2nd Grade Core Standards Guide- Unit 6- Instructional Period 3 and 4
Building Comprehension with More Sophisticated Texts
Narrative: Cause/Effect, Visual, and Auditory Experiences
Rationale: Readers need to understand the reasons why things happen to better comprehend
their text.
Big Idea: Good readers use cause and effect relationships and visualization to better
understand the text.
Unit Outcome: TSW analyze cause and effect relationships of a text.
Learner Evidence:
1. TSW generate causes of an event on a t-chart.
2. TSW generate effects of a cause on a t-chart.
3. TSW distinguish the difference between the cause and effect of events in a given story
by completing a t-chart.
4. TSW utilize visual and auditory experiences of a cause and effect situation by
illustrating a picture of what they read.
Performance Based Assessment: TSW generate cause and effect relationships in a given
story with an illustration and justification.
Approximate Length of Unit: Introduction 20-25 days
Continue to spiral for mastery through-out year.
Year-Long Components:
Sequential Processing: phonograms, handwriting, segmentation, syllabication
Vocabulary: Ayres List and content related words
Unit Specific Components:
Making Predictions: Predict the effect of a cause and the cause of an effect
Monitoring Comprehension
Questioning
Visualization
Lexile Level: 450 – 600
See Appendix B page 37-61 for recommended and exemplar text for level of text complexity
Fluency Rate: 100 words per minute
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2nd Grade Core Standards Guide- Unit 6- Instructional Period 3 and 4
Academic Vocabulary: Cause, effect (signal words for cause and effect), organizational
structure, context clues, compound words, reading comprehension strategies, point of view,
major events, expository, narrative, functional text.
Integrated Text Usage Component:
This unit requires students to toggle between all text types flexibly. Provide students with
narrative, expository, poetry and functional texts. Students should use multiple examples of
cause and effect organizational structures with narrative text and expository text.
Assessment Strategy:
 Read the questions prior to reading the text selection
 Highlight or underline where answers are located in the text
 Use text evidence to justify your answer
 Have students begin by reading the question, develop their own answer to the question
prior to revealing the multiple choice answers. Then have students match their developed
answer with one of the choices.
Common Core Standards:
COMPREHENSION STRATEGIES
2.L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 2 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Use knowledge of the meaning of individual words to predict the meaning of
compound words (e.g., birdhouse, lighthouse, housefly, bookshelf, notebook,
bookmark).
2.L.6. Use words and phrases acquired through conversations, reading and being read to, and
responding to texts, including using adjectives and adverbs to describe (e.g., When other kids
are happy that makes me happy).
demonstrate understanding of key details in a text.
2.W.8. Recall information from experiences or gather information from provided sources to
answer a question.
2.LS.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.
2.RL.7. Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
FUNCTIONAL
2.L.5. Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real-life connections between words and their use (e.g., describe foods that
are spicy or juicy).
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2nd Grade Core Standards Guide- Unit 6- Instructional Period 3 and 4
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl)
and closely related adjectives (e.g., thin, slender, skinny, scrawny).
NARRATIVE
2.RL.6. Acknowledge differences in the points of view of characters, including by speaking in
a different voice for each character when reading dialogue aloud.
2.RL.5. Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.
2.RF.4. Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on
successive reading.
c. Use context to confirm or self-correct word recognition and understanding, rereading
as necessary.
2.RL.3. Describe how characters in a story respond to major events and challenges.
Arizona State Standards:
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