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Last updated:4/1/2014
Title:
ELA Grade 2 Module 4
Subject
English Language Arts
Grade
2
Module
4
Suggested Timeline
6 weeks
Grade Level Summary
In second grade, students begin to read with greater accuracy and fluency. They conduct more sophisticated word studies and use their decoding skills and expanding sight word bank to read longer, more complex texts - including fables and folktales from diverse cultures. Students recount the stories they read, determining the central message, lesson, or moral and describe how characters respond to major events and challenges. As students read grade level text, they cite textual evidence to support the author’s purpose. They acquire and use grade-appropriate general academic and domain specific vocabulary.
Students in second grade deepen written and verbal communication skills. In addition to informational and narrative writing, students create pieces that state their opinions supported with reasons, using linking words to connect ideas and providing a concluding statement or section. Written text becomes more readable throughout second grade as students use grade-appropriate grammar and conventions including plural and proper nouns, prefixes, and suffixes. Students engage in collaborative, respectful discussions about topics and texts. They use technology to record, present, and embellish both written and verbal communication using audio recordings, drawings, or visual displays and digital publishing tools.
Grade Level Modules
Module 1: Key Ideas and Details: Understanding What the Text Says Explicitly, Part 1
Module 2: Craft and Structure: How an Author Develops Ideas, Concepts, Characters, and Experiences, Part 1 Module 3: Integration of Knowledge and Ideas: Connecting Ideas Within One Text, Part 1
Module 4: Key Ideas and Details: Understanding What the Text Says Explicitly, Part 2
Module 5: Craft and Structure: How an Author Develops Ideas, Characters, and Experiences, Part 2 Module 6: Integration of Knowledge and Ideas: Connecting Ideas across Texts, Part 2
Module 4 Title: Key Ideas and Details: Understanding What the Text Says Explicitly, Part 2
Module Overview
In this module, students closely examine and use specific aspects of the text to describe the key ideas or characters. Specifically, they begin to explore how the author uses elements of one text. They identify and develop informational topics and write pieces with organized and sequential information including a conclusion. They choose words and phrases for effect. They use narrative writing to describe experiences and events that show the response of characters to different situations; they write narrative pieces to establish a situation and introduce a narrator and/or characters and include a sequential pattern using temporal words for transition. They show increased proficiency with grade level conventions of language as they write.
Module Objectives
At the end of this module, students will be able to independently use their learning to:
Determine the explicit meaning from informational text and literature to demonstrate understanding
Demonstrate the ability to recount the text in detail
Make connection using textual evidence
Identify the main idea and key details of a multi-paragraph text
Determine the moral or central message of a story
Use sequencing to understand and retell the text
Support an opinion with reasons that include details
Make a connection between events, concepts or steps in a procedure while using textual evidence
Focus Standards Addressed in this Module
CC.1.2.2.A - / Identify the main idea of a multi-paragraph text as well as the focus of specific paragraphs within the text.CC.1.2.2.B - / Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CC.1.2.2.C - / Describe the connection between a series of events, concepts, or steps in a procedure within a text.
CC.1.2.2.F - / Determine the meaning of words and phrases as they are used in grade level text including multiple-meaning words.
CC.1.3.2.A - / Recount stories and determine their central message, lesson, or moral.
CC.1.3.2.B - / Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CC.1.3.2.C - / Describe how characters in a story respond to major events and challenges.
CC.1.4.2.H - / Identify the topic and state an opinion.
CC.1.4.2.I - / Support the opinion with reasons that include details connected to the opinion.
CC.1.4.2.J - / Create an organizational structure that includes reasons and includes a concluding statement.
CC.1.4.2.K - / Use a variety of words and phrases to appeal to the audience.
CC.1.4.2.L - / Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.
CC.1.5.2.D - / Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
Important Standards Addressed in this Module
Misconceptions
A paragraph can only have one main idea. Key details are what I find most interesting.
You don't have to support your opinion with details connected to the stated opinion.
Word choice has no effect on writing.
Speaking audibly in coherent sentences is not important when giving an oral presentation / Proper Conceptions
A paragraph may have more than one main idea. Key details support the main idea only.
You need to support your opinion with details connected to the stated opinion.
Word choice has an effect on writing.
Speaking audibly in coherent sentences is important when giving an oral presentation.
Concepts
Main Idea Text Analysis Theme
Focus for Writing Writing Conventions
Purpose, Audience and Task / Competencies
Identify the main idea of a multi-paragraph text as well as the focus of specific paragraphs within the text.
Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Recount stories and determine their central message, lesson, or moral.
Informational: Identify and introduce the topic. Opinion: Identify the topic and state an opinion. Narrative: Establish a situation and introduce a narrator and/or characters.
Informational: Develop the topic with facts and/or definitions. Opinion: Support the opinion with reasons that include details connected to the opinion. Narrative: Include thoughts and feeling to describe experience and events to show the response of characters to situations. / Vocabulary
Main Idea Key details Events Moral Opinion Topic
Concluding Statement Multiple Meaning words
Informational: Develop the topic with facts and/or definitions Opinion: Create an organizational structure that includes reasons and includes a concluding statement. Narrative: Organize a short sequence of events, using temporal words to signal event order; provide a sense of closure.
Informational: Choose words and phrases for effect. Opinion: Use a variety of words and phrases to appeal to the audience. Narrative: Choose words and phrases for effect.
Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
Assessments
The assessments below include summative assessment examples (Formative assessment examples are located in the "Suggested Strategies to Support Design of Coherent Instruction").
Students determine the explicit meaning of informational text and literature to demonstrate understanding. They demonstrate the ability to recount the text in detail. Students also determine the central message, lesson, or moral. They also make connections using textual evidence. Using an organizational structure that includes a concluding sentence, students identify a topic, state an opinion with reasons that include details connected to the opinion. They also use a variety of words and phrases to appeal to their audience. Their writing demonstrates grade appropriate conventions.
Summative Assessments
Informational Reading (CC.1.2.2.A, CC.1.2.2.B, CC.1.2.2.C, CC.1.2.2.F,)
Identify the main idea of a multi-paragraph text as well as the focus of specific paragraphs within the text. (CC.1.2.2.A)
Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (CC.1.2.2.B)
Using a main idea graphic organizer with a multi-paragraph text such as All about Ants from ReadWorks.org, students identify the main idea, and ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in the text.
Multi-Paragraph Main Idea Graphic Organizer.docx
Describe the connection between a series of events, concepts, or steps in a procedure within a text. (CC.1.2.2.C)
After listening to a text such as Milk Makers by Gail Gibbons, students will write to describe the connection between the steps in the procedure of making milk.
Determine the meaning of words and phrases as they are used in grade level text including multiple-meaning words. (CC.1.2.2.F)
Using the book Milk Makers, by Gail Gibbons, students will complete the vocabulary graphic organizer to determine the meaning of a word such as, “spoiled”.
Word Detective Graphic Organizer.doc
Informational Writing (Opinion Writing) (CC.1.4.2.H, CC.1.4.2.I, CC.1.4.2.J, CC.1.4.2.K, CC.1.4.2.L)
Identify the topic and state an opinion (CC.1.4.2.H)
Support the opinion with reasons that include details connected to the opinion. (CC.1.4.2.I)
Create an organizational structure that includes reasons and includes a concluding statement. (CC.1.4.2.J) Use a variety of words and phrases to appeal to the audience. (CC.1.4.2.K)
Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. (CC.1.4.2.L)
Students will complete an opinion writing prompt, stating their opinion with reasons that support their opinion using words and phrases that appeal to the audience. The writing piece will include a concluding statement and appropriate grade level conventions.
OpinionWritingPrompt.docx
Literary Reading (CC.1.3.2.A, CC.1.3.2.B, CC.1.3.2.C)
Recount stories and determine their central message, lesson, or moral. (CC.1.3.2.A)
Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (CC.1.3.2.B) Describe how characters in a story respond to major events and challenges. (CC.1.3.2.C)
After reading a fable from Aesop’s Fables, students will identify the moral, and describe how the events in the story lead up to the lesson.
Moral Graphic Organizer.docx
Speaking and Listening (CC.1.5.2.D)
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (CC.1.5.2.D)
Students will give an oral presentation recounting an experience with appropriate facts and relevant, descriptive details while speaking audibly in coherent sentences.
Suggested speaking prompt: Tell about your favorite activity to do on the weekend and include facts and relevant details.
Suggested Strategies to Support Design of Coherent Instruction
Charlotte Danielson's Framework for Teaching: Domain 3 Instruction Suggested Strategies to Support Design of Coherent Instruction Charlotte Danielson's Framework for Teaching: Domain 4 Instruction
Informational Text Instructional Strategies
CC.1.2.2.A Identify the main idea of a multi-paragraph text as well as the focus of specific paragraphs within the text.
CC.1.2.2.B Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
While reading an informational multi-paragraph selection such as Let’s Explore Caves from ReadWorks.org, the teacher models how to identify the main idea, and supporting details using a graphic organizer. He or she asks questions such as who, what, where, when, why, and how to demonstrate an understanding of the key details in a text.
Using an informational multi-paragraph selection such as Is it Time for Another Toothbrush from ReadWorks.org, the students work in groups to complete a graphic organizer to determine the main idea and supporting details.
CC.1.2.2.C Describe the connection between a series of events, concepts, or steps in a procedure within a text.
While reading an informational book such as Recycle- A Handbook for Kids by Gail Gibbons, the teacher will model how to connect steps in a procedure through a retell and/or written response.
CC.1.2.2.F Determine the meaning of words and phrases as they are used in grade level text including multiple-meaning words.
While reading an informational book such as Recycle- A Handbook for Kids by Gail Gibbons, the teacher models how to determine the meaning
Using the book Recycle-A Handbook for Kids, by Gail Gibbons, the teacher models how to complete the vocabulary graphic organizer to determine the meaning of the word “landfill.”
Literary Text Instructional Strategies
CC.1.3.2.A Recount stories and determine their central message, lesson, or moral.
CC.1.3.2.B Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CC.1.3.2.C Describe how characters in a story respond to major events and challenges.
After reading a fable from Aesop’s Fables, the teacher models how to identify the moral and describes how the events in the story lead up to the lesson using a graphic organizer.
Moral Graphic Organizer.docx
Informational Writing Strategies
CC.1.4.2.H Identify the topic and state an opinion.
CC.1.4.2.I Support the opinion with reasons that include details connected to the opinion.
CC.1.4.2.J Create an organizational structure that includes reasons and includes a concluding statement.
CC.1.4.2.K Use a variety of words and phrases to appeal to the audience.
CC.1.4.2.L Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.
The teacher models how to plan and write an opinion piece. Using a given prompt, the teacher models how to state an opinion and support the opinion with reasons that support their opinion using words and phrases that appeal to their audience. The teacher demonstrates, using a concluding statement and appropriate grade level conventions.
Suggested prompt to use: Why is teaching an important job?
opiniongraphicorganizer.pdf
Speaking and Listening Instructional Strategies
CC.1.5.2.D Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
The teacher will model giving an oral presentation stating their favorite restaurant.
Formative Assessments
Select from these best practice options:
Observations
Text-based Questioning
Graphic Organizers
Peer/Self Assessments
Discussion
Exit/Admit Slips
Summary Point Writing
Practice Presentations
Visual Representations
Pairing Activities
Four Corners
Individual Whiteboards
Quizzes
Differentiation
Strategies for Emerging Learners
Identifying the Main Idea (CC.1.2.2.A, CC.1.2.2.B, CC.1.2.2.C)
Using a multi-paragraph informational selection, the teacher will provide the main idea for one paragraph and the students will highlight the supporting details within the text.