Elementary English Language Arts
Unit Planning Organizer
Subject / English / Language ArtsGrade / 2nd Grade
Unit Title / Unit One: Kindness
Pacing / 30 days (25 for instruction + 5 days reteach/enrichment)
Unit Overview
In this unit students begin to understand that characters are people and animals who are involved in a story. Character development is discussed in terms of the character’s reaction to what is taking place in the story. Students can identify the lesson the character learned.
They will ask and answer questions to clarify or gain more information. Students will engage in narrative writing that incorporates sequenced events, details that describe thoughts and action, and a clear sense of closure.
Sample Essential Question
How do you use the main idea and details to express understanding of the text?
How do you recount a story with key details and identify the lesson/moral the character learned?
I Can Statements
I can ask and answer questions about important details in a text. (RL 2.2-1)
I can tell the central message, lesson, or moral of a story. (RL 2.2-2)
I can describe how an author’s words supply rhythm and meaning in a text. (RL 2. 4-1)
I can explain the structure and its purpose in a story. (RL 2.5-1)
I can compare and contrast two versions of the same story. (RL 2.9-1)
I can ask questions (5 W’s and How) about important details in a text. (RI 2.1-1)
I can answer questions (5W’s and How) to show I understand important details in a text. (RI 2.1-2)
I can identify the main topic of a text and/or paragraphs within a text. (RI 2.2-1)
I can determine the meaning of words or phrases I don’t know. (RI 2.4-1)
I can spell words I don’t know by using spelling patterns I have learned. (L 2.2d-1)
I can use context clues to figure out word meanings. (L 2.4a-1)
I can use glossaries and dictionaries to determine the meanings of words. (L 2. 4e-1)
I can identify a real-life application of a word. (L 2.5.a-1)
I can use words and phrases that I learn through listening and reading. (L 2.6-1)
I can write an informative piece where I: (W 2.2-1)
a-introduce a topic,
b-use facts and definitions to develop a point, and
c-provide a concluding statement or section.
I can write a narrative piece where I: retell an event or sequence of events, give some details about the actions and/or characters in order, and provide some sense of closure. (W 2.3-1)
I can use guidance from my peers to strengthen my writing. (W 2.5-1)
I can participate in research projects with my classmates. (W 2.7-1)
I can participate in writing projects with my classmates. (W 2.7-2)
I can use provided sources to find information. (W 2.8-1)
Common Core State Standards
Reading: / 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.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
RI.2.1 Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI. 2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
Speaking and Listening:
Language: / L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
d. Form and use past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
L.2.4 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.
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L.2.5 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).
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., When other kids are happy that makes me happy).
Writing: / 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.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
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 observation).
W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
Foundational Skills
Print Concepts / Phonological Awareness / Phonics/Word Recognition / Fluency
F.2.1 / F.2.2 / F.2.3 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 suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words. / F.2.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-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.
Supporting Common Core State Standards
Reading: / RL.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.
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.
Speaking and Listening: / SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
SL.2.5 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.
Language:
Writing: / W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
ELL Standard / IT Standard
ELP Standard 2: The language of Language Arts
This standard includes scaffolding for all language proficiencies inthe four language domains of Speaking, Listening,Reading andWriting.Learning,Practicing and Applying the academic vocabulary and content. / 2.IN.1.1 Categorize books by their genre characteristics.
2.IN.1.2 Summarize appropriate reading strategies when reading for information.
2.TT.1.1 Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.).
2.SE.1.1 Use technology hardware and software responsibly.
Unpacked Standards
Reading: / RL.2.1 ASK and ANSWER such questions as who, what, when, where, why and how to DEMONSTRATE understanding of key details in a text
RL.2.2 RECOUNT stories, including fables and folktales from diverse cultures, and DETERMINE their central message, lesson, or moral.
RL.2.4 DESCRIBE how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.5 DESCRIBE the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL.2.9 COMPARE and CONTRAST two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
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.2.2 IDENTIFY the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
RI.2.4 DETERMINE the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
Speaking and Listening:
Language: / L.2.1 DEMONSTRATE command of the conventions of standard English grammar and usage when writing or speaking.
d. FORM and USE the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
L.2.4 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.
e. USE glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L.2.5 DEMONSTRATE understanding of word relationships and nuances in word meaning.
a. IDENTIFY real-life connections between words and their use (e.g., describe foods that are spicy and juicy).
Writing: / W.2.2 WRITE opinion pieces in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
W.2.3 WRITE narratives, in which they RECOUNT a well elaborated event or short sequence of events, INCLUDE details to describe actions, thoughts, and feelings, USE temporal words to signal event order, and PROVIDE a sense of closure.
W.2.5 With guidance and support from adults and peers, FOCUS on a topic and strengthen writing as needed by revising and editing.
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).
W.2.8 RECALL information from experiences or GATHER information from provided sources to answer a question.
Teaching Strategies
http://www.ode.state.or.us/search/page/id=3907
Sample Lesson Plans
http://www.betterlesson.com/common_core?from=overview
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Instructional Resources and Materials
Physical / Technology-Based
Read aloud: Boxes for Katje by Candace Fleming
Imagine It! Text Book 1 Stories and Poems:
· Because of You by B.G. Hennessy
· For the Love of Our Earth by P.K. Hallinan
· The Elves and the Shoemaker by Brothers Grimm
· The Lion and the Mouse retold by Michael Morpurgo
· Corduroy by Don Freeman
· Dear Tulips by Takayo Noda
· Sick Days by Mary Ann Hoberman
Additional Reading
· Abe Lincoln’s Hat by Martha Brenner
· The Giving Tree by Shel Silverstein
· The Bat in the Boot by Annie Cannon
· Jamacia’s Find by Juanita Havill
· Uncle Willie and the Soup Kitchen by DyAnne SiSalvo-Ryan
· A Chair for My Mother by Vera Williams
· Badger’s Bad Mood by Hiawyn Oram
· Leah’s Pony by Elizabeth Friedrich / Student eSuite Resources
eStudent Readers
eSkills
eFluency
eGames
Teacher eSuite Resources
eAssess
ePresentation
eTeacher’s Edition
eBackground Builders
Ancillary and Support Materials
Inquiry Project: Kindness Matters
How kids care for people
How kids care for animals
How kids care for the world
Unit Vocabulary Terms / Enrichment / Extension / Interdisciplinary Connections
“Unwrapped” Standards Concepts / Supporting Standards Concepts / Inquiry Project
Concept Question Board
Skills:
-Students collaborate to create their own Class Constitution
-Students demonstrate how they are good citizens
Constitution Day Activities
http://www.usconstitution.net/constkidsK.html
Citizenship Ben’s Guide to Government:
http://bensguide.gpo.gov/3-5/citizenship/index.html
Books:
Shh! We're Writing the Constitution (Jean Fritz)
If You Were There When They Signed the Constitution (Elizabeth Levy / Social Studies Inquiry Selections:
The Life of Clara Barton
Schools to Celebrate Earth Day by Aaron Peres
Trade
Lunch Money
Science Inquiry Selections:
Survival
Constitution Day for Kids http://www.usconstitution.net/constkidsK.html
Citizenship http://bensguide.gpo.gov/3-5/citizenship/index.html
Details
Central Message
Moral
Lesson
Author’s words
Meaning
Structure
Compare/Contrast
Research
Writing projects
Sources
Question words: who, what, when, where, why, how
Main topic
Meaning of words
Spell
Context clues
Glossaries
Dictionaries
Real-life application of word
Words/phrases
Informative
Topic
Facts
Definitions
Concluding statement
Narratives / Stories
Describe
Meaning of words/phrases
Structure
Ask/answer questions: who, what, when, where, why, how
Recount
Fables
Folktales
Irregular verbs
Conventions
Sentence-level context
Research
Conversations
Word relationships
Nuances
Recount
Narratives
2 2014-2015