North Arlington
English Language Arts
Curriculum: Grade 2
Revised March 31, 2015
1
North Arlington Public Schools Curriculum Guide
Content Area: Reading/Language Arts
Grade Level: 2nd Grade
Course Title: Grade Two English Language Arts
4 Weeks
Unit 1
Reading Life/Writing Community
Unit 2
Text to Self Connections/
Narrative Writing
6 Weeks
Unit 3:
Informational Text/
Informative Writing
6 Weeks
Unit 4:
Purpose and Point of View/
Opinion Writing
6 Weeks
Unit 5:
Cause and Effect/
Compare and Contrast
6 Weeks
Unit 6
4 Weeks
Board Approved: April, 2015
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Unit One
Content Area – English Language Arts
Unit: Reading Life – Writing Community
Grade Level – 2
Unit Summary/Rationale – This unit launches both the reader’s and writer’s workshops. Students will
begin to work together as a community of readers and writers. The purpose of this unit is to establish
procedures and routines. Another goal of this unit is to begin building independence in reading and writing.
Students will be instructed on and given opportunity to practice expected behaviors in the reading and writing
workshops including rules for collaborative conversations. Students will create a comfortable writing
community in which they explore and share their ideas. Students will share their reading lives, make text-toself connections, and begin independent reading.
Interdisciplinary Connections – Social Studies (Flat Stanley,) Art (Self Portraits,) Science
Technology Integration- Smartboard, I-pads, Laptops, Internet(online databases) 8.1
21st Century Themes Global Awareness
 Environmental Literacy
21st Century Skills Creativity/Innovation
 Critical Thinking/Problem Solving
 Communication and Collaboration
 Life & Career Skills
 Information, Media and ICT Literacy
Learning Targets
Practices/Anchor Standards:
Grade Level Standards:
Reading
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.
RL.2.3. Describe how characters in a story respond to major events and challenges.
RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story
and the ending concludes the action.
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.2.10. By the end of the year, read and comprehend literature, including stories and poetry in the grades
2-3 complexity band proficiently with scaffolding as needed at the high end of the range.
RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details.
RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.5. Know and use various text features (e.g., captions, bold prints, subheadings, glossaries, indexes,
electronic menus, icons) to locate key facts or information in a text efficiently.
RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies,
science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words.
3
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
RF.2.4. Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text orally with purpose and understanding.
b. Read grade-level text orally with accuracy, appropriate rate, and expression.
Writing
W.2.2. Write opinion pieces in which they introduce the topic or 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 reason, 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 actions, thoughts, and feelings, use temporal words to signal event order, and provide a
sense of closure.
W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed
by revising and editing.
W.2.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing,
including in collaboration with peers.
W.2.8. Recall information from experiences or gather information from provided sources to answer a
question.
Speaking and Listening
SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with
peers and adults in small and larger groups.
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).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media.
SL.2.3. Ask and answer question about what a speaker says in order to clarify comprehension, gather
additional information, or deepen understanding of a topic or issue.
SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested
detail or clarification.
Language
L.2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
f. Produce, expand, and rearrange complete simple and compound sentence (e.g. The boy watched the movie;
The little boy watched the movie; The action movie was watched by the little boy.)
L.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
b. Use commas in greetings and closings of letters.
d. Generalize learned spelling patterns when writing words (e.g., cage-badge; boy-boil).
e. Consult reference materials including beginning dictionaries, as needed to check and correct spellings.
L.2.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 2 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
a. Identify real-life connections between words and their use (e.g. describe foods that are spicy or juicy).
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Stage 1: Desired Results
Transfer Goal: I can respect others’ time and space and support my peers in a community of
readers, writers, and learners.
Unit Essential Questions
Why do people write?
What do people write?
Why do people read?
What are the characteristics of an effective reader?
What is a reading community?
Unit Enduring Understandings
People write for a variety of purposes and audiences.
They write to entertain, to tell a story, to describe, to
instruct, to explain and to persuade.
Writing is thinking and communicating.
People read for information research, for pleasure, and
for knowledge of literature.
Effective readers read critically, fluently, and with
comprehension.
Community members understand their roles and
responsibilities and contribute to the community.
Students will know and be able to do (knowledge and skills):
1. Learn the routine and schedule of Reading Workshop so they can establish consistent meeting
procedures and habits.
2. Explore and learn how to maintain their organized classroom library.
3. Learn to think in many different ways and share their thinking with others.
4. Use several different kinds of information to help them choose books.
5. Think carefully about book choices and have criteria to judge whether a book is “just right” for
independent reading.
6. Learn the value of rereading familiar text.
7. Establish criteria for quality independent reading.
8. Learn that we can use a variety of strategies as we read such as making predictions, using text details,
and making connections across texts and to their personal lives.
9. Become familiar with the organization and purpose of the word wall.
10. Understand that characters and setting helps them comprehend the story.
11. Learn about informational text features such as photos and captions.
12. Preview texts to make predictions about what the selection will explain and describe.
13. Establish criteria for responding to text in Reader’s notebook, post-it notes, graphic organizers
14. Students learn how to listen to each other and share effectively as partners or in small groups.
Stage 2: Evidence of Student Learning
Formative Performance Task
Students write/illustrate a personal narrative about
a topic of student choice. Share responses with
whole class.
Summative Performance Task
Students write/illustrate a personal narrative about a
topic of teacher choice. Share responses with whole
class. The finished product must include an
opening/closing, properly formed sentences, correct
usage of punctuation and capitalization and several
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supporting details. The personal narrative will be scored
based on the New Jersey Registered Holistic Scoring
Rubric.
Other Evidence

Tests Diagnostic tests, Running Records,

Readings

Essays

Presentations

Other Checklists for following daily procedures, daily journal entries, small group and individual conferencing
Stage 3: Learning Plan
Suggested Activities
 Read to Self
 Read to Someone
 Work on Writing
 Listen to Reading
 Word Work
Reading Level Assessments/Running Records
(Fountas and Pinnell)
-Journal Writing
-Students assist in setting up classroom library.
-Students set up their writer portfolios and start
quick-writes in the prewriting section about items of
interest.
Strategies for Differentiation
1. Teacher will confer with students one-on-one or
small-group instruction depending on the skill or
strategy being addressed. Also, students may confer
with one another.
2. Independent Reading: students will select books of
interest to read independently based on their reading
level.
3. Students may choose reading spots in the
classroom that may differ from assigned group or pair
seating arrangement.
4. During grammar lessons, students may partake in
SmartBoard activities.
Suggested Resources:
www.storylineonline.net
www.readinga-z.com
6
www.readworks.org
http://web.archive.org/web/20130516193255/http:/www.pcboe.net/les/elderweb/harcourtresou
rces.htm
www.thinkcentral.com
text exemplar books
Differentiate by using:
Leveled Readers
Unit Overview
Content Area – English Language Arts
Unit: 2 Text to Self Connections/Narrative Writing
Grade Level – 2
Unit Summary/Rationale – The introduction of close reading of fiction and informational text will be the
focus of this unit. Students will identify and analyze characters, setting, events and key details. Students will
also utilize text evidence for comprehension by visualizing, questioning and making connections to text, self
and the world. As the children read and reread for close reading of text each week, they will take notes, cite
evidence to support their ideas, write summaries of text, and develop character sketches. Over the course of
the unit, children will develop narrative texts such as a friendly letter and a personal narrative. Students will
also explore inflectional endings, root words, various types of sentences, subjects and predicates and
consistently apply these elements in their own writing.
Interdisciplinary Connections –Social Studies/Science(letters to peers, & character education)
Technology Integration- Smartboard, I-pads, Laptops, Internet, Media (videos) 8.1
21st Century Themes Global Awareness
 Civic Literacy
 Environmental Literacy
21st Century Skills Creativity/Innovation
 Critical Thinking/Problem Solving
 Communication and Collaboration
 Life & Career Skills
 Information, Media and ICT Literacy
Learning Targets
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Practices/Anchor Standards:
Grade Level Standards:
Reading
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.
RL.2.3. Describe how characters in a story respond to major events and challenges.
RL.2.4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply
rhythm and meaning in a story, poem, or song.
RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story
and the ending concludes the action.
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.
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.2.10. By the end of the year, read and comprehend literature, including stories and poetry in the grades
2-3 complexity band proficiently with scaffolding as needed at the high end of the range.
RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the
text.
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies,
science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words.
b. Distinguish long and short vowels when reading regularly spelled one-syllable words.
c. Know spelling-sound correspondences for additional common vowel teams.
d. Decode regularly spelled two-syllable words with long vowels.
f. Recognize and read grade-appropriate irregularly spelled words.
RF.2.4. Read with sufficient accuracy and fluency to support comprehension.
c. Read grade-level text orally with purpose and understanding.
d. Read grade-level text orally with accuracy, appropriate rate, and expression.
Writing
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.
W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed
by revising and editing.
W.2.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing,
including in collaboration with peers.
Speaking and Listening
SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with
peers and adults in small and larger groups.
c. 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).
d. Build on others’ talk in conversations by linking their comments to the remarks of others.
e. Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media.
SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking
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audibly in coherent sentences.
SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested
detail or clarification.
Language
L.2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
f. Produce, expand, and rearrange complete simple and compound sentence (e.g. The boy watched the
movie; The little boy watched the movie; The action movie was watched by the little boy.)
L.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage-badge; boy-boil).
e. Consult reference materials including beginning dictionaries, as needed to check and correct spellings.
L.2.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
a. Identify real-life connections between words and their use (e.g. describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g. toss, throw, hurl) and closely related
adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6. Use words and phrases acquired through conversations, reading and being read to, and responding or
texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me
happy).
Stage 1: Desired Results
Transfer Goal: I can use evidence from the text and illustrations to support
my ideas about what the text says.
Unit Essential Questions
 How do good writers express themselves in
narratives?
 How do I figure out a word I do not know?
 What do good readers do to understand a text?
Why do people share stories about themselves?
Unit Enduring Understandings
 Good readers ask questions about a text to help
better understand the content within it.
 Good readers use key ideas and details to identify,
visualize, and understand characters, settings and
events.
 Good writers develop and refine their ideas for
thinking, learning, communicating, and aesthetic
expression.
 Readers use language structure and context clues to
identify the intended meaning of words and phrases
as they are used in text.
Learning to recognize and decode printed words
develops the skills that are the foundation for
independent reading.
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Students will know and be able to do (knowledge and skills):
1. Implement questioning, visualizing, connection strategies and identification of key ideas and details to
comprehend grade level reading selections.
2. Effectively write narratives and friendly letters that 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.
3. Use strategies that utilize context clues and phonetic analysis when decoding.
Stage 2: Evidence of Student Learning
Formative Performance Task
Provide a picture prompt of a scene with
character/characters facing a situation that second
grade students can relate to themselves.
Use a picture prompt to explain the scene.
 What do you think is happening?
 What do you think the character is feeling?
 How would you feel if you were in the
same situation as the character?
 What do you think happened before?
 What do you think will happen next?
Summative Performance Task
The goal is to write and illustrate a narrative interpreting
how a story character’s problem is similar to something
you have experienced.
 Create a picture that shows an occasion when
you felt like a character in the selection.
 Write a narrative that clearly states the
connection between a character’s problem and
your personal life and consistently focuses on
the topic.
 Your work will be evaluated based on a rubric.
Have students pair and share to discuss their
responses to the prompt. Provide a graphic
organizer for students to record their responses to
each question. Allow students to share their
responses with the whole class.
Other Evidence

Tests: Weekly Selection, Unit, and Fluency Assessments, Word Study Assessment

Readings:

Reports: Mini Research Assignments

Presentations: Reader’s Theatre, Publishing Celebrations, Finished Digital/Written/Oral research and writing
project.
Other Running Records, Rubrics, Checklists, Class Discussion, Observation, Think, Pair, Share, Graphic
Organizers
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Stage 3: Learning Plan
Suggested Activities
Strategies for Differentiation
Independent daily reading/writing activities.
Reading mini-lessons: Use chart paper or Smartboard
to discuss and model reading skills and strategies
such as visualizing, key details, character, setting,
plot, etc.
Writer’s Workshop: Teacher continues to model
drawing and writing skills for the class. Students
write stories and then implement the skills presented
independently in their writing portfolios. Students
share ideas for writing through discussion of text.
Suggested works of exemplar texts are:
The Stories Julian Tells- Ann Cameron
The Fire Cat- Esther Averill
Click, Clack, Moo: Cows that Type- Doreen Cronin
Jamaica Louise James- Amy Hest
Winners Never Quit- Mia Hamm
Scholastic News
1. Teacher will confer with students one-on-one or in
small-group instruction depending on the skill or
strategy being addressed. Also, students may confer
with one another.
2. Independent Reading: students will select books of
interest to read independently based on their reading
level.
3. Students may choose reading spots in the
classroom that may differ from assigned group or pair
seating arrangement.
4. During grammar lessons, students may partake in
SmartBoard activities.
5. Guide students to choose important facts and
information by providing them with sentence starters.
6. Oral responses and presentations can be accepted
from students with difficulties in written expression.
On-line interactive games and activities for grammar
practice, phonemic awareness, fluency, vocabulary
and spelling practice, etc.
Suggested Resources:
www.storylineonline.net
www.readinga-z.com
www.readworks.org
http://web.archive.org/web/20130516193255/http:/www.pcboe.net/les/elderweb/harcourtresou
rces.htm
www.thinkcentral.com
text exemplar books
Unit Overview
Content Area – English Language Arts
11
Unit: 3 Informational Text/Informative Writing
Grade Level – 2
Unit Summary/Rationale – Close reading of fiction and informational text will continue in this unit. The
unit will focus on making, confirming, and revising predictions during reading, and identifying and analyzing
characters, setting, events and key details. Students will utilize text evidence to understand by visualizing,
questioning and making connections to text, self and world. Children will take notes and cite evidence to
support their ideas. Over the course of the unit, children will develop informative texts such as explanatory
essays and how-to texts. Students will consistently apply all elements of the language standards required in
this unit in their own writing.
Interdisciplinary Connections – Math(graphing information) Science (reports on animals and plants)
Technology Integration- Smartboard, I-pads, Laptops, Internet, Media (videos) 8.1
21st Century Themes•
Global Awareness
•
Civic Literacy
•
Environmental Literacy
21st Century Skills•
Creativity/Innovation
•
Critical Thinking/Problem Solving
•
Communication and Collaboration
•
Life & Career Skills
•
Information, Media and ICT Literacy
Learning Targets
Practices/Anchor Standards:
Grade Level Standards:
Reading
RL.2.3. Describe how characters in a story respond to major events and challenges.
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.2.10. By the end of the year, read and comprehend literature, including stories and poetry in the grades
2-3 complexity band proficiently with scaffolding as needed at the high end of the range.
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.
RI.2.2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the
text.
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.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.5. 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.
RI.2.6. Identify the main purpose of a text, including what the author wants to answer explain, or describe.
RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and
clarify a text.
RI.2.8. Describe how reasons support specific points the author makes in a text.
RI.2.9. Compare and contrast the most important points presented by two texts on the same topic.
RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies,
science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words.
12
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
f. Recognize and read grade-appropriate irregularly spelled words.
RF.2.4. Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text orally with purpose and understanding.
b. Read grade-level text orally with accuracy, appropriate rate, and expression.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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.
W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed
by revising and editing.
W.2.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing,
including in collaboration with peers.
W.2.7. 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).
W.2.8. Recall information from experiences or gather information from provided sources to answer a
question.
Speaking and Listening
SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with
peers and adults in small and larger groups.
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).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media.
SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather
Additional information, or deepen understanding of a topic or issue.
SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
SL.2.5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or
recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested
detail or clarification.
Language
L.2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
a. Use collective nouns (e.g., group).
c. Use reflexive pronouns (e.g., myself, ourselves).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
L.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
b. Use commas in greetings and closings of letters.
e. Consult reference materials including beginning dictionaries, as needed to check and correct spellings.
L.2.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 2 reading and content, choosing flexibly from an array of strategies.
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meanings of
words and phrases.
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Stage 1: Desired Results
Transfer Goal:
I can use non-fiction text to learn and share new facts and ideas through written
and/or oral expression.
Unit Essential Questions
Unit Enduring Understandings
 Why should we read nonfiction?
 Reading nonfiction can make us well informed
individuals.
 Why write to inform and explain?
 Informational and explanatory writing can help us to
 Can understanding a text’s structure help us
convey facts and information about a variety of
understand the meaning?
subjects.
 How do you find facts and ideas about new things?
 Good readers use strategies to help them understand
text.
 Students can use reading selections, reference
materials, and online sources to find facts and ideas
about new things.
Students will know and be able to do (knowledge and skills):
1.
2.
3.
4.
5.
6.
7.
8.
Know the difference between fiction and nonfiction.
Effectively utilize nonfiction features and tools.
Ask who, what, where, when, why and how when reading nonfiction.
Write to inform and explain to others.
Locate the main idea and supporting details and evidence from the text.
Compare and contrast information between texts.
Utilize note taking skills and graphic organizers to understand key words and phrases
Utilize the glossary to learn the meaning of unknown or new vocabulary terms
Stage 2: Evidence of Student Learning
Formative Performance Task
Teacher discusses/models the steps in “How To”
writing.
Summative Performance Task
The goal is to write a how-to text clearly explaining
how to do or make something. Some suggestions are:
 How to make new friends
 How to make a dessert
 How to play a game
 How to grow a plant
Your audience is other second grade children. Make
sure to include all the steps needed in proper order. Use
details and time order words to help readers understand
14
exactly what to do and when certain steps are to be
done. Be sure to check for errors in grammar, spelling,
punctuation and capitalization.
Other Evidence

Tests: Weekly Selection, Unit, and Fluency Assessments, Word Study Assessment

Readings:

Reports: Mini Research Assignments

Presentations: Reader’s Theatre, Publishing Celebrations, Finished Digital/Written/Oral research and writing
project.

Other Rubrics, Checklists, Class Discussion, Observation, Think-Pair-Share, Graphic Organizers,
Journals/Writer’s Notebook, Open-Ended Questions
Stage 3: Learning Plan
Suggested Activities
Independent daily reading/writing activities.
Reading mini-lessons: Use chart paper or Smart
board to discuss and model reading skills and
strategies such as problem and solution, key details,
character, setting, plot, etc.
Students use various non-fiction features such as
glossary, index, bold print, subheadings, illustrations
while reading and analyzing text.
Writer’s Workshop: Teacher continues to model
writing skills for the class. Students write stories
then implement the skills presented independently in
their writing portfolios. Students share ideas for
writing through discussion of texts.
Students will explore nonfiction. Suggested works
are:
National Geographic books
National Geographic Kids
Zoobooks
Scholastic News
Social Studies Text Books
Science Text Books
Strategies for Differentiation
1. Teacher will confer with students one-on-one or in
small-group instruction depending on the skill or
strategy being addressed. Also, students may confer
with one another.
2. Independent Reading: students will select books of
interest to read independently based on their reading
level.
3. Students may choose reading spots in the
classroom that may differ from assigned group or pair
seating arrangement.
4. During grammar lessons, students may partake in
SmartBoard activities.
5. Guide students to choose important facts and
information by providing them with sentence starters.
6. Oral responses and presentations can be accepted
from students with difficulties in written expression.
15
Mini Research Project:
Students research a nonfiction subject, such as
animals, and report their findings in a print or digital
format.
On-line interactive games and activities for grammar
practice, phonemic awareness, fluency, vocabulary
and spelling practice, etc.
Suggested Resources:
www.storylineonline.net
www.readinga-z.com
www.readworks.org
http://web.archive.org/web/20130516193255/http:/www.pcboe.net/les/elderweb/harcourtresou
rces.htm
www.thinkcentral.com
www.brainpopjr.com
www.pearsonsuccessnet.com
www.eharcourtschool.com
Unit Overview
Content Area – English Language Arts
Unit: 4 Purpose and Point of View/Opinion Writing
Grade Level – 2
Unit Summary/Rationale – This unit will focus on the importance of point of view in both reading and
writing. Students will write opinions and arguments in which they introduce a topic, give their opinion on it
and offer reasons to support this opinion. Instruction will include the importance of linking words such as
“because” and “also” to connect opinions and reasons.
In addition, this unit will target the importance of understanding an author’s purpose and point of view.
Instruction will also include the differences of characters’ points of view. Students will continue to utilize
text evidence to demonstrate understanding of main idea and key details in text. Students will also participate
in collaborative conversations and follow agreed upon rules for discussion and debate. Instruction will also
include the elements of reading and writing including grammar and spelling.
Interdisciplinary Connections – Social Studie/Art (write about and draw favorite vacation location)

Technology Integration- Smartboard, I-pads, Laptops, Internet, Media (videos) 8.1
16
21st Century Themes Global Awareness
 Financial, Economic, Business &
Entrepreneurial Literacy
 Civic Literacy
 Environmental Literacy
21st Century Skills Creativity/Innovation
 Critical Thinking/Problem Solving
 Communication and Collaboration
 Life & Career Skills
 Information, Media and ICT Literacy
Learning Targets
Practices/Anchor Standards:
Grade Level Standards:
Reading: Literature
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.
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central
message, lesson, or moral.
RL.2.3 Describe how characters in a story respond to major events and challenges.
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply
rhythm and meaning in a story, poem, or song.
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story
and ending concludes the action.
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.
RL.2.9 Compare and contrast two or more versions of the same story (e.g. Cinderella stories) by different
authors or from different cultures.
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry in the grades 2-3
text complexity band proficiently with scaffolding as needed at the high end of the range.
Reading: Informational Text
RI.2.2 Identify the main topic of a multi-paragraph text as well as, the focus of specific paragraphs, within the
text.
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.6 Identify the main purpose of a text including what the author wants to answer, explain, or describe.
RI.2.8 Describe how reasons support specific points an author makes in a text.
RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies,
science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
Reading: Foundational Skills
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
b. Know spelling-sound correspondences for additional common vowel teams.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words.
RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
17
a. Read grade-level text with purpose and understanding.
b. Read grade-level text orally with accuracy, appropriate rate, and expression.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writings
W.2.1 Write opinion pieces in which they introduce the topic or 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
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 actions, thoughts, and feelings, use temporal words to signal event order, and provide a
sense of closure.
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing, as needed
by revising and editing.
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing,
including in collaboration with peers.
Speaking and Listening
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with
peers and adults in small and larger groups.
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).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media.
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather
additional information, or deepen understanding of a topic or issue.
SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail
or clarification.
Language
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
a. Use collective nouns (e.g. group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish)
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told)
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. Produce, expand, and rearrange complete simple and compound sentences (e.g. The boy watched the
movie; The little boy watched the movie; The action movie was watched by the little boy).
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
a. Capitalize holidays, product names, and geographic names.
c. Use an apostrophe to form contractions and frequently occurring possessives.
L. 2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade2 reading and content, choosing flexibly from an array of strategies.
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition,
additional)
18
Stage 1: Desired Results
Transfer Goal: I can support my opinion by giving valid reasons.
Unit Essential Questions
For what reasons do authors write?
What clues in text help show the author’s purpose?
What are opinions and how are they shared?
Unit Enduring Understandings
 Readers can respond analytically and
objectively to text when they understand the
purpose or reason behind the author’s
intentional choice of tools such as word
choice, point of view and structure.
 Opinions are developed and supported by
facts. They can be shared orally, in written
expression, through media, etc.
Students will know and be able to do (knowledge and skills):
1.
2.
3.
4.
5.
Form an opinion based on information in a text.
Cite evidence when stating or writing an opinion.
Recognize the difference between fact and opinion.
State an author’s purpose for writing a text.
Differentiate authors’ point of view as well as that of characters’.
Stage 2: Evidence of Student Learning
Formative Performance Task
Provide a question that can be argued either for or
against such as: “Should candy be one of the
snacks sold at lunchtime?”
Summative Performance Task
Students choose topic to express their opinions:

Have students pair and share to discuss their
responses to the question. Provide a graphic
organizer for students to record their responses to
the question and make sure that there are groups to
support both sides of the argument. Allow
students to share their responses with the entire
class.




19
Begin by introducing the topic and your opinion
about which storm is the most dangerous.
Provide three reasons for your opinion that you
support with facts and examples.
Use words and phrases that link your opinion
and the reasons for your opinion
Provide a conclusion that relates to the opinion
you stated in your topic.
Your work will be evaluated based on a rubric.
Other Evidence

Tests: Weekly Selection, Unit, and Fluency Assessments, Word Study Assessment

Readings:

Reports: Mini Research Assignments

Presentations: Reader’s Theatre, Publishing Celebrations, Finished Digital/Written/Oral research and writing
project.

Other Rubrics, Checklists, Class Discussion, Observation, Think-Pair-Share, Graphic Organizers,
Journals/Writer’s Notebook, Open-Ended Questions
Stage 3: Learning Plan
Suggested Activities
Writers Workshop:
Students will work on writing with a focus on
opinion. Students will also write opinion pieces in
response to a writing prompt. They will give reasons
to support their opinion. Additionally, they will use
linking words such as “because” and “also” to
connect their opinions to their reasons. Some
suggested opinion prompt topics may include:
Uniforms/Dress Code
Year Round School
The Age Kids Should Get Cell Phones
Banning Homework
Getting a Later Bed Time
Reading: Use chart paper or Smart board to discuss
and model reading skills and strategies utilized to
determine author’s purpose in mentor texts.
On-line interactive games and activities for grammar
practice, phonemic awareness, fluency, vocabulary
and spelling practice, etc.
Strategies for Differentiation
1. Teacher will confer with students one-on-one or in
small-group instruction depending on the skill or
strategy being addressed. Also, students may confer
with one another.
2. Independent Reading: students will select books of
interest to read independently based on their reading
level.
3. Students may choose reading spots in the
classroom that may differ from assigned group or pair
seating arrangement.
4. During grammar lessons, students may partake in
SmartBoard activities.
5. Guide students to choose important facts and
information by providing them with sentence starters.
6. Oral responses and presentations can be accepted
from students with difficulties in written expression.
Additional Sample Activities:
Opinion Writing, Language Usage
After reading several picture book biographies of
famous African Americans like Rosa Parks, George
Washington Carver, Martin Luther King Jr. and Ruby
Bridges:
Give the students this writing prompt: “Choose one
20
of the people studied in this unit who you think is the
greatest hero in this long journey to freedom. Give
two or three strong reasons for choosing this person.”
Remind them to introduce the person and give strong
reasons why the person was chosen using words like
because and also to link ideas. Encourage the addition
of details to strengthen the writing and a statement to
close.
Suggested Resources:
www.storylineonline.net
www.readinga-z.com
www.readworks.org
http://web.archive.org/web/20130516193255/http:/www.pcboe.net/les/elderweb/harcourtresou
rces.htm
www.thinkcentral.com
www.brainpopjr.com
www.pearsonsuccessnet.com
www.eharcourtschool.com
Unit Overview
Content Area – English Language Arts
Unit: 5 Cause and Effect/Compare and Contrast
Grade Level – 2
Unit Summary/Rationale – “Why does this unit make sense in the sequence of units for the course?
Does this unit have a theme or does it meet the overall course theme?
Interdisciplinary Connections – Social Studies (compare and contrast urban and rural areas), Science
(cause and effect of erosion and weathering)

Technology Integration- Smartboard, I-pads, Laptops, Internet, Media (videos) 8.1
21st Century Themes Global Awareness
 Financial, Economic, Business &
21st Century Skills Creativity/Innovation
 Critical Thinking/Problem Solving
21





Entrepreneurial Literacy
Civic Literacy
Environmental Literacy
Communication and Collaboration
Life & Career Skills
Information, Media and ICT Literacy
Learning Targets
Practices/Anchor Standards:
Grade Level Standards:
Reading: Literature
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply
rhythm and meaning in a story, poem, or song.
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story
and the ending concludes the action.
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.2.9 Compare and contrast two or more versions of the same story(e.g., Cinderella stories) by different
authors or from different cultures.
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry in the grades 2-3
text complexity band proficiently with scaffolding as needed at the high end of the range.
Reading: Informational Text
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.
RI 2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the
text.
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.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.5 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.
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify
a text,
RI.2.8 Describe how reasons support specific points the author makes in a text.
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.
RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies,
science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
Reading: Foundational Skills
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
b. Know spelling-sound correspondences for additional common vowel teams.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words.
22
RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level text orally with accuracy, appropriate rate, and expression.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writings
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.
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing, as needed
by revising and editing.
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing,
including in collaboration with peers.
W.2.8 Recall information from experiences or gather information from provided sources to answer a
question.
Speaking and Listening
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with
peers and adults in small and larger groups.
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).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media.
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather
additional information, or deepen understanding of a topic or issue.
SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail
or clarification.
Language
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
a. Use collective nouns (e.g. group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish)
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told)
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. Produce, expand, and rearrange complete simple and compound sentences (e.g. The boy watched the
movie; The little boy watched the movie; The action movie was watched by the little boy).
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
a. Capitalize holidays, product names, and geographic names.
c. Use an apostrophe to form contractions and frequently occurring possessives.
L. 2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade2 reading and content, choosing flexibly from an array of strategies.
23
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition,
additional)
L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to
texts, including using adjective and adverbs to describe (e.g., When other kids are happy that makes me
happy).
Stage 1: Desired Results
Transfer Goal: I can identify how things are alike and different.
Unit Essential Questions







What strategies are effective for moving
students from contrasting and comparing
characters experiences and adventures within
a text to comparing and contrasting
experiences and adventures of characters
from two or more texts?
How can graphic organizers help students
compare and contrast two or more texts by
the same author or from different cultures?
What activities, such as author’s study, can
help students compare and contrast texts?
How can teachers ensure that students have
the level of academic vocabulary necessary
to successfully meet this standard?
What are books and materials that support
the ability of students to compare and
contrast two are more texts (e.g versions of
Stone Soup; Little Red Riding Hood & Little
Red Cowboy Hat)
What roles do story illustrations and personal
background knowledge play in supporting
the ability of students to compare and
contrast two or more texts from the same
author or different cultures?
Unit Enduring Understandings
Students will differentiate how topics are
similar.
Students will know and be able to do (knowledge and skills):
1. Compare and contrast topics.
2. Use prior knowledge of characters setting and plot
24
Stage 2: Evidence of Student Learning
Formative Performance Task
(A Formative Performance Task is presented
to students at the beginning of the unit. It
presents a problem that drives learning and
may include several graded assessments)
Summative Performance Task
(A Summative Performance Task is a timed and
graded test that assesses student learning. It is
generally a post-assessment administered at the
end of a unit of study)
25
Other Evidence

Tests

Readings

Essays

Presentations

Other
Stage 3: Learning Plan
Suggested Activities
Strategies for Differentiation
(suggested learning activities that will allow students
to successfully complete the assessment activities
described in section II)
(Differentiating content, process, and/or product
using variables of student readiness, interest, and
learning style)
Examples include:
Readiness: small-group instruction, homework
options, tiered assessments, compacting, multipleentry points.
Interest: Choices of books, homework options,
explorations by interest and modes of expression
(artistic, technological, written, oral, community
service).
Learning Style: Organizational options, working
choice options, flexible environment, Multiple
Intelligences options
26
Suggested Resources:
Unit Overview
Content Area – English Language Arts
Unit: 6
Grade Level –
Unit Summary/Rationale – “Why does this unit make sense in the sequence of units for the course? Does
this unit have a theme or does it meet the overall course theme?
Interdisciplinary Connections –
Technology Integration21st Century Themes Global Awareness
 Financial, Economic, Business &
Entrepreneurial Literacy
 Civic Literacy
21st Century Skills Creativity/Innovation
 Critical Thinking/Problem Solving
 Communication and Collaboration
27




Health Literacy
Environmental Literacy
Life & Career Skills
Information, Media and ICT Literacy
Learning Targets
Practices/Anchor Standards:
Grade Level Standards:
Reading
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.
RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central
message, lesson, or moral
RL.2.3. Describe how characters in a story respond to major events and challenges.
RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story
and the ending concludes the action.
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.
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.2.9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different
authors or from different countries.
RL.2.10. By the end of the year, read and comprehend literature, including stories and poetry in the grades
2-3 complexity band proficiently with scaffolding as needed at the high end of the range.
RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the
text.
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.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and
clarify a text.
RI.2.9. Compare and contrast the most important points presented by two texts on the same topic.
RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies,
science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words.
a. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words.
RF.2.4. Read with sufficient accuracy and fluency to support comprehension.
e. Read grade-level text orally with purpose and understanding.
f. Read grade-level text orally with accuracy, appropriate rate, and expression.
g. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing
W.2.1. Write opinion pieces in which they introduce the topic or 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.
28
W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed
by revising and editing.
W.2.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing,
including in collaboration with peers.
W.2.7. 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).
W.2.8. Recall information from experiences or gather information from provided sources to answer a
question.
Speaking and Listening
SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with
peers and adults in small and larger groups.
f. 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).
g. Build on others’ talk in conversations by linking their comments to the remarks of others.
h. Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media.
SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested
detail or clarification.
Language
L.2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified
f. Produce, expand, and rearrange complete simple and compound sentence (e.g. The boy watched the
movie; The little boy watched the movie; The action movie was watched by the little boy.)
L.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
a. Capitalize holidays, product names, and geographic names.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage-badge; boy-boil).
L.2.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.
L.2.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
Grade 2 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g.
happy/unhappy, tell/retell).
c. Use a know root word as a slue to the meaning of an unknown word with the same root (e.g., addition,
additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g.
birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of
words and phrases.
L.2.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
29
a. Identify real-life connections between words and their use (e.g. describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g. toss, throw, hurl) and closely related
adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6. Use words and phrases acquired through conversations, reading and being read to, and responding or
texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me
happy).
Stage 1: Desired Results
Transfer Goal: Students will be able to independently use their learning in new situations to…
Unit Essential Questions
Unit Enduring Understandings
Students will know and be able to do (knowledge and skills):
Stage 2: Evidence of Student Learning
Formative Performance Task
(A Formative Performance Task is presented
to students at the beginning of the unit. It
presents a problem that drives learning and
may include several graded assessments)
Summative Performance Task
(A Summative Performance Task is a timed and
graded test that assesses student learning. It is
generally a post-assessment administered at the
end of a unit of study)
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Other Evidence
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Tests
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Readings
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Essays
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Presentations
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Other
Stage 3: Learning Plan
Suggested Activities
Strategies for Differentiation
(suggested learning activities that will allow students
to successfully complete the assessment activities
described in section II)
(Differentiating content, process, and/or product
using variables of student readiness, interest, and
learning style)
Examples include:
Readiness: small-group instruction, homework
options, tiered assessments, compacting, multipleentry points.
Interest: Choices of books, homework options,
explorations by interest and modes of expression
(artistic, technological, written, oral, community
service).
Learning Style: Organizational options, working
choice options, flexible environment, Multiple
Intelligences options
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Suggested Resources:
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