Evidence Outcomes:

a. Participate in shared research and writing projects (for example: explore a number of books by a favorite author and express opinions about them). (CCSS:W.K.7)

b. Identify a clear purpose for research or inquiry (for example: If the class is learning about trees, is my need to know more about pets related?).

c. Ask a specific question and gather relevant information from various sources related to that question that inform clarity of purpose and conclusions about research.

d. Ask primary questions of clarity, significance, relevance, and accuracy to improve quality of thinking.

e. Use a variety of resources to answer questions of interest through guided inquiry (for example: texts read aloud or viewed, direct observation).

f. Gather relevant information and check various information sources for accuracy (for example: In a class discussion focused on butterflies, students ask questions related to a butterfly and the life cycle.).

g. With guidance and support from adults, recall information from experience or gather information from provided sources to answer a question. (CCSS:W.K.8)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Demonstrate professionalism through functioning like a researcher, crafting and continuing to refine a driving question, seeking out appropriate sources, adhering to digital citizenship, collaborating with others, and growing from feedback.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Students will use inquiry to build schema on a topic

• Students will collaborate with peers to deepen their understanding of a topic

In order to meet these essential understandings, students must know...

• • A narrative is a sequenced account of real/imagined connected events

  • The purpose of narrative writing (PIE-persuade, inform, entertain)

  • How to convey a narrative through

    • Illustrations

      • Labels

    • Written text

    • Dictation

  • Literary Elements

    • A setting is when or where the story takes place

    • A character is who or what the story is about

    • Events are what happens in the story or what the character is experiencing

  • Characters react to events

    • Feelings (happy, sad, scared, mad, surprised)

  • Ethical usage of digital tools

  • How to communicate effectively (Standard K.1.2)

In order to meet these essential understandings, students must be able to...

• Determine when to share a narrative (PIE-persuade, inform, entertain)

• Create a narrative about an event/events in the order they occurred and include

  • Literary Elements (setting, character, events)

  • Characters reaction

• Respectfully, give and receive feedback from peers

  • Evaluating the strength of peers writing

  • Forming constructive feedback

  • Revising writing from feedback

• Explore digital tools to use and produce narrative

Evidence Outcomes:

a. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (CCSS: SL.2.4)

b. Contribute knowledge to a small group or class discussion to develop a topic.

c. Maintain focus on the topic.

d. 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. (CCSS: SL.2.5)

e. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (CCSS: SL.2.6)

f. Use content-specific vocabulary to ask questions and provide information. *

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Communicate and present effectively based on purpose, task, and audience using appropriate language and planning.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Students understand the importance in using academic language in speaking

• Students understand the importance of presentations and shared thinking

• Students understand why we present in different ways

• Students understand effective communication is on topic and promotes discussion

In order to meet these essential understandings, students must know...

• Content-specific vocabulary

• How to prepare for an oral presentation

  • Develop a topic and supporting details

  • Use determining importance to summarize details and retell in sequence

• Presentations can be given by

  • Written, verbally, audio recordings, video, drawings, or visual displays

• Components of complete sentences

• Metacognition promotes deeper understanding

• Schema supports new learning with their own background knowledge

In order to meet these essential understandings, students must be able to...

• Create and deliver a presentation to tell a story or recount an experience

  • (written, verbally, audio recordings, video, drawings, visual displays)

• Synthesize information to construct and share their thinking based on a topic with appropriate facts and relevant, descriptive details using content-specific vocabulary

• Speak audibly in coherent and complete sentences

• Use metacognition to explain their thinking, ideas, thoughts, or feelings

• Apply their schema to ask questions and contribute knowledge to small group or classroom discussion

Evidence Outcomes:

a. Use Key Ideas and Details to:

i. Demonstrate use of self-monitoring comprehension strategies: rereading, checking context clues, predicting, questioning, clarifying, activating schema/background knowledge to construct meaning and draw inferences.

ii. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (CCSS: RL.2.1) *

iii. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (CCSS: RL.2.2)

iv. Describe how characters in a story respond to major events and challenges. (CCSS: RL.2.3)*

b. Use Craft and Structure to:

i. Describe how words and phrases (for example: regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (CCSS: RL.2.4)

ii. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (CCSS: RL.2.5) *

iii. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. (CCSS: RL.2.6)

iv. Identify how word choice (for example: sensory details, figurative language) enhances meaning in poetry

c. Use Integration of Knowledge and Ideas to:

i. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (CCSS: RL.2.7)

ii. Compare and contrast two or more versions of the same story (for example: Cinderella stories) by different authors or from different cultures. (CCSS: RL.2.9) *

d. Use Range of Reading and Level of Text Complexity to:

i. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RL.2.10)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Read a variety of literary texts to build knowledge, interpret, comprehend, and analyze literature to better understand the human experience.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Students understand what it means to be a fluent 2nd-grade reader (expression, comprehension, accuracy, speed)

• Students understand that different strategies can be used at different times for different purposes

• Students understand that the structure, character actions, word choice, and point of view enhance the meaning of a literary text

• Students understand that comparing and contrasting 2 or more versions of the same story can promote comprehension of literary text

In order to meet these essential understandings, students must know...

• Author’s purpose (persuade, inform, entertain- PIE)

• Literary Elements:

  • Setting (when and where a story takes place)

  • Character (who or what the story is about)

  • Yearning (what the main character wants)

  • Conflict (what stops the main character from getting yearning)

  • Events

    • Rising Action (events that drive the story toward resolution)

    • Falling Action (events to solve conflict)

  • Lesson, Growth, or Change (what did the main character learn or how did they change)

• Use Key Ideas and Details

  • What fluent reader looks like and sounds like (expression, comprehension, accuracy, speed)

  • Reread, check context clues, predict, question, clarify, and activate schema

  • Self-monitor to support comprehension and fluency

  • Define central message, moral, or lesson in a literary text- what is the big idea or lesson learned in the story that can apply to your life

  • How to summarize

  • Ask questions and find answers in a text

• Use Craft and Structure

  • Read with expression

  • Fiction vs. nonfiction

  • Literary texts have a structure that includes beginning, middle, and end

  • Structure of story and poetry

  • Word choice can change the meaning of a text in a story or poetry

  • Explain and apply synonyms to change word meaning

  • Point of view

  • Characters make choices based on events and challenges

• Use Integration of Knowledge and Ideas

  • Define culture

  • Explore various cultures (cross curricular with SS)

  • Define compare or contrast

  • 2 versions of the same story can be similar or very different

  • Explain characters, setting and plot

  • Character traits (inside/outside)

• Academic Vocabulary:

Conflict, setting, characters, rising action, falling action, compare, contrast, synonym, fable, folktale, culture, question words (5w’s and how), moral/lesson/central message, challenge)

In order to meet these essential understandings, students must be able to...

• Reflect on the author’s purpose for writing a text (PIE)

• Recognize and explain literary elements

• Literary Elements:

  • Setting (when and where a story takes place)

  • Character (who or what the story is about)

  • Yearning (what the main character wants)

  • Conflict (what stops the main character from getting yearning)

  • Events

    • Rising Action (events that drive the story toward resolution)

    • Falling Action (events to solve conflict)

  • Lesson, Growth, or Change (what did the main character learn or how did they change)

• Use Key Ideas and Details

  • Read fluently (expression, comprehension, accuracy, speed)

  • Monitor for meaning to draw inferences by using comprehension strategies (rereading, checking context clues, predicting, questioning, clarifying, activating schema)

  • Recognize and explain the difference between fiction and nonfiction text

  • Ask and answer questions to promote comprehension of a literary text

  • Synthesize a literary text to determine the central message, moral, or lesson

  • Use key details to describe the beginning, middle, and end of a literary text

  • Determine importance to identify how word choice enhances meaning

  • Use key details to support moral, lesson, or message in a literary text

• Use Craft and Structure

  • Select a stronger or weaker word choice to change meaning in a text

  • Explain point(s) of view

  • Use expression to emphasize differences in the points of view of characters through the use of voice when reading aloud

• Use Integration of Knowledge and Ideas

  • Identity culture in a story and explain the similarities and differences between two or more stories

  • Explain how character choices changed throughout the story based on character response to challenges or events

  • Compare or contrast 2 or more versions of the same story

  • Use information or illustrations from a text to demonstrate understanding of characters, setting, or plot.

Evidence Outcomes:

a. Use Key Ideas and Details to:

i. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (CCSS: RI.2.1)*

ii. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. (CCSS: RI.2.2)

iii. Summarize the main idea using relevant and significant details in a variety of texts. *

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

b. Use Craft and Structure to:

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

ii. Know and use various text features (for example: captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. (CCSS: RI.2.5) *

iii. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (CCSS: RI.2.6) *

iv. Read text to perform a specific task such as follow a recipe or play a game. *

c. Use Integration of Knowledge and Ideas to:

i. Explain how specific images (for example: a diagram showing how a machine works) contribute to and clarify a text. (CCSS: RI.2.7) *

ii. Describe how reasons support specific points the author makes in a text. (CCSS: RI.2.8)

iii. Compare and contrast the most important points presented by two texts on the same topic. (CCSS: RI.2.9) *

d. Use Range of Reading and Level of Text Complexity to:

i. Adjust reading rate according to type of text and purpose for reading.

ii. 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. (CCSS: RI.2.10) *

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Read a variety of informational texts to build knowledge, interpret, comprehend, and analyze information to better understand the human experience and the world around us.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Students understand what it means to be a fluent 2nd-grade reader (expression, comprehension, accuracy, speed)

• Students understand that different strategies can be used at different times for different purposes

• Students understand informational text has a main idea with supporting key details and text features

• Students understand that comparing and contrasting the most important points presented by two texts promote comprehension of informational text

In order to meet these essential understandings, students must know...

• Fiction vs. nonfiction

• How to summarize

• Identify author’s purpose (PIE-persuade, inform, entertain)

• Use Key Ideas and Details

  • Reread, check context clues, predict, question, clarify, and activate schema

  • Ask questions and find answers in a text (5 W’s and how)

  • Define main idea and key details- what is the author trying to answer, explain or describe to the reader

  • Make connections between texts (historical events, scientific ideas or concepts or procedures in a text)

• Use Craft and Structure

  • Identify and define text features (title, table of contents, heading, subheading, bold, text box, photograph, caption, diagram, label, cross section, graph, table, bullets, map, glossary, index, electronic menus, icons)

  • Summarize an informational text or passage

  • How to self monitor to support comprehension and fluency

  • Use context clues and the glossary to understand content vocabulary

  • Define “how-to informational writing”

• Use Integration of Knowledge and Ideas

  • Compare and contrast

  • Perspective

  • Cultures from around the world and within personal environments

  • Current events

  • 2 texts on the same topic can be similar and/or different

  • How to provide evidence to support authors thinking

  • Constructed Responses (RACE MODEL Restate, Answer, Cite and Explain)

  • How to restate a question

• Use Range of Reading and Text Complexity

  • What fluent reader looks like and sounds like (expression, comprehension, accuracy, speed)

In order to meet these essential understandings, students must be able to...

• Use Key Ideas and Details

  • Determine important key details

  • Synthesize a text to determine the main topic and use it to retell

  • Ask and answer questions about key details and unknown words

    • Create a verbal response by restating and answer the question

  • Describe connections between individuals, events, ideas, or information

• Use Craft and Structure

  • Ask and answer questions about unknown words

  • Identify the parts of a book (front cover, back cover, title page)

  • Identify and describe the role of the author

• Identify and describe the role of an illustrator

• Identify and describe non-fiction text structures (table of contents, labels, diagrams, bold or underlined words)

• Use Integration of Knowledge and Ideas

  • Recognize and explain the difference between fiction and nonfiction text

  • Identify and recall the main purpose of a text including what the author wants to answer, explain, or describe in sequential order

  • Use Key Ideas and Details

    • Monitor for meaning to draw inferences by using comprehension strategies (rereading, checking context clues, predicting, questioning, clarifying, activating schema)

    • Ask and answer questions to promote comprehension of informational text

    • Synthesize a main idea using relevant details from a variety of texts to summarize an informational text

    • Demonstrate an understanding of past events and how those can connect to the present (Ex: Martin Luther King, Earth Science, How to books)

  • Use Craft and Structures

    • Use text features to locate key facts or information in a text efficiently and make meaning

    • Monitor for meaning to determine the meaning of words and phrases in a text

    • Define difficult words using context clues

    • Create a craft or perform a specific task based on a how-to informational text

  • Use Integration of Knowledge and Ideas

    • Reflect and analyze 2 informational texts or passages comparing and contrasting the most important points presented on the same topic

    • Demonstrate similarities and differences from various cultures and perspectives regarding events, ideas, and issues

    • Create a constructed response by restating the question, answering the questions, and providing multiple supporting details from the text. (2nd-grade RACE)

  • Use Range of Reading and Text Complexity

    • Read on-level texts

  • Read fluently(expression, comprehension, accuracy, speed)

Evidence Outcomes:

a. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.2.3)

i. Distinguish long and short vowels when reading regularly spelled one-syllable words. (CCSS: RF.2.3a) *

ii. Know spelling-sound correspondences for additional common vowel teams. (CCSS: RF.2.3b) *

iii. Read multisyllabic words accurately and fluently. *

iv. Decode regularly spelled two-syllable words with long vowels. (CCSS: RF.2.3c) *

v. Decode words with common prefixes and suffixes. (CCSS: RF.2.3d) *

vi. Identify words with inconsistent but common spelling-sound correspondences. (CCSS: RF.2.3e) *

vii. Read grade-appropriate irregularly spelled words. (adapted from CCSS: RF.2.3f) *

b. Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.2.4)

i. Read grade-level text with purpose and understanding. (CCSS: RF.2.4a)

ii. Read grade-level text orally with accuracy, appropriate rate, and expression. (CCSS: RF.2.4b)

iii. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.2.4c) *

iv. Read grade-level text accurately and fluently, attending to phrasing, intonation, and punctuation. *

c. Compare formal and informal uses of English. (CCSS: L.2.3a)

d. 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. (CCSS: L.2.4)

i. Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS: L.2.4a)

ii. Determine the meaning of the new word formed when a known prefix is added to a known word (for example: happy/unhappy, tell/retell). (CCSS: L.2.4b) *

iii. Use a known root word as a clue to the meaning of an unknown word with the same root (for example: addition, additional). (CCSS: L.2.4c) *

iv. Use knowledge of the meaning of individual words to predict the meaning of compound words (for example: birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). (CCSS: L.2.4d) *

v. Create new words by combining base words with affixes to connect known words to new words. *

vi. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. (CCSS: L.2.4e)

e. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. (CCSS: L.2.5)

i. Identify real-life connections between words and their use (for example: describe foods that are spicy or juicy). (CCSS: L.2.5a)

ii. Distinguish shades of meaning among closely related verbs (for example: toss, throw, hurl) and closely related adjectives (for example: thin, slender, skinny, scrawny). (CCSS: L.2.5b)

f. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (for example: When other kids are happy that makes me happy). (CCSS: L.2.6)

g. Determine which strategies should be used to decode multisyllabic words.

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Develop insight into the nature of language by understanding language functions in different contexts, by commanding a variety of word-learning strategies to aid comprehension, and by making effective choices for meaning and style.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Strategies should be used to decode multisyllabic words

• Grade level phonics and word analysis skills in decoding words

• Read with sufficient accuracy and fluency to support comprehension

• Determine or clarify the meaning of unknown and multiple-meaning words and phrases as well as figurative language choosing flexibly from an array of strategies

In order to meet these essential understandings, students must know...

• Strategies to regulate emotions and behavior (distracations, impulse control)

• Growth mindset vs fixed mindset

• Grade level handwriting to support readability and correct letter formations

• How to actively listen to add new vocabulary to schema

• Apply Grade-Level Phonics and Word Analysis Skills in Decoding Words

  • Identify vowels and consonants

  • Define syllables in a word (a word or part of a word with one vowel sound)

  • Difference between long and short vowel sounds

  • Decoding sounds to spell words accurately

  • Sound patterns for common vowel teams

  • Sound patterns for inconsistent but common sound spelling-sound correspondences (ex: ea says ĕ like bread or ā like great)

  • Syllable types: open, closed, magic e, vowel team, bossy r, diphthong, consonant -le

  • Syllable division rules: CV/C, C/VC, VC/CV, V/V

  • Decode multisyllabic words

  • Define roots and affixes: affix (prefix or suffix), prefix (a letter or letters added to the beginning of a word to change the meaning), root (base word), suffix (a letter or letter added to the end of a word to change the meaning)

  • Common prefixes, roots, and suffixes (ex: un-, re-,-ed, -ing, -ly)

  • Some words do not follow phonics rules or patterns (RED WORDS)

• Read With Sufficient Accuracy and Fluency to Support Comprehension

  • What a fluent reader looks like and sounds like (expression, comprehension, accuracy, speed)

  • Understand how punctuation impacts expression

  • Reading strategies to support reading growth and understanding (tap it out, re-read, try a word- ask does this make sense, change the vowel sound, chunking)

• Compare Formal and Informal Uses of English

  • How speech differs in informal (friends/family) and formal conversations (school)

• Determine or Clarify the Meaning of Unknown and Multi-Meaning Words and Phrases

  • Define context clues

  • How to find the meaning of unknown words using glossaries and beginning dictionaries

  • Define compound words (break down/put together)

  • Generate meaning of compound words

  • How to make connections to the real world

• Figurative Language, Word Relationships and Nuances in Word Meaning

  • Define figurative language and its purpose

  • Understand that synonyms allow for shades of meaning (word intensity)

  • Define adjectives and verbs

In order to meet these essential understandings, students must be able to...

• Reflect and regulate their emotions and behavior when encountering difficulties in reading

• Generate positive self-talk and an “I can’t YET” attitude toward challenges in reading

• Apply grade-level phonics patterns to spell accurately with correct letter formations to support student thinking evidence

• Apply new vocabulary from text and conversations to describe their own and others feelings, actions, and application into general conversation

• Apply Grade-Level Phonics and Word Analysis Skills in Decoding Words

  • Recognize a given letter as a vowel or consonant with accuracy and automaticity

  • Recognize vowel sounds as long or short

  • Determine and divide the number of syllables in a given word

  • Recognize and integrate common vowel team sounds with accuracy and automaticity in reading (ea, oa, ai, ee, ay, oe)

  • Recognize and integrate uncommon vowel team sounds with accuracy and automaticity in reading (ex: ea, oo, igh)

  • Identify & label the syllable type of each syllable in a word (open, closed, magic e, vowel team, bossy r, diphthong, consonant -le)

  • Decode words based on syllable type (open, closed, magic e, vowel team, bossy r, diphthong, consonant -le)

  • Determine importance to select the appropriate syllable division rule(s) to decode a multisyllabic word (CV/C, C/VC, VC/CV, V/V)

  • Apply syllable rules to decode a multisyllabic word to read accurately and fluently

  • Monitor for meaning to generate meaning for words with prefixes and suffixes

  • Identify root words to determine the meaning of a new or unknown word with the same root (ex: happy/unhappy, tell/retell)

  • Create new words by combining root words with affixes (prefix/suffix)

  • Read and spell grade 2 red words with accuracy and automaticity

• Read With Sufficient Accuracy and Fluency to Support Comprehension

  • Read with sufficient accuracy and fluency to support comprehension

  • Use appropriate expression when reading (attend to punctuation, intonation, voice)

  • Monitor for meaning to improve understanding and fluency of a text (self-correct, context clues, re-read)

• Compare Formal and Informal Uses of English

  • Differentiate when to use formal and informal speech appropriate for the environment

• Determine or Clarify the Meaning of Unknown and Multi-Meaning Words and Phrases

  • Generate meaning of unknown words based on context clues in a sentence, passage, or text

  • Use glossaries and beginning dictionaries to determine or clarify the meaning of words and phrases

  • Analyze two given words to predict the meaning of the compound words

  • Decompose a compound word into 2 separate words

• Figurative Language, Word Relationships and Nuances in Word Meaning

  • Apply Schema to make connections between words and how we use them (Ex: describe foods that are sweet)

  • Determine and create shades of meaning ladder among closely related verbs and adjectives to increase or decrease the intensity

Evidence Outcomes:

a. Introduce the topic or book they are writing about. (CCSS: W.2.1)

b. State an opinion. (CCSS: W.2.1)

c. Supply reasons that support the opinion. (CCSS: W.2.1)

d. Use linking words (for example: because, and, also) to connect opinion and reasons. (CCSS: W.2.1)

e. Provide a concluding statement or section. (CCSS: W.2.1)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Critical writers use appropriate writing techniques to justify their opinions to others, supporting a point of view with reasons dependent on audience and purpose.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Student must recognize personal characteristics, preferences, thoughts and feelings

• Students must understand opinions are varied based on perspectives

• Students must understand the structure of opinion writing is different than that of narrative and informative/explanatory writing

In order to meet these essential understandings, students must know...

• Identify the purpose of opinion writing (PIE-persuade, inform, entertain)

• What is an opinion (a view, feeling, judgment ,or belief about something)

• Understand that others may have different opinions

• Strategies to create opinion statement (“I believe, in my opinion, I think”)

• What are the reasons (the why that supports the topic) and why do we need to provide them in opinion writing

• Linking words connect opinions and reasons (because, and, also)

• How/when to use linking words

• Define conclusion (why is it necessary)

• Strategies to create a concluding statement (“Now you know, that is why, as you can see, in conclusion, to summarize”)

• Use of strong verbs and adjectives

In order to meet these essential understandings, students must be able to...

• Demonstrate the purpose of opinion writing is to persuade the readers' audience of the authors' opinion

• Demonstrate understanding of the difference of fact vs. opinion

• Recognize how their opinion is different or similar to others’

• Create, form, and state an opinion statement

• Provide multiple reasons to support an opinion on a topic or book

• Use linking words to connect reasons with their opinion

• Create a concluding statement

• Apply strong vocabulary to convince readers of opinion

Evidence Outcomes:

a. Introduce a topic. (CCSS: W.2.2)

b. Use facts and definitions to develop points, including relevant details when writing to questions about texts. (adapted from CCSS: W.2.2)

c. Provide a concluding statement or section. (CCSS: W.2.2)

d. Write letters and “how-to’s” (for example: procedures, directions, recipes) that follow a logical order and appropriate format.

e. Organize informational texts using main ideas and specific supporting details.

f. Apply appropriate transition words to writing.

g. Writers use technology to support the writing process.

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Critical writers use appropriate writing techniques to effectively share information, research, and new learning with a clear focus.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Student must recognize informative/explanatory writing is used to inform others

• Students must understand that there are different forms and structures of informative writing: main idea/details, problem/solution, how to, and letters

• Students must understand the structure of informative/explanatory writing is different than that of narrative and opinion writing

In order to meet these essential understandings, students must know...

• Identify purpose of opinion writing (PIE-persuade, inform, entertain)

• Define informative/explanatory (main idea/details, problem/solution, how to, and letters)

• Define a topic (introduce with a topic sentence)

• Strategies to create a topic sentence

• Understand the difference between facts and supporting details

• Fact (something that is known or proven to be true)

• How to identify facts on a topic

• What is paraphrasing

• Strategies to support paraphrasing (EX: reword sentence , rearrange sentences, change verbs etc.)

• Note taking (Ex:jot dots)

• How to support facts with relevant details using print or digital resources

• Know how/when to use transitions words in writing (first, next, then, finally)

• Define concluding statement

• Strategies to create a concluding statement

• Constructed Response (RACE MODEL-Restate, Answer, Cite and Explain)

• How to restate a question

• Define “how to writing”- (procedures, directions or recipes) in logical order

• Purpose of letter writing

• Components of letter writing- date, greeting, body, closing, signature

• Sentence conventions

In order to meet these essential understandings, students must be able to...

• Demonstrate the purpose of informative writing is to inform the readers of information, research or new learning

• Differentiate between different forms of informative/explanatory writing and determine when to use each

• Explain the purpose of a topic sentence

• Create topic sentences on a topic

• Summarize or paraphrase information gained in research to share new learning in writing

• Create notes (Jot Dots) based on new learning

• Use content vocabulary accurately to provide main ideas and specific supporting details from research to organize informative writing

• Apply transition words to show movement between ideas

• Create a concluding statements on a topic

• Construct informative/explanatory evidence with a topic sentence, a concluding statement and multiple facts with supporting details. (Ex: 3 facts and 3 supporting details)

• Create a constructed response by restating the question, answering the questions and providing multiple supporting details from the text. (2nd grade RACE)

• Understand that how-to writing explains steps or a process to complete a task or craft

• Provide step-by-step directions to create a craft or perform a specific how-to task that follows logical order

• Construct a letter with purpose including all components (date, greeting, body, closing and signature)

• Construct an informative writing piece with grade-level handwriting and sentence conventions

Evidence Outcomes:

a. Include details to describe actions, thoughts, and feelings. (CCSS: W.2.3)

b. Use temporal words to signal event order. (CCSS: W.2.3)

c. Provide a sense of closure. (CCSS: W.2.3)

d. Write simple, descriptive poems.

e. Write with precise nouns, active verbs, and descriptive adjectives.

f. Apply knowledge about structure and craft gained from mentor text to narrative writing.

g. Develop characters both internally (thoughts and feelings) and externally (physical features, expressions, clothing).

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Critical writers use appropriate writing techniques to engage readers in real or imagined narratives with sequenced events and the appropriate level of detail.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Narratives have a beginning, middle and end

• Read through the eyes of the writer, write through the eyes of the reader

• Develop characters internally and externally

• Students must understand that there are different forms and structures of narrative writing: personal narrative, fictional narrative and poems

• Students must understand the structure of narrative writing is different than that of informative/explanatory and opinion writing

In order to meet these essential understandings, students must know...

• Purpose narrative writing (personal narrative, fictional narrative, poetry)

• Narrative is a sequenced account of real or imagined connected events

• Connect narrative structures and elements to mentor text

• Story Structure (Beginning, Middle and End)/ literary elements:

  • Beginning

  • Setting (when and where a story takes place)

  • Character (who or what the story is about)

  • Yearning (what the main character wants)

  • Conflict (what stops the main character from getting yearning)

  • Middle

  • Rising Action (events that drive the story toward resolution)

  • End

  • Closure- how the story ends (how was the problem solved, what does the character do after the problem is solved.

• Character traits- internal (thoughts, feelings) and external (physical features, expressions, clothing)

• Understand what temporal words are and when to use them (in the morning, later that day, the next day, yesterday)

• Understand what nouns are (person, place, thing)

• Understand what verbs are (action words)

• Understand what adjectives are (descriptive words)

• How to choose strong word choice to create an emotion or feeling in a story

• Shades of meaning- Intensity of synonyms

• Authors use craft and structure to develop their own style of writing

• Sentence conventions

• What is poetry (alliteration, diamante, haiku acrostic)

• Elements of Poetry- rhyme, rhythm, word choice, structure

In order to meet these essential understandings, students must be able to...

• Demonstrate the purpose of narrative writing is to entertain the readers with real or imagined sequenced events

• Make text to self connections with narrative mentor texts

• Generate ideas by creating a“what if” to create the problem- What if (problem) happens, what would the characters do?

• Create a narrative that follows a clear structure of beginning, middle and end:

  • Beginning

  • Setting

  • Character

  • Yearning

  • Conflict

  • Middle

  • Rising Action

  • End

  • Closure

• Incorporate temporal words to signal event order- passage of time (in the morning, later that day, the next day, yesterday)

• Include details to describe actions, thoughts, and feelings

• Apply strong verb and adjective choice to increase emotion and feelings in writing

• Read through the eyes of the writer and write through the eyes of the reader to develop your own writing style

• Create poems (alliteration, diamante, haiku, acrostic) using precise nouns, active verbs, and descriptive adjectives

Evidence Outcomes:

a. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (CCSS: L.2.1)

i. Use collective nouns (for example: group). (CCSS: L.2.1a)

ii. Use reflexive pronouns (for example: myself, ourselves). (CCSS: L.2.1c)

iii. Form and use the past tense of frequently occurring irregular verbs (for example: sat, hid, told). (CCSS: L.2.1d)

iv. Use adjectives and adverbs, and choose between them depending on what is to be modified. (CCSS: L.2.1e)

v. Apply accurate subject-verb agreement while writing.

vi. Produce, expand, and rearrange complete simple and compound sentences (for example: The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). (CCSS: L.2.1f)

vii. Vary sentence beginnings.

viii. Spell high-frequency words correctly.

b. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (CCSS: L.2.2)

i. Capitalize holidays, product names, and geographic names. (CCSS: L.2.2a)

ii. Use commas in greetings and closings of letters. (CCSS: L.2.2b)

iii. Use an apostrophe to form contractions and frequently occurring possessives. (CCSS: L.2.2c)

iv. Generalize learned spelling patterns when writing words (for example: cage → badge; boy → boil). (CCSS: L.2.2d)

v. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (CCSS: L.2.2e)

c. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. (CCSS: W.2.5)

d. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (CCSS: W.2.6)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Critical writers utilize the conventions of Standard English to convey their message through the recursive process of planning, drafting, revising, and editing.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Different conventions are used to convey different messages in writing

• Writing is a process of developing a writing piece to meet the author's purpose

In order to meet these essential understandings, students must know...

• How to self monitor for readability of handwriting (correct letter formations, spacing and size) and sentences conventions

• Demonstrate command of conventions of English grammar in writing and speaking

  • Noun (person, place, thing)

  • Collective noun (group, family, crew)

  • Pronouns (she/her/hers, he/him/his, they/them/theirs)

  • Verbs (action words- run, jump)

  • Irregular verbs (verbs that do not follow the general rules for changing tense)

  • Past, present and future tense

  • Past tense word usage of irregular verbs (ex: sat, hid, told)

  • Adjective (describing word- color, texture, size, etc.)

  • Adverb (a word that modifies or qualifies an adjective- usually an -ly word, quietly)

  • Adjectives and adverbs when appropriate

  • Simple sentence (one clause)

  • Compound sentence (two or more independent clauses)

  • Produce, expand, rearrange simple and compound sentences

  • How to construct the beginning of a sentence in various ways (Make writing interesting)

  • High frequency words (words that Demonstrate the purpose of informative writing is to inform the readers of information, research or new learning)

  • Read and spell high-frequency words with accuracy & automaticity

• Demonstrate command of conventions of English capitalization, punctuation and spelling when writing

  • What the conventions of writing are: grammar, punctuation, capitalization, spelling

  • Why some words are capitalized: holidays, product names, geographic names

  • Comma and when to use it in letters

  • Apostrophe and when to use it for contractions (two words combined to make one) and possessives (shows ownership)

  • Grade 2 phonics and spelling rules

  • Sounds within spelling patterns

  • What is alphabetical order

  • How to use a beginning dictionary

• With Guidance, Focus on a Topic and Strengthen Writing as Needed by Revising and Editing

  • How and why to maintain focus on a topic in writing

  • What is the purpose of the writing process

  • Revise to strengthen writing (add/change words and order to enhance meaning and make it more exciting for the reader)

  • Edit to check to accuracy (check for correct capitalization, punctuation, spelling, grammar)

  • What it means to publish writing (handwritten, typed, video/audio)

• With Guidance, use a variety of digital tools to produce and publish writing including collaboration with peers

  • Digital ethics

  • Familiarity of typing keyboard

  • Logging into computers

  • Accessing google drive

  • Naming new documents

  • Creating new documents

  • Editing documents

    • Sharing documents

In order to meet these essential understandings, students must be able to...

• Apply grade level handwriting and sentence conventions

• Demonstrate command of conventions of English grammar in writing and speaking

• Generate meaning and apply appropriately:

  • Nouns

  • Pronouns

  • Verbs

  • Irregular Verbs

  • Past, Present and Future Tense

  • Past tense of irregular verbs

  • Adjectives

  • Adverbs

• Recognize when words or text is written in past, present or future tense

• Apply the use of adjectives and adverbs appropriately in sentence structure

• Demonstrate understanding of a simple sentence

• Demonstrate understanding of a compound sentence

• Decompose or create sentences by expanding, rearranging and produce complete simple and compound sentences

• Recognize when a sentence beginning is over used or not interesting and make changes to engage reader

• Explain what high frequency words

• Read and spell high frequency words accurately with automaticity

• Demonstrate command of conventions of English capitalization, punctuation and spelling when writing

• Apply grade level appropriate conventions in writing accurately

• Capitalize words when appropriate in writing

• Utilize commas accurately in greetings and closings of letters

• Utilize apostrophes accurately to indicate contractions and frequently occurring possessives

• Apply grade level phonics and spelling patterns to spell accurately in writing

• Recognize sounds within words to connect with spelling patterns

• Recognize and apply alphabetical order to a set of given words

• Utilize beginning dictionaries as needed to check and correct spelling

• With Guidance, Focus on a Topic and Strengthen Writing as Needed by Revising and Editing

• Maintain focus on a topic in writing

• Demonstrate understanding of the writing process and the purpose it serves

• With support from peers and adults revise to strengthen writing

• With support from peers and adults edit to check for accuracy in conventions

• Use a variety of digital tools to produce and publish writing

• With Guidance, use a variety of digital tools to produce and publish writing including collaboration with peers

  • Beginning of year

    • Demonstrate understanding in:

    • Digital ethics,

    • Typing with keyboard

    • Logging into computer

  • Middle to End of year

    • Demonstrate understanding in:

    • Google drive

    • Naming new documents

    • Creating new documents

    • Editing/revising documents

    • Sharing document

Evidence Outcomes:

a. Participate in shared research and writing projects. For example: read a number of books on a single topic to produce a report; record science observations. (CCSS: W.2.7)

b. Identify a variety of resources and the information they might contain (for example: dictionary, trade book, library databases, internet web page).

c. Identify a specific question and gather information for purposeful investigation and inquiry.

d. Use text features to locate and interpret information. For example: table of contents, illustrations, diagrams, headings , and bold type.

e. Use a variety of multimedia sources to answer questions of interest.

f. Ask primary questions of depth and breadth.

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

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Demonstrate professionalism through functioning like a researcher, crafting and continuing to refine a driving question, seeking out appropriate sources, adhering to digital citizenship, collaborating with others, and growing from feedback.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Students understand that research is relevant to their learning needs

• Students understand the importance of sharing thinking

• Students understand the question or problem determines the type of research conducted

In order to meet these essential understandings, students must know...

• Research (synthesizing information from others)

• How to work in a group toward a common goal

• What is shared learning

• What is paraphrasing (putting information gathered into own words)

• Strategies to support paraphrasing (EX: reword a sentence, rearrange sentences, change verbs, etc.)

• Note-taking

• Know various resources for conducting research (dictionary, trade book, literary database, internet webpage)

• Inquiry is based on a critical question

• What are text features

• How are text features used to locate and interpret information

• “Wonders” create deeper thinking questions (I wonder why… I wonder if… I wonder how)

• Background knowledge can support answers to questions

• How to gather information from various resources to answer questions

In order to meet these essential understandings, students must be able to...

• Demonstrate an understanding of the purpose in researching a topic

• Generate meaning of what it looks like and sounds like to work in a group and contribute toward a common goal

• Actively listen and share thinking to add to group discussions

• Monitor for meaning and synthesize to summarize or paraphrase information gained in research to share new learning in writing

• Determine importance to create notes (Jot Dots) based on new learning

• Select the appropriate resource for the research purpose

• Ask and answer questions to create and research a topic

• Use text features to locate key facts or information in a text efficiently and make meaning

• Activate schema on a topic to make connections to answer questions

• Evaluate information gained in research to answer a question