2 nd

Grade ELA Curriculum

Unit 2

Table of Contents
Purpose of the Unit Page 3
Essential Questions Page 4
Unit 1 Common Core Standards Page 5-6
Assessments Page 7
Sample Literacy Block Schedule Page 8
Lucy Calkins Units of Study Unit 1 Narrative Page 8
Recommended Supplemental Texts Page 9
Journeys Alignment Page 10-16
Suggested Literacy Centers Page 17
Message Time Plus Example Page 18
Professional Development Resources Page 19-20
Appendix A: Narrative Writing Samples, Page 21-24
Rubric, and Student Checklists
Appendix B: Informational Writing Flap book Page 25-26
Appendix C: PowerPoint Digital Storytelling Page 27-30
Appendix D: Writers Workshop Example Page 31
Lesson Plan

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Purpose of This Unit:

The purpose of this document is to provide teachers with a set of lessons that are standards-based and aligned
with the CCSS Content Standards. The standards establish guidelines for English language arts (ELA) as well
as for literacy in social studies, and science. Because students must learn to read, write, speak, listen, and use
language effectively in a variety of content areas, the standards promote the literacy skills and concepts required
for college and career readiness in multiple disciplines. The skills and knowledge captured in the ELA/literacy
standards are designed to prepare students for life outside the classroom. They include critical-thinking skills and
the ability to closely and attentively read texts in a way that will help them understand and enjoy complex works
of literature. Students will learn to use cogent reasoning and evidence collection skills that are essential for
success in college, career, and life.

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Essential Questions
1. What pieces are essential to an
informative/explanatory text? How does a
writer use facts and definitions to develop
points?
2. What is the writing process? How do writers
move through the process?
3. What is the purpose of research? What is the
proper method for recording information
learned from research?
4. What can help you find an answer to a
question? How can sources be used to lead
you to an answer?
5. How does understanding a character's
response to events in a story help you to
better understand the story?
6. What can a reader do to understand unknown
words in a text?
7. What is author's purpose? How do readers
determine the author's purpose?
8. How can comparing and contrasting
informational texts on the same topic deepen
a reader's understanding? Why might authors
present information on the same topic in
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Enduring Understanding
1. A writer chooses which facts and definitions
are needed to develop points in informative
and explanatory texts.
2. The writing process is planning, drafting,
editing and revising a piece for clarity and
cohesiveness. Writers revisit the paper and
ideas many times before they publish to
improve flow, descriptions, and check for
mechanical errors.
3. Research is one of the processes we can use
to expand our knowledge. Knowledge can be
shared in a variety of ways such as
illustrations with captions, reports, or
observation journals.
4. A source is the location of information. Writers
use and cite multiple sources to write
convincingly.
5. Understanding a character's responses and
motivations helps the reader to make
connections to the text, and those
connections help aid comprehension.
6. A reader can build understanding of unknown
words and phrases by using context clues,
 different ways? word analysis strategies, and a glossary to
clarify meaning, which strengthens a reader's
overall comprehension of the text or topic.
7. Authors may write to entertain, inform, or
persuade. Efficient readers use clues from the
text to determine the author's purpose.
8. Comparing and contrasting informational texts
on the same topic helps a reader see patterns
and make connections to previous
experiences and knowledge in order to
deepen their understanding.

Unit 2:
Topic: CCSS: Goals: The standards that are to be mastered by the end of the unit. Project
ed #
of
days
Informati W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts
ve and definitions to develop points, and provide a concluding statement or 36
Writing 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.

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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 multi-paragraph 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.2.5 Know and use various text features (e.g., captions, bold print, subheadings,
glossaries, indexes, electronic menus, icons) to locate key facts or information
in a text efficiently.
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.2.9 Compare and contrast the most important points presented by two texts on the
same topic.
RF.2.3.a Distinguish long and short vowels when reading regularly spelled one-syllable
words.
RF.2.3.b Know spelling-sound correspondences for additional common vowel teams.
RF.2.3.c Decode regularly spelled two-syllable words with long vowels.
RF.2.3.f Recognize and read grade-appropriate irregularly spelled words.
RF.2.4.a Read grade-level text with purpose and understanding.
RF.2.4.b Read grade-level text orally with accuracy, appropriate rate, and expression on
successive readings.
RF.2.4.c Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, listening to others with care, speaking one at a time about the topics and
texts under discussion).
SL.2.1.b Build on others' talk in conversations by linking their comments to the remarks
of others.
SL.2.1.c Ask for clarification and further explanation as needed about the topics and
texts under discussion.

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 SL.2.2 Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
SL.2.3 Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a
topic or issue.
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 here for specific expectations.)

Formative Assessments: Summative Assessments:

iRead Data Model Curriculum Unit 2 Assessment
Anecdotal Records Informative Piece Final Draft

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Running Records to find student reading level Response to Informational Text
Informative Piece Rough Draft

Authentic Assessment: Authentic Assessment: Authentic Assessment:

Final Informational Writing Piece Reading Comprehension Flap Informational Digital Text
Student Checklist Book (See Appendix B) www.movenote.com
Scoring Rubric I Can Read Informational Text PowerPoint Digital Storytelling
(See Appendix A for all items above) Sheet (See Appendix B) (See Appendix D)
http://readingandwritingproject.org/resources/student
-work/student-writing (scroll down to find second
grade writing samples)
Technology Integration:
www.spellingcity.com (spelling practice)
www.thinkcentral.com (Journeys resources)
www.worldbookonline.com The World Book web site offers an encyclopedia, dictionary, atlas, homework help, study aids, and curriculum
guides.
Speaking and Listening Vocabulary: conclusion, definitions, explanatory text, informative text, facts,
introduction, topic, edit, proofread, publishing, revise, analyze, credible, research, sources, observations,
experiences, gather, recall, explain, describe, inform, persuade, purpose, support, compare, contrast, difference,
important points, antonyms, context clues, glossary, prefixes, root word, synonyms, suffixes
Useful Sites:
www.cliontheweb.org registration is free and users have access to, classroom tested instructional literacy practices,
tools to improve pre-K through 3rd grade outcomes and personalized action plans
http://www.timeforkids.com (informational texts for teaching text features and main idea)
www.readwritethink.org This site provides educators with access to quality practices in reading and language arts
instruction and it offers free materials.

Lucy Calkins Units of Study

Unit 2 Informative Writing: Lab Reports and Science Books

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Lessons Lesson Title CCSS Related to
Lesson
Lesson 1 Learning to Write About Science W2.2, W2.7, RL.2.1, L.2.2
Lesson 2 Studying a Mentor Text: Procedural Writing W2.2, W2.7, W2.8, RI.2.1,
RI.2.7, L.2.2
Lesson 3 New Wonderings, New Experiment W2.2, W2.7, W2.8,
RL.2.1, L.2.2
Lesson 4 Authors Share Scientific Idea/Conclusions W2.2, W2.7, W2.8, L.2.2
Lesson 5 Scientists Learn from Other Sources as Well as from Experiments W2.2, W2.7, W2.8, RI.2.1,
RI.2.2, RI.2.7, L.2.2
Lesson 6 Students Self-Assessment and Plans W2.2, W2.6, W2.7,
RI.2.1,L.2.2
Lesson 7 Remember All You Know about Science and about Scientific Writing W2.2, W2.7, RI.2.7, L.2.2
for New Experiments
Lesson 8 Letter to Teachers: Studying a Mentor Text: The Results Page W2.2, W2.8, RI.2.7,L.2.2
Lesson 9 Comparing Results and Reading More Expert Materials to Consider W2.2, W2.8, RL.2.1,
New Questions L.2.1,L.2.2
Lesson Designing and Writing a New Experiment W.2.2, W2.7, L.2.1,L.2.2
10
Lesson Editing: Domain-Specific Language W.2.2, W2.5, L.2.1,L.2.2
11
Lesson Drawing on All We Know to Rehearse and Plan W.2.2, W2.5, L.2.1,L.2.2
12 Information Books
Lesson Tapping Informational Know-How for Drafting W.2.2, W2.5, L.2.1,L.2.2
13
Lesson Studying Mentor Texts: Integrating Scientific Information W.2.2, W2.8, RL.2.7,
14 L.2.1,L.2.2
Lesson Using Comparisons to Teach Readers W.2.2, W2.5, L.2.1,L.2.2
15
Lesson Showing Hidden Words with Science Writing W.2.2, W2.5, L.2.1,L.2.2

9
16
Lesson Letter to Teachers: Introductions and Conclusions: Addressing an W.2.2, W2.5, L.2.1,L.2.2
17 Audience
Lesson Editing: Aligning Expectations to the Common Core W.2.2, W2.5, L.2.1,L.2.2
18
Lesson Letter to Teachers: Celebration: Writing and Science Exhibition W.2.2, W2.6, L.2.1,L.2.2
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Texts Recommended to Supplement Journeys Unit 1

Please Note: Many read aloud texts in Journeys do not support the Reading Literature Standards that
must be covered on page 5. Below are some recommended narrative mentor texts that can be used as a
read aloud to support the Reading Literature Standards and the Writing Standards. Links will lead students
and teachers to digital read alouds of text.

Name of the Digital Texts and Books

http://kids.nationalgeographic.com/ Students Teacher Created Informational Text

can watch videos and read various science
articles (digital text).

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Grade 2: Unit 2 Journeys Alignment

Reading Literature and Informational Text Foundational Skills

Lesson Selection Phonological Awareness/Phonics
Fluency, High Frequency Words

11
 Decodable iRead- Students will work on iRead and High-Frequency Words
Readers complete differentiated lessons for Phonics. few, people, eye, high,
These texts can be my, open, yellow,
8 used for guided Reading Skills and Strategies should be taught happy, starts, before
reading and during guided reading. Reading skills and
independent strategies should be differentiated according to HFW can be taught through MTP
reading. reading level. Refer to Appendix E to lesson
planning support for guided reading and skills
and strategies to be taught.

Speaking and Listening Language and Writing

Lesson Academic Vocabulary Spelling
Language Writing
8 Vocabulary will vary depending on the Spelling Principle Grammar Skill Writing Mode
informational mentor text used. Consonant Digraphs What is a Verb? Informative Writing:
th, sh, wh, ch, tch Follow the Lucy Calkins
Units of Study for
Spelling Words informational writing.
Basic: dish, than,
chest, such, thin,
push, shine, chase,
white, while, these,
flash

Skills can be taught

through MTP

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 Reading Literature and Informational Foundational Skills
Text
Lesson Selection Phonological Awareness/Phonics Fluency,
High Frequency Words
NA iRead- Students will work on iRead and Fluency
complete differentiated lessons for Phrasing: Punctuation
Phonics.
9
Reading Skills and Strategies should be High-Frequency Words
taught during guided reading. Reading kept, would, afraid, own,
skills and strategies should be show, might, why,
differentiated according to reading level. many, for, dark
Refer to Appendix E to lesson planning
support for guided reading and skills and Skills and HFW can be taught
strategies to be taught. through MTP

Speaking and Listening Language and Writing

Lesson Speaking Academic Vocabulary Spelling
and Listening Language Writing
9 NA Vocabulary will vary Spelling Principle Writing Mode
depending on -ed, and -ing Endings Informative Writing-
mentor text used for Follow the Lucy Calkins
the informational Spelling Words Units of Study
unit. Basic: liked, using, riding, chased, spilled,
making, closed, hoping, baked, hiding,
standing, asked

Spelling principle can be taught through

MTP

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 Reading Literature and Informational Foundational Skills
Text
Lesson Selection Phonological Awareness/Phonics Fluency,
High Frequency Words
Decodable Students will work on iRead and complete
Readers differentiated lessons for Phonics. High-Frequency Words
really, you, because,
10 Decodable Reading Skills and Strategies should be taught right, go, they, was,
Readers can be during guided reading. Reading skills and me, old, better
used for guided strategies should be differentiated according to
reading and reading level. Refer to Appendix E to lesson HFW and skills can be taught through
independent planning support for guided reading and skills MTP
reading. and strategies to be taught.

Speaking and Listening Writing

Lesson Speaking and Academic Vocabulary Spelling
Listening Language Writing
10 Spelling Principle Writing Mode
NA Vocabulary will vary Contractions Informative Writing- Follow the Lucy
depending on the mentor Calkins Units of Study for informational
text used for informational Spelling Words writing.
mentor text. Basic: : Im, dont,
isnt, cant, well, its,

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 Ive, didnt, youre,
thats, wasnt, youve

Spelling principle
can be taught
through MTP

Reading Literature and Informational Text Foundational Skills

Lesson Selection Phonological Awareness/Phonics Fluency,
High Frequency Words
Students will work on iRead and complete
Decodable differentiated lessons for Phonics. Fluency
Readers Expression
11 Decodable readers Reading Skills and Strategies should be taught
during guided reading. Reading skills and
can be used for High-Frequency Words
strategies should be differentiated according to
guided reading another, heard, some,
reading level. Refer to Appendix E to lesson
and independent kind, light, hard, more,
planning support for guided reading and skills
reading. and strategies to be taught. grow, far, to

Skills and HFW can be taught

through MTP

Speaking and Listening Language and Writing

Lesson Spelling
Writing
11
Spelling Principle Writing Mode

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 Base Words with Endings -s, -es Informational Writing (follow the
Lucy Calkins Units of Study)
Spelling Principle can be taught through MTP

Reading Literature and Informational Foundational Skills

Text
Lesson Selection Phonological Awareness/Phonics
Fluency, High Frequency Words

Decodable Students will work on iRead and complete High-Frequency Words

Readers differentiated lessons for Phonics. along, against, someone,
12 Decodable text night, part, morning,
can be used for Reading Skills and Strategies should be taught hold, bird, different,
guided reading during guided reading. Reading skills and girl
strategies should be differentiated according to
and independent
reading level. Refer to Appendix E to lesson
reading. Skills can be taught through MTP
planning support for guided reading and skills
and strategies to be taught.

16
 Speaking and Listening Language and Writing
Lesson Speaking Academic Vocabulary Spelling
and Listening Writing
12 NA Vocabulary will vary Spelling Principle Writing Form
depending on the Words with ai, ay Informational Writing-Follow the
mentor text used for Lucy Calkins Units of Study for
informational writing. Spelling principle informational text.
can be taught
through MTP

Reading Literature and Informational Foundational Skills

Text
Lesson Selection Phonological Awareness/Phonics Fluency, High
Frequency Words
Students will work on iRead and complete Fluency
Decodable differentiated lessons for Phonics. Accuracy: Self-Correct
Readers
13 Decodable readers Reading Skills and Strategies should be taught High-Frequency Words
can be used for during guided reading. Reading skills and story, world, about,

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 guided reading strategies should be differentiated according to everything, first, store,
and independent reading level. Refer to Appendix E to lesson her, two, slowly, of
reading. planning support for guided reading and skills
and strategies to be taught. Skills can be taught through MTP

Speaking and Listening Language and Writing

Lesson
Academic Vocabulary Spelling Language
Writing
13 Vocabulary Spelling Principle Writing Mode
Words with ee, ea Informational Writing- Follow the
Vocabulary words will vary depending on mentor Lucy Calkins Units of Study for
text used for the informational unit. Spelling principle Informational Text
can be taught
through MTP

Reading Literature and Informational Foundational Skills

Text
Lesson Selection Phonological Awareness/Phonics Fluency,
High Frequency Words
Students will work on iRead and complete Fluency

18
 Decodable differentiated lessons for Phonics. Natural Pauses
Readers
14 Decodable readers Reading Skills and Strategies should be taught High-Frequency Words
can be used for during guided reading. Reading skills and front, hair, warm, started,
guided reading strategies should be differentiated according to stories, never, all, food,
reading level. Refer to Appendix E to lesson
and independent sky, party
planning support for guided reading and skills
reading
and strategies to be taught.
Speaking and Listening Language and Writing
Lesson Academic Vocabulary
Writing
14 Academic Vocabulary Writing Mode
Informational Writing-Follow the Lucy Calkins Units of Study
Vocabulary words will vary depending on
informational mentor text used.

Suggested Literacy Centers to Support Guided Reading:

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Writing Center: Computer Center:

Students can write a narrative/small moment (Mandatory) iRead

story Spellingcity.com
Students can write an informational text
Students can peer edit using a student
checklist
Library Center: Word Work Center:

Independent Reading Sight Words Review

Buddy Reading
Write a Book Review High Frequency Word Practice
iRead differentiated center activity ideas
Independent Reading Center: Literacy Game Center:

Students read texts on their independent ABC Memory Match/Bingo

level. Sight Word Memory Match/Bingo
CVC word Memory Match/Bingo

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Message Time Plus Example

This Message addresses the following standards:

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.2.2)
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)
Recall information from experiences or gather information from provided sources to answer a
question. (W.2.8)

Do you know at least three facts about bears? Bears are large creatures that may have brown, black, or white
fur. They are covered with hair, they have a spine, and they feed milk to their babies once they are born. This is one of
the reasons they are considered to be mammals. Bears can be ferocious at times, but they will only become angry when
they or their babies are threatened. Bears are smart, shy, and are great at hiding when they need to. They usually hunt
animals and eat baby deer or other forest animals. These mammals may even go near rivers and jump in to catch fish or
salmon to fill their bellies or to just bring food back to their den for their cubs. Then, bears hibernate or go into a deep
sleep during the winter months. These were some great facts about bears. What did you find out about bears?

Teaching Points:

Informational Paragraph
High frequency words: animals, sleep, three,
Vocabulary Words: ferocious, mammals, creatures, hibernate, threatened, den

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 Common Final Blends: nd, ng, mp, nt

Professional Development Resources:

Please click on the links below to receive additional support in your practice.

Classroom Library http://www.orange.k12.nj.us/Page/7045 click on the Classroom Library link

Guided Reading http://www.orange.k12.nj.us/Page/7045 click on the Guided Reading link
Message Time Plus http://www.orange.k12.nj.us/Page/7045 click on the Message Time Plus link
Writers Workshop http://www.orange.k12.nj.us/Page/7045 click on the Writers Workshop link

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Resourc Teacher Resources
es www.corestandards.org
www.achievethecore.org
http://exchange.smarttech.com/search.html
http://www.learner.org/jnorth/tm/InstrucStrat9.html
http://www.eduplace.com/graphicorganizer/

Evaluati Guiding Questions:

on/Refle
ction 1. What worked?

2. What do you think could have been implemented more effectively in your lessons
and instruction?

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 3. What do you need to learn more about?

4. What resources were helpful?

Appendix A

Writing: Informational Writing Book Science Based

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Appendix A: Student Writing Sample

25
26
Appendix A: Informational Writing Scoring Rubric

Rubric can be found in the Lucy Calkins Units of Study Resources for Teaching Writing CD.

27
Appendix A: Student Checklist for Self Editing and Peer Editing

Student Checklist can be found in the Lucy Calkins Units of Study Resources for Teaching Writing CD.

Appendix B Reading Comprehension with Informational Text

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Appendix B: Flap book to identify main topic and key details : title on the left side. Then a flap for main idea, 3 flaps
for details

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30
Appendix C PowerPoint Digital Storytelling

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32
33
34
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Appendix D Lesson Plans

Writing Workshop Lesson

Standards:
1.RF.1.1a: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending
punctuation).
1.RF.1.2c: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-
syllable words.
1.RF.4: Read with sufficient accuracy and fluency to support comprehension.
W.1.3: Write narratives in which they recount two or more appropriately sequenced events, include some
details regarding what happened, use temporal words to signal event order, and provide some sense of
closure.
Essential Questions: What is a narrative text? A narrative conveys events in a logical sequence, real or
imagined.
Interdisciplinary Connections: Social Studies, Families
Equipment Needed: Dry erase boards, markers, leveled readers
Goals and Objectives: After the teacher models how to write a narrative during message time plus, I will
write a narrative that has a beginning, middle and end.
Learning Activities or Instructional Strategies:

Mini-Lesson: The teacher will write a narrative that will include a beginning, middle and end during
message time plus. Students will listen as the teacher does a think aloud to model how to think of a small
moment and say aloud what will happen in the beginning, middle and end. Then the teacher will write the
story on the board in front of the children while the children read as she writes.
Guided Practice: Students will turn and talk to their partner to discuss a small moment that they would
like to stretch throughout 3 pages. Students will discuss what happens in the beginning, middle and end of
their small moment.
Independent Practice: Students will grab their narrative writing folders and paper and begin writing the
story they told their partners. Students will quickly sketch out their ideas and then begin writing their
narratives.
Conference: Teacher will meet with Josh, Kaitlyn, Bobby and Abdul. Teacher will meet with students to see
if they were able to get started on their narrative and to make sure that they quickly sketched their story so
that they can focus on the writing.
Share: Two students that attempt to write a beginning, middle and end to their narrative will share their
thinking and strategies
Differentiation:

36
Josh and Kaitlyn will sketch his ideas across 3 pages and practice stretching out his words as he writes his
sentences.
Bobby and Abdul will say and touch each page before writing the beginning, middle and end of their
narrative.
Resources Provided: Lucy Calkins Units of Study
Assessments: Narrative Scoring Rubric and Student Checklist
Homework: In a writing notebook, students will write a new narrative piece and use the student checklist
to edit their work.

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