COMMON CORE STANDARDS
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Reading Informational Text
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.
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.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
RI.2.8 Describe how reasons support specific points the author makes in a text.
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.
RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
W.2.1 Write opinion pieces in which they introduce the topic or 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.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
Speaking and Listening
SL.2.1(c) Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 here for specific expectations.)
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5(a) Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
L.2.5(b) Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
DESCRIPTION OF UNIT
This Grade 2 unit titled “Tell It Again! Read-Aloud Anthology for Fighting for a Cause” developed by the Core Knowledge Foundation for EngageNY is intended to be completed in thirteen 1-hour lessons of integrated English Language Arts and social studies instruction. The intended focus of the unit is to develop students’ understanding of the dedication, sacrifice and accomplishments of seven historical leaders through a close reading of complex informational text. Lesson activities are designed to increase student academic vocabulary and to further develop reading comprehension skills through discussion of literal, inferential and evaluative questions. The unit plan includes the use of maps, image cards, timelines, horizontal word walls and Venn diagrams to further develop student understanding of the content. The content in this unit is reinforced through the free verse writing genre; students write free verse poems about each of the people studied, culminating in a published version of one poem. A three-part culminating assessment evaluates each student’s retention of domain and academic vocabulary words and the core content.
Connecticut teachers should be aware that teacher notes and preparation materials are extensive and will require familiarity to be used effectively. Instruction and activities within the unit do address all of the Common Core standards listed; however, in the summative assessment, students are only evaluated on domain/academic vocabulary and core content. Teachers using this unit will need to create a more comprehensive assessment with an aligned rubric that provides sufficient guidance for interpreting student performance in all areas. While most of the resources and materials needed to implement the unit are included, some texts are not and will need to be secured. While this unit lists standards for English Language Arts/Literacy, the content also aligns with the Social Studies C3 Framework Standards and these standards could be added. For a direct link to this source, see below.
RATIONALE FOR SELECTION
This unit is a useful example of how to integrate social studies content with ELA/Literacy instruction. The activities are designed to advance students’ language competence through listening, specifically building a rich vocabulary, and broad knowledge in history by being exposed to carefully selected, sequenced, and coherent read-alouds. Lessons provide detailed directions and materials needed for instruction.