Unit Plan 1 (Grade 2 ELA): Launching Our Reading–Writing Community

Focus: Routines, stamina, partner talk, writer’s workshop norms

Grade Level: 2

Subject Area: English Language Arts (Reading • Writing • Speaking/Listening • Language • Foundational Skills)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

Welcome to second grade readers and writers! This launch week builds a joyful, structured community with clear routines, reading stamina, partner talk moves, and writer’s workshop norms. Students practice choosing just-right books, reading with growing accuracy and expression, and sharing ideas respectfully. Writers learn how we plan → draft → revise with teacher/peer feedback. By Friday, the class will have common expectations, personal goals, and first samples of reading and writing work.

II. Objectives and Standards

Learning Objectives — Students will be able to…

1. Follow core reading routines (book choice, stamina, independent/partner reading) and demonstrate grade-appropriate comprehension behaviors (RL.2.10).
2. Use the writing process with adult guidance and support: plan a small piece, draft, and try at least one revision for clarity (W.2.5).
3. Participate in partner and small-group conversations by listening, taking turns, asking/answering questions, and staying on topic (SL.2.1).
4. Read familiar texts with accuracy, appropriate rate, and expression during short fluency practice (RF.2.4).
5. Speak and write in complete sentences; use and identify simple nouns/verbs/adjectives/adverbs in context (L.2.1).

Standards Alignment — CCSS Grade 2

• RL.2.10, W.2.5, SL.2.1, RF.2.4, L.2.1

Success Criteria — student language

• I can choose a just-right book and read quietly for growing minutes.
• I can talk with a partner by listening, taking turns, and asking a question.
• I can start a piece of writing and revise one part to make it clearer.
• I can read a familiar passage smoothly and use my voice to show meaning.
• I can use complete sentences when I speak and write.

III. Materials and Resources

Texts & Print

• Short, high-interest read-alouds (narrative + informational).
• Leveled baskets/book bins and a small set of decodable readers.
• Familiar fluency passages or poem strips (large-print for modeling).

Tools the teacher acquires/sets up

• Stamina chart or reading graph, timers, whisper phones (optional).
• Anchor chart paper/markers for: Reading to Self, Partner Talk, Writer’s Workshop Steps, Just-Right Book Tips.
• Sticky notes, highlighters, pencil boxes, writer’s folders, revision pens.
• Pocket chart or display for talk stems and complete-sentence frames.
• Classroom library labels; turn-and-talk spot cards or carpet dots.

IV. Lesson Procedure

Each session follows: Mini-Lesson → Guided Practice → Independent Practice/Conferences → Share → Exit Ticket

Session 1: Our Reading Community & Just-Right Books (RL.2.10, SL.2.1)

• Mini-Lesson (10–12 min): Introduce Reading to Self: where to sit, how to hold a quiet body, what to do when you finish a book. Teach Just-Right Book Tips (I know most words, it makes sense, I can retell a little).
• Guided (10 min): Model book shopping; think-aloud a quick 1–2 sentence retell after a short read-aloud page.
• Independent (15–20 min): Students “shop” 2–3 books and practice 3–5 minutes of quiet reading; teacher confers, noting fit and interest.
• Share (5–7 min): Turn-and-talk: “One thing I did to stay focused was ___.”
• Exit Ticket: Place a dot on the stamina chart for today’s quiet reading time.

Session 2: Fluency Warm-Ups & Partner Talk Routines (RF.2.4, SL.2.1, L.2.1)

• Mini-Lesson (10–12 min): Fluency trio: accuracy • rate • expression. Echo read a poem/short passage; highlight punctuation and verbs/adjectives that change expression (L.2.1).
• Guided (10 min): Teach Partner A/B roles with talk stems: “I noticed…,” “I wonder…,” “Can you show where…?” Practice a 30-second partner share about the read-aloud.
• Independent (15–20 min): Partner reading from familiar texts: A reads a page, B retells in complete sentences; switch.
• Share (5–7 min): Volunteers perform two lines with expressive voice.
• Exit Ticket: Circle a word in your book you read smoothly today.

Session 3: Writer’s Workshop — Start, Stick, and Revise (W.2.5, L.2.1)

• Mini-Lesson (10–12 min): Launch Writer’s Workshop: quiet start, what to do when “stuck,” and the revision stoplight (add a word, change a word, remove a word). Model a tiny small-moment (2–3 sentences) and revise one sentence to add an adjective or adverb (L.2.1).
• Guided (10 min): Together brainstorm “First day feelings” ideas; co-write and revise one sentence.
• Independent (15–20 min): Students draft a tiny story (3–5 sentences) and try one revision using the stoplight. Teacher confers.
• Share (5–7 min): Author’s chair—read one “before/after” sentence.
• Exit Ticket: Draw a ★ next to the sentence you revised.

Session 4: Building Stamina & Purposeful Partnering (RL.2.10, SL.2.1, RF.2.4)

• Mini-Lesson (8–10 min): “What to do when I’m done” menu (reread, jot a note, start next book). Remind listening rules (eyes, ears, body) and question stems.
• Guided (10 min): Teacher models short think-aloud retell (beginning/middle/end or main topic + key detail).
• Independent (15–20 min): Stamina stretch: aim for 6–8 minutes of independent reading; then partner quick retell in complete sentences.
• Share (5–7 min): Partners share one clear retell sentence to the class.
• Exit Ticket: Add today’s stamina minutes to your reading graph.

Session 5: Our Reading–Writing Showcase & Norms Check (RF.2.4, W.2.5, SL.2.1, L.2.1)

• Mini-Lesson (8–10 min): Review anchor charts; celebrate routines that help everyone learn. Fluency warm-up: choral read 6–8 lines with expression.
• Guided (10 min): Quick revision station: students add one describing word to yesterday’s writing; teacher models checking for complete sentences (L.2.1).
• Independent (15–20 min): On-demand: read a familiar passage (teacher notes accuracy/expression) and finish a polished 3–5 sentence small-moment with one revision.
• Share (5–7 min): Pair author share using talk stems; partners give one compliment and one question.
• Exit Ticket: Set a personal goal: stamina, partner talk, or revision.

V. Differentiation and Accommodations

Advanced Learners

• Extend stamina goal by +2–3 minutes; add a jot note about character or main topic.
• In writing, add a because sentence or a time word (first/next/then/finally).
• Lead a mini book buzz recommending a just-right book to peers.

Targeted Support

• Provide visual routine cards (sit spot, get book, read, retell).
• Use decodables and echo reading before partner reading; practice one talk stem at a time.
• Offer sentence frames: “The story is mostly about ___.” “First, ___; then, ___.”

Multilingual Learners

• Allow bilingual brainstorming; final share in English using frames.
• Mini-picture glossary for feeling words and action verbs; practice pronunciation in choral read.
• Model gestures for talk moves (ask, retell, show).

IEP/504 & Accessibility

• Flexible seating and shorter reading intervals (2–3 minute sets with breaks).
• Whisper phones, large-print passages, or audio support for fluency.
• Scribe or speech-to-text for one sentence in writing; checklists with icons.

VI. Assessment and Evaluation

Formative Assessment — Daily

• Stamina chart/reading graph entries (RL.2.10 behaviors).
• Partner talk observation notes using a quick SL.2.1 checklist (listens • takes turns • asks/answers).
• Fluency quick probes (1–2 sentences: accuracy & expression) (RF.2.4).
• Writing notebook checks for a visible revision (W.2.5) and complete sentences (L.2.1).

Summative Snapshot — End of Week; 0–2 per criterion, total 10

1. Reading Routine & Stamina (RL.2.10)
   • 2: Follows routines; maintains quiet reading for grade-appropriate minutes; can give a simple retell.
   • 1: Partial routines; stamina developing.
   • 0: Needs frequent redirection.
2. Fluency (RF.2.4)
   • 2: Reads familiar text with good accuracy and some expression.
   • 1: Mostly accurate; expression/pace developing.
   • 0: Accuracy/pace impede understanding.
3. Partner Talk (SL.2.1)
   • 2: Listens, takes turns, asks/answers on topic.
   • 1: Inconsistent turn-taking or on-topic talk.
   • 0: Rarely follows norms.
4. Writing Process (W.2.5)
   • 2: Draft plus at least one revision that improves clarity.
   • 1: Draft present; revision minimal.
   • 0: Incomplete draft; no revision.
5. Language Use (L.2.1)
   • 2: Mostly complete sentences; correct simple nouns/verbs; one accurate describing word.
   • 1: Some fragments/run-ons or misused parts of speech.
   • 0: Frequent errors hinder meaning.

Feedback Protocol

• Give one glow (“You kept your voice smooth at commas.”) and one grow (“Add a because to explain.”).
• Set a micro-goal for next week (e.g., +2 stamina minutes, use first/next in retells).

VII. Reflection and Extension

Reflection Prompts

• “What helped you stay focused during reading?”
• “Where did you revise your writing, and how did it help?”
• “Which talk stem made your partner conversation clearer?”

Extensions

• Reading buddy postcard: Draw your reading spot and write a complete sentence about your book.
• Family connection: Practice a 30-second retell at home using first/then/finally.
• Fluency fun: Record a line from the class poem and listen back for expression.

Standards Trace — When Each Standard Is Taught/Assessed

• RL.2.10 taught Sessions 1, 4; assessed in stamina/retell checks and Summative Criterion 1.
• W.2.5 taught Sessions 3, 5; assessed via visible revision and Summative Criterion 4.
• SL.2.1 taught Sessions 1–2, 4–5; assessed via partner talk observations and Criterion 3.
• RF.2.4 taught Sessions 2, 5; assessed via fluency probes and Criterion 2.
• L.2.1 taught Sessions 2–3; assessed in speaking/writing complete sentences and Criterion 5.