Explanatory |
| |Writing: Write Research Facts/Organize Research to Write a Draft: |
| |128-130; Informative/Explanatory Writing: Revise and Strengthen a |
| |Research Paper: 138-140; Performance-Based Assessment: Informative |
| |Task: 142-149; Mod B: Center Options: Research Center: 161; Unit 4: |
| |Mod A: Center Options: Research Center: 11; Mod B: Center Options: |
| |Research Center: 161; Informative/Explanatory Writing: Research and |
| |Connect Scientific Details/Research and Write an |
| |Informative/Explanatory Paragraph: 188-190; Informative/Explanatory |
| |Writing: Conduct Research/Research and Take Notes for Writing Task: |
| |238-240; Performance-Based Assessment: Informative/Explanatory Task: |
| |282-289; Unit 5: Mod A: Center Options: Research Center: 11; Mod B: |
| |Center Options: Research Center: 161; Unit 6: Mod A: Center Options: |
| |Research Center: 11; Mod B: Center Options: Research Center: 161 |
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|Evaluating Sources and Using Evidence |
|Gathering and Evaluating Sources |
|SS.IS.3.K-2: Gather information from one or two sources with guidance|TG: Unit 1: Mod A: Center Options: Research Center: 11; Mod B: Center|
|and support from adults and/or peers. |Options: Research Center: 161; Unit 2: Mod A: Center Options: |
| |Research Center: 11; Mod B: Center Options: Research Center: 161; |
| |Unit 3: Mod A: Center Options: Research Center: 11; |
| |Informative/Explanatory Writing: Conduct Research/Choose a Topic and |
| |List Questions: 58-60; Informative; Informative/Explanatory Writing: |
| |Research a Topic/Research a Question and Write an Answer: 78-80; |
| |Informative/Explanatory Writing: Use Outside Sources in |
| |Writing/Research a Time Period: 88-90; Informative/Explanatory |
| |Writing: Research Historical Figures/Use Reliable Sources and Take |
| |Notes: 118-120; Informative/Explanatory Writing: Write Research |
| |Facts/Organize Research to Write a Draft: 128-130; Performance-Based |
| |Assessment: Informative Task: 142-149; Mod B: Center Options: |
| |Research Center: 161; Unit 5: Mod A: Center Options: Research Center:|
| |11; Mod B: Center Options: Research Center: 161 |
|Developing Claims and Using Evidence |
|SS.IS.4.K-2: Evaluate a source by distinguishing between fact and |TG: Unit 1: Mod B: Informative/Explanatory Writing: Write a Paragraph|
|opinion. |Using Facts: 209; Unit 2: Mod B: Opinion Writing: Find Information to|
| |Form an Opinion: 188; Opinion Writing: Plan an Opinion Paragraph: |
| |259; Opinion Writing: Write Paragraphs to Explain an Opinion: 269; |
| |Unit 5: Mod A: Opinion Writing: Support Opinions with Reasons: 98; |
| |Unit 6: Mod A: Opinion Writing: Support Opinions: 58; Mod B: Opinion |
| |Writing: Draft a Letter to the Editor: 199; Opinion Writing: Make |
| |Connections: 228; Opinion Writing: Support an Opinion with Facts: 238|
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|Communicating Conclusions and Taking Informed Action |
|Communicating Conclusions |
|SS.IS.5.K-2: Ask and answer questions about arguments and |TG: Unit 2: Mod B: Money Matters!; I Wanna Iguana; Unit 3: Mod A: |
|explanations. |Theodore Roosevelt: The Adventurous President; Marching With Aunt |
| |Susan; Mod B: Change Makers; Unit 4: Mod B: Danger! Earthquakes; Unit|
| |5: Mod A: John Chapman: Planter and Pioneer; Unit 6: Mod A: 68 Ways |
| |to Save the Planet Before Bedtime |
|Taking Informed Action |
|SS.IS.6.K-2: Use listening, consensus building, and voting procedures|TG: Taking Action/Voting in Classroom: Unit 1: Mod A: 141; Unit 2: |
|to decide on and take action in their classroom. |Mod A: 19, 29, 69, 79; Mod B: 199, 219, 239, 288; Unit 3: Mod A: 69, |
| |79, 133; Mod B: 219; Unit 4: Mod A: 19, 39, 69, 79; Mod B: 89, 199, |
| |219; Unit 5: Mod B: 219, 259; Unit 6: Mod B: 169, 189 |
| Civics Standards |
|Civic and Political Institutions |
|SS.CV.1.2: Explain what governments are and some of their functions |TG: Unit 3: Mod A: Theodore Roosevelt: Adventurous President; |
|(e.g. making and enforcing laws, protecting citizens, and collecting |“Lincoln”; “My America”; Mod B: City Green; Unit 6: Mod B: A Picture |
|taxes). |Book of Eleanor Roosevelt |
|Processes, Rules, and Laws |
|SS.CV.2.2: Describe how communities work to accomplish common tasks, |TG: Unit 3: Mod A: Marching With Aunt Susan; Mod B: City Green; Unit |
|establish responsibilities, and fulfill roles of authority. |6: Mod A: 68 Ways to Save the Planet Before Bedtime |
| Geography Standards |
|Geographic Representations: Spatial Views of the World |
|SS.G.1.2: Construct and interpret maps and other graphic |TG: Unit 1: Mod A: Snowshoe Hare’s Winter Home; Unit 2: Mod A: A |
|representations of both familiar and unfamiliar places. |Chair for My Mother; Unit 3: Mod B: Center Options: Research Center: |
| |161; Unit 5: Mod B: Going West; “The Gateway Arch”; Unit 6: Mod A: On|
| |Meadowview Street |
|Human-Environment Interaction: Place, Regions and Culture |
|SS.G.2.2: Identify some cultural and environmental characteristics of|TG: Unit 1: Mod A: Center Options: Research Center: 11; Trouble at |
|your community and compare to other places. |the Sandbox; Mod B: The House on Maple Street; “Subways Are People”; |
| |Unit 2: Mod A: “Sharing” |
|Human Population: Spatial Patterns and Movements |
|SS.G.3.2: Explain how people in your community use local and distant |TG: Unit 1: Mod A: Center Options: Research Center: 11; Unit 6: Mod |
|environments to meet their daily needs. |A: 68 Ways to Save the Planet Before Bedtime; On Meadowview Street |
| Economics and Financial Literacy Standards |
|Economic Decision Making |
|SS.EC.1.2: Demonstrate how our choices can affect ourselves and |TG: Unit 2: Mod A: Alexander, Who Used to Be Rich Last Sunday; A |
|others in positive and negative ways. |Chair for My Mother,” Mod B: I Wanna Iguana; Unit 4: Mod A: Seek the |
| |Sun |
|SS.EC.2.2: Explain the role of money in making exchange easier. |TG: Unit 2: Mod A: “Money Matters”; Mod B: Money Matters! |
|Exchange and Markets |
|SS.EC.3.2: Compare the goods and services that people in the local |TG: Unit 1: Mod B: Friends Around the World; Unit 2: Mod A: A Chair |
|community produce and those that are produced in other communities |for My Mother; Mod B: I Wanna Iguana |
|Financial Literacy |
|SS.EC.FL. 4.2.: Explain that money can be saved or spent on goods and|TG: Unit 2: Mod A: “Money Matters”; Mod B: Money Matters!; Unit 2: |
|services. |Mod A: A Chair for My Mother |
|History Standards |
|Change, Continuity and Context |
|SS.H.1.2: Summarize changes that have occurred in the local community|TG: Unit 3: Mod B: Change Makers; City Green; “City Trees”; Unit 4: |
|over time. |Mod A: The Earth Dragon Awakes; Mod B: Disaster Alert!; Danger! |
| |Earthquakes; Unit 5: Mod A: John Chapman: Planter and Pioneer; Johnny|
| |Appleseed; “Planting a Tree”; “Trees” |
|Perspectives |
|SS.H.2.2: Compare individuals and groups who have shaped a |TG: Unit 3: Mod A: Theodore Roosevelt: The Adventurous President; |
|significant historical change. |Marching With Aunt Susan; “Lincoln”; Mod B: Change Makers; Unit 5: |
| |Mod A: John Chapman: Planter and Pioneer; Johnny Appleseed; Mod B: |
| |Pioneers to the West; Going West; Unit 6: Mod B: Alfred Nobel: The |
| |Man Behind the Peace Prize; A Picture Book of Eleanor Roosevelt; |
| |Poems from Heroes and She-roes |
|Historical Sources and Evidence |
|SS.H.3.2: Explain how different kinds of historical sources (such as |TG: Unit 3: Mod A: Informative/Explanatory Writing: Use Outside |
|written documents, objects, artistic works, and oral accounts) can be|Sources in Writing/Research a Time Period: 88-90; |
|used to study the past. |Informative/Explanatory Writing: Research Historical Figures/Use |
| |Reliable Sources and Take Notes: 118-120; Informative/Explanatory |
| |Writing: Write Research Facts/Organize Research to Write a Draft: |
| |128-130; Informative/Explanatory Writing: Revise and Strengthen a |
| |Research Paper: 138-140; Performance-Based Assessment: Informative |
| |Task: 142-149 |
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