2nd Grade ELAR Unit 3

Big Idea:

Understanding new words within fictional stories

Student Expectations:

Priority TEKS

Reading

2.3(B) use context within and beyond a sentence to determine the meaning of unfamiliar words;

2.6(G) evaluate details read to determine key ideas;

Focus TEKS

Reading

2.8(C) describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently; and

2.8(D) describe the importance of the setting.

2.2B(vi) decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est; and

2.3(A) use print or digital resources to determine meaning and pronunciation of unknown words;

Writing:

2.11D(ii) past, present, and future verb tense;

Ongoing TEKS

2.1(A) listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;

2.1(B) follow, restate, and give oral instructions that involve a short, related sequence of actions;

2.1(C) share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;

2.1(D) work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others; and

2.1(E) develop social communication such as distinguishing between asking and telling.

2.2B(vii) identifying and reading high-frequency words from a research-based list;

2.2C(i) spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

2.2C(ii) spelling words with silent letters such as knife and gnat;

2.2C(iii) spelling compound words, contractions, and common abbreviations;

2.2C(iv) spelling multisyllabic words with multiple sound-spelling patterns;

2.2C(v) spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word; and

2.2C(vi) spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est;

2.(4) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

2.(5) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

2.6 monitor comprehension and make adjustments such as re-reading, using background knowledge,

checking for visual cues, and asking questions when understanding breaks down.

2.7(E) interact with sources in meaningful ways such as illustrating or writing; and

2.7(F) respond using newly acquired vocabulary as appropriate.

Student Learning Targets:

• I will identify the main characters, setting, problem/solution for a variety of stories.
• I will identify the author’s purpose for a given literary work.
• I will determine the purpose of new words using context clues.
• I will determine the importance of setting in a given text.

Essential Questions:

• How does the setting influence the outcome of a story?
• Where might you find context clues in a passage?
• What kinds of words might be used as context clues?
• Can you get context clues come from pictures?

Extra Information:

Adopted Textbook: Texas Journeys, Houghton Mifflin Harcourt

District Grading Policy

Fry Sight Word List

Texas Gateway Online Resource Center