• Elementary Literacy Second Grade Quarter 4 Unit 2


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

     
    Quarter 4 Unit 2 Overview: 

    This 4 - 4 ½ week unit focuses on the content of “nature”, with a culminating shared research performance task. By being exposed to a wide variety of genres, students will see the importance of using a title and providing accurate information through written text and illustration. They will also further explore and identify the differences between fact and fiction. Discerning essential from nonessential information in nonfiction text will be highlighted throughout the unit. Nonfiction text features (such as photographs, labeled diagrams, captions, headings, etc) will be emphasized while utilizing comprehension strategies. Through this performance task, students will demonstrate their ability to share factual information through conversation, illustration, text features (specifically a labeled diagram), and written expression. During this time period, students will be introduced to five words per week [float, know, saw, forgot, could] (one spelling pattern/transfer word 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 (as described in the common understanding).


     
    Quarter 4 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:
    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.2.7-Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
    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.2.2-Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
    RI.2.3-Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures 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.2.6-Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
    RI.2.7-Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
    RI.2.8-Describe how reasons support specific points the author makes in a text.
    RI.2.10-By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
    W2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, 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.
    W.2.7-Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
    W.2.8-Recall information from experiences or gather information from provided sources to answer a question.
    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.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
    L.2.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    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:

    -          distinguish between nonessential and essential information

    -          recall important information in text

    -          demonstrate conversational behaviors

    -          write informational pieces with title and facts

    -          creates information brochure/poster

    -          create and label a graphic representation

    -          locate, identify and understand headings and subheadings

    -         understand setting, characters, problem, solution, sequenced plot, and resolution

    -          be aware of the audience

    -          demonstrate appropriate audience behaviors

    -          ask and answer questions related to the text

    -          develop 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

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

    -          use phonetic spelling

    -          recognize the difference between fact and opinion

    -          transfer new vocabulary to new situations

    -          utilize high frequency words


     
    Assessments:
    District Assessment

     
    Elements of Instruction:

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

     
    Interdisciplinary Connections:
    -Scholastic News
    -Science; Houghton Mifflin Science, Unit E pp. 24-28 and pp. 40