Unit 5

2014-2015 Curriculum Blueprint
Grade:
2
Course: ELA
Unit 5
Flexible Time
Line
Lexile Band for Unit 535-593, Lexile Band 420-650 (whole year)
10-19 days
Unit Overview
In this unit students will use the words and illustrations in text to identify the structure of the story and the point of
view of the speaker. Students will identify dialogue and determine how the characters will sound throughout the
structure of the text. At the end of the unit students will use relevant evidence from the text to support a narrative
writing piece.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Suggested Essential Questions to Choose From
 How does the text structure help me understand the text?
 Why does the structure of the text matter?
 How do we identify the point of view of characters in the text?
 How can the illustrations help me better understand the story?
 What can illustrations tell me about story elements?
Reading Learning Goals
Writing Learning Goals
Students will be able to use illustrations and words to
Students will understand how to use relevant supporting
describe the overall structure of a story and determine
details to write a narrative reflecting on events from the
the point of view of the characters.
text. Students will provide a beginning, use temporal
RL.2.5 Scale RL.2.6 Scale RL.3.7 Scale
words to show transitions and have sense of closure.
W.1.3 Scale
Focus Reading Standard
Focus Writing Standard
LAFS.2.RL.2.5 (DOK 2) Describe the overall structure of a
story, including describing how the beginning introduces
the story and the ending concludes the action.
LAFS.2.RL.2.6 (DOK 2) Acknowledge differences in the
points of view of characters, including by speaking in a
different voice for each character when reading dialogue
aloud.
LAFS.2.W.1.3 (DOK 3) Write narratives in which they
recount a well-elaborated event or short sequence of
events, include details to describe actions, thoughts,
and feelings, use temporal words to signal event order,
and provide a sense of closure.
LAFS.2.RL.3.7 (DOK 2) Use information gained from the
illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or
plot.
Recursive Standards to be Embedded in Instruction
McGraw – Hill Wonders series may be used to teach the following: Foundational Skills, Speaking and Listening,
Writing and Language, Grammar and Spelling.
Recursive Standards RF: 3.3, 4.4 R: 1.1, 2.4, 4.10 SL: 1.1, 2.6 WL 2.5, 2.6 L: 1.1, 3.4
*Click the hyperlink for the recursive standard resource where each standard is defined.
RL: 2.5, 2.6, 3.7
Phonics
Teach Spelling in a developmentally
appropriate way based on the needs of your
students. Listed below is a suggested
sequence.

r-Controlled Vowels: are, air, ear, ere

diphthongs: ou, ow

diphthongs: oy, oi

variant vowels
Suggested: Wonders Phonics
Unit 4, Week 5 – Unit 5, Week 3
SL: 1.3, 2.4
W: 1.3
High Frequency/Vocabulary
DOLCH LINK
FRY LINK
L: 2.3, 3.5, 3.6
Grammar/Language
 Contractions
 Pronouns
 Possessive Pronouns
Pronoun – Verb Agreement
Suggested: Wonders Phonics
Suggested: Wonders Phonics
Unit 4, Week 5 – Unit 5, Week 3
Unit 4, Week 5 – Unit 5, Week 3
Draft Revised 1-28-2015
Deconstructed Reading Standards
LAFS.2.RL.2.5 (DOK 2) Describe the overall structure of a story, including describing how the beginning introduces
the story and the ending concludes the action.
 Identify the structure of the story.
 Describe how the beginning introduces the story.
 Describe the action that takes place in the middle of the story.
 Describe how the ending concludes the action.
st
1 : Explain major differences between books that tell stories and books that give information, drawing on a wide
reading of a range of text types.
3rd: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as
chapter, scene, and stanza; describe how each successive part builds on earlier sections.
LAFS.2.RL.2.6 (DOK 2) Acknowledge differences in the points of view of characters, including by speaking in a
different voice for each character when reading dialogue aloud.
 Recognize own point of view.
 Identify the characters.
 Identify traits of each character.
 Define point of view.
 Recognize dialogue to determine who is speaking.
 Analyze characters to know what type of voice to use when speaking the part.
 Determine differences in each character’s point of view.
 Read the dialogue in text using appropriate voices for different characters.
st
1 : Identify who is telling the story at various points in a text.
3rd: Distinguish their own point of view from that of the narrator or those of the characters.
LAFS.2.RL.3.7 (DOK 2) Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
 Identify plot.
 Recognize digital text.
 Obtain information from illustrations and words in various types of text.
 Explain characters based on illustrations and words in print.
 Explain setting based on illustrations and words in print.
 Explain plot based on illustrations and words in print.
 Understand characters from illustrations and words in digital text.
 Understand setting from illustrations and words in digital text.
 Understand plot from illustrations and words in digital text.
1st: Use illustrations and details in a story to describe its characters, setting, or events.
3rd: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story
(e.g., create mood, emphasize aspects of a character or setting).
Draft Revised 1-28-2015
Deconstructed Writing Standard
LAFS.2.W.1.3 (DOK 3) Write narratives in which they recount a well-elaborated event or short sequence of events,
include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a
sense of closure.
 Identify components of a narrative including beginning and ending.
 Identify sequence of events.
 Identify details related to events.
 Identify temporal words.
 Choose relevant details that correspond to a chosen event.
 Reflect on identified event.
 Apply appropriate temporal words in order to signal change of events in a narrative.
 Create relevant and elaborated details to support events of a narrative.
 Write a narrative that recounts a well-elaborated event or short sequence of events.
 Write a narrative that includes supporting details, temporal words, and a sense of closure.
Suggested Literary Texts
*Depending on readability of text,
Interactive Read-Alouds may be utilized
(refer to Higher Order Questions to
ensure deeper comprehension)
Teach and Model
 A Difficult Decision,
Reading/Writing Workshop, pg.
334, Unit 5, Week 1

Soccer Friends, Reading/Writing
Workshop, pg. 348, Unit 5,
Week 2
Apply with Close Reading



Grace for President, Literature
Anthology, pg. 388, Unit 5,
Week 1
Once Upon a Baby Brother,
Literature Anthology, pg. 412437,
Unit 5, Week 2
The Woodcutters Gift, Literature
Anthology, pg. 456-473, Week 4
Optional Texts
“Duck for President” Lexile 680L
“Marvin Redpost: Class President” Lexile
430L
“Gooney Bird Greene” Lexile 590L
“A Bad Case of Stripes” Lexile 540L
“LaRue For Mayor” Lexile 880L
Literary Tasks (Teach and Model)
Choose at least 1 task per standard that will support and scaffold
learning for the published product. Can be used in whole group, small
group, and journal responses.
LAFS.2.RL.2.5 (DOK 2) After reading a text, identify the structure (parts)
of the story, including the introduction, middle, and conclusion. Discuss
with a partner to describe how the characters’ actions in the middle of
the story lead up to and help support the conclusion.
LAFS.2.RL.2.5 (DOK 2) After reading a text, write 3-4 sentences
describing how the character’s decision effects the remainder of the
story.
LAFS.2.RL.2.6 (DOK 2) After reading a text, have students work
collaboratively to identify dialogue in the text and determine who is
talking at each point in the text. Have students reread dialogue to
analyze how the character would sound at each point in the story and
then practice reading with appropriate character voices.
LAFS.2.RL.2.6 (DOK 2) After reading a text(s), create a compare/contrast
map showing the different points of view between the characters.
LAFS.2.RL.2.6 (DOK 2) Use the compare/contrast (Double Bubble, Venn
Diagram) map, write 2-4 sentences to explain how the characters’ points
of view differ and/or changes throughout the story. Provide textual
evidence to support your reasoning.
LAFS.2.RL.2.6 (DOK 2) After reading a text, write 2-4 sentences
explaining the speaker’s point of view of the character. Use evidence
from the text to support your writing.
LAFS.2.RL.3.7 (DOK 2) After reading a text, write to explain how the
illustration on page ___ and/or words clarify your understanding of the
characters, setting, or plot.
LAFS.2.RL.3.7 (DOK 2) After reading a text, discuss with a partner what
information can be gained about the character from the illustrations and
words on page ___ in the text.
Draft Revised 1-28-2015
Students should interact with the
suggested/optional texts multiple times
to master the three focus reading
standards within this unit. PLC’s should
collaborate to determine the order of
instruction and strategies that support
the learning goal.
*The tasks provided are a sampling therefore additional tasks would
be required to ensure adequate practice and deepening of knowledge
to ensure mastery of the focus standards.
Use to create your own tasks starting on page 8 - LDC K-1 Template Tasks
Tools and Resources for Finding Optional
Text
Science Texts
Social Studies Texts
Textbook – Ch.1, Lesson 4-6 and pg. FL12
Document-Based Questions (DBQs)
When applicable
Ebscohost
Under this link, use “Searchasaurus”
Login/Password is lakecounty
lexile.com
lexile.com serves as a tool to assist
teachers with verifying reading sources for
curriculum support.
Tools to measure text complexity (Vetting
a text)
Published Product for Unit 5
*The purpose of the Published Product is to allow for students to go through the writing process aligned to the
standards, with modeling. Use Literary Tasks to scaffold learning and prepare students for the Published Product.
After reading a suggested text, write about a time in your life when you have been determined to accomplish a goal.
Be sure to make connections from the text in your writing. You will need to include a strong beginning, relevant
details and temporal words to signal transitions in your narrative and a sense of closure.
Product examples starting on page 528.
Draft Revised 1-28-2015
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking,
listening, and writing throughout the unit.
LAFS.2.RL.2.5 (DOK 2)
LAFS.2.RL.2.6 (DOK 2)
LAFS.2.RL.3.7 (DOK 2)



How does the author structure the
story?
How is the plot developed?
How can you make a distinction
between the different parts of the
story?

What do we know about the
character _?
 What traits would best describe
__? What from the text supports
your inference?
 How might __ (character)
sound/act? What from the text
makes you think that?
 How does __ (character) feel
about __? How is that different
from __ (character)?
 How is __’s point of view
on/about __ different form __?
How do you know?
 What is your point of view of __
actions?
 What is your point of view on __?
Additional Resources & Links


What do you know about
___(characters, setting,
plot) from the text? From
the illustrations?
How do the pictures and
text together help you
better understand
___(characters, setting,
plot)?
Marzano Proficiency Scales Bank
Link to Webb’s DOK Guide
LDC K-1 Template Tasks
Recursive Standards
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Writing Rubric - Narrative (suggested)
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications
5th Grade ELA Test Item Specifications
4th Grade ELA Test Item Specifications
Draft Revised 1-28-2015