Elementary Literacy Second Grade Quarter 4 Unit 1Subject: LiteracyGrade: Second
Timeline: 4 - 4 1/2 weeksQuarter 4 Unit 1 Overview:
The purpose of this unit is to continue to practice the argumentative mode of writing, by learning about different careers. In this 4-4 ½ week unit, applying phonics, utilizing high frequency words, formatting a friendly letter, using comprehension strategies, and writing in complete sentences are essential. Students practice providing logical evidence to support their opinions/claims. 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 [house, scratch, soil, chair, float] 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 4 Unit 1 Performance Task:After being exposed to many texts on careers, choose which career you find most interesting. Write a friendly letter to your classmates stating which career you find most interesting and give reasons from the text why you chose that career. Use linking words to connect your opinion and reasons. Be sure the body of your letter includes a concluding statement. Your work will be judged according to the attached rubric.Focus Standards:RF.2.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.2.4-Read with sufficient accuracy and fluency to support comprehension.RL.2.1-Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL.2.3-Describe how characters in a story respond to major events and challenges.RL.2.5-Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.RL.2.6-Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.RL.2.10-By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.RI.2.1-Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RI.2.4-Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.RI.2.5-Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.RI.2.8-Describe how reasons support specific points the author makes in a text.W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.6-With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.SL.2.1-Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.3-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.L.2.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.2.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.2.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.Concepts - Students will know:
Competencies -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
- writes friendly letterAssessments:Q4U1Rubric
REVISED Grade 2 Quarter 4 – Unit 1 – “Careers” Performance Task Rubric
Student includes 3 reasons to support opinion through writing.
Student includes 2 reasons to support opinion through writing.
Student includes 1 reason to support opinion through writing.
Student does not include any reasons to support opinion through writing.
__ x 6 =
Student chooses a career without support from adult.
Student chooses a career with some support from adult.
Student chooses a career with a great deal of support from adult.
Teacher chooses a career for the student.
__ x 1 =
Student includes all the components of a friendly letter (date, greeting, body, closing).
Student includes some of the components of a friendly letter (date, greeting, body, closing).
Student includes very few of the components of a friendly letter (date, greeting, body, closing).
Student includes none of the components of a friendly letter (date, greeting, body, closing).
__ 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 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 =
(appropriate use of commas)
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 = /42Elements of Instruction:Differentiation:
Interdisciplinary Connections:-Scholastic News-Science; Houghton Mifflin Science, Unit E pp. S 11-12-Social Studies; Houghton Mifflin Social Studies, Unit 2 pp. 70-71-Social Studies; Houghton Mifflin Social Studies, Unit 6 pp.288-291
- Skill based groups
- Reading level groups
- Skill based groups