In this unit students will read informational text related to the theme Famous Americans who overcame challenges. Students will be able to:
Ask and answer questions to demonstrate understanding of key details in a text. (RI 2.1)
Identify the main topic of a text. (RI 2.2)
Describe the connection between a series of historical events in a text. (RI 2.3)
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (RI 2.4)
Know and use various text features to locate key facts or information in a text. (RI 2.5)
Students will also build upon their knowledge of opinion writing , by introducing the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. (W 2.1)
Foundational Reading and Skills In this unit, students will built their ability to demonstrates a command of conventions of standard English grammar and usage when writing and speaking. They will know and begin to apply grade level phonics and world analysis skills in decoding words. They will also improve their ability to read with accuracy and fluency to support comprehension.
Writing In this unit, students will also build upon their knowledge of opinion writing , by introducing the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
Humanities In this unit students examine literature and music from different cultures and countries. They situate the stories and songs on a map and a timeline and discuss the themes that those creations focus on, comparing and contrasting them.
How can I ask and answer questions about key details in a text?
How can I identify the main topic of a text?
How can I describe the connection between a series of events in a text?
Informational Reading RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.2. Identify the main topic of a multi-‐paragraph text as well as the focus of specific paragraphs within the text. RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RI.2.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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
Know spelling-‐sound correspondences for additional common vowel teams.
Decode regularly spelled two-‐syllable words with long vowels.
Decode words with common prefixes and suffixes.
Identify words with inconsistent but common spelling-‐sound correspondences.
Recognize and read grade-‐appropriate irregularly spelled words.
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.
3. Use context to confirm or self-‐correct word recognition and understanding, rereading as necessary.
Writing W.2.1.Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.2.8. Recall information from experiences or gather information from provided sources to answer a question.
Speaking and Listening SL.2.1. Participate in collaborative conversations with diverse partners about 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. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.)
Language L.2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Use collective nouns (e.g., group).
Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
Use reflexive pronouns (e.g., myself, ourselves).
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.2.4. 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 sentence-‐level context as a clue to the meaning of a word or phrase.
Determine the meaning of the new word formed when a
known prefix is added to a known word (e.g.,happy/unhappy, tell/retell)
Use a known root word as a clue to the meaning of and unknown word with the same root (e.g., addition, additional)
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.2.5. Demonstrate understanding of word relationships and nuances in word meanings.
Identify real-‐life connections between words and their use (e.g., describe foods that are spicy or juicy).
Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6. Use words and phrases acquired through conversations, reading and 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.)