• Elementary Literacy Second Grade Quarter 1 Unit 1


    Subject: Literacy
    Grade: Second
    Timeline: 4 - 4 1/2 weeks

     
    Quarter 1 Unit 1 Overview: 

    This is approximately a 4 – 4 ½ week unit.  The purpose of this unit is to set the routines and expectations for Writing Workshop, Guided Reading Block, Read Aloud Block, Self-Selected Reading, and Working with Words Blocks.  (Refer to Common Understandings link.)  This foundation will continue throughout the school year.  Specifically, students will learn the skills of beginning/middle/end, sequencing, picture/story match, and phonics application through exposure to a variety of texts. During this time period, students will be introduced to five words per week (one spelling pattern/transfer word [gave, keep, phone, car, snail] and four high frequency words). Transitioning into second grade, the transfer patterns include many variations rather than a set combination of letters. The teacher will model comprehension strategies while providing opportunities for guided and independent practice. The block framework provides opportunities for modeling, guided practice, and independent practice necessary for students’ mastery of the competencies of this unit.

     
     

     Quarter 1 Unit 1 Performance Task:
     
     
    You have been asked by the local library to produce a book review featuring your favorite book that you have read independently during your Self Selected Reading Block. This FICTION book should be at your independent reading level.  You will share an oral retelling of your chosen book which explains the beginning, middle, and end. While sharing your review with the class in a whole or small group setting, you will also share your B-M-E illustrations.   You will be judged according to the attached rubric.

     

    ***Teachers please note: Some students may be reading at DRA levels that do not include a beginning, middle, end sequence (B-M-E).  On the Organization portion of the rubric, these students may include 3 details from the text.  (Ex.  If the child is reading in Level A, the chosen text might be Going Places.  The student may include 3 ways to travel.)


     
    Focus Standards:
     

    CC.1.4.2.W-Recall information from experiences or gather information from provided sources to answer a question

    CC.1.4.2.M-Write narratives to develop real or imagined experiences or events

    CC.1.4.2.N-Establish a situation and introduce a narrator and/or characters.

    CC.1.4.2.T-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing

    CC.1.4.2.U-With guidance and support, use a variety of digital tools to produce and publish writing including in collaboration with peers

    CC.1.1.2.D- Know and apply grade-level phonics and word analysis skills in decoding

    CC.1.1.2.E- Read with accuracy and fluency to support comprehension

    CC.1.3.2.A-Recount stories and determine their central message, lesson, or moral

    CC.1.3.2.B- Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of details in a text

    CC.1.5.2.A-Participate in collaborative conversations with peers and adults in small and larger groups

    CC.1.5.2.B- Recount or describe key ideas or details from a text read aloud or information presented orally or through other media

    CC.1.5.2.C-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

    CC.1.5.2.E- Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification



    Student Objectives/Competencies:

    Students will be able to…

    -choose books with guidance from an adult and gradually increase time of Self Selected Reading

    -listen to stories read aloud

    -use high frequency words

    -demonstrates appropriate speaking skills

    -ask and answer questions regarding stories read aloud

    -follow routines for each of the blocks

    -demonstrate an understanding of classroom routines, expectations, and procedures

    -self generate topic for writing

    -convey images and thoughts to others

    -participate in conversations with peers and adults about personal experiences

    -participate in conversations with peers and adults about familiar stories highlighting people, place, things, major events and key details

    -sequence major events in a story (B-M-E) and provide details

    -demonstrate phonics skills(Refer to Word Study Document for specifics.)

    -read grade level appropriate books

    -use new vocabulary words

    -use grade level appropriate conventions

    -practice using comprehension strategies

    -produce complete sentences

    -use rhyming words

    -use common, proper and possessive nouns

     


     
    Assessments:
     
    Q1U1 Rubric                                                                                                                                                                       

    REVISED Grade 2 Quarter 1 – Unit 1 – “Being Silly” Performance Task Rubric

     

    Criteria

    3

     

    2

    1

    0

    Score

    Book Choice

    (X2)

    Student chooses book at appropriate independent reading level without support from adult.

    Student chooses book at appropriate independent reading level with some support from adult.

    Student chooses book at appropriate independent reading level with a great deal of support from adult.

    Teacher chooses book at appropriate independent reading level for the student.

     

    __ x 2 =

    Organization

    (X5)

    Student provides oral retelling that includes a beginning, middle, and ending sequence.

    Student provides oral retelling that includes

    2 components of a beginning, middle, and ending sequence.

    Student provides oral retelling that includes

    1 component of a beginning, middle, and ending sequence.

    Student provides oral retelling that includes no components of a beginning, middle, and ending sequence.

     

    __ x 5 =

    Illustration

    (X3)

    Student’s illustrations clearly match BME events from the story.

    Student’s illustrations adequately match BME events from the story.

    Student’s illustrations minimally match BME events from the story.

    Student’s illustrations do not match any portion of the story.

     

    __ x 3 =

    Presentation

    (X3)

     (For example: speaks clearly and audibly; keeps eye contact; stands still; retells independently)

    Student demonstrates appropriate speaking skills during presentation of performance task.

    Student demonstrates some appropriate speaking skills during presentation of performance task.

    Student demonstrates minimal appropriate speaking skills during presentation of performance task.

    Student demonstrates no appropriate speaking skills during presentation of performance task.

     

    __ x 3 =

    Audience Behaviors

    (X1)

    (For example: listens attentively; sits still; keeps eyes on speaker; etc)

    Student demonstrates appropriate audience behaviors during performance task presentations.

    Student demonstrates some appropriate audience behaviors during performance task presentations.

    Student demonstrates minimally appropriate audience behaviors during performance task presentations.

    Student demonstrates no appropriate audience behaviors during performance task presentations.

     

    __ x 1 =

     

    Total Score =        /42

     


     
    Elements of Instruction:
     

     
    Differentiation:
     
    • Skill based groups
    • Reading level groups
    • DRA2
    • Dibels

     
    Interdisciplinary Connections:
     
    -Scholastic News
    -Math book; Two of Everything