This resource accompanies our Rethink 2nd Grade ELA course. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning.
This unit was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 2nd Grade ELA in Writing.
This parent guide supports parents in helping their child at home with the 2nd Grade English Language Arts content.
The central idea of this unit is how sharing artifacts is a fundamental characteristic of humans that connects them to each other and culture.
Using a wide variety of nonfiction literature, students learn to sort and categorize books to begin the information-gathering process. Then, working with partners and groups, using pictures and text, students are guided through the process of gathering information, asking clarifying questions, and then enhancing the information with additional details. Students complete the lesson by collaboratively making “Question and Answer” books for the classroom library.
This lesson describes how to use selected fiction and nonfiction literature and careful questioning techniques to help students identify factual information about animals. Children, first, identify possible factual information from works of fiction which are read aloud, then they listen to read-alouds of nonfiction texts to identify and confirm factual information. This information is then recorded on charts and graphic organizers. Finally, students use the Internet to gather additional information about the animal and then share their findings with the class.
Students will learn about the characteristics of butterflies and will engage in multiple activities to build their understanding of how a butterflyâ€™s characteristics help it survive and interact with its environment. In this CCSS lesson students will use text dependent questions, academic vocabulary, and writing assignments.
As a way to support teachers with English Language Arts (ELA) instruction during the pandemic, the NCDPI ELA team created choice boards featuring standards-aligned ELA activities.The intended purpose of these choice boards is to provide a way for students to continue standards-based learning while schools are closed. Each activity can be adapted and modified to be completed with or without the use of digital tools. Many activities can also be repeated with different texts. These standards-based activities are meant to be a low-stress approach to reinforcing and enriching the skills learned during the 2019-2020 school year. The choice boards are to be used flexibly by teachers, parents, and students in order to meet the unique needs of each learner.Exploration activities are provided for a more self-directed or guided approach to independent learning for students. These activities and sites should be used as a way to explore concepts, topics, skills, and social and emotional competencies that interest the learner.
This lesson will help students identify the moral of the story The Empty Pot by Demi. During this lesson, students will have an opportunity to discuss and write about the character trait honesty. Students will share about a time when they demonstrated this character trait
This technology-based lesson will teach students the basic characteristics of different types of butterflies. Students will use approved Internet sites to locate illustrations and facts about various species of butterflies. Students will work together and with teacher assistance to create a slideshow presentation that combines all of the species of butterflies the students locate. A rubric is provided for assessment of student work.
Getting children to use their imaginations when writing a story can sometimes be difficult. Drawing, however, can create a bridge between the ideas in a child's head and the blank piece of paper on the desk. In this lesson, students use factual information gathered from the Internet as the basis for creating a nonfiction story. Story elements, including setting, characters, problem, solution, and endings, are then used as a structure for assembling students' ideas into a fiction story.
In this lesson students work together to plant a garden and study its growth using the inquiry process of questioning and exploring. As they research and study, students record their observations in a field journal, to be shared with others.
In this lesson, students will learn that building a snowman is one way to provide food for birds and animals during the winter. Students begin by listening to a book about snow.To continue to build students' knowledge of the topic, they listen to additional fiction and nonfiction books and view a website about animals in winter. As a culminating activity, students use their charts to write and illustrate a story.
In this lesson students identify with Dr. King through reading, writing, listening, and speaking activities that provide a glimpse into Dr. King's life. Students record what they know about Dr. King on a KWL chart. They then read aloud the picture book My Brother Martin: A Sister Remembers and add information to the KWL. Throughout the week, they explore websites and other sources of information about Dr. King, record new information on the KWL chart, and keep a journal of their own thoughts and ideas. As a culminating activity, they plan a birthday party for Dr. King to celebrate is birthday.
Students will improve visualization skills through role play, texture identification, and creating an original work of art depicting their own families. They will also discuss connections between the painting and their own lives.
In this lesson, students create a name tag using information about themselves. Each student's name tag, while being similar, will visually represent personal information. These name tags will help the teacher learn students' names, but they will also help the students get to know each other and practice a visual, contemporary literacy when they interpret glyphs made by others. Students learn that communication is symbolic on a very fundamental level in this lesson.
Students will use previous knowledge of Ozobots and coding to color code a path in a maze to create a snowman.
Students will write a narrative about a time they helped someone in need using Padlet to post their response. Students will also post a selfie with their narrative and then comment on other students’ posts.
In this unit, students will develop an understanding of nonfiction through peer interaction and hands-on experiences with books. They use graphic organizers to record their thinking and new learning.
This questionnaire is an opportunity for students to have input on the IEP process. This will help teacher fill out the IEP portion where they list the strengths of the students.