ELA Grade 2                                                                                         Page  of

The Grade 2 ELA curriculum is designed to provide students with the instruction they need to continue to develop and enhance their literacy skills. Building on the skills and strategies that the children have developed in first grade, the ELA curriculum supports children as they learn to read with increasing fluency, comprehension and independence.

Reading instruction begins with a targeted mini-lesson, followed by group or independent skill building lessons and independent practice time. The Reading block also consists of Independent Reading time and Literacy Centers.  While students are reading independently, strategy groups and individual reading conferences take place. Strategy groups are comprised of students who need targeted practice on a specific skill and strategy, and individual conferences are tailored to specific student needs.

Writing instruction also begins with a targeted mini-lesson, followed by an opportunity for group and individual practice of targeted skill. The block also consists of Independent Writing time. While students are working on individual pieces, the teacher is holding small group or individual conferences based on specific strategies to improve student writing skills. Strategy groups are made up of students who demonstrate a need for targeted practice or enrichment of specific skills or strategies.

ELA instruction for the year is organized into 6 units of study, which are described below:

Units:

Unit 1. Friends and Family

Unit 2. Animal Discoveries

Unit 3.Live and Learn

Unit 4 Our Life, Our World

Unit 5. Let’s Make a Difference

Unit 6. How On Earth?




Unit Title

Unit 1 - Friends and Family

Timeframe 

6 weeks

(5 weeks instruction, 1 week assessment)

September/October

Unit Summary

Students will explore texts including realistic fiction as well as expository and narrative nonfiction genres. Students will close read texts applying comprehension strategies such as visualizing and asking and answering questions. They will demonstrate understanding of character, setting, and key details. Students will build vocabulary, contextual clues strategies, deepen understanding of how words and sentences work, and utilize narrative techniques to develop real or imagined experiences or events.

Learning Targets

Essential Questions

  • How do friends depend on each other? (Week 1)
  • How are families around the world the same and different? (Week 2)
  • How can a pet be an important friend? (Week 3)
  • How do we care for animals? (Week 4)
  • What happens when families work together? (Week 5)

Enduring Understandings

Students will understand:

  • Friends can teach each and help each other.
  • Families around the world may have the different or same holidays, traditions, languages, and cultures.
  • Pets can make us laugh, help us, and love us.
  • Animals need fresh food, water, air to breathe, and a safe place to live.
  • Families do jobs at home, such as cooking and cleaning. Families shop together for food and clothing.

Know

By the end of this unit, students will know:

  • Vocabulary Terms: awkward, outrageous, pain, relief, squawked, actions, afraid, depend, nervously, peered, perfectly, rescue, secret, colorful, confusing, noticed, overflowing, tasty, aside, culture, fair, invited, language, plead, scurries, share, apologized, gazed, partner, rummaged, scent, decide, different, frienship, glance, proper, relationship, stares, trade, duty, equipment, professions, satisfaction, thorough, allowed, care, excited, needs, roam, safe, wandered, wild, exchange, homework, lucky, members, treasure, check, choose, chores, cost, customer, spend, tools
  • Vocabulary Strategies: inflectional endings, root words, and  context clues (sentence clues)
  • Comprehension Strategies: visualize, ask and answer questions
  • Comprehension Skills: key details, character, setting, and events
  • Genres: fantasy, realistic fiction, fiction, informational text (nonfiction), and informational text (expository text)
  • High Frequency Words: ball, blue, both, even, for help, put, there, why, yellow, could, find funny, green, how, little, one, or, see, sounds, boy, by, girl, he, here, she, small, want, were, what, another, done, into, move, now show, too, water, year, your, all, any, goes, new, number, other, right, says understands, work
  • Phonics: phoneme blending, phoneme categorization, phoneme segmentation, and phoneme blending
  • Spelling: short vowels, two letter blends (r, s, t and l), short and long a, short and long i
  • Fluency: expression, phrasing, and intonation
  • Writing Traits: ideas, organization, word choice, and  sentence fluency
  • Grammar: statements, questions, commands, exclamations, subjects, predicates, expanding and combining sentences, sentence capitalization, letter punctuation, comma after a sequence word, and quotation marks

Do

By the end of this unit, students will be able to

  • Acquire and use grade level vocabulary
  • Determine the meaning of words by looking at (if applicable) inflectional endings, root words, and context clues
  • Respond to reading citing text evidence
  • Monitor comprehension by applying the strategies of visualizing and asking and answering questions to clarify understanding of the text read
  • Read on-level text orally with accuracy, intonation, expression, and phrasing on successive readings.
  • Read high frequency words (see above) in texts
  • Blend, categorize, and segment phonemes
  • Apply narrative writing techniques by generating ideas, organizing writing, selecting appropriate words, and using sentence fluency.
  • Identify, capitalize and punctuate sentence types correctly
  • Write narratives to develop real or imagined experiences or events incorporating a problem and solution along with having a beginning,  middle, and an end.
  • Use technology to produce and publish writing and to interact and collaborate with others in order to strengthen writing as needed

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades K-2

Beginning Writer's Rubric: Illustrated

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Interactive Group Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Learning goals will be met via a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, Seesaw, independent reading, close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop Big Books
  • Literature Big Books
  • Reading/Writing Workshop Little Books
  • Leveled Readers
  • Interactive Read-Aloud Cards
  • Retelling Cards
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Chromebooks/IPads/Laptops

Smartboards

Student White Boards

Supplemental Resources

Word Building Cards

Sound Spelling Cards

High-Frequency Word Cards

Photo Cards  

Interactive Games

Teaching Posters

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

      http://readingandwritingproject.org/

      www.jenniferserravallo.com/blog

      http://www.wegivebooks.org/books

      http://www.nwp.org/cs/public/print/resource_topic/teaching_reading

      http://www.sightwords.com/

      www.lindahoyt.com/tips.html

      http://www.readwritethink.org/

      http://www.lesterlaminack.com/blog.htm

      www.seymoursimon.com/index.php/blog

Writing & Language

      http://readingandwritingproject.org/

      http://www.schrockguide.net/ -

      http://twowritingteachers.wordpress.com

      www.lindahoyt.com/tips.html

      http://www.readwritethink.org/

Speaking & Listening

      http://readingandwritingproject.org/

Critical Thinking

      http://readingandwritingproject.org/

      http://kylenebeers.com/blog/feed

      www.lindahoyt.com/tips.html

      www.seymoursimon.com/index.php/blog

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking & Listening

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.

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 norms 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 explicit 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.

RL.2.3. Describe how characters in a story respond to major events and challenges using key details.

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.

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.

RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action identifying how each successive part builds on earlier sections.

SL.2.5. Use multimedia; 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.

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

W.2.8. Recall information from experiences or gather information from provided sources to answer a question.

RL.2.10. Read and comprehend literature, including stories and poetry, at grade level text complexity or above with scaffolding as needed.

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.

L.2.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. A. Compare formal and informal uses of English.

RI.2.2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

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 known root word as a clue 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. 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).

RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

L.2.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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 illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

RI.2.8. Describe and identify the logical connections of 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. Read and comprehend informational texts, including history/social studies, science, and technical texts, at grade level text complexity proficiently with scaffolding as needed.

RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words. A. Know spelling-sound correspondences for common vowel teams. B. Decode regularly spelled two-syllable words with long vowels. C. Decode words with common prefixes and suffixes. D. Identify words with inconsistent but common spelling-sound correspondences. E. 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 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.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.A.5 Enter information into a spreadsheet and sort the information.

8.1.2.A.6 Identify the structure and components of a database.

8.1.2.A.7 Enter information into a database or spreadsheet and filter the information.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.2.F.1 Use geographic mapping tools to plan and solve problems.

Modifications/Accommodations

(IEPs, 504s, GT, Basic Skills & ELLs)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT

Unit Title

Unit 2 - Animal Discoveries

Timeframe 

6 weeks

(5 weeks instruction, 1 week assessment)

October/November

Unit Summary

Students will explore texts including realistic fiction, fables, and poetry as well as expository and narrative nonfiction genres. Students will close read texts applying comprehension strategies such as making confirming, and revising predictions and rereading. They will demonstrate understanding of character, setting, plot, main idea and key details. Students will build vocabulary, contextual clues strategies, deepen understanding of how words and sentences work, and utilize narrative techniques to develop real or imagined experiences or events.

Learning Targets

Essential Questions

  • How do animals survive? (Week 1)
  • What can animals in stories teach us? (Week 2)
  • What are features of different animal habitats? (Week 3)
  • How are offspring like their parents? (Week 4)
  • What do we love about animals? (Week 5)

Enduring Understandings

Students will understand:

  • Animals adapt to live in their climates.
  • Animals in stories can teach us lessons and help us learn about each other.
  • The habitat is the place where an animal or plant lives. Animal habitats in the outdoors are called nature. Animals have features to help them live in their habitat.
  • Offspring have the same features as their parents.
  • Animals have qualities which people love.

Know

By the end of this unit, students will know:

  • Vocabulary Terms: capture, chorus, croak, reason, visitor, adapt, climate, eager, freedom, fresh, sense, shadows, silence, affection crave, frustrated, nourishment, seek, believe, delicious, feast, fond, lessons, remarkable, snatch, stories, defend, encounter, located, positive, react, buried, escape, habitat, journey, nature, peeks, restless, spies, guide, leader, protect, provide, separate, adult, alive, covered, fur, giant, groom, mammal, offspring, alarm, howling, knobby, munch, problem, behave, express, feathers, flapping
  • Vocabulary Strategies: prefixes, suffixes, multiple-meaning words
  • Comprehension Strategies: Make, confirm, and revise predictions and reread
  • Comprehension Skills: character, setting, and plot, main topic and key details
  • Genres: realistic fiction, fable, narrative nonfiction, expository text, and poetry
  • High Frequency Words: because, cold, family, friends, have, know, off, picture, school, took, change, cheer, fall, five, look, open, should, their, won, yes, almost, buy, food, out, pull, saw, sky, straight, under, wash, baby, early, eight, isn’t, learn, seven, start, these, try, walk, bird, far, field, flower, grow, leaves, light, orange, ready, until
  • Phonics: phoneme blending, phoneme categorization, phoneme segmentation, phoneme blending, and generate rhymes
  • Spelling: short o, long o: o_e; short u, long u: u_e; soft c and g; consonant digraphs (ch, -tch, sh, ph, th, -ng, wh); 3 letter blends (scr, spr, str, thr, spl, shr)
  • Fluency: phrasing, expression,  and pronunciation
  • Writing Traits: ideas, organization, linking words, and word choice
  • Grammar: nouns, commas in a series, singular and plural nouns, types of nouns, possessive nouns, capital letters, abbreviations and apostrophes

Do

By the end of this unit, students will be able to:

  • Acquire and use grade level vocabulary
  • Determine the meaning of words by looking at (if applicable) prefixes and suffixes
  • Respond to reading citing text evidence
  • Monitor comprehension by applying the strategies of visualizing and asking and answering questions to clarify understanding of the text read
  • Read on-level text orally with accuracy, intonation, expression, and phrasing on successive readings.
  • Read high frequency words (see above) in texts
  • Blend, categorize, and segment phonemes; create rhyming words
  • Apply narrative writing techniques by generating ideas, organizing writing, selecting appropriate words, and using sentence fluency.
  • Identify, capitalize and punctuate sentence types correctly
  • Write narratives to develop real or imagined experiences or events incorporating a problem and solution along with having a beginning,  middle, and an end.
  • Use technology to produce and publish writing and to interact and collaborate with others in order to strengthen writing as needed

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades K-2

Beginning Writer's Rubric: Illustrated

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Interactive Group Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Learning goals will be met via a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, Seesaw, independent reading, close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop Big Books
  • Literature Big Books
  • Reading/Writing Workshop Little Books
  • Leveled Readers
  • Interactive Read-Aloud Cards
  • Retelling Cards
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Chromebooks/IPads/Laptops

Smartboards

Student White Boards

Supplemental Resources

Word Building Cards

Sound Spelling Cards

High-Frequency Word Cards

Photo Cards  

Interactive Games

Teaching Posters

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

●      http://readingandwritingproject.org/

●      www.jenniferserravallo.com/blog

●      http://www.wegivebooks.org/books

●      http://www.nwp.org/cs/public/print/resource_topic/teaching_reading

●      http://www.sightwords.com/

●      www.lindahoyt.com/tips.html

●      http://www.readwritethink.org/

●      http://www.lesterlaminack.com/blog.htm

●      www.seymoursimon.com/index.php/blog

Writing & Language

      http://readingandwritingproject.org/

      http://www.schrockguide.net/ -

●      http://twowritingteachers.wordpress.com

●      www.lindahoyt.com/tips.html

●      http://www.readwritethink.org/

Speaking & Listening

●      http://readingandwritingproject.org/

Critical Thinking

●      http://readingandwritingproject.org/

●      http://kylenebeers.com/blog/feed

●      www.lindahoyt.com/tips.html

●      www.seymoursimon.com/index.php/blog

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking & Listening

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.

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 norms 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 explicit comments to the remarks of others. C. Ask for clarification and further explanation as needed about the topics and texts under discussion.

RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message/theme, lesson, or moral.

SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

RL.2.3. Describe how characters in a story respond to major events and challenges using key details.

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.

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.

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.

W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed through self-reflection, revising and editing.

SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action identifying how each successive part builds on earlier sections.

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.

SL.2.5. Use multimedia; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings

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).

SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

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

W.2.8. Recall information from experiences or gather information from provided sources to answer a question.

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. Read and comprehend literature, including stories and poetry, at grade level text complexity or above with scaffolding as needed.

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 print and digital resources, including beginning dictionaries, as needed to check and correct spellings.

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.

L.2.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. A. Compare formal and informal uses of English.

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

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).

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 illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

RI.2.8. Describe and identify the logical connections of 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. Read and comprehend informational texts, including history/social studies, science, and technical texts, at grade level text complexity proficiently with scaffolding as needed.

RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words. A. Know spelling-sound correspondences for common vowel teams. B. Decode regularly spelled two-syllable words with long vowels. C. Decode words with common prefixes and suffixes. D. Identify words with inconsistent but common spelling-sound correspondences. E. 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 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.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

Science - Inheritance and Variation of Traits

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and the foundation for future academic and career success.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.A.5 Enter information into a spreadsheet and sort the information.

8.1.2.A.6 Identify the structure and components of a database.

8.1.2.A.7 Enter information into a database or spreadsheet and filter the information.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.2.F.1 Use geographic mapping tools to plan and solve problems.

Modifications/Accommodations

(IEPs, ELLs, 504s, GT & Basic Skills)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT

Unit Title

Unit 3 - Live and Learn

Timeframe 

6 weeks

(5 weeks instruction, 1 week assessment)

December/January

Unit Summary

Students will explore texts including informational texts (expository and narrative nonfiction) and fiction genres. Students will close read texts applying comprehension strategies such as asking and answering questions and rereading. They will demonstrate understanding of character, setting, plot, main idea and key details, and author’s purpose.  Students will build vocabulary, contextual clues strategies, deepen understanding of how words and sentences work, and utilize narrative techniques to develop real or imagined experiences or events.

Learning Targets

Essential Questions

  • How do the Earth’s forces affect us? (Week 1)

  • What can we see in the sky? (Week 2)
  • How can people help out their community? (Week 3)
  • How does weather affect us? (Week 4)
  • How do you express yourself? (Week 5)

Enduring Understandings

Students will understand:

  • Gravity at work
  • Things in the sky
  • Cleaning empty spaces and creating gardens
  • Ways to prepare for different types of weather
  • Ways to communicate

Know

By the end of this unit, students will know:

  • Vocabulary Terms: college, famous, path, planets, straight, amazing, force, measure, objects, proved, speed, true, weight, exactly, present, reports, telescopes, total, adventure, delighted, dreamed, enjoyed, grumbled, moonlight, neighbor, nighttime, artist, celebration, commented, community, mural, across, burrow, countryside, idea insists, lonely, solution, villages, gloomy, present, predict, reflect, rises, damage, dangerous, destroy, event, harsh, prevent, warning, weather, communicate, festivals, respect, squeezing, tradition, cheered, concert, instrument, movements, music, rhythm, sounds, understand
  • Vocabulary Strategies: similes, compound words, synonyms, antonyms, prefixes
  • Comprehension Strategy: Reread, ask and answer questions,
  • Comprehension Skills: Author’s purpose, character, setting, plot, sequence, main idea and key details
  • Genres: expository text, fiction, narrative nonfiction
  • Fluency: intonation, expression, phrasing, pronunciation
  • High Frequency Words: about, around, good, great, idea, often, part, second, two, world, also, apart, begin, either, hundred, over, places, those, which, without, better, group, long, more, only, our, started, three, who, won’t, after, before, every, few, first, hear, hurt, old, special, would, America, beautiful, began, climbed, come, country, didn’t, give, live, turned
  • Phonics: phoneme blending, phoneme categorization, phoneme segmentation, phoneme blending, phoneme deletion, phoneme substitution, phoneme deletion, phoneme addition, syllable, alliteration and generate rhymes
  • Spelling: long a: ai, ay, ea, ei, eigh, ey; long i: i, y, igh, ie; long o: o, oa, ow, oe; long e: e, ee, ea, ie, y, ey, e_e; long u: u_e, ew, ue, u
  • Writing Traits: organization, word choice, voice, and sentence fluency
  • Grammar: action verbs, abbreviations, present tense verb, commas in a series, past and future tense verbs, letter punctuation, verb have, book titles, combining and rearranging sentences, and sentence punctuation

Do

By the end of this unit, students will be able to:

  • Acquire and use grade level vocabulary
  • Determine the meaning of words by using synonyms, similes, compound words, prefixes, and antonyms
  • Respond to reading citing text evidence
  • Monitor comprehension by applying the strategies of rereading, and ask and answer questions to clarify understanding of the text read
  • Read on-level text orally with intonation, expression, phrasing, and pronunciation on successive readings.
  • Read high frequency words (see above) in texts
  • Blend, categorize, and segment phonemes; create rhyming words and use alliteration
  • Apply narrative writing techniques by generating ideas, organizing writing, selecting appropriate words, and using sentence fluency.
  • Use action verbs in past, present, and future tenses. Combine sentences, mechanics for abbreviations, commas in a series, and book titles.
  • Write narratives to develop real or imagined experiences or events incorporating a problem and solution along with having a beginning,  middle, and an end.
  • Use technology to produce and publish writing and to interact and collaborate with others in order to strengthen writing as needed

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades K-2

Beginning Writer's Rubric: Illustrated

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Interactive Group Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Learning goals will be met via a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, Seesaw, independent reading, close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program (Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop Big Books
  • Literature Big Books
  • Reading/Writing Workshop Little Books
  • Leveled Readers
  • Interactive Read-Aloud Cards
  • Retelling Cards
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Chromebooks/IPads/Laptops

Smartboards

Student White Boards

Supplemental Resources

Word Building Cards

Sound Spelling Cards

High-Frequency Word Cards

Photo Cards  

Interactive Games

Teaching Posters

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

●      http://readingandwritingproject.org/

●      www.jenniferserravallo.com/blog

●      http://www.wegivebooks.org/books

●      http://www.nwp.org/cs/public/print/resource_topic/teaching_reading

●      http://www.sightwords.com/

●      www.lindahoyt.com/tips.html

●      http://www.readwritethink.org/

●      http://www.lesterlaminack.com/blog.htm

●      www.seymoursimon.com/index.php/blog

Writing & Language

      http://readingandwritingproject.org/

      http://www.schrockguide.net/ -

●      http://twowritingteachers.wordpress.com

●      www.lindahoyt.com/tips.html

●      http://www.readwritethink.org/

Speaking & Listening

●      http://readingandwritingproject.org/

Critical Thinking

●      http://readingandwritingproject.org/

●      http://kylenebeers.com/blog/feed

●      www.lindahoyt.com/tips.html

●      www.seymoursimon.com/index.php/blog

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking & Listening

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.

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 norms 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 explicit comments to the remarks of others. C. Ask for clarification and further explanation as needed about the topics and texts under discussion.

RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message/theme, lesson, or moral.

SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

RL.2.3. Describe how characters in a story respond to major events and challenges using key details.

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.

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.

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.

W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed through self-reflection, revising and editing.

SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action identifying how each successive part builds on earlier sections.

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.

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.

SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

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

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).

RL.2.10. Read and comprehend literature, including stories and poetry, at grade level text complexity or above with scaffolding as needed.

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 print and digital resources, including beginning dictionaries, as needed to check and correct spellings.

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.

L.2.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. A. Compare formal and informal uses of English.

RI.2.2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

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 known root word as a clue 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.

RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text

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).

RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

L.2.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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 illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

RI.2.8. Describe and identify the logical connections of 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. Read and comprehend informational texts, including history/social studies, science, and technical texts, at grade level text complexity proficiently with scaffolding as needed.

RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words. A. Know spelling-sound correspondences for common vowel teams. B. Decode regularly spelled two-syllable words with long vowels. C. Decode words with common prefixes and suffixes. D. Identify words with inconsistent but common spelling-sound correspondences. E. 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 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.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.A.5 Enter information into a spreadsheet and sort the information.

8.1.2.A.6 Identify the structure and components of a database.

8.1.2.A.7 Enter information into a database or spreadsheet and filter the information.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.2.F.1 Use geographic mapping tools to plan and solve problems.

Modifications/Accommodations

(IEPs, ELLs, 504s, GT & Basic Skills)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT

Unit Title

Unit 4 - Our Life, Our World

Timeframe 

6 weeks

(5 weeks instruction, 1 week assessment)

January, February

Unit Summary

Students will explore texts including realistic fiction, folktale/drama, poetry, and informational text (expository) genres. Students will close read texts applying comprehension strategies such as rereading and visualizing. They will demonstrate understanding of comparing and contrasting within a text,cause and effect, and theme. Students will build vocabulary, contextual clues strategies, deepen understanding of how words and sentences work, and utilize fictional narrative techniques to develop real or imagined experiences or events.

Learning Targets

Essential Questions

  • What makes different parts of the world different? (Week 1)

  • How does the Earth change? (Week 2)
  • How are kids around the world different? (Week 3)
  • How can we understand nature? (Week 4)
  • What excites us about nature? (Week 5)

Enduring Understandings

Students will understand:

  • There are many different regions in the world.
  • The Earth is always changing.
  • Children play different games around the world.
  • People often tell stories about nature to help them explain what they see and feel.
  • Nature can be very exciting

Know

By the end of this unit, students will know:

  • Vocabulary Terms: factories, harbors, produce, timber, valleys, eerie, growth, layers, lively, location, region, seasons, temperature, carved, glide, sphere, suddenly, surface, accompanies, assigns, crowded, locker, usual, active, Earth, explode, island, local, properties, solid, steep, common, costume, customs, favorite, parades, surrounded, travels, wonder, blustery, chilly, drenched, drizzle, task ashamed, boast, dash, holler, plenty, similarities, victory, wisdom, broad, dunes, plump, swaying, twirling, drops, excite, outdoors, pale
  • Vocabulary Strategies: compound words, context clues, similes, and root words
  • Comprehension Strategy: Reread and visualize
  • Comprehension Skills: compare and contrast within text, cause and effect, and theme
  • Genres: expository text, realistic fiction, folktale/drama, free verse poetry
  • Fluency: expression, phrasing, pronunciation
  • High Frequency Words: below, colors, don’t, down, eat, many, morning, sleep through, very, animal, away, building, found, from, Saturday, thought, today, towards, watch, ago, carry, certain, everyone, heavy, outside, people, problem, together, warm
  • Phonics: phoneme blending, phoneme categorization, phoneme segmentation, phoneme blending, phoneme deletion, phoneme substitution, phoneme deletion, phoneme addition, syllable, alliteration and generate rhymes
  • Spelling: silent letters (wr, kn, gn, mb, sc); r controlled vowels
  • Writing Traits: Ideas, word choice, voice, expression, and phrasing
  • Grammar: Linking, helping, and irregular verbs; contractions; mechanics for capitalization of proper nouns, apostrophes with contractions, letter punctuation, book titles and quotation marks.

Do

By the end of this unit, students will be able to:

  • Acquire and use grade level vocabulary
  • Determine the meaning of words by using synonyms, similes, compound words, and context clues
  • Respond to reading citing text evidence
  • Monitor comprehension by applying the strategies of rereading and visualizing
  • Read on-level text orally with expression, phrasing, and pronunciation on successive readings.
  • Read high frequency words (see above) in texts
  • Blend, categorize, and segment phonemes; identify syllables in words
  • Apply fictional narrative writing techniques by generating ideas, selecting appropriate words, and showing feelings through the use of voice.
  • Use of linking verbs, helping verbs, and irregular verbs and contractions. Mechanics for proper nouns, quotation marks, book titles, letter punctuation, and apostrophes with contractions
  • Write narratives to develop real or imagined experiences or events incorporating a problem and solution along with having a beginning,  middle, and an end.
  • Use technology to produce and publish writing and to interact and collaborate with others in order to strengthen writing as needed

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades K-2

Beginning Writer's Rubric: Illustrated

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Interactive Group Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Learning goals will be met via a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, Seesaw, independent reading, close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program (Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop Big Books
  • Literature Big Books
  • Reading/Writing Workshop Little Books
  • Leveled Readers
  • Interactive Read-Aloud Cards
  • Retelling Cards
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Chromebooks/IPads/Laptops

Smartboards

Student White Boards

Supplemental Resources

Word Building Cards

Sound Spelling Cards

High-Frequency Word Cards

Photo Cards  

Interactive Games

Teaching Posters

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

●      http://readingandwritingproject.org/

●      www.jenniferserravallo.com/blog

●      http://www.wegivebooks.org/books

●      http://www.nwp.org/cs/public/print/resource_topic/teaching_reading

●      http://www.sightwords.com/

●      www.lindahoyt.com/tips.html

●      http://www.readwritethink.org/

●      http://www.lesterlaminack.com/blog.htm

●      www.seymoursimon.com/index.php/blog

Writing & Language

      http://readingandwritingproject.org/

      http://www.schrockguide.net/ -

●      http://twowritingteachers.wordpress.com

●      www.lindahoyt.com/tips.html

●      http://www.readwritethink.org/

Speaking & Listening

●      http://readingandwritingproject.org/

Critical Thinking

●      http://readingandwritingproject.org/

●      http://kylenebeers.com/blog/feed

●      www.lindahoyt.com/tips.html

●      www.seymoursimon.com/index.php/blog

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking & Listening

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.

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 norms 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 explicit comments to the remarks of others. C. Ask for clarification and further explanation as needed about the topics and texts under discussion.

RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message/theme, lesson, or moral.

W.2.2. Write informative/explanatory texts in which they introduce a topic, use evidence-based facts and definitions to develop points, and provide a conclusion.

SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

RL.2.3. Describe how characters in a story respond to major events and challenges using key details.

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.

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.

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.

W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed through self-reflection, revising and editing.

SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action identifying how each successive part builds on earlier sections.

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.

SL.2.5. Use multimedia; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings

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.

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).

SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

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

W.2.8. Recall information from experiences or gather information from provided sources to answer a question.

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).

RL.2.10. Read and comprehend literature, including stories and poetry, at grade level text complexity or above with scaffolding as needed.

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 print and digital resources, including beginning dictionaries, as needed to check and correct spellings.

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.

L.2.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. A. Compare formal and informal uses of English.

RI.2.2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

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 known root word as a clue 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. 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).

RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

L.2.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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 illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

RI.2.8. Describe and identify the logical connections of 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.

RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words. A. Know spelling-sound correspondences for common vowel teams. B. Decode regularly spelled two-syllable words with long vowels. C. Decode words with common prefixes and suffixes. D. Identify words with inconsistent but common spelling-sound correspondences. E. 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 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.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.A.5 Enter information into a spreadsheet and sort the information.

8.1.2.A.6 Identify the structure and components of a database.

8.1.2.A.7 Enter information into a database or spreadsheet and filter the information.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.2.F.1 Use geographic mapping tools to plan and solve problems.

Modifications/Accommodations

(IEPs, ELLs, 504s, GT & Basic Skills)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT

Unit Title

Unit 5 - Let’s Make a Difference

Timeframe 

6 weeks

(5 weeks instruction, 1 week assessment)

March/April

Unit Summary

Students will explore texts including realistic fiction, fiction, and informational texts (biography and expository) genres. Students will close read texts applying comprehension strategies such as summarizing and making, confirming, and revising predictions. They will demonstrate understanding of point of view, problem and solution, and cause and effect. Students will build vocabulary, contextual clues strategies, deepen understanding of how words and sentences work, and utilize informative writing techniques to develop real or imagined experiences or events.

Learning Targets

Essential Questions

  • What do good citizens do? (Week 1)

  • How do people get along? (Week 2)
  • What do heroes do? (Week 3)
  • How can we protect Earth? (Week 4)
  • Why are rules important? (Week 5)

Enduring Understandings

Students will understand:

  • Citizens have rights  and responsibilities in a community
  • People interact and cooperate
  • Rescue workers help in an emergency and  face danger
  • People can clean up the land and preserve water
  • Rules keep everyone safe

Know

By the end of this unit, students will know:

  • Vocabulary Terms: exhausted, calm, concern, treat, offered, champion, determined, issues, promises, responsibility, rights, volunteered, votes, instructions, decorate, shiver, audience, pretended, amused, cooperate, describe, entertained, imagination, interact, patient, peaceful, refused, competing, limited, inspired, overcome, agree, challenging, discover, heroes, interest, perform, study, succeed, hesitated, reasons, pollution, suggest, memorable, curious, distance, Earth’s resources, enormous, gently, proudly, rarely, supply, exclaimed, finally, form, history, public, rules, united, writers, elected, transportation, services, recycle, permission
  • Vocabulary Strategies: suffixes, idioms, synonyms, homophones, multi-meaning words
  • Comprehension Strategy: summarize and make, confirm, revise predictions
  • Comprehension Skills: compare and contrast within text, cause and effect, point of view, sequence
  • Genres:  realistic fiction, informational text (biography and expository text)
  • Fluency: expression, phrasing, pronunciation, and intonation
  • High Frequency Words: answer, been, body, build, head, heard, minutes, myself, pretty, pushed, brought, busy, else, happy, I’ll, laugh, love, maybe, please, several, air, along, always, draw, during, ever, meant, nothing, story, strong, city, father, mother, o’clock, own, questions, read, searching, through, sure, anything, children, everybody, instead, paper, person, voice, whole, woman, words
  • Phonics: phoneme blending, phoneme categorization, phoneme segmentation, phoneme blending, phoneme deletion, phoneme substitution, phoneme deletion, phoneme addition, and phoneme reversal
  • Spelling: Diphthongs (ou, ow, oy, oi); variant long u; variant short o; short vowel digraphs /e/ ea, /u/ ou, /i/, y
  • Writing Traits: Ideas, fluency, organization, word choice, and voice
  • Grammar: pronouns, contractions, pronoun-verb agreement; mechanics: quotation marks, capitalizing  pronoun I, capitalization of proper and possessive pronouns, and book titles

Do

By the end of this unit, students will be able to:

  • Acquire and use grade level vocabulary
  • Determine the meaning of words by using suffixes, idioms, synonyms, homophones, and multi-meaning words
  • Respond to reading citing text evidence
  • Monitor comprehension by applying the strategies of summarizing and making confirming, and revising predictions
  • Read on-level text orally with expression, phrasing, intonation, and pronunciation on successive readings.
  • Read high frequency words (see above) in texts
  • Blend, categorize, and segment phonemes
  • Apply fictional narrative writing techniques by generating ideas, selecting appropriate words, and showing feelings through the use of voice.
  • Use of pronouns, contractions,, and pronoun-verb agreement
  • Write explanatory essay
  • Use technology to produce and publish writing and to interact and collaborate with others in order to strengthen writing as needed

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades K-2

Beginning Writer's Rubric: Illustrated

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Interactive Group Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Learning goals will be met via a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, Seesaw, independent reading, close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop Big Books
  • Literature Big Books
  • Reading/Writing Workshop Little Books
  • Leveled Readers
  • Interactive Read-Aloud Cards
  • Retelling Cards
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Chromebooks/IPads/Laptops

Smartboards

Student White Boards

Supplemental Resources

Word Building Cards

Sound Spelling Cards

High-Frequency Word Cards

Photo Cards  

Interactive Games

Teaching Posters

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

●      http://readingandwritingproject.org/

●      www.jenniferserravallo.com/blog

●      http://www.wegivebooks.org/books

●      http://www.nwp.org/cs/public/print/resource_topic/teaching_reading

●      http://www.sightwords.com/

●      www.lindahoyt.com/tips.html

●      http://www.readwritethink.org/

●      http://www.lesterlaminack.com/blog.htm

●      www.seymoursimon.com/index.php/blog

Writing & Language

      http://readingandwritingproject.org/

      http://www.schrockguide.net/ -

●      http://twowritingteachers.wordpress.com

●      www.lindahoyt.com/tips.html

●      http://www.readwritethink.org/

Speaking & Listening

●      http://readingandwritingproject.org/

Critical Thinking

●      http://readingandwritingproject.org/

●      http://kylenebeers.com/blog/feed

●      www.lindahoyt.com/tips.html

●      www.seymoursimon.com/index.php/blog

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking & Listening

RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

W.2.1. 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 conclusion.

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 norms 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 explicit comments to the remarks of others. C. Ask for clarification and further explanation as needed about the topics and texts under discussion.

W.2.2. Write informative/explanatory texts in which they introduce a topic, use evidence-based facts and definitions to develop points, and provide a conclusion.

SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

RL.2.3. Describe how characters in a story respond to major events and challenges using key details.

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.

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.

W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed through self-reflection, revising and editing.

SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action identifying how each successive part builds on earlier sections.

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.

SL.2.5. Use multimedia; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings

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.

SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

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

W.2.8. Recall information from experiences or gather information from provided sources to answer a question.

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).

RL.2.10. Read and comprehend literature, including stories and poetry, at grade level text complexity or above with scaffolding as needed.

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 print and digital resources, including beginning dictionaries, as needed to check and correct spellings.

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.

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 known root word as a clue 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.

RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text

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).

RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

L.2.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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 illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

RI.2.8. Describe and identify the logical connections of 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. Read and comprehend informational texts, including history/social studies, science, and technical texts, at grade level text complexity proficiently with scaffolding as needed.

RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words. A. Know spelling-sound correspondences for common vowel teams. B. Decode regularly spelled two-syllable words with long vowels. C. Decode words with common prefixes and suffixes. D. Identify words with inconsistent but common spelling-sound correspondences. E. 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 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.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.A.5 Enter information into a spreadsheet and sort the information.

8.1.2.A.6 Identify the structure and components of a database.

8.1.2.A.7 Enter information into a database or spreadsheet and filter the information.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.2.F.1 Use geographic mapping tools to plan and solve problems.

Modifications/Accommodations

(IEPs, ELLs, 504s, GT & Basic Skills )

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT

Unit Title

Unit 6 - How On Earth?

Timeframe 

6 weeks

(5 weeks instruction, 1 week assessment)

April/May

Unit Summary

Students will explore texts including myths, poems, and informational texts (expository) genres. Students will close read texts applying comprehension strategies such as summarizing and rereading. They will demonstrate understanding of point of theme, author’s purpose, main idea and details, problem and solution, and point of view. Students will build vocabulary, contextual clues strategies, deepen understanding of how words and sentences work, and utilize informative writing techniques to develop real or imagined experiences or events.

Learning Targets

Essential Questions

  • What do myths help us understand about plants? (Week 1)

  • How do we use energy? (Week 2)
  • Why is teamwork important? (Week 3)
  • How do we use money? (Week 4)
  • Where can your imagination take you? (Week 5)

Enduring Understandings

Students will understand:

  • There are myths in nature -- especially with plants.
  • Electricity can be created in many ways.
  • Teamwork is important to achieve greater results.
  • Money is used to by goods and services.
  • You can do and become amazing things.

Know

By the end of this unit, students will know:

  • Vocabulary Terms: disturb, entire, magnificent, stumbled, trembled, appeared, crops, develop, edge, golden, rustled, stages, shing, charge, effects, rushes, slight, streak, electricity, energy, flows, haul, power, silent, solar, underground, attach, collect, deliver, experiments, nations, exploration, important, machines, prepare, repair, result, scientific, teamwork, charity, image, popular, portrait, symbol, invented, money, prices, purchase, record, system, value, worth, flash, igloo, moat, orchestra, snore, create, dazzling, imagination, seconds
  • Vocabulary Strategies: context and paragraph clues,greek and latin roots, metaphors
  • Comprehension Strategy: Reread and summarize
  • Comprehension Skills: theme, author’s purpose, main idea and details, problem and solution, and point of view
  • Genres:  myth, informational text (expository), and poetry
  • Fluency: expression, pronunciation, and intonation
  • High Frequency Words: door, front, order, probably, remember, someone, tomorrow, what’s, worry, yesterday, alone, became, beside, four, hello, large, notice, round, suppose, surprised, above, brother, follow, listen, month, soft, something, song, who’s, wind, against, anymore, complete, enough, river, rough, sometimes, stranger, terrible, window, afternoon, ahead, anyone, everything, pretended, scientist, somehow, throughout, trouble, wherever
  • Phonics: phoneme blending, phoneme categorization, phoneme segmentation, phoneme blending, phoneme deletion, phoneme substitution, phoneme deletion, phoneme addition, and phoneme reversal; identify syllables
  • Spelling: closed and open syllables; CVCe; consonant +le; vowel team syllables; three or more syllables
  • Writing Traits: Ideas, fluency, organization, word choice, and voice
  • Grammar: adjectives, articles, adjectives that compare, adverbs and prepositional phrases, and adverbs; mechanics: commas in a series, names and titles, apostrophes, capitalization, and punctuation

Do

By the end of this unit, students will be able to:

  • Acquire and use grade level vocabulary
  • Determine the meaning of words by analyzing sentence clues, paragraph clues, greek and latin roots, and metaphors
  • Respond to reading citing text evidence
  • Monitor comprehension by applying the strategies of summarizing and rereading
  • Read on-level text orally with expression, phrasing, intonation, and pronunciation on successive readings.
  • Read high frequency words (see above) in texts
  • Blend, categorize, and segment phonemes
  • Apply informative summary writing techniques by generating ideas, selecting appropriate words, and showing feelings through the use of voice.
  • Use of adjectives, articles, and adverbs
  • Use technology to produce and publish writing and to interact and collaborate with others in order to strengthen writing as needed

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades K-2

Beginning Writer's Rubric: Illustrated

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Interactive Group Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Learning goals will be met via a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, Seesaw, independent reading, close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop Big Books
  • Literature Big Books
  • Reading/Writing Workshop Little Books
  • Leveled Readers
  • Interactive Read-Aloud Cards
  • Retelling Cards
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Chromebooks/IPads/Laptops

Smartboards

Student White Boards

Supplemental Resources

Word Building Cards

Sound Spelling Cards

High-Frequency Word Cards

Photo Cards  

Interactive Games

Teaching Posters

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

●      http://readingandwritingproject.org/

●      www.jenniferserravallo.com/blog

●      http://www.wegivebooks.org/books

●      http://www.nwp.org/cs/public/print/resource_topic/teaching_reading

●      http://www.sightwords.com/

●      www.lindahoyt.com/tips.html

●      http://www.readwritethink.org/

●      http://www.lesterlaminack.com/blog.htm

●      www.seymoursimon.com/index.php/blog

Writing & Language

      http://readingandwritingproject.org/

      http://www.schrockguide.net/ -

●      http://twowritingteachers.wordpress.com

●      www.lindahoyt.com/tips.html

●      http://www.readwritethink.org/

Speaking & Listening

●      http://readingandwritingproject.org/

Critical Thinking

●      http://readingandwritingproject.org/

●      http://kylenebeers.com/blog/feed

●      www.lindahoyt.com/tips.html

●      www.seymoursimon.com/index.php/blog

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking & Listening

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.

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 norms 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 explicit comments to the remarks of others. C. Ask for clarification and further explanation as needed about the topics and texts under discussion.

RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message/theme, lesson, or moral.

W.2.2. Write informative/explanatory texts in which they introduce a topic, use evidence-based facts and definitions to develop points, and provide a conclusion.

SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

RL.2.3. Describe how characters in a story respond to major events and challenges using key details.

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.

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.

W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed through self-reflection, revising and editing.

SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action identifying how each successive part builds on earlier sections.

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.

SL.2.5. Use multimedia; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings

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.

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).

SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

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

W.2.8. Recall information from experiences or gather information from provided sources to answer a question.

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).

RL.2.10. Read and comprehend literature, including stories and poetry, at grade level text complexity or above with scaffolding as needed.

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 print and digital resources, including beginning dictionaries, as needed to check and correct spellings.

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.

L.2.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. A. Compare formal and informal uses of English.

RI.2.2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

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 known root word as a clue 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.

RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text

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).

RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

L.2.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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 illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

RI.2.8. Describe and identify the logical connections of 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. Read and comprehend informational texts, including history/social studies, science, and technical texts, at grade level text complexity proficiently with scaffolding as needed.

RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words. A. Know spelling-sound correspondences for common vowel teams. B. Decode regularly spelled two-syllable words with long vowels. C. Decode words with common prefixes and suffixes. D. Identify words with inconsistent but common spelling-sound correspondences. E. 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 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.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.A.5 Enter information into a spreadsheet and sort the information.

8.1.2.A.6 Identify the structure and components of a database.

8.1.2.A.7 Enter information into a database or spreadsheet and filter the information.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.2.F.1 Use geographic mapping tools to plan and solve problems.

Modifications/Accommodations

(IEPs, ELLs, 504s, GT & Basic Skills )

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT