Cross Genre Literature and Opinion Writing
* This unit should be paired with the Reading Foundations units which focus on print concepts, phonological awareness, phonics, word recognition and building fluency. It is essential that these skills are not taught in isolation, but applied within students reading and writing.
Unit description: Students will be reading various texts by a variety of authors. Students will explore similarities between books in a series. They will also determine differences that may exist between books that are written by the same author. Students will use their knowledge and understanding from this author study to write an opinion piece. This will include stating a clear opinion and then supporting it with examples/ details.
Download the complete Grade 2 ELA Unit 4 framework to customize for your own planning.
Essential Outcomes of the Unit
Reading
2R6: Identify examples of how illustrations, text features, and details support the point of view or purpose of the text
2R9: Make connections between self and text (texts and other people/world).
Reading Foundations- Fluency
2RF4: Read grade-level text with sufficient accuracy and fluency to support comprehension
Language
2L1: Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
2L2: Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.
2L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from an array of strategies
Writing
2W1: Write an opinion about a topic or personal experience, using clear reasons and relevant evidence.
2W7:(CC 2W8) Recall and represent relevant information from experiences or gather information from provided sources to answer a question.
Speaking and Listening
2SL3: Develop and answer questions about what a speaker says; agree or disagree with the speaker’s point of view, providing a reason(s).
All Standards Addressed in this Unit
- See Reading Foundations Units: 2RF3, 2RF3a, 2RF3b, 2RF3c, 2RF3d, 2RF3e
- 2R1, 2R3, 2R4, 2R6, 2R8, 2R9
- 2RF4 , 2RF4a, 2RF4b
- 2L1, 2L2, 2L3, 2L3a, 2L4, 2L4a, 2L4b, 2L4c, 2L5, 2L5a, 2L5b, 2L5c
- 2W1, 2W3, 2W4, 2W7
- 2SL1, 2SL1a, 2SL1b, 2SL1c, 2SL1d, 2SL4, 2SL6
Essential Questions and Big Ideas
- How do readers understand traditional literature?
- Readers will use strategies to summarize important story events in sequence and determine the central idea.
- Readers will identify how a character changes based on events and challenges in a story.
- Readers and writers will make connections through collaborative conversations.
- How do writers create personal narratives to tell a story?
- Readers and writers will make connections through collaborative conversations.
- Writers will write narratives with a clear beginning, middle, and end using temporal words and relevant details.