Second Grade ELA Curriculum
Unit 2
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Table of Contents
Purpose of the Unit
Essential Questions
Unit 1 Common Core Standards
Assessments
Sample Literacy Block Schedule
Lucy Calkins Units of Study Unit 1 Narrative
Recommended Supplemental Texts
Journeys Alignment
Suggested Literacy Centers
Message Time Plus Example
Professional Development Resources
Appendix A: Narrative Writing Samples, Rubric, and
Student Checklists
Appendix B: Informational Writing Flap book
Appendix C: PowerPoint Digital Storytelling
Appendix D: Writer’s Workshop Example Lesson Plan
Page 3
Page 4
Page 5-6
Page 7
Page 8
Page 8
Page 9
Page 10-16
Page 17
Page 18
Page 19-20
Page 21-24
Page 25-26
Page 27-30
Page 31
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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. What pieces are essential to an informative/explanatory
text? How does a writer use facts and definitions to
develop points?
2. What is the writing process? How do writers move
through the process?
3. What is the purpose of research? What is the proper
method for recording information learned from research?
4. What can help you find an answer to a question? How
can sources be used to lead you to an answer?
5. How does understanding a character's response to events
in a story help you to better understand the story?
6. What can a reader do to understand unknown words in a
text?
7. What is author's purpose? How do readers determine the
author's purpose?
8. How can comparing and contrasting informational texts
on the same topic deepen a reader's understanding? Why
might authors present information on the same topic in
different ways?
1. A writer chooses which facts and definitions are needed
to develop points in informative and explanatory texts.
2. The writing process is planning, drafting, editing and
revising a piece for clarity and cohesiveness. Writers
revisit the paper and ideas many times before they
publish to improve flow, descriptions, and check for
mechanical errors.
3. Research is one of the processes we can use to expand
our knowledge. Knowledge can be shared in a variety of
ways such as illustrations with captions, reports, or
observation journals.
4. A source is the location of information. Writers use and
cite multiple sources to write convincingly.
5. Understanding a character's responses and motivations
helps the reader to make connections to the text, and
those connections help aid comprehension.
6. 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.
7. Authors may write to entertain, inform, or persuade.
Efficient readers use clues from the text to determine the
author's purpose.
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 2:
Topic:
CCSS:
Goals: The standards that are to be mastered by the end of the unit.
Informative
Writing
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.
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.
Participate in shared research and writing projects (e.g., read a number of books on a single topic
to produce a report; record science observations).
Recall information from experiences or gather information from provided sources to answer a
question.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within
the text.
Describe the connection between a series of historical events, scientific ideas or concepts, or steps
in technical procedures in a text.
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes,
electronic menus, icons) to locate key facts or information in a text efficiently.
Identify the main purpose of a text, including what the author wants to answer, explain, or
describe.
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and
clarify a text.
Describe how reasons support specific points the author makes in a text.
Compare and contrast the most important points presented by two texts on the same topic.
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.
W.2.5
W.2.6
W.2.7
W.2.8
RI.2.1
RI.2.2
RI.2.3
RI.2.4
RI.2.5
RI.2.6
RI.2.7
RI.2.8
RI.2.9
RF.2.3.a
RF.2.3.b
RF.2.3.c
RF.2.3.f
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Projected
# of days
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RF.2.4.a
RF.2.4.b
Read grade-level text with purpose and understanding.
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.2.4.c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
SL.2.1.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).
Build on others' talk in conversations by linking their comments to the remarks of others.
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. (See grade 2 Language standards 1 and 3 here for specific expectations.)
SL.2.1.b
SL.2.1.c
SL.2.2
SL.2.3
SL.2.6
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Formative Assessments:
iRead Data
Anecdotal Records
Running Records to find student reading level
Informative Piece Rough Draft
Authentic Assessment:
Final Informational Writing Piece
Student Checklist
Scoring Rubric
(See Appendix A for all items above)
http://readingandwritingproject.org/resources/studentwork/student-writing (scroll down to find second
grade writing samples)
Summative Assessments:
Model Curriculum Unit 2 Assessment
Informative Piece Final Draft
Response to Informational Text
Authentic Assessment:
Reading Comprehension Flap Book
(See Appendix B)
I Can Read Informational Text Sheet
(See Appendix B)
Authentic Assessment:
Informational Digital Text
www.movenote.com
PowerPoint Digital Storytelling
(See Appendix D)
Technology Integration:
www.spellingcity.com (spelling practice)
www.thinkcentral.com (Journeys resources)
www.worldbookonline.com The World Book web site offers an encyclopedia, dictionary, atlas, homework help, study aids, and curriculum
guides.
Speaking and Listening Vocabulary: conclusion, definitions, explanatory text, informative text, facts, introduction, topic, edit, proofread,
publishing, revise, analyze, credible, research, sources, observations, experiences, gather, recall, explain, describe, inform, persuade, purpose,
support, compare, contrast, difference, important points, antonyms, context clues, glossary, prefixes, root word, synonyms, suffixes
Useful Sites:
www.cliontheweb.org registration is free and users have access to, classroom tested instructional literacy practices, tools to improve pre-K
through 3rd grade outcomes and personalized action plans
http://www.timeforkids.com (informational texts for teaching text features and main idea)
www.readwritethink.org This site provides educators with access to quality practices in reading and language arts instruction and it offers free
materials.
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Lucy Calkins Units of Study
Unit 2 Informative Writing: Lab Reports and Science Books
Lessons
Lesson 1
Lesson 2
Lesson Title
Learning to Write About Science
Studying a Mentor Text: Procedural Writing
Lesson 3
Lesson 4
Lesson 5
New Wonderings, New Experiment
Authors Share Scientific Idea/Conclusions
Scientists Learn from Other Sources as Well as from Experiments
Lesson 6
Lesson 7
Students Self-Assessment and Plans
Remember All You Know about Science and about Scientific Writing for New
Experiments
Letter to Teachers: Studying a Mentor Text: The “Results” Page
Comparing Results and Reading More Expert Materials to Consider New Questions
Designing and Writing a New Experiment
Editing: Domain-Specific Language
Drawing on All We Know to Rehearse and Plan
Information Books
Tapping Informational Know-How for Drafting
Studying Mentor Texts: Integrating Scientific Information
Using Comparisons to Teach Readers
Showing Hidden Words with Science Writing
Letter to Teachers: Introductions and Conclusions: Addressing an Audience
Editing: Aligning Expectations to the Common Core
Letter to Teachers: Celebration: Writing and Science Exhibition
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Lesson 13
Lesson 14
Lesson 15
Lesson 16
Lesson 17
Lesson 18
Lesson 19
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CCSS Related to Lesson
W2.2, W2.7, RL.2.1, L.2.2
W2.2, W2.7, W2.8, RI.2.1,
RI.2.7, L.2.2
W2.2, W2.7, W2.8, RL.2.1, L.2.2
W2.2, W2.7, W2.8, L.2.2
W2.2, W2.7, W2.8, RI.2.1,
RI.2.2, RI.2.7, L.2.2
W2.2, W2.6, W2.7, RI.2.1,L.2.2
W2.2, W2.7, RI.2.7, L.2.2
W2.2, W2.8, RI.2.7,L.2.2
W2.2, W2.8, RL.2.1, L.2.1,L.2.2
W.2.2, W2.7, L.2.1,L.2.2
W.2.2, W2.5, L.2.1,L.2.2
W.2.2, W2.5, L.2.1,L.2.2
W.2.2, W2.5, L.2.1,L.2.2
W.2.2, W2.8, RL.2.7, L.2.1,L.2.2
W.2.2, W2.5, L.2.1,L.2.2
W.2.2, W2.5, L.2.1,L.2.2
W.2.2, W2.5, L.2.1,L.2.2
W.2.2, W2.5, L.2.1,L.2.2
W.2.2, W2.6, L.2.1,L.2.2
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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 Digital Texts and Books
http://kids.nationalgeographic.com/ Students can watch
videos and read various science articles (digital text).
Teacher Created Informational Text
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Grade 2: Unit 2 Journey’s Alignment
Lesson
8
Selection
Decodable Readers
These texts can be used
for guided reading and
independent reading.
Reading Literature and Informational Text
Phonological Awareness/Phonics
iRead- Students will work on iRead and complete differentiated
lessons for Phonics.
Reading Skills and Strategies should be taught during guided
readning. Reading skills and strategies should be differentiated
according to reading level. Refer to Appendix E to lesson planning
support for guided reading and skills and strategies to be taught.
High-Frequency Words
few, people, eye, high,
my, open, yellow,
happy, starts, before
HFW can be taught through MTP
Speaking and Listening
Language and Writing
Lesson
Academic Vocabulary
Spelling
Vocabulary
will
vary
depending
on
the
informational
Spelling
Principle
8
mentor text used.
Foundational Skills
Fluency, High Frequency Words
Consonant Digraphs
th, sh, wh, ch, tch
Spelling Words
Basic: dish, than, chest,
such, thin, push, shine,
chase, white, while, these,
flash
Skills can be taught
through MTP
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Language
Grammar Skill
What is a Verb?
Writing
Writing Mode
Informative Writing: Follow the
Lucy Calkin’s Units of Study for
informational writing.
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Lesson
Selection
NA
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Reading Literature and Informational Text
Phonological Awareness/Phonics
Foundational Skills
Fluency, High Frequency Words
iRead- Students will work on iRead and complete
differentiated lessons for Phonics.
Fluency
Phrasing: Punctuation
Reading Skills and Strategies should be taught during
guided readning. Reading skills and strategies should be
differentiated according to reading level. Refer to
Appendix E to lesson planning support for guided reading
and skills and strategies to be taught.
High-Frequency Words
kept, would, afraid, own,
show, might, why,
many, for, dark
Skills and HFW can be taught through MTP
Speaking and Listening
Lesson Speaking and
Listening
NA
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Academic Vocabulary
Vocabulary will vary
depending on mentor text
used for the informational
unit.
Spelling
Language and Writing
Language
Spelling Principle
-ed, and -ing Endings
Spelling Words
Basic: liked, using, riding, chased, spilled, making,
closed, hoping, baked, hiding, standing, asked
Spelling principle can be taught through MTP
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Writing
Writing Mode
Informative Writing-Follow the
Lucy Calkins Units of Study
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Lesson
Selection
Decodable Readers
10
Decodable Readers can
be used for guided
reading and independent
reading.
Reading Literature and Informational Text
Phonological Awareness/Phonics
Students will work on iRead and complete differentiated lessons
for Phonics.
Reading Skills and Strategies should be taught during guided
reading. Reading skills and strategies should be differentiated
according to reading level. Refer to Appendix E to lesson planning
support for guided reading and skills and strategies to be taught.
Foundational Skills
Fluency, High Frequency Words
High-Frequency Words
really, you, because,
right, go, they, was,
me, old, better
HFW and skills can be taught through MTP
Speaking and Listening
Lesson
10
Speaking and Listening
NA
Writing
Academic Vocabulary
Vocabulary will vary depending on
the mentor text used for
informational mentor text.
Spelling
Spelling Principle
Contractions
Spelling Words
Basic: : I’m, don’t, isn’t,
can’t, we’ll, it’s, I’ve, didn’t,
you’re, that’s, wasn’t,
you’ve
Spelling principle can be
taught through MTP
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Language
Writing
Writing Mode
Informative Writing- Follow the Lucy Calkin’s
Units of Study for informational writing.
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Lesson
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Reading Literature and Informational Text
Selection
Phonological Awareness/Phonics
Decodable Readers
Decodable readers can
be used for guided
reading and
independent reading.
Students will work on iRead and complete differentiated lessons
for Phonics.
Reading Skills and Strategies should be taught during guided
readning. Reading skills and strategies should be differentiated
according to reading level. Refer to Appendix E to lesson planning
support for guided reading and skills and strategies to be taught.
Foundational Skills
Fluency, High Frequency Words
Fluency
Expression
High-Frequency Words
another, heard, some,
kind, light, hard, more,
grow, far, to
Skills and HFW can be taught through MTP
Speaking and Listening
Lesson
11
Language and Writing
Spelling
Writing
Spelling Principle
Base Words with Endings -s, -es
Writing Mode
Informational Writing (follow the Lucy
Calkins Units of Study)
Spelling Principle can be taught through MTP
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Lesson
12
Selection
Decodable Readers
Decodable text can be
used for guided reading
and independent
reading.
Reading Literature and Informational Text
Phonological Awareness/Phonics
Students will work on iRead and complete differentiated lessons
for Phonics.
Reading Skills and Strategies should be taught during guided
readning. Reading skills and strategies should be differentiated
according to reading level. Refer to Appendix E to lesson planning
support for guided reading and skills and strategies to be taught.
Speaking and Listening
Lesson Speaking and
Listening
12
NA
Academic Vocabulary
Spelling
Vocabulary will vary
depending on the mentor text
used for informational writing.
Spelling Principle
Words with ai, ay
Spelling principle can be
taught through MTP
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Foundational Skills
Fluency, High Frequency Words
High-Frequency Words
along, against, someone,
night, part, morning,
hold, bird, different,
girl
Skills can be taught through MTP
Language and Writing
Writing
Writing Form
Informational Writing-Follow the Lucy
Calkins Units of Study for informational text.
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Lesson
13
Selection
Decodable Readers
Decodable readers can
be used for guided
reading and
independent reading.
Reading Literature and Informational Text
Phonological Awareness/Phonics
Foundational Skills
Fluency, High Frequency Words
Students will work on iRead and complete differentiated lessons
Fluency
for Phonics.
Accuracy: Self-Correct
Reading Skills and Strategies should be taught during guided
readning. Reading skills and strategies should be differentiated
according to reading level. Refer to Appendix E to lesson planning
support for guided reading and skills and strategies to be taught.
High-Frequency Words
story, world, about,
everything, first, store,
her, two, slowly, of
Skills can be taught through MTP
Speaking and Listening
Language and Writing
Lesson
13
Academic Vocabulary
Vocabulary
Spelling
Vocabulary words will vary depending on mentor text used
for the informational unit.
Language
Spelling Principle
Words with ee, ea
Spelling principle can be
taught through MTP
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Writing
Writing Mode
Informational Writing- Follow the Lucy
Calkins Units of Study for Informational Text
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Lesson
14
Selection
Decodable Readers
Decodable readers can
be used for guided
reading and
independent reading
Reading Literature and Informational Text
Phonological Awareness/Phonics
Students will work on iRead and complete differentiated lessons
for Phonics.
Reading Skills and Strategies should be taught during guided
readning. Reading skills and strategies should be differentiated
according to reading level. Refer to Appendix E to lesson planning
support for guided reading and skills and strategies to be taught.
Speaking and Listening
Lesson
Academic Vocabulary
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Academic Vocabulary
Foundational Skills
Fluency, High Frequency Words
Fluency
Natural Pauses
High-Frequency Words
front, hair, warm, started,
stories, never, all, food,
sky, party
Language and Writing
Writing
Writing Mode
Informational Writing-Follow the Lucy Calkins Units of Study
Vocabulary words will vary depending on informational
mentor text used.
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Suggested Literacy Centers to Support Guided Reading:
Writing Center:
Computer Center:
Students can write a narrative/small moment story
Students can write an informational text
Students can peer edit using a student checklist
Library Center:
(Mandatory) iRead
Spellingcity.com
Independent Reading
Buddy Reading
Write a Book Review
Sight Words Review
Independent Reading Center:
Students read texts on their independent level.
Word Work Center:
High Frequency Word Practice
iRead differentiated center activity ideas
Literacy Game Center:
ABC Memory Match/Bingo
Sight Word Memory Match/Bingo
CVC word Memory Match/Bingo
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Message Time Plus Example
This Message addresses the following standards:



Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide
a concluding statement or section. (W.2.2)
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a
text. (RI.2.2)
Recall information from experiences or gather information from provided sources to answer a question. (W.2.8)
Do you know at least three facts about bears? Bears are large creatures that may have brown, black, or white
fur. They are covered with hair, they have a spine, and they feed milk to their babies once they are born. This is one of
the reasons they are considered to be mammals. Bears can be ferocious at times, but they will only become angry when
they or their babies are threatened. Bears are smart, shy, and are great at hiding when they need to. They usually hunt
animals and eat baby deer or other forest animals. These mammals may even go near rivers and jump in to catch fish or
salmon to fill their bellies or to just bring food back to their den for their cubs. Then, bears hibernate or go into a deep
sleep during the winter months. These were some great facts about bears. What did you find out about bears?
Teaching Points:




Informational Paragraph
High frequency words: animals, sleep, three,
Vocabulary Words: ferocious, mammals, creatures, hibernate, threatened, den
Common Final Blends: nd, ng, mp, nt
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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
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Resources
Teacher Resources
www.corestandards.org
www.achievethecore.org
http://exchange.smarttech.com/search.html
http://www.learner.org/jnorth/tm/InstrucStrat9.html
http://www.eduplace.com/graphicorganizer/
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
Writing: Informational Writing Book Science Based
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Appendix A: Student Writing Sample
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Appendix A: Informational Writing Scoring Rubric
Rubric can be found in the Lucy Calkins Units of Study Resources for Teaching Writing CD.
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Appendix A:
Student Checklist for Self Editing and Peer Editing
Student Checklist can be found in the Lucy Calkins Units of Study Resources for Teaching Writing CD.
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Appendix B
Reading Comprehension with Informational Text
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Appendix B: Flap book to identify main topic and key details : title on the left side. Then a flap for main idea, 3 flaps for details
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Appendix C PowerPoint Digital Storytelling
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Appendix D Lesson Plans
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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