Quarter 3 Unit 1: Central Message and Imaginative Narrative

(20 days)

 

Full Curriculum

 

Written Curriculum

 

Reading Standards for Literature
Key Ideas and Details
RL.2.2    Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

 

Craft and Structure
RL.2.4    Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

 

Integration of Knowledge and Ideas
RL.2.9    Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

 

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.
e.    Identify words with inconsistent but common spelling-sound correspondences.

 

Writing Standards
Text Types and Purposes
W.2.3    Write narratives in which they recount a well- elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

 

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.

Speaking and Listening Standards
Presentation of Knowledge and Ideas
SL.2.4    Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

 

SL.2.5    Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

 

Language Standards
Conventions of Standard English
L.2.1    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
d.    Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). 

 

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.
a.    Use sentence-level context as a clue to the meaning of a word or phrase.
b.    Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell)
c.    Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

 

L.2.5    Demonstrate understanding of word relationships and nuances in word meanings.
a.    Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

 

Standards that support the unit of study focus standards
Reading Standards for Literature
Key Ideas and Details
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.

 

Writing Standards
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.

 

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.).

 

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 pgs. 26 & 27 for specific expectations.)

 

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.  

 

Standards that recur through many/all of the units of study
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

• RECOUNT stories (including fables and folktales) and DETERMINE central message, lesson or moral

• DESCRIBE how words and phrases (regular beats, alliteration, rhymes, and repeated lines) SUPPLY rhythm and meaning

• COMPARE and CONTRAST two or more versions of the same story by different authors or from different cultures

When applying foundational skills

• KNOW and APPLY phonics and word analysis skills

  • KNOW spelling-sound correspondences for common vowel teams

  • DECODE words with common prefixes and suffixes

  • IDENTIFY words with inconsistent but common spelling-sound correspondences

 

When writing

• WRITE narratives

  • RECOUNT well-elaborated event or short sequence of events

    • DESCRIBE actions, thoughts and feelings (with details)

    • USE temporal words to SIGNAL event order

    • PROVIDE sense of closure

 

• FOCUS on topic and STRENGTHEN writing as needed by REVISING and EDITING (with guidance and support from adults and peers)

 

When speaking and listening

• TELL a story or RECOUNT an experience with

  • appropriate facts

  • relevant, descriptive details

• SPEAK audibly in coherent sentences

• CREATE audio recordings and/or ADD drawings or other visual displays to enhance presentation.

 

When applying language

• DEMONSTRATE command of the conventions of standard English grammar and usage

  • FORM and USE part tense of irregular verbs (e.g. sat, hid, told)

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

  • GENERALIZE learned spelling patterns

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

  • CHOOSING flexibly from strategies

  • USE sentence-level context

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

  • DETERMINE the meaning of a new word formed when known prefix is added to known word

 

• DEMONSTRATE understanding of word relationships and nuances in word meanings

  • IDENTIFY real-life connections between words and their use

 

Essential Questions

• How does recounting the details of a folktale (fairy tales, fables) help me determine the central message, lesson, or moral? (RL2.2)

• How and why would I compare and contrast two or more versions of the same story? (RL2.9)

• How do authors use language to create meaning in stories, poems, and songs? (RL 2.4)

• How do I write an effective imaginative narrative? (W2.3)

• What can I do when I don’t understand the meaning of a word or phrase when reading? (L.2.4.ac)