Quarter 3 Unit 2: Informational Connections and Explanatory Writing

(20 days)

 

Full Curriculum

 

Written Curriculum

 

Reading Standards for Informational Text

Key Ideas and Details

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

 

Craft and Structure

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

 

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.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

 

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).

 

W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

 

Speaking and Listening Standards

Comprehension and Collaboration

SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

 

Language Standards

Conventions of Standard English

L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

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).

 

Knowledge of Language

L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Compare formal and informal uses of English.

 

Standards that support the unit of study 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

Fluency

RF.2.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

 

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.

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

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).

 

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

• DESCRIBE connection between series of

  • historical events

  • scientific ideas or concepts

  • steps in technical procedures

 

• DETERMINE meaning of words and phrases

 

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 informative/explanatory texts

  • INTRODUCE topic

  • USE facts and definitions to develop point

  • PROVIDE concluding statement or section

 

• PARTICIPATE in shared research and writing projects

• RECALL information from experiences to ANSWER a question

• GATHER information from provided sources to ANSWER a question

When speaking and listening

• RECOUNT or DESCRIBE key ideas or details from

  • text read aloud

  • information presented orally

  • other media

When using language

• DEMONSTRATE command of conventions of standard English grammar and usage

  • USE adjectives and adverbs and CHOOSE between them depending on what is to be modified

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

  • GENERALIZE learned spelling patterns when writing

• USE knowledge of language and its conventions

  • COMAPRE formal and informal uses of English

 

Essential Questions

• How can I describe the connection between ideas, events, or steps included in a text? (RI 2.3)

• How do I write an effective informative/explanatory text? (W.2.2)

• How does a writer use information from resources to answer a question? (W.2.8)

• How do I know when to use formal and informal uses of English? (L.2.3)

• How do I know when to use an adjective or an adverb? (L2.1e)