Quarter 2 Unit 2: Main Idea/Details and Opinion Writing

(20 days)

 

Full Curriculum

 

Written Curriculum

 

Reading Standards for Informational Text 
Key Ideas and Details
RI.2.2    Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

 

Craft and Structure
RI.2.6    Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

 

Integration of Knowledge and Ideas
RI.2.8    Describe how reasons support specific points the author makes in a text.
RI.2.9    Compare and contrast the most important points presented by two texts on the same topic.

 

Reading Standards: Foundational Skills
Phonics and Word Recognition
RF.2.3    Know and apply grade-level phonics and word analysis skills in decoding words.
b.    Know spelling–sound correspondences for additional common vowel teams.
d.    Decode words with common prefixes and suffixes.    

 

Writing Standards 
Text Types and Purposes
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.

 

Production and Distribution of Writing
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. 

Research to Build and Present Knowledge
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). 

 

Speaking and Listening Standards
Presentation of Knowledge and Ideas
SL.2.6    Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) 

 

Language Standards 
Conventions of Standard English
L.2.1    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a.    Use collective nouns (e.g., group).
b.    Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
e.    Use adjectives and adverbs, and choose between them depending on what is to be modified. 

 

L.2.2    Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 d.    Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). 

 

Vocabulary Acquisition and Use
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.
c.    Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

 

Standards that support the focus standards
Reading Standards for Informational Text 
Key Ideas and Details
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.

 

Integration of Knowledge and Ideas
RI.2.7    Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. 

Reading Standards: Foundational Skills
Phonics and Word Recognition
RF.2.3    Know and apply grade-level phonics and word analysis skills in decoding words.
 f.    Recognize and read grade-appropriate irregularly spelled words.

 

Language Standards 
Vocabulary Acquisition and Use
L.2.6    Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

 

Recurring Standards
Reading Standards for Informational Text 
Range of Reading and Level of Text Complexity
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.

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Concepts and Skills

Concepts to be learned and skills to be used

When reading

• IDENTIFY main topic of multi-paragraph text as well as focus of specific paragraphs

• IDENTIFY main purpose of a text

• Identify author’s purpose-explain, describe, answer

• DESCRIBE how reasons support specific points an author makes

• COMPARE AND CONTRAST most important points from two texts on same topic

When applying foundational skills

• APPLY grade-level phonics and word analysis skills in decoding words

• • KNOW spelling–sound correspondences for common vowel teams

  • DECODE words with prefixes and suffixes

When writing

• WRITE opinions

• • INTRODUCE the topic

  • STATE an opinion

  • SUPPLY reasons

  • USE linking words to CONNECT opinions and reasons

  • PROVIDE concluding statement or section

• With guidance and support from adults/peers, FOCUS on topic and strengthen writing by REVISING and EDITING

• USE a variety of digital tools to produce and publish writing (with guidance and support from adults)

• PARTICIPATE in shared research and writing projects

When speaking and listening

• PRODUCE complete sentences in order to PROVIDE detail or clarification

When using language

• DEMONSTRATE command of conventions of standard English grammar and usage

• • USE collective nouns

  • FORM and USE irregular plural nouns

  • USE adjectives and adverbs

  • CHOOSE between them depending on what is to be modified

• DEMONSTRATE command of the conventions of standard English capitalization, punctuation, and spelling when writing

• • GENERALIZE learning spelling patterns

• DETERMINE or CLARIFY meaning of unknown and multiple-meaning words and phrases

• • USE known root word as clue to meaning of unknown word

 

Essential Questions

• How do I identify the main topic of a multi-paragraph text?  How does this help me understand the text? (RI 2.2)

• Why do authors write informational texts? (RI 2.6)

• What are the reasons that support the specific points the author makes in a text and why is this important to know? (RI 2.8)

• How do I compare and contrast information from two texts on the same topic? How does this help me better understand the topic? (RI 2.9)

• How do I write an effective, informational, opinion piece? (W.2.1)