2nd Grade Unit 1
Stage 1- Desired Outcome
Established Goals: (Standards)
Students will identify how a story’s structure (including words and phrases) helps a reader
describe main topic and supporting details in order to provide meaning.
Standards:
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RI.2.2 Identify the main focus of a multi-paragraph text as well as the focus of specific
paragraphs within the text.
RL.2.5 Describe the overall structure of a story, including describing how the
beginning introduces the story and the ending concludes the action.
SL.2.1 Participate in collaborative conversations with diverse partners about Grade
Two topics and texts with peers and adults in small and larger groups.
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, [and]
repeated lines) supply rhythm and meaning in a story, poem, or song.
W.2.7 Participate in shared research and writing projects.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
Understandings: (Anchors)
Students will understand that…
Essential Questions: (Overall theme that
relates to the Understandings and goals)
Students will know how text is organized
in order to make meaning.
How do the choices the author makes
 Authors use specific words and phrases
enhance meaning?
enhance meaning.
 Structure of a text gives meaning.
 When we read we discover what an
author is trying to tell us about (topic).
Students will know…
 What descriptive language looks like within the text.
Students will be able to… (Skills)
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Provide support from text to explain thinking.
Comprehend and analyze a variety of genres on a deeper level – Infer, connect,
visualize, synthesize.
Identify how descriptive language provides meaning and enriches the text.
Stage 2- Assessment Evidence
Performance Tasks:
Other Evidence:
See Attached Performance Task Unit 1
Stage 3 – Learning Plan
Learning Activities:
ASSESSMENT TASK Grade 2 Unit 1 Task 1
What understandings or goals will be assessed through this task?
Understandings:




Students will know how text is organized in order to make meaning
Authors use specific words and phrases to enhance meaning
Structure of a text gives it meaning
When we read we discover what an author is trying to tell us
Goals: Students will identify how a story’s structure helps a reader describe main topic and supporting details in
order to provide meaning.
What criteria are implied in the standards and understandings regardless of the
task specifics? What qualities must student work demonstrate to signify that
standards were met?
Students can identify story structure and understand how to communicate through writing.
Students identify the structures correctly.
Through what authentic performance task will students demonstrate
understanding?
Task Overview:
Students describe the overall story structure of “Alex’s Lemonade Sale.”
Introduce the beginning of the story and how the plot develops by writing an
informational paragraph.
What student products and performances will provide evidence of desired
understandings?
Informational paragraph
By what criteria will student products and performances be evaluated?
Either by the provided rubric or a class/student generated rubric.
0
Introduce the
beginning of the
story
Demonstrate
understanding of plot
development.
Response is
organized to make
meaning
1
2
ASSESSMENT TASK Grade 2 Unit 1 Task 2
What understandings or goals will be assessed through this task?
Understandings:




Students will know how text is organized in order to make meaning
Authors use specific words and phrases to enhance meaning
Structure of a text gives it meaning
When we read we discover what an author is trying to tell us
Goals: Students will identify how a story’s structure helps a reader describe main topic and
supporting details in order to provide meaning.
What criteria are implied in the standards and understandings regardless of the
task specifics? What qualities must student work demonstrate to signify that
standards were met?
Students can identify story structure and understand how to communicate through writing.
Students identify the structures correctly.
Through what authentic performance task will students demonstrate
understanding?
Task Overview:
Students describe the overall story structure of “Barn Sour.” Introduce the beginning of
the story and describe how the ending concludes the action. Describe the plot
develops by writing and informational paragraph.
What student products and performances will provide evidence of desired
understandings?
Informational paragraph
By what criteria will student products and performances be evaluated?
Either by the provided rubric or a class/student generated rubric.
0
1
Introduce the
beginning of the
story
Describe how the
ending concludes the
action
Demonstrate
understanding of plot
development.
Response is
organized to make
meaning
2
ASSESSMENT TASK Grade 2 Unit 1 Task 3
What understandings or goals will be assessed through this task?
Understandings:




Students will know how text is organized in order to make meaning
Authors use specific words and phrases to enhance meaning
Structure of a text gives it meaning
When we read we discover what an author is trying to tell us
Goals:Students will identify how a story’s structure helps a reader describe main topic and
supporting details in order to provide meaning.
What criteria are implied in the standards and understandings regardless of the
task specifics? What qualities must student work demonstrate to signify that
standards were met?
Students can identify story structure and understand how to communicate through writing.
Students identify the structures correctly.
Through what authentic performance task will students demonstrate
understanding?
Task Overview:
Students describe the overall story structure of “Too Much Chocolate” by introducing the overall
story structure including the description and relationships of the beginning, middle, and end.
What student products and performances will provide evidence of desired
understandings?
Informational paragraph
By what criteria will student products and performances be evaluated?
Either by the provided rubric or a class/student generated rubric.
0
Describes the overall
story structure
including beginning,
middle, and end
Demonstrate
understanding of plot
development.
Response is
organized to make
meaning
1
2
2nd Grade Unit 2
Stage 1- Desired Outcome
Established Goals: (Standards)
Recount texts from various genres and diverse cultures to determine central message or main
purpose.
Standards:
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RL.2.9: Compare and contrast two or more versions of the same story by different
authors or from different cultures.
RL.2.2: Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.
RI.2.6: Identify the main purpose of a text, including what the author wants to
answer, explain, or describe.
RI 2.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts
and definitions to develop points, and provide a concluding statement or section.
Understandings: (Anchors)
Students will understand that…
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

Essential Questions: (Overall theme that
relates to the Understandings and goals)
Central message develops throughout a
story
Texts can have the same topic/theme, but
the author’s approach can be different
Authors write texts for different purposes
How does an author’s purpose affect the
meaning of a text?
How does purpose influence how an author
writes?
Students will know…
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

What is setting
Elements of a folktale and fable
Author’s Purpose
What is a central message, moral, or lesson
Informational writing must be clearly organized


Students will be able to… (Skills)
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
Recount stories
Compare/contrast versions of the same story
Identify main purpose
Determine Central Message, lesson or moral
Introduce a topic, use facts, definitions, develop points, provide a concluding statement
Stage 2- Assessment Evidence
Performance Tasks:
See Attached Performance Task Unit 2
Other Evidence:
Stage 3 – Learning Plan
Learning Activities:
UNIT 2 ASSESSMENT TASK BLUEPRINT
What understandings or goals will be assessed through this task?
Understandings:



Central message develops throughout a story
Texts can have the same topic/theme, but the author’s approach can be different
Authors write texts for different purposes
Goals: Recount texts from various genres and diverse cultures to determine central message or main purpose
What criteria are implied in the standards and understandings regardless of the
task specifics? What qualities must student work demonstrate to signify that
standards were met?




Recount stories
Compare/contrast
Identify main purpose
Determine central message, lesson, or moral
Through what authentic performance task will students demonstrate
understanding?
Task Overview:
TASK 1Students read two _____________ (fables, folktales, and fairytales) texts from diverse cultures and
_________________ (paraphrase –OR- compare/contrast) the__________________ (central
message/lesson of the story –OR- story elements).
(RL 2.2, RL 2.9, W 2.2)
TASK 2 –
Students read a variety of texts and identify what the author wants to answer, as well as explain the
main purpose of the text.
(RI 2.6)
What student products and performances will provide evidence of desired
understandings?
TASK 1
In a small group students will read texts and
have discussions on central message.
Students will then use a graphic organizer to
compare and contrast the story elements. As
an extension students will take information
from graphic organizer and write a
paragraph that includes an introduction,
explanation, and a conclusion.
TASK 2
Students will read an informational text and
answer who, what, where, why and how
questions independently. Students will construct
a paragraph stating the author’s purpose using
supporting details from the text.
By what criteria will student products and performances be evaluated? Rubric
2nd Grade Unit 3
Stage 1- Desired Outcome
Established Goals: (Standards)
Demonstrate understanding of story elements from illustrations and words to identify what the
author wants to describe.
Describe how characters respond to major events and challenges.
Standards:

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RL.2.7: Use information gained from the illustrations and words in a print or digital
text to demonstrate understanding of its characters, setting, or plot.
RL.2.3: Describe how characters in a story respond to major events and challenges.
RI.2.6: Identify the main purpose of a text, including what the author wants to
answer, explain, or describe.
RI.2.3: Describe the connection between a series of historical events, scientific ideas
or concepts, or steps in technical procedures in a text.
RI.2.7: Explain how specific images (e.g., a diagram showing how a machine works)
contribute to and clarify a text
W.2.2: Write explanatory texts in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or section
Understandings: (Anchors)
Essential Questions: (Overall theme that
Students will understand that…
relates to the Understandings and goals)
 Characters in a story change based on
their major events or challenges.
How can the challenges of characters help
 Authors use various mediums and
us with the challenges of real life?
purposes in texts to show how characters
change.
 Authors use figurative and literal
language.
Students will know…
 Use conventions of grammar when reading and writing.
 Empathize with the challenges of characters
Students will be able to… (Skills)
 Write an explanatory text with beginning, middle and end.
 Discern authors techniques for describing characters
 Discern the difference between literal and figurative language.
Stage 2- Assessment Evidence
Performance Tasks:
See Attached Performance Task Unit 3
Other Evidence:
Stage 3 – Learning Plan
Learning Activities:
ASSESSMENT TASK Grade 2 Unit 3 Task 1
Understandings:


Characters in a story change based on their major events or challenges
Authors use various mediums and purposes in texts to show how characters change
Goals:
Demonstrate understanding of story elements from illustrations and words to identify what the
author wants to describe. Describe how characters respond to major events and challenges.
What criteria are implied in the standards and understandings regardless of the
task specifics? What qualities must student work demonstrate to signify that
standards were met?
Students can identify the conflict.
Students can evaluate how characters interact with the conflict.
Students can choose key details to support.
Through what authentic performance task will students demonstrate
understanding?
Task Overview:
Students describe how the character of Maria, Olivia, or Anna in “Sister
Problems” responds to a conflict in their life by writing an
informational/explanatory paragraph using at least two facts from the story.
What student products and performances will provide evidence of desired
understandings?
Informational paragraph
By what criteria will student products and performances be evaluated?
Either by the provided rubric or a class/student generated rubric.
0
Identify the conflict
Describe how
characters respond to
conflict
Use supporting details
that are relevant
Response is organized
to make meaning
1
2
ASSESSMENT TASK Grade 2 Unit 3 Task 2
What understandings or goals will be assessed through this task?
Understandings:


Characters in a story change based on their major events or challenges
Authors use various mediums and purposes in texts to show how characters change
Goals: Demonstrate understanding of story elements from illustrations and words to identify
what the author wants to describe. Describe how characters respond to major events and
challenges.
What criteria are implied in the standards and understandings regardless of the
task specifics? What qualities must student work demonstrate to signify that
standards were met?
Students can identify the conflict.
Students can evaluate how characters interact with the conflict.
Students can choose key details to support.
Students can identify and describe the changes characters go through in stories.
Through what authentic performance task will students demonstrate
understanding?
Task Overview:
Students describe why the character of Alyssa in “Alyssa Wears a Bow Tie” changed throughout
the story by writing an informational/explanatory paragraph using at least two facts from the story.
What student products and performances will provide evidence of desired
understandings?
Informational paragraph
By what criteria will student products and performances be evaluated?
Either by the provided rubric or a class/student generated rubric.
0
1
Identify the challenge
Describe how
characters respond to
challenge
Describes the two
changes Alyssa
experiences
Use supporting details
that are relevant
Response is organized
to make meaning
2
2nd Grade Unit 4
Stage 1- Desired Outcome
Established Goals: (Standards)
Acknowledge differences in point of view, describe the connections between a series of
events, ideas, concepts, or procedures, compare and contrast important points in 2 or more
texts on the same topic using digital tools to publish opinion and narrative pieces.
Standards:

RL.2.6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character
when reading dialogue aloud.

RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text.

RI.2.9: Compare and contrast the most important points presented by two texts on the same topic.

W.2.1: Write opinion pieces in which they introduce the topic of 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.2.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe
action, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

W.2.6: With guidance from adults, use a variety of digital tools to produce and publish writing, including in collaboration with
peers.
Understandings: (Anchors)
Students will understand that…
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

How point of view shapes the content and style of
a text.
Analyze how and why individual’s events, or ideas
develop and interact over the course of the text.
Analyze how 2 texts address similar topics to
compare the authors take.
Write arguments to support claims.
Write narratives to develop real or imagined
experiences or events.
Use technology to produce and publish writing.
Essential Questions: (Overall theme that
relates to the Understandings and goals)
How does point of view shape content?
How do individuals interact over the course of a text?
How do authors depict people’s lives in different
ways?

Students will know…
 What is point of view
 Read dialogue aloud
 Introduce the topic of a book, state an opinion, Use linking words to connect opinion &
reasons and provide a concluding statement.
 Recount well elaborated event or short sequence of events, include details to
describe action, thoughts and feelings, use temporal words to signal event order and
provide a sense of structure.
Students will be able to… (Skills)
 Acknowledge differences in the points of view
 Describe the connections within a text
 Compare and contrast
 Write opinion pieces
 Write narrative pieces
 Use digital tools to publish writing
Stage 2- Assessment Evidence
Performance Tasks:
See Attached Performance Task Unit 4
Other Evidence:
Stage 3 – Learning Plan
Learning Activities:
UNIT4 ASSESSMENT TASK BLUEPRINT
What understandings or goals will be assessed through this task?
Understandings:
•
•
text.
•
•
•
•
How point of view shapes the content and style of a text.
Analyze how and why individual’s events, or ideas develop and interact over the course of the
Analyze how 2 texts address similar topics to compare the authors take.
Write arguments to support claims.
Write narratives to develop real or imagined experiences or events
Use technology to produce and publish writing.
Goals:
Acknowledge differences in point of view, describe the connections between a series of events,
ideas, concepts, or procedures, compare and contrast important points in 2 or more texts on the
same topic using digital tools to publish opinion and narrative pieces.
What criteria are implied in the standards and understandings regardless of the
task specifics? What qualities must student work demonstrate to signify that
standards were met?






Acknowledge differences in the points of view
Describe the connections within a text
Compare and contrast
Write opinion pieces
Write narrative pieces
Use digital tools to publish writing
Through what authentic performance task will students demonstrate
understanding?
Task Overview:
Task 1After reading chapter 1 from Charlotte’s Web, students work in dyads or triads to re-enact the dialogue
between Fern and her father. Texts/characters may be changed
What student products and performances will provide evidence of desired
understandings?
Students discuss both characters differences in point of view about Wilbur and
record evidence from the text.
Do you agree with __________ or __________’s point of view? Write an argument
to support your claim.
By what criteria will student products and performances be evaluated? Rubric
2nd Grade Unit 5
Stage 1- Desired Outcome
Established Goals: (Standards)
Retell folktales and fables from diverse cultures, determining their central message or lesson.
Standards:



RL.2.2: Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.
RI.2.7: Explain how specific images (e.g., a diagram showing how a machine works)
contribute to and clarify a text.
W.2.3: Write narratives in which they recount a well-elaborated event or short
sequence of events, include details to describe action, thoughts, and feelings, use
temporal words to signal event order, and provide a sense of closure.
Understandings: (Anchors)
Students will understand that…



Essential Questions: (Overall theme that
relates to the Understandings and goals)
Determine central idea or themes of a
text
Recount stories
Asking and answering questions deepen
comprehension
Why do authors establish a central
message or theme?
Students will know…
 Literary elements of fables, folktales and narratives
 Text features
 Skills of shared inquiry
 Diverse media and formats
Students will be able to… (Skills)
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

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

Recount fables and folktales
Read closely to ask and answer questions
Determine central message
Identify and explain how text features contribute to and clarify a text
Write narratives using literary elements
Participate in shared research
Stage 2- Assessment Evidence
Performance Tasks:
Other Evidence:
See Attached Performance Task Unit 5
Stage 3 – Learning Plan
Learning Activities:
UNIT 5 ASSESSMENT TASK BLUEPRINT
What understandings or goals will be assessed through this task?

Understandings: Determine central idea or themes of a text

Recount stories

Asking and answering questions deepen comprehension

Goals: Retell folktales and fables from diverse cultures, determining their central message or lesson.
What criteria are implied in the standards and understandings regardless of the
task specifics? What qualities must student work demonstrate to signify that
standards were met?






Read closely to ask and answer questions
Recount fables and folktales
Determine central message
Identify and explain how text features contribute to and clarify a text
Write narratives using literary elements
Participate in shared research
Through what authentic performance task will students demonstrate
understanding?
Task Overview:
What student products and performances will provide evidence of desired
understandings?
By what criteria will student products and performances be evaluated?
2nd Grade Unit 6
Stage 1- Desired Outcome
Established Goals: (Standards)
Describe how word choices shape the meaning of a text and describe how reasons support
specific points an author makes in a text. Comprehend informational and literary texts
proficiently.
Standards:





RL.2.4 Describe how words and phrases (e.g. regular beats, alliteration, rhymes, [and] repeated lines supply rhythm and meaning
in a story, poem, or song.
RI.2.10 By the end of the year, read and comprehend literature, including history/social studies, science, and technical texts, in
the grades 2 through 3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2 through 3 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
RI.2.8 Describe how reasons support specific points the author makes in a text.
W.2.1 Write opinion pieces in which they introduce the topic of book they are writing about, state an opinion, supply reasons
that support the opinion, use linking words (e.g. because, also) to connect opinion and reasons, and provide a concluding
statement or section.
Understandings: (Anchors)
Students will understand that…




Essential Questions: (Overall theme that
relates to the Understandings and goals)
Proficient readers and writers use reference
materials to help locate information and answer
questions
Proficient authors discern which information is
relevant, significant and accurate
Making meaning of a text
Specific points an author makes in a text
How do individuals make decisions and analyze the
consequences of those decisions?
Why do authors choose words to make specific points
in a text?
Students will know…
 How words supply meaning to text.
 Experiences support ideas, thoughts and feelings.
 How literary elements supply meaning to the text.
 How to find relevant resources.
 Identify the structure of the text to identify points the author makes.
 Information is relevant, significant and accurate
Students will be able to… (Skills)
 Read proficiently at a 2nd grade level.
 Describe how reasons support specific points an author makes in a text.
 Manage resources by selecting what is appropriate to support a topic.
 Ask questions to analyze and evaluate quality of thinking.
 Use prior knowledge to comprehend text.
 Write opinion pieces: state opinions and defend your thinking.
 Use reference materials to help locate information and answer questions.
Stage 2- Assessment Evidence
Performance Tasks:
See Attached Performance Task Unit 6
Other Evidence:
Stage 3 – Learning Plan
Learning Activities:
ASSESSMENT TASK Grade 2 Unit 6 Task 1
What understandings or goals will be assessed through this task?
Understandings:

Proficient readers and writers use reference materials to help locate information and
answer questions
Goals:
Describe how word choices shape the meaning of a text and describe how reasons support
specific points an author makes in a text. Comprehend informational and literary texts
proficiently.
What criteria are implied in the standards and understandings regardless of the
task specifics? What qualities must student work demonstrate to signify that
standards were met?
Students can find the reasons that support an author’s claim.
Students can describe how the author’s reason support their view.
Through what authentic performance task will students demonstrate
understanding?
Task Overview:
Students describe reasons behind the author’s statement that “smoking hurts the environment” in
his/her “Smoking Hurts People—And the Environment!” and how they support their point
by writing an informational/explanatory paragraph.
What student products and performances will provide evidence of desired
understandings?
Paragraph
By what criteria will student products and performances be evaluated?
What
understandings
will be generated
assessed
through this task?
Either by
the provided rubricor
orgoals
a class/student
rubric.
Understandings:
0
1
2
 Proficient
readers and writers use reference materials to help locate information and
Identify
reasons why
questions
authoranswer
made the
claim
Goals:
Explain how the
reasons are
Describe
how word choices shape the meaning of a text and describe how reasons support
important
to the
specific points
an author makes in a text. Comprehend informational and literary texts
author’s claim
proficiently.
Response is
organized to make
meaning
ASSESSMENT TASK Grade 2 Unit 6 Task 2
What criteria are implied in the standards and understandings regardless of the
task specifics? What qualities must student work demonstrate to signify that
standards were met?
Students can identify words and phrases that have regular beats, alliteration, rhymes, and repeated
lines.
Students can find reasons in a text that support a specific point that an author made.
Through what authentic performance task will students demonstrate
understanding?
Task Overview:
Students read ---story/poem/song--- and determine how word choices shape the meaning of the ---text-- by writing an informational/explanatory paragraph.
What student products and performances will provide evidence of desired
understandings?
Paragraph
By what criteria will student products and performances be evaluated?
Either by the provided rubric or a class/student generated rubric.
0
Identify words and
phrases that have
regular beats,
alliteration, rhymes,
and repeated lines
Find reasons in a text
that support a
specific point that an
author made
Response is
organized to make
meaning
1
2