• Elementary Literacy Second Grade Quarter 3 Unit 1


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

     
    Quarter 3 Unit 1 Overview: 

    The purpose of this 4-4 ½ week unit is to expand upon the students’ knowledge of narrative writing. A concentration will be placed upon developing more detailed story elements (character development, sequence of events, and character response). Skills to master in this unit include: speaking and writing in complete sentences, transferring phonics skills, applying knowledge of high frequency words, and capitalization of proper nouns into reading and writing. During this time period, students will be introduced to five words per week (one spelling pattern/transfer word [right, hurt, lunch, first, haul] and four high frequency words). Please note: the transfer patterns continue to include many variations rather than a set combination of letters. Contractions, homophones, and prefixes and suffixes are emphasized within high frequency words. 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 3 Unit 1 Performance Task:
     

    You have been asked to write a narrative story, similar to the stories we have read. Develop a narrative story (with or without pictorial support) including: the setting, well detailed sequenced events, and a minimum of two characters of your choice, including their thoughts and feelings. Your work will be judged according to the attached rubric.


     
    Focus Standards:
     

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

    CC.1.2.2.E Use various text features and search tools to locate key facts or information in a text efficiently

    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.1.3.2.C Describe how characters in a story respond to major events and challenges.

    CC.1.3.2.E Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

    CC.1.3.2.G Use information from illustrations and words, in print or digital text, to demonstrate understanding of characters, setting, or plot.

    CC.1.3.2.H Compare and contrast two or more versions of the same story by different authors or from different cultures.

    CC.1.3.2.K Read and comprehend literature on grade level, reading independently and proficiently.

    CC.1.4.2.E Choose words and phrases for effect.

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

    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.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

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


     
    Student Objectives/Competencies:

    Students will be able to…

    - write a narrative story with or without illustrations

    - include character thoughts and feelings when speaking and writing

    - recall information from familiar stories read independently or aloud

    - read stories and 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

    - use prior knowledge and gather new information

    -   use grade level appropriate conventions

    - speak audibly in small and large groups

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

    - use phonetic spelling

    - use high frequency words

    - use new vocabulary

    - distinguish between formal and informal  language

    - annotate events

    - capitalize geographic names

    - identify and use irregular verbs, adjective, adverbs

    - use compound words

    - use irregular plural nouns

    - use shades of verbs


     
    Assessments:
     
    Q3U1 Rubric                                      

    REVISED Grade 2 Quarter 3 – Unit 1 – “Hot and Cold” Performance Task Rubric


    Goals

    3

    2

    1

    0

     

    Score

    Idea Development

    (X2)

    Student chooses topic for writing without support from adult.

    Student chooses topic for writing with some support from adult.

    Student chooses topic for writing with a great deal of support from adult.

    Teacher chooses topic for writing for the student.

     

    __ x 2 =

    Organization

    (X4)

     

    Student provides a personal narrative that includes a beginning, middle, and ending sequence.

    Student provides a personal narrative that includes 2 components of a beginning, middle, and ending sequence.

    Student provides a personal narrative that includes 1 component of a beginning, middle, and ending sequence.

    Student provides a personal narrative that includes no components of a beginning, middle, and ending sequence.

     

    __ x 4 =

    Sentence Structure

    (X3)

    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 =

    Details

    (X3)

     

    Student includes many details that reflect their thoughts and feelings.

    Student includes some details that reflect their thoughts and feelings.

    Student includes minimal details that reflect their thoughts and feelings.

    Student includes no details that reflect their thoughts and feelings.

     

    __ x 3 =

    High Frequency Words

    (X2)

    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 little 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 =

    Conventions

    (X1)

    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 1 =

     

    Total Score =        /45

                                                                                                                                                       
     
    Elements of Instruction:
     

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

     
    Interdisciplinary Connections:
     
    -Scholastic News
    -Science; Houghton Mifflin Science, Unit E, page H3
    -Social Studies; Houghton Mifflin Social Studies, Unit 2, pages 84-91