Elementary Literacy Second Grade Quarter 2 Unit 1Subject: LiteracyGrade: Second
Timeline: 4 - 4 1/2 weeksQuarter 1 Unit 2 Overview:
The purpose of this unit is to introduce students to the opinion writing. In this 4-4 ½ week unit, application of phonics, high frequency words, and writing in complete sentences are essential. Students practice providing logical evidence to support their opinion/claim. Throughout this unit, multiple opportunities will be provided to students to support their opinions through open-ended conversations and writing. Exposure to a variety of both fiction and nonfiction texts will support student learning. During this time period, students will be introduced to five words per week (one spelling pattern/transfer word [drink, eating, blue, played, crashes] and four high frequency words). Please note: the transfer patterns continue to 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 2 Unit 1 Performance Task:
You have been asked by your teacher to write your opinion about a favorite character. After reading various stories with strong characters, you will choose and describe a favorite character. Give 3 reasons why that character is your favorite. Provide examples/evidence from the text to support your reasons. Your work will be judged according to the attached rubric.
*Teachers: An example:
My favorite character is Tabby. I chose Tabby because she is caring, funny and afraid. Cuddling with Mr. Putter, she showed she was a caring cat. It was funny when she saw the wind up penguin. She showed she was afraid when she hid behind Mr. Putter. Tabby made the story interesting to read.Focus Standards:
CC.1.4.2.H Identify the topic and state an opinion.
CC.1.4.2.I Support the opinion with reasons that include details connected to the opinion.
CC.1.4.2.J Create an organizational structure that includes reasons and includes a concluding statement.
CC.1.4.2.K Use a variety of words and phrases to appeal to the audience.
CC.1.4.2.L Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. -Capitalize proper nouns, Spell words drawing on common spelling patterns, Use commas and apostrophes appropriately.
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
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.V Participate in individual or shared research and writing projects.
CC.1.4.2.W Recall information from experiences or gather information from provided sources to answer a question.
Students will be able to…
-recall information from the stories
-understand setting, characters, problem, solution, sequenced plot, and resolution
-produce complete sentences while speaking
-be aware of the audience
-demonstrate appropriate audience behaviors
-ask and answer questions related to the text
-practice and use comprehension strategies
-use writing resources in the room
-participate in conversations with peers and adults about books
-communicates opinions in writing
-form an opinion based upon information in a text
-cite evidence from text to support your opinion
-use prior knowledge and gather new information
-use grade level appropriate conventions
-demonstrate phonics (Refer to Word Study Documents for specifics.)
-use phonetic spelling
-recognize the difference between fact and opinion
-use new vocabulary
-compare and contrast information in stories or text
-locate information in a text effectively
-identify collective nouns, reflective nouns and past tenseAssessments:
REVISED Grade 2 Quarter 2 – Unit 1 – “Characters We Love” Performance Task Rubric
Student states opinion with 3 reasons.
Student states opinion with 2 reasons.
Student states opinion with 1 reason.
Student does not provide any reasons.
__ x 2 =
Student includes an example or evidence for each of the 3 reasons.
Student includes an example or evidence for 2 reasons.
Student includes an example or evidence for 1 reason.
Student does not include evidence to support reasons.
__ x 6 =
Student writes in complete sentences throughout most of the piece.
Student writes in complete sentences throughout some of the piece.
Student writes in complete sentences throughout little of the piece.
Student does not write in complete sentences.
__ x 3 =
High Frequency Words
Student writes most common high frequency words correctly from memory or utilization of classroom resources.
Student writes some common high frequency words correctly from memory or utilization of classroom resources.
Student writes few common high frequency words correctly from memory or utilization of classroom resources.
Student writes no common high frequency words correctly from memory or utilization of classroom resources.
__ x 2 =
(Specifically: capitalize beginning of sentence, use ending punctuation, capitalize I and people’s names, and use appropriate spacing)
Student demonstrates grade level appropriate conventions most of the time.
Student demonstrates grade level appropriate conventions some of the time.
Student demonstrates grade level appropriate conventions minimally.
Student does not demonstrate grade level appropriate conventions.
__ x 2 =
Total Score = /45
Elements of Instruction:Differentiation:
Interdisciplinary Connections:-Scholastic News-Math book; The Tortoise and the Hare-Social Studies; Houghton Mifflin Social Studies, Unit 5, pages 258-259
- Skill based groups
- Reading level groups