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Second Grade ELA CurriculumUnit 2Table of ContentsPurpose of the UnitPage 3Essential QuestionsPage 4Unit 1 Common Core StandardsPage 5-6AssessmentsPage 7Sample Literacy Block SchedulePage 8Lucy Calkins Units of Study Unit 1 NarrativePage 8Recommended Supplemental TextsPage 9Journeys AlignmentPage 10-16Suggested Literacy CentersPage 17Message Time Plus ExamplePage 18Professional Development ResourcesPage 19-20Appendix A: Narrative Writing Samples, Rubric, and Student ChecklistsPage 21-24Appendix B: Informational Writing Flap book Page 25-26Appendix C: PowerPoint Digital StorytellingPage 27-30Appendix D: Writer’s Workshop Example Lesson PlanPage 31Purpose 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.?Essential QuestionsEnduring UnderstandingWhat pieces are essential to an informative/explanatory text? How does a writer use facts and definitions to develop points?What is the writing process? How do writers move through the process?What is the purpose of research? What is the proper method for recording information learned from research?What can help you find an answer to a question? How can sources be used to lead you to an answer?How does understanding a character's response to events in a story help you to better understand the story?What can a reader do to understand unknown words in a text?What is author's purpose? How do readers determine the author's purpose?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?A writer chooses which facts and definitions are needed to develop points in informative and explanatory texts.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.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.A source is the location of information. Writers use and cite multiple sources to write convincingly.Understanding a character's responses and motivations helps the reader to make connections to the text, and those connections help aid comprehension.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.Authors may write to entertain, inform, or persuade. Efficient readers use clues from the text to determine the author's paring 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 2:Topic: CCSS:Goals: The standards that are to be mastered by the end of the unit.Projected # of days Informative WritingW.2.2Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.36W.2.5With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.6With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.W.2.7Participate 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.2.8Recall information from experiences or gather information from provided sources to answer a question.RI.2.1Ask and answer such questions as?who, what, where, when, why, and?how?to demonstrate understanding of key details in a text.RI.2.2Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.RI.2.3Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.RI.2.4Determine the meaning of words and phrases in a text relevant to a?grade 2 topic or subject area.RI.2.5Know 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.2.6Identify the main purpose of a text, including what the author wants to answer, explain, or describe.RI.2.7Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.RI.2.8Describe how reasons support specific points the author makes in a text.RI.2.9Compare and contrast the most important points presented by two texts on the same topic.RF.2.3.aDistinguish long and short vowels when reading regularly spelled one-syllable words.RF.2.3.bKnow spelling-sound correspondences for additional common vowel teams.RF.2.3.cDecode regularly spelled two-syllable words with long vowels.RF.2.3.fRecognize and read grade-appropriate irregularly spelled words.RF.2.4.aRead grade-level text with purpose and understanding.RF.2.4.bRead grade-level text orally with accuracy, appropriate rate, and expression on successive readings.RF.2.4.cUse context to confirm or self-correct word recognition and understanding, rereading as necessary.SL.2.1.aFollow 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.bBuild on others' talk in conversations by linking their comments to the remarks of others.SL.2.1.cAsk for clarification and further explanation as needed about the topics and texts under discussion.SL.2.2Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.SL.2.3Ask 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.2.6Produce 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.)Formative Assessments: iRead DataAnecdotal RecordsRunning Records to find student reading level Informative Piece Rough DraftSummative Assessments: Model Curriculum Unit 2 Assessment Informative Piece Final DraftResponse to Informational Text Authentic Assessment:Final Informational Writing PieceStudent ChecklistScoring Rubric(See Appendix A for all items above) (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 TextPowerPoint Digital Storytelling (See Appendix D)Technology Integration: (spelling practice) (Journeys resources) 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: 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 plans (informational texts for teaching text features and main idea) This site provides educators with access to quality practices in reading and language arts instruction and it offers free materials. Lucy Calkins Units of StudyUnit 2 Informative Writing: Lab Reports and Science BooksLessonsLesson TitleCCSS Related to LessonLesson 1Learning to Write About ScienceW2.2, W2.7, RL.2.1, L.2.2Lesson 2Studying a Mentor Text: Procedural WritingW2.2, W2.7, W2.8, RI.2.1, RI.2.7, L.2.2Lesson 3New Wonderings, New ExperimentW2.2, W2.7, W2.8, RL.2.1, L.2.2Lesson 4Authors Share Scientific Idea/ConclusionsW2.2, W2.7, W2.8, L.2.2Lesson 5Scientists Learn from Other Sources as Well as from ExperimentsW2.2, W2.7, W2.8, RI.2.1, RI.2.2, RI.2.7, L.2.2Lesson 6Students Self-Assessment and PlansW2.2, W2.6, W2.7, RI.2.1,L.2.2Lesson 7Remember All You Know about Science and about Scientific Writing for New ExperimentsW2.2, W2.7, RI.2.7, L.2.2Lesson 8Letter to Teachers: Studying a Mentor Text: The “Results” PageW2.2, W2.8, RI.2.7,L.2.2Lesson 9Comparing Results and Reading More Expert Materials to Consider New QuestionsW2.2, W2.8, RL.2.1, L.2.1,L.2.2Lesson 10Designing and Writing a New ExperimentW.2.2, W2.7, L.2.1,L.2.2Lesson 11Editing: Domain-Specific LanguageW.2.2, W2.5, L.2.1,L.2.2Lesson 12Drawing on All We Know to Rehearse and Plan Information BooksW.2.2, W2.5, L.2.1,L.2.2Lesson 13Tapping Informational Know-How for DraftingW.2.2, W2.5, L.2.1,L.2.2Lesson 14Studying Mentor Texts: Integrating Scientific InformationW.2.2, W2.8, RL.2.7, L.2.1,L.2.2Lesson 15Using Comparisons to Teach ReadersW.2.2, W2.5, L.2.1,L.2.2Lesson 16Showing Hidden Words with Science WritingW.2.2, W2.5, L.2.1,L.2.2Lesson 17Letter to Teachers: Introductions and Conclusions: Addressing an AudienceW.2.2, W2.5, L.2.1,L.2.2Lesson 18Editing: Aligning Expectations to the Common CoreW.2.2, W2.5, L.2.1,L.2.2Lesson 19Letter to Teachers: Celebration: Writing and Science ExhibitionW.2.2, W2.6, L.2.1,L.2.2Texts Recommended to Supplement Journeys Unit 1Please 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 Students can watch videos and read various science articles (digital text). Teacher Created Informational TextGrade 2: Unit 2 Journey’s AlignmentReading Literature and Informational TextFoundational SkillsLesson Selection Phonological Awareness/Phonics Fluency, High Frequency Words 8Decodable 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, beforeHFW can be taught through MTPSpeaking and ListeningLanguage and WritingLesson Academic Vocabulary Spelling Language Writing8Vocabulary will vary depending on the informational mentor text used.Spelling PrincipleConsonant Digraphsth, sh, wh, ch, tchSpelling WordsBasic: dish, than, chest, such, thin, push, shine, chase, white, while, these, flashSkills can be taught through MTPGrammar SkillWhat is a Verb?Writing ModeInformative Writing: Follow the Lucy Calkin’s Units of Study for informational writing.Reading Literature and Informational TextFoundational SkillsLesson Selection Phonological Awareness/Phonics Fluency, High Frequency Words 9NAiRead- 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.FluencyPhrasing: Punctuation High-Frequency Wordskept, would, afraid, own, show, might, why, many, for, darkSkills and HFW can be taught through MTPSpeaking and ListeningLanguage and WritingLesson Speaking and Listening Academic Vocabulary Spelling Language Writing9NAVocabulary will vary depending on mentor text used for the informational unit.Spelling Principle-ed, and -ing EndingsSpelling WordsBasic: liked, using, riding, chased, spilled, making, closed, hoping, baked, hiding, standing, askedSpelling principle can be taught through MTP Writing ModeInformative Writing-Follow the Lucy Calkins Units of StudyReading Literature and Informational TextFoundational SkillsLesson Selection Phonological Awareness/Phonics Fluency, High Frequency Words 10Decodable ReadersDecodable 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, betterHFW and skills can be taught through MTPSpeaking and Listening WritingLesson Speaking and Listening Academic Vocabulary Spelling Language Writing10NAVocabulary will vary depending on the mentor text used for informational mentor text.Spelling PrincipleContractionsSpelling WordsBasic: : I’m, don’t, isn’t, can’t, we’ll, it’s, I’ve, didn’t, you’re, that’s, wasn’t, you’veSpelling principle can be taught through MTPWriting ModeInformative Writing- Follow the Lucy Calkin’s Units of Study for informational writing.Reading Literature and Informational TextFoundational SkillsLesson Selection Phonological Awareness/Phonics Fluency, High Frequency Words 11Decodable ReadersDecodable 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 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.FluencyExpressionHigh-Frequency Wordsanother, heard, some, kind, light, hard, more, grow, far, toSkills and HFW can be taught through MTPSpeaking and ListeningLanguage and WritingLesson Spelling Writing11Spelling PrincipleBase Words with Endings -s, -es Spelling Principle can be taught through MTPWriting ModeInformational Writing (follow the Lucy Calkins Units of Study)Reading Literature and Informational TextFoundational SkillsLesson Selection Phonological Awareness/Phonics Fluency, High Frequency Words 12Decodable ReadersDecodable text 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 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 Wordsalong, against, someone, night, part, morning, hold, bird, different, girlSkills can be taught through MTPSpeaking and ListeningLanguage and WritingLesson Speaking and Listening Academic Vocabulary Spelling Writing12NAVocabulary will vary depending on the mentor text used for informational writing.Spelling PrincipleWords with ai, aySpelling principle can be taught through MTPWriting FormInformational Writing-Follow the Lucy Calkins Units of Study for informational text.Reading Literature and Informational TextFoundational SkillsLesson Selection Phonological Awareness/Phonics Fluency, High Frequency Words 13Decodable ReadersDecodable 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 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.FluencyAccuracy: Self-CorrectHigh-Frequency Wordsstory, world, about, everything, first, store, her, two, slowly, ofSkills can be taught through MTPSpeaking and ListeningLanguage and WritingLesson Academic Vocabulary Spelling Language Writing13VocabularyVocabulary words will vary depending on mentor text used for the informational unit.Spelling PrincipleWords with ee, ea Spelling principle can be taught through MTPWriting ModeInformational Writing- Follow the Lucy Calkins Units of Study for Informational TextReading Literature and Informational TextFoundational SkillsLesson Selection Phonological Awareness/Phonics Fluency, High Frequency Words 14Decodable ReadersDecodable 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 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.FluencyNatural PausesHigh-Frequency Wordsfront, hair, warm, started, stories, never, all, food, sky, partySpeaking and ListeningLanguage and WritingLesson Academic Vocabulary Writing14Academic VocabularyVocabulary words will vary depending on informational mentor text used.Writing ModeInformational Writing-Follow the Lucy Calkins Units of StudySuggested 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 checklistComputer Center:(Mandatory) Library Center:Independent ReadingBuddy ReadingWrite a Book ReviewWord Work Center:Sight Words ReviewHigh Frequency Word PracticeiRead differentiated center activity ideasIndependent Reading Center:Students read texts on their independent level.Literacy Game Center:ABC Memory Match/BingoSight Word Memory Match/BingoCVC word Memory Match/BingoMessage 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 ParagraphHigh frequency words: animals, sleep, three, Vocabulary Words: ferocious, mammals, creatures, hibernate, threatened, denCommon Final Blends: nd, ng, mp, nt Professional Development Resources:Please click on the links below to receive additional support in your practice.Classroom Library click on the Classroom Library linkGuided Reading click on the Guided Reading linkMessage Time Plus click on the Message Time Plus linkWriter’s Workshop click on the Writer’s Workshop linkResources Teacher Resources Questions:What worked?What do you think could have been implemented more effectively in your lessons and instruction?What do you need to learn more about?What resources were helpful?Appendix A Writing: Informational Writing Book Science Based Appendix A: Student Writing SampleAppendix A: Informational Writing Scoring RubricRubric can be found in the Lucy Calkins Units of Study Resources for Teaching Writing CD.Appendix A: Student Checklist for Self Editing and Peer EditingStudent Checklist can be found in the Lucy Calkins Units of Study Resources for Teaching Writing CD.5143525082500Appendix B Reading Comprehension with Informational Text 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 Appendix C PowerPoint Digital StorytellingAppendix D Lesson PlansWriting 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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