2nd Grade ELAR Unit 5

Big Idea:

Exploring different types of fiction: drama, fables, fairy tales, folktales.

Student Expectations:

Priority TEKS

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.

Focus TEKS

Reading

2.2B(i) decoding words with short, long, or variant vowels, trigraphs, and blends;

2.2B(v) decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;

2.7(D) retell and paraphrase texts in ways that maintain meaning and logical order;

2.9(A) demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, and fairy tales;

2.9(C) discuss elements of drama such as characters, dialogue, and setting;

Writing/Cursive:

2.12(C) compose correspondence such as thank you notes or letters.

2.11D(vi) prepositions and prepositional phrases;

2.11D(vii) pronouns, including subjective, objective, and possessive cases;

2.2(E) develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.

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 explain the different elements of a drama.
• I will identify the characteristics specific to fairytales, fables, and folktales.
• I will follow multi-step directions.
• I will retell the main events in a story.
• I will compare different versions of a well-known fairy tale or fable.

Essential Questions:

• How is dialogue important in drama?
• Explain how you can tell if a story is a fairy tale, folktale, or fable.
• Why is it important to follow directions in the order they are given?

Extra Information:

Adopted Textbook: Texas Journeys, Houghton Mifflin Harcourt

District Grading Policy

Fry Sight Word List

Texas Gateway Online Resource Center