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ORANGE PUBLIC SCHOOLS
OFFICE OF CURRICULUM AND INSTRUCTION
OFFICE OF ENGLISH LANGUAGE ARTS
Second Grade
PARCC Aligned Curriculum Guide
School Year 2015-2016
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Second Grade ELA Curriculum
Unit 1
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Table of Contents
Purpose of the Unit
Page 4
Unit 1 Common Core Standards
Page 5
Sample Literacy Block Schedule
Page 6
Assessments
Page 7
Lucy Calkins Units of Study Unit 1 Narrative
Page 8
Recommended Supplemental Texts
Page 9
Journeys Alignment
Page 10-16
Suggested Literacy Centers
Page 17
Message Time Plus Example
Page 18
Professional Development Resources
Page 19-20
Appendix A: Narrative Writing Samples, Rubric, and
Student Checklists
Page 21-25
Appendix B: Comprehension Story Map and Rubric
Page 26-27
Appendix C: Lesson Plan Examples
Page 28
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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 Common
Core State Standards (CCSS). 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.
Essential Questions
1. What is a narrative story? How does an author develop a
narrative story including relevant details?
2. Why is knowing how to accurately answer who, what, where,
when, why and how questions important to readers? Why is it
important for readers to also ask these types of questions
while reading an informational text?
3. How do illustrations and words work together to develop a
reader's understanding of the story elements?
4. Why is it important to know the main topic of an informational
text? How do the paragraphs within an informational text
contribute to the main topic?
5. What can a reader do to understand unknown words in a text?
Enduring Understanding
1. Narrative stories entertain and inform the reader with real or
imagined events. Writers use a sequence of events with details
to help the reader understand the story.
2. A reader must monitor their understanding of informational text
by asking questions before, during, and after reading.
3. Illustrations work with the text of a story to develop the
characters, setting, and plot.
4. It is important for readers to know the main topic of the text so
that they understand the author's message. Paragraphs in a text
discuss different key details that will help to contribute to the
reader's overall understanding of the main topic.
5. A reader can build understanding of unknown words and
phrases by using context clues, word analysis strategies, and a
glossary to clarify meaning, which strengthens a reader's overall
comprehension of the text or topic.
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Unit I:
Topic:
Narrative
Writing
CCSS:
RL.2.1
RL.2.7
W.2.3
Key Details in a
Text
Main Topic
Context Clues
L.2.1.d
L.2.2.d
L.2.1.b
L.2.5.a
L.2.5.b
L.2.4.a
RF.2.3.a
RF.2.3,b
RF.2.3.c
RF.2.3.f
RF.2.4.a
RF.2.4.b
RF.2.4.c
Answer questions such as who, what, where, when, and how about key details in a text.
Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.
Write narratives in which they recount a well-elaborated event or short sequence of events,
include details to describe actions, thoughts, and feelings, use temporal words to signal event
order, and provide a sense of closure.
Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
Form and use frequently occurring irregular plural nouns (e.g., feet, children)
Identify real-life connections between words and their use (e.g., describe foods that are spicy
or juicy).
Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely
related adjectives (e.g., thin, slender, skinny, scrawny).
Use sentence-level context as a clue to the meaning of a word or phrase.
Distinguish long and short vowels when reading regularly spelled one-syllable words.
Know spelling-sound correspondences for additional common vowel teams.
Decode regularly spelled two-syllable words with long vowels.
Recognize and read grade-appropriate irregularly spelled words.
Read grade-level text with purpose and understanding.
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.
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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
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Formative Assessments:
 iRead Data
 Anecdotal Records, Running Records
 Teacher-made assessments
 Narrative Piece Rough Draft
Summative Assessments:
 iRead Data
 Running Record
 Narrative Piece Final Draft
 Open-Ended Response to Literature
Authentic Assessments:
Narrative Writing Piece
Example of Student Writing (See Appendix A)
Scoring Rubric (See Appendix A)
Student Editing Checklist(See Appendix A)
Authentic Assessment:
Story Map
Example of Story Map (See Appendix B)
Scoring Rubric (See Appendix B)
Authentic Assessment:
Digital Books: Students can create their own
narrative digital books. The links below will take you
to the websites that can help in creating the digital
text.
https://www.storyjumper.com
http://storybird.com/
Technology Integration:
iRead (Mandatory)
www.spellingcity.com (spelling practice/vocabulary words)
www.thinkcentral.com (Journeys resources)
Speaking and Listening Vocabulary: main idea, details, characters, setting, plot, compound word, narrative, temporal words, context clues,
capitalization, predict, irregular verbs
Useful Sites:
http://www.ezschool.com/Games/CompoundWords.html (compound words game)
www.smartexchange.com (past tense irregular words smart board lessons)
http://www.eduplace.com/graphicorganizer/pdf/storymap3.pdf (story map for narrative)
http://www.readwritethink.org/files/resources/lesson_images/lesson1083/lettersamples.pdf (sample friendly letter)
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Lessons
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 10
Lesson 12
Lesson 14
Lesson 15
Lesson 16
Lesson 17
Lesson 18
Lesson 19
Lucy Calkins Units of Study
Lessons From the Masters: Improving Narrative Writing Unit 1 Narrative
Lesson Title
CCSS Related to Lesson
Discovering Small Moments that Matter: Generating Ideas for Writing
W.2.3, RL.2.1, L.2.1, L.2.2
Capturing Story Ideas: Tiny Topics Notepads
W.2.3, RL.2.1, L.2.1, L.2.2
Stretching Out Small Moments
W.2.3, RL.2.1, L.2.1, L.2.2
Writing with Detail: Magnifying a Small Moment
W.2.3, RL.2.1, RL.2.7,
L.2.1,L.2.2
Letter to Teachers: Revising with Masters: Creating Powerful Endings
W.2.3, RL.2.1, L.2.1,L.2.2
Rereading Like Detectives: Making Sure Our Writers Makes Sense and Sounds Right W.2.3, L.2.1,L.2.2
Working Hard: Setting Goals and Making Plans for Writing Time
W.2.3, RL.2.1, L.2.1,L.2.2
Learning to Write in Powerful Ways: Trying Out Craft Moves Learned From Mentor W.2.3, L.2.1,L.2.2
Authors
Emulating Authors in Ways that Matter: Revising in Meaningful Ways
W.2.3, L.2.1,L.2.2
Letter to Teachers: Rereading and Quick Editing: Preparing for a Mini-Celebration
W.2.3, RL.2.7, L.2.1,L.2.2
Learning Craft Moves from Any Mentor Text
W.2.3, L.2.1,L.2.2
Being Bold: Trying New Craft Moves
W.2.3, L.2.1,L.2.2
Letter to Teachers: Writers Can Help Each Other: Partners Offer Feedback
W.2.3, L.2.1,L.2.2
Editing and Preparing for Publication
W.2.3, L.2.1,L.2.2
Letter to Teachers: A Celebration
W.2.3, L.2.1,L.2.2
If the Lucy Calkin’s Units of Study lessons are completed before the end of the unit, it is recommended that the class engage in a Shared
Research Project.
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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 of text.
Name of the Texts and Picture
Owl Moon by Jane Yolen
Come on Rain by Karen Hesse
https://youtube/HN8W05hBbSM
A Chair for My Mother by Vera B. Williams
https://www.youtube.com/watch?v=wV1ege3jEFE
Bigmamas by Donald Crews
https://www.youtube.com/watch?v=OGEb6dPYUqw
Aunt Flossie’s Hats(and Crab Cakes Later)
https://www.youtube.com/watch?v=ySLsoUKe1YM
Alexander and the Terrible, Horrible, No Good, Very Bad Day
https://www.youtube.com/watch?v=h6rp0SZX7lg
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Grade 2: Unit 1 Journey’s Resources and Phonics and Sight Words that can be included during Message Time Plus and Word Work Centers.
Lesson
1
Pages
T2T91
Selection
Anchor Text
Henry and Mudge
Genre: Realistic Fiction
Reading Literature and Informational Text
Text Based Comprehension
Phonological Awareness/Phonics
Target Skill
Sequence of Events
Target Strategy
Infer/Predict
Decodable Readers
We Camp
The Picnic Ants
Phonics
Short Vowels a, i
CVC Syllable Pattern
The Perfect Pet
Listening/Speaking:
Recount key details
Refer to Narrative Text
Recommended on page 9
to supplement.
Academic Vocabulary
Target/Academic Vocabulary
Vocabulary From Suggested Read
Alouds
High-Frequency Words
around, be, five, help,
next, or, pull, take,
until, walked
RF.2.3.a Distinguish long and
short vowels when reading
regularly spelled one-syllable
words.
Speaking and Listening
Lesson Speaking and
Listening
Read Aloud
1
Foundational Skills
Fluency, High Frequency Words
Language and Writing
Spelling
Spelling Principle
Short Vowels a, i
Writing
Writing Mode
Narrative Writing from Lucy Calkins Units of
Study.
Spelling Words
Basic: sad, dig, jam, glad, list,
win,
flat, if, fix, rip, kit, mask
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Lesson
2
Pages
T94T185
Selection
Reading Literature and Informational Text
Text Based Comprehension
Phonological Awareness/Phonics
Owl Moon (Narrative)
Target Strategy
Question
Phonics
Short Vowels o, u, e
CVC Syllable Pattern
Decodable Readers
Bud, Ben, and Roz
The Funny Hat Contest/
Text can be
supplemented with
leveled guided reading
texts.
RL.2.1 Answer questions such as
who, what, where, when, and
how about key details in a text.
Speaking and Listening
Lesson
2
Speaking and Listening
Refer to Narrative Text
Recommended on page 9
to supplement.
Academic Vocabulary
Academic Vocabulary
Vocabulary From Suggested
Read Alouds
Spelling
Spelling Principle
Short Vowels o, u, e
Foundational Skills
Fluency, High Frequency Words
High-Frequency Words
bring, children, comes,
do, family, like, make,
those, use, with
Language and Writing
Language
Writing
Writing Mode
Narrative Writing (follow the Lucy Calkins Units of
Study)
Spelling Words
Basic: wet, job, hug, rest, spot,
mud,
left, help, plum, nut, net, hot
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Reading Literature and Informational Text
Foundational Skills
Lesson
Selection
Text Based Comprehension
Phonological Awareness/Phonics
Fluency, High Frequency Words
Target Skill
Phonics
Fluency
A Chair for My Mother
Author’s Purpose
Long Vowels a, i
Accuracy: Self-Correct
Teachers can use the
Sounds for c
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digital text if one is not Target Strategy
High-Frequency Words
available in the school. Analyze/Evaluate
city, full, no, think, other,
places, put, school,
Decodable Readers
sing, think, this
City Ride
Mice Can Race
Pages
T187T277
Speaking and Listening
Language and Writing
Lesson Speaking and
Listening
3
A Chair for My
Mother
Teachers can use the
digital text if one is
not available in the
school.
Academic Vocabulary
Use vocabulary words from
the suggested read alouds.
Spelling
Spelling Principle
Long Vowels a, i
Language
Writing
Writing Mode
Narrative Writing
Spelling Words
Basic: cake, mine, plate,
size, ate, grape, prize, wipe,
race, line, pile, rake
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Lesson
4
Selection
Anchor Text
Diary of a Spider
Genre: Humorous
Fiction
Reading Literature and Informational Text
Text Based Comprehension
Phonological Awareness/Phonics
Target Strategy
Summarize
Phonics
Long Vowels o, u, e
Sounds for g
Foundational Skills
Fluency, High Frequency Words
High-Frequency Words
mind, could, today, play,
cheer, hello, read, see,
by, hundred
Paired Selection
A Swallow and a
Spider
Genre: Fable
Speaking and Listening
Lesson Speaking and
Listening
4
Teachers can use the
digital text if one is
not available in the
school.
Academic Vocabulary
Language and Writing
Spelling
Target/Academic
Vocabulary
Spelling Principle
Long Vowels o, u
Choose vocabulary from the
Read Aloud
Spelling Words
Basic: doze, nose, use, rose,
pole, close, cute, woke,
mule, rode, role, tune
Language
Grammar Skill
What Is a Noun?
Writing
Writing Mode
Narrative Writing
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Lesson
Selection
Reading Literature and Informational Text
Text Based Comprehension
Phonological Awareness/Phonics
Anchor Text
Teacher’s Pets
Genre: Realistic Fiction
Target Skill
Story Structure
Phonics
Consonant Blends with
r, l, s
Decodable Readers
Flint Cove Clambake
The Stop and Spend
Sale
Speaking and Listening
Speaking and Listening
Lesson Read Aloud
Lester
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Speaking and Listening Skill
Recount the beginning,
middle, end
Fluency
Phrasing: Punctuation
High-Frequency Words
table, says, little, find,
both, cold, long, green,
we, eat
5
Pages
T377T475
Foundational Skills
Fluency, High Frequency Words
Academic Vocabulary
Vocabulary Strategies
Base Words and Endings -ed, -ing
Spelling
Spelling Principle
Consonant Blends with r, l,
s
Language and Writing
Language
Grammar Skill
Singular and
Plural Nouns
Writing
Writing Mode
Narrative Writing
Spelling Words
Basic: spin, clap, grade,
swim, place, last, test, skin,
drag, glide, just, stage
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Lesson
Selection
Refer to suggested Read
Alouds on page 9 to
support curriculum.
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Decodable Readers
A Job for Bob
Baby Animals
Reading Literature and Informational Text
Text Based Comprehension
Phonological Awareness/Phonics
Target Strategy
Question
Phonics
Common Final Blends nd,
ng, nk, nt, ft, xt, mp
Supporting Skills
Using Context
Foundational Skills
Fluency, High Frequency Words
Fluency
Expression
High-Frequency Words
work, know, most, myself,
sleep, second, three,
she
Pages
T2T91
Speaking and Listening
Lesson Speaking and
Listening
Speaking and Listening
6
Skill:
Ask and
answer questions to
deepen
understanding
Academic Vocabulary
Language and Writing
Spelling
Spelling Principle
Common Final Blends nd, ng, nk,
nt, ft, xt, mp
Language
Grammar Skill
Plural Nouns
Writing
Writing Mode
Narrative Writing
Refer to the Lucy Calkins
units of study.
Spelling Words
Basic: next, end, camp, sank,
sing, drink, hunt, stand, long,
stamp, pond, bring
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Lesson
Selection
Decodable Readers
Jill and Mack
Rabbit’s Muffins
Reading Literature and Informational Text
Text Based Comprehension
Phonological Awareness/Phonics
Target Skill
Conclusions
Phonics
Double Consonants and ck
Double Consonants (CVC)
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Pages
T94T189
Foundational Skills
Fluency, High Frequency Words
High-Frequency Words
pictures, air, pretty, told,
window, funny, try, he,
cried, car
Supporting Skills
Story Structure
Speaking and Listening
Lesson Speaking and
Listening
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Speaking/Listening:
Answer using complete
sentences
Vocabulary
Language and Writing
Spelling
Spelling Words
Basic: dress, spell, class, full,
add, neck, stuck, kick, rock,
black, trick,
doll
Language
Grammar Skill
Proper Nouns
Writing
Writing Mode
Narrative Writing
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Suggested Literacy Centers to Support Guided Reading:
Writing Center:
Computer Center:
Students can write in a narrative in their notebooks.
IREAD
Students can peer edit writing using a editing checklist.
Spellingcity.com
Students can create digital books
Students can listen to suggested read alouds to further
deepen comprehension of the text.
Library Center:
Word Work Center:
Buddy Reading
http://files.havefunteaching.com/fun-activities/matchinggames/long-o-matching-game.pdf
Independent Reading
Sight Word Memory Match/Bingo
Students can self-select a text from the library and write a
review. Link to a template is provided below.
CVC word Memory Match/Bingo
http://www.readwritethink.org/files/resources/printouts/BookReview.pdf
Independent Reading Center:
Students can practice reading texts on their just write level.
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Message Time Plus Example
This Message addresses the following standards:





W.2.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to
describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
L.2.1: Recognize a sentence begins with a capital letter and ends with a punctuation mark.
RF.2.3A: Distinguish long and short vowel sounds in a spoken single-syllable word (e.g., cat, play).
RF.2.4A: Identify and read grade-level high-frequency/irregular words in and out of context.
L.2.4.b: Predict the meaning of compound words based on grade two reading and content using the meaning of individual
words (e.g., birdhouse).
Have you ever been to a pet store before? Well, I would like to tell you about the time I got my first goldfish. I was
in my Second Grade classroom, and my homeroom teacher said that I made the Honor Roll. As a reward, my dad picked
me up from school and took me to the pet store. I didn’t know which pet to choose until I saw a gold and brown fish in a
tank next to a hamster. I knew right away that this would be the perfect pet for me. I wanted to see if my dad would help
me take care of it, but he said it would have to be my job to list the items my fish needed and to feed him every day.
Guess what! I did a fabulous job taking care of my first pet.
Scaffolding Opportunities:

Introduce Narrative Writing

High Frequency Words: next, until, be, help, take

Short a words: rabbit, class, dad

Short I words: did (didn’t), it, list, which

Juicy Word: fabulous
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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
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
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Resources
Teacher Resources
www.corestandards.org
www.achievethecore.org
www.cliontheweb.org
http://exchange.smarttech.com/search.html
http://www.learner.org/jnorth/tm/InstrucStrat9.html
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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Appendix A
Student Work Sample
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Appendix A
Rubric
Narrative Scoring
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Appendix B Story Map
Reading: Comprehension Idea RL.2.1 and RL.2.7
Henry and Mudge
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Appendix B:
Criteria
Not Yet
Approaching
Correctly
Identifies
and Describes
Character
Child was unable
to name or
describe any of the
characters
Correctly
Identifies Setting
Child was unable
to name the
setting.
Correctly
Identifies
Sequence of
Events
Child was unable
to identify the
sequence of
events.
Child illustrated
and named one of
the characters, but
was unable to
describe
Child drew,
named, or
described part of
the setting.
Child named some
events from the
story in order, but
left out key details.
Meets
Expectations
Child illustrated,
labeled and
described
characters
Child drew the
main setting from
the story, labeled
and described.
Child identified the
sequence of
events in detail
including using
order words.
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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 to see if they were able 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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