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Second Grade ELA Curriculum

Unit 3

Table of Contents

Purpose of the Unit Page 3Essential Questions Page 4Standards page 5-6Sample Literacy Block Schedule Page 7Useful Sites/Technology Page 8Assessments Page 9Units of Study Unit 3 Opinion Writing Lesson Overview Page 10Recommended Supplemental Texts Page 11Phonics Instruction/Resources Page 12-18Literacy Center Examples Page 19Message Time Plus Example Page 20Professional Development Resources/Curriculum Reflections

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Appendix A: Opinion Writing Samples, and Student Writing Checklist

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Appendix B: Comprehension Character Bag Page 28Appendix C: Sample Lesson Plan Page 29

Purpose of This Unit:

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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 Questions Enduring Understanding

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1. How does a writer share an opinion? How does a writer connect their reasons to support their opinion?

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

3. Why would a writer prefer one digital tool over another? How does the tool best convey the writer's message?

4. Why is knowing how to accurately answer who, what, where, when, why and how questions important to readers? Why is it important for readers to also ask these types of questions while reading an informational text?

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

6. How do illustrations and words work together to develop a reader's understanding of the story elements?

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

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. Writers connect reasons and evidence to support opinions in writing that are appropriate to audience and purpose.

2. The writing process is planning, drafting, editing and revising a piece for clarity and cohesiveness.

3. A writer uses digital tools to enhance their work. A writer determines the digital tools according to the task, audience, or purpose (e.g., slide show, blog, audio track).

4. A reader must monitor their understanding of informational text by asking questions before, during, and after reading.

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

6. Illustrations work with the text of a story to develop the characters, setting, and plot.

7. 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.

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.

Unit 3:

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

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Opinions W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

W.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.

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.2.4 Describe the feeling and tone words and phrases (e.g., regular beats, alliterations, rhymes, repeated

lines) supply rhythm and meaning in a story, poem, or song.RL.2.5 Describe the structure of a story including a description of the introduction and closing action.RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for

each character when reading dialogue aloudRL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate

understanding of its characters, setting, or plot.RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different

authors or from different cultures.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.RF 2.3.b Know spelling-sound correspondences for additional common vowel teams.RF.2.3d Decode words with common prefixes and suffixes.RF.2.3.e,f e. Identify words with inconsistent but common spelling-sound correspondences.

f. Recognize and read grade-appropriate irregularly spelled words.RF.2.4.a,b a. Read grade-level text with purpose and understanding.

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.L.2.1.b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).L.2.1.d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).L.2.2.a Capitalize holidays, product names, and geographic names.L.2.2.c Use an apostrophe to form contractions and common possessives.

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SL.2.1 a,b,c 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).b. Build on others' talk in conversations by linking their comments to the remarks of others.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.

K-2 Grade Literacy BlockSample Schedule Notes for Sample Schedule

Independent Reading/Partner Rdg After unpacking, children read from Book Bins (unleveled) or

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(arrival & unpacking time) from Book Bags (leveled for independent. reading.)Message Time PlusModeled Writing/Shared Reading Concepts about print Phonics Vocabulary High frequency words Fluency Comprehension

20 minOne option for MTP is to teach a writing behavior or strategy that can lead into the writing workshop.

All Journey’s pacing for phonics, phonemic awareness, vocabulary, sight words, and concepts about print can be taught through MTP.

Writer’s WorkshopMini-lesson

Independent Writing

Share (2 students share)

30 min5 min

20 min

5 min

Independent writing consists of guided writing groups and/or one-to-one conferences.

Intentional Read Aloud 10 min Tell children what you are going to demonstrate and why this will help them as readers. Ask students to watch and listen to how you think (or problem solve) as a reader.

Guided Reading/ Literacy Centers 30 min Literacy Centers

Group A Group B Group C

1st rotation(15 min)

Guided Reading

iRead Literacy Center

2nd rotation(15 min)

Literacy Center

Guided Reading

iRead

The Literacy Center component is not limited to the above format. Teachers may have more than 3 groups.

Technology Integration:iRead

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www.studyisland.com (story structure practice)www.spellingcity.com (spelling practice)

Speaking and Listening Vocabulary: analyze, conclusion, introduction, opinion, support, topic, closure, details, event, narrative, sequence of events, temporal words, descriptive language, edit, grammar, proofreading, publishing, revise, topic, audio, digital tools (e.g., digital photography, clip art, blogging, internet, texting, multimedia movies, word processing, etc.), multi-media, peer collaboration, key details, informational text, questions, characters, plot, problem & solution (resolution), sequence of events, setting, textUseful Sites:iRead (Mandatory)www.cliontheweb.org This site is a free resource for all teachers. It has classroom tested instructional literacy practices, tools to improve ELA best practices and personalized action plans.www.achievethecore.org This website is full of free content designed to help educators understand and implement the Common Core State Standards. It includes practical tools designed to help students and teachers see their hard work deliver results. achievethecore.org was created in the spirit of collaboration. Please steal these tools and share them with others.www.readwritethink.org Classroom Resources and Videoswww.thinkcentral.com Journey’s Resources onlinewww.starfall.com This site offers free developmental literacy games and books for students to read.

Formative Assessments:

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http://www.spellingcity.com/

http://www.studyisland.com/

Anecdotal Notes From:Guided ReadingOne-to-One ConferencesDiscussions/Turn and TalksWriting SamplesResponse to Text Entries.

Summative Assessments:Story Board for ComprehensionUnit 3 Published Piece of Writing for Opinion WritingComprehension Assessment

Authentic Assessments:Additional Published Writing PiecesBook ReviewsDigital Texts

Lucy Calkins Units of Study

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Unit 3: Opinion: Writing About ReadingLessons Lesson Title CCSS Related to LessonLesson 1 Writing Letters to Share Ideas About Characters W2.1,RL.2.1, RL.2.3, L.2.1, L. 2.2bLesson 2 Getting Energy for Writing by Talking W2.1, RL.2.1, RL.2.2, RL.2.3,

L.2.1,L.2.2Lesson 3 Writer’s Generate More Letters: Developing New Opinions by Looking at Pictures W2.1, RL.2.1, RL.2.3, L.2.1, L.2.2Lesson 4 Writer’s Make Their Letters about Books Even Better By Retelling Important Parts W2.1, W2.5, RL2.1, RL2.2, RL2.3,

L2.1, L.2.2Lesson 5 Keeping Audience in Mind W2.2, RL.2.1, LI.2.1, L.2.2Lesson 6 Letter to Teachers: Using a Checklist to Set Goals for Ourselves as Writers W2.1, W2.5, L.2.1,L.2.2Lesson 7 Writing About More than One Part of a Book W2.1, RL.2.1, RL.2.2, RL.2.3, L.2.1,

L2.2Lesson 8 Reading Closely to Generate More Writing W2.1, RL2.1, RL.2.2, RL2.4,L.2.1,

L2.2Lesson 9 Gathering More Evidence to Support Each Other of Our Opinions W2.1, W2.5, RL.2.1, RL.2.3,

L.2.1,L.2.2Lesson 10 Why is the Author Using a Capital Here? W.2.1, W2.5, RL.2.4, L.2.1,L.2.2Lesson 11 Publishing Our Opinions for All to Read W.2.1, W2.5, RL.2.4, L.2.1,L.2.2Lesson 12 And the Nominees Are…… W.2.1, RL2.1, RL.2.2, RL.2.3,

RL2.4,L.2.1,L.2.2Lesson 13 Prove it! Adding Quotes to Support Opinions W.2.1, W2.5, RL2.1, RL.2.2, RL.2.3,

RL2.4,L.2.1,L.2.2Lesson 14 Good. Better. Best. W.2.1, W2.5, RL2.1, RL.2.2, RL.2.3,

RL2.4,L.2.1,L.2.2Lesson 15 Readers Giving Signposts and Rest Stops W.2.1, W2.5, RL2.1, L.2.1,L.2.2Lesson 16 Writing Introductions and Conclusions to Captivate W.2.1, W2.5, RL.2.4, RL2.5,

L.2.1,L.2.2Lesson 17 Using a Checklist to Set Writerly Goals W.2.1, W2.5, L.2.1,L.2.2Lesson 18 Letter to Teachers: Keeping the Elaboration Going W.2.2, W2.6, L.2.1,L.2.2Lesson 19 Letter to Teachers: Awarding Our Favorites: A Book Fair Celebration W.2.1, W2.6, L.2.1,L.2.2Texts Recommended to Supplement Journeys Unit 1

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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.

Name of the Texts and PictureClick Clack Moo Cows That Type by Doreen Cronin

https://www.youtube.com/watch?v=fqcuYEC5WpY

Corduroy Writes a Letter by Alison Inches

I Wanna Iguana by Karen Kaufman

https://www.youtube.com/watch?v=_OIKK-F0LaM

I Wanna New Room by Karen Kaufman

https://www.youtube.com/watch?v=vJCxFB9dOdY

Should We Have Pets? By Sylvia Lollis Check Please! A book from the Frankly Frannie series

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https://www.youtube.com/watch?v=vJCxFB9dOdY

https://www.youtube.com/watch?v=_OIKK-F0LaM



http://www.amazon.com/Wanna-Room-Karen-Kaufman-Orloff/dp/0399254056/ref=sr_1_1?s=books&ie=UTF8&qid=1451939459&sr=1-1&keywords=I+want+a+new+room

WritingLesson Selection Fluency, High Frequency Words

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Reference recommended text for read alouds on page 11.

Fluency Accuracy

High-Frequency Words ever, care, thought, over, off, small, new, book, live, after

List of words can be inputted into spelling city and students can study these words on spelling city. This can also be given as a homework assignment.

Writing Mode Opinion Writing

Foundational SkillsLesson Selection Text Based Comprehension Phonological Awareness/Phonics Fluency, High Frequency Words

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Reference suggested texts on page 11 PhonicsBase Words and Endings-ed, -ing

High-Frequency Wordsgone, said, something,fly, also, saw, look,horse, river, have

Language and Writing Spelling Language Writing

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Spelling WordsBasic: running, clapped, stopped, hopping, batted, selling, pinned, cutting, sitting, rubbed, missed,grabbed


Grammar SkillPronouns

Writing ModeOpinion Writing

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Foundational SkillsLesson Phonological Awareness/Phonics Fluency, High Frequency Words

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Reference suggested texts on page 11

PhonicsLong i (i, igh, ie, y)

High-Frequency Wordsdoing, sure, else, turned,blue, room, teacher,any, studied, carry

Speaking and Listening Language and WritingLesson Speaking and Listening

Academic Vocabulary Spelling Writing

17 Reference suggested texts on page 11

Spelling PrincipleLong i (i, igh, y)

Spelling WordsBasic: night, kind, spy, child, light, find, right, high, wild, July, fry, sigh


Grammar SkillSubject-VerbAgreement


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PhonicsLong e Sound for yChanging y to i

FluencyExpression

High-Frequency Wordswords, mother, friends,under, draw, watch,always, soon, anything, been


Academic Vocabulary Spelling Language Writing


Spelling PrincipleLong e Spelled y

Spelling WordsBasic: happy, pretty, baby, very, puppy, funny, carry, lucky, only, sunny, penny, city


Grammar SkillThe Verb be


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Reference suggested texts on page 11 Phonemic Awareness

Substitute Phonemes

PhonicsWords with ar

FluencyPhrasing: Punctuation

High-Frequency Wordsdidn’t, I’ll, please, talk,good, is, are, baby,too, sound

Speaking and Listening WritingLesson Speaking and Listening

Academic Vocabulary Spelling Writing

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Spelling PrincipleWords with ar

Spelling WordsBasic: car, dark, arm, star, park, yard, party, hard, farm, start, part, spark



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

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PhonicsWords with r-ControlledVowels or, ore

High-Frequency Wordsbeing, ready, I’ve, tall,stood, very, ground,laugh, begins, flower

Speaking and Listening Language and WritingLesson Spelling Language Writing


Spelling Principler-Controlled Vowels or, ore

Spelling WordsBasic: : horn, story, fork, score, store, corn, morning, shore, short, born, tore, forge


Grammar SkillCommas in Series


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

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PhonicsWords with er, ir, ur

High-Frequency WordsAcross, behind, house, how, move, nothing, one, out, took, voice


Academic Vocabulary Spelling Language Writing

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Spelling Words

Father, over, under, herd, water, verb, paper, cracker, offer, cover, germ, master


Grammar SkillWhat is an adjective


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Literacy Centers to Support Guided Reading:

Writing Center:Students can write an opinion pieceStudents can write a book reviewWriting in Response to Text

Computer Center:(Mandatory) iReadSpellingcity.com

Library Center:Buddy ReadingStudent’s selected text on level or notReading Response

Word Work Center:Sight Word BingoSight Word Memory Match Game

Independent Reading Center:Students read texts on their independent level

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Message Time Plus Example

This Message addresses the following standards:

Decode words with common prefixes and suffixes. (RF.2.3d) Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. (RF.2.4.b) With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising

and editing. (W.2.5) Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply

reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. (W.2.1)

Dear Class,

I have some very sad news for you. I am running low on copy paper, so it will be hard for me to make copies of your homework this week. I would like for you to speak to your parents about bringing in more paper for me to use. I believe that students should bring in paper for the teacher to use in order to make copies every day. I also think that teachers should not have to spend their money to buy these kinds of supplies for the classroom. As a result, can you please ask your parents to buy copy paper for our classroom?

Sincerely,

Your teacher

Teaching Points:

Opinion Writing Persuasive Letter Base Words and Endings with s and es High frequency words: some, more, kind, to, hard

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Resources Teacher Resourceswww.corestandards.orgwww.achievethecore.orgwww.cliontheweb.orgwww.teachingchannel.com

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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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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Appendix A: Writing

Sample of Second Grade Opinion Writing

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Student Checklist

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Appendix B: Comprehension

Comprehension Character Bag:

Character Bag: Students illustrate the front cover with a picture of their main character, title and author. On 1 side panel they put the characters likes, and dislikes. On the other side panel they put how other characters react to and interact with the character. On the back panel they put the characters growth throughout the novel. Students have to provide supporting evidence and their own thinking.

Inside the bag students must place 10 objects that symbolize something important about their character. If character growth throughout the novel is too difficult for beginning of the year 2nd grade, they could instead do the characters problem, and how the character solved the problem.

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Appendix C Lesson Plan Examples

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 and prompt students 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 Checklist

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Homework: 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 view · 2016-01-04Professional Development Resources/Curriculum Reflections . Page 21-22. Appendix A: ... audience, or purpose (e.g., slide show, blog, audio track). ... word