• Elementary Literacy Second Grade Quarter 3 Unit 2

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

    Quarter 3 Unit 2 Overview: 

    This poetry unit is estimated to be 4 – 4 ½ weeks.  After reading a variety of poems and texts, students will develop a sense of style and fluency . Skills to master in this unit include using adjective, descriptive sensory words, using details, recognizing different types of poetry, understanding the importance of matching an illustration to the written text, and transferring phonics skills into reading and writing. Another focus of this unit will be the fine tuning of presentation skills and audience behaviors. During this time period, students will be introduced to five words per week (one spelling pattern/transfer word [haul, went, very, tried, thing] 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 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.1.1.2.E Read with accuracy and fluency to support comprehension

    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.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.1.3.2.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.F Describe how words and phrases supply rhythm and meaning in a story, poem and song.

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

    CC.1.4.2.Q Choose words and phrases for effect

    CC.1.4.2.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

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

    CC1.3.2.E Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

    Student Objectives/Competencies:

    Students will be able to…

    - utilize precise describing words to describe noun (adjectives)

    - rhyme patterns and words

    - distinguish between poetry, stories, and fable

    - listen and share poetry for enjoyment

    - identify the five senses in descriptions

    - understand different types of poetry

    - writes many different poems

    - construct a poem of choice

    - 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 and poems

    - use prior knowledge and gather new information

    - use grade level appropriate conventions

    - use high frequency words

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

    - use phonetic spelling

    - use new vocabulary

    - sequence events

    - determine cause and effect

    - annotate events

    - use adjectives and adverbs

    - use irregular verbs


    District Assessment 
    Elements of Instruction:

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

    Interdisciplinary Connections:
    -Scholastic News