Grade 2 ELAR Unit 4

Title Suggested Time Frame

Fiction (Narrative) : Reaching Independence By the end of this unit, students will create, plan and draft a narrative story with a beginning, middle and end. Students will include well­developed story elements and complete and detailed sentences with subject­verb agreement. Students will continue to look at new types of fiction genres (fables, legends, myths, folktales, drama, etc.) Students should be exposed to all types of genre through a variety of reading all year, regardless of when it is explicitly taught.

4th Six Weeks 32 Days

Big Ideas/Enduring Understandings Guiding Questions

Reading Traditional tales use themes to teach moral lessons. Drama has a unique structure, but shares similar elements with other

literary texts. Words and phrases can have literal and non­literal meanings. The context of the text can help a reader problem solve an unknown

word. Writing

Writers use a process to create published writing to share with others. Writers use mentor texts to show them how to write in a particular way. Writers vary the structure they use depending on the type of writing

they are composing. Poetry has unique structures and elements. Poems can convey sensory details. Writers use conventions to help readers understand their writing.

Reading What is the theme of this traditional tale? What is the unique structure of drama? If this word or phrase has a non­literal meaning, what is it? How can I use the context to help me problem solve an unknown word?

Writing

How can I use the writing process for my writing? How can I use this mentor text to make my own writing better? What structure should I use in my writing to best match the type of writing I

am doing? What elements of poetry will I include to convey sensory details? What conventions do I need to include in my writing to help my reader

understand my writing?

Reading and Writing Connections

Reading TEKS 2.2D (Read Prefixes & Suffixes) 2.5A(Use Prefixes, Suffixes) 2.5B(Multiple­meaning words)

Word Study/Phonics TEKS 2.2A(iv) (Digraphs, dipthongs in context)

Writing TEKS 2.17A,B,C,D,E (Writing Process) 2.18A (B, M, E) 2.18B (Short Poems)

Conventions TEKS 2.21A (i), (iv) (v) (Parts of Speech)

Listening & Speaking TEKS 2.28A (Listen Attentively)

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2.6A (Moral Lessons as Themes) 2.6B (Compare Traditional/ Contemporary Folktales) 7.7A (Poetry) Continue 2.8 (Elements of Dialogue) 2.11 (Literal & Non­Literal Meanings)

2.2B(vi) (Digraphs, dipthongs) 2.2C (Decode words using common spelling patterns (­ight, ­ant)

2.21B (Subject­Verb Agreement) 2.22C (iii) (Apostrophes & Possessives) 2.23C (Spelling Words)

2.28B (Follow, Restate Oral Directions) 2.29 (Speak Clearly) 2.30A (Follow Rules, Team Work)

Vertical Alignment Expectations

*TEKS one level below* *TEKS one level above*

ELAR Vertical Alignment Document

Sample Assessment Question

What is the base word? What is the prefix? What is the suffix? What is the meaning of the word powerful? -or- Name a word that means “full of power.” In paragraph _ of this story, what does the word _ mean? In paragraph _ of this newspaper article, what clues help you know the meaning of _? Which words (clues) help you know what the word ___ means?

What did _ learn in this story? This is a well-known fable that teaches the reader what lesson? What happened in the old version of this folktale that did/did not happen in the modern version? How are the settings alike/different in the two versions of this folktale? Listen for rhyming words as I read the poem aloud. Which words rhyme? What words in a script need to be said out loud? Which words in this story could not be taken seriously? Which words in this story mean exactly what they say? Does your story have an introduction?

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Does your story have a conclusion? What image(s) does this poem create in your mind?

The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth

and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested

resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district

curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material.

Reading Bundle

Ongoing TEKS: Fig. 19A-F,3A-C, 4, 5B, 9AB, 12, 13, 14A-D

Knowledge and Skills with

Student Expectations

District Specificity/ Examples

Vocabulary

Instructional

Strategies

Suggested Resources

Resources listed and categorized to indicate suggested uses. Any additional resources must

be aligned with the TEKS.

Figure 19. Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self­directed, critical readers. The student is expected to; (A) establish purposes for reading selected texts based upon content to enhance comprehension (B) ask literal questions of text

A Why do you think we read __? How did this story make you feel? What do you like best in __? What did you learn from reading this article? Which of these 2 selections do you think you would enjoy reading the most? B Who was _’s mother? What did _ do in the story? What happened in the story? When was this article written? C Reread to find out why _ is important D You can tell from the story that_ Which sentence in the story shows you that—

Purpose Genre Literal Questions Monitor Adjust Sensory Images Inference Text evidence Retell Sequence Main Event Connections Community Text evidence

Literary Texts (to entertain) Fiction Poetry Literary Nonfiction Drama Informational Texts (to inform) Expository Procedural Media Lit (entertain,inform, persuade) -5 W’s Who, What, Where, When, Why -Think Alouds -All inferences must be based on text evidence.

Children’s Literature: Various books Activities: Websites: http://www.readingrockets.org/strategies/think_alouds http://www.readingrockets.org/strategies/inference Lessons:

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(C) monitor and adjust comprehension (e.g., using background knowledge, sensory images, rereading, generating questions) (D) make inferences about text and use textual evidence to support understanding (E) retell important events in stories in logical order; (F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

From this article the reader can tell that.. What can you tell from this article? Tell 2 things about the character. E Retell the 3 most important events What happened after/before _? What happened when _? F Retell the 3 most important events What happened after/before _? What happened when _?

-Use graphic organizers to organize events -Help students to make connections by modeling the following: *Text to Self *Text to Text *Text to World

2.2 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (D) read words with common prefixes (e.g., un­, dis­) and suffixes (e.g., ­ly, ­less, ­ful);

(e.g., un­, dis­) and suffixes (e.g., ­ly, ­less, ­ful); What is the base word? What is the prefix? What is the suffix? What is the meaning of the word powerful? -or- Name a word that means “full of power.”

prefix suffix

-Have the students identify the prefix/suffix and base word. -Have the students separate words into the parts. -Have students work with a partner to sort words into groups: words with prefixes and words with suffixes. -Read the words and discuss the meaning of each word.

Children’s Literature: Journeys Activities: http://www.education.com/activity/article/build_vocabulary_prefixes_suffixes_third/ Websites: http://www.readingrockets.org/article/root-words-roots-and-affixes http://www.readingrockets.org/grades/2nd http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/prefixes_suffixes.pdf Lessons:

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2.5A Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow);

What does the prefix ____ mean? How does the prefix (suffix) change the meaning of the base word? If this word means _, what would this word mean with (un-, dis-, etc) in front of it? What is the meaning of the word powerful? Name a word that means “full of power.”

prefix suffix

Brainstorm words to identify base word, prefix, and suffix

Children’s Literature: Various books Activities: Websites: https://www.thedailycafe.com/strategies/expand%20vocabulary/use-word-parts-to-determine-meaning-of-words-prefixes-suffixes-origins-abbreviations http://dandelionsdragonflies.blogspot.com/2012/01/root-of-it-all.html http://www.theteachersguide.com/prefixessuffixesworksheets.htm Lessons:

2.5 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (B) use context to determine the relevant meaning of unfamiliar words or multiple­meaning words;

In paragraph _ of this story, what does the word _ mean? In paragraph _ of this newspaper article, what clues help you know the meaning of _? Which words (clues) help you know what the word ___ means?

multiple meaning words

Brainstorm multiple meanings. Make a poster or flip book and illustrate with it

Children’s Literature: Various books Journeys Activities: Websites: http://www.readingrockets.org/article/using-context-clues-understand-word-meanings Lessons: (modify for 2nd) http://www.lakeshorelearning.com/general_content/free_resources/teacher

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s_corner/lessonplan.jsp?lessonplan=contextClues

2.6

Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) identify moral lessons as themes in well­known fables, legends, myths, or stories; and

What did _ learn in this story? This is a well-known fable that teaches the reader what lesson? What did you learn from reading this story?

identify moral theme fables myths legends

-After reading and charting several themes, have students write their own moral or theme to a familiar story

Children’s Literature: Various books Journeys Activities: Websites: http://www.minds-in-bloom.com/2012/10/ideas-for-teaching-theme-and-couple.html http://www.storiestogrowby.com/ http://www.scholastic.com/teachers/top_teaching/2011/02/helping-students-grasp-themes-in-literature Lessons: http://www.readworks.org/lessons/grade2/theme/lesson-1

2.6B (B) compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot.

Venn Diagrams or T­charts can be used for comparing/contrasting story elements like plot, setting, and character. What happened in the old version of this folktale that

folktale

-Create Venn diagram or other graphic organizer -Chart the elements of different versions of fairy tales including character, setting, plot, phrases, magic,

Children’s Literature: Various books Activities: -Different versions of Cinderella stories, fractured fairy tales, different versions of the Three Little Pigs Use a T-chart to compare and contrast

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did/did not happen in the modern version? How are the settings alike/different in the two versions of this folktale? What about the characters? Plot?

problem/solution -Somebody…wanted… but….so…then summary

Websites: http://www.storiestogrowby.com/ Lessons:

(7)CONTINUE Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to

Listen for rhyming words as I read the poem aloud. Which words rhyme? Listen as I read and clap the rhythm of this poem. Clap with me. What image(s) does this poem create in your mind? How would you describe what you see in your mind when we read and clap the rhythm of the poem?

Rhyme Rhythm Repetition Poetry Poem Imagery Alliteration Metaphor Simile Onomatopoeia Stanza

-Choral reading, echo reading, model and provide many examples

Fountas and Pinnell: Sing a Song of Poetry

2.8 Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to identify the elements of dialogue and use them in informal plays.

What words in a script need to be said out loud? What did _ say? Why did _ say _? When _ said _, was s/he talking to someone? Can you read what _ said to _?

drama dialogue Quotation Marks Script

-Discuss the character traits (personality, mood, etc.) of each character. How would this character sound? -Have students try on different voices for the characters. Does this sound like ________?

Children’s Literature: Various books http://www.teachingbooks.net/tb.cgi?go=1&searchbox_level=0.12&keyword_type1=title&boolean=AND&keywords1=drama Activities: Websites: Reader’s Theater Scripts http://www.teachingheart.net/readerstheater.htm https://www.readinga-z.com/fluency/readers-theater-scripts/

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http://www.scholastic.com/teachers/article/retellings-through-drama Lessons:

2.11 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to recognize that some words and phrases have literal and non­literal meanings (e.g., take steps).

Examples: Raining cat and dogs; Take steps; Spill the beans; Which words in this story could not be taken seriously? Which words in this story mean exactly what they say?

Figurative Literal Non-literal Alliteration Metaphor Simile Onomatopoeia

-Have students illustrate the literal and figurative meaning of a phrase.

Children’s Literature: various books and poems -Fred Gywnne books: A Chocolate Moose for Dinner, A Little Pigeon Toed, and The King Who Rained -Amelia Bedelia books -http://www.the-best-childrens-books.org/teaching-idioms.html Activities: Amelia Bedelia https://www.teacherspayteachers.com/Product/Literal-and-Non-Literal-Meanings-with-Amelia-Bedelia-3RL4-410434 -http://teacher.scholastic.com/lessonplans/geronimo/lessons/onomatopoeia.htm Websites: Lessons:

Word Study/Phonics Bundle

Ongoing TEKS:21B, 22A, 23ACF

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Knowledge and Skills

with Student Expectations

District Specificity/ Examples

Vocabulary

Instructional

Strategies

Suggested Resources

Resources listed and categorized to indicate suggested uses. Any additional resources must be

aligned with the TEKS.

2.2A(iv) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) decode multisyllabic words in context and independent of context by applying common letter­sound correspondences including: (iv) vowel digraphs (e.g., ie, ue, ew) and dipthongs (e.g., oi, ou)

vowel digraphs (e.g., ie, ue, ew) dipthongs (e.g., oi, ou) Does it look right?

Syllable Vowel

-Making words activity: Use one inch squares of construction paper and allow students to write letters on them and then manipulate letters to make words. -Decodable books

Children’s Literature: Journeys Activities: Fountas and Pinnell: Phonics Lessons pgs. 131 and 135. Websites: http://www.scholastic.com/teachers/article/collateral_resources/pdf/80/9780545472180.pdf http://www.havefunteaching.com/worksheets/phonics-worksheets/diphthong-worksheets/ Lessons:

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2.2 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (B) use common syllabication patterns to decode words including: (vi) vowel digraphs and diphthongs (e.g., boy­hood, oat­meal);

Examples: boy­hood, oat­meal Decode Syllable vowel digraph dipthong

Children’s Literature: Decodable books Leveled readers Various books Journeys Activities: Fountas and Pinnell: Phonics Lessons Websites: Lessons: Background/Extra Information:

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2.2 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (C) decode words by applying knowledge of common spelling patterns (e.g., ­ight, ­ant);

Examples: ­ight, ­ant Do you know another word that looks like that? (prompting students to look for patterns in words)

Decode patterns blend

Have students practice blending words by first isolating the sounds of each letter and then speeding up to blend the sounds to form a word.

Children’s Literature: Journeys Decodable books Leveled readers Activities: Websites: Lessons: Background/Extra Information:

Writing Bundle

Ongoing TEKS: 17A-E, 19C

Knowledge and Skills

with Student Expectations

District Specificity/ Examples

Vocabulary

Instructional

Strategies

Suggested Resources

Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the

TEKS.

2.17A,B,C,D,E (Writing Process) Writing/Writing Process. Students use elements of

Introduced in the first six weeks. Continue to spiral and refine. Teacher observation

Plan Draft Revise Edit Grammar

The Writing Academy -Introduce students to

Children’s Literature: Activities: The Writing Academy Block 9-Poetry

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the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas); (B) develop drafts by sequencing ideas through writing sentences; (C) revise drafts by adding or deleting words, phrases, or sentences; (D) edit drafts for grammar, punctuation, and spelling using a teacher­developed rubric; and

(E) publish and share writing with others.

C What information is not necessary? What details could you add? D Are all your words spelled correctly? Did you use correct punctuation? Do your sentences begin with capital letters? E Student participation

Publish rubric of choice ahead of time; model; use different colored writing utensils, teacher and peer editing; use CUPS – Capitalization, Usage, Punctuation, Spelling

Websites: Lessons:

2.18 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:

Introduced in the first six weeks. Continue to spiral and refine. Does your story have an introduction? Does your story have a conclusion?

Beginning Middle End Introduction Conclusion

Modeling Story Maps Graphic Organizers

Children’s Literature: Journeys Activities: Websites: Lessons:

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(A) write brief stories that include a beginning, middle, and end; and

(B) write short poems that convey sensory details.

Teacher provides examples of different styles of poetry that convey sensory details and asks students to create their own. Types of poems may include the following: Cinquaine Concrete List Emotion Acrostic What image(s) does this poem create in your mind?

Sensory Detail

Model, write as a class, give opportunities to write, introduce various poetic structures

Children’s Literature: Mentor text http://www.teachingbooks.net/tb.cgi?go=1&searchbox_level=0.11&keyword_type1=title&boolean=AND&keywords1=poetry Activities: The Writing Academy Block 9-Poetry Fountas and Pinnell: Sing a Song of Poetry Websites: http://www.gigglepoetry.com/ Lessons:

2.21 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) understand and use the following parts of speech in the context of

Students should understand and use the following parts of speech when speaking and writing: i – Verbs (past, present, and future) What is the action word in this sentence? When did the action happen? iv – Adverbs (Time – before, next; Manner – carefully, beautifully) How does he_____? Ex: How does he run? He runs quickly.

Verb Past Present Future Adverb Preposition Prepositional phrase

-Brainstorm verbs -Verb Charades

Children’s Literature: Journeys Activities: -School House Rock-You tube Ai -Stretch sentence with who did what, how, when, where, and why. Aiv http://saddleupfor2ndgrade.blogspot.com/2014/02/adverbs.html Av -Write a rubber band story telling where the rubber band stretches. (over the chair, under the desk)

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reading, writing, and speaking: (i) verbs (past, present, and future); (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully);

(v) prepositions and prepositional phrases;

v – Prepositions and Prepositional Phrases

Websites: Av https://www.scholastic.com/content/collateral_resources/pdf00premium/33/0439434033_e019.pdf https://www.scholastic.com/teachers/article/collateral_resources/pdf/48/0545112648_e005.pdf Focus on Verbs, Adverbs, and Preps and Prep Phrases http://scienceflix.digital.scholastic.com/popsci_article/a2022500-h/NBK Verbs and Adverbs http://www.k12reader.com/worksheet/adjective-or-adverb/ Lessons:

2.21 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: (B) use complete sentences with correct subject-verb agreement; and

Teachers could use an example/non­example chart to demonstrate correct subject­verb agreement. For example: I saw a bird/ I seen a bird. What is the subject of the sentence? What is the verb? How would the verb change if the subject was plural?

Complete Sentence Subject/Verb Agreement

-On sentence strips, underline the subject and circle the verb. -teacher models

Children’s Literature: Journeys Activities: -Practice in daily writing. Have students create several sentences. Switch with a partner and the partner will label the subject and verb. http://www.stepinto2ndgrade.com/2012/03/verb-activities.html Websites: http://educators.brainpop.com/bp-jr-topic/subject-and-verb-agreement/ http://gotkidsgames.com/sv/2ndGradeSV.html

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http://www.k12reader.com/subject/grammar/word-usage/subject-verb-agreement/ Lessons: -http://appliedgrammar.com/2nd-grade-sample-lesson/

2.22 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:

(C) recognize and use punctuation marks, including: (iii) apostrophes and possessives.

Students should recognize and use apostrophes and possessives. What object is owned? How do you know? What shows ownership?

Apostrophes Possessives

Daily Oral Language and editing conferences

Children’s Literature: Activities: Fountas and Pinnell: Phonics Lessons Word Structure- Forming Possessives pg. 311 Websites: https://www.youtube.com/watch?v=8dY2SE1G900 Lessons: Background/Extra Information:

2.23 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (C) spell high-frequency words from a commonly used list;

Students should spell high­frequency words correctly in the context of writing assignments.

Sight word word wall words

-Various lists -Practice Daily

Children’s Literature: Activities: Fountas and Pinnell: Phonics Lessons -High Frequency Words starting on pg.235 -http://www.teacher2teacherhelp.com/word-study/spelling-strategies/look-say-cover-spelling-study-technique/

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Websites: Lessons:

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