Grade 2
English Language Arts
Unit 1: Let’s Read
Unit Description
This unit focuses on reading and responding to a variety of texts, including nonfiction and chapter books. The unit is taught including read-alouds and shared, guided, and independent reading. Students describe and discuss literary elements (setting, plot, and character), identify literary devices (similes, onomatopoeia, and personification), and compare and contrast texts. Students are asked to respond to texts in a variety of ways (e.g., orally, using graphic organizers, and writing sentences and paragraphs). Students are also asked to identify and distinguish the differences between a biography and an autobiography.
Student Understandings
The essential goals of this unit are to read and respond to a variety of texts. Students demonstrate comprehension when they describe and discuss literary elements, identify literary devices, and compare and contrast texts.
Guiding Questions
1. Can students compare and contrast the setting, plot, and characters of two different stories?
2. Can students read and respond to a variety of texts, including chapter books and nonfiction?
3. Can students identify a variety of literary devices (similes, onomatopoeia, and personification)?
4. Can students relate life experiences to information read in texts?
5. Can students identify and distinguish between a biography and an autobiography?
Unit 1 Grade-Level Expectations (GLEs)
GLE # / GLE Text and Benchmarks /07. / Determine appropriate circumstances to use skimming and scanning to preview text and to find information (ELA-1-E3)
08. / Identify story elements, including effects of setting on events and characters (ELA-1-E4)
10. / Retell a story in sequence including main idea and important supporting details (ELA-1-E5)
11. / Make statements about how previous reading and life experiences relate to information read in texts (ELA-1-E6)
12. / Demonstrate oral reading fluency of at least 90 words per minute in second-grade text with appropriate intonation (ELA-1-E7)
13. / Read texts and simple chapter books silently at independent reading level (ELA-1-E7)
14. / Compare and contrast different versions of the same story from different cultures through oral, written, and visual responses (ELA-6-E1)
15. / Identify a variety of types of literature, including biography, autobiography, and the folktale, in oral and written responses (ELA-6-E2)
16. / Distinguish between a variety of types of literature, including biography, autobiography, and plays (ELA-6-E3)
17a. / Demonstrate understanding of information in texts by comparing and contrasting story elements (e.g., character, setting, events) (ELA-7-E1)
17b. / Demonstrate understanding of information in texts by predicting what will happen next in a story or a text (ELA-7-E1)
17c. / Demonstrate understanding of information in texts by making simple inferences about information in texts (ELA-7-E1)
17d. / Demonstrate understanding of information in texts by self-monitoring consistently for comprehension using multiple strategies and self-correcting as appropriate (ELA-7-E1)
20a. / Apply basic reasoning skills, including discussing the relationship between cause-effect (ELA-7-E4)
20b. / Apply basic reasoning skills, including asking questions about texts read independently including why and how (EL-7-E4)
40a. / Tell and retell stories with sequential order, including setting, character, and simple plot (ELA-4-E3)
40b. / Tell and retell stories with supportive facts and details from the story (ELA-4-E3)
44. / Use active listening strategies, including asking for clarification and explanations (ELA-4-E5)
Grade 2 English Language Arts Unit 2: Use Your Thinking Cap
Unit Description
This unit focuses on critical thinking skills, including identifying cause and effect relationships, making predictions, and comparing and contrasting. Students will identify the author’s viewpoint in a text. Students will also use text and illustrations to make inferences. Students should be encouraged to ask how and why questions about texts. Opportunities for students to respond both orally and in writing are included in the unit.
Student Understandings
This unit asks students to begin thinking critically about texts. Students work on critical thinking skills by identifying and discussing cause and effect relationships, making predictions, and comparing and contrasting elements of stories. Students respond orally and in writing, including using graphic organizers (story maps, webs, Venn diagrams, lists, and charts).
Guiding Questions
1. Can students discuss cause and effect relationships in stories?
2. Can students compare and contrast the story elements of two different stories?
3. Can students make inferences about texts?
4. Can students ask how and why questions about texts?
Unit 2 Grade-Level Expectations (GLEs)
GLE # / GLE Text and Benchmarks /07. / Determine appropriate circumstances to use skimming and scanning to preview text and to find information (ELA-1-E3)
08. / Identify story elements, including effects of setting on events and characters (ELA-1-E4)
10. / Retell a story in sequence including main idea and important supporting details (ELA-1-E5)
13. / Read texts and simple chapter books silently at independent reading level (ELA-1-E7)
14. / Compare and contrast different versions of the same story from different cultures through oral, written, and visual responses (ELA-6-E1)
17c. / Demonstrate understanding of information in texts by making simple inferences about information in texts (ELA-7-E1)
17d. / Demonstrate understanding of information in texts by self-monitoring consistently for comprehension using multiple strategies and self-correcting as appropriate (ELA-7-E1)
18. / Discuss and choose the most appropriate solution to a problem in texts (ELA-7-E2)
20b. / Apply basic reasoning skills, including asking questions about texts read independently including why and how (ELA-7-E4)
40a. / Tell and retell stories with sequential order, including setting, character, and simple plot (ELA-4-E3)
40b. / Tell and retell stories with supportive facts and details from the story (ELA-4-E3)
40c. / Tell and retell stories with explicit and implicit main ideas (ELA-4-E3)
41. / Adjust language during a presentation in order to inform or explain to a specific audience (ELA-4-E4)
42. / Deliver informal presentations that demonstrate an understanding of a topic (ELA-4-E4)
43. / Give rehearsed oral presentations about general topics using eye contact, appropriate volume, clear pronunciation, and appropriate visual aids (ELA-4-E4)
Grade 2 English Language Arts Unit 3: Write Away
Unit Description
Students use writing to respond throughout all of the units, but this unit focuses on the writing process, writing applications, and punctuation. Students write paragraphs and stories using prewriting, drafting, revising, editing, and publishing. Teacher modeling and opportunities for practice are necessary. Students also write personal letters, along with expository, descriptive, narrative, and persuasive compositions. Compositions should contain two or more paragraphs and include a central idea, a topic sentence, and supporting details in a logical order. Students should use standard punctuation in their writing.
Student Understandings
The writing process and writing applications are the two major focuses of the unit. The topics or prompts used in instruction should be linked to classroom reading or real-life situations. Good models and opportunities for practice are important. Teacher- and student-constructed rubrics will be used throughout the unit to assess student performance.
Guiding Questions
1. Can students write simple expository, descriptive, narrative, and persuasive compositions?
2. Can students write a multiparagraph composition with a central idea, a topic sentence, and supporting details in a logical order?
3. Can students use standard punctuation when writing?
4. Can students use the writing process (prewriting, drafting, revising, editing, and publishing) when asked to write various types of compositions?
Unit 3 Grade-Level Expectations (GLEs)
GLE # / GLE Text and Benchmarks /05. / Determine word meaning and appropriate word choices using reference aids, including dictionaries and thesauruses (ELA-1-E1)
09. / Identify literary and sound devices, including similes and rhythm in texts (ELA-1-E4)
19. / Identify the author’s viewpoint (i.e., perspective) in a text (ELA-7-E3)
20a. / Apply basic reasoning skills, including discussing the relationship between cause-effect (ELA-7-E4)
20b. / Apply basic reasoning skills, including asking questions about texts read independently including why and how (ELA-7-E4)
22. / Use a greater variety of action and descriptive words when writing for a specific purpose and/or audience (EL-2-E2)
23a. / Develop compositions of one or more paragraphs using writing processes such as independently generating ideas for writing by using various strategies (e.g., listing, brainstorming, drawing) (ELA-2-E3)
23b. / Develop compositions of one or more paragraphs using writing processes such as creating a plan (e.g., graphic organizer, web) appropriate to the purpose of writing (ELA-2-E3)
23d. / Develop compositions of one or more paragraphs using writing processes such as conferencing with a teacher or peers (ELA-2-E3)
23e. / Develop compositions of one or more paragraphs using writing processes such as revising for clarity, grammatical and mechanical correctness, and/or to include additional information (ELA-2-E3)
24c. / Develop grade-appropriate compositions, for example, stories (ELA-2-E4)
26a. / Write for various purposes, including letters or invitations that include relevant information and follow a letter/envelope format (ELA2E6)
27. / Write legible short paragraphs using proper indentation (ELA-3-E1)
28a. / Use standard English punctuation, including commas in the greeting and closure of a letter, between a city and a state, and in dates (ELA-3-E2)
28b. / Use standard English punctuation, including apostrophes in contractions (ELA-3-E2)
28c. / Use standard English punctuation, including periods in abbreviations (ELA-3-E2)
29. / Capitalize grade-appropriate proper nouns, initials of a person’s name, and the salutation and closing of a friendly letter (ELA-3-E2)
30a. / Write using standard English structure and usage, including subject-verb agreement in simple and compound sentences (ELA-3-E3)
30b. / Write using standard English structure and usage, including past and present verb tenses (ELA-3-E3)
30c. / Write using standard English structure and usage, including noun and pronoun antecedent agreement (ELA-3-E3)
30d. / Write using standard English structure and usage, including transitional words and conjunctions in sentences (ELA-3-E3)
30e. / Write using standard English structure and usage, including prepositions and prepositional phrases (ELA-3-E3)
30f. / Write using standard English structure and usage, including possessive nouns (ELA-3-E3)
31. / Distinguish between a sentence and a sentence fragment (ELA-3-E3)
32a. / Use knowledge of parts of speech, including identifying and using nouns, including proper, common, concrete, abstract, and collective (ELA-3-E4)
32b. / Use knowledge of parts of speech, including using correct antecedents of pronouns (ELA-3-E4)
33. / Spell gradeappropriate words (ELA3E5)
39. / Give/relate multi-step directions to classmates (ELA-4-E2)
Grade 2 English Language Arts Unit 4: Travel the Information Highway
Unit Description
This unit focuses on locating, gathering, and interpreting information from a variety of sources. Students locate information in magazines, newspapers, encyclopedias, and electronic sources. Students publish works using available technology. The unit also focuses on reading, organizing, and interpreting data from simple timelines, charts, diagrams, graphs, and maps.
Student Understandings
The main goals of this unit are to have students gather, organize, and interpret information from a variety of media, reference, and technological sources. Students should be able to publish a simple research report, writing project, and book summary.
Guiding Questions
1. Can students locate and interpret information from a variety of sources?
2. Can students locate and read information on timelines, charts, graphs, diagrams and maps?
3. Can students tell and write about the sources of learned information?
4. Can students use available technology to publish a variety of works?
Unit 4 Grade-Level Expectations (GLEs)
GLE # / GLE Text and Benchmarks /03. / Identify and explain common synonyms, antonyms, and homonyms (ELA-1-E1)
04. / Use knowledge of base words to interpret meaning of unfamiliar words (e.g., heat/preheat) (ELA-1-E1)
05. / Determine word meaning and appropriate word choices using reference aids, including dictionaries and thesauruses (ELA-1-E1)
17c. / Demonstrate understanding of information in texts by making simple inferences about information in texts (ELA-7-E1)
17d. / Demonstrate understanding of information in texts by self-monitoring consistently for comprehension using multiple strategies and self-correcting as appropriate (ELA-7-E1)
20a. / Apply basic reasoning skills, including discussing the relationship between cause-effect (ELA-7-E4)
20b. / Apply basic reasoning skills, including asking questions about texts read independently including why and how (ELA-7-E4)
23c. / Develop compositions of one or more paragraphs using writing processes such as writing a first draft with a developed beginning, a middle, and an end (ELA-2-E3)
23d. / Develop compositions of one or more paragraphs using writing processes such as conferencing with a teacher or peers (ELA-2-E3)
23e. / Develop compositions of one or more paragraphs using writing processes such as revising for clarity, grammatical and mechanical correctness, and/or to include additional information (ELA-2-E3)
24a. / Develop grade-appropriate compositions, for example, friendly letters (ELA-2-E4)
24b. / Develop grade-appropriate compositions, for example, poems (ELA-2-E4)
24c. / Develop grade-appropriate compositions, for example, stories (ELA-2-E4)
24d. / Develop grade-appropriate compositions, for example, informational descriptions with some detail (ELA-2-E4)
25. / Use literary devices, including patterns of rhythm and simile in writing (ELA-2-E5)
26a. / Write for various purposes, including letters or invitations that include relevant information and follow a letter/envelope format (ELA-2-E6)
49a. / Locate information using the organizational features of texts, including URL addresses from the Web (ELA-5-E1)
49b. / Locate information using the organizational features of texts, including title pages (ELA-5-E1)
49c. / Locate information using the organizational features of texts, including glossaries (ELA-5-E1)
49d. / Locate information using the organizational features of texts, including indices (ELA-5-E1)
49e. / Locate information using the organizational features of texts, including tables of contents (ELA-5-E1)
49f. / Locate information using the organizational features of texts, including chapter headings (ELA-5-E1)
50. / Locate information about a topic from a variety of sources, including children’s magazines, children’s encyclopedias, and electronic references (ELA-5-E2)
51. / Gather and arrange information in a variety of organizational forms, including graphic organizers, simple outlines, notes, and summaries (ELA-5-E3)
52. / Use technology to publish a variety of works, including simple research reports and book summaries (ELA-5-E4)
53. / Tell and write about the sources of learned information (ELA-5-E5)
Grade 2 English Language Arts Unit 5: Poetry Is Art in Words
Unit Description
This unit focuses on poetry as a way to communicate. Poetry is shared throughout the school year; however, this unit provides students with various forms of poetry to read, interpret, and try to emulate on their own. Students examine key words, feelings, and images. Students read aloud a variety of forms, collect and memorize poems, and experiment with writing various types of poetry or poetic elements, such as haiku, concrete, rhyme, and narrative. Teachers model, coach, and apply how to develop similes, metaphors, and personification, using many rich examples. Students study the life of a poet and how experiences in the poet’s life are reflected in his or her works.