Quarter 4 Unit 1: Informational Text Responses 
and Research 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.

 

Integration of Knowledge and Ideas

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.

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.

 

Production and Distribution of Writing

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).

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

 

Speaking and Listening Standards

Presentation of Knowledge and Ideas

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.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

c. Use an apostrophe to form contractions and frequently occurring possessives.

 

Vocabulary Acquisition and Use

L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.

b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

 

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.

 

Craft and Structure

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

 

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 pages 26 and 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

 

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

• COMPARE and CONTRAST most important points from two texts on the 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

  • 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

• USE variety of digital tools to PRODUCE and PUBLISH writing, including collaboration with peers (with guidance and support from adults)

• 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

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

When using Language

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

• • USE an apostrophe to form contractions

• DEMONSTRATE understanding of word relationships and nuances

DISTINGUISH shades of meaning among closely related verbs and adjectives

 

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)

• 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/explanatory text? (W.2.2)

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

• How can I use audio recordings, drawings, and visual displays to enhance my presentation? (SL.2.5)

• How can I distinguish shades of meaning between closely-related verbs or adjectives? (L.2.5 b)