Second Grade ELA Curriculum

Unit 4

Purpose of This Unit:

The purpose of this document is to provide teachers with a set of lessons that are standards-based and aligned with the Common Core State Standards. The standards establish guidelines for English language arts (ELA) as well as for literacy in social studies, and science. Because students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, the standards promote the literacy skills and concepts required for college and career readiness in multiple disciplines. The skills and knowledge captured in the ELA/literacy standards are designed to prepare students for life outside the classroom. They include critical-thinking skills and the ability to closely and attentively read texts in a way that will help them understand and enjoy complex works of literature. Students will learn to use cogent reasoning and evidence collection skills that are essential for success in college, career, and life.

Essential Questions: / Enduring Understanding
1. Why is knowing how to accurately answer who, what, where, when, why and how to demonstrate understanding of key details in a text? / 1. A reader must monitor their understanding of informational text by asking questions before, during and after reading.
2. Why is it important to know the main topic of an informational text? How do details contribute to a readers’ understanding? / 2. It is important for readers to know the main topic of an informational text so they understand the author’s message. Key details support the main topic and help us gain a better understanding of the text.
3. How does understanding the structure of an informational text, including the connections between events, ideas/concepts, or steps, help a reader. / 3. Good readers understand the connections between events, ideas/concepts or steps and use those connections to better understand informational text.
4. What can a reader do to understand unknown words in a text? / 4. A reader can build understanding of unknown words and phrases by using context clues, word analysis strategies, and a glossary to clarify meaning, which strengthens a reader’s overall comprehension of the text or topic.
5. How do text features affect the reader’s understanding of a text? / 5. Readers use all of the content in a text to increase their understanding of a text. Authors include content besides the words in a text to support and enhance the reader’s understanding of the text.
6. What is the main purpose? How do readers determine the author’s purpose? / 6. Authors may write to entertain, inform, or persuade. Efficient readers use clues from the text to determine the author’s purpose.
7. What types of images can be found in informational text? How do images build understanding of the topic or subject of the text? / 7. Images found in informational text, including diagrams, drawings, illustrations, and photographs provide additional information and clarity about the text in a concise manner.
8. How can comparing and contrasting informational texts on the same topic deepen a reader’s understanding? Why might authors present information on the same topic in different ways? / 8. Comparing and contrasting informational texts on the same topic helps a reader see patterns and make connections to previous experiences and knowledge in order to deepen their understanding.

Unit 4: Common Core State Standards

Topic: / CCSS: / Goals: / Projected # of days
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. / 36
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.2.6 / With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.2.8 / Recall information from experiences or gather information from provided sources to answer a question.
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 multi-paragraph text as well as the focus of specific paragraphs within the text.
RI.2.3 / Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures 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.2.6 / Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
RI.2.7 / Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
RI.2.8 / Describe how reasons support specific points the author makes in a text.
RI.2.9 / Compare and contrast the most important points presented by two texts on the same topic.
RF.2.3.b / Know spelling-sound correspondences for additional common vowel teams.
RF.2.3.d / Decode words with common prefixes and suffixes.
RF.2.3.e / Identify words with inconsistent but common spelling-sound correspondences.
RF.2.3.f / Recognize and read grade-appropriate irregularly spelled words.
RF.2.4.a / Read grade-level text with purpose and understanding.
RF.2.4.b / Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.2.4.c / Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
L.2.1.f / Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
L.2.2.e / Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
SL.2.1a,b / 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).
Build on others' talk in conversations by linking their comments to the remarks of others.
L.2.4.b,e / Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
Assessments:
Formative:Class work, Anecdotal Records, Running Records; Teacher-made assessments; Informative/Poetry Piece Rough Draft / Summative:
Model Curriculum Unit 4
Published Writing Piece / Authentic:
Informative/Explanatory Writing Piece.
Literacy Project
Poetry Reading to Class
Technology Integration: (spelling practice) iRead (Journeys resources)
Speaking and Listening Vocabulary: key ideas, informational text, questions, experiences, gather, recall, sources, main topic, retell, text, scientific ideas/concepts, technical procedures, text structures, transition words, antonyms, context clues, glossary, phrases, prefixes, root word, synonyms, suffixes, bold print, captions, efficiently, subheadings, text features, entertain, inform, persuade, explain, describe, support, clarify, diagrams, drawings, illustrations, images, photographs, compare, contrast, difference/different, facts, important points, similarity/similar, topic
Lucy Calkins Units of Study
Unit 4 : Poetry
Lessons / Lesson Title / CCSS Related to Lesson
Lesson 1 / Seeing with Poet’s Eyes / W2.5, W2.8, RL.2.4, SL.2.1, SL.2.2, SL.2.3, L.2.1, L. 2.2, L2.6
Lesson 2 / Listening for Line Breaks / W2.5, RL.2.4, RL.2.5, RF.2.4, SL.2.1, L.2.1,L.2.2, L2.6
Lesson 3 / Putting Powerful Thoughts in Tiny Packages / W2.5, RL.2.4, SL.2.1, L.2.1, L.2.2, L2.6
Lesson 4 / Poets Find Poems in the Strong Feelings and Concrete Details of Life / W2.5, RL2.4, RF2.4, SL.2.1, L2.1, L.2.2, L2.6
Lesson 5 / Editing Poetry / W2.5, RL.2.4, RF2.3, SL.2.1, L.2.1, L.2.2, L2.6
Lesson 6 / Searching for Honest, Precise Words: Language Matters / W2.5, RL.2.4, SL.2.1, L.2.1,L.2.2, L2.6
Lesson 7 / Patterning through Repetition / W2.5, RL.2.4, RF.2.4, SL.2.1, L.2.1, L2.2, L2.6
Lesson 8 / Poems are Moody / W2.5, RF2.4, SL.2.1, L.2.1, L2.2, L2.6
Lesson 9 / Using Comparisons to Clarify Feelings and Ideas / W2.5, SL.2.1, L.2.1,L.2.2, L2.6
Lesson 10 / Stretching Out a Comparison / W.2.5, RF.2.4, SL.2.1, L.2.1,L.2.2
Lesson 11 / Studying Structure / W2.5, RL.2.5, SL.2.1, L.2.1,L.2.2
Lesson 12 / Studying a Mentor Text with Poets’ Eyes / W.2.5, RL2.5, RF2.4, SL.2.1, L.2.1,L.2.2
Lesson 13 / Matching Structures to Feelings / W.2.1, W2.5, RL2.1, RL.2.2, RL.2.3, RL2.4, SL.2.1, L.2.1,L.2.2, L.2.6
Lesson 14 / Playing With Point of View / W2.5, SL.2.1, L.2.1,L.2.2
Lesson 15 / Revising Poems: Replacing Feeling Words with Word Pictures / W2.5, SL.2.1, L.2.1,L.2.2, L.2.6
Lesson 16 / Editing Poems: Reading Aloud to Find Trouble Spots / W2.5, RF2.3, RF2.4, SL.2.1, L.2.1,L.2.2
Lesson 17 / Letter to Teachers: Presenting Poems to the World: An Author’s Celebration / W2.6, RF2.3, RF2.4, SL.2.1, L.2.1,L.2.2
Reading Literature and Informational Text / Foundational Skills
Lesson Selection / Text Based Comprehension Phonological Awareness/Phonics Fluency, High Frequency Words
16
Pages
T2-T95 / Anchor Text
Mr. Tanen’s Tie Trouble
Genre: Realistic Fiction
Paired Selection
The Jefferson Daily
News
Genre: Informational
Text
Decodable Readers
Beep! Beep!
We Helped / Target Skill
Story Structure
Target Strategy
Infer/Predict
Supporting Skills
Understanding
Characters / Phonemic Awareness
Syllables in Spoken Words
Phonics
Base Words and Endings
-ed, -ing / Fluency
Rate
High-Frequency Words
gone, said, something,
fly, also, saw, look,
horse, river, have
Speaking and Listening / Language and Writing
Lesson Speaking and Listening / Academic Vocabulary Spelling Language Writing
16 / Read Aloud
A Better Way to Save
Speaking/Listening:
Recount
characters and plot details / Target/Academic Vocabulary
received, account, budget, disappointed,
chuckled, staring, repeated, fund
Vocabulary Strategies
Homographs / Spelling Principle
Base Words with Endings -ed, -ing
Spelling Words
Basic: running, clapped, stopped, hopping, batted, selling, pinned, cutting, sitting, rubbed, missed,
grabbed / Grammar Skill
Pronouns / Writing Mode
Poetry Writing Follow the Lucy Calkins Units of Study
Write About Reading
Performance Task
Reading Literature and Informational Text / Foundational Skills
Lesson Selection / Text Based Comprehension Phonological Awareness/Phonics Fluency, High Frequency Words
17
Pages
T98-T191 / Anchor Text
Luke Goes to Bat
Genre: Realistic
Fiction
Paired Selection
Jackie Robinson
Genre: Informational Text
Decodable Readers
Bright Lights
Wild Cats / Target Skill
Sequence of Events / Phonemic Awareness
Segment Phonemes
Phonics
Long i (i, igh, ie, y) / High-Frequency Words
doing, sure, else, turned,
blue, room, teacher,
any, studied, carry
Speaking and Listening / Language and Writing
Lesson Speaking and Listening / Academic Vocabulary Spelling Language Writing
17 / Read Aloud
And the Crowd Roared!
Speaking/Listening:Use
complete sentences to
answer questions / Target/Academic Vocabulary
practice, hurried, position, roared, extra, curb, cheered, final
Vocabulary Strategies
Antonyms / Spelling Principle
Long i (i, igh, y)
Spelling Words
Basic: night, kind, spy, child, light,find, right, high, wild, July, fry, sigh / Grammar Skill
Subject-Verb
Agreement / Writing Mode
Poetry Writing Follow the Lucy Calkins Units of Study
Write About Reading
Performance Task
Research/Media Literacy Skills
Compare and Contrast Media Messages
Reading Literature and Informational Text / Foundational Skills
Lesson Selection / Text Based Comprehension Phonological Awareness/Phonics Fluency, High Frequency Words
18
Pages
T194-T287 / Anchor Text
My Name Is Gabriela
Genre: Realistic
Fiction
Paired Selection
Poems About Reading
and Writing
Genre: Poetry
Decodable Readers
Bunny and the Penny
Puppies / Target Skill
Understanding
Characters
Target Strategy
Analyze/Evaluate
/ Phonemic Awareness
Blending Phonemes
Identify Sound Placement
Phonics
Long e Sound for y
Changing y to i / Fluency
Expression
High-Frequency Words
words, mother, friends,
under, draw, watch,
always, soon, anything, been
Speaking and Listening / Language and Writing
Lesson Speaking and Listening / Academic Vocabulary Spelling Language Writing
18 / Read Aloud
Doctor Salk’s Treasure
Speaking/Listening:Describe
key details
Speaking and Listening Skill
Share an Experience / Target/Academic Vocabulary
accepted, express, fluttering, grand, pretend, prize, wonder, taught
Vocabulary Strategies
Suffixes -y and –ful / Spelling Principle
Long e Spelled y
Spelling Words
Basic: happy, pretty, baby, very, puppy, funny, carry, lucky, only, sunny, penny, city / Grammar Skill
The Verb be / Writing Mode
Poetry Writing Follow the Lucy Calkins Units of Study
Write About Reading
Performance Task
Reading Literature and Informational Text / Foundational Skills
Lesson Selection / Text Based Comprehension Phonological Awareness/Phonics Fluency, High Frequency Words
19
Pages
T290-T383 / Anchor Text
The Signmaker’s
Assistant
Genre: Humorous
Fiction
Paired Selection
The Trouble with Signs
Genre: Play
Decodable Readers
Darling Starling
Going to the Farm / Target Skill
Text and Graphic
Features
Target Strategy
Question
Supporting Skills
Point of View / Phonemic Awareness
Substitute Phonemes
Phonics
Words with ar / Fluency
Phrasing: Punctuation
High-Frequency Words
didn’t, I’ll, please, talk,
good, is, are, baby,
too, sound
Speaking and Listening / Language and Writing
Lesson Speaking and Listening / Academic Vocabulary Spelling Language Writing
19 / Read Aloud
Wild Friends, Wow
Speaking/Listening:
Ask questions to clarify
Comprehension / Target/Academic Vocabulary
assistant, agreed, polite, failed, tearing,
wisdom, trouble, cleared
Apply Vocabulary Knowledge
Use A Glossary / Spelling Principle
Words with ar
Spelling Words
Basic: car, dark, arm, star, park, yard, party, hard, farm, start, part, spark
Review: art, jar
Challenge: carpet, apartment / Grammar Skill
Commas in Dates and Places / Writing Mode
Poetry Writing Follow the Lucy Calkins Units of Study
Reading Literature and Informational Text / Foundational Skills
Lesson Selection / Text Based Comprehension Phonological Awareness/Phonics Fluency, High Frequency Words
20
Pages
T386-T463 / Anchor Text
Dex: The Heart of a
Hero
Genre: Fantasy
Paired Selection
Heroes Then and Now
Genre: Informational
Text
Decodable Readers
A Sporty Game
My Story / Target Skill
Compare and Contrast / Phonemic Awareness
Substitute Phonemes
Phonics
Words with r-Controlled
Vowels or, ore / Fluency
Intonation
High-Frequency Words
being, ready, I’ve, tall,
stood, very, ground,
laugh, begins, flower
Speaking and Listening / Language and Writing
Lesson Speaking and Listening / Academic Vocabulary Spelling Language Writing
20 / Read Aloud
Ordinary Heroes
Speaking/Listening: Answer
questions to clarify
understanding
Speaking and Listening Skill
Compare and Contrast / Target/Academic Vocabulary
depended, overlooked, sprang, studied,
gazing, hero, exercise, sore
Vocabulary Strategies
Prefix-over / Spelling Principle
r-Controlled Vowels or, ore
Spelling Words
Basic: : horn, story, fork, score, store, corn, morning, shore, short, born, tore, forge / Grammar Skill
Commas in Series / Writing Mode
Poetry Writing Follow the Lucy Calkins Units of Study

Suggested Literacy Centers to Support Guided Reading:

Writing Center:
Poetry Writing
Write to text / Computer Center:
IREAD
Spellingcity.com

Library Center:
Read a book from the library
Write an opinion about the text read
Read to self or with a buddy / Word Work Center:
Sight Wordbingo
High Frequency Word Practice with magnetic letter tiles
Word work games
Independent Reading Center:
Read books of personal interest
Independent reading using just right books / Poetry Center
Read poems by various authors