Unit 2

Famous Americans

 

Grade 2

ELA

Unit Length and Description:

 

7 weeks

 

Students build on their knowledge of national symbols, holidays, and the democratic process learned in kindergarten and grade 1 to explore famous Americans, their role in American history, and their contribution to making our world a better place. The exact individuals studied should be based on student interest and established in coordination with social studies content.

 

Standards:

 

Reading Standards for Literature

RL.2.1

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

RL.2.2

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

RL.2.3

Describe how characters in a story respond to major events and challenges.

RL.2.4

Describe how words and phrases supply rhythm and meaning in a poem or song; determine the meaning of words and phrases as they are used in text.

RL.2.5

Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

RL.2.6

Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

RL.2.7

Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its character when reading dialogue aloud.

RL.2.9

Compare and contrast two or more versions of the same story. (e.g., Cinderella stories) by different authors or from different cultures.

RL.2.10

By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Reading Standards for Informational Text

RI.2.1

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

RI.2.2

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

RI.2.3

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

RI.2.4

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

RI.2.5

Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

RI.2.6

Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

RI.2.7

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

RI.2.8

Describe how reasons or evidence support specific points the author makes in a text.

RI.2.9

Compare and contrast the most important points presented by two texts on the same topic.

RI.2.10

By the end of the year, read and comprehend informational text, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Reading Standards: Foundational Skills

RF.2.3.a

Distinguish long and short vowels when reading regularly spelled one-syllable words.

RF.2.3.b

Know spelling-sound correspondences for additional common vowel teams.

RF.2.3.c

Decode regularly spelled two-syllable words with long vowels.

RF.2.3.d

Decode words with common prefixes and suffixes.

RF.2.3.e

Identify words with inconsistent but common spelling-sound correspondences.

RF.2.3.f

Recognize and read grade-appropriate irregularly spelled words.

RF.2.4

Read with sufficient accuracy and fluency to support comprehension.

Writing Standards

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 to connect the opinion and reasons, and provide a concluding statement or section.

W.2.2

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

W.2.3

Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

W.2.5

With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

W.2.6

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.2.7

Participate in shared research and writing projects (e.g., read a number of books in a single topic to produce a report; record science observations).

W.2.8

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

Speaking and Listening Standards

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.

SL.2.2

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

SL.2.3

Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

SL.2.4

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

SL.2.5

Create audio recordings of stories or poems with guidance and support from adults and/or peers; add drawings or other visual displays to stories or recounts experiences when appropriate to clarify ideas, thoughts, and feelings.

SL.2.6

Produce complete sentences when appropriate to task, audience, and situation in order to provide requested detail or clarification. (see grade 2 Language standards 1-3 for specific expectations.)

Language Standards

L.2.1.a

Use collective nouns. (e.g., group)

L.2.1.b

Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

L.2.1.c

Use reflexive pronouns (e.g., myself, ourselves) and indefinite pronouns (e.g., anyone, everything).

L.2.1.d

Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told)

L.2.1.e

Use adjectives and adverbs, and choose between them depending on what is to be modified.

L.2.1.f

Produce, expand, and rearrange complete simple and compound sentences.

L.2.2.a

Capitalize holidays, product names, and geographic names.

L.2.2.b

Use commas in greetings and closings of letters.

L.2.2.c

Use an apostrophe to form contractions and frequently occurring possessives.

L.2.2.d

Generalize learned spelling patterns when writing words.

L.2.2.e

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

L.2.3

Use knowledge and language and its conventions when writing, speaking, reading, or listening.

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.

L.2.4.a

Use sentence-level context as a clue to the meaning of a word or phrase.

L.2.4.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).

L.2.4.c

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

L.2.4.d

Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly, bookshelf, notebook, bookmark).

L.2.4.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 word relationships and nuances in word meanings.

L.2.5.a

Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

L.2.5.b

Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related verbs adjectives (e.g., thin, slender, skinny, scrawny).

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).

Standards: Instructional Outcomes

READING STANDARDS FOR LITERATURE

RL.2.1

  • I can identify who, what, when, where, why, and how based on a text.
  • I can demonstrate understanding of key details in text.

RL.2.2

  • I can determine the central message, lesson, or moral that the author wants me to take away from reading this text.
  • I can recall details that led me to determine the central message, lesson, or moral.
  • I can recount details from the beginning, middle, and end of the text.

RL.2.3

  • I can define characters and major events.
  • I can identify the major events of a particular story.
  • I can describe how the characters respond to the major events and challenges in the story.

RL.2.4

  • I can describe how words and phrases supply rhythm and meaning in a poem or song.
  • I can determine the meaning of words and phrases as they are used in text.

RL.2.5

  • I can identify the structure of the story.
  • I can describe:

1.   how the beginning introduces the story.

2.   the action that takes place in the middle of the story.

3.   how the ending concludes the action.

RL.2.6

  • I can identify characters.
  • I can identify character traits.
  • I can identify dialogue to determine who is speaking in a text.
  • I can define point of view.
  • I can read the dialogue correctly for different characters in a text.

RL.2.7

  • I can use story details (words) and illustrations to describe the following in a print or digital text:

1.   characters

2.   setting

3.   plot

RL.2.9

  • I can compare and contrast two or more versions of the same story by different authors representing different cultures.

RL.2.10

  • By the end of the year, I can read and comprehend stories and poems independently and proficiently at an appropriate grade level.

READING STANDARDS FOR INFORMATIONAL TEXT

RI.2.1

  • I can identify key details in an informational text by asking who, what, where, when, why, and how.
  • I can ask and answer questions based on an informational text.

RI.2.2

  • I can identify the main topic of a paragraph.
  • I can identify the main topic of a multi-paragraph text.

RI.2.3

  • I can identify and describe the connection between:

  historical events that occurred in a text.

  scientific ideas or concepts that occur in a text.

  the steps in a technical procedure.

RI.2.4

  • I can identify unknown words and phrases in a text.
  • I can determine the meaning of words and phrases in a text using a glossary, context clues, dictionary, etc.

RI.2.5

o   I can identify text features. (captions, bold print, subheadings, glossaries, indexes, electronic menus, icons).

o   I can use various text features to locate key facts and information in a text efficiently.

RI.2.6

  • I can identify the authors main purpose of a text.

RI.2.7

  • I can identify images in an informational text.
  • I can explain how these images make the text clearer.

RL.2.8

  • I can describe how reasons or evidence support specific points the author makes in a text.

RI.2.9

  • I can compare and contrast the most important points in two informational texts on the same topic.

RI.2.10

  • By the end of the year, I can read and comprehend informational text independently at an appropriate grade level.

 

FOUNDATIONAL SKILLS

RF.2.3.a

  • I can identify the rules for long and short vowel sounds in one-syllable words.

RF.2.3.b

  • I can identify long and short sounds made by vowel teams.

RF.2.3.c

  • I can read two syllable words with long vowel patterns.

RF.2.3.d

  • I can identify a prefix.
  • I can identify a suffix.
  • I can read words with common prefixes and suffixes.

RF.2.3.e

  • I can identify words with inconsistent spelling sound correspondences (e.g., cow, row, pint, mint).

RF.2.3.f

  • I can read second grade irregularly spelled words (e.g., been, come).

RF.2.4

  • I can understand what I read.
  • I can read accurately and with expression.
  • I can correct myself if I make a mistake when I read.
  • I can reread to understand what words mean.

 

WRITING

W.2.1 (Text type: Opinion)

  • I can identify a topic or title of a book to write about.
  • I can define what an opinion is.
  • I can identify linking words.
  • I can identify a concluding statement.
  • I can generate supporting reasons for a stated opinion.
  • I can organize and write an opinion piece that:

1.   introduces a topic/book

2.   states an opinion

3.   supplies at least two supporting reasons for the opinion

4.   uses linking words (e.g., because and also)

5.   has a concluding statement or section

W.2.2 (Text Type: Informative/Explanatory)

  • I can identify an informative text and explanatory text.
  • I can identify topic sentences, facts, definitions, and concluding statements.
  • I can use facts and definitions appropriately to develop points.
  • I can formulate an appropriate concluding statement or section.
  • I can organize and write an informative/explanatory text that:

1.   focuses on a specific topic

2.   uses facts and definitions to develop the topic

3.   includes a concluding statement or section

W.2.3 (Text Type: Narrative)

  • I can identify the components of a narrative (beginning, middle, end)
  • I can organize and write a narrative that includes:

1. a well-elaborated event or short sequences of events

2. use of details to describe actions, thoughts, and feelings

3. use of temporal words (e.g., first, next, then) to signal event order

4. provides a sense of closure

W.2.5

  • With guidance and support from adults and peers, I can recognize how to focus on a topic, revise, and edit my writing.
  • With guidance and support from adults and peers, I can strengthen my writing as needed by revising and editing.

W.2.6

  • With guidance and support from adults, I can choose digital tools for producing and publishing writing.

W.2.7

  • I can identify sources and tools to conduct shared research on a single topic.
  • I can organize relevant information on a topic.
  • I can participate in shared research and writing projects.

W.2.8

  • I can recall information.
  • I can gather information from sources.
  • I can answer a question recalling information from experiences or using information from a provided source.

 

SPEAKING AND LISTENING

SL.2.1

  • I can identify agreed upon rules for discussion.
  • I can participate in conversations about second grade topics and texts.
  • I can describe good listening skills.
  • I can identify when a question needs to be asked based on discussion/conversation.

SL.2.2

  • I can recount and describe key ideas and/or details from a text read aloud, information presented orally, or through other media.

SL.2.3

  • I can ask and answer questions about what a speaker says to:

  clarify comprehension

  gather information

  deepen understanding

SL.2.4

  • I can tell a story or recount an experience aloud with:

  appropriate facts

  relevant, descriptive details

  speaking audibly in coherent sentences

SL.2.5

With guidance and support from adults and/or peers,

  • I can create audio recordings of stories or poems.
  • I can clarify ideas, thoughts, and feelings by adding drawings/visual displays.

SL.2.6

  • I can produce complete sentences when appropriate to task, audience, and situation in order to provide requested detail or clarification.

LANGUAGE

L.2.1.a

  • I can identify collective nouns. (nouns that refer to collections of persons or things taken as a whole. e.g., group, class, team)
  • I can give examples of collective nouns when writing and speaking.

L.2.1.b

  • I can form and use frequently occurring irregular plural nouns in writing and speaking. (plural nouns that do not use the regular plural ending of s or-es, e.g, children, feet)

L.2.1.c

  • I can identify reflexive pronouns. (pronouns that refer back to the subject of the sentence or clause. They either end in self, as in the singular form, or selves as in the plural form.)
  • I can give examples and use reflexive pronouns when writing and speaking.
  • I can identify indefinite pronouns. (particular persons, places, or things, e.g., anyone, everything)
  • I can give examples and use indefinite pronouns when writing and speaking.

L.2.1.d

  • I can give examples and use past tense of irregular verbs in writing and speaking. (past tense verbs that are not formed with ed, -d, or t, e.g., sat, hid, told)

L.2.1.e

  • I can give examples and use adjectives when writing and speaking.
  • I can give examples and use adverbs when writing and speaking.

L.2.1.f

  • I can identify simple sentences.
  • I can identify compound sentences.
  • I can rearrange simple sentences into a compound sentence.
  • I can produce simple and compound sentences.

L.2.2.a

  • I can capitalize proper nouns.

L.2.2.b

  • I can use commas in greetings and closings in letters.

L.2.2.c

  • I can use an apostrophe to form a contraction.

L.2.2.d

  • I can use and give examples of spelling patterns.

L.2.2.e

  • I can use reference materials as needed to check and correct spellings.

L.2.3

  • I can use formal and informal English as appropriate when speaking.

L.2.4

  • I can identify context clues within a sentence to construct meanings of unknown/multiple meaning words. (L.2.4.a)
  • I can identify common prefixes and words formed by them. (L.2.4.b)
  • I can apply knowledge of common root words to solve words with the same root. (L.2.4.c)
  • I can apply knowledge of common root words to solve words with the same root. (L.2.4.d)
  • I can use glossaries and beginning dictionaries to determine the meaning of words/phrases. (L.2.4.e)

L.2.5

  • I can identify real-life connections between words and their use. (L.2.5.a)
  • I can distinguish (tell the difference) between closely related verbs. (L.2.5.b)

L.2.6

  • I can use words and phrases acquired through conversations, reading, being read to, and responding to texts.

Enduring Understandings:

 

        Knowledge of the past helps me understand the present and make decisions about the future.

        Reading involves making sense of the text, not just decoding the words.

        Understanding a texts structure helps one understand its meaning.

        Collaboration is necessary in order to be an effective learner and citizen.

        Readers use strategies to construct meaning.

        Writing is a tool used for thinking, learning and communicating.

 

Essential Questions:

 

        How does the learning of past events help us to make future decisions?

        How can we know if we werent there?

        How can I understand the structure of different text?

        How am I connected to those in the past?

        What impact do reading strategies have?

        How can we use evaluation and reflection to improve our writing?