2012-2013 Transitional Comprehensive Curriculum

Grade 2

English Language Arts

Unit 4: Information Quest

Time Frame: Approximately threeweeks

Unit Description

This unit focuses on locating, gathering, and interpreting information from a variety of sources. The unit also focuses on reading, organizing, and interpreting data from simple timelines, charts, diagrams, graphs, and maps. The skills acquired through this unit should be applied and strengthened throughout the year.

Student Understandings

The main goals of this unit are to have students gather, organize, and interpret information from a variety of media, reference, and technological sources. Students locate information in magazines, newspapers, encyclopedias, and electronic sources. Students should be able to publish a simple research report, writing project, and book summary.

Guiding Questions

1.Can students locate and interpret information from a variety of sources?

2.Can students locate and read information on timelines, charts, graphs, diagrams, and maps found in newspapers?

3.Can students tell and write about the sources of information learned?

4.Can students use available technology to publish a variety of works?

Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS)

Grade-Level Expectations
GLE # / GLE Text and Benchmarks
03. / Identify and explain common synonyms, antonyms, and homonyms
(ELA-1-E1)
05. / Determine word meaning and appropriate word choices using reference aids, including dictionaries and thesauruses (ELA-1-E1)
17b. / Demonstrate understanding of information in texts using a variety of strategies, including predicting what will happen next in a story or a text (ELA-1-E7)
17c / Demonstrate understanding of information in texts using a variety of strategies, including making simple inferences about information in texts (ELA-7-E1)
17d. / Demonstrate understanding of information in texts using a variety of strategies, including self-monitoring consistently for comprehension using multiple strategies and set-correcting as appropriate (ELA-7-E1)
20a. / Apply basic reasoning skills, including discussing the relationship between cause-effect (ELA-7-E4)
20b. / Apply basic reasoning skills, including asking questions about texts read independently including why and how (ELA-7-E4)
21. / Write compositions of one or more paragraphs, organized with a central idea and coherent beginning, middle, and end (ELA-2-E1)
22. / Use a greater variety of action and descriptive words when writing for a specific purpose and/or audience (ELA-2-E2)
23a. / Develop compositions of one or more paragraphs using writing processes such as the following independently generated ideas for writing by using various strategies (e.g., listing, brainstorming, drawing). (ELA-2-E3)
23b. / Develop compositions of one or more paragraphs using writing processes such as the following: creating a plan (e.g., graphic organizer, web) appropriate to the purpose of writing. (ELA-2-E3)
23c. / Develop compositions of one or more paragraphs using writing processes such as writing a first draft with a developed beginning, a middle, and an end
(ELA-2-E3)
23d. / Develop compositions of one or more paragraphs using writing processes such as conferencing with a teacher or peers (ELA-2-E3)
23e. / Develop compositions of one or more paragraphs using writing processes such as revising for clarity, grammatical and mechanical correctness, and/or to include additional information (ELA-2-E3)
24a. / Develop grade-appropriate compositions, for example, friendly letters
(ELA-2-E4)
24b. / Develop grade-appropriate compositions, for example, poems (ELA-2-E4)
24c. / Develop grade-appropriate compositions, for example, stories (ELA-2-E4)
24d. / Develop grade-appropriate compositions, for example, informational descriptions with some detail (ELA-2-E4)
25. / Use literary devices, including patterns of rhythm and simile in writing
(ELA-2-E5)
49a. / Locate information using the organizational features of texts, including URL addresses from the Web (ELA-5-E1)
49c. / Locate information using the organizational features of texts, including glossaries (ELA-5-E1)
49d. / Locate information using the organizational features of texts, including indices (ELA-5-E1)
49e. / Locate information using the organizational features of texts, including tables of contents (ELA-5-E1)
49f. / Locate information using the organizational features of texts, including chapter headings (ELA-5-E1)
50. / Locate information about a topic from a variety of sources, including children’s magazines, children’s encyclopedias, and electronic references (ELA-5-E2)
51. / Gather and arrange information in a variety of organizational forms, including graphic organizers, simple outlines, notes, and summaries (ELA-5-E3)
52. / Use technology to publish a variety of works, including simple research reports and book summaries (ELA-5-E4)
53. / Tell and write about the sources of learned information (ELA-5-E5)
ELA CCSS
CCSS # / CCSS TEXT
Reading Standards for Literature
RL.2.1 / Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.7 / Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Reading Standards for Informational Text
RI.2.1 / Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI.2.4 / Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.5 / Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
RI.2.8 / Describe how reasons support specific points the author makes in a text.
RI.2.10 / By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently with scaffolding as needed at the high end of the range.
Reading Standards: Foundational Skills
RF.2.3a, b, c, d, e, f / Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-
syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and prefixes.
e. Identify words with inconsistent but common spelling-sound
correspondences.
f. Recognize and read grade-appropriate irregularly spelled words.
RF.2.4a, b, c / Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level text orally with accuracy, appropriate rate, and
expression on successive readings
c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
Writing Standards
W.2.2 / Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
W.2.7 / Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
Speaking and Listening Standards
SL.2.4 / Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
SL.2.6 / Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Language Standards
L.2.4a, b, c, d, e / Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is
added to a known word (e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with
the same root (e.g., addition, additional).
d. Use knowledge of the meaning of individual words to predict the
meaning of compound words (e.g., birdhouse, lighthouse, housefly,
bookshelf, notebook, bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to
determine or clarify the meaning of words and phrases.
L.2.5a, b / Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real-life connections between words and their use (e.g., describe
foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss,
throw, hurl) and closely related adjectives (e.g., thin, slender, skinny,
scrawny).
L.2.6 / 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., thin, slender, skinny, scrawny).

Sample Activities

Activity 1: Independent Reading (Ongoing) (CCSS: RF.2.4a, RF.2.4b, RF.2.4c)

Materials List: classroom library and books from the school library as needed

Independent reading is anytime a student reads grade-level text alone with purpose and understanding. Independent reading may take place at various times of the day but should be included as a daily activity. Drop Everything And Read is a way to make this part of the daily schedule. D.E.A.R. is a designated time reserved in the classroom schedule for both students and teachers to “drop everything and read.” As D.E.A.R. time approaches, have students put away content materials and take out their reading material. Direct students to read silently or softly to a partner for a designated time. Independent reading supplements the standard reading program by encouraging students to read with sufficient accuracy and fluency to support comprehension. D.E.A.R. time provides an opportunity for students to read with purpose and expression and to use context to confirm or self-correct word recognition and understanding with rereading as necessary.Note: Although students should be given freedom to make their selections for independent reading, monitor to ensure that students have made choices within their readability level.

Activity 2: Vocabulary Development (Ongoing) (GLEs:05, CCSS: L.2.4a, L.2.4b, L.2.4c, L.2.4d, L.2.4e, RL.2.7, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.3e, RF.2.3f, SL.2.6)

Materials List: read-aloud book, chart paper, word wall, paper for vocabulary cards, pencils/markers, dictionaries, alphabet chart, word list, board/overhead, transparencies, Vocabulary Self-Awareness Chart BLM

Before reading the basal story or listening to a read-aloud, students receive a list of vocabulary words chosen by the teacher. Read the words aloud for the students so that all are familiar with the correct pronunciation and understand any applicable phonics rules. Using a Vocabulary Self-Awareness Chart BLM, have students complete a vocabulary self-awareness(view literacy strategy descriptions) checklist to indicate their level of familiarity or knowledge of the listed words. Direct the students tocomplete this activity independently, filling in the words and rating their understanding of each one with either a “+” (understand well), a “√” (limited understanding or unsure), or a “—” (don’t know). Instruct studentsto supply a definition or an example for each word. For less familiar words, have students make guesses by applying grade-level phonics and word analysis in decoding words. Have students determine or clarify the meaning of unknown and multiple-meaning words and phrases using context, known words, root words, and compound words. When the chart is complete, have students read or listen to the story. If the session is a read-aloud, be sure to pause as the new words are encountered within the context of the story and allow students time to look at illustrations to gain additional understanding of the text. Discuss the meaning of each word, using a glossary or dictionary if needed to determine and clarify the meaning of words and phrases, and allow students to return to their charts to update and add new information. The goal is to replace all check marks and minus signs with plus signs. Allow students opportunities to revisit their vocabulary charts to revise their entries.Example: words selected from Eric Carle’s The Tiny Seed which is also a story in the second grade Treasures reader (Macmillan/McGraw-Hill).

Vocabulary Self-Awareness Chart

Word / + / √ / -- / Example / Definition
rays / + / sun rays / Streams of light from the sun
looms / -- / used for weaving? / Looks large and dangerous
giant / + / giant trees / Enormous, huge
petals / + / flower petals / Parts of the flower
sways / √ / sway in the wind / Moves from side to side

This activity is appropriate for repeated use throughout the year. Not only does using this chart help students to learn new material, but they also become more aware of what they may already know about words, and their understanding and knowledge increase. In addition to the completion of the Vocabulary Self-Awareness Chart:

  • Record vocabulary words on a special word wall for use during writing.
  • Have students create complete sentences during shared and independent writing to provide detail and clarification of word meaning.
  • Have studentsmaintain a personal or class dictionary that can be referred to easily.

Activity 3: Writer’s Workshop (Ongoing) (GLEs: 21,22, 23a, 23b, 23c;CCSS: W.2.2)

Materials List: word wall, classroom dictionaries, paper, BLM Writing Rubric,learning logs

Conduct writing/grammar lessons daily. The instruction of writing/grammar takes many different forms that enable teachers to address the conventions of writing (spacing, directionality, and letter formation), grammatical features of writing (spelling, capitalization, punctuation, grammatical choices, such as subject/verb agreement and descriptive language, etc.), as well as writing for various purposes (how-to, descriptive, narrative, expository, or persuasive).

  • Guided writing is designed to teach a specific skill or strategy to the whole class, small groups, or the individual. Lead students through the writing process in which the student completes his/her own writing of one or more paragraphs. Begin with directing students to brainstorm ideas for a chosen topic, creating a plan and purpose for their writing (a central idea), organizing their ideas witha coherent beginning, middle, and end and developing them with specific details. Then direct them to draft, proofread, revise and publish their work, including sharing it with fellow students. Provide scaffolding support through mini-lessons that address areas in which all students are having difficulty and have conferences with individuals and groups as needed. Encourage students to write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement.
  • The “weekend story” is a powerful guided writing activity and is usually conducted on the first day of each week. Lead the students in a discussion about their weekend experiences. Ask questions to help students decide what they will write. Help students formulate a beginning, middle, and ending for their story. Encourage students to use a variety of action and descriptive words and spell grade-appropriate words correctly using word walls, word lists, dictionaries, or glossaries. Instruct students to record their stories in a learning log (view literacy strategy descriptions). This notebook or binder can be used regularly for students to record ideas, questions, reactions, and reflections. The learning log provides a place for students to collect their writings for review, revision, or extension. Students will be able to see progress as theirwriting skills develop. As the year progresses, have students extend their tasks to include writing simple, complete sentences to give the steps of a how-to paragraph or writing a descriptive, narrative, expository, or persuasive paragraph. Topics for mini-workshops could include focus skills; such as, stating the main idea using a title, creating a web to organize thinking, incorporating descriptive language, indention of firstlines ofparagraphs, capital letters, punctuation, subject-verb agreement, past and present verb tenses, noun and pronoun antecedent agreement, transitional words, and conjunctions. Encourage the inclusion of facts and definitions to develop points in students’ writing. Monitor student writing, and allow time for students to share their writings through classroom discussion. Conduct weekly mini-workshops to help students improve writing skills. Create a rubric specific to the workshop focus for both teacher and students to monitor progress. See Writing Rubric BLM from Unit 1.
  • Independent writing is any time students write without receiving assistance from others.Have students select topics and be in charge of their own writing. A Writer’s Workshop approach provides the opportunity for students to practice writing skills and strategies that support reading developmentand builds confidence as students’ writing develops and matures.During Writer’s Workshop, meet with individuals or small groups as needed to instruct or encourage students’ thinking and writing.

Activity 4: Parts of a Book (GLEs: 49c, 49d, 49e, 49f, CCSS: RI. 2.1, RI.2.4, RI.2.5)

Materials List: the second grade science and/or social studies textbook, a copy of the textbook for each student, Directed-Learning-Thinking(DL-TA)Activity for Science Textbook Table of Contents BLM, Science Vocabulary Self-Awareness Chart BLM

Hold up, or display on a document camera, a copy of an informational text that includes a table of contents, an index, and a glossary. Show students where to look to find each of these parts of the book. To verify thatstudents understand the locations and purposes of key parts of the informational text, have students answer questions, such as “Where do I find the table of contents in this book?” and “What differences do you see between the index and the glossary?” Call attention to examples of timelines, charts, diagrams, graphs, maps, captions, bold print, and subheadings found in the book. Have students respond to guiding questions about the book.

  • Distribute a Directed-Learning-Thinking (DL-TA)for Science Textbook Table of ContentsBLM to each student and directthemto open their copies of the science textbook to the table of contents.UsingtheDL-TA-directed learning-thinking activity(view literacy strategy descriptions), promptstudents to use their prior knowledge to make predictions about the contents of the textbook based on the section titles and/or chapter headings listed in the table of contents. Have students record predictions on their BLMs. Then direct students to read the informational text and return to their charts to make revisions to any predictions that were inaccurate. Then in aclass discussion, have studentsexplain how and where they found the information to support or correct their predictions. Ask students to explain the value of the table of contents as a resource for reading. In future lessons, the students will have a better understanding of how the table of contents can give them an overview of the material they will be reading.Following is an example of the strategy taken from FOSS Science Resources, published by Delta Education, Insects and Plants.

Example: DL-TA for Science Textbook Table of Contents