2012-13 Transitional Comprehensive Curriculum
Grade 2
English Language Arts
Unit 7: People—Autobiographies/Biographies
Time Frame: Approximately three weeks
Unit Description
This unit focuses on reading and writing biographies and autobiographies. The unit should be linked to content areas when appropriate. By studying written biographies and autobiographies, the students, with guidance, will identify the author’s purpose to further develop their own voice by writing. Through reading and researching the lives of others, students will use these models for writing a biography or their own autobiography.
Student Understandings
Students read biographical models of interesting people with whom they can identify. The students examine point of view and conclude how the literature portrays a subject. The students study the influences of others in the life of a subject and think about the subject’s life and accomplishments. Students learn that biographies and autobiographies are organized in a particular way and also look at the time frame of the biography to examine text structures. Students will write and present biographies and autobiographies.
Guiding Questions
1.Can students identify biographical or autobiographical writing?
2.Can students tell what makes a biography or an autobiography interesting?
3.Can students identify the point of view used to tell about the subject?
4.Can students show how the author crafted and organized the text for the subject?
5.Can students write a biography or autobiography?
6.Can students present their biography or autobiography before a group of their peers?
Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS)
Grade-Level ExpectationsGLE # / GLE Text and Benchmarks
05. / Determine word meaning and appropriate word choices using references aids, including dictionaries and thesauruses (ELA-1-E1)
19. / Identify the author’s viewpoint (i.e., perspective) in a text (ELA-7-E3)
20b. / Apply basic reasoning skills, including asking questions about texts read independently including why and how (ELA-7-E4)
21. / Write compositions of one or more paragraphs, organized with a central idea and coherent beginning, middle, and end. (ELA-2-E1)
22. / Use a greater variety of action and descriptive words when writing for a specific purpose and/or audience. (ELA-2-E2)
23a. / Develop compositions of one or more paragraphs using writing processes by 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 by creating a plan (e.g., graphic organizer, web) appropriate to the purpose of writing (ELA-2-E3)
23c. / Develop compositions of one or more paragraphs using writing processes by writing a first draft with a developed beginning, a middle, and an end
(ELA-2-E3)
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 tense (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)
33a. / Spell grade-appropriate words with short vowels, long vowels, r-controlled vowels, and consonant-blends. (ELA-3-E5)
35. / Use multiple spelling strategies (e.g. word wall, word lists, think about the base word, affixes) (ELA-3-E5)
38. / Adjust speaking tone and volume to suit purpose, audience, and setting
(ELA-4-E1)
41. / Adjust language during a presentation in order to inform or explain to a specific audience (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)
44. / Use active listening strategies, including asking for clarification and explanations (ELA-4-E5)
48. / Identify the role of discussion leader, contributor, and active listener
(ELA-4-E7)
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)
ELA CCSS
CCSS# / CCSS TEXT
Reading Standards for Literature
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.
Reading Standards for Informational Text
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.2.6 / Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Reading Standards: Foundational Skills
RF.2.4a, b, c / Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level text orally with accuracy, appropriate rate, and
expression on successive readings
c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
Writing Standards
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.
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.
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
SL.2.1a, b, c / Participate in collaborative conversations with diverse partners, about grade 2 topics and texts with peers and adults in small and larger groups.
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).
b. Build on others; talk in conversations by linking their comments to the
remarks of others.
c. Ask for clarification and further explanation as needed about the topics and
texts under discussion.
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.2.4 / 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.
SL.2.6 / Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Language Standards
L.2.3a / Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.
L.2.4a, b, c, d, e / 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).
Sample Activities
Activity 1: Independent Reading (Ongoing) (CCSS: RF.2.4a,RF.2.4b, RF.2.4c)
Materials List: classroom library and books from the school library as needed
Independent reading is anytime a student reads grade-level text alone with purpose and understanding. Independent reading may take place at various times of the day but should be included as a daily activity. Drop Everything And Read is a way to make this part of the daily schedule. D.E.A.R. is a designated time reserved in the classroom schedule for both students and teachers to “drop everything and read.” As D.E.A.R. time approaches, have students put away content materials and take out their reading material. Direct students to read silently or softly to a partner for a designated time. Independent reading supplements the standard reading program by encouraging students to read with sufficient accuracy and fluency to support comprehension. D.E.A.R. time provides an opportunity for students to read with purpose and expression and to use context to confirm or self-correct word recognition and understanding with rereading as necessary.Note: Although students should be given freedom to make their selections for independent reading, monitor to ensure that students have made choices within their readability level.
Activity 2: Vocabulary Development (Ongoing) (GLEs: 05;CCSS: L.2.4a, L.2.4b,SL.2.6)
Materials List: read-aloud book, charts, word wall, paper for vocabulary cards, binder or folder, pencils/markers,
This activity will be used throughout the year. Prior to listening to or reading a biographical sketch, direct students to complete the first parts of a vocabulary self-awareness (view literacy strategy descriptions)checklist to indicate their level of familiarity or knowledge of the listed words. Instruct students tocomplete this activity independently, filling in the words and rating their understanding of each one with either a “+” (understand well), a “√” (limited understanding or unsure), or a “—” (don’t know). Encourage students to supply a definition or an example for each word. Under the column “What I Think,” students will record a brief answer (for less familiar words, students may make guesses). Leave the section “What I Learned” blank at this time. Have students share their responses recorded under the “What I Think” section.Record suggestions on a class chart. Read the story aloud, stopping at various points to discuss the key vocabulary. Using the think-aloud method, lead students to infer the meaning of an unknown word. Ex: (taken fromBenjamin Franklin: A Man of Many Talents, by Kathryn Satterfield). As words occur in print, have students use context and picture clues to infer the meaning of unknown words. Lead students to collaboratively confirm the correct meaning of each word by using a dictionary. Have students record the word meaning on their charts under “What I Learned,” then recordon the class chart. Revisions may be made to the “What I Think” column and all check marks and minus signs can now be changed to plus marks. Direct students to use the charts as study aids in preparing for vocabulary tests and as a handy reference for the completion of the writing or dictionary activities suggested below.
Vocabulary Self-Awareness Chart
Word / + / √ / -- / What I Think / What I Learneddreamer / √ / somebody who has dreams
practical / -- / I don’t know
invent / √ / think up something new
bifocal / -- / I think it means glasses
lightning / √ / streaks of light from storm clouds
electricity / √ / how lights work
Listed below are some suggestions to develop vocabulary:
- Record vocabulary words on a special word wall for use during writing.
- Have students create complete sentences during shared and independent writing.
- Have students create a personal or class dictionary that can be referred to easily.
- Direct students to create vocabulary cards (view literacy strategy descriptions)that include a definition found in the dictionary, anillustration, and a sentence using the word. Allow students to quiz each other with the cards in preparation for tests and other class activities. See example below:
Activity 3: Writing/Grammar (Ongoing) (GLEs: 21,22, 23a, 23b, 23c, 30a, 30b, 30c, 30d, 35; CCSS: W.2.2, W.2.5)
Materials List: board, chart paper, word wall, classroom dictionaries, paper, and journals/logs
Conduct writing/grammar daily. Writing/grammar instruction may take many different forms, in order to address the use of conventions (spacing, directionality, and letter formation) and grammatical features (spelling, capitalization, punctuation, grammatical choices). Grammar lessons should include using correct verb tense, descriptive language, etc.
- Use guided writing to teach a specific skill or strategy to the whole group, small groups, or the individual. In this process students compose one or more paragraphs, organized with a central idea and a coherent beginning, middle, and end. Provide support through mini-lessons and conferences. Include an informative/explanatory composition that requires a clearly introduced topic, uses facts and definitions to develop points, and provides a concluding statement.
- The “weekend story” is a powerful guided writing activityand is usually conducted on the first day of each week. Lead the students in a discussion about their weekend experiences. Ask leading questions to help students decide what they will write. Guide students to focus on their topic and to write to develop points about their weekend. Encourage students to organize their thoughts into paragraphs that develop a beginning, middle and logical ending for their story.Direct students to use a variety of action and descriptive words and correctly spell grade-appropriate words using word walls, word lists, dictionaries and glossaries. Conference with individual studentsas needed to strengthen writing by revising and editing. Direct students to provide a concluding statement for their compositions. Each week,conduct a mini-workshop to improve writing skills. Topics for mini-workshops could focus on developing an effective title (main idea), creating a web to organize student thinking, using descriptive language, indenting the firstline of aparagraph, capitalizing appropriate letters, punctuating each sentence correctly, using present and past tense verbs correctly, using transitions and conjunctions correctly, checking for subject-verb agreementin simple and compound sentences, and correct spelling. Create a rubric specific to the workshop focus for both teacher and students to monitor progress. See Writing Rubric BLM from Unit 1.
- After reading a selection from the Rookie Biography Series, such asBetsy Ross by Will Mara,have small groups of students collaborate to build a text chain (view literacy strategy descriptions)by recounting lines from the beginning, middle, and ending of the story. Initiate the process by writing the first line on the board or chart to detail the beginning of the story, for example, “Betsy Ross played an important part in American history.” Ask students to provide additional lines from the middle of the story.For example Student 1may add, “Betsywas born on January 1, 1752 in Philadelphia, Pennsylvania.” Student 2, “She was a seamstress.” Student 3, “George Washington asked her to sew a flag for our new country.” Student 4, “Betsy Ross’ flag is called the Stars and Stripes.” Student 5, “Her flagis the national flag of the United States.”Have students use a paper folded horizontally into six sections to record the events from the text chain. Present other biographical selections and have students collaborate to formtext chains outlining the character’s life. Text chains should then be shown to the entire class and discussed.
- Independent writing is any time students write without receiving assistance from others.Have students select topics and be in charge of their own writing. Use independent writing to practice writing skills and strategies that support reading development. Examples of a student’s writing may include journal entries, response logs, creative stories, and personal experiences. A Writer’s Workshop approach builds routine and confidence as students’ writing develops and matures. Meet with individuals or small groups as needed to instruct and encourage thinking and using the writing process.
Activity 4: All about Me (GLEs: 51; CCSS: W.2.3)
Materials List: paper, art supplies for drawings as needed, markers, chart paper or bulletin board paper for making the timeline itself, writing notebooks, Make a Timeline BLM, All about Me Rubric BLM, Accordion Paragraph BLM
Begin the activity with a review of the steps in the writing process, including brainstorming, creating a graphic organizer, drafting, revising, proofreading, and publishing. Give each student a timelinegraphic organizer (view literacy strategy descriptions) (Make a Timeline BLM),and have them create a personal timeline that beginsat birth and endsat second grade.Have theminclude at least seven important events in their lives with the approximate date each occurred,for example, birth of a brother or sister, learning to ride a bicycle, starting kindergarten, or losing a first tooth. Photographs or drawings should be included. Using thecompleted timelines, instruct each student to compose a draft of his or her memoirs. Remind students that each event on the timeline will become the topic of a paragraph in their autobiographies. Guide students to develop a general main topic sentence, such as “The first seven years of my life have been very eventful,” or “For a seven year old boy/girl, I have sure packed a lot of fun times into my life.”
Instruct students to follow the Step Up to Writing format from Unit 3 to organize their thoughts. Give each student a copy of the Accordion BLM for use in composing their first drafts. Each “yellow” statement should come directly from the student’s timeline. “Red” supporting sentences can include details and further explanation. Monitor students as they work to ensure they are using conventions of writing, providing details that describe their actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. When all details have been noted in the draft, help students write a closing sentence that will restate their writing purpose. Have students revise, edit, and publish their memoirs in both written and recorded form. Use the All about Me Rubric BLM to assess student writing. Place copies of the published writing and tapes in the listening center.This writing activity gives students the perfect opportunity to play the role ofprofessors know-it-all (view literacy strategy descriptions) for a presentation of their autobiographies to the class. For this presentation, students may dress in appropriate costumes, such asa baseball uniform, a dance recital costume, or a first-day-of-school outfit. With a little practice, students should be ready to stand before their classmates and tell their life story and answer any questions their classmates may have.