• Elementary Literacy Second Grade Quarter 1 Unit 2


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

     
    Quarter 1 Unit 2 Overview: 

     

    This personal narrative unit is estimated to be 4-4 ½ weeks.  By being exposed to many different narrative texts, through teacher read aloud, guided reading, writing mini-lessons, and small group instruction, students will expand their knowledge of the components of narrative reading and writing. Skills to master in this unit include using complete sentences, developing beginning/middle/ending, sequencing events, using details to convey thoughts and feelings, and transferring phonics skills into reading and writing. During this time period, students will be introduced to five words per week (one spelling pattern/transfer word [snail, mine, how, blank, use] and four high frequency words). Again, 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 2 Performance Task:
     

    The Performance Task for this unit has been removed and replaced with a CLOSE READ that includes a culminating activity.  There will also be a District Assessment.


     
    Focus Standards:
     

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

    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.O-Include thoughts and feelings to describe experiences and events to show the response of characters to situations

    CC.1.4.2.P-Organize a short sequence of events, using temporal words to signal even order, provide a sense of closure

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

    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


     
    Student Objectives/Competencies:

    Students will be able to:

    -demonstrate appropriate audience behaviors

    -utilize comprehension strategies

    -discuss setting, characterization, plot, problem, and solution

    -tell/write a personal narrative story

    -utilize word wall and classroom resources when writing and reading

    -listen to stories read aloud

    -ask and answer questions (who, what, when, where, how, why) regarding stories read aloud and independently

    -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 and familiar stories

    -sequence major events in a story (B-M-E) with supporting details read aloud and independently

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

    -read grade level appropriate books

    -use new vocabulary words and high frequency words

    -use grade level appropriate conventions

    -gather information from illustrations

    -produce complete sentences

    -identify adverbs

     

     
    Assessments:
     
    District Assessment

     
    Elements of Instruction:
     

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

     
    Interdisciplinary Connections:
     
    -Scholastic News
    -Math book; The Greedy Triangle