Second Grade ELA Curriculum
Unit 3
Table of Contents
Purpose of the Unit
Essential Questions
Standards
Sample Literacy Block Schedule
Useful Sites/Technology
Assessments
Units of Study Unit 3 Opinion Writing Lesson Overview
Recommended Supplemental Texts
Phonics Instruction/Resources
Literacy Center Examples
Message Time Plus Example
Professional Development Resources/Curriculum
Reflections
Appendix A: Opinion Writing Samples, and Student
Writing Checklist
Appendix B: Comprehension Character Bag
Appendix C: Sample Lesson Plan
Page 3
Page 4
page 5-6
Page 7
Page 8
Page 9
Page 10
Page 11
Page 12-18
Page 19
Page 20
Page 21-22
Page 23-27
Page 28
Page 29
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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.
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Essential Questions
Enduring Understanding
1. How does a writer share an opinion? How does a writer
1. Writers connect reasons and evidence to support
connect their reasons to support their opinion?
opinions in writing that are appropriate to audience and
2. What is the writing process? How do writers move
purpose.
through the process?
2. The writing process is planning, drafting, editing and
3. Why would a writer prefer one digital tool over another?
revising a piece for clarity and cohesiveness.
How does the tool best convey the writer's message?
3. A writer uses digital tools to enhance their work. A writer
4. Why is knowing how to accurately answer who, what,
determines the digital tools according to the task,
where, when, why and how questions important to
audience, or purpose (e.g., slide show, blog, audio track).
readers? Why is it important for readers to also ask these
4. A reader must monitor their understanding of
types of questions while reading an informational text?
informational text by asking questions before, during,
5. How does understanding a character's response to events
and after reading.
in a story help you to better understand the story?
5. Understanding a character's responses and motivations
6. How do illustrations and words work together to develop
helps the reader to make connections to the text, and
a reader's understanding of the story elements?
those connections help aid comprehension.
7. What can a reader do to understand unknown words in a
6. Illustrations work with the text of a story to develop the
text?
characters, setting, and plot.
8. How can comparing and contrasting informational texts
7. A reader can build understanding of unknown words and
on the same topic deepen a reader's understanding? Why
phrases by using context clues, word analysis strategies,
might authors present information on the same topic in
and a glossary to clarify meaning, which strengthens a
different ways?
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.
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Unit 3:
Topic:
Opinions
CCSS:
Goals: The standards that are to be mastered by the end of the unit.
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.
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by
revising and editing.
With guidance and support from adults, use a variety of digital tools to produce and publish writing,
including in collaboration with peers.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding
of key details in a text.
Recount stories, including fables and folktales from diverse cultures, and determine their central
message, lesson, or moral.
Describe how characters in a story respond to major events and challenges.
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.
Describe the structure of a story including a description of the introduction and closing action.
Acknowledge differences in the points of view of characters, including by speaking in a different voice for
each character when reading dialogue aloud
Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different
authors or from different cultures.
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
Know spelling-sound correspondences for additional common vowel teams.
Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words.
a. Read grade-level text with purpose and understanding.
b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
W.2.5
W.2.6
RL.2.1
RL.2.2
RL.2.3
RL.2.4
RL.2.5
RL.2.6
RL.2.7
RL.2.9
RI.2.4
RF 2.3.b
RF.2.3d
RF.2.3.e,f
RF.2.4.a,b
RF.2.4.c
5
L.2.1.b
L.2.1.d
L.2.2.a
L.2.2.c
SL.2.1 a,b,c
SL.2.2
SL.2.3
SL.2.6
Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
Capitalize holidays, product names, and geographic names.
Use an apostrophe to form contractions and common possessives.
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.
Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media.
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.
Produce complete sentences when appropriate to task and situation in order to provide requested detail
or clarification.
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K-2 Grade Literacy Block
Sample Schedule
Independent Reading/Partner Rdg
(arrival & unpacking time)
Message Time Plus
Modeled Writing/Shared Reading






Notes for Sample Schedule
After unpacking, children read from Book Bins (unleveled) or
from Book Bags (leveled for independent. reading.)
20 min
One option for MTP is to teach a writing behavior or
strategy that can lead into the writing workshop.
Concepts about print
Phonics
Vocabulary
High frequency words
Fluency
Comprehension
All Journey’s pacing for phonics, phonemic awareness,
vocabulary, sight words, and concepts about print can be
taught through MTP.
Writer’s Workshop
Mini-lesson
30 min
5 min
Independent Writing
20 min
Share (2 students share)
5 min
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
1st rotation
(15 min)
2nd rotation
(15 min)
Independent writing consists of guided writing groups
and/or one-to-one conferences.
Group A
Group B
Group C
Guided
Reading
Literacy
Center
iRead
Literacy
Center
iRead
Guided
Reading
The Literacy Center component is not limited to the
above format. Teachers may have more than 3 groups.
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Technology Integration:
iRead
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, text
Useful 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 Videos
www.thinkcentral.com Journey’s Resources online
www.starfall.com This site offers free developmental literacy games and books for students to read.
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Formative Assessments:
Anecdotal Notes From:
Guided Reading
One-to-One Conferences
Discussions/Turn and Talks
Writing Samples
Response to Text Entries.
Summative Assessments:
Story Board for Comprehension
Unit 3 Published Piece of Writing for Opinion Writing
Comprehension Assessment
Authentic Assessments:
Additional Published Writing Pieces
Book Reviews
Digital Texts
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Lucy Calkins Units of Study
Unit 3: Opinion: Writing About Reading
Lessons
Lesson 1
Lesson 2
Lesson Title
Writing Letters to Share Ideas About Characters
Getting Energy for Writing by Talking
Lesson 3
Lesson 4
Writer’s Generate More Letters: Developing New Opinions by Looking at Pictures
Writer’s Make Their Letters about Books Even Better By Retelling Important Parts
Lesson 5
Lesson 6
Lesson 7
Keeping Audience in Mind
Letter to Teachers: Using a Checklist to Set Goals for Ourselves as Writers
Writing About More than One Part of a Book
Lesson 8
Reading Closely to Generate More Writing
Lesson 9
Gathering More Evidence to Support Each Other of Our Opinions
Lesson 10
Lesson 11
Lesson 12
Why is the Author Using a Capital Here?
Publishing Our Opinions for All to Read
And the Nominees Are……
Lesson 13
Prove it! Adding Quotes to Support Opinions
Lesson 14
Good. Better. Best.
Lesson 15
Lesson 16
Readers Giving Signposts and Rest Stops
Writing Introductions and Conclusions to Captivate
Lesson 17
Lesson 18
Lesson 19
Using a Checklist to Set Writerly Goals
Letter to Teachers: Keeping the Elaboration Going
Letter to Teachers: Awarding Our Favorites: A Book Fair Celebration
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CCSS Related to Lesson
W2.1,RL.2.1, RL.2.3, L.2.1, L. 2.2b
W2.1, RL.2.1, RL.2.2, RL.2.3,
L.2.1,L.2.2
W2.1, RL.2.1, RL.2.3, L.2.1, L.2.2
W2.1, W2.5, RL2.1, RL2.2, RL2.3,
L2.1, L.2.2
W2.2, RL.2.1, LI.2.1, L.2.2
W2.1, W2.5, L.2.1,L.2.2
W2.1, RL.2.1, RL.2.2, RL.2.3, L.2.1,
L2.2
W2.1, RL2.1, RL.2.2, RL2.4,L.2.1,
L2.2
W2.1, W2.5, RL.2.1, RL.2.3,
L.2.1,L.2.2
W.2.1, W2.5, RL.2.4, L.2.1,L.2.2
W.2.1, W2.5, RL.2.4, L.2.1,L.2.2
W.2.1, RL2.1, RL.2.2, RL.2.3,
RL2.4,L.2.1,L.2.2
W.2.1, W2.5, RL2.1, RL.2.2, RL.2.3,
RL2.4,L.2.1,L.2.2
W.2.1, W2.5, RL2.1, RL.2.2, RL.2.3,
RL2.4,L.2.1,L.2.2
W.2.1, W2.5, RL2.1, L.2.1,L.2.2
W.2.1, W2.5, RL.2.4, RL2.5,
L.2.1,L.2.2
W.2.1, W2.5, L.2.1,L.2.2
W.2.2, W2.6, L.2.1,L.2.2
W.2.1, 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.
Name of the Texts and Picture
Click Clack Moo Cows That Type by Doreen Cronin
Corduroy Writes a Letter by Alison Inches
https://www.youtube.com/watch?v=fqcuYEC5WpY
I Wanna New Room by Karen Kaufman
I Wanna Iguana by Karen Kaufman
https://www.youtube.com/watch?v=vJCxFB9dOdY
https://www.youtube.com/watch?v=_OIKK-F0LaM
Should We Have Pets? By Sylvia Lollis
Check Please! A book from the Frankly Frannie series
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Writing
Lesson
15
Selection
Reference
recommended text for
read alouds on page
11.
Fluency, High Frequency Words
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.
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Writing Mode
Opinion Writing
Lesson
Selection
Text Based Comprehension
Reference suggested texts on page 11
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Phonological Awareness/Phonics
Phonics
Base Words and Endings
-ed, -ing
Foundational Skills
Fluency, High Frequency Words
High-Frequency Words
gone, said, something,
fly, also, saw, look,
horse, river, have
Language and Writing
Spelling
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Language
Spelling Principle
Base Words with Endings -ed, -ing
Grammar
Skill
Pronouns
Spelling Words
Basic: running, clapped, stopped, hopping, batted, selling, pinned, cutting, sitting,
rubbed, missed,
grabbed
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.
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Writing
Writing Mode
Opinion Writing
Lesson
Phonological Awareness/Phonics
Reference suggested texts
on page 11
Phonics
Long i (i, igh, ie, y)
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Foundational Skills
Fluency, High Frequency Words
High-Frequency Words
doing, sure, else, turned,
blue, room, teacher,
any, studied, carry
Speaking and Listening
Lesson Speaking and
Listening
Reference suggested
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texts on page 11
Academic Vocabulary
Spelling Principle
Long i (i, igh, y)
Spelling Words
Basic: night, kind, spy, child, light, find, right, high, wild, July, fry, sigh
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.
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Language and Writing
Spelling
Grammar
Skill
Subject-Verb
Agreement
Writing
Writing Mode
Opinion Writing
Lesson
Selection
Reference suggested
texts on page 11
Text Based Comprehension
Foundational Skills
Phonological Awareness/Phonics
Phonics
Long e Sound for y
Changing y to i
Fluency, High Frequency Words
Fluency
Expression
High-Frequency Words
words, mother, friends,
under, draw, watch,
always, soon, anything, been
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Speaking and Listening
Lesson Speaking and
Listening
Reference suggested texts
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on page 11
Academic Vocabulary
Language and Writing
Spelling
Spelling Principle
Long e Spelled y
Language
Grammar Skill
The Verb be
Spelling Words
Basic: happy, pretty, baby, very, puppy, funny, carry, lucky, only,
sunny, penny, city
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.
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Writing
Writing Mode
Opinion Writing
Lesson
Selection
Reference suggested
texts on page 11
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Text Based Comprehension
Phonological Awareness/Phonics
Foundational Skills
Fluency, High Frequency Words
Phonemic Awareness
Substitute Phonemes
Fluency
Phrasing: Punctuation
Phonics
Words with ar
High-Frequency Words
didn’t, I’ll, please, talk,
good, is, are, baby,
too, sound
Speaking and Listening
Lesson Speaking and
Listening
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Reference suggested texts
on page 11
Academic Vocabulary
Writing
Spelling
Writing
Writing Mode
Opinion Writing
Spelling Principle
Words with ar
Spelling Words
Basic: car, dark, arm, star, park, yard, party, hard, farm, start,
part, spark
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.
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Lesson
Selection
Reference suggested
texts on page 11
20
Lesson
Writing
20
Reference suggested
texts on page 11
Reading Literature and Informational Text
Text Based Comprehension
Phonological Awareness/Phonics
Phonics
Words with r-Controlled
Vowels or, ore
Foundational Skills
Fluency, High Frequency Words
High-Frequency Words
being, ready, I’ve, tall,
stood, very, ground,
laugh, begins, flower
Speaking and Listening
Spelling
Spelling Principle
r-Controlled Vowels or, ore
Spelling Words
Basic: : horn, story, fork, score, store, corn, morning,
shore, short, born, tore, forge
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.
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Language and Writing
Language
Grammar
Skill
Commas in
Series
Writing Mode
Opinion Writing
Lesson
Selection
Reference suggested
texts on page 11
Reading Literature and Informational Text
Text Based Comprehension
Phonological Awareness/Phonics
Phonics
Words with er, ir, ur
High-Frequency Words
Across, behind, house, how, move, nothing,
one, out, took, voice
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Speaking and Listening
Lesson Speaking and
Listening
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Reference suggested
texts on page 11
Foundational Skills
Fluency, High Frequency Words
Academic Vocabulary
Spelling
Spelling Words
Language and Writing
Language
Grammar Skill
What is an adjective
Father, over, under, herd, water, verb, paper, cracker, offer,
cover, germ, master
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.
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Writing
Writing Mode
Opinion Writing
Literacy Centers to Support Guided Reading:
Writing Center:
Computer Center:
Students can write an opinion piece
Students can write a book review
Writing in Response to Text
(Mandatory) iRead
Spellingcity.com
Library Center:
Word Work Center:
Sight Word Bingo
Sight Word Memory Match Game
Buddy Reading
Student’s selected text on level or not
Reading Response
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 Resources
www.corestandards.org
www.achievethecore.org
www.cliontheweb.org
www.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
Guided Reading
Message Time Plus
Writer’s Workshop
http://www.orange.k12.nj.us/Page/7045
http://www.orange.k12.nj.us/Page/7045
http://www.orange.k12.nj.us/Page/7045
http://www.orange.k12.nj.us/Page/7045
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click on the Classroom Library link
click on the Guided Reading link
click on the Message Time Plus link
click on the Writer’s Workshop link
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 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 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
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.
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