A Journey Through Friendship In this unit, A Journey Through Friendship, students will read Charlie the Caterpillar by Dom Deluise as well as a variety of texts which incorporate the theme of friendship. They will ask and answer questions and recount stories. In addition, students will describe how characters in a story react to important events in a story.
In this unit, students will describe how words and phrases supply rhythm and meaning in a story, poem or song. They will also describe the overall structure of a story including the beginning and the conclusion.
Importantly, students will work collaboratively while participating in and building on group discussions while following agreed upon rules for speaking and listening. Students will produce complete sentences while developing and writing narratives that recount an event. Students will demonstrate command of conventions of English grammar and usage.
Humanities In connecting the ELA standards to social studies and humanities, students will learn about friendship and play across cultures. They will explore the games they play, those their parents played, as well as games played in other parts of the world. An important part of this unit requires students to compare and contrast similarities in play across the ages and cultures, while building their map skills.
Foundational Skills Following Project Read, students will learn and apply grade level phonics and word analysis skills when decoding by distinguishing long and short vowels, recognizing grade appropriate words with purpose, understanding and accuracy.
Use knowledge of the letter-sound correspondences that have been taught to distinguish and correctly read long and short vowels in one-syllable words: ‘a’ > /a/; ‘e’ > /e/; ‘i’ > /i/; ‘o’ > /o/; ‘u’ > /u/;
Decode two-syllable words with any combination of the following syllable types: closed syllables, magic –e syllables, vowel digraph syllables, r-controlled syllables, open syllables, consonant –LE syllables;
Read and write words with the following inflectional endings and suffixes: –ing, –ed;
Read and write words with the following letter-sound correspondences: ‘a’ as /a/ (hat), /ae/ (paper), /ə/ (about), or /aw/ (wall); ‘i’ as /i/ (hit), /ie/ (item), or /ee/ (ski); ‘o’ as /o/ (hop), /oe/ (open), or /u/ (son); ‘e’ as /e/ (pet), /ee/ (me), or /ə/ (debate); ‘u’ as /ue/ (unit) or /u/ (but); ‘y’ as /y/ (yes), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’ (bird), ‘ur’ (hurt), or ‘er’ as /er/ (her); ‘ar’ > /ar/ (car) or /or/ (war); ‘al’ > /ə/ + /l/ (animal); ‘il’ > /ə/ + /l/ (pencil); ‘ul’ > /ə/ +/l/ (awful); ‘el’ > /ə/ + /l/ (travel), ‘le’ > /ə/ + /l/ (apple); ‘tion’ > /sh/ + /ə/ + /n/; ‘ph’ > /f/ (phone); ‘ch’ > /k/ (school); ‘wa’ > /o/ (water);
Read the following tricky words: he, she, we, be, me, the, was, of, a, do, down, how, to, two, what, where, why, from, once, one, could, would, should, there, said, says, why, word;
Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension;
Read and understand decodable text that incorporates letter-sound correspondences taught with purpose and understanding;
Read decodable text that incorporates the letter-sound correspondences taught with increased accuracy, appropriate rate, and expression on successive readings;
Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary;
Read and write words in which ‘c’ > /k/ as in cat or /s/ as in city; ‘g’ > /g/ as in got or /j/ as in gem;
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification;
Use both regular and irregular past-, present-, and future-tense verbs orally and in own writing;
Use and expand complete simple and compound sentences orally and in own writing;
Spell and write one-syllable words using the letter-sound correspondences taught in grade 2, using the Individual Code Chart as needed; and
Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly, bookshelf, notebook, bookmark).
How can asking and answering questions about a story help me understand the details and events in a text?
How can a character's actions, thoughts and feelings help me to understand important events in a story?
How can I share what I learned from my reading with others?
How does story structure (beginning, middle and end) help me to understand the story?
Reading Literature RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.3. Describe how characters in a story respond to major events and challenges. RL.2.4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL 2.9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
Foundational Reading RF.2.3. Know and apply grade level phonics and word analysis skills in decoding words.
Distinguish long and short vowels
when reading regularly spelled one-‐ syllable words spelling-‐sound correspondences. RF.2.4. Read with sufficient accuracy and fluency to support comprehension.
Read on-‐level text with purpose and understanding. Read on-‐level text orally with accuracy, appropriate rate, and expression on successive readings.
Writing W.2.3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.2.8. Recall information from experiences or gather information from provided sources to answer a question.
Speaking and Listening SL.2.1. Participate in collaborative conversations with diverse partners about second grade topics and texts with peers and adults in small and larger groups.
Follow agreed-‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Build on others’ talk in conversations by linking their comments to the remarks of others.
Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL.2.5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Language L.2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
Use adjectives and adverbs, and choose between them depending on what is to be modified.
Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
L.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L.2.4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on second grade reading and content, choosing flexibly from an array of strategies.
Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L.2.6. Use words and phrases acquired through conversations, reading and begin read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy.)
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