2nd Grade ELAR Unit 4

Big Idea:

Explore the purpose of reading.

Student Expectations:

Priority TEKS

2.6(A) establish purpose for reading assigned and self-selected texts;

2.6(B) generate questions about text before, during, and after reading to deepen understanding and gain information

2.6(F) make inferences and use evidence to support understanding;

Focus TEKS

Reading

2.6(H) synthesize information to create new understanding; and

2.7(A) describe personal connections to a variety of sources;

2.7(C) use text evidence to support an appropriate response;

Writing:

2.11D(iii) singular, plural, common, and proper nouns;

2.12(A) compose literary texts including personal narratives

2.11D(v) adverbs that convey time and adverbs that convey place;

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;

Phonics:

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(I) 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.

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.

Student Learning Targets:

• I will determine why we are reading a particular text (fun, learn, etc.).
• I will create questions appropriate to the text for pre-reading, during reading, and after reading.
• I will discuss the author’s purpose for writing the text.
• I will put events in chronological order.
• I will identify cause/effect relationships.

Essential Questions:

• What tools and strategies can help us understand and craft stories?
• What are the main characters' traits and motivations?
• Why are the main characters important to the plot?
• How are stories organized?

Extra Information:

Adopted Textbook: Texas Journeys, Houghton Mifflin Harcourt

District Grading Policy

Fry Sight Word List

Texas Gateway Online Resource Center