Second Grade ELA Curriculum

Unit 2

Table of Contents Purpose of the Unit Page 3 Essential Questions Page 4 Unit 1 Common Core Standards Page 5-6 Orange Board of Education

Assessments Page 7 Sample Literacy Block Schedule Page 8 Lucy Calkins Units of Study Unit 1 Narrative Page 8 Recommended Supplemental Texts Page 9 Journeys Alignment Page 10-16 Suggested Literacy Centers Page 17 Message Time Plus Example Page 18 Professional Development Resources Page 19-20 Appendix A: Narrative Writing Samples, Rubric, and Page 21-24 Student Checklists Appendix B: Informational Writing Flap book Page 25-26 Appendix C: PowerPoint Digital Storytelling Page 27-30 Appendix D: Writer’s Workshop Example Lesson Plan Page 31

2 Orange Board of Education

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.

Essential Questions Enduring Understanding 1. What pieces are essential to an informative/explanatory 1. A writer chooses which facts and definitions are needed text? How does a writer use facts and definitions to to develop points in informative and explanatory texts. develop points? 2. The writing process is planning, drafting, editing and 2. What is the writing process? How do writers move revising a piece for clarity and cohesiveness. Writers through the process? revisit the paper and ideas many times before they 3. What is the purpose of research? What is the proper publish to improve flow, descriptions, and check for method for recording information learned from research? mechanical errors. 4. What can help you find an answer to a question? How 3. Research is one of the processes we can use to expand can sources be used to lead you to an answer? our knowledge. Knowledge can be shared in a variety of 5. How does understanding a character's response to events ways such as illustrations with captions, reports, or 3 Orange Board of Education

in a story help you to better understand the story? observation journals. 6. What can a reader do to understand unknown words in a 4. A source is the location of information. Writers use and text? cite multiple sources to write convincingly. 7. What is author's purpose? How do readers determine the 5. Understanding a character's responses and motivations author's purpose? helps the reader to make connections to the text, and 8. How can comparing and contrasting informational texts those connections help aid comprehension. on the same topic deepen a reader's understanding? Why 6. A reader can build understanding of unknown words and might authors present information on the same topic in phrases by using context clues, word analysis strategies, different ways? 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.

Unit 2: Topic: CCSS: Goals: The standards that are to be mastered by the end of the unit. Projecte d # of days Informativ W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and e Writing definitions to develop points, and provide a concluding statement or section. 36 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.

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. 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.)

Formative Assessments: iRead Data Anecdotal Records Running Records to find student reading level Informative Piece Rough Draft

Authentic Assessment: Authentic Assessment:

Final Informational Writing Piece Reading Comprehension Flap Book Student Checklist I Can Read Informational Text Sheet Scoring Rubric (See Appendix A for all items above) http://readingandwritingproject.org/resources/student-work/student-writing (scroll down to find second grade writing samples) 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, suffixes Useful 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 plans http://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.

Lucy Calkins Units of Study Unit 2 Informative Writing: Lab Reports and Science Books Lessons Lesson Title CCSS Related to Lesson Lesson 1 Learning to Write About Science W2.2, W2.7, RL.2.1, L.2.2 Lesson 2 Studying a Mentor Text: Procedural Writing W2.2, W2.7, W2.8, RI.2.1, RI.2.7, L.2.2 Lesson 3 New Wonderings, New Experiment W2.2, W2.7, W2.8, RL.2.1, L.2.2 Lesson 4 Authors Share Scientific Idea/Conclusions W2.2, W2.7, W2.8, L.2.2 Lesson 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.2.2 Lesson 6 Students Self-Assessment and Plans W2.2, W2.6, W2.7, RI.2.1,L.2.2

Lesson 7 Remember All You Know about Science and about Scientific Writing for New W2.2, W2.7, RI.2.7, L.2.2 Experiments Lesson 8 Letter to Teachers: Studying a Mentor Text: The “Results” Page W2.2, W2.8, RI.2.7,L.2.2 Lesson 9 Comparing Results and Reading More Expert Materials to Consider New Questions W2.2, W2.8, RL.2.1, L.2.1,L.2.2 Lesson 10 Designing and Writing a New Experiment W.2.2, W2.7, L.2.1,L.2.2 Lesson 11 Editing: Domain-Specific Language W.2.2, W2.5, L.2.1,L.2.2 Lesson 12 Drawing on All We Know to Rehearse and Plan W.2.2, W2.5, L.2.1,L.2.2 Information Books Lesson 13 Tapping Informational Know-How for Drafting W.2.2, W2.5, L.2.1,L.2.2 Lesson 14 Studying Mentor Texts: Integrating Scientific Information W.2.2, W2.8, RL.2.7, L.2.1,L.2.2 Lesson 15 Using Comparisons to Teach Readers W.2.2, W2.5, L.2.1,L.2.2 Lesson 16 Showing Hidden Words with Science Writing W.2.2, W2.5, L.2.1,L.2.2 Lesson 17 Letter to Teachers: Introductions and Conclusions: Addressing an Audience W.2.2, W2.5, L.2.1,L.2.2 Lesson 18 Editing: Aligning Expectations to the Common Core W.2.2, W2.5, L.2.1,L.2.2 Lesson 19 Letter to Teachers: Celebration: Writing and Science Exhibition W.2.2, W2.6, L.2.1,L.2.2

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

8 Orange Board of Education http://kids.nationalgeographic.com/ Students can watch Teacher Created Informational Text videos and read various science articles (digital text).

Grade 2: Unit 2 Journey’s Alignment Reading Literature and Informational Text Foundational Skills Lesson Selection Phonological Awareness/Phonics Fluency, High Frequency Words

De iRead- Students will work on iRead and complete differentiated High-Frequency Words co lessons for Phonics. few, people, eye, high, da my, open, yellow, bl Reading Skills and Strategies should be taught during guided happy, starts, before 8 e readning. Reading skills and strategies should be differentiated Re according to reading level. Refer to Appendix E to lesson HFW can be taught through MTP ad planning support for guided reading and skills and strategies to er be taught. s Th es e te xts ca n be us ed for gu id ed re ad in g an d in de pe nd en t re ad in

Speaking and Listening Language and Writing Lesson Academic Vocabulary Spelling Language Writing 8 Vocabulary will vary depending Spelling Principle Grammar Skill Writing Mode on the informational mentor text Consonant Digraphs What is a Verb? Informative Writing: Follow the used. th, sh, wh, ch, tch Lucy Calkin’s Units of Study for informational writing. Spelling Words Basic: dish, than, chest, such, thin, push, shine, chase, white, while, these, flash

Skills can be taught through MTP

Reading Literature and Informational Foundational Skills

Text Lesson Selection Phonological Awareness/Phonics Fluency, High Frequency Words NA iRead- Students will work on iRead and Fluency complete differentiated lessons for Phonics. Phrasing: Punctuation

Reading Skills and Strategies should be taught 9 during guided readning. Reading skills and High-Frequency Words strategies should be differentiated according to kept, would, afraid, own, reading level. Refer to Appendix E to lesson show, might, why, planning support for guided reading and skills many, for, dark and strategies to be taught. Skills and HFW can be taught through MTP

Speaking and Listening Language and Writing Lesson Speaking and Academic Vocabulary Spelling Language Listening Writing 9 NA Vocabulary will vary depending on mentor text used for Spelling Principle Writing Mode the informational unit. -ed, and -ing Endings Informative Writing-Follow the Lucy Calkins Units of Study Spelling Words Basic: liked, using, riding, chased, spilled, making, closed, hoping, baked, hiding, standing, asked

Spelling principle can be taught through MTP

Reading Literature and Informational Foundational Skills Text Lesson Selection Phonological Awareness/Phonics Fluency, High Frequency Words Decodable Readers Students will work on iRead and complete differentiated lessons for Phonics. High-Frequency Words Decodable Readers can really, you, because, be used for guided Reading Skills and Strategies should be taught right, go, they, was, 10 reading and independent during guided reading. Reading skills and strategies me, old, better reading. should be differentiated according to reading level. Refer to Appendix E to lesson planning support for HFW and skills can be taught through MTP guided reading and skills and strategies to be taught.

Speaking and Listening Writing Lesson Speaking and Academic Vocabulary Spelling Language Listening Writing 10 Spelling Writing Mode NA Vocabulary will vary depending on the mentor text Principle Informative Writing- Follow the Lucy Calkin’s used for informational mentor text. Contracti Units of Study for informational writing. ons

Spelling Words Basic: : I’m, don’t, isn’t, can’t, we’ll, it’s, I’ve,

didn’t, you’re, that’s, wasn’t, you’ve

Spelling principl e can be taught through MTP

Reading Literature and Informational Text Foundational Skills Lesson Selection Phonological Awareness/Phonics Fluency, High Frequency Words Students will work on iRead and complete differentiated lessons Decodable Readers for Phonics. Fluency

Decodable readers Expression Reading Skills and Strategies should be taught during guided 11 can be used for readning. Reading skills and strategies should be differentiated guided reading and according to reading level. Refer to Appendix E to lesson High-Frequency Words independent reading. planning support for guided reading and skills and strategies to another, heard, some, be taught. kind, light, hard, more, grow, far, to

Skills and HFW can be taught through MTP

Speaking and Listening Language and Writing Lesson Spelling Writing

11 Spelling Principle Writing Mode Base Words with Endings -s, -es Informational Writing (follow the Lucy Calkins Units of Study) Spelling Principle can be taught through MTP

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

Decodable Readers Students will work on iRead and complete High-Frequency Words Decodable text can differentiated lessons for Phonics. along, against, someone, 12 be used for guided night, part, morning, Reading Skills and Strategies should be taught reading and during guided readning. Reading skills and hold, bird, different, independent reading. strategies should be differentiated according to girl reading level. Refer to Appendix E to lesson planning support for guided reading and skills and strategies to be taught. Skills can be taught through MTP

Speaking and Listening Language and Writing Lesson Speaking and Academic Vocabulary Spelling Writing Listening 15 Orange Board of Education

12 NA Vocabulary will vary depending on the Spelling Writing Form mentor text used for informational writing. Principl Informational Writing-Follow the Lucy e Calkins Units of Study for informational Words text. with ai, ay

Spelling principl e can be taught through MTP

Reading Literature and Informational Text Foundational Skills Lesson Selection Phonological Awareness/Phonics Fluency, High Frequency Words Students will work on iRead and complete differentiated lessons Fluency Decodable Readers for Phonics. Accuracy: Self-Correct Decodable readers Reading Skills and Strategies should be taught during guided 13 can be used for readning. Reading skills and strategies should be differentiated High-Frequency Words guided reading and according to reading level. Refer to Appendix E to lesson story, world, about, independent reading. planning support for guided reading and skills and strategies to everything, first, store,

be taught. her, two, slowly, of

Skills can be taught through MTP

Speaking and Listening Language and Writing Lesson Academic Vocabulary Spelling Language Writing 13 Vocabulary Spelling Principle Writing Mode Words with ee, ea Informational Writing- Follow the Lucy Vocabulary words will vary depending on mentor text Calkins Units of Study for Informational used for the informational unit. Spelling principle can Text be taught through MTP

Reading Literature and Informational Text Foundational Skills Lesson Selection Phonological Awareness/Phonics Fluency, High Frequency Words Students will work on iRead and complete differentiated Fluency Decodable Readers lessons for Phonics. Natural Pauses Decodable readers 14 can be used for Reading Skills and Strategies should be taught during guided High-Frequency Words readning. Reading skills and strategies should be differentiated guided reading and according to reading level. Refer to Appendix E to lesson front, hair, warm, started, independent reading planning support for guided reading and skills and strategies to stories, never, all, food, be taught. sky, party

Speaking and Listening Language and Writing Lesson Academic Vocabulary Writing 14 Academic Vocabulary Writing Mode Informational Writing-Follow the Lucy Calkins Units of Study Vocabulary words will vary depending on informational mentor text used.

Suggested Literacy Centers to Support Guided Reading: Writing Center: Computer Center: Students can write a narrative/small moment story (Mandatory) iRead Students can write an informational text Spellingcity.com Students can peer edit using a student checklist Library Center: Word Work Center: Independent Reading Sight Words Review Buddy Reading High Frequency Word Practice Write a Book Review iRead differentiated center activity ideas Independent Reading Center: Literacy Game Center: Students read texts on their independent level. ABC Memory Match/Bingo Sight Word Memory Match/Bingo

CVC word Memory Match/Bingo

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

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

Resources Teacher Resources www.corestandards.org www.achievethecore.org http://exchange.smarttech.com/search.html http://www.learner.org/jnorth/tm/InstrucStrat9.html http://www.eduplace.com/graphicorganizer/ Evaluatio Guiding Questions: n/Reflecti on 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?

Appendix A Writing: Informational Writing Book Science Based

Appendix A: Student Writing Sample

Appendix A: Informational Writing Scoring Rubric

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

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. Appendix 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 Storytelling

Appendix D Lesson Plans Writing Workshop Lesson Standards: 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, Families Equipment Needed: Dry erase boards, markers, leveled readers Goals 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 strategies Differentiation: 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 Study Assessments: Narrative Scoring Rubric and Student Checklist Homework: In a writing notebook, students will write a new narrative piece and use the student checklist to edit their work.