ELD Unit 2 Grade: 2
Learning Targets:
 Ask and answer 5 W’s & H questions to determine key details of informational text orally and in writing with sentence frames and question stems when necessary
 Identify the main topic of a two paragraph informational text by first identifying main
 idea of each paragraph
Describe the connection between a series of
 historical events (e.g. ancestors) orally and in writing.
Actively participate in whole group discussions about text features and the information each provides; -actively participate in whole group charting of various text features and listing the information each provides to the reader and where you find


 each feature
Use sentence frames to orally and in writing tell the main purpose of a text
Actively participate in whole class discussions and charting of how specific images contribute to and clarify a text
Write a narrative to recount an event or sequence of events, introduce the event or sequence of events, provide elaboration sentences that describe actions, thoughts, and feelings, use temporal words, write a conclusion
Weeks 1 and 2
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
Contribute to conversations and express ideas by asking and answering yes ‐ no and wh ‐ questions and responding using gestures, words, and learned phrases.
3. Offering opinions
Offer opinions and negotiate with others in conversations using learned phrases, as well as open responses, in order to gain and/or hold the floor.
6. Reading/viewing closely
Describe ideas, phenomena, and text elements in greater detail based on understanding of a variety of grade ‐ level texts and viewing of multimedia with moderate support.
10. Writing
Write very short literary texts and informational texts using familiar vocabulary collaboratively with an adult, with peers, and sometimes independently.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant background knowledge.
Part II: Learning About How English Works
3. Using verbs and verb phrases a) Use a growing number of verb types with increasing independence. b) Use a growing number of verb tenses appropriate for the text type and discipline to convey time with increasing independence.
4. Using nouns and noun phrases
Expand noun phrases in a growing number of ways (e.g., adding a newly learned adjective to a noun) in order to enrich the meaning of sentences and to add details about ideas, people, things, etc., with increasing independence.
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ELD Unit 2 Grade: 2
Tasks
Quick Write (Week 1):

Where is your favorite place to visit? Why is it your favorite?

Where would you like to visit? Why?

Would you rather travel in an airplane or a train? Why?

Would you rather visit the mountains or the ocean? Why?

Name three items you would pack to visit the Rocky Mountains. Why did you choose those items?
Quick Write (Week 2):

Name three items you would pack to visit the Pacific Ocean. Why did you choose those items?
 Where is the worst place you visited? Why didn’t you like it?

Imagine you were visiting the Great Lakes. Would you rather go fishing or waterskiing? Why?

Would you rather go scuba diving in the Pacific Ocean or snowboarding on the Rocky Mountains? Why?

Draw a map that has a lake, mountain range, river, map key, and compass rose.
Discussion: Use the partner discussion routine, as outlined in the first quarter unit, for discussions about the Quick Write. *Discussions are wonderful opportunities to further build academic vocabulary.
Partner discussion routine:
A part of ELD needs to be improving oral language. Spending time to develop oral language through partner sharing can be beneficial. In order to maximize your time, it is key to teach the children how you’d like them to communicate with each other. Practicing discussion routines may take the entire
ELD time for one week. If not, the tasks following the discussion routines can be taught.
Label desks with an A and a B, so students can quickly know when it will be their time to talk. Explain to the students that no matter where they are sitting they will know if they are partner A or partner B.
Create a classroom chart, as a class, about what good listening looks like and/or rules for having a successful discussion.
Example:
Good listeners:
 look at who is speaking.
 listen without interrupting or moving around.
 nod their head when they agree.
 ask a question to find out more; when appropriate.
Successful discussions:
 have one person speaking at a time.
 have good listeners.
Practice having a partner discussion. Tell the students…

You will give them a topic to discuss with their partner.

Only one partner will be speaking at a time.

They will have a set amount of time to share. (The time will be based on the subject you give).

You will decide who goes first.

When time is up, they must stop talking and look at you.
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ELD Unit 2 Grade: 2
Vocabulary:

Lead the class in a directed draw of the classroom. Add a compass rose, map key, title, and date. Discuss the features of the map, as you draw it. Students can present their map to a partner, or small group.
Comprehension:

Choose a nonfiction book from your classroom or school library to read to the students. (One book for week one and another book for week two)

Discuss the text features in the book and how they help the reader understand the text.

Choose a paragraph that has a clear main idea and discuss what the main idea is.
Grammar / Writing:

Review nouns, adjectives, verbs, adverbs

Build-A-Sentence Activity:

Write a (simple) sentence. For example, The dog ran.

Label the verb and discuss what the subject and predicate are.

Discuss how the sentence does not give a lot of information and that it can be made better. Ask what adjectives could be added. You can list the adjectives or just keep it as a discussion.

Choose one of the adjectives and write the new sentence under the first one. For example, The black dog ran.

Discuss how the new sentence is better because it adds more details. Talk about how you can now add an adverb to make the sentence even better.

Brainstorm adverbs (like you did with adjectives) and then write the newest sentence under the second one. For example, The black dog ran quickly. (It is best to keep adverbs to words that end in –ly).

Discuss how the third sentence is better than the first because of the details. Ask the students where the dog ran. You can list their ideas or keep it as a discussion.

Choose one idea and rewrite the sentence. For example, The black dog ran quickly in the backyard.

Optional: Label the words in each sentence: Adjective (adj), Noun (n), Verb (v), Adverb (adv). Divide the subject and predicate with a long vertical line. Circle the subject. Underline the predicate. o An adverb is one word that answers where, when, or how.

The first few times Build-A-Sentence is done, it should be done whole class. After demonstrating how to complete the activity, you can have the students copy the sentences on a paper. Once the students have a better understanding of the activity, partners can work together. Eventually, they can do it on their own. Depending on your class, it may take several weeks of practice for the students to do the activity on their own.
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ELD Unit 2 Grade: 2
Week 3
Learning Targets:
 Ask and answer 5 W’s & H questions to determine key details of folktales and fables from diverse cultures orally and in writing
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
Contribute to conversations and express ideas by asking and answering yes ‐ no and wh ‐ questions and responding using gestures, words, and learned phrases.

 with sentence frames and question stems when necessary.
Describe the folktale and fable genres.
Actively participate in whole class discussions and read alouds to chart characters, setting, challenges, lesson/moral, problem and solution of folktales and fables from diverse
3. Offering opinions
Offer opinions and negotiate with others in conversations using learned phrases, as well as open responses, in order to gain and/or hold the floor.
6. Reading/viewing closely
Describe ideas, phenomena, and text elements in greater detail based on understanding of a variety of grade ‐ level texts and viewing of multimedia with moderate support.
10. Writing
Write very short literary texts and informational texts using familiar vocabulary collaboratively with an adult, 
 cultures.
Orally and in writing, retell folktales and fables from diverse cultures using temporal words and key details in sequence.
Explain that a challenge is something that with peers, and sometimes independently.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant background knowledge.
 requires special effort.
Identify that the sequence of events are important to the understanding of a character’s actions by orally participating in whole class
Part II: Learning About How English Works
3. Using verbs and verb phrases a) Use a growing number of verb types with increasing independence. b) Use a growing number of verb tenses appropriate for the text type and discipline to convey time with
 discussions.
Identify major events in folktales and fables from diverse cultures by completing a graphic organizer with sentence frames.
increasing independence.
4. Using nouns and noun phrases
Expand noun phrases in a growing number of ways (e.g., adding a newly learned adjective to a noun) in order to enrich the meaning of sentences and to add details about ideas, people, things, etc., with increasing independence.
Quick Write: (Display a picture that has at least two people, or animals, in a recognizable setting. Two possible pictures are at the end of this unit).

Choose one character to write about. Name the character and describe his/her/its character traits.
(A graphic organizer similar to what you used during Charlotte’s Web can be used).

Describe the setting. Include the time of year and time of day.
(Students can list details or a graphic organizer can be used).

Choose a different character to describe.

What would be a problem these characters might be having? Describe it.

How did the characters solve the problem you described yesterday?
Discussion: Use the partner discussion routine, as outlined in week one, for discussions about the Quick Write. *Discussions are wonderful opportunities to further build academic vocabulary.
Vocabulary:

Review key terms to folktales: characters, setting, challenge, moral, problem, solution
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ELD Unit 2
Comprehension:

Read folktales that were not read during language arts.

Discussion questions (same as in the language arts unit):
Who are the characters?
What is the setting?
Describe the challenge or major event the character faces in the story.
How did the character respond to the major event or challenge in the story?
What is the lesson we learned?

Provide major events from a folktale out of order for the students to sequence.
Grammar / Writing:

Build-A-Sentence activity is good activity to do once a week. It will allow for a spiral review of many important concepts.

Review irregular plural nouns. (child

children, woman

women, man

men)

Review irregular verbs in the past. (teach

taught, run

ran, drive

drove)

Students can use their quick writes to write a narrative. Guide them through the process.

Display different quick writes and/or narratives written by students to improve. Focus on sentence structure and correct verb tenses.
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Grade: 2
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ELD Unit 2 Grade: 2
Week 4
Learning Targets:
 Ask and answer 5 W’s & H questions to determine key details in fairy tales from diverse

 cultures orally and in writing with sentence frames and question stems when necessary.
Describe a fairy tale.
Actively participate in whole class discussions and read alouds to chart characters, setting,

 challenges, lesson/moral, problem and solution of fairy tales from diverse cultures.
Identify that the sequence of events are important to the understanding of a character’s actions by orally participating in whole class discussions.
Identify major events in fairy tales from diverse cultures by completing a graphic organizer with sentence frames.
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
Contribute to conversations and express ideas by asking and answering yes ‐ no and wh ‐ questions and responding using gestures, words, and learned phrases.
3. Offering opinions
Offer opinions and negotiate with others in conversations using learned phrases, as well as open responses, in order to gain and/or hold the floor.
6. Reading/viewing closely
Describe ideas, phenomena, and text elements in greater detail based on understanding of a variety of grade ‐ level texts and viewing of multimedia with moderate support.
10. Writing
Write very short literary texts and informational texts using familiar vocabulary collaboratively with an adult, with peers, and sometimes independently.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant background knowledge.
Part II: Learning About How English Works
3. Using verbs and verb phrases a) Use a growing number of verb types with increasing independence. b) Use a growing number of verb tenses appropriate for the text type and discipline to convey time with increasing independence.
4. Using nouns and noun phrases
Expand noun phrases in a growing number of ways (e.g., adding a newly learned adjective to a noun) in order to enrich the meaning of sentences and to add details about ideas, people, things, etc., with increasing independence.
Quick Write:

What was your favorite folktale? Use OREO.

Write three questions you would ask Cinderella. (Or another character from one of the stories read during language arts).
(Display a picture that has at least two people, or animals, in a recognizable setting).

Choose one character to write about. Name the character and describe his/her/its character traits.

Choose a different character to describe.

Write three questions you would ask one of the characters.
Discussion: Use the partner discussion routine, as outlined in week one, for discussions about the Quick Write. *Discussions are wonderful opportunities to further build academic vocabulary.
Vocabulary:

Review fairy tale characteristics.
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ELD Unit 2
Comprehension:
 Read a version of “Cinderella” that is not being read in language arts.

Discussion questions (same as in the language arts unit):
Who are the characters?
What is the setting?
Describe the challenge or major event the character faces in the story.
How did the character respond to the major event or challenge in the story?

Provide major events from a folktale out of order for the students to sequence.

Read other fairy tales.

Discuss the above questions.

Discuss what fairy tale characteristics it has.
Grammar / Writing:

Build-A-Sentence

Continue working with the class on creating narratives from their quick writes.

Create a lesson based on what your class needs to improve their writing.
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Grade: 2
Revised 10/8/14

ELD Unit 2 Grade: 2
Learning Targets:
 Describe a fairy tale.
 Actively participate in whole class
 discussions and read alouds to chart characters, setting, challenges, lesson/moral, problem and solution of fairy tales from diverse cultures.
Write a narrative to recount an event or sequence of events, introduce the event or sequence of events, provide elaboration sentences that describe actions, thoughts, and feelings, use temporal words, write a conclusion.
Week 5
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
Contribute to conversations and express ideas by asking and answering yes ‐ no and wh ‐ questions and responding using gestures, words, and learned phrases.
3. Offering opinions
Offer opinions and negotiate with others in conversations using learned phrases, as well as open responses, in order to gain and/or hold the floor.
6. Reading/viewing closely
Describe ideas, phenomena, and text elements in greater detail based on understanding of a variety of grade ‐ level texts and viewing of multimedia with moderate support.
10. Writing
Write very short literary texts and informational texts using familiar vocabulary collaboratively with an adult, with peers, and sometimes independently.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant background knowledge.
Quick Write:
 In your opinion, which is the best version of “Cinderella”? Use OREO.

What are three things you would like a fairy godmother to bring you? Why did you choose those items?

Write three questions you would like to ask Cinderella’s fairy godmother.

Would you rather meet a magical elephant or a magical frog? Why?
Discussion: Use the partner discussion routine, as outlined in week one, for discussions about the Quick Write. *Discussions are wonderful opportunities to further build academic vocabulary.
Vocabulary:

Review the writing process. (prewrite, draft, revise, proofread, edit, publish)

Review story elements. (characters, setting, beginning, middle, end, problem, solution)
Comprehension:

Read fairy tales that are not being read during language arts.

Discuss using the discussion questions from the language arts unit.

Discuss what fairy tale characteristics the story has.
Grammar / Writing:

Build-A-Sentence

Continue working on writing narratives.

Create a lesson based on what your class needs to improve their writing.
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ELD Unit 2 Grade: 2
Learning Targets:
 Ask and answer 5 W’s & H questions to determine key details fairy tales from diverse cultures orally and in writing with sentence frames and question stems when necessary.


Describe a fairy tale.
Actively participate in whole class discussions and read alouds
 to chart characters, setting, challenges, lesson/moral, problem and solution of fairy tales from diverse cultures.
Orally and in writing, retell fairy tales from diverse cultures using temporal words and key details in sequence.



Explain that a challenge is something that requires special effort.
Identify that the sequence of events are important to the understanding of a character’s actions by orally participating in whole class discussions.
Identify major events in fairy tales from diverse cultures by completing a graphic organizer with sentence frames.
Week 6
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
Contribute to conversations and express ideas by asking and answering yes ‐ no and wh ‐ questions and responding using gestures, words, and learned phrases.
6. Reading/viewing closely
Describe ideas, phenomena, and text elements in greater detail based on understanding of a variety of grade ‐ level texts and viewing of multimedia with moderate support.
10. Writing
Write very short literary texts and informational texts using familiar vocabulary collaboratively with an adult, with peers, and sometimes independently.
Part II: Learning About How English Works
3. Using verbs and verb phrases a) Use a growing number of verb types with increasing independence. b) Use a growing number of verb tenses appropriate for the text type and discipline to convey time with increasing independence.
Quick Write:

Imagine you went to the same ball as Cinderella. Write about your experience.

Write about your favorite character from any book you have read.

If you were a character in “The Three Little Pigs”, what material would you build a house out of why? Why?

Write about the most interesting person you have met.

What is something you are thankful for?
Discussion: Use the partner discussion routine, as outlined in week one, for discussions about the Quick Write. *Discussions are wonderful opportunities to further build academic vocabulary.
Vocabulary:

Review irregular verbs in the past. (run/ran, sleep/slept, eat/ate)

A possible activity is to write a sentence using the present tense of the verb and then rewrite the sentence in the past.
For example, We run quickly to the goal. Yesterday, we ran quickly to the goal.
Comprehension:
 Read a version of “Cinderella” that is not being read in language arts.

Discussion questions (same as in the language arts unit):
Who are the characters?
What is the setting?
Describe the challenge or major event the character faces in the story.
How did the character respond to the major event or challenge in the story?
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ELD Unit 2

Read other fairy tales.

Discuss the above questions.

Discuss what fairy tale characteristics it has.
Grammar / Writing:

Build-A-Sentence

Continue working on writing narratives.

Create lesson based on what your class needs to improve their writing.
11
Grade: 2
Revised 10/8/14

ELD Unit 2 Grade: 2
Learning Targets:
 Ask and answer 5 W’s & H questions to determine key details of fables from diverse cultures orally and in writing with sentence

 frames and question stems when necessary.
Describe the fable genre.

Actively participate in whole class discussions and read alouds of fables to chart characters, settings, challenges or problems, and morals.
Orally and in writing, retell fables from


 diverse cultures using temporal words and key details in sequence.
Explain that a challenge is something that requires special effort.
Identify that the sequence of events are important to the understanding of a character’s actions by orally participating in whole class discussions.
Identify major events in fables from diverse cultures by completing one or more graphic organizers with sentence frames.
Weeks 7 and 8
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
Contribute to conversations and express ideas by asking and answering yes ‐ no and wh ‐ questions and responding using gestures, words, and learned phrases.
3. Offering opinions
Offer opinions and negotiate with others in conversations using learned phrases, as well as open responses, in order to gain and/or hold the floor.
6. Reading/viewing closely
Describe ideas, phenomena, and text elements in greater detail based on understanding of a variety of grade ‐ level texts and viewing of multimedia with moderate support.
10. Writing
Write very short literary texts and informational texts using familiar vocabulary collaboratively with an adult, with peers, and sometimes independently.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant background knowledge.
Part II: Learning About How English Works
3. Using verbs and verb phrases a) Use a growing number of verb types with increasing independence. b) Use a growing number of verb tenses appropriate for the text type and discipline to convey time with increasing independence.
4. Using nouns and noun phrases
Expand noun phrases in a growing number of ways (e.g., adding a newly learned adjective to a noun) in order to enrich the meaning of sentences and to add details about ideas, people, things, etc., with increasing independence.
Quick Write (Week 7):

What is your favorite fairy tale? Use OREO.

The Golden Rule is treat others the way you want to be treated. Would that be a good moral for a fable? Why or why not?

Would you rather read a fairy tale or a fable? Give two reasons why.

Imagine you met a talking animal. What animal would you want it to be? Why?

Build-A-Sentence (The students should be able to do all the steps independently now).
Quick Write (Week 8):

Write a summary of one of the fables you have heard.

What moral do you think should be in a fable? Why?

Imagine you were in a fable we have read. Which one would you want to be in? Why?

Write a sentence for each of the following words: went, children, taught

Build-A-Sentence (Label each word in the last sentence- N: noun, V: verb, ADJ: adjective, ADV: adverb) *Only label adverb if you feel the students are ready.
Discussion: Use the partner discussion routine, as outlined in week one, for discussions about the Quick Write. *Discussions are wonderful opportunities to further build academic vocabulary.
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ELD Unit 2 Grade: 2
Vocabulary:

Review irregular plural nouns.

A possible activity is to create a sentence using a singular noun and then to change the sentence to using the plural noun. Point out the word that helps the students realize the noun needs to be plural.
For example, The tooth fairy came last night because I lost a tooth. (Point out the word “a”). The tooth fairy came last night because I lost two teeth. (Point out the word “two”).

Review key vocabulary for fables. characters, setting, problem, challenge, solution, moral
Comprehension:

Read fables that are not being read in language arts. (You can use Aesop’s Fables and the language arts anthology “Focus on Fables” section)

Discuss using the discussion questions from the language arts unit.

Story maps can be created to summarize the fables.

A graphic organizer can be used to write the major events from the story.
Grammar / Writing:

Build-A-Sentence

Continue working on narratives.

Give the students three minutes to start a narrative. They pass the narrative to their right and read it. Then, they have three minutes to write what happens next. Continue until five students have written on the narrative. Then, students can read the story to their small group.
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ELD Unit 2 Grade: 2
Learning Targets:
Wrap up week – review and assess
Week 9
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
Contribute to conversations and express ideas by asking and answering yes ‐ no and wh ‐ questions and responding using gestures, words, and learned phrases.
10. Writing
Write very short literary texts and informational texts using familiar vocabulary collaboratively with an adult, with peers, and sometimes independently.
Quick Write:

Once upon a time, a prince lost his memory. What happened next?

Once upon a time, a tiger learned how to swim under water. What happened next?

Think of everything we have read in second grade. What did you enjoy the most? Why?

Write a sentence for each of the following words: came, teeth, mice

Build-A-Sentence (Label each word in the last sentence- N: noun, V: verb, ADJ: adjective, ADV: adverb) *Only label adverb if you feel the students are ready.
Discussion: Use the partner discussion routine, as outlined in week one, for discussions about the Quick Write. *Discussions are wonderful opportunities to further build academic vocabulary.
Comprehension:
 www.thebestclass.org
has Readers’ Theatres for many fairy tales. Choose appropriate ones for your class to read in small groups. Once they have practiced in their groups, the group can read it in front of the class.
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ELD Unit 2
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Grade: 2
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ELD Unit 2 Grade: 2
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ELD Unit 2 Grade: 2
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ELD Unit 2 Grade: 2
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