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Second Grade ELA Curriculum

Unit 2

Table of Contents

Orange Board of Education

Purpose of the Unit Page 3Essential Questions Page 4Unit 1 Common Core Standards Page 5-6Assessments Page 7Sample Literacy Block Schedule Page 8Lucy Calkins Units of Study Unit 1 Narrative Page 8Recommended Supplemental Texts Page 9Journeys Alignment Page 10-16Suggested Literacy Centers Page 17Message Time Plus Example Page 18Professional Development Resources Page 19-20Appendix A: Narrative Writing Samples, Rubric, and Student Checklists

Page 21-24

Appendix B: Informational Writing Flap book Page 25-26Appendix C: PowerPoint Digital Storytelling Page 27-30Appendix D: Writer’s Workshop Example Lesson Plan Page 31

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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 CCSS Content 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.

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Essential Questions Enduring Understanding1. What pieces are essential to an informative/explanatory

text? How does a writer use facts and definitions to develop points?

2. What is the writing process? How do writers move through the process?

3. What is the purpose of research? What is the proper method for recording information learned from research?

4. What can help you find an answer to a question? How can sources be used to lead you to an answer?

5. How does understanding a character's response to events in a story help you to better understand the story?

6. What can a reader do to understand unknown words in a text?

7. What is author's purpose? How do readers determine the author's purpose?

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?

1. A writer chooses which facts and definitions are needed to develop points in informative and explanatory texts.

2. The writing process is planning, drafting, editing and revising a piece for clarity and cohesiveness. Writers revisit the paper and ideas many times before they publish to improve flow, descriptions, and check for mechanical errors.

3. Research is one of the processes we can use to expand our knowledge. Knowledge can be shared in a variety of ways such as illustrations with captions, reports, or observation journals.

4. A source is the location of information. Writers use and cite multiple sources to write convincingly.

5. Understanding a character's responses and motivations helps the reader to make connections to the text, and those connections help aid comprehension.

6. 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.

7. Authors may write to entertain, inform, or persuade. Efficient readers use clues from the text to determine the author's purpose.

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.

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Unit 2:Topic: CCSS: Goals: The standards that are to be mastered by the end of the unit. Projected

# of daysInformative

WritingW.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. 36W.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.2.7 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.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.a Distinguish long and short vowels when reading regularly spelled one-syllable words.RF.2.3.b Know spelling-sound correspondences for additional common vowel teams.RF.2.3.c Decode regularly spelled two-syllable words with long vowels.RF.2.3.f Recognize and read grade-appropriate irregularly spelled words.

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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.SL.2.1.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).SL.2.1.b Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1.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.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested

detail or clarification. (See grade 2 Language standards 1 and 3 here for specific expectations.)

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Formative Assessments:iRead DataAnecdotal RecordsRunning Records to find student reading levelInformative Piece Rough Draft

Summative Assessments:Model Curriculum Unit 2 AssessmentInformative Piece Final DraftResponse to Informational Text

Authentic Assessment:Final Informational Writing PieceStudent ChecklistScoring Rubric(See Appendix A for all items above)http://readingandwritingproject.org/resources/student-work/student-writing (scroll down to find second grade writing samples)

Authentic Assessment:Reading Comprehension Flap Book (See Appendix B)I Can Read Informational Text Sheet (See Appendix B)

Authentic Assessment:Informational Digital Textwww.movenote.comPowerPoint Digital Storytelling (See Appendix D)

Technology Integration:www.spellingcity.com (spelling practice)www.thinkcentral.com (Journeys resources)www.worldbookonline.com The World Book web site offers an encyclopedia, dictionary, atlas, homework help, study aids, and curriculum guides.Speaking and Listening Vocabulary: conclusion, definitions, explanatory text, informative text, facts, introduction, topic, edit, proofread, publishing, revise, analyze, credible, research, sources, observations, experiences, gather, recall, explain, describe, inform, persuade, purpose, support, compare, contrast, difference, important points, antonyms, context clues, glossary, prefixes, root word, synonyms, suffixesUseful Sites:www.cliontheweb.org registration is free and users have access to, classroom tested instructional literacy practices, tools to improve pre-K through 3rd grade outcomes and personalized action planshttp://www.timeforkids.com (informational texts for teaching text features and main idea)www.readwritethink.org This site provides educators with access to quality practices in reading and language arts instruction and it offers free materials.

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http://www.readwritethink.org/

http://www.timeforkids.com/

http://www.cliontheweb.org/

http://www.worldbookonline.com/

http://www.thinkcentral.com/

http://www.spellingcity.com/

http://www.movenote.com/


Lucy Calkins Units of StudyUnit 2 Informative Writing: Lab Reports and Science Books

Lessons Lesson Title CCSS Related to LessonLesson 1 Learning to Write About Science W2.2, W2.7, RL.2.1, L.2.2Lesson 2 Studying a Mentor Text: Procedural Writing W2.2, W2.7, W2.8, RI.2.1,

RI.2.7, L.2.2Lesson 3 New Wonderings, New Experiment W2.2, W2.7, W2.8, RL.2.1, L.2.2Lesson 4 Authors Share Scientific Idea/Conclusions W2.2, W2.7, W2.8, L.2.2Lesson 5 Scientists Learn from Other Sources as Well as from Experiments W2.2, W2.7, W2.8, RI.2.1,

RI.2.2, RI.2.7, L.2.2Lesson 6 Students Self-Assessment and Plans W2.2, W2.6, W2.7, RI.2.1,L.2.2Lesson 7 Remember All You Know about Science and about Scientific Writing for New

ExperimentsW2.2, W2.7, RI.2.7, L.2.2

Lesson 8 Letter to Teachers: Studying a Mentor Text: The “Results” Page W2.2, W2.8, RI.2.7,L.2.2Lesson 9 Comparing Results and Reading More Expert Materials to Consider New Questions W2.2, W2.8, RL.2.1, L.2.1,L.2.2Lesson 10 Designing and Writing a New Experiment W.2.2, W2.7, L.2.1,L.2.2Lesson 11 Editing: Domain-Specific Language W.2.2, W2.5, L.2.1,L.2.2Lesson 12 Drawing on All We Know to Rehearse and Plan

Information BooksW.2.2, W2.5, L.2.1,L.2.2

Lesson 13 Tapping Informational Know-How for Drafting W.2.2, W2.5, L.2.1,L.2.2Lesson 14 Studying Mentor Texts: Integrating Scientific Information W.2.2, W2.8, RL.2.7, L.2.1,L.2.2Lesson 15 Using Comparisons to Teach Readers W.2.2, W2.5, L.2.1,L.2.2Lesson 16 Showing Hidden Words with Science Writing W.2.2, W2.5, L.2.1,L.2.2Lesson 17 Letter to Teachers: Introductions and Conclusions: Addressing an Audience W.2.2, W2.5, L.2.1,L.2.2Lesson 18 Editing: Aligning Expectations to the Common Core W.2.2, W2.5, L.2.1,L.2.2Lesson 19 Letter to Teachers: Celebration: Writing and Science Exhibition W.2.2, W2.6, L.2.1,L.2.2

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Texts Recommended to Supplement Journeys Unit 1

Please Note: Many read aloud texts in Journeys do not support the Reading Literature Standards that must be covered on page 5. Below are some recommended narrative mentor texts that can be used as a read aloud to support the Reading Literature Standards and the Writing Standards. Links will lead students and teachers to digital read alouds of text.

Name of the Digital Texts and Books

http://kids.nationalgeographic.com/ Students can watch videos and read various science articles (digital text).

Teacher Created Informational Text

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http://kids.nationalgeographic.com/


Grade 2: Unit 2 Journey’s Alignment

Reading Literature and Informational Text Foundational SkillsLesson Selection Phonological Awareness/Phonics Fluency, High Frequency Words

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Decodable ReadersThese texts can be used for guided reading and independent reading.

iRead- Students will work on iRead and complete differentiated lessons for Phonics.

Reading Skills and Strategies should be taught during guided readning. Reading skills and strategies should be differentiated according to reading level. Refer to Appendix E to lesson planning support for guided reading and skills and strategies to be taught.

High-Frequency Wordsfew, people, eye, high,my, open, yellow,happy, starts, before

HFW can be taught through MTP

Speaking and Listening Language and WritingLesson Academic Vocabulary Spelling Language Writing

8 Vocabulary will vary depending on the informational mentor text used.

Spelling PrincipleConsonant Digraphsth, sh, wh, ch, tch

Spelling WordsBasic: dish, than, chest, such, thin, push, shine, chase, white, while, these, flash

Skills can be taught through MTP

Grammar SkillWhat is a Verb?

Writing ModeInformative Writing: Follow the Lucy Calkin’s Units of Study for informational writing.

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NA iRead- Students will work on iRead and complete differentiated lessons for Phonics.


FluencyPhrasing: Punctuation

High-Frequency Wordskept, would, afraid, own,show, might, why,many, for, dark

Skills and HFW can be taught through MTP

Speaking and Listening Language and WritingLesson Speaking and Listening

Academic Vocabulary Spelling Language Writing

9 NA Vocabulary will vary depending on mentor text used for the informational unit.

Spelling Principle-ed, and -ing Endings

Spelling WordsBasic: liked, using, riding, chased, spilled, making, closed, hoping, baked, hiding, standing, asked

Spelling principle can be taught through MTP

Writing ModeInformative Writing-Follow the Lucy Calkins Units of Study

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Decodable Readers

Decodable Readers can be used for guided reading and independent reading.

Students will work on iRead and complete differentiated lessons for Phonics.

Reading Skills and Strategies should be taught during guided reading. Reading skills and strategies should be differentiated according to reading level. Refer to Appendix E to lesson planning support for guided reading and skills and strategies to be taught.

High-Frequency Wordsreally, you, because,right, go, they, was,me, old, better

HFW and skills can be taught through MTP

Speaking and Listening WritingLesson Speaking and Listening Academic Vocabulary Spelling Language Writing

10NA Vocabulary will vary

depending on the mentor text used for informational mentor text.

Spelling PrincipleContractions

Spelling WordsBasic: : I’m, don’t, isn’t, can’t, we’ll, it’s, I’ve, didn’t, you’re, that’s, wasn’t, you’ve


Writing ModeInformative Writing- Follow the Lucy Calkin’s Units of Study for informational writing.

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Decodable ReadersDecodable readers can be used for guided reading and independent reading.



FluencyExpression

High-Frequency Wordsanother, heard, some,kind, light, hard, more,grow, far, to

Skills and HFW can be taught through MTP

Speaking and Listening Language and WritingLesson Spelling Writing

11Spelling PrincipleBase Words with Endings -s, -es

Spelling Principle can be taught through MTP

Writing ModeInformational Writing (follow the Lucy Calkins Units of Study)

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Decodable ReadersDecodable text can be used for guided reading and independent reading.



High-Frequency Wordsalong, against, someone,night, part, morning,hold, bird, different,girl


Speaking and Listening Language and WritingLesson Speaking and Listening

Academic Vocabulary Spelling Writing

12 NA Vocabulary will vary depending on the mentor text used for informational writing.

Spelling PrincipleWords with ai, ay


Writing FormInformational Writing-Follow the Lucy Calkins Units of Study for informational text.

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Decodable ReadersDecodable readers can be used for guided reading and independent reading.



FluencyAccuracy: Self-Correct

High-Frequency Wordsstory, world, about,everything, first, store,her, two, slowly, of


Speaking and Listening Language and WritingLesson Academic Vocabulary Spelling Language Writing

13 Vocabulary

Vocabulary words will vary depending on mentor text used for the informational unit.

Spelling PrincipleWords with ee, ea


Writing ModeInformational Writing- Follow the Lucy Calkins Units of Study for Informational Text

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Decodable ReadersDecodable readers can be used for guided reading and independent reading



FluencyNatural Pauses

High-Frequency Wordsfront, hair, warm, started,stories, never, all, food,sky, party

Speaking and Listening Language and WritingLesson Academic Vocabulary Writing

14 Academic Vocabulary

Vocabulary words will vary depending on informational mentor text used.

Writing ModeInformational Writing-Follow the Lucy Calkins Units of Study

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Suggested Literacy Centers to Support Guided Reading:

Writing Center:

Students can write a narrative/small moment storyStudents can write an informational textStudents can peer edit using a student checklist

Computer Center:

(Mandatory) iReadSpellingcity.com

Library Center:

Independent ReadingBuddy ReadingWrite a Book Review

Word Work Center:

Sight Words Review

High Frequency Word PracticeiRead differentiated center activity ideas

Independent Reading Center:

Students read texts on their independent level.

Literacy Game Center:

ABC Memory Match/BingoSight Word Memory Match/BingoCVC word Memory Match/Bingo

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Message Time Plus Example

This Message addresses the following standards:

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.2.2)

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)

Recall information from experiences or gather information from provided sources to answer a question. (W.2.8)

Do you know at least three facts about bears? Bears are large creatures that may have brown, black, or white fur. They are covered with hair, they have a spine, and they feed milk to their babies once they are born. This is one of the reasons they are considered to be mammals. Bears can be ferocious at times, but they will only become angry when they or their babies are threatened. Bears are smart, shy, and are great at hiding when they need to. They usually hunt animals and eat baby deer or other forest animals. These mammals may even go near rivers and jump in to catch fish or salmon to fill their bellies or to just bring food back to their den for their cubs. Then, bears hibernate or go into a deep sleep during the winter months. These were some great facts about bears. What did you find out about bears?

Teaching Points:

Informational Paragraph High frequency words: animals, sleep, three, Vocabulary Words: ferocious, mammals, creatures, hibernate, threatened, den Common Final Blends: nd, ng, mp, nt

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Professional Development Resources:

Please click on the links below to receive additional support in your practice.

Classroom Library http://www.orange.k12.nj.us/Page/7045 click on the Classroom Library linkGuided Reading http://www.orange.k12.nj.us/Page/7045 click on the Guided Reading linkMessage Time Plus http://www.orange.k12.nj.us/Page/7045 click on the Message Time Plus linkWriter’s Workshop http://www.orange.k12.nj.us/Page/7045 click on the Writer’s Workshop link

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Resources Teacher Resourceswww.corestandards.orgwww.achievethecore.orghttp://exchange.smarttech.com/search.htmlhttp://www.learner.org/jnorth/tm/InstrucStrat9.htmlhttp://www.eduplace.com/graphicorganizer/

Evaluation/Reflection

Guiding Questions:

1. What worked?

2. What do you think could have been implemented more effectively in your lessons and instruction?

3. What do you need to learn more about?

4. What resources were helpful?

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Appendix A

Writing: Informational Writing Book Science Based

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Appendix A: Student Writing Sample

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Appendix A: Informational Writing Scoring Rubric

Rubric can be found in the Lucy Calkins Units of Study Resources for Teaching Writing CD.

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Appendix A: Student Checklist for Self Editing and Peer Editing

Student Checklist can be found in the Lucy Calkins Units of Study Resources for Teaching Writing CD.

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Appendix B Reading Comprehension with Informational Text

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Appendix B: Flap book to identify main topic and key details : title on the left side. Then a flap for main idea, 3 flaps for details

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Appendix C PowerPoint Digital Storytelling

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Appendix D Lesson Plans

Writing Workshop LessonStandards:1.RF.1.1a: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).1.RF.1.2c: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.1.RF.4: Read with sufficient accuracy and fluency to support comprehension.W.1.3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.Essential Questions: What is a narrative text? A narrative conveys events in a logical sequence, real or imagined.Interdisciplinary Connections: Social Studies, FamiliesEquipment Needed: Dry erase boards, markers, leveled readersGoals and Objectives: After the teacher models how to write a narrative during message time plus, I will write a narrative that has a beginning, middle and end.Learning Activities or Instructional Strategies:

Mini-Lesson: The teacher will write a narrative that will include a beginning, middle and end during message time plus. Students will listen as the teacher does a think aloud to model how to think of a small moment and say aloud what will happen in the beginning, middle and end. Then the teacher will write the story on the board in front of the children while the children read as she writes.Guided Practice: Students will turn and talk to their partner to discuss a small moment that they would like to stretch throughout 3 pages. Students will discuss what happens in the beginning, middle and end of their small moment.Independent Practice: Students will grab their narrative writing folders and paper and begin writing the story they told their partners. Students will quickly sketch out their ideas and then begin writing their narratives.Conference: Teacher will meet with Josh, Kaitlyn, Bobby and Abdul. Teacher will meet with students to see if they were able to get started on their narrative and to make sure that they quickly sketched their story so that they can focus on the writing.Share: Two students that attempt to write a beginning, middle and end to their narrative will share their thinking and strategiesDifferentiation:Josh and Kaitlyn will sketch his ideas across 3 pages and practice stretching out his words as he writes his sentences.Bobby and Abdul will say and touch each page before writing the beginning, middle and end of their narrative.Resources Provided: Lucy Calkins Units of StudyAssessments: Narrative Scoring Rubric and Student ChecklistHomework: In a writing notebook, students will write a new narrative piece and use the student checklist to edit their work.

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Documents

€¦ · Web viewA reader can build understanding of unknown words and phrases by using context clues, word analysis strategies, and a glossary to clarify meaning, which strengthens