ELA > Grade 2 > Unit 3
Unit Description
This unit explores the possibilities of working with others to complete
projects, tasks, or plans. This unit will focus on sequencing events in a
story, identifying synonyms and antonyms, and phonics. Spelling and phonics
instruction will focus the /or/ sound, vowel diphthongs, r-controlled
vowels, double consonants words with ow and ou, words with final k and ck,
and words with or, ore, and our. Reading strategies will include picture
walks, previewing and predicting, using picture clues to determine meaning
of the text, retelling a story in correct sequence, following directions,
and using graphic aides to understand informational text. Selections
include, but are not limited to, a folktale, photo essay, realistic fiction,
and fantasy. Vocabulary instruction will focus on using familiar word
parts to identify unknown words and the meaning of unknown words, sounds a
letter stands for and the blending of sounds, using context clues to
determine word meaning, and using consonant and vowel letter patters to
identify words. Students will write, respond to literature, identify
different genres and become familiar with numerous strategies to promote
higher order thinking. Writing instruction will focus on writing a tale,
personal stories, descriptive paragraphs, how-to paragraphs, and writing
shape poems, all using the writing process. Language skills will include
common nouns, plural nouns, and proper nouns. Use of this unit will promote
frequent opportunities for every student to read, listen to literature,
practice/reinforce skills, and problem solve.
Enduring Understandings
· We help ourselves and others when we work together as a team.
· Helping others means more than just talking about it.
Essential Questions
· How can working as a team help you?
· When can working on a team be unhelpful?
· Why is teamwork important?
· How do my actions affect others on a team?
GLEs: 1, 2, 3, 5, 7, 8, 9, 10, 11, 12, 13, 15, 17, 18, 20, 23, 24, 26, 28,
29, 30, 31, 32, 33, 35, 36, 38, 40, 43, 44, 45, 49, 50, 51, 52, 54
Phonics: Identify and make oral rhymes; phoneme categorization; phoneme
blending; introduce, blend, and build with /long e/ e, ee, ea, ey, y;
suffixes: -ful, -less
Grammar: Statements & Questions; Capitalization/Punctuation; Commands &
Exclamations; Subjects & Predicates; Commas; Combining Subjects and
Predicates; a and an; is and are; capital "I"; Nouns that name people,
places, things; commas in a series; plural nouns; proper nouns and
abbreviations; possessive nouns, plural; apostrophes; action verbs
AR: Students will read books on their individual reading levels and take
computerized comprehension tests.
Literacy Stations; GO Charts; Partner Games; Differentiated Instruction is
used in small group instruction, literacy stations, and as needed in
individual class work; Computer Games
Assessment: teacher and guaranteed curriculum generated tests and teacher
observation
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Unit 3
Math:
Unit Description
In this unit, students will use a variety of materials to collect, organize,
represent, and analyze data they gather in ways that make sense to them.
Students will work with data collected to sort in ways that make sense to
them. This analysis will lead to students creating their own
representations, exploring each other’s data representations, and working
with conventional representations. Students will organize and represent
numerical data. Students also explore each other’s data representations and
some conventional representations such as line plots and bar graphs.
Enduring Understandings
· Information means more to me if it is organized.
· Drawing pictures of information helps me make sense of what I
collect.
Essential Questions
· Why do I organize my collections?
· How does sorting help me understand the meaning?
· Why is drawing pictures of collections helpful?
· How can different kinds of pictures tell about my collection?
GLEs: 4, 25, 26, 27, 28, 29, 30
Students will know…
· The purposes and uses of bar graphs and charts, when given a set
of data.
· How to classify objects and determine whether it satisfies a
simple logical classification rule (belongs or doesn’t belong).
· Appropriate probability vocabulary (more likely to happen, less
likely to happen, always, never, same as).
· How to choose a question to investigate.
· Collect and record data
· Organize data
· Represent data
· Describe and interpret data
· Develop a hypotheses and theories based on the data
· Vocabulary such as pictograph, collect, analyze, survey, observe,
bar graph, line plot, Venn diagram
Students will be able to…
· Collect, organize, and describe data and its connections based on
real life situations.
· Construct, read, and interpret data in charts, graphs, tables, etc.
· Formulate and solve problems that involve the use of data.
· Explore, formulate, and solve sequence-of-pattern problems
involving selection and arrangement of objects/ numerals.
· Predict outcomes based on probability (make predictions of same
chance, more likely, less likely; determine fair and unfair games).
· Collect data.
· Keep track of data.
· Organize numerical data.
· Create representations.
· See representations as a way of communicating to others.
· Describe and interpret representations.
"Every Day Math Counts": counting by ones, tens, hundreds; daily calendar
(month, day, year); patterns; telling time; counting money; solving addition
and subtraction problems; recognizing even and odd numbers; writing numbers
using standard notation, talley marks, words, pictures; solving word
problems; writing story problems; make up number sentences using
addition/subtraction that equal the number of the day.
Read It! Draw It! Solve It!, Investigations, Partner Games, Minute Math
Technology: Math computer games, calculators
Assessment: Teacher and guaranteed curriculum generated tests and teacher
observation
