2014-2015 Curriculum Blueprint
Grade:
2
Course: ELA
Unit 6
Flexible Time
10 – 14 days
Lexile Band for Unit 535-593 Lexile Band 420-650 (whole year)
Unit Overview
In this unit students will use text features to locate and understand information. Students will also compare and contrast two texts on
the same topic and understand how authors use reasons to support the points of a text. At the end of the unit, students will write an
explanatory essay using facts and details from the text.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Suggested Essential Questions to Choose From
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What are the text features and how do they help me understand the text?
How can search tools help me locate relevant information?
How does an author support what he says in the text?
Why do authors provide reasons in their text?
How do reasons support specific points?
How can I compare two texts on the same topic?
Why is it important to use more than one text on a topic?
Reading Learning Goals
Students will be able to identify and understand text features
when comparing and contrasting text on the same topic.
RI.2.5 Scale
RI.3.9 Scale
Writing Learning Goals
Students will be able to write an explanatory piece using
facts to support their topic. W.1.2 Scale
Students will be able to describe how the author uses reasons to
support the points made in the text. RI.3.8 Scale
Focus Reading Standard
LAFS.2.RI.2.5 (DOK 2) - 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.
Focus Writing Standard
LAFS.2.W.1.2 (DOK 3) Write informative/explanatory
text in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding
statement or section.
LAFS.2.RI.3.8 (DOK 3) - Describe how an author uses reasons
to support specific points in a text.
LAFS.2.RI.3.9 (DOK 3) - Compare and contrast the most
important points presented by two texts on the same topic.
Draft – revised 1-5-15
Recursive Standards to be Embedded in Instruction
McGraw-Hill Wonders series may be used to teach the following: Foundational Skills, Speaking and Listening, Writing and
Language, Grammar and Spelling
Recursive Standards RF: 3.3, 4.4 R: 1.1, 2.4, 4.10 SL: 1.1, 2.6 WL 2.5, 2.6 L: 1.1, 3.4
*Click the hyperlink for the recursive standard resource where each standard is defined.
RI: 2.5, 3.8, 3.9
Phonics
Teach Spelling in a developmentally appropriate
way based on the needs of your students. Listed
below is a suggested sequence.
 words with a, aw, au, augh, al, ough
 short vowel digraphs: /e/ ea; /u/ ou; /i/ y
 closed syllables and open syllables
Suggested: Wonders Phonics
SL: 1.2, 2.4
W: 1.2
L: 1.1, 1.2, 2.3, 3.5, 3.6
High Frequency/Vocabulary
DOLCH LINK
FRY LINK
Suggested: Wonders Phonics
Unit 5, Week 4 – Unit 6, Week 1
Unit 5, Week 4 – Unit 6, Week 1
Grammar/Language
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Contractions
Pronoun-Verb Agreement
Adjectives
Suggested: Wonders Phonics
Unit 5, Week 4 – Unit 6, Week 1
Deconstructed Reading Standards
LAFS.2.RI.2.5 (DOK 2) 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.
 Determine how readers use different text features.
 Identify various text features.
 Use various text features to locate key facts or information in a text.
1st: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate
key facts or information in a text.
3rd: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given
topic efficiently.
LAFS.2.RI.3.8 (DOK 3) Describe how an author uses reasons to support specific points in a text.
 Identify the key points in a text
 Identify details that support key points.
 Describe how reasons support the author’s specific points.
1st: Identify the reasons an author gives to support points in a text.
3rd: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a sequence).
LAFS.2.RI.3.9 (DOK 3) Compare and contrast the most important points presented by two texts on the same topic.
 Identify the important points presented in two informational texts on the same topic.
 Compare the important points in two informational texts on the same topic.
 Contrast the important points in two informational texts on the same topic.
1st: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions,
or procedures).
3rd: Compare and contrast the most important points and key details presented in two texts on the same topic.
Draft – revised 1-5-15
Deconstructed Writing Standard
LAFS.2.W.1.2 (DOK 3) Write informative/explanatory texts in which they introduce a topic, use facts and definitions to
develop points, and provide a concluding statement or section.
 Recognize an informative text.
 Recognize explanatory text.
 Identify topic sentences.
 Identify facts.
 Identify definitions.
 Identify concluding statements.
 Use facts and definitions to develop points.
 Determine an appropriate concluding statement or section.
 Write informative/explanatory texts that focus on a specific topic.
 Write informative/explanatory texts that use facts and definitions to develop the topic.
 Write informative/explanatory texts that include a concluding statement or section.
Suggested Literary Texts
*Depending on readability of text, Interactive Read-Alouds may be
utilized (refer to Higher Order Questions to ensure deeper
comprehension)
This Unit also ties in nicely with the Money Unit in Math.
Teach and Model
Visiting the Past, Reading/Writing Workshop, pg. 390 Unit 5,
Week 5
Teamwork to the Top, Literature Anthology, pg.554, Unit 6,
Week 3
Dive Teams, Reading/Writing Workshop, pg. 434 Unit 6,
Week 3
The Life of a Dollar Bill, Reading/Writing Workshop, pg. 449,
Unit 6, Week 4
Apply with Close Reading
Setting the Rules, , Literature Anthology, pg. 480 Unit 5,
Week 5
American Symbols, Literature Anthology, pg. 484 Unit 5,
Week 5
Astronaut Handbook, Literature Anthology, pg. 536 Unit 6,
Week 3
Money Madness, Literature Anthology, pg. 557, Unit 6,
Week 4
King Midas and the Golden Touch, Literature Anthology, pg.
576, Unit 6, Week 4
Literary Tasks (Teach and Model)
Choose at least 1 task per standard that will support and scaffold
learning for the published product. Can be used in whole group,
small group, and journal responses.
LAFS.2.RI.2.5 (DOK 2) After reading a text, have a collaborative
discussion about the information that you can gain from the text
features (headings, diagrams, graphs, photographs) that you
would not have known by reading the text alone.
LAFS.2.RI.2.5 (DOK 2) With a partner, discuss how the diagrams,
graphs, or photographs explain the details more clearly.
LAFS.2.RI.2.5 (DOK 2) After reading two different texts, identify
similar text features in the two texts and discuss with a partner
how the text features help you locate facts and information.
LAFS.2.RI.2.5 (DOK 2) After reading a text, use the diagram/graph
on page ___, to write a short response explaining the information
gained.
LAFS.2.RI.3.8 (DOK 2) After reading a text, write 3-4 sentences
using evidence from the text to describe how the author used
reasons to support his/her point.
LAFS.2.RI.3.8 (DOK 2) After reading a text, discuss with a partner
the key points from the text. Use details from the story to
support key points.
LAFS.2.RI.3.8 (DOK 2) After reading a text, use a graphic organizer
to identify facts/reasons that support the author’s point.
LAFS.2.RI.3.9 (DOK 3) After reading two different texts, have a
collaborative discussion to compare and contrast similarities and
differences regarding the same topic.
LAFS.2.RI.3.9 (DOK 3) After reading two different texts on the on
the same topic, write 4-5 sentences to compare key points from
each text. Be sure to include evidence from the text to support
your answer.
Draft – revised 1-5-15
Optional Texts
This unit is following Presidents’ Day. Several
biographies on presidents (lessons/projects) could be
used within this unit. Check books out from your school
library.
“Tour the White House” ReadWorks.org Lexile 640L
“The Honeybee Man” ReadWorks.org Lexile 870L
“Happy Birthday!” ReadWorks.org Lexile 710L
“Money Matters” ReadWorks.org Lexile 660L
“Making Cents” ReadWorks.org Lexile 700L
“Coins!” ReadWorks.org Lexile 750L
LAFS.2.RI.3.9 (DOK 3) After reading two different texts on the
same topic, write a short response contrasting key points from
the texts. Be sure to include evidence from the text to support
your answer.
Use to create your own tasks - LDC K-1 Template Tasks
starting on page 9
*The tasks provided are a sampling therefore additional
tasks would be required to ensure adequate practice and
deepening of knowledge to ensure mastery of the focus
standards.
*Students should interact with the suggested/optional texts
multiple times to master the three focus reading standards
within this unit. PLC’s should collaborate to determine the
order of instruction and strategies that support the learning
goal.
Tools and Resources for Finding Optional Texts
Social Studies Texts
Beginning of the SS Book – pg. FL12
Chapter 4 Lesson 3
Chapter 2 Lesson 1 – 6 – ties in with money both in
Reading and Math
Document-Based Questions (DBQs)
When applicable
ebscohost
Under this link, use “Searchasaurus”
Login/Password is lakecounty
lexile.com
lexile.com serves as a tool to assist teachers with
verifying reading sources for curriculum support.
Tools to measure text complexity (Vetting a text)
Draft – revised 1-5-15
Published Product for Unit 6
*The purpose of the Published Product is to allow for students to go through the writing process with modeling. See
Literary Tasks to scaffold learning and prepare students for the Published Product.
After reading an informational/explanatory text use the text to write an essay that focuses on a specific topic. Use facts
and definitions from the text to develop the topic, be sure to include a concluding statement. Use evidence from the text
to support your essay.
Student Writing Examples by Grade Level starting on page 303
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening,
and writing throughout the unit.
LAFS.2.RI.2.5 (DOK 2)
LAFS.2.RI.3.8 (DOK 2)
LAFS.2.RI.3.9 (DOK 3)
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What text features are included?
What new information did you
learn from __ (text feature)?
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What does the writer think about the
problem?
Explain in your own words the reasons
that support the author’s main purpose.
Why do you think the author wrote __?
What details did the author use to
support his/her main purpose?
Did the author justify his/her ideas?
Why did the author write this piece?
Why does the author use the word __?
What clues/details/examples does the
author provide to help us understand
the term __?
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Read both texts. What is the
difference between them?
(contrast)
How are the two pieces
alike/ different?
Additional Resources & Links
Marzano Proficiency Scales Bank
Link to Webb’s DOK Guide
LDC K-1 Template Tasks
Recursive Standards
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Writing Rubric - Informative
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications
5th Grade ELA Test Item Specifications
4th Grade ELA Test Item Specifications
Draft – revised 1-5-15