Grade 2
Unit 2: Making Connections (Fiction)
2 Weeks
Students should understand and be able to:
Comprehension Focus
- Students make text-to-self connections.
- Students informally identify important ideas in a story.
- Students read independently.
- Students relate the value of caring to their behavior.
- Students develop the group skill of explaining their thinking.
Mentor Texts
- Jamaica Tag-Along
- Alexander and the Terrible, Horrible, No Good, Very Bad Day
Making Meaning
Week 1
Day 1: Read-aloud – Jamaica Tag-Along
- Introduce and read story aloud
- Discuss the story
- Reflect on partner conversations
- IDR: Monitor students’ reading
- Introduce making connections
- Reread the story and make connections to the text]
- Reflect
- IDR: Discuss Independent Reading
- Begin the “Reading Comprehension Strategies Chart”
- Introduce making connections with independent books
- Model making connections
- Read independently and make connections
- Discuss connections
- Reflect
Common Core State Standards
RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
RF.2.4a Read on-level text with purpose and understanding.
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.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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.
SL.2.1a 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.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. / RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
RF.2.4a Read on-level text with purpose and understanding.
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.2.3 Describe how characters in a story respond to major events and challenges.
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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.
SL.2.1a 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.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. / RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
RF.2.4a Read on-level text with purpose and understanding.
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.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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.
SL.2.1a 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.
Making Meaning Vocabulary
Week 3
Vocabulary Words:ruckus, victory, risky, glee
Day 1
- Ongoing Review – Play “Finish the Story”
- Introduce and define new words
- Imagine That!
- Play “Make a Choice”
- Review words
- Introduce and define new words
- Play “Risky or Not Risky?”
- Act out the word
- Review the words
- Introduce and define new words
- Discuss “Why?” Questions
Common Core State Standards
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.
L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5a 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).
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.
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.
SL.2.1a 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. / L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5a 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).
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.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
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.
SL.2.1a 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.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. / L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5a 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).
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.
SL.2.1a 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.
Making Meaning
Week 2
Day 1: Read-aloud – Alexander and the Terrible, Horrible, No Good, Very Bad Day
- Introduce and read the story aloud
- Discuss the story
- Reflect on how students explained their thinking
- IDR: Conference with individual students
- Review making connections
- Retell the story
- Discuss personal connections
- IDR: Confer with students/Have students write in their IDR journals
- Extension: Compare characters from Jamaica Tag-Along and Alexander and the Terrible, Horrible, No Good, Very Bad Day
- Read independently and make connections
- Reflect on partner work
Common Core State Standards
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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.
RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
RF.2.4a Read on-level text with purpose and understanding.
RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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.2.3 Describe how characters in a story respond to major events and challenges.
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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.
SL.2.1a 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.
SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion. / L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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.
RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
RF.2.4a Read on-level text with purpose and understanding.
RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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.2.3 Describe how characters in a story respond to major events and challenges.
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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.
SL.2.1a 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.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. / RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
RF.2.4a Read on-level text with purpose and understanding.
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.
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.
SL.2.1a 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.
SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
Making Meaning Vocabulary
Week 4
Vocabulary Words:eavesdropper, accompany, annoy, include
Day 1
- Ongoing Review – Play “Make a Choice”
- Introduce and define new word
- Play “Is Norton an Eavesdropper?”
- Act out the word
- Extension: Discuss the suffix –er
- Introduce and define new words
- Talk about the word
- Imagine That!
- Review words
- Introduce and define new words
- Play “Which Word Goes With?”
Student Self-Assessment: BLM7
Common Core State Standards
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.
L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5a 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).
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.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
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.
SL.2.1a 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.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. / L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5a 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).
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.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
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.
SL.2.1a 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.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. / L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5a 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).
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.
SL.2.1a 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.
Helpful Tips
Making Meaning
- Decide how you will randomly assign partners to work together during the unit.
- Prepare the “Teacher’s Facilitation Bookmark,” following the directions on BLM14.
- Prepare to model using self-stick notes to mark a place you make a connection (See Week 1, Day 3, Step 3 on page 52).
- Collect narrative texts for the students to read independently this week.
- Copy the “Resource Sheet for IDR Conferences” on BLM15 and refer to it throughout the year for questions to ask and suggestions to make during IDR conferences.
- Make copies of the Unit 2 Parent Letter to send home at the end of the unit.
- Use word cards for review throughout the unit: 3-7, 9-12