2nd Grade Unit 1

Stage 1- Desired Outcome

Established Goals: (Standards)

Students will identify how a story’s structure (including words and phrases) helps a reader

describe main topic and supporting details in order to provide meaning.

Standards:

RI.2.2 Identify the main focus of a multi-paragraph text as well as the focus of specific paragraphs within the text.

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

SL.2.1 Participate in collaborative conversations with diverse partners about Grade Two topics and texts with peers and adults in small and larger groups.

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, [and] repeated lines) supply rhythm and meaning in a story, poem, or song .

W.2.7 Participate in shared research and writing projects.

SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Understandings: (Anchors)

Students will understand that…

Students will know how text is organized

in order to make meaning.

Authors use specific words and phrases

enhance meaning.

Structure of a text gives meaning.

When we read we discover what an

author is trying to tell us about (topic).

Essential Questions: (Overall theme that

relates to the Understandings and goals)

How do the choices the author makes

enhance meaning?

Students will know… What descriptive language looks like within the text.

Students will be able to… (Skills)

Provide support from text to explain thinking.

Comprehend and analyze a variety of genres on a deeper level – Infer, connect,

visualize, synthesize.

Identify how descriptive language provides meaning and enriches the text.

Stage 2- Assessment Evidence

Performance Tasks:

See Attached Performance Task Unit 1

Other Evidence:

ASSESSMENT TASK Grade 2 Unit 1 Task 1

What criteria are implied in the standards and understandings regardless of the task

specifics? What qualit ies must student work demonstrate to signify that standards were

met?

Students can identify story structure and understand how to communicate through writing. Students identify the structures correctly.

Through what authentic performance task will students demonstrate understanding?

Task Overview:

Students describe the overall story structure of “Alex’s Lemonade Sale.” Introduce the

beginning of the story and how the plot develops by writ ing an informational paragraph.

What understandings or goals will be assessed through this task?

Understandings:

Students will know how text is organized in order to make meaning

Authors use specific words and phrases to enhance meaning

Structure of a text gives it meaning

When we read we discover what an author is trying to tell us

Goals: Students will identify how a story’s structure helps a reader describe main topic and supporting details

in order to provide meaning.

What student products and performances will provide evidence of desired

understandings? Informational paragraph

By what criteria will student products and performances be evaluated?

Either by the provided rubric or a class/student generated rubric.

0 1 2

Introduce the beginning of the story

Demonstrate understanding of plot development.

Response is organized to make meaning

ASSESSMENT TASK Grade 2 Unit 1 Task 2

What criteria are implied in the standards and understandings regardless of

the task specifics? What qualit ies must student work demonstrate to signify

that standards were met?

Students can identify story structure and understand how to communicate through writing. Students identify the structures correctly.

Through what authentic performance task will students demonstrate

understanding?

Task Overview:

Students describe the overall story structure of “Barn Sour.” Introduce the beginning

of the story and describe how the ending concludes the action. Describe the plot

develops by writing and informational paragraph.

What understandings or goals will be assessed through this task?

Understandings:

Students will know how text is organized in order to make meaning

Authors use specific words and phrases to enhance meaning

Structure of a text gives it meaning

When we read we discover what an author is trying to tell us

Goals: Students will identify how a story’s structure helps a reader describe main topic and

supporting details in order to provide meaning.

What student products and performances will provide evidence of desired

understandings? Informational paragraph

By what criteria will student products and performances be evaluated?

Either by the provided rubric or a class/student generated rubric.

0 1 2 Introduce the beginning of the story

Describe how the ending concludes the action

Demonstrate understanding of plot development.

Response is organized to make meaning

ASSESSMENT TASK Grade 2 Unit 1 Task 3

What criteria are implied in the standards and understandings regardless of

the task specifics? What qualit ies must student work demonstrate to signify

that standards were met?

Students can identify story structure and understand how to communicate through writing. Students identify the structures correctly.

Through what authentic performance task will students demonstrate

understanding?

Task Overview:

Students describe the overall story structure of “Too Much Chocolate” by introducing the overall story structure including the description and relationships of the beginning, middle, and end.

What understandings or goals will be assessed through this task?

Understandings:

Students will know how text is organized in order to make meaning

Authors use specific words and phrases to enhance meaning

Structure of a text gives it meaning

When we read we discover what an author is trying to tell us

Goals: Students will identify how a story’s structure helps a reader describe main topic and

supporting details in order to provide meaning.

What student products and performances will provide evidence of desired

understandings? Informational paragraph

By what criteria will student products and performances be evaluated?

Either by the provided rubric or a class/student generated rubric.

0 1 2

Describes the overall story structure including beginning, middle, and end

Demonstrate understanding of plot development.

Response is organized to make meaning

2nd Grade Unit 2

Stage 1- Desired Outcome

Established Goals: (Standards)

Recount texts from various genres and diverse cultures to determine central message or main purpose.

Standards:

RL.2.9: Compare and contrast two or more versions of the same story by different

authors or from different cultures. RL.2.2: Recount stories, including fables and folktales from diverse cultures, and

determine their central message, lesson, or moral.

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

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.

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.

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.

Understandings: (Anchors)

Students will understand that…

Central message develops throughout a story

Texts can have the same topic/theme, but the author’s approach can be different

Authors write texts for different purposes

Essential Questions: (Overall theme that

relates to the Understandings and goals)

How does an author’s purpose affect the meaning of a text? How does purpose influence how an author writes?

Students will know…

What is setting Elements of a folktale and fable

Author’s Purpose What is a central message, moral, or lesson

Informational writing must be clearly organized

Students will be able to… (Skills)

Recount stories Compare/contrast versions of the same story

Identify main purpose

Determine Central Message, lesson or moral Introduce a topic, use facts, definitions, develop points, provide a concluding statement

Stage 2- Assessment Evidence

Performance Tasks: See Attached Performance Task Unit 2

Other Evidence:

UNIT 2 ASSESSMENT TASK BLUEPRINT

What criteria are implied in the standards and understandings regardless of

the task specifics? What qualit ies must student work demonstrate to signify

that standards were met?

Recount stories

Compare/contrast

Identify main purpose Determine central message, lesson, or moral

Through what authentic performance task will students demonstrate

understanding? Task Overview: TASK 1- Students read two _____________ (fables, folktales, and fairytales) texts from diverse cultures and _________________ (paraphrase –OR- compare/contrast) the__________________ (central message/lesson of the story –OR- story elements). (RL 2.2, RL 2.9, W 2.2) TASK 2 – Students read a variety of texts and identify what the author wants to answer, as well as explain the main purpose of the text. (RI 2.6)

What understandings or goals will be assessed through this task?

Understandings:

Central message develops throughout a story

Texts can have the same topic/theme, but the author’s approach can be different

Authors write texts for different purposes

Goals: Recount texts from various genres and diverse cultures to determine central message or main

purpose

What student products and performances will provide evidence of desired

understandings? TASK 1

In a small group students will read texts and

have discussions on central message.

Students will then use a graphic organizer to

compare and contrast the story elements.

As an extension students will take

information from graphic organizer and

write a paragraph that includes an

introduction, explanation, and a conclusion.

TASK 2

Students will read an informational text and

answer who, what, where, why and how

questions independently. Students will construct

a paragraph stating the author’s purpose using

supporting details from the text.

By what criteria will student products and performances be evaluated? Rubric

2nd Grade Unit 3

Stage 1- Desired Outcome

Established Goals: (Standards)

Demonstrate understanding of story elements from illustrations and words to identify what the

author wants to describe.

Describe how characters respond to major events and challenges.

Standards:

RL.2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL.2.3: Describe how characters in a story respond to major events and challenges. RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

RI.2.3: Describe the connection between a series of historical events, scientific ideas

or concepts, or steps in technical procedures in a text. RI.2.7: Explain how specific images (e.g., a diagram showing how a machine works)

contribute to and clarify a text W.2.2: Write explanatory texts in which they introduce a topic, use facts and

definitions to develop points, and provide a concluding statement or section

Understandings: (Anchors)

Students will understand that…

Characters in a story change based on

their major events or challenges.

Authors use various mediums and

purposes in texts to show how characters

change.

Authors use figurative and literal

language.

Essential Questions: (Overall theme that

relates to the Understandings and goals)

How can the challenges of characters help

us with the challenges of real life?

Students will know… Use conventions of grammar when reading and writing.

Empathize with the challenges of characters

Students will be able to… (Skills) Write an explanatory text with beginning, middle and end.

Discern authors techniques for describing characters

Discern the difference between literal and figurative language.

Stage 2- Assessment Evidence

Performance Tasks: See Attached Performance Task Unit 3

Other Evidence:

ASSESSMENT TASK Grade 2 Unit 3 Task 1

What criteria are implied in the standards and understandings regardless of

the task specifics? What qualit ies must student work demonstrate to signify

that standards were met? Students can identify the conflict. Students can evaluate how characters interact with the conflict. Students can choose key details to support.

Through what authentic performance task will students demonstrate

understanding?

Task Overview:

Students describe how the character of Maria, Olivia, or Anna in “Sister

Problems” responds to a conflict in their life by writ ing an

informational/explanatory paragraph using at least two facts from the story.

Understandings:

Characters in a story change based on their major events or challenges

Authors use various mediums and purposes in texts to show how characters change

Goals:

Demonstrate understanding of story elements from illustrations and words to identify what the

author wants to describe. Describe how characters respond to major events and challenges.

What student products and performances will provide evidence of desired

understandings? Informational paragraph

By what criteria will student products and performances be evaluated?

Either by the provided rubric or a class/student generated rubric.

0 1 2

Identify the conflict Describe how characters respond to conflict

Use supporting details that are relevant

Response is organized to make meaning

ASSESSMENT TASK Grade 2 Unit 3 Task 2

What criteria are implied in the standards and understandings regardless of

the task specifics? What qualit ies must student work demonstrate to signify

that standards were met?

Students can identify the conflict. Students can evaluate how characters interact with the conflict. Students can choose key details to support. Students can identify and describe the changes characters go through in stories.

Through what authentic performance task will students demonstrate

understanding? Task Overview:

Students describe why the character of Alyssa in “Alyssa Wears a Bow Tie” changed throughout the story by writing an informational/explanatory paragraph using at least two facts from the story.

What understandings or goals will be assessed through this task?

Understandings:

Characters in a story change based on their major events or challenges

Authors use various mediums and purposes in texts to show how characters change

Goals: Demonstrate understanding of story elements from illustrations and words to identify

what the author wants to describe. Describe how characters respond to major events

and challenges.

What student products and performances will provide evidence of desired

understandings? Informational paragraph

By what criteria will student products and performances be evaluated?

Either by the provided rubric or a class/student generated rubric.

0 1 2 Identify the challenge Describe how characters respond to challenge

Describes the two changes Alyssa experiences

Use supporting details that are relevant

Response is organized to make meaning

2nd Grade Unit 4

Stage 1- Desired Outcome

Established Goals: (Standards)

Acknowledge differences in point of view, describe the connections between a series of

events, ideas, concepts, or procedures, compare and contrast important points in 2 or more

texts on the same topic using digital tools to publish opinion and narrative p ieces.

Standards:

RL.2.6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character

when reading dialogue aloud.

RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical

procedures in a text.

RI.2.9: Compare and contrast the most important points presented by two texts on the same topic.

W.2.1: Write opinion pieces in which they introduce the topic of book they are writing about, state an opinion, supply reasons

that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, 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

action, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

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

peers.

Understandings: (Anchors)

Students will understand that… How point of v iew shapes the content and style of

a text. Analyze how and why individual’s events, or ideas

dev elop and interact over the course of the text. Analyze how 2 texts address similar topics to

compare the authors take. Write arguments to support claims. Write narratives to develop real or imagined

experiences or ev ents.

Use technology to produce and publish writing.

Essential Questions: (Overall theme that

relates to the Understandings and goals) How does point of view shape content? How do individuals interact over the course of a text? How do authors depict people’s lives in different ways?

Students will know… What is point of view

Read dialogue aloud

Introduce the topic of a book, state an opinion, Use linking words to connect opinion &

reasons and provide a concluding statement.

Recount well elaborated event or short sequence of events, include details to

describe action, thoughts and feelings, use temporal words to signal event order and

provide a sense of structure.

Students will be able to… (Skills)

Acknowledge differences in the points of view

Describe the connections within a text

Compare and contrast

Write opinion pieces

Write narrative pieces

Use digital tools to publish writing

Stage 2- Assessment Evidence

Performance Tasks:

See Attached Performance Task Unit 4

Other Evidence:

UNIT4 ASSESSMENT TASK BLUEPRINT

What criteria are implied in the standards and understandings regardless of

the task specifics? What qualit ies must student work demonstrate to signify

that standards were met? Acknowledge differences in the points of v iew Describe the connections within a text Compare and contrast Write opinion pieces Write narrative pieces Use digital tools to publish writing

Through what authentic performance task will students demonstrate

understanding? Task Overview: Task 1- After reading chapter 1 from Charlotte’s Web, students work in dyads or triads to re-enact the dialogue between Fern and her father. Texts/characters may be changed

What understandings or goals will be assessed through this task?

Understandings:

• How point of view shapes the content and style of a text. • Analyze how and why individual’s events, or ideas develop and interact over the course of the text. • Analyze how 2 texts address similar topics to compare the authors take. • Write arguments to support claims. • Write narratives to develop real or imagined experiences or events • Use technology to produce and publish writing. Goals:

Acknowledge differences in point of view, describe the connections between a series of

events, ideas, concepts, or procedures, compare and contrast important points in 2 or more

texts on the same topic using digital tools to publish opinion and narrative pieces.

What student products and performances will provide evidence of desired

understandings?

Students discuss both characters differences in point of view about Wilbur and

record evidence from the text.

Do you agree with __________ or __________’s point of view? Write an argument

to support your claim.

By what criteria will student products and performances be evaluated? Rubric

2nd Grade Unit 5

Stage 1- Desired Outcome

Established Goals: (Standards)

Retell folktales and fables from diverse cultures, determining their central message or lesso n.

Standards:

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

RI.2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

W.2.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe action, thoughts, and feelings, use

temporal words to signal event order, and provide a sense of closure.

Understandings: (Anchors)

Students will understand that…

Determine central idea or themes of a

text

Recount stories

Asking and answering questions deepen

comprehension

Essential Questions: (Overall theme that

relates to the Understandings and goals)

Why do authors establish a central

message or theme?

Students will know…

Literary elements of fables, folktales and narratives

Text features

Skills of shared inquiry

Diverse media and formats

Students will be able to… (Skills)

Recount fables and folktales

Read closely to ask and answer questions

Determine central message

Identify and explain how text features contribute to and clarify a text

Write narratives using literary elements

Participate in shared research

Stage 2- Assessment Evidence

Performance Tasks:

See Attached Performance Task Unit 5

Other Evidence:

UNIT 5 ASSESSMENT TASK BLUEPRINT

What criteria are implied in the standards and understandings regardless of the task

specifics? What qualit ies must student work demonstrate to signify that standards were

met? Read closely to ask and answer questions

Recount fables and folktales

Determine central message

Identify and explain how text features contribute to and clarify a text

Write narratives using literary elements

Participate in shared research

Through what authentic performance task will students demonstrate understanding?

Task Overview:

What understandings or goals will be assessed through this task?

Understandings: Determine central idea or themes of a text

Recount stories

Asking and answering questions deepen comprehension

Goals: Retell folktales and fables from diverse cultures, determining their central message or lesson .

What student products and performances will provide evidence of desired

understandings?

By what criteria will student products and performances be evaluated?

2nd Grade Unit 6

Stage 1- Desired Outcome

Established Goals: (Standards)

Describe how word choices shape the meaning of a text and describe how reasons support

specific points an author makes in a text. Comprehend informational and literary texts

proficiently.

Standards: RL.2.4 Describe how words and phrases (e.g. regular beats, alliteration, rhymes, [and] repeated lines supply rhythm and meaning

in a story, poem, or song. RI.2.10 By the end of the year, read and comprehend literature, including history/social studies, science, and technical texts, in

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

complexity band proficiently, with scaffolding as needed at the high end of the range. RI.2.8 Describe how reasons support specific points the author makes in a text.

W.2.1 Write opinion pieces in which they introduce the topic of book they are writing about, state an opinion, supply reasons

that support the opinion, use linking words (e.g. because, also) to connect opinion and reasons, and provide a concluding statement or section.

Understandings: (Anchors)

Students will understand that…

Proficient readers and writers use reference

materials to help locate information and answer

questions Proficient authors discern which information is

relev ant, significant and accurate Making meaning of a text

Specific points an author makes in a text

Essential Questions: (Overall theme that

relates to the Understandings and goals) How do individuals make decisions and analyze the consequences of those decisions?

Why do authors choose words to make specific points in a text?

Students will know…

How words supply meaning to text.

Experiences support ideas, thoughts and feelings.

How literary elements supply meaning to the text.

How to find relevant resources.

Identify the structure of the text to identify points the author makes.

Information is relevant, significant and accurate

Students will be able to… (Skills) Read proficiently at a 2nd grade level.

Describe how reasons support specific points an author makes in a text.

Manage resources by selecting what is appropriate to support a topic.

Ask questions to analyze and evaluate quality of thinking.

Use prior knowledge to comprehend text.

Write opinion pieces: state opinions and defend your thinking.

Use reference materials to help locate information and answer questions.

Stage 2- Assessment Evidence

Performance Tasks:

See Attached Performance Task Unit 6

Other Evidence:

ASSESSMENT TASK Grade 2 Unit 6 Task 1

What criteria are implied in the standards and understandings regardless of

the task specifics? What qualit ies must student work demonstrate to signify

that standards were met?

Students can find the reasons that support an author’s claim. Students can describe how the author’s reason support their view.

Through what authentic performance task will students demonstrate

understanding?

Task Overview:

Students describe reasons behind the author’s statement that “smoking hurts the environment” in

his/her “Smoking Hurts People—And the Environment!” and how they support their point by writing an informational/explanatory paragraph.

What understandings or goals will be assessed through this task?

Understandings:

Proficient readers and writers use reference materials to help locate information and

answer questions

Goals:

Describe how word choices shape the meaning of a text and describe how reasons support

specific points an author makes in a text. Comprehend informational and literary texts

proficiently.

What student products and performances will provide evidence of desired

understandings? Paragraph

By what criteria will student products and performances be evaluated?

Either by the provided rubric or a class/student generated rubric.

0 1 2

Identify reasons why author made the claim

Explain how the reasons are important to the author’s claim

Response is organized to make meaning

ASSESSMENT TASK Grade 2 Unit 6 Task 2

What criteria are implied in the standards and understandings regardless of

the task specifics? What qualit ies must student work demonstrate to signify

that standards were met?

Students can identify words and phrases that have regular beats, alliteration, rhymes, and repeated lines. Students can find reasons in a text that support a specific point that an author made.

Through what authentic performance task will students demonstrate

understanding?

Task Overview:

Students read ---story/poem/song--- and determine how word choices shape the meaning of the ---text--- by writing an informational/explanatory paragraph.

What understandings or goals will be assessed through this task?

Understandings:

Proficient readers and writers use reference materials to help locate information and

answer questions

Goals: Describe how word choices shape the meaning of a text and describe how reasons

support specific points an author makes in a text. Comprehend informational and literary texts

proficiently.

What student products and performances will provide evidence of desired

understandings? Paragraph

By what criteria will student products and performances be evaluated?

Either by the provided rubric or a class/student generated rubric.

0 1 2

Identify words and phrases that have regular beats, alliteration, rhymes, and repeated lines

Find reasons in a text that support a specific point that an author made

Response is organized to make meaning