Grade 2 ELAR Unit 3 Overview Title Suggested Time Frame rd​
Fiction (Narrative) : A Deeper Look 3​ Six Weeks 25 Days Teachers will help students further their understanding of narrative stories by linking their knowledge of story elements (characters, setting, plot, etc.), through an author study, to their own writing. Students should be exposed to all types of genre through a variety of reading all year, regardless of when it is explicitly taught. Big Ideas/Enduring Understandings Guiding Questions Reading: ● Describe an author’s work of fiction including ​traits,​ ​motivation and ​feelings. ● describe similarities and differences in the plots and settings of several works by the same author; and Reading ●
●
●
●
●
Why did the author write the story? What style of writing does the author portray? How do you think the author felt when writing this story? How does the author feel about the topic or characters in the story? How are the two stories alike/different? What evidence from the story supports your answer? Writing: ● Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Writing: ● Writers use elements of the writing process (planning, drafting, ● Is your “how to” composition written in correct sequence? revising, editing, and publishing) to compose text. ● Does your story have an introduction? ● Writers understand that a “how to” composition should be ● Does your story have a conclusion? written in correct sequence ● Authors include a beginning, middle, and end when they write stories. Reading and Writing Connections Reading TEKS Fig 19 D 2.5C (Antonyms, Synonyms) 2.9A (Author Study) 2.9B (Character Traits) CISD 2015, Updated 8/15/16 Word Study/Phonics TEKS 2.2B (v) (r­controlled vowels) 2.2E (Abbreviations) 2.2G (​identify and read at least 300 high­frequency words​ from a commonly used list) CISD List Writing TEKS 2.17C 2.17D 2.17E (Writing Process) 2.18A 2.19A Conventions TEKS 2.21A(ii), (iii), (vi), (vii) (Parts of Speech – Nouns, Adjectives, Articles, Pronouns, Transition Words) Listening & Speaking TEKS 2.28A (Listen Attentively) 2.28B (Follow, Restate Oral Directions) The Writing Academy 2.21C (Interrogative/Declarative Sentences) 2.22B(i), (ii) (Capitalization) 2.23Bii (R vowels) 23Biv (vowel blends/digraphs) 2.23C (Spelling Words) 2.23D(ing, ed endings) 2.29 (Speak Clearly) 2.30A (Follow Rules, Team Work) Vertical Alignment Expectations *TEKS one level below* *TEKS one level above* ELAR TEKS Vertical​ Document Sample Assessment Question How do you think the author felt when writing this story? How does the author feel about the topic or characters in the story? How are the two stories alike/different? What evidence from the story supports your answer? 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 research­based 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. 19A­F, 2CGH, 3ABC, 4, 5B,9AB, 12, 14A­D Knowledge and Skills with Student Expectations CISD 2015, Updated 8/15/16 District Specificity/ Examples Vocabulary Instructional Strategies Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional 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; Fig 19(D) Make inferences about text using textual evidence to support understanding Supporting Bloom’s Level: Evaluate, Analyze and Apply You can tell from the story that_ Which sentence in the story shows you that— From this article the reader can tell that.. What can you tell from this article? Tell 2 things about the character Inference Text evidence 2.5​ ​Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (C) identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning; and Supporting Bloom’s Level: Apply and Remember What word(s) mean the same or almost the same as ____? What word(s) mean the opposite of _______? Note: Synonyms Antonyms Opposite Similar CISD 2015, Updated 8/15/16 resources must be aligned with the TEKS. ­Think­Alouds Children’s Literature: ­All inferences Various books must be based on Journeys text evidence. Activities/Lessons: http://www.readwritethink.org/search/
?grade=9&q=inferences&sort_order=re
levance Websites: Inference http://www.readingrockets.org/strategi
es/inference Think Alouds http://www.readingrockets.org/strategi
es/think_alouds https://www.readinga­z.com/ Istation Brainpop Jr. ­Concentration­ I Children’s Literature: have, who has­ Various books game­ Illustrate Journeys sentence with words. Activities/Lessons: ­Antonym ­Go Fountas and Pinnell: Phonics Lessons Fish (students Word Meaning starting on pg. 273 make a pair by matching the Websites: antonym) https://www.readinga­z.com/ In order to thoroughly understand the relationships among words and how words shape meaning, an in­depth study that includes identification, manipulation, classification, and sorting of words is essential. The ability to associate words allows readers to use context to gain meaning from text and increase vocabulary. An extensive vocabulary is critical for comprehension and oral and written communication. 2.9 Reading/Comprehension of Literary Bloom’s Level: Understand Text/Fiction. Students understand, ­graphic organizers make inferences and draw conclusions about the structure and elements of Note: fiction and provide evidence from text Understanding literary elements, to support their understanding. including plot and setting in Students are expected to: stories, enhances a reader’s ability to make meaning of text. By (A) describe similarities and differences in the plots and settings of comparing the plot and setting in multiple fictional texts, students several works by the same author; can deepen their understanding Supporting of the elements of fictional texts. Students need to be shown how to describe the similarities and differences using their own words along with evidence from the text. CISD 2015, Updated 8/15/16 Istation Brainpop Jr. Fiction Plot Setting Character Author Similar Different ­Create an anchor chart to compare the characters, plots, settings Children’s Literature: Suggested authors: Tomie de Paola Patricia Polacco Ezra Jack Keats Brian Pinkney Judy Blume Various books Journeys Activities/Lessons: http://www.readwritethink.org/search/
?grade=9&q=plot%2Fsetting&sort_orde
r=relevance Websites: https://www.readinga­z.com/ Istation Brainpop Jr. 2.9 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (B) describe main characters in works of fiction, including their traits, motivations, and feelings. Readiness CISD 2015, Updated 8/15/16 Bloom’s Level: Understand Describe an author’s work of fiction including ​traits,​ ​motivation and ​feelings. Note: • Characterization is the process by which an author reveals the personality of a character (person, animal, or inanimate object) by divulging what the character says, does, thinks, and feels. Stories have at least one main character and usually have several supporting characters. A main character is recognized because his/her traits are fully developed and motives are clearly known. Character traits can be categorized by physical, emotional, and personal traits. Motivations include why a character acts in a certain way. Character feelings can vary throughout a story as they have different experiences. • In first grade, students described characters in a story and their reasons for their actions and feelings. In second grade, the exploration of characterization increases in complexity. This is the first time students are required to focus on the main character, including describing their traits. Main character Fiction motivation moral personality relationship feeling Character traits ­Teacher models identifying character traits and identifying text evidence to support answers. Ex. ­How do you know the character is friendly? ­What did s/he do to show that s/he’s friendly? ­Find the text evidence in the story Children’s Literature: Various books Journeys Activities/Lessons: http://www.readwritethink.org/search/
?grade=9&q=characters&sort_order=al
pha Websites: https://www.readinga­z.com/ Istation Brainpop Jr. Sample questions: Why did the author write the story? What style of writing does the author portray? How do you think the author felt when writing this story? How does the author feel about the topic or characters in the story? Word Study/Phonics Bundle Ongoing TEKS: 2CGH Knowledge and Skills with Student Expectations District Specificity/ Examples Vocabulary 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: (v) r­controlled vowels (e.g., per­fect, cor­ner); (ex., per­fect, cor­ner); For this six weeks, please note that teachers should focus on vowel digraphs only as indicated in the SE. Syllable vowel digraph See activity 2.2 ​Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and (ex., Mr., Ave.); Abbreviation Period See activity CISD 2015, Updated 8/15/16 Instructional Strategies Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. Children’s Literature: Various books Journeys Activities/Lessons: Fountas and Pinnell: Phonics Lessons pg. 95 Websites: https://www.readinga­z.com/ Istation Brainpop Jr. Children’s Literature: Various books Journeys 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: (E) identify and read abbreviations (e.g., Mr., Ave.); The abbreviation ___ is short for ____. 2.2G ​identify and read at least ​300 high­frequency words​ from a commonly used list CISD List Activities/Lessons: Fountas and Pinnell: Phonics Lessons pg. 379 Websites: https://www.readinga­z.com/ Istation Brainpop Jr. Children’s Literature: Various books Journeys Activities/Lessons: Fountas and Pinnell: Phonics Lessons Websites: https://www.readinga­z.com/ Istation Brainpop Jr. Writing Bundle Ongoing TEKS: 17A­E, 19C, 21B, 22A, 23ACF Knowledge and Skills with Student Expectations 2.17 Writing/Writing Process. Students use elements of the writing process CISD 2015, Updated 8/15/16 District Specificity/ Examples Teacher models taking a piece of writing beyond the drafting stage. Vocabulary Revise Draft Delete Instructional Strategies ­The Writing Academy Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. Children’s Literature: Various books as mentor texts Journeys (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); Foundational (B) develop drafts by sequencing ideas through writing sentences; Foundational (C) revise drafts by adding or deleting words, phrases, or sentences; Readiness (D) edit drafts for grammar, punctuation, and spelling using a teacher­developed rubric; Readiness (E) publish and share writing with others. Foundational This includes revising, editing, and publishing. For editing, students may use a teacher­developed checklist that corresponds with specific six­week expectations. Publishing could include posting in the classroom, group sharing, partner sharing, or placing in a portfolio. Publishing does not mean producing a clean piece of writing for every work. What information is not necessary? What details could you add? Are all your words spelled correctly? Did you use correct punctuation? Do your sentences begin with capital letters? Phrase Sentence Publish (18) Writing/Literary Texts. Students write literary texts to express their ideas/feelings about real/imagined people, events, and ideas. Students are expected to: (A) write brief stories that include a beginning, middle, and end Readiness Does your story have an introduction? Does your story have a conclusion? Introduction Conclusion (19) Writing/Procedural Texts. Students write expository and procedural​ ​or work­related texts to communicate ideas and information Students are expected to write a “how materials to” composition with correct sequence first, next, then, last CISD 2015, Updated 8/15/16 ­Teacher observation ­Use brainstorming, modeling, and graphic organizers ­Partner revising; use different colored writing utensils ­Introduce students to rubric of choice ahead of time; model; use different colored writing utensils, teacher and peer editing; ­Author’s chair; display writing; classroom books; share with lower grades; read story over intercom during announcements ­Modeling ­Story Maps ­Graphic Organizers ­Brainstorm ­Make a list ­Modeling Activities/Lessons: The Writing Academy, Blocks 4 and 5 Websites: https://www.readinga­z.com/ Istation Brainpop Jr. Various books as mentor texts Journeys Activities/Lessons: The Writing Academy, Blocks 4 and 5 https://www.readinga­z.com/ Istation Brainpop Jr. Various books as mentor texts Journeys Activities/Lessons: to specific audiences for specific purposes. Students are expected to: (A) write brief compositions about topics of interest to the student Readiness steps directions transition words 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: Noun Plural noun Singular noun Common noun Proper noun Adjective Articles Pronouns Transition Students should understand and use the following parts of speech when speaking and writing: ii – Nouns (singular, plural, common, and proper). ­Which word(s) is a noun in the sentence? (A) understand and use the following ­Is ____a proper noun or common noun? parts of speech in the context of ­Is ____a singular or plural noun? reading, writing, and speaking: ­How do you change ____to a plural Supporting noun? (ii) nouns (singular/plural, common/proper); iii – Descriptive Adjectives and Articles Readiness (iii) adjectives (e.g., descriptive: old, (A, an, the) ­What word(s) describe the noun in wonderful; articles: a, an, the); this sentence? Readiness ­What words would you use to (vi) pronouns (e.g., he, him); describe______? (any object or noun) Supporting (vii) time­order transition words; vi – Pronouns Supporting ­To whom is the pronoun ____referring? ­He/she is taking the place of the character named ____? vii – Time­ordered Transition Words (first, before, after, finally) ­What happened first? ­What happened after__________? CISD 2015, Updated 8/15/16 The Writing Academy, Blocks 4 and 5 https://www.readinga­z.com/ Istation Brainpop Jr. ­Color code their Children’s Literature: writings with parts Various books as mentor texts of speech Journeys ­(vii)Write a story using time order Activities/Lessons: words. Put a story in https://www.spellingcity.com/par
order of events ts­of­speech.html using time order words. Websites: https://www.readinga­z.com/ Istation Brainpop Jr. http://www.abcya.com/parts_of_
speech.htm 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: (C) distinguish among declarative and interrogative sentences. Readiness Is your sentence asking a question? Is your sentence telling something? Declarative Interrogative 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: i ­ Proper Nouns ­Which words are proper nouns in this sentence? ­Students will need to be able to identify capitalization errors in context. ii ­ Months and Days of the Week ­The months (days) begin with which kind of letter? ­Students will need to be able to identify capitalization​ ​errors. Proper Noun ­Brainstorm proper Capital letter nouns and their Lowercase letter conventions capitalize (B) use capitalization for: (i) proper nouns; (ii) months and days of the week; and Readiness CISD 2015, Updated 8/15/16 ­Sort the sentences, Peer asking and telling discussion Children’s Literature: Various books as mentor texts Journeys Activities/Lessons: Websites: https://www.readinga­z.com/ Istation Brainpop Jr. http://www.internet4classrooms.
com/grade_level_help/language_
end_punctuation_language_arts_
second_2nd_grade.htm Children’s Literature: Various books as mentor texts Journeys Activities/Lessons: Websites: https://www.readinga­z.com/ Istation Brainpop Jr. https://www.grammarly.com/han
dbook/mechanics/capitalization/8
/capitalization­the­days­of­the­we
ek­the­months­of­/ 2.23 ​ ​Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (C) spell high­frequency words from a commonly used list Readiness (D) spell base words with inflectional endings (e.g., ­ing and ­ed);​) Supporting CISD 2015, Updated 8/15/16 Students should spell high­frequency words correctly in the context of writing assignments. Sight word word ­Model, create a list wall words of words with those endings, create foldable flash cards Children’s Literature: Various books as mentor texts Journeys Activities/Lessons: Fountas and Pinnell: Phonics Lessons­Various lessons ­High Frequency Words starting on pg. 235 ­Word Solving Actions starting on pg. 417 Websites: https://www.readinga­z.com/ Istation Brainpop Jr.