Curriculum Management System - monroe.k12.nj.us€¦ · The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to

CurriculumManagementSystem

MONROETOWNSHIPSCHOOLS

CourseName:EnglishLanguageArtsGrade:2

Foradoptionbyallregulareducationprograms BoardApproved:asspecifiedandforadoptionoradaptationbyallSpecialEducationProgramsinaccordancewithBoardofEducationPolicy#2220.

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TableofContents

MonroeTownshipSchoolsAdministrationandBoardofEducationMembers Page...3

Mission,Vision,Beliefs,andGoals Page...4

CoreCurriculumContentStandards Page...5

ScopeandSequence Page...7

Goals/EssentialQuestions/Objectives/InstructionalTools/Activities Page...10

QuarterlyBenchmarkAssessment Page…80

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MonroeTownshipSchoolsAdministrationandBoardofEducationMembers

ADMINISTRATIONDr.MichaelKozak,Superintendent

Dr.DoriAlvich,AssistantSuperintendent

BOARDOFEDUCATIONMr.DougPoye,BoardPresident

Mr.TomNothstein,BoardVicePresidentMs.MicheleArminio

Mr.MarvinI.BravermanMs.JillDeMaioMr.LewKaufman

Ms.KathyKolupanowichMr.AnthonyPreziosoMr.StevenRiback

JamesburgRepresentativeMr.RobertCzarneski

WRITER’SNAME

BrianneTeichmann

CURRICULUMSUPERVISORDr.KellyF.Roselle

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Mission,Vision,Beliefs,andGoals

MissionStatement

TheMonroePublicSchoolsincollaborationwiththemembersofthecommunityshallensurethatallchildrenreceiveanexemplaryeducationbywell‐trainedcommittedstaffinasafeandorderlyenvironment.

VisionStatement

TheMonroeTownshipBoardofEducationcommitsitselftoallchildrenbypreparingthemtoreachtheirfullpotentialandtofunctioninaglobalsocietythroughapreeminenteducation.

Beliefs

1.Alldecisionsaremadeonthepremisethatchildrenmustcomefirst.2.Alldistrictdecisionsaremadetoensurethatpracticesandpoliciesaredevelopedtobeinclusive,sensitiveandmeaningfultoourdiversepopulation.3.Webelievethereisasenseofurgencyaboutimprovingrigorandstudentachievement.4.Allmembersofourcommunityareresponsibleforbuildingcapacitytoreachexcellence.5.Wearecommittedtoaprocessforcontinuousimprovementbasedoncollecting,analyzing,andreflectingondatatoguideourdecisions.6.Webelievethatcollaborationmaximizesthepotentialforimprovedoutcomes.7.Weactwithintegrity,respect,andhonestywithrecognitionthattheschoolsservesasthesocialcoreofthecommunity.8.Webelievethatresourcesmustbecommittedtoaddressthepopulationexpansioninthecommunity.9.Webelievethattherearenodisposablestudentsinourcommunityandeverychildmeanseverychild.

BoardofEducationGoals

1.Raiseachievementforallstudentspayingparticularattentiontodisparitiesbetweensubgroups.2.Systematicallycollect,analyze,andevaluateavailabledatatoinformalldecisions.3.Improvebusinessefficiencieswherepossibletoreduceoveralloperatingcosts.4.Providesupportprogramsforstudentsacrossthecontinuumofacademicachievementwithanemphasisonthosewhoareinthemiddle.5.Provideearlyinterventionsforallstudentswhoareatriskofnotreachingtheirfullpotential.6.ToCreatea21stCenturyEnvironmentofLearningthatPromotesInspiration,Motivation,Exploration,andInnovation.

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CommonCoreStateStandards(CSSS]

TheCommonCoreStateStandardsprovideaconsistent,clearunderstandingofwhatstudentsareexpectedtolearn,soteachersandparentsknowwhattheyneedtodotohelpthem.Thestandardsaredesignedtoberobustandrelevanttotherealworld,reflectingtheknowledgeandskillsthatouryoungpeopleneedforsuccessincollegeandcareers.WithAmericanstudentsfullypreparedforthefuture,ourcommunitieswillbebestpositionedtocompetesuccessfullyintheglobaleconomy.

Links:1.CCSSHomePage:http://www.corestandards.org 2.CCSSFAQ:http://www.corestandards.org/frequently-asked-questions 3.CCSSTheStandards:http://www.corestandards.org/the-standards 4.NJDOELinktoCCSS:http://www.state.nj.us/education/sca 5.PartnershipforAssessmentofReadinessforCollegeandCareers(PARCC):http://parcconline.org 6.NationalStandardsforFamilyandConsumerSciencesEducationhttp://nasafacs.org/national‐standards‐home.html

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ReadersandWritersWorkshopOverview

MonroeTownshipfollowsabalancedliteracyapproach,includingtheworkshopmodel,forreadingandwriting.Studentsareprovidedwithdaily,sustainedtimetoreadandwriteindependently,whilealsohavingthenecessarysupportfromtheirteacher.Minimaltimeisspentinawholegroupsetting,allowingforstudentstobeactivelyengagedwiththeirreadingandwritingforthemajorityoftheinstructionalblock.Theworkshopmodelcontainsthefollowingcomponents: Mini‐Lesson(10‐15minutes)

o SkillorstrategydrivenlessonsderivedfromtheCommonCoreStandardsandwillbeappliedinstudents’readingand/orwriting.Mini‐lessonsmayalsoincludethesharedreadingorreadaloudtohelpmodeltheskillwithauthenticliterature. Connection–Weremindstudentshowthelessonconnectswiththeunit Teach–Teachstudentsaskillthroughtellingand/ormodeling ActiveInvolvement–Mayaskstudentstoquicklypracticetheskillorstrategy Link‐Linktheworktotheday’swork,unit,andupcomingsharedreadingordiscussion

Independentwork*(45‐60minutes)o Independentreadingo Responsetoreadingorotherformativeassessmento Wordwork(WordsTheirWay)o Partnerreadingo Writingo Revising/Editingo Centerwork

Sharing(5‐10minutes)o Reading

Teachermodelseffectivefluencyandcomprehensionstrategies Studentssharesomethingtheyhavereadand/orlearned,orhowtheyemployedstrategies.

o Writing Studentssharetheirworkand/orlearningexperience

ReadAloud(10‐15minutes)o Teachermodelseffectivefluencyandcomprehensionstrategies

*Asstudentsworkindependently,teachers: Workwithguidedreadingorwritinggroups Workwithareadingorwritingstrategygroup Conferwithstudents Activelymonitorindependentwork

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Scope&Sequence

Unit1

TOPICS

I. ReadingLaunchingReader’sWorkshopa. Studentswilllearnprocedures,routinesandexpectationsofReader’sWorkshop.b. Studentswillbeintroduced/reviewtopicssuchasdecodingstrategies,comprehensionstrategies,storyelements,and

connections.

II. WritingLaunchingWriter’sWorkshopa. Studentswilllearnprocedures,routinesandexpectationsofWriter’sWorkshop.b. Studentswillwriteandpublishapersonalnarrative.

Unit2

TOPICS

I. ReadingTakingChargeofReadinga. Studentswilltakechargeoftheirreadingbyeffectivelyusingdecodingandcomprehensionstrategiestoreadforunderstanding.b. Studentswillcreateavideomessageorposterdisplayingtheirmostused/mostimportantstrategythatsupports

comprehensionandfluentreading.

II. WritingImprovingNarrativeWritinga. Studentswillzoominonthecraftofwritingasmallmomentpersonalnarrative,usingmentorauthorstoguidetheway.b. Studentswillwriteandpublishasmallmomentnarrative.

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Unit3

TOPICS

I. ReadingBecomingExperts:ReadingNonfictiona. Studentswillbeintroducetononfictiontextandutilizetextfeaturestosupportunderstandingofinformationaltexts.b. Studentswillcreateanexhibitonatopicoftheirchoiceinwhichtheysynthesizeinformationlearnedfromvariousnonfiction

textsonasingletopic.

II. WritingBecomingExperts:WritingNonfictiona. Studentswillhavetheopportunitytotakeontheroleofscientistswhilewriting,learninghowtowritenonfictiontextssuch

aslabreports,allabouts,andexplanatorypieces.b. Studentswillwriteandpublishlabreportsand/oranAllAboutBook.

Unit4

TOPICS

I. ReadingBiggerBooks;NoticingtheSmallStuffa. Studentswillcontinuetogrowasfictionreaders.Readerswilltakeonbiggerbooksandintheprocessworkonsummarizing,

comparingandcontrasting,readingfluently,andmakingconnectionswhilereading.b. Studentswillpresentaportionofoneoftheirbooksorasummarywrittenononeoftheir“biggerbooks”.

II. WritingPoetry

a. Studentswilllearnhowpoetrydiffersfromfictionandnonfictionwriting.Studentswillgettousevarioustypesoflanguagetoexpressmeaningthroughpoetry.

b. Studentswillwriteandpublishpoetry.

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Unit5

TOPICS

I. ReadingSeriesBookClubsa. Studentswillfocusonnoticingcharacterbehavioramongseriesbooks,makingstrongconnectionsbetweentexts.Students

willgettheopportunitytoworkwithotherstudentsreadingthesamebooksorseries,inordertoformulateandpromotediscussionaboutbooksandreading.

b. Studentswillcreateanadvertisementforafavoritebook,characterorseriesorhavetheopportunitytotakeontheroleofacharacterandportraythemanytraits,behaviorsandstoryelementsthatcharacterencounters.

II. WritingWritingAboutReading

a. Studentswillhavetheopportunitytomakeastrongconnectionbetweentheirreadingandwritingbyformingandwritingopinionsaboutthebookstheyarereading.

b. Studentswillwriteandpublishanopinionpiece.

Unit6

TOPICS

I. ReadingFairytales,Folktales&Fablesa. Studentswilllearnstoryelementsandcharactertypescommoninfairytales,folktalesandfables.b. Studentswillpresentafairytale,folktale,fableortheadaptedfairytalecompletedinWriter’sWorkshop.

II. WritingFairytales,Folktales&Fables

a. Studentswilllearnprocedures,routinesandexpectationsofWriter’sWorkshop.b. Studentswillwriteandpublishanadaptedfairytale.

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UNIT1 – LaunchingReader’sWorkshop

StageOne:DesiredResultsESTABLISHEDGOALSRF.2.3Knowandapplygrade‐levelphonicsandwordanalysisindecodingwords.RF.2.4Readwithsufficientaccuracyandfluencytosupportcomprehension.RL.2.1:Askandanswersuchquestionsaswho,what,where,when,why,andhowtodemonstrateunderstandingofkeydetailsinatext.RL.2.5Describetheoverallstructureofastory,includingdescribinghowthebeginningintroducesthestoryandtheendingconcludestheaction.RL.2.7Useinformationgainedfromtheillustrationsandwordsinaprintordigitaltexttodemonstrateunderstatingofitscharacters,setting,orplot.L.2.4:Determineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbasedongrade2readingandcontent,choosingfromanarrayofstrategies.RL2.10Bytheendoftheyear,readandcomprehend

TransferStudentswillbeabletoindependentlyusetheirlearningto…

Readfluentlytosupportcomprehensionofgrade2leveltexts. Askandanswerquestionsaboutgrade2leveltexts.

MeaningUNDERSTANDINGSStudentswillunderstandthat…

Retellingastoryhelpsareadertounderstandthestory.

Readersusemultiplestrategiestofigureouttoughwordsandreadformeaning.

ESSENTIALQUESTIONS Whydoweread? Howdoreadersensureunderstanding

ofastory? Howcanreaderstalkaboutwhatthey

read?

AcquisitionStudentswillknow…

Expectations,proceduresandroutinesofReader’sWorkshop.

Multiplestrategiestosupportreadingfluencyandcomprehension.

Studentswillbeskilledat… Decodingtosupportfluencyand

comprehension. Readingformeaning. Askingandansweringquestionsabouta

text. Describingthebeginning,middle,and

endofastorywithattentiontostoryelements.

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literature,includingstoriesandpoetry,inthegrades2‐3textcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.SL.2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextswithpeersandadultsinsmallandlargergroups.SL.2.2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.SL.2.3Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.SL.2.4Tellastoryorrecountanexperiencewithappropriatefactsandrelevant,descriptivedetails,speakingaudiblyincoherentsentences.SL.2.5Createaudiorecordingsofstoriesorpoems;adddrawingsorothervisualdisplaystostoriesorrecountsofexperienceswhenappropriatetoclarifyideas,thoughts,andfeelings.SL.2.6Producecompletesentenceswhenappropriatetotaskandsituationinorderto

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providerequesteddetailorclarification.StageTwo:Evidence

EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC

Useofdecodingstrategies Useofcomprehensionstrategies Commandofstoryelementsand

structureofastory Readfluentlytosupportcomprehension Demonstrateuseofdetailsinastoryto

strengthenunderstanding

SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:

Graphicorganizercompletionofstoryelements Recordavideoofaverbalretelling

OVERVIEW Teachersshouldusetheassessmentmethodthatbestreflectswhattheirstudentsneeded

tofocusonthroughouttheunitandwhichmethodwouldbestexemplifythelearningandachievementofstudents.

Studentscanalsowatchandreflectonthevideosoftheverbalretelling.Throughouttheseunits,studentsareconstantlysettingsgoalsforthemselves.Thisisanopportunityforstudentstoself‐assessandsetgoalsforthemselves.

DIFFERENTIATION Studentscanpresentindividually,withapartner,withagroup,etc. Studentscancompletemodifiedversionsofagraphicorganizer.

TECHNOLOGY UseofaniPad/videocameratorecord

SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:4 Readingreflectsthestandardsbeyondgrade2.

3 Usesmanydecodingandcomprehensionstrategiestosupportunderstanding.

Describesthestructureofastory(beginning,middle,andend)withattentiontostoryelements..

Fluencysupportscomprehensionofstory.2 Limiteduseofdecodingandcomprehension

strategies Partialdescriptionofthestructureofastory

(beginning,middle,andend)withlimitedattentiontostoryelements.

Fluencyminimallysupportscomprehension.1 Withsupport,partialsuccessatlevel2.

OTHEREVIDENCE: Readingconferences Graphicorganizers Readingchecklists Readerresponses Readinglogs Pairshares Classdiscussion DRA

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StageThree:LearningPlanSummaryofKeyLearningEventsandInstruction

Mini‐Lessons1. ReadersMakeDecisionsAboutTheirReadingLives

a. Teachstudentsthatreadersmakedecisionsaboutthebooksthattheychoose.Choosing“justrightbooks”isanimportantpartofbeingareader.Createananchorchartandmodelhowtochooseajustrightbook.

2. ReadersTalktoOtherReadersa. Teachstudentsthatpartofreadingistalkingandlisteningtootherstalkaboutreading.Thisisthelessonwhereyouintroducereading

partners,proceduresandexpectationsofreadingpartners.3. ReadersTakeChargeofTheirReadingLives

a. Teachstudentsthatreaderspushthemselvestoreadmorebykeepingtrackofhowmuchtheyreadandsettinggoalsforthemselves.4. ReadersFixWhiletheRead

a. Readersnoticewhensomethingdoesn’tmakesenseandtheygobackandrereadittofixit.Reviewstrategiesfordecoding,aswholeorsmallgroupbasedonDRAassessmentresults,andstrategiesforunderstandingwhilereading.

5. ReadersReadforUnderstandinga. Teachstudentsthatreadingmoreincludesreadingforunderstanding.Tobecomeabetterreader,studentspracticereadingsmoothly

andquicklywithunderstanding.Werereadbooksoverandovertobecomemorefluentandsupportunderstanding.6. ReadersTalkAboutLotsofPartsinaStory

a. Whenreadersdiscussastory,therearemanyimportantthingstotalkabout!Thisiswhereyouintroduce/reviewstoryelements:character,setting,problem,solution,etc.Goodreaderstalkabouteachofthesethingstogivethewholepictureofastory.

7. ReadersThinkBefore,During,andAftera. Readersbecomegrownupreadersbyalwaysthinkingabouttheirreadingbefore,during,andafterreading.Reader’smake

predictionsaboutwhatthey’rereadingbasedonapicturewalk,thecover,orwhattheyreadthedaybefore.8. ReadersThinkBefore,DuringandAfter

a. Readersbecomegrownupreadersbyalwaysthinkingabouttheirreadingbefore,during,andafterreading.IntroducetheideaofusingPost‐itnoteswhilereadingtokeeptrackoftheirthoughts.

9. ReadersThinkBefore,DuringandAftera. Readersbecomegrownupreadersbyalwaysthinkingabouttheirreadingbefore,during,andafterreading.Afterreading,readers

talkorwriteaboutwhattheyhaveread.Havestudentsdiscusswithreadingpartnersaboutwhattheyhaveread.10. ReadersRetell

a. Readersputastorytogetherbythinkingabouthoweachpartfitstogether.Readersaskandanswerquestionssuchaswho,what,where,when,whyandhowtoensureunderstanding.Usingreadingpartnerswithretellingchecklistsisagreatwayforstudentstopracticeretellingonadailybasisafterreading.Havelaminatedcopiesofretellingchecklistsforstudentstokeepinbookbins.

11. GoodReadersHelpEachOthera. Goodreadingpartnerssupportoneanotherbyhelpingeachotherunderstandtheirbooksbetter.Readingpartnersmakesuretheygo

throughthereadingchecklist,askquestionsaboutpartsthatareconfusing,andaskfollowupquestions.12. GoodReadersarealsoGoodListeners

a. Itisimportantforstudentstobegoodlistenersallthetime,butespeciallywhentalkingworkingwithapartner.Modelingexamplesandnon‐examplesofreadingpartnerslisteninghelpsstudentsgetthemostoutofreadingpartnerships.

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13. ReadersPreparea. Goodreadingpartnerspreparetodiscusswhattheyhavereadbymarkingplacesintheirbookstoshare.StudentsshouldusePost‐its

tomarkplacesthewanttodiscusswithreadingpartners.14. ReadersRecommend

a. Goodreadingpartnersrecommendbookstooneanother.Whenrecommendingabook,areaderneedsgoodreasonswhysomeoneelsemaylikethatbook.

15. ReadersMakeConnections–TexttoSelfa. Goodreadersmakeconnectionswiththeirbooks.Theycanmakeaconnectionbetweensomethingintheirownlifeandabook.Teach

studentstoconnectwithbotheventsandcharacters.16. ReadersMakeConnections–TexttoText

a. Goodreadersmakeconnectionsbetweenbooks.Readersmeetmanycharactersandoftenreadbookswiththesamecharactersinthem.Readerscanmakeconnectionsbetweenbooks(text‐to‐text),focusingonbothcharactersandeventsinthem.

17. ReadersMakeConnections–TexttoWorlda. Goodreadersmakeconnectionsbetweentheirbooksandtheworldaroundthem.Sometimesbooksmayconnectbettertothingsthat

happenintheworld,aroundus,orinTVshowsormovies.Goodreadersarealwaysthinkingaboutwhattheirbooksremindthemoforhowitconnectstowhattheyknowabouttheworld.

18. ReadersLoveTheirBooksa. Goodreadersfindmanywaystotalkaboutthebookstheyread.Theycanretell;theycanshareafavoritepartandreasonforitbeinga

favorite;theycanmakeaconnection.PossibleMentorTexts:

StoryElements/Ploto GogglesbyEzraJackKeatso AlexanderandtheWind‐UpMouseo TheStoryofJumpingMouseo TheVelveteenRabbito TheGreatKapokTreeo ChickenLittle

Settingo OwlMoono SnowflakeBentleyo Tuesdayo MissRumphiuso HowManyDaystoAmerica?o Dogteam

Problem/Solutiono PussInBootso WilmaUnlimitedo ChickenSunday

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o InchbyIncho LonPoPoo InCouldAlwaysBeWorse

Connectionso TheRelativesCameo TheStrayDogo AllthePlacestoLoveo IfIWereinChargeoftheWorldo TheVelventeenRabbito Shrek!

UsingPicturestoSupportComprehensiono TheGhost‐EyeTreeo DiaryofaWormo ChickenSundayo DoctorDeSotoo Stellalunao OfficerBuckleandGloria

Ask&AnswerQuestionso OfficerBuckleandGloriao OwlMoono Gradfather’sJourneyo DukeEllingtono AnnieandtheOldOneo KnotsonaCountingRope

Predictingo Tuesdayo SleepingUglyo TheGhost‐EyeTreeo SylvesterandtheMagicPebbleo Mufaro’sBeautifulDaughterso Sam,Bangs&Moonshine

WordWork:differentiatedwordworkbasedonDevelopmentalSpellingAssessment.GuidedReading&StrategyGroups:UseDRAdatatoestablishgroups

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UNIT1 – LaunchingWriter’sWorkshop

StageOne:DesiredResultsESTABLISHEDGOALSW2.3Writenarrativesinwhichtheyrecountawell‐elaboratedeventorshortsequenceofevents,includedetailstodescribeactions,thoughts,andfeelings,usetemporalwordstosignaleventorder,andprovideasenseofclosure.W.2.5Withguidanceandsupportfromadultsandpeers,focusonatopicandstrengthenwritingasneededbyrevisingandediting.W.2.6Withguidanceandsupportfromadults,useavarietyofdigitaltoolstoproduceandpublishwriting,includingincollaborationwithpeers.L.2.1DemonstratethecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L2.6Usewordsandphrasesacquiredthroughconversations,readingandbeingreadto,andrespondingtotexts,includingusingadjectivesandadverbstodescribe.SL.2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade2topics


Understandthewritingprocess. Reviseandedittostrengthentheirwriting.


Writerswriteformanyreasons. Editingandrevisingimproveswriting. Writer’swritefrompersonal

experiences

ESSENTIALQUESTIONS Whydowewrite? Howdomakewritersimprovetheir

writing?


Writingroutinesandprocedures. Writinghasabeginning,middleandend Howtoincorporatenewwordsand

phrasesintotheirwriting.

Studentswillbeskilledat… Writingroutinesandprocedures. Tellingastoryaboutanevent Addingdetailstowriting Usingtemporalwords Editing,revising,andpublishing.

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andtextswithpeersandadultsinsmallandlargergroups.SL.2.2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.SL.2.3Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.SL.2.4Tellastoryorrecountanexperiencewithappropriatefactsandrelevant,descriptivedetails,speakingaudiblyincoherentsentences.SL.2.6Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification.

StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC

Recountawell‐elaboratedeventorshortsequenceofevents

Includedetailsdescribingactions,thoughtsandfeelings

Useoftemporalwordstosignaleventorder

Provideasenseofclosure Useofeditingandrevisionprocesses


PublishedpersonalnarrativeOVERVIEW

Throughouttheentireunit,studentsareworkingtowardsthecompletionofapublishedpiece.Thesepiecesshouldbecelebrated.

DIFFERENTIATION Studentsareworkingskillsidentifiedthroughwritingconferences.Skillsareindividualized

towhatstudentsneedtoimproveon. Studentsmayusegraphicorganizerswhennecessarytosupportthewritingprocessand

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ExhibitcommandofstandardEnglishgrammar

Useofadjectivesandothervocabularycoveredinunit

stayorganized.TECHNOLOGY

Computers/laptopstotypestories iPad/videocameratorecordpresentationofpublishedpiece

SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:4 Writingisdevelopedwithcompositionalrisks

reflectingthestandardsbeyondgrade2.3 Writingcontainsaneventorshortseriesof

events,includesdetailsandasenseofclosure. Employsgradelevelspelling,grammar,

punctuationandcapitalization. Writingisstrengthenedthroughrevision.

2 Writingcontainsaneventwithsomedetails Someevidenceoffamiliaritywithlanguage

conventions Writinghasbeenrevisedandimproved.

1 Withsupport,partialsuccessatlevel2.

OTHEREVIDENCE: Writingconferences Drafts Finishedwritingpieces Graphicorganizers


1. Whydowriterswrite?a. Studentsandteachersgeneratealistofreasonswhypeoplewrite.Questionstothinkaboutandposetostudentsinclude:whowrites?

Whataretheywriting?Whyaretheywriting?2. FindingIdeas

a. Posequestiontostudents:wheredowritersgettheirideas?Authorsgettheirideasfrompersonalexperience.Useamentortexttoillustratehowtheauthorgothis/herideasfrompersonalexperiences.Discussideasforpossiblepersonalexperiences.Allowstudentstimetowriteaboutsomethingfromtheirownlives.

3. TopicListsandToolsa. Writersgeneratelistsoftopicsthattheycanuseduringwriter’sworkshop.Writer’skeeptrackoftheirideasandhavetoolsto

generateideas.Writer’scancreateaheartmapofimportantexperiences,people,things,etc.tosparkideas.Teachershouldmodelhisorherownheartmap.Optional:writingnotebookorpieceofconstructionpapertobecoveredwithphotos(sentashomework)toalsosparkideasofpersonalexperiences.

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4. WritingToolsa. Writersneedmanythingswhentheystarttowrite.Introducewritingcenterorwritingtools(pencils,pens,paperchoices,stapler,

postits,spacemen,erasers,etc.)androutineforgettingandusingtools.Proceduresshouldbemodeledandpracticed.5. WritingFolders/Notebooks

a. Introducethewriter’snotebookorfolderyouwillbeusing.Modelwithyourownhowpapersarestored/organizationalprocedures.Asyoushareyourownwriting,thengivestudentstheopportunitytowriteaboutapersonalexperienceandreviewhowtostoreinnotebookorfolder.

6. GettingStarted!a. Onewaywritersrememberanexperienceortopictheywanttowriteaboutistodrawapicture.Studentsshouldillustrateapicture

(sketch)andpracticetellingthemselvestheirstoryacrosstheirfingers.Teachershouldmodelentireprocessbeforeindependenttiming.

7. GettingStartedwithPartnersa. Introducewritingpartners:purpose,howtotalktooneanother,etc.Teachershouldmodelexamplesandnon‐examples.Students

shouldtakeillustrationfromthedaybeforeandtelltheirwritingpartnertheirstory.Studentsshouldthenwriteindependently.8. WritersNeedaWritingEnvironment

a. Whenwriterswrite,theyneedtobecomfortableandbeabletothink.Create/providea“lookslike/soundslike”chartforstudents.Asstudentsworkduringwriter’sworkshop,takepicturesandaddthemtothechartforarealisticreferenceofwhatitlookslike.

9. WhatDoWritersDoWhenThey’reFinished?a. Introducestudentstoprocedureforwhattheyshoulddowhenthey’redone.Createananchorchartwithprocedure(example):reread

pieceofwriting,addtoorchangeapieceofwriting,startanewstory.10. WritersAddToandChangeTheirWriting

a. Writersmustlearnandpracticerereadingtheirownworkandlookingforplacestoaddandchangetheirwork.Teachershouldmodelthiswithastoryofhisorherown.Writersaddmanydetailstowritingtocreatethebestpicturefortheirreaders.

11. PartnersHelpwithEditinga. Writerssharetheirwritingwithotherstohelpimprovedtheirwriting.Introducetheprocedureforworkingwithapartnertoedita

pieceofwriting:decidingwhowillgofirst,sittinghiptohipwhenreadingeachotherswork,askingquestionsandbeingagoodlistener,sittingkneetokneewhendiscussingtheirwriting,etc.Modeland/orusepicturesofthestudentsdoingthesethings.Givestudentsopportunitytoworkwithapartneronastorytheyhavebeenworkingon.

12. WordChoice:AmazingAdjectivesa. Writersneedtouselotsofdifferentwordsintheirwritingtocreatethebestpicturefortheirreader.Writerscangobackthrougha

pieceofwritingandaddmore“amazingadjectives”justlikewriterscanmoredetails.Usegroupsofobjectsforstudentstodiscussandexploreadjectives;listgoodadjectivesandadjectivesthatshouldbereplacedinwriting.

13. SpellingToolsa. Writersusetheirsoundstowrite,buttherearealsotoolsaroundtheroomtouseaswell.Introducewordwall,dictionary,personal

wordwalls,themelists,etc.,whateverspellingtoolsyouhaveforstudentstouseandtheprocedureforusingthem.Writersshouldalsowhenandwhythesetoolsarehelpfultotheirwriting.

14. Let’sPublish!a. Aswritersfinishpieces,itwillbetimetopublish.Inordertopublish,writersneedtimetoindependentlyedit,editwithpartners,and

conferenceandeditwiththeteacher.Piecesreadytobepublishedneedacover,illustrations,etc.Havestudentsspendtimelooking

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throughmentortextsandgivingexamplesofwhatpublishedstorieslooklike.15. Celebrate!

a. Writerscelebratetheirpublishedstoriesbysharingthemwithothers.Havestudentspresentandsharetheirstorieswiththewholeclass,partners,smallgroups,etc.Optional:putstudentworkintothelibrarysoothershaveachancetoreadit.

PossibleMentorTexts:YouHavetoWritebyJaneWongIfYouWereaWriterbyJoanLowryNixonTheNappingHousebyAudreyWoodInaSmall,SmallPondbyDeniseFlemingInaTall,TallGrassbyDeniseFlemingAuthor:ATrueStorybyHelenLester

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UNIT2 (Reading)– TakingChargeofReading

StageOne:DesiredResultsESTABLISHEDGOALSRF.2.3Knowandapplygrade‐levelphonicsandwordanalysisskillsindecodingwords.RF.2.3BKnowspelling‐soundcorrespondencesforadditionalcommonvowelteams.RF.2.3DDecodewordswithcommonprefixesandsuffixes.RF.2.4Readwithsufficientaccuracyandfluencytosupportcomprehension.RL.2.1:Askandanswersuchquestionsaswho,what,where,when,why,andhowtodemonstrateunderstandingofkeydetailsinatext.RL.2.2Recountstories,includingfablesandfolktalesfromdiverseculturesanddeterminetheircentralmessage,lesson,ormoral.RL.2.5Describetheoverallstructureofastory,includingdescribinghowthebeginningintroducesthestoryandtheendingconcludestheaction.RL.2.7Useinformationgainedfromtheillustrationsandwordsinaprintordigitaltexttodemonstrateunderstatingofitscharacters,setting,orplot.L.2.4:Determineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbasedon


Monitorandself‐assesscomprehension. Readfluently. Identifythemainidea/centralmessage.


Readingfluentlysupportscomprehension.

Whatanauthoristryingtoteachyouisthemainidea/centralmessageofastory.

ESSENTIALQUESTIONS Howdoreadersreadformeaning? Whatdoyoudowhenyouencountera

trickywordorpartinastory?


Mainidea/centralmessage. Decodingstrategies. Comprehensionstrategies. Commonvowelteams. Commonprefixesandsuffixes

Studentswillbeskilledat… Readingfluently. Decodingtosupportfluencyand

comprehension. Readingformeaning. Determiningthemainidea/central

message. Askingandansweringquestionsabouta

text. Describingthebeginning,middle,and

endofastorywithattentiontostoryelements.

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grade2readingandcontent,choosingfromanarrayofstrategies.

RL2.10Bytheendoftheyear,readandcomprehendliterature,includingstoriesandpoetry,inthegrades2‐3textcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.

SL.2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextswithpeersandadultsinsmallandlargergroups.SL.2.2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.SL.2.3Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.SL.2.4Tellastoryorrecountanexperiencewithappropriatefactsandrelevant,descriptivedetails,speakingaudiblyincoherentsentences.SL.2.5Createaudiorecordingsofstoriesorpoems;adddrawingsorothervisualdisplaystostoriesorrecountsofexperienceswhenappropriatetoclarifyideas,thoughts,andfeelings.

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SL.2.6Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification.

StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:

Useofdecodingstrategies Useofcomprehensionstrategies Commandofstoryelementsand

structureofastory Readfluentlytosupportcomprehension Demonstrateuseofdetailsinastoryto

strengthenunderstanding Utilizeknowledgeofprefixes,suffixes,

andcommonvowelteamstosupportdecoding


Videoorposteroffavorite/mostusedstrategies Mainidea/centralmessagegraphicorganizer

OVERVIEW Studentscancreateavideoorposter(likeananchorchart)oftheirfavorite/mostused

strategies.Theycouldalsoincludeadvicetootherreadersonwhattodowhentheyencountertrickywords/trickypartsinastory.

Studentscanalsoindependentlycompleteamainidea/centralmessagegraphicorganizer.DIFFERENTIATION

Studentswouldhavechoiceintheassessment. Youarealsoabletotailortheassessmenttobetterreflecttheskills/standardsthat

individualstudentshavefocusedandworkedtowardsachieving. Providemodifiedgraphicorganizers Scaffolding/strategygroupstoassistintheassessment

TECHNOLOGY iPad/videocameratorecordvideo




Fluencysupportscomprehensionofstory. Knowsandutilizescommonvowelteams,

prefixesandsuffixestosupportdecoding.2 Limiteduseofdecodingandcomprehension

strategies


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Partialdescriptionofthestructureofastory(beginning,middle,andend)withlimitedattentiontostoryelements.

Fluencyminimallysupportscomprehension. Knowsbutdoesnotutilizescommonvowel

teams,prefixesandsuffixes.1 Withsupport,partialsuccessatlevel2.

StageThree:LearningPlan

SummaryofKeyLearningEventsandInstruction1. ReadersChooseHowtoRead

a. Asreadersgrow,theynotonlychoosewhattheywanttoread,buthowtheyaregoingtoread.Whatdoyouwanttofocusonasyoureadthisstory?Whatisdrawingyourattentionaboutthisbook?

2. Second‐GradeReadersTakeaSneakPeektoDecideHowaBookWantstoBeReada. Readerspreviewabooknotonlytodecideifit’sajustrightbookorifthebookwouldbeinterestingtothem,butalsotodecidehow

thebookwantstoberead.Isthisafunnybook?Isitaseriousstory?IsitabookthatIcanlearnfrom?WhatcanIlearnfromthisbook?

3. ReadersGetStrongerbyReadingALOT!VolumeMattersa. Secondgradecanbeayearwhenreaderstakeoff!Todothis,volumeiskey.Readersneedtoreadoftenandre‐readbooks.Whydo

werereadbooks?Posethequestiontostudentsandtakeanswerstostartanddirectdiscussiononimportanceofrereading.4. ReadersReadinLongerPhrases,ScoopingUpSnapWords(SightWords)

a. Readersruntheireyesacrossthewordsonapage,lookingfortheonestheyknowinasnap.Havestudentsreadandfocusonsightwords.Whichwordsdidtheyknowimmediatelyastheywerereading?Havethempost‐italistastheyarereading.

5. KeepingTabsonComprehensiona. Readersnotonlyworktoreadmoreandmore,buttheyalsoneedtoremembertothinkabouttheirbooks.Readingisthinking.

6. Second‐GradersCanMarkTheirThinkingwithaPost‐it!a. Evengrownupreadersoftenstopandthinkingastheyarereading.Infact,readershavesomanyideas,thoughts,andquestionstotalk

aboutwhentheyarereadingthattheyneedPost‐itstohelpthemremember.ReviewhowandencourageuseofPost‐its.Useformativeassessmentdatatodetermineonwhichelementsstudentsshouldbefocusing.

7. Second‐GradeReadersRollUpTheirSleevestoFigureOutTrickyWords,DrawingonEverythingTheyKnowa. Readersdon’tlettrickythingsderailthem!Instead,theyrolluptheirsleeves,getdowntoworkanddrawaboutwhattheyalready

knowtotacklethosewords.Reviewdecodingstrategies.8. ReadersUseMoreThanOneStrategyataTime:FiguringOutWhatMakesSense

a. Readersneedtobecomeflexiblewordsolvers.Readersoftenusemultiplestrategiesatthesametime.Asthereadersaregrowing,theyshouldfocusonusingmeaningandcomprehensionstrategiesfirsttomakeagoodguessatthewordandthenusetheprintandpicturetocrosschecktheguess.

9. SomeBeginningsandEndingsCanBeReadinaSnap!(Prefixes&Suffixes)a. Readerslearntonoticethatcommonbeginningsandendingsofwords,andthencanreadthesepartsofthewordsquickly,justlike

theyreadsnapwords(sightwords)!

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10. Don’tForgettheMiddle!ReadersAreFlexibleWhenTheyEncounterVowelTeamsinTrickyWordsa. Readerspaycloseattentiontothemiddleoftrickywordsandareflexiblewhentheyencountervowelteams.Theyusewhattheyknow

aboutthevarietyofsoundsavowelteammightrepresenttohelpthemread.Introducecommonvowelteams.Thislesson(s)maybespreadoutovermorethanonelessondependingonstudentdata.Utilizestrategygroupstogetmoretargetedinstructionbasedonstudentsneeds.

11. ReadersHaveStrategiesforFiguringOutBrandNewWords,Tooa. Thereareotherwordsthatmighttrickreaders,likevocabularywords.Whenreaderscometoatrickywordtheydon’tknow,they

needtothinkaboutwhatthatwordmeansinthestory.12. ReadersCheckThemselvesandTheirReadingAfterTryingHardWork

a. Readersusestrategiestocheckthemselvesandfixtheirmistakesastheyread.Whenyougobacktoreread,readershavetoaskthemselvesdoesitmakesense?Ifitdoesn’t,whatcanwetry?

13. AuthorsHaveIntentionsa. Readerspayattentiontoauthor’s“craft”notonlywhentheywritebutalsowhentheyread,noticingwhatauthorsdo,whytheydoit

andhow.Connectthislessontothe“craftmoves”thatyouhavebeenstudyinginthewritingunit.14. ReadersDon’tJustNoticeCraftMoves–TheyTryThem!

a. Havereadersbe“detectives”,lookingfor“craftmoves”intheirownbooksthattheirauthorsuse.StudentsshouldPost‐ittheseanddiscusswithreadingpartners.Readerscantryauthor’scraftmovesintheirwriting,too.

15. ReadersPushThemselvestoThinkaboutHowtheWholeBookClicksTogether,NoticingMasterfulWritinga. Readersnoticethewaysanauthormakespartsofthestoryclicktogether.

16. ReadersThink,WhatDoestheAuthorWanttoTeachMe?a. Oncereadershavefinishedreadingabookandknowhowthepartsfittogether,theycanretellittothinkaboutwhatlessonsthe

authorwantstoteachthem.Focusoncentralmessageandmainidea.Dependingonstudentneeds,thislessonmaystretchoverthecourseofmorethanonelesson.

17. CelebrateHowMuchReadersHaveGrown!a. Celebratethetremendousgrowthyourreadershavemadeandteachthechildrenthattheycansharewhatthey’velearnedwithfuture

readersoftheirbooks!

PossibleMentorTexts:MercyWatsontotheRescuebyKateDiCamilloThoseDarnSquirrelsbyAdamRubin

MainIdeao SnowflakeBentleyo AmosandBoriso AChairforMyMothero WhatDoYouDoWithaTailLikeThis?o Martin’sBigWordso ItCouldAlwaysBeWorse

MainIdea&SupportingDetailso TheArtLesson

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o WhatDoYouDoWithaTailLikeThis?o TheImportantBooko KnotsonaCountingRopeo Sam,Bangs&Moonshineo AmosandBoris

ThemeandAuthor’sPurposeo TheUglyDucklingo TheTrueStoryoftheThreeLittlePigso AshantitoZuluo ChickenSundayo Dogteamo MissRumphius

ReadingforaPurposeo WhatDoYouDoWithaTailLikeThis?o TheUglyDucklingo WorkingCottono Martin’sBigWordso QisforDucko IfIWereinChargeoftheWorld

Moral,Lesson,CentralMessageo Mr.Peabody’sAppleso HowtoLoseAllYourFriendso IfEverytbodyDido Wolf!o JosephHadaLittleOvercoato TheStoryofFerdinando SylvesterandtheMagicPebbleo SquidsWillBeSquidso ThreeHensandaPeacocko LeotheLateBloomero William’sDollo MissRumphiuso NanaUpstairsandNanaDownstairso HortonHatchestheEggo WhoeverYouAreo Earringso TopsandBottomso ThePig’sPicnic

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UNIT2(Writing) – ImprovingNarrativeWriting

StageOne:DesiredResultsESTABLISHEDGOALSW2.3Writenarrativesinwhichtheyrecountawell‐elaboratedeventorshortsequenceofevents,includedetailstodescribeactions,thoughts,andfeelings,usetemporalwordstosignaleventorder,andprovideasenseofclosure.W.2.5Withguidanceandsupportfromadultsandpeers,focusonatopicandstrengthenwritingasneededbyrevisingandediting.W.2.6Withguidanceandsupportfromadults,useavarietyofdigitaltoolstoproduceandpublishwriting,includingincollaborationwithpeers.L.2.1DemonstratethecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L2.6Usewordsandphrasesacquiredthroughconversations,readingandbeingreadto,andrespondingtotexts,includingusingadjectivesandadverbstodescribe.SL.2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextswithpeersandadultsinsmalland


Recountpersonalexperiencesandwriteapersonalnarrative. Usethecraftofwritingtoconveymeaningfulexperiencesthroughwriting.


Authorswritefrompersonalexperiences.

Detailsgiveabetterpicturetoareader. Thewayanauthorcraftstheirwriting

influenceshowtheaudiencereadsit.

ESSENTIALQUESTIONS Whydoauthorswritenarratives? Howdoesanauthor’scraftconvey

meaningthroughanarrative?


Temporalwords. Howtoadddetailstoanarrativeto

describeactions,thoughtsand/orfeelings.

Editingandrevisingstrategies.

Studentswillbeskilledat… Writingapersonalnarrativefrom

personalexperiences. Reviewingtheirownwritingtorevise

andedit. Usingfeedbackprovidedbyothers

(includingpeersandtheteacher)toreviseandedit.

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largergroups.SL.2.2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.SL.2.3Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.SL.2.4Tellastoryorrecountanexperiencewithappropriatefactsandrelevant,descriptivedetails,speakingaudiblyincoherentsentences.SL.2.6Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification.

StageTwo:Evidence

EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.

Recountawell‐elaboratedeventorshortsequenceofevents

Includedetailsdescribingactions,thoughtsandfeelings

Useoftemporalwordstosignaleventorder

Provideasenseofclosure


PublishedpersonalnarrativeOVERVIEW

Throughouttheentireunit,studentsareworkingtowardsthecompletionofapublishedpiece.Thesepiecesshouldbecelebrated.

DIFFERENTIATION Studentsareworkingskillsidentifiedthroughwritingconferences.Skillsare

individualizedtowhatstudentsneedtoimproveon. Studentsmayusegraphicorganizerswhennecessarytosupportthewritingprocessand

stayorganized.

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Useofeditingandrevisionprocesses ExhibitcommandofstandardEnglish

grammar Useofadjectivesandothervocabulary

coveredinunit

TECHNOLOGY Computers/laptopstotypestories iPad/videocameratorecordpresentationofpublishedpiece


reflectingthestandardsbeyondgrade2.3 Writingcontainsaneventorshortseriesof

events,includesdetailsandasenseofclosure. Employsgradelevelspelling,grammar,


2 Writingcontainsaneventwithsomedetails Someevidenceoffamiliaritywithlanguage



OTHERSUGGESTEDPERFORMANCEASSESSMENTS: Writingconferences Drafts Finishedwritingpieces Graphicorganizers

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SummaryofKeyLearningEventsandInstruction1. DiscoveringMeaningfulSmallMoments,asMentorAuthors:GeneratingIdeasforWriting

a. Onewaywriterscanlearntowritemeaningful,beautifulstoriesistostudythecraftofmentorauthors.Wheredoauthor’sgetideas?Whydotheywrite?Whyshould(do)wewrite?

2. CapturingStoryIdeas:TinyTopicsNotepadsa. Writerscaptureeverydaymomentsandsavethemaspossiblestoryideastowritelater.Provide“tinytopics”notebooksforeachofthe

studentsthattheycankeeptojotdownideaswhentheycomeacrossthem.Youshouldmodelwithyourownnotebook.3. StretchingOutSmallMoments,asAuthorsDo

a. Teachchildrenwhatitlookslikeandsoundslikewhenwriterstellthewholestoryofatinymoment.Usestrategiestomatchwherestudentsarewiththisconcept:tellastoryacrossyourfingers,useagraphicorganizer,etc.

4. WritingwithDetail:MagnifyingaSmallMomenta. Writerszoominonasmallmomentintheirstories,magnifyingitsothattheirreadercansee,smell,taste,andfeelit.Review

adjectivesandyoucanintroduceothervocabularylists/chartstobuilduponforeachofthesesenses.5. RevisingwiththeMasters:CraftingPowerfulEndings

a. Writersspendlotsoftimewritingandrewritingtheirendings,workinghardtobringtheirstoriestoasatisfyingconclusion.Howdoyoufeelafteryou’vejustfinishedreadingastory?Howdoyoufeelafteryou’vejustexperiencesomethingworthyofasmallmomentnarrative?Focusoncapturingthatfeelingforyourreaders!

6. RereadinglikeDetectives:MakingSureOurWritingMakesSenseandSoundsRighta. Writersrereadtheirwritinglikedetectives,checkingtheendingpunctuationtomakesureitmakessenseandsoundsrighttothe

reader.Hereyoucanexpand/supplementwithminilessons/strategygroupsonendingpunctuationbasedonformativeassessmentthatdeterminesstudentneeds.

7. WorkingHard:SettingGoalsandMakingPlansforWritingTimea. Writersgetstrongerbylookingattheirwriting,makingplans,andsettinggoals.Whatcanbebetter?Youcanmodelhowyouwould

dothiswithyourownwritingorevenhowwedothiswithlessonplans,etc.8. RevisingwithIntent

a. Writersreviseastheyarewriting,consideringwhattheirintentionisforwritingandwhattheywanttheirreaderstofeel.Studentscanbe“detectives”lookingforboring/tiredadjectives,whereyoucanaddmoredetails,etc.

9. LearningWritingMovesfromaTexta. Writersusebooksaswritingresources.Theystudentdifferentpartsofbooksandthing,“CouldIwritelikethis?”Createananchor

chartaboutthecraftofmentorauthorsincludingthecraftoftheauthor(whatastudentshouldtryinhisorherwriting)andthepartofthebookthatexemplifiesit.

10. LearningtoWriteinPowerfulWays:TryingOutCraftMovesLearnedfromMentorAuthorsa. Writersmaketheirwritingmorepowerfulbytryingout“craftmoves”learnedfrommentorauthors.Refertoanchorchartfrom

previouslesson.Addstudentexamplesonthechartforstudentswhohavetriedit.11. RevisinginMeaningfulWays

a. Whenwritersstudymentorauthors,theythinknotonlywhatthisauthorhasdonethatIcouldtryoutbutalsowhythisauthorhaddonethis.Thentheyrevisetomakesurethatthey’veemulatedcraftmovesinwaysthatmakesense.Whatfeelingareyouwritingto

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share?Isthatcleartothereader?12. MentorTextsHaveIdeasforWordChoiceasWell

a. Writerseditfornotonlystandardconventionsbutalsoforthewaytheirwritingsounds.Writersusementorauthorstolearnaboutprecise,beautifullanguage.

13. RereadingandQuickEditinga. Teachstudentsthatbeforesharingtheirworkwithreaders,writersuseeditingcheckliststomakesuretheirwritingisreadyforan

audience.14. Learning“CraftMoves”fromYourOwnMentorText

a. Writerscanchoosetheirownmentorauthorstolearnfrom.Studentscanusetheirbagofbookstofindcraftmovesthattheyenjoyinthebookstheyarereading.Dependingonstudentneeds,thismayfitbetterasanenrichmentstrategygroup.

15. TryingWhatWeNoticedinOurOwnStoriesa. Writersarebraveandtheytrynewthingsintheirwriting,eveniftheyaren’tperfectatit.Theytrytoseeifthenewthingtheyhave

triedactuallyworksintheirwriting.16. WritersCanHelpEachOther:PartnersGiveUsFeedback

a. Writersworkwiththeirpartners,helpingeachotherrevisetheirwritingsoitisasgoodasitcanbe.Reviewhowpartnerscanhelpusedit.Haveeditingchecklistsforpartnerstoutilize.

17. EditingandPreparingforPublicationa. Writersgettheirwritingreadyforapublicationbymakingsureitiseasytoread.Thismeanstheychecktheirspelling,punctuation

andwordchoice.Modelexamplesandnon‐examplesforstudentsastheypreparetoedittheirownwork.Providerubrics/checklistsforstudentstouseastheyeditandrevise.

18. Celebrationa. Writerswritetohavereadersreadtheirstories!Writersshouldsharetheirwritingwithanaudience,andcelebratealltheyhave

accomplished.

PossibleMentorTexts: SmallMomentMentorTexts

o OwlMoonbyJaneYoleno TheLeavingMorningbyAngelaJohnsono TheNightoftheVeggieMonstero NightattheFairo RollerCoastero ShortCuto Twistero VoicesintheParko MoonlightontheRivero AChairforMyMothero OneMorninginMaineo Fireflieso TheRelativesCame

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UNIT3(Reading) – BecomingExperts:ReadingNonfiction

StageOne:DesiredResultsESTABLISHEDGOALS RI2.1Askandanswersuchquestionsaswho,what,where,when,whyandhowtodemonstratekeydetailsinatext.RI2.2Identifythemaintopicofamulti‐paragraphtextaswellasthefocusofspecificparagraphswithinthetext.RI2.3Describetheconnectionbetweenaseriesofhistoricalevents,scientificideasorconcepts,orstepsintechnicalproceduresinatext.RI2.4Determinethemeaningofwordsandphrasesinatextrelevanttoagrade2topicorsubjectarea.RI2.5Knowandusevarioustextfeatures(e.g.,captions,boldprint,subheadings,glossaries,indexes,electronicmenus,icons)tolocatekeyfactsorinformationinatextefficiently.RI2.6Identifythemainpurposeofatext,includingwhattheauthorwantstoanswer,explain,ordescribe.RI2.7Explainhowspecificimages(e.g.,adiagram


Askandanswerquestionsaboutnonfictiontextthatensureunderstandingofgrade2leveltext.

Identifyandutilizetextfeaturesofnonfictiontext. Identifythemaintopicandpurposeofatext.


Textfeatureshelpreadersunderstandnonfiction.

Readingisdoneforavarietyofpurposes.

ESSENTIALQUESTIONS Howarenonfictiontextsdifferentfrom

fictiontexts? Howdoreadersreadanonfictiontext?


Textfeaturessuchas:captions,boldprint,subheadings,glossaries,indexes,electronicmenus,icons,etc.

Importantinformationiscontainedintextfeatures.

Strategiestousewhenreadinginformationaltext.

Studentswillbeskilledat… Askingandansweringquestionsabout

nonfictiontext. Determiningthemeaningofunknown

words. Identifyingthemaintopicofnonfiction

text. Identifyingthemainpurposeofa

nonfictiontext.

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showinghowamachineworks)contributetoandclarifyatext.RI2.8Describehowreasonssupportspecificpointstheauthormakesinatext.RI2.9Compareandcontrastthemoreimportantpointspresentedbytwotextsonthesametopic.RI2.10Bytheendoftheyear,readandcomprehendinformationaltexts,includinghistory/socialstudies,science,andtechnicaltextsinthegrades2‐3textcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.SL.2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextswithpeersandadultsinsmallandlargergroups.SL.2.2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.SL.2.3Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.SL.2.6

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Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification.

StageTwo:Evidence


Askandanswerquestionsaboutnonfictiontexts.

Determinemaintopicoftext. Knowandutilizevarioustextfeaturesto

strengthenunderstanding. Identifyauthor’spurposeoftext. Compareandcontrastimportantpoints

onsametopicintwodifferenttexts.


Exhibitontopicofchoice.OVERVIEW

Studentswillcreateanexhibitonanon‐fictiontopicoftheirchoicetosharewithclassmates.Studentsshouldutilizeinformationlearnedthroughtheirreading.Teachercanalsoprovideextrareadingbasedstudents’topic.

DIFFERENTIATION Studentscanusegraphicorganizerswhennecessarytosupportthewritingprocessand

stayorganized. Exhibitscanbetailoredtostudents’abilities.(i.e.linepaper,agraphicorganizeronthe

exhibit,etc.)TECHNOLOGY

Computers/laptopstohavestudentstypeportionsoftheirexhibit.Theycanalsofindandutilizeprintedpictures.

Studentscouldalsocreate/presentanexhibitviaaPowerPoint.SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:4 Readingreflectsthestandardsbeyondgrade2.

3 Knowsandutilizestextfeaturestostrengthenunderstandingoftext.

Determinesmaintopicoftext. Identifiesauthor’spurposeoftext. Comparesandcontrastspointsonsametopic

fromdifferenttexts.2 Knowssometextfeaturesordoesnotutilize

featurestostrengthenunderstanding. Limitedexplanationofmaintopic. Comparesorcontrastspointsonsametopic

fromdifferenttexts.1 Withsupport,partialsuccessatlevel2.


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SummaryofKeyLearningEventsandInstruction1. NonfictionReadersNoticeandLearn

a. Nonfictionreaderspayattentiontothedetails,thebitsandpieces,puttingallthistogethertoreallyunderstandandgrowknowledgeaboutatopic.Nonfictionisdifferencethanfiction.Createalistwithstudentsaboutwhattheyknowaboutfiction.Havereadingpartnerspreviewnonfictiontexts;whenthewholeclasscomesbacktogetherhavestudentslistthingstheynoticedaboutnonfictiontext.Comparethesimilaritiesandcontrastthedifferences.

2. NonfictionReadersNotice,LearnandQuestiona. Asnonfictionreadersnoticedetailsandputthemtogethertolearnaboutatopic,theyhavequestionsthatcomeup.Readersare

alwaysthinking.ModelaKWLchartforstudentswithanonfictionbookfocusingonK(whatyouknow)andW(whatyouarewonderingaboutthetopic).

3. NonfictionReadersAsk,“WhatIsThisBookTeachingMe?”a. Nonfictionsreadersgrowtheirknowledgebyputtingtogetherthedetailstheyreadwiththeirownthoughtsandaskthemselves,

“Whatisthisbookteachingme?”ContinuemodelingtheKWLchartfromthepreviousdaywiththesamebook,thistimefocusingonL(whatyoulearn)

4. NonfictionReadersAsk,“HowDoesThisBookGo?”a. Nonfictionreaderspreviewallpartsofabooktodeterminewhatabookwillteachthem.Theyaskthemselves,“Howwillthisbookgo?

WhatmightIlearnabout?”5. CelebrateLearningSomethingNew

a. Keepnonfictionmomentumgoingbyremindingreadersthatnewinformationrequiresspecialattention.Tocelebrate,havestudentsshareouttheirfavoritenonfictionbooktheyhavereadsofarandwhatithastaughtthem.

6. AnticipatingandUsingtheVocabularyofaNonfictionTopica. Explainthatreadingtolearnandusingvocabularyisanimportantpartofgrowingknowledge.Focusontextfeaturesofglossaryand

boldprint.7. UsingTextFeaturestoNoticeandUnderstandKeyWords

a. Teachchildrentonoticeandutilizetextfeatureswhenfiguringoutkeywords.Teachandreinforcethevocabulary,definitionsandexamplesoftextfeatures.Focusonphotographs,captions,boldprint,glossary,andkeywords.

8. OtherImportantTextFeaturesa. Teachchildrentounderstandunknownnonfictionbyusingotherimportanttextfeatures.Reviewandintroduceanyremainingtext

featuresandhowtheyhelpustounderstandnonfiction.Createananchorcharttohelpstudentsfocuson,remember,andutilizetextfeatures.

9. SolvingWordsTakesStrategiesThinkingandFlexibleThinkinga. Demonstratethroughmodelinghowfiguringoutkeywordsrequiresbothpersistenceandpractice.Modelthestruggleandstrategies

youhavetaughttofigureoutunknownwords.Nonfictionreadersusethewholepageandalltextfeaturestohelpthemfigureoutwhatunknownwordsmean.(i.e.lookinginanindextofindoutmoreinformation)

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10. RereadingLikeExpertsa. Teachchildrentheimportanceofrereadingtogrowmoreinformationaboutthetopic.Thefirsttimeweread,weneedtotakethetime

andenergytofigureouttheunknownwords.Rereadinghelpsustoreadformeaningandunderstanding;ithelpsusrememberwhatwehavereadandlearned.Werereadnonfictionbooksmanytimes!Youcanalwayslearnsomethingnew.

11. TalktheTalkandWalktheWalk!UsingNewVocabularytoTeachOthersa. Focusreaders’attentionontakingininformationaswellasteachingandsharingtheirlearningwithpartners.Havereadersshare

theirfavoritefactstheyhavelearnedfromtheirbookswiththeirreadingpartner.Whentheycomebacktothewholegrouptoshare,haveeachpartnershareafacttheylearnedfromthefactstheirpartnershared.

12. GrowingKnowledgeAcrossBooks!GettingReadytoRead(andLearn)aBunch!a. Teachreaderstosetthemselvesupforreadingnotjustonebookonatopic,butalsomany.Whywouldreaderswanttodothis?We’re

becomingexperts!13. NonfictionReadersAddInformationAcrossBooks

a. Teachreadersthatwhenyoureadaboutatopic,youtrytoaddinformationtogethertolearnaboutasubtopicandthewholetopic.Modelhowthislooksusingtwobooksonthesametopic.

14. ThinkingandRethinkingAboutHowInformationIsConnectedAcrossbooksa. Teachreadershowtoconnectinformationfrommorethanonebookthatseemsdifferentbyrethinkingwaystocategorizeandname

theinformation.Useagraphicorganizertogroupfacts/categorizeinformationfromdifferentbooks.Thisalsohelpsreadersdeterminethemaintopicofvariousparagraphs/sectionsinbooks.

15. Finding,ThinkingandTalkingAboutWhatIstheSameandWhatIsDifferenta. Inthislessonyoucouldteachstudentstonoticethesimilaritiesanddifferencesbetweensubtopicsintheirbooks.Helpyourstudents

studynotonlyhowtonoticeandnamethesimilaritiesanddifferences,butalsotothinkandtalkaboutthem.Modelhowthislooksandconnecttodeterminingthemaintopic.

16. ReadersRetellTopics,NotJustBooksa. Demonstratehow,afterreadingmanybooksonatopic,readersputinformationtogethertoretelltheentiretopicpartbypartinstead

ofbookbybook.Alsodemonstratehowtoretellatopicpartbypartjustfromonebook.17. GettingReadyfortheCelebration

a. Readersaretocreateexhibitswherechildrenwillsoontakeontheroleoftourguides,teachingvisitorsabouttopicstheyhavegrownknowledgeabout.

18. Celebration:PayItForwardByTeachingOthersa. Teachreadersthattheycankeepvisitorsengagedbyinitiatingquestionsabouttheirtopics.Modelhowastudentwouldtalk/share

theirexhibitwithvisitors.PossibleMentorTexts:TigersbyLauraMarshKnightsinShiningArmorbyGailGibbons**UtilizelevelScienceandSocialStudiesleveledreaders.**

DistinguishingFiction/Nonfictiono TheManWhoWalkedBetweentheTowerso HowManyDaystoAmerica?

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o SaintGeorgeandtheDragono Martin’sBigWordso SnowflakeBentleyo ThePolarExpress

TextFeatureso Atlantico AreYouaButterfly?o Dr.SeussBiographyo IsitLivingorNonliving?o GrowYourOwnSandwicho LifeintheRainforesto AnimalsintheDeserto ExploringtheAnimalKingdom:Mammalso FireTruckso LifeinanOcean


39

UNIT3(Writing)– BecomingExperts:WritingNonfiction

StageOne:DesiredResultsESTABLISHEDGOALS W2.2Writeinformative/explanatorytextsinwhichtheyintroduceatopic,usefactsanddefinitionstodeveloppoints,andprovideaconcludingstatementorsection.W2.7Participateinsharedresearchandwritingprojects(e.g.,readanumberofbooksonasingletopictoproduceareport;recordscienceobservations).W2.8Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.W.2.5:Withguidanceandsupportfromadultsandpeers,focusonatopicandstrengthenwritingasneededbyrevisingandediting.L.2.1DemonstratethecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L2.6Usewordsandphrasesacquiredthroughconversations,readingandbeingreadto,andrespondingtotexts,includingusing


Writeaninformational/explanatorytext. Drawuponbothwhattheyknowandinformationresearchedtowriteaninformativetext.


Thepurposeofnonfictionwritingistoinform.

ESSENTIALQUESTIONS Whydoscientistswrite? Whydowriterswritenonfiction? Howisnonfictionwritingdifferentthan

fiction?


Thedifferencebetweenfactandopinion.

Whatadefinitionisandhowtoincorporaterelevantdefinitionsintoexplanatorywriting.

Howtoconductbasicresearch.

Studentswillbeskilledat… Writingaboutwhattheyknow. Usinginformationtheyread/research

togivemoreinformationinanexplanatorytext.

Usingfactsanddefinitionstoprovideinformationtotheiraudience.

Employingacademicvocabularyinwriting.

Revisingandeditingtheirownwork. Usingfeedbackfromotherstorevise

andedit.

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adjectivesandadverbstodescribe.SL.2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextswithpeersandadultsinsmallandlargergroups.SL.2.2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.SL.2.3Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.SL.2.6Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification.

StageTwo:Evidence


Utilizeinformational/explanatorytextstructure.

Useofpriorknowledge Knowandutilizetextfeatures.

SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetasks:

Publishedlabreport. PublishedAllAboutBook.

OVERVIEW Throughouttheentireunit,studentsarecompletinglabreportsandeventuallyworkingon

anAllAboutBook.Thereisroomtoconnectthelabreportstosciencelessonsandexperiments,orwheretimeallows,conductnewones.Studentsshouldhavetheopportunitytosharetheirpublishedpieceswithothers,aswritingnonfictionisallaboutthesharingofinformation.

DIFFERENTIATION

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Scaffoldthewritingprocessasnecessary. Providegraphicorganizerstohelpstudentsfocusonvariousfeaturesinnonfictionwriting.

TECHNOLOGY Computers/laptopstotypelabreportsand/orAllAboutBook.


reflectingthestandardsbeyondgrade2.3 Writingcontainsintroductionoftopic,facts

anddefinitionsthatdeveloppoints,andconclusion.

Employsgradelevelspelling,grammar,punctuationandcapitalization.

Writingisstrengthenedthroughrevision.2 Writingcontainslimitedintroductionoftopic,

factsanddefinitions,andconclusion. Someevidenceoffamiliaritywithlanguage



OTHEREVIDENCE: Writingconferences Drafts Graphicorganizers Finishedwritingpieces


SummaryofKeyLearningEventsandInstruction**Thefirst10‐11lessonsofthisunithavestudentswritinglabreportsandworkingas“scientists”.Youshouldcoordinatetheexperiments

youwouldliketousefromyourscienceunitinordertosupportcross‐curricularconnections.**1. LearningtoWriteAboutScience

a. Scientistsstudytheworldaroundthem,conductexperimentsandwriteabouttheirexperiments.Writersquestionwhattheyhave,whattheythinktheanswerwillbe,andthenwhatactuallyhappens.Scientistswritelabreports.Whatdowritersthinkthatscientistsdo?Howdoothersfindoutaboutwhatscientistsdo?Canbegintocreate“HowtoWriteLikeaScientist”anchorchart.(seeendoflearningplan)

2. StudyaMentorText:ProceduralWritinga. Writersstudymentortextswhenlearningtowriteanewkindofwriting,likeproceduralwriting,askingwhattheauthorhasdonethat

theycouldtryaswell.Studentsshouldhaveampleopportunitytoreadthroughtextswithproceduralwriting,orotherinformational/explanatorywriting,andthenworktogetherwithpartnersasaclasstotakenoteofdifferencesandfeaturesspecifictothisnewtypeof

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writing.3. NewWonderings,NewExperiments

a. Scientists,likewriters,gothroughaprocess.Justlikewriters,scientistscomeupwiththeirownideasforwhattowriteabout.Theydecideonaquestiontheywanttofindoutaboutandthenplanandtesttheirquestionwithanexperiment,recordingallthestepsastheygo.Scientistsfollowaprocedureandroutine,justaswedoforWriter’sWorkshop.Introduce/reviewscientificmethod.Referto“HowtoWriteLikeaScientist”anchorchart.

4. AuthorsShareScientificIdeas/Conclusionsa. Scientistsspendalotoftimewritingandthinkingabouttheirconclusions.Theypushthemselvestoask“why?”andthenofferthebest

explanationtheycan,basedontheirresults.Inthisway,theirconclusionsoftenleadtomoreinvestigationsandresearch.Whydoscientistsspendsomuchtimeonaconclusion?Whatisthepurposeofthis?Connectthistostrongendingsinothertypesofwritingthatstudentshavebeenworkingon.

5. ScientistsLearnfromOtherSourcesasWellasfromExperimentsa. Whenscientistswanttoimprovetheirwriting,theylearnmoreaboutwhatitistheyareinvestigating.Thatis,scientistsimprovetheir

writingbylearningmorescienceandthenrevisetheirwritingbasedonwhatthey’velearned.Howcanwedothesamethingaswriters?Wherecanwelearnmore?MaketheconnectiontowhatyouhavebeenworkingoninReader’sWorkshop;howreaderscanlearnsomuchfromthebookstheyread.

6. StudentSelf‐AssessmentandPlansa. Writersself‐assess,makingsuretheirwritingreflectsalltheyknowhowtodo.Thentheysetgoalsfromthemselves,makingplansto

improveasawriterofallinformationaltexts.Asthefocusoftheselessonsasbeenonlabreporting,studentsshouldalsobeintroduced,payattentiontoandnoticeotherkindsofnonfictionwritingtheycomeacross:informational,explanatory,procedural,allabouts,etc.

7. RememberAllYouKnowaboutScienceandaboutScientificWritingforNewExperimentsa. Scientistsbringalltheyknowaboutwritingandaboutsciencetonewexperiments.Theydrawonalltheirknowledgetowritewelland

conductpreciseandreplicableexperiments.Scientistshavetousewhattheyalreadyknowwhentheygointoanewexperimenttomakeagoodhypothesis.Writersdothesamethingwhentheyapproachawritingpiece.

8. StudyingaMentorText:The“Results”Pagea. Writerslooktomentortextsforideasabouthowtoorganizetheirwriting.Therearemanydifferentwaystoorganizeanonfiction‐

writingpiece.Authorschoosewhattheywanttofocusonastheywrite.Drawstudents’attentiontothisandhavethempayattentionforwherethefocusisintextstheyread.

9. ComparingResultsandreadingMoreExpertMaterialstoConsiderNewQuestionsa. Scientistscomparetheresultsoftheirexperimentsagainstotherscientists’results,usingthesecomparisonstogrowandextendtheir

thinking.Writerscandothiswiththeirwritingpartners,oryoucangrouppartnershipstogether.10. DesigningandWritingaNewExperiment

a. Scientistsrevisittheirinitialexperimentsandask,“whatdoIstillwonder?”Thentheyusetheirinitialresultsandwritingtogeneratenewexperiments.Scientists,justlikewriters,arealwaysthinkingabouthowtheycanimproveandfurthertheirwork.Connectthistothegoalsettingwritersandreadershavebeenworkingon.

11. Editing:Domain‐SpecificLanguagea. Scientistsusedomain‐specificlanguagewhenspeakingandwritingabouttheirtopics.Theydothissothattheyareaspreciseasthey

canbewhentalkingabouttheirexperimentsandtoshowtheiraudiencethattheyareexpertsintheirfieldandknowledgeableabout

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theirtopics.Whyisthisimportant?Provideexamplesandnon‐examplesasyoumodeltheimportanceofthis.12. DrawingonAllWeKnowtoRehearseandPlanInformationBooks

a. Writerschoosetopicstheyknowalotaboutandareexpertsontowriteinformationbooks.Beforewriterswritetheirinformationbooks,theyplanhowtheirinformationwillgototeachittoothers.Bynow,studentshavemademuchprogresswithreadingaboutvarioustopicsinReader’sWorkshopshouldhaveanunderstandingofwhatitisliketoteachinformationthroughwriting.

13. TappingInformationalKnow‐HowforDraftinga. Writersdraftthechaptersoftheirbooksbylookingbackattheirtablesofcontentsandtheirplansanddecidingwhattheywillwrite

first,thennext.14. StudyingMentorTextstoSeeHowAuthorsIncludeScientificInformationinTheirWriting

a. Writerslookatmentortextstofindideasfortheirownwriting.Whenstudyinginformationbooks,writerslooktoseehowtheauthorsintegratetheirinformationintotheirwritinginawaythatconnectstotheirtopics.InReader’sWorkshopstudentsareworkingoncombininginformationlearnedfrommanytextsononesubjecttobeabletodiscussatopicfully,notsimplyfocusingonretellingeachtext.Maketheconnectionhereabouttheimportanceofconnectingdifferentbitsofinformationinwriting,justastheyaredoinginreading.

15. UsingComparisonstoTeachReadersa. Writersusecomparisonsintheirinformationbooks.Theycomparesomethingthatisnewfortheirreaderstosomethingtheyalready

know.Justasweareusinginformationthatwealreadyknow,ithelpsourreaderstobetterunderstandnewinformationwhenweconnectittosomethingtheyalreadyknow,aswell.

16. ShowingHiddenWorldswithScienceWritinga. Sciencewritersusespecialstrategiestosharehard‐to‐understandconceptswiththeirreaders.Someofthesestrategiesinclude

slowingdownthewriting,magnifyingpicturesorimagesanddrawingpicturestoshowtheinsidesofobjects.Modelandprovideampleopportunityforstudentstofindexamplesofthisinbooks.Studentscanalsofindnon‐examples,placeswheretheirbookwasdifficulttounderstandandtherecouldhavebeenawaytomakeitmoreaccessibletothereader.

17. IntroductionsandConclusions:AddressinganAudiencea. Writersofinformationbookscraftintroductionsthatengagetheirreaders’attentionandwriteconclusionsthathighlightkey

informationabouttheirtopics.Writersneedtobemindfulaboutwhotheirreaderisandwhatwouldcatchtheirattention.18. Editing:AligningExpectationstotheCommonCore

a. Writersedittheirbooksbyrereadingandmakingtheirwritingeasiertoread,insertingcapitals,commas,andapostropheswhereappropriate.Editingandrevisingfornonfictionissimilartorevisingothertypesofwriting.Providerubricsandchecklistsforstudentstoself‐assessorassesswithapartner.

19. Celebration:WritingandScienceExhibitiona. Writerssharetheirinformationbooksandlabreportswithothers,invitingtheiraudiencetoparticipateintheirhands‐onexperiments

andsharingwiththemtheirscientificfindings.

PossibleMentorTexts: AllAboutBooks

o AllAboutDeero AllAboutRattlesnakeso AllAboutSharks

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o MonarchButterflyo Catso Dogso Frogs

VariousNonfictionTypeso CanItRainCatsandDogs?o Hungry,HungrySharks

How‐To/ProceduralWritingo FromSeetoPlanto HowaHouseisBuilto ThePumpkinBooko Rabbits,Rabbits,MoreRabbitso TheUsborneBookofJugglingo GrossGrubo HowToMakeaKiteo HowToMakeaSockPuppeto ApplestoApplesauceo HowtoLoseAllYourFriends

Compare&ContrastFiction&Nonfictiono MichaelRecycle/WhereDoestheGarbageGo?o Mrs.SmithUndertheSea/WeirdSeaCreatureso NuggetandFang/AnimalBFFso AceLacewing:BugDetective/EverydayInsectso FistDayJitters/ItsBacktoSchoolWeGoo HushLittlePolarBear/FacetoFacewithPolarBears

LabReportingo 11ExperimentsthatFailedo ForcesandMotiono Useexamplesofstrongstudentlabreportsfoundonline,frompaststudents,etc.

PossibleAnchorChartfor“HowtoWriteLikeaScientist”:

1. Askaquestionabouthowtheworldworks2. Recordahypothesis,aguess.3. Howwillyoutestit?Recordyourprocedure.4. Conductmultipletrials,andrecordyourresults.5. Analyzeyourresults,andwriteaconclusion.

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UNIT4(Reading)– BiggerBooks;NoticingtheSmallStuff

StageOne:DesiredResultsESTABLISHEDGOALSRF.2.3Knowandapplygrade‐levelphonicsandwordanalysisskillsindecodingwords.RF.2.4Readwithsufficientaccuracyandfluencytosupportcomprehension.RL.2.1:Askandanswersuchquestionsaswho,what,where,when,why,andhowtodemonstrateunderstandingofkeydetailsinatext.RL.2.5Describetheoverallstructureofastory,includingdescribinghowthebeginningintroducesthestoryandtheendingconcludestheaction.RL.2.7Useinformationgainedfromtheillustrationsandwordsinaprintordigitaltexttodemonstrateunderstatingofitscharacters,setting,orplot.L.2.4:Determineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbasedongrade2readingandcontent,choosingfromanarrayofstrategies.L2.5Demonstrateunderstandingofwordrelationshipsandnuancesinwordmeanings.RL2.10Bytheendoftheyear,readandcomprehendliterature,includingstoriesandpoetry,inthegrades2‐3textcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.


Readfluentlytosupportcomprehension. Maketext‐to‐textcomparisonsandconnections. Summarizetosupportcomprehension.


Readingfluentlysupportscomprehension.

ESSENTIALQUESTIONS Whydoreadersneedfluency? Howdoreadersreadbiggerbooks?


Howtoemployreadingstrategieswhentextposesdifficulty.

Thedifferencebetweencomparingandcontrasting.

Thekeydetailsinatext.

Studentswillbeskilledat… Readingfluently. Comparingandcontrasting. Summarizing. Makingtext‐to‐textconnections.

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SL.2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextswithpeersandadultsinsmallandlargergroups.SL.2.2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.SL.2.3Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.SL.2.4Tellastoryorrecountanexperiencewithappropriatefactsandrelevant,descriptivedetails,speakingaudiblyincoherentsentences.SL.2.6Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification.

StageTwo:Evidence


Fluencysupportscomprehension. Comparesandcontrastsbetweentwo


Performingaportionoftheirbook/reader’stheaterscriptwithpartner. Summarizestoryandpresentsummary.

OVERVIEW Studentscanpresentaportionoftheirbookwithdialogueandcharactervoiceswitha

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stories. Makesconnectionsbetweentexts. Summarizesstory.

partnertoshowfluency.Studentscouldalsouseareader’stheaterscript,iftheirbooksdon’thavealotofdialogue/don’tfitwellforapresentation.

Studentscouldalsosummarizeastorytheyarereadingandpresentthesummarytotheclass.

DIFFERENTIATION Studentscanusegraphicorganizerstosupportforsummary. Studentchoice/assessmentoptionsallowfordifferentiationtobetterreflectstudent

needs.TECHNOLOGY

iPad/videocameratorecordpresentation. Computers/laptopstotypesummaries.




Fluencysupportscomprehensionofstory. Summarizesastory.

2 Limiteduseofdecodingandcomprehensionstrategies

Partialdescriptionofthestructureofastory(beginning,middle,andend)withlimitedattentiontostoryelements.

Fluencyminimallysupportscomprehension. Partiallysummarizesstory.


OTHEREVIDENCE: Readingconferences Graphicorganizers Readingchecklists Readerresponses Readinglogs Pairshares Classdiscussion

DRA

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SummaryofKeyLearningEventsandInstruction1. RehearsingReadingVoices

a. Readersfirstorallyrereadpartsofatext,practicingtheirout‐loudreadingvoicesandcreatingthesamevoicesastheyreadintheirheads.Modelwhatthislookslikeandhowthishelpsfluency.

2. ScoopingUpWordsintoPhrasesa. Teachreaderstoscoopupwordstogetherinphrasesandnoticepunctuationsothattheirreadingmakessenseandsoundsright.Make

theconnectiontowritingandpunctuation.Inbothplacesitsimportanttonoticeandreadaccordingly!3. NoticingDialogueTags

a. Readersreaddialoguewithexpressiontounderstandstoriesandreadwithmeaning.Reviewdialogue–hereyoucanteachamini‐lessononquotationsorfocusonhowtoreadit,dependingonstudentneeds.

4. UsingMeaningtoReadFluentlya. Readersmatchtheirvoicestothemeaningofthetext.Reviewhowastorywantstoberead;voicesshouldmatchthetoneofthestory

–funny,serious,happy,sad,etc.5. ReadingataJust‐RightPace

a. Readersmakesuretheyreadatapacethatisnottoofastandnottooslow–onethatallowsthemtounderstandwhattheyarereading.Modelexamplesandnon‐examplesofpacingwhilereading.

6. RecognizingLiteraryLanguagea. Readerspayattentiontoliterarylanguage–comparisons,inventedwords,figurativelanguage–asking,“Whatmighttheauthorwant

metoseeandunderstandhere?”Thislessonmaystretchtoadditionaldaysdependingonleveloffocusneededonvariousfigurativelanguage,determinedbyformativeassessment.

7. UnderstandingComparisonsa. Whenauthorsusecomparisons,theyaresignalingthattheywantthereaderstocombinetheirknowledgeofboththingsbeing

comparedandhowthey’realike.Usepoetryasamentortexthereandconnecttowriting.8. NoticingWhenAuthorsPlaywithWords

a. Readersnoticewhenauthorsuselanguageincreativewaysandplayaroundwithwordsandmeanings,andtheyworkhardtounderstandwhattheauthorisreallysaying.Usepoetryasamentortexthereandconnecttowriting.

9. ReadingasaWriter–FocusingonSpecialLanguagea. Whenreadersnoticespeciallanguageinabook,theythinkaboutthewriter’scraftandthespecialmeaningtheauthorwantsthemto

getfromthatlanguage.10. SettingUpRoutinesforSame‐BookPartners

a. Readingthesamebooksasapartnercanhelpreaderstalk,clarifyandaskquestionstobetterunderstandthebookstheyarereading.Include/reviewanchorchartaboutpartnerreading;ifnecessary,providesmallcopiesforstudentstoremindthemforhowtoreadand

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discusswithpartners.11. HoldingontoStoriesEvenWhenBooksAreLong

a. Asbooksbecomelongerandmorecomplex,readersjotdownnotesonPost‐itstokeeptrackofthestoryandremembertheimportantthingsthathappen.Introducesummarizing.Provideamplemodeling,ofexamplesandnon‐examples,alsoampleopportunitiesforstudentstopracticesummarizing.

12. StayingonTrackWhenBooksGetTrickya. Whenreadersdon’tunderstandwhat’shappening,theydon’tkeepgoing.Theyusetheirfix‐upstrategies.Theyslowdown,rereadand

askquestions!Summarizing,eithermentally,withapartner,orthroughwriting,whilereadingbiggerbookshelpsuptomakesureweunderstandaswearereading.

13. Self‐AssessingandSettingGoalsa. Readersthinkabouttheirreadingworktosetgoalsforthemselvesandthenworkwithotherstohelpeachotherreachthosegoals.

WhatamIstrugglingwith?Readersthinkofhowtheycanachievegoals.Readersmakeaplantomakesuretheyachievetheirgoals.14. OrganizingClubGoals

a. Readingclubsneedtocreatetheirownplanstoaccomplishtheirgoals.Aspartnersarereadingthesamebooks,groupscanformofstudentsallreadingthesamebook.Justlikereaderssetgoalsforthemselves,readingclubsalsosetgoals.

15. GivingFeedbacktoGroupMembersa. Readerssupporteachother’sworkbygivinghelpfulfeedback.Anchorcharttoprovideexamplesoffeedback/feedbacksentence

starters.16. Celebration

a. Celebrateallthattheclasshaslearned!Revisitthebigskillsoftheunitandinvitestudentstobecomeresearchers,learningfromeachotherandsharingwhattheyhavelearned.Everyonethinksdifferentlyafterreadingandwecanalllearnfromthebookswereadandeachother!

PossibleMentorTexts:MinnieandMooGoDancingbyDenysCazetHappyLikeSoccerbyMaribethBoelts**booksyouhavemultiplecopiesofforsame‐bookpartners/readingclubs**

CompareandContrasto LonPoPo/LittleRedHoodo AlexanderandtheWindUpMouse/TheVelveteenRabbito Martin’sBigWords/MyBrotherMartino SaintGeorgeandtheDragon/ThePaperBagPrincesso TheThreePigs/TheTrueStoryoftheThreeLittlePigso Grandfather’sJourney

Summarizingo HanselandGretelo TheDinosaursofWaterhouseHawkinso TheBoyoftheThree‐YearNapo TheManWhoWalkedBetweentheTowers

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o InchbyIncho SevenBlindMice

Literary/FigurativeLanguageo MirandyandBrotherWindo Fredericko Stellalunao Shrek!o ThePolarExpresso TheStoryofJumpingMouseo OwlMoono AnnieandtheOldOneo HomePlaceo MakeWayforDucklingso Martin’sBigWordso SaintGeorgeandtheDragono TheSnowyDayo WheretheWildThingsAre

MultipleMeaningWordso AChocolateMooseforDinnero TheKingWhoRainedo Dandeliono AmeliaBedliao TheTrueStoryoftheThreeLittlePigso JimandtheBeanstalk

Poems(Imagery&FigurativeLanguage)o AJarofTinyStarso DirtyLaundryPileo allthesmallpoemsandfourteenmoreo IThoughtIHeardtheCitySingo PocketPoemso KnockataStaro Baseball,Snakes,andSummerSquash


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UNIT4(Writing)‐ Poetry

StageOne:DesiredResultsESTABLISHEDGOALS RL2.4Describehowwordsandphrases(e.g.,regularbeats,alliteration,rhymes,repeatedlines)supplyrhythmandmeaninginastory,poem,orsong.W2.7Participateinsharedresearchandwritingprojects(e.g.,readanumberofbooksonasingletopictoproduceareport;recordscienceobservations).W2.8Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.W.2.5:Withguidanceandsupportfromadultsandpeers,focusonatopicandstrengthenwritingasneededbyrevisingandediting.L2.1DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L2.5Demonstrateunderstandingofwordrelationshipsandnuancesinwordmeanings.L2.6Usewordsandphrasesacquiredthrough


Writeapoemusingvarioustypesoflanguage(formal,informal,figurative,etc.) Utilizerhythmandwordstoconveymeaning.


Poetry,whileitcanstillrecountapersonalexperienceorgiveinformationaboutatopic,hasmoreflexibilityinformandwordusage.

ESSENTIALQUESTIONS Whydopoetswritepoetry? Howispoetrydifferentfromfiction

andnonfiction?


Typesofpoetry. Howwordsandphrasesfunction

withinpoetry. Figurative,formal,informallanguage. Definitionandexamplesofalliteration.

Studentswillbeskilledat… Readpoetryfluentlywithattentionto

rhythmandrhyme. Usingalliteration. Selectingrhymingwords. Writingpoetryemployingpoetic

device. Revisingandeditingusingfeedback

providedbyteacherand/orpeers.

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conversations,readingandbeingreadto,andrespondingtotexts,includingusingadjectivesandadverbstodescribe.RL2.10Bytheendoftheyear,readandcomprehendliterature,includingstoriesandpoetry,inthegrades2‐3textcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.SL.2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextswithpeersandadultsinsmallandlargergroups.SL.2.2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.SL.2.3Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.SL.2.4Tellastoryorrecountanexperiencewithappropriatefactsandrelevant,descriptivedetails,speakingaudiblyincoherentsentences.SL.2.5Createaudiorecordingsofstoriesorpoems;adddrawingsorothervisualdisplaystostoriesorrecountsofexperienceswhen

53

appropriatetoclarifyideas,thoughts,andfeelings.SL.2.6Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification.

StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.

Knowdifferenttypesofpoetry Knowcharacteristicsofpoetry Knowwhatalliterationandrecognizeit

intexts.


“Coffeehouse”sharingofpublishedpoems.OVERVIEW

Studentswillhavetheopportunitythroughoutthecourseoftheunittopublishoneormorepoems.Theycanchoosetheirfavoritetoshare.

DIFFERENTIATION Differenttypesofpoemsallowforstudentchoice,whichhelpsmatchstudentneeds. Graphicorganizerscanhelpstudentsstayorganized.

TECHNOLOGY Computers/laptopstohavestudentstypepoems.


reflectingthestandardsbeyondgrade2.3 Poemreflectscharacteristicsandtypesof

poetryreviewed. Employsgradelevelspelling,grammar,


2 Poemreflectslimitedunderstandingofcharacteristicandtypesofpoetry.

Someevidenceoffamiliaritywithlanguageconventions

Writinghasbeenrevisedandimproved.1 Withsupport,partialsuccessatlevel2.

OTHEREVIDENCE: Drafts Finishedpoems Writingconferences

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1. SeeingwithPoets’Eyesa. Poetsseetheworldthroughspeciallenses.Theyseewithboththeirheartsandminds,andtheywriteabouttheworldinfresh,

unusualways.Howispoetrydifferentthatfictionandnonfiction?2. ListeningforLineBreaks

a. Poetsareintentionalabouttheirlinebreaks,tryingoutafewdifferentwaysuntiltheirwordslookandsoundrighttothem.3. PuttingPowerfulThoughtsinTinyPackages

a. Poetschoosetopicsthatmeanalottothem,andthentheyanchorthosetopicsinameaningfulsmallmoment,imagesorobject.4. PoetsMakeSureTheirPoemsGrowfromtheStrongFeelingsandConcreteDetailsofLife

a. Poetsarealwaysonthelookoutforpoems,miningtheirnotebooksandtheirlivesforideasthathavebothstrongfeelingsandconcretedetails.Poetsuselotsofdifferentexperiencesand

5. EditingPoetrya. Poetsedittheirpoems,payingcloseattentiontospelling.Youngpoetscirclewordsthatlookincorrectlyspelledanddrawon

strategiestofixthese.6. SearchingforHonest,PreciseWords:LanguageMatters

a. Poetsthinkcarefullyaboutthewordsthattheychoose,searchingforpreciselytherightonestomatchwhattheyaretryingtosay.Reviewadjectivesanddifferenttypesoflanguagepoetsutilizetoconveyfeelings.

7. PatterningThroughRepetitiona. Poetsrepeatwords,lines,sounds,andimagestogivetheirpoemsrhythm,sound,andmusic,andtobringoutmeaning.

8. PoemsAreMoodya. Poetsconsiderthemoodtheywantapoemtoconvey,andtheymakesurethatthemoodmatchesthepoem’smeaning.

9. UsingComparisonstoClarifyFeelingsandIdeasa. Onewaypoetsmakemeaningistocompareonethingtoanother.

10. StretchingOutaComparisona. Onewaypoetsmakeacomparisonpowerfulistostretchitacrossmanylines,addinginactionsthatcorrelatewiththecomparison.

11. StudyingStructurea. Poetsexperimentwithdifferentstructures.Studentswillstudytwomentorpoemswithdifferentstructures(conversationpoems

andlistpoems)andaddthesestructurestotheirrepertoire.12. StudyingaMentorTextwithPoet’sEyes

a. Poetsoftenstudyotherpoemstolearnabouthowtheyarestructured,andtheytryoutthosenewstructuresintheirownpoems.13. MatchingStructurestoFeelings

a. Thereisarelationshipbetweenstructureandmeaninginpoetry.Poetschooseastructurethatistherightfitforwhattheywanttosayandthemoodthewanttoconvey.Provideexamplesofdifferenttypesofpoemsandthemoodsandfeelingstheyeachconvey.

14. PlayingwithPointofViewa. Poetssometimeswritefromapointofviewotherthantheirown.Usepointofviewpoemstoshowstudentswhatthislooksand

soundslike.15. RevisingPoem:ReplacingFeelingWordswithWordPictures

a. Poetsrevisebyreplacingvaguefeelingwordswithimagesthatshowratherthantell.

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16. EditingPoems:ReadingAloudtoFindTroubleSpotsa. Poetsoftenreadtheirpoemsaloudtofindtroublespots.

17. PresentingPoemstotheWorld:a. Celebratethestudents’workaspoetsandgivethemanopportunitytosharetheirpoemswiththelargercommunity.

PossibleMentorPoems:

RhythmPoemso SplishSplasho TheSingingGreeno TheDreamkeeperandOtherPoemso Honey,ILoveo CompletePoemsofRobertFrosto CreaturesofEarth,Sea,andSkyo DoodleDandies:PoemsThatTakeShapeo SpectacularScience

PersonalTruthPoemso Baseball,Snakes,andSummerSquasho OntheWingso UndertheSundayTreeo NightonNeighborhoodStreeto AWritingKindofDay:PoemsforYoungPoets

Capitalizationo allthesmallpoemsandfourteenmoreo FirefliesatMidnighto CreaturesoftheEarth,Sea,andSky

Imagery&FigurativeLanguageo AJarofTinyStarso DirtyLaundryPileo allthesmallpoemsandfourteenmoreo IThoughtIHeardtheCitySingo PocketPoemso KnockataStaro Baseball,Snakes,andSummerSquash

Otherpossiblepoemso WeirdPetPoems(linebreaksandspacing)o TheFrogsWoreRedSuspenders(linebreaksandspacing)o Popcorn(linebreaksandspacing)o MamaZooms(comparisons)

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o CaseyattheBat(comparisons)o APokeintheI(shapepoem)o WaterDance(seeingthroughpoet’seyes)o Tomie’sLittleBookofPoems(differentpoemtypes)o ARocketinMyPocket(differentpoemtypes)o JanuaryRidestheWindo OrdinaryThingso OutsidetheLineso SmallTalko TheBurgerandTheHotDogo Whatif?o SilverSeedso WhenRiddlesComeRumblingo FoodFighto WaterPlaneto RichLizardandOtherPoemso EchoesfortheEye:PoemstoCelebratePatternsinNatureo JoyfulNoise,PoemsforTwoVoiceso IAmPhoenix,PoemsforTwoVoices

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UNIT5(Reading)– SeriesBookClubs

StageOne:DesiredResultsESTABLISHEDGOALSRF.2.3Knowandapplygrade‐levelphonicsandwordanalysisskillsindecodingwords.RF.2.4Readwithsufficientaccuracyandfluencytosupportcomprehension.RL.2.1:Askandanswersuchquestionsaswho,what,where,when,why,andhowtodemonstrateunderstandingofkeydetailsinatext.RL.2.2:

Recountstories,includingfablesandfolktalesfromdiversecultures,anddeterminetheircentralmessage,lesson,ormoral.

RL2.3Describehowcharactersinastoryrespondtomajoreventsandchallenges.RL.2.5Describetheoverallstructureofastory,includingdescribinghowthebeginningintroducesthestoryandtheendingconcludestheaction.RL.2.7Useinformationgainedfromtheillustrationsandwordsinaprintordigitaltexttodemonstrateunderstatingofitscharacters,setting,orplot.L.2.4:Determineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbasedongrade2readingandcontent,choosingfroman


Maketext‐to‐textconnections. Analyzecharacterbehavior. Determinethecentralmessage/mainidea.


Connecting/relatingtoastoryhelpsstrengthenunderstanding.

Charactersbehaviorsimilarlyinaseries.

ESSENTIALQUESTIONS Whydowereadseries? Howdoseriesbookshelpusbetter

understandcharacters?


Howtomakeconnections(texttotext). Charactertraits/behaviors. Allthepartsofastorycontributetoit’s

moral,lessonortheme. Illustrationshelpreadersunderstand

thestory.

Studentswillbeskilledat… Askingandanswerquestionsabout

textusingexamples. Comparingandcontrastingcharacters

andcharacterbehaviorbetweenbooks.

Makingtext‐to‐textconnections.

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arrayofstrategies.L2.5Demonstrateunderstandingofwordrelationshipsandnuancesinwordmeanings.RL2.10Bytheendoftheyear,readandcomprehendliterature,includingstoriesandpoetry,inthegrades2‐3textcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.SL.2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextswithpeersandadultsinsmallandlargergroups.SL.2.2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.SL.2.3Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.SL.2.5Createaudiorecordingsofstoriesorpoems;adddrawingsorothervisualdisplaystostoriesorrecountsofexperienceswhenappropriatetoclarifyideas,thoughts,andfeelings.SL.2.6Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification.

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StageTwo:Evidence


Identifycharactertraitsandbehavior Determinethecentralmessage/lesson

ofthestory Makeconnectionsbetweentexts,with

focusoncharacters


Dressupas/portrayafavoritecharacter. Createanadvertisementforafavoritebook/series.

OVERVIEW Studentscandressupasafavoritecharacterfromaseriesthattheyhavebeenreading

andportraythatcharacter.Studentscanexplaincommonbehaviorsofthatcharacter,problemshe/sheencounters,howtheysolveproblems,etc.

Studentscouldalsocreateanadvertisementfortheirfavoritebook/series.Thegoalofanadvertisementistogetsomeoneelsetoreadthatbooksotheywouldneedtodesigntheadtodothat.

DIFFERENTIATION Studentscanusegraphicorganizerstoorganizeinformation. Studentchoice/assessmentoptionsallowfordifferentiationtobetterreflectstudent

needs. Studentsportrayingacharactercouldusenotecardstohelprememberinformation.

TECHNOLOGY iPad/videocameratorecordcharacterportrayal Computer/laptoptoprintpicturesforadvertisement



Identifiesanddescribescharactertraitsandbehavior.

Determinesthecentralmessageorlessonofthestory.

Makescharacterconnectionsbetweentexts.2 Limiteddescriptionofcharactertraitsand

behavior Limitedunderstandingofcentralmessageor

lessonofthestory. Mayormaynotmakecharacterconnections

betweentexts.


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SummaryofKeyLearningEventsandInstruction1. SeriesBookReadersCollectInformationabouttheMainCharacters

a. Whenreadersaimtobeexpertsonaparticularseriesofbooks,theycollectlotsofinformationaboutthemaincharactersintheseries.Onewaytheydothisisbypreviewingthefirstbook,payingcloseattentiontowhattheylearnaboutthemaincharacters.Whywouldyouwanttostartwiththefirstbookofaseries?

2. SeriesBookReadersPayAttentiontoHowCharactersRespondtoProblemsa. Readerscanlearnalotaboutacharacterbythinkingabouthowthecharacterrespondstoproblems.Whatkindsofproblemsdoes

thischaracterencounter?Howdotheysolvetheseproblems?3. SeriesBookReadersNoticeSimilaritiesinTheirCharactersAcrossaSeries

a. Readerslookcloselyforwaysthatcharactersaresimilarintheirseriesbooksbythinkingaboutwhateachcharacteralwaysdoesorhowthecharacterusuallyfeels.Connectthistostudents’lives.Dotheybehaveinthesameways?

4. SeriesBookReadersGrowtoUnderstandtheCharactersa. Readersthinkaboutthethingstheyhavelearnedaboutthecharacterstounderstandthemevenbetter,likeexperts.

5. SeriesBookReadersUseWhatTheyKnowabouttheCharacterstoPredicta. Oncereaderscometoknowthestarcharacterofaserieswell,theycandrawontheirknowledgeofthecharacter’sbehaviortooften

predictthecharacter’snextsteps.6. SeriesBookReadersLearnaboutCharactersfromTheirRelationshipswithOtherCharacters

a. Readersgettoknowthedifferentpeopleinacharacter’slifeandcomparethemtothedifferentpeopleintheirownlifetounderstandtheircharacterevenbetter.

7. AuthorsPaintPictureswithWordsa. Invitechildrentojoinyouonaclassinquiry.Togetheryouwillexplorethequestion:“Whatdoauthorsdotopaintavividpicture

withwords?”Hereyoucansupplementwithanenvisioninglessontobetterunderstandhowreadersshouldbemakingapictureintheirmindsastheyread.

8. AuthorsUsePreciseWordsa. Readerspaycloseattentiontothewordsthatauthorschooseinordertoknowwhatishappeninginastory.Whyisthisimportant

forreaderstodo?9. AuthorsUseLiteraryLanguagetoMaketheOrdinary,Extraordinary

a. Another“craftmove”istheauthor’suseofliterarylanguage.Readersnoticethewordsauthorschoosetomakesimplethingsextraordinary,andtheyfigureoutwhattheauthorreallymeans.(CanuseFancyNancyasamentortext)

10. AuthorsThinkAboutHowWholeStories–andSeries–WillGoa. Authorscraftmorethanjustthewords.Theyalsothinkabouthowthewholestory–eventhewholeseries–willgo.Oncereaders

figureouthowonestorygoes,theycanfigureouthowallthebooksinthatserieswilltendtogo.11. AuthorsHaveWaystoBringStoriestoLife

a. Readerslistenforanauthor’scraftinthewordstheauthorusesandlookforitinhowtheauthorplacesthewordsonthepagesothattheyknowhowtoreadlikestorytellers.

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12. AuthorsPlanTheirStoryEndingsa. Readerspayattentiontostoryendingsbecausetheypromptreaderstothinkaboutalessontheauthormightbetryingtoteach.

13. WhenReadersLoveaSeries,TheyCan’tKeepIttoThemselvesa. Partofthejoyofreadingissharingwhattheyreadwithotherpeople.Readerscanusepartnerstosharefavoritepartsorwhytheir

partnermaylikethatbook.14. PlanningtheVeryBestWaytoShareaBook

a. Thebestwaytoshareabookorseriesofbooksthattheyloveistoprepareawonderful,thoughtfulpresentation.Whyisthisimportantforreaderswhowanttoshare?

15. ReadersShareBooksTheyLovewithFriends:ABookSwapa. Preparestudentstogiveaseriesintroductionasapreludetotheactualbookswap.

16. SharingOpinionsbyDebatinga. Introducetheconceptofdebateasawaytoshareopinionsaboutabook.Readerssometimesinterpretthingsdifferentlyandhave

differentopinionsaboutbooks.17. SupportingReasonswithExamplestoStrengthenDebateWork

a. Readersneedtosupporttheirreasonswithexamplesfromthebook.Makesuretoconnecttoopinionwriting.PossibleMentorTexts:TheStoriesJulianTellsbyAnnCameronDaysWithFrogandToadbyArnoldLobelSeriesBooksbyLevelD‐KFrogandToad,IrisandWalter,Fluffy,LittleBear,DannyandtheDinosaur,Mr.PutterandTabbyCat,Biscuit,LittleCritter,FlyGuy,BrandNewReadersSeriesL‐MMagicTreehouse,CamJansen,JunieB.Jones,HorribleHarry,PinkyandRex,ReadyFreddy,ThePolkStreetKids,MiamiJackson,Poppleton,JamaicaN‐PTheStoriesJulianTells,SecretsofDroon,A‐ZMysteries,JigsawJones,TheZackFiles,AmberBrown,TheAmazingMonty,IvyandBean,RamonaQuimby,EncyclopediaBrown

CharacterDevelopmento Mufaro’sBeautifulDaughterso AlexanderandtheTerrible,Horrible,NoGoof,VeryBadDayo MirandyandBrotherWindo Shrek!o SongandDanceMano AnnieandtheOldOneo Jamaica’sFindo SylvesterandtheMagicPebble

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o TheRecessQueeno TheWednesdaySurpriseo TheBeeTreeo Chrysanthemumo KnotsonaCountingRopeo NotNormano MyNameisMariaIsabelo EdwardtheEmuo ABadCaseofStripeso Horace&Morris,butMostlyDoloreso Don’tNeedFriendso Julius,BabyoftheWorldo TheTableWhereRichPeopleSito OneGreenAppleo Grandma’sBeacho ThePaperbagPrincesso BeatriceDoesn’tWantTo


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UNIT5 (Writing)–WritingAboutReading

StageOne:DesiredResultsESTABLISHEDGOALS W2.1Writeopinionpiecesinwhichtheyintroducethetopicorbooktheyarewritingabout,stateanopinion,supplyreasonsthatsupporttheopinion,uselinkingwords(e.g.,because,and,also)toconnectopinionandreasons,andprovideaconcludingstatementorsection.W.2.5Withguidanceandsupportfromadultsandpeers,focusonatopicandstrengthenwritingasneededbyrevisingandediting.W.2.6Withguidanceandsupportfromadults,useavarietyofdigitaltoolstoproduceandpublishwriting,incollaborationwithpeers.W2.7Participateinsharedresearchandwritingprojects(e.g.,readanumberofbooksonasingletopictoproduceareport;recordscienceobservations).W2.8Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.L2.1DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhen


Clearlystateanopinion,providesupportingreasons,andclosureinwriting.Meaning

UNDERSTANDINGSStudentswillunderstandthat…

Peoplemayhavedifferentopinions. Opinionsarestrongerwhenthehave

reasonstosupportthem.

ESSENTIALQUESTIONS Whydowriterssharetheiropinions? Whydowriterssupportopinionswith

areason?


Thedifferencebetweenfactandopinion.

Reasonssupportanopinion. Examplessupportreasons. Linkingwords(because,also,and)

Studentswillbeskilledat… Statinganopinion. Supportinganopinionwithreasons. Providingexamplestosupportreasons. Providingaconclusion/strongending. Revisingandeditingworkusingtheir

ownreview,aswellasfeedbackprovidedbyothers.

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writingorspeaking.L2.5Demonstrateunderstandingofwordrelationshipsandnuancesinwordmeanings.L2.6Usewordsandphrasesacquiredthroughconversations,readingandbeingreadto,andrespondingtotexts,includingusingadjectivesandadverbstodescribe.SL.2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextswithpeersandadultsinsmallandlargergroups.SL.2.2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.SL.2.3Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.SL.2.6Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification.

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StageTwo:Evidence


Stateaclearopinion Supporttheopinionwithreasons Utilizelinkingwordstoconnect

thoughts Provideastrongendingorconclusion


Publishedwritingpiece.OVERVIEW

Studentswillhavetheopportunitythroughoutthecourseoftheunittopublishoneormoreopinionpieces.Theywillhavetheopportunitytoshare.

DIFFERENTIATION Scaffoldthewritingprocessasnecessaryforstudents. Graphicorganizerscanhelpstudentsstayorganized.

TECHNOLOGY Computers/laptopstohavestudentstypepublishedpieces.


reflectingthestandardsbeyondgrade2.3 Writingclearlystatesanopinion,provides

supportingreasons,linkingwords,andaconclusion.


Writingisstrengthenedthroughrevision.2 Writingmayhavesomebutnotall:clearly

statedopinion,supportingreasons,linkingwords,andaconclusion.



OTHEREVIDENCE: Writingconferences Drafts Finishedwritingpieces Graphicorganizers


SummaryofKeyLearningEventsandInstruction**Thisunitwillbenefitfromstartingwith1‐3lessonsonletterwritingandletterstructureifnotpreviouslyintroduced.**

1. WritingLetterstoShareIdeasAboutCharactersa. Writersareofteninspiredbytheirreading,andreachouttootherstosharetheirideasaboutcharacters.Agreatwaytosharethisis

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withaletter!2. GettingEnergyforWritingbyTalking

a. Writersuseconversationsasrehearsalsforwriting,buttheyneedtobemindfuloftheirwritingenergy.Writersneedtostayfocusedonwritinggoals.Hereyoucangiveanexplicitintroductiontoopinionwritingifnecessary.

3. WritersGenerateMoreLetters:DevelopingNewOpinionsbyLookingatPicturesa. Writerslookcloselyatthepicturesintheirbookstohelpthemdevelopopinions.Picturescantellusalot!

4. WritersMakeTheirLettersaboutBooksEvenBetterbyRetellingImportantPartsa. Writerswhowriteaboutbooksoftenneedtoretellpartofthestoryinordertohelptheirreadersfullyunderstandtheiropinions.

5. KeepingAudienceinMinda. Writerswritewithaspecificaudienceinmind,anglingtheirwritingtowardstheirreaderandwritingasiftheyaretalkingtothem.

Whoareyouwritingto?Whatmighttheylikeaboutthatbook?Why?6. UsingaChecklisttoSetGoalsforOurselvesAsWriters

a. Writersusecheckliststomakesuretheyaredoingeverythingtheyknowtodotomaketheiropinionpiecesthebesttheycanbe,andtheysetgoalsforthemselvestobecomeevenbetteropinionwriters.

7. WritingaboutMorethanOnePartoftheBooka. Onewaywritersmaketheirletterwritingstrongerisbywritingopinionsaboutmorethanonepartofthebook,planningbefore

drafting.Whatdoyoulikeaboutthebook?Reviewstoryelements,centralmessage,etc.,allthedifferentpartsyoucouldlikeaboutabook.

8. ReadingCloselytoGenerateMoreWritinga. Whenwritingaboutreading,writersreadcloselyandcarefully,payingattentiontodetailsthatothersmaypassover.Writersuse

detailstogrownewideas.9. GatheringMoreEvidencetoSupportOurOpinions

a. Whensupportingopinionsaboutatext,writersrereadthattext,lookingformultiplepiecesofevidencetosupporttheiridea.Modeltheprocessoffindingthisevidence.Modelexamplesandnon‐examplesofsupportingevidence.

10. WhyistheAuthorUsingaCapitalHere?a. Authorscanturntomentortextswhenevertheyhaveaquestionaboutwriting.Inthiscase,they’llinquireinfohowandwhyanauthor

usescapitalletters.Usementortextsherefromalldifferentgenrestoshowwhyauthorsusecapitalletters.11. PublishingOurOpinionsforAlltoRead

a. Writersoftenaddfunlittleextras(boldwords,ellipses,etc.)tofancyuptheirwritinganddrawinandentertaintheirreaders.12. AndtheNomineesAre…

a. Writersofnominations(orreviews)choosetopicsthattheyhavestrongopinionsabout,makingcasesfortheirtopicsbyincludingevidence.

13. ProveIt!AddingQuotestoSupportOpinionsa. Opinionwritersuseevidencefromthebooktosupporttheirthinking.Sometimestheportionofthetextthatprovestheiropinioncan

beaddeddirectlytotheirwritingthroughtheuseofquotationmarks.Thislessoncouldtakethedirectionofparaphrasing/rewordingwhatyoureadandnotdirectlycopying,orquotingwithquotationmarks.Itdependsontheneedsofstudentswhichismorebeneficial.

14. Good.Better.Besta. Writersoftenmakecomparisonstosupporttheiropinions.Whenwritingaboutbooks,theycomparecharacters,series,orkindsof

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bookstoexplainwhytheythinkoneisbetterorbest.Whenelsedowemakecomparisons?15. GivingReaderSignpostsandRestStops

a. Writersusemidsentencepunctuationtohelphighlightideasfortheirreaders(commas,ellipses,semicolon,etc.).16. WritingIntroductionsandConclusionstoCaptivate

a. Writersreadandstudytheworkofotherwriters,andthentheytrytoincorporatewhattheyhavelearnedintotheirownwriting.Inthislesson,focusonintroductionsandconclusions.

17. UsingaChecklisttoSetWriterlyGoalsa. Writersusetoolstohelpthemevaluatetheirwriting,figureoutwhattheyaredoingwell,andthenmakeaplanforwhattheywantto

dobetter.Haverubricsandchecklistsforstudentstousewhenassessingtheirwork.18. KeepingtheElaborationGoing

a. Whenwritersmeetonewritinggoal,theysetanewgoalforthemselves.Writersarealwaysworkingtoimprove!19. AwardingOurFavorites:ABookFairCelebration

a. Writerssharetheirbooksandnominationsforfavoritewithanaudienceinhopesofconvincingthemtoreadthebookstheylove.PossibleMentorTexts:

LetterWritingo DearPeterRabbito Yourstruly,Goldilockso DearMrs.Larue:LettersfromObedienceSchool

OpinionWritingo GroundhogGetsaSayo Mr.Maxwell’sMouseo AFine,FineSchoolo DearKatie,TheVolcanoIsaGirlo RedisBesto AnimalsNobodyLoveso SophieHartleyonStrikeo NotNorman:AGoldfishStoryo TheGreatKapokTreeo TheBestTownintheWorldo BedtimeisCanceled

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UNIT6 (Reading)– Fairytales,Folktales&Fables

StageOne:DesiredResultsESTABLISHEDGOALSRL2.2Recountstories,includingfablesandfolktalesfromdiversecultures,anddeterminetheircentralmessage,lesson,ormoral.RL2.3Describehowcharactersinastoryrespondtomajoreventsandchallenges.RL.2.5Describetheoverallstructureofastory,includingdescribinghowthebeginningintroducesthestoryandtheendingconcludestheaction.RL2.6Acknowledgedifferencesinthepointsofviewofcharacters,includingbyspeakinginadifferentvoiceforeachcharacterwhenreadingdialoguealoud.RL.2.7Useinformationgainedfromtheillustrationsandwordsinaprintordigitaltexttodemonstrateunderstatingofitscharacters,setting,orplot.RL.2.9

Compareandcontrasttwoormoreversionsofthesamestory(e.g.,Cinderellastories)bydifferentauthorsorfromdifferentcultures.

RL2.10Bytheendoftheyear,readandcomprehendliterature,includingstoriesandpoetry,inthegrades2‐3textcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.


Retellfairytales,fables,andfolktalesfromavarietyofcultures. Determineacentralmessage,lessonormoralanddiscussitsimportance.


Fairytales,folktales,andfableshavebeenpassedthroughgenerationsasameansofteachingchildrenaboutlife.

ESSENTIALQUESTIONS Whydowereadfairytales,folktales

andfables? Whyaretheredifferentversionsofthe

samestory? Whydocharacterschangethroughout

astory?Acquisition

Studentswillknow… Whatacentralmessage,lessonand

moralis. Typesofcharactersinafairytale,

folktale,orfable.

Studentswillbeskilledat… Usingliteraryelementstoidentifyand

explainthemessage,lessonormoral. Readingafairytale,folktale,andfable

withfluency. Describingcharactersastheychange

throughastory. Comparingandcontrastingtwoor

moreversionsofthesamestory.

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RF.2.3Knowandapplygrade‐levelphonicsandwordanalysisskillsindecodingwords.RF.2.4Readwithsufficientaccuracyandfluencytosupportcomprehension.L.2.4:Determineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbasedongrade2readingandcontent,choosingfromanarrayofstrategies.L2.5Demonstrateunderstandingofwordrelationshipsandnuancesinwordmeanings.SL.2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextswithpeersandadultsinsmallandlargergroups.SL.2.2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.SL.2.3Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.SL.2.4Tellastoryorrecountanexperiencewithappropriatefactsandrelevant,descriptivedetails,speakingaudiblyincoherent

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sentences.SL.2.5Createaudiorecordingsofstoriesorpoems;adddrawingsorothervisualdisplaystostoriesorrecountsofexperienceswhenappropriatetoclarifyideas,thoughts,andfeelings.SL.2.6Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification.

StageTwo:Evidence


Identifycentralmessageoffairytale,folktale,orfable

Identifycommoncharactertypesandbehavior

Identifycommonfairytale,folktale,andfablestoryelements

Compareandcontrastdifferentversionsofthesamestoryfromdiversecultures


Presentationoffairytale/adaptedfairytaleOVERVIEW

Throughouttherelatedwritingunit,studentswillbepublishinganadaptedfairytale.Studentscouldpresentthisoratypicalfairytale.

DIFFERENTIATION Studentscanusegraphicorganizerstoorganizeinformation. Scaffoldpresentation/completionoffairytaleasnecessary.

TECHNOLOGY iPad/videocameratorecordfairytalepresentation.


3 Identifiescentralmessage,moral,andorlessonoffairytale,folktaleorfable.

Knowsandidentifiescommoncharactertypesandbehavior.

Knowsandidentifiescommonstoryelementsofafairytale,folktale,andfable.


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Comparesandcontrastsdifferentversionsofsamefairytale,folktale,and/orfable.

2 Limitedunderstanding/identificationofcentralmessage,moralorlesson.

Partialdescriptionofthecharactertypesandstoryelementsofafairytale,folktale,orfable.

Comparesorcontrastsdifferentversionsofsamefairytale,folktale,and/orfable.



SummaryofKeyLearningEventsandInstruction1. WhatReadersAlreadyKnow

a. Createalistwithstudentsoffairytalesandfolktalesthattheyalreadyknow.Asyoucompletethelist,askstudentsforelementsthateachofthetitlesontheirlisthas.Haveavarietyoffairytale/folktale/fablebooksthatstudentscanpicturewalkorreadabitofwiththeirreadingpartner.Reconveneandaddtothelistofelements;hereyouhavetheopportunitytofocusontheelementsoffairytalesandfolktales(examples):makebelieve,magic,animalsactinglikehumans,onceuponatime,happilyeverafter,villains,heroes,princeandprincess,castlesorforests,etc.Youcanchoosetobeginthisanchorchartandaddtoitasyouprogressthroughtheunit,orcompleteitandreviewitasyougo.

2. FairytalesandFolktalesareStoriesa. Readersretellallkindsofstories.Fairytalesandfolktalesarestoriesthathavecharacters,settings,problems,solutions,pointofview,

etc.Havestudentsreadandretellfairytalesandfolktaleswithreadingpartners,payingattentiontotheelementsontheanchorchartmadethedaybefore.

3. FairytalesandFolktalesHaveCommonElementsa. Readersfocusoncommonelementsandrecognizethemwhilereading.Studentsshouldhaveampleopportunitiestoreadanddiscuss

avarietyoffairytales.Providemodelingoftheelementsandretellingprocess.4. UnderstandingCharacters

a. Readersbetterunderstandcharactersandastorywhentheymakeconnectionsbetweenwhattheysee(TV,movie,plays,reader’stheater,books,readalouds,reallife)andwhattheyread.

5. ReadingCloselya. Readersneedtoreadcloselyandnoticecluesthatwillhelpthemlearnmoreaboutacharacterinordertobetterunderstandthestory.

“Whatsortofcharacteristhis?Isheserious?Ishefunny?Whatdoeshelike?Whatdoeshedislike?Whatdoeshewant?”6. ReadersRecognizeStrongFeelings

a. Readersareawareoftheplaceswherethemaincharacterhasstrongfeelings.Strongreadersmarktheseplacesandcomebacktothemlater.Theyrereadthepartsandactthemoutwithreadingpartnerstobetterunderstandexactlyhowthecharacterisfeelingandwhatheorshemightbeexperiencing.

7. StrongFeelingsHaveReasonsa. Whenreadersrecognizestrongfeelingsinacharacter,theywonderandfigureoutwhy.Whatiscausingthosefeelings?Isitanother

character?Isitaproblemoractionswithinthestory?Strongreadersfindcluesandreasonsaboutacharacter’sfeelings.8. UnderstandingtheNarrator

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a. Readersrecognizethatanarrator/directorhasabigroleinthestory:theycanseethebigpicture,actionsandfeelingsofallcharacters.Readers,likethenarrator,canseealltheactionsandfeelings.Theypayattentiontothewaycharacterstalk,wordstheyuse,toneofvoice,etc.

9. RecognizingFamiliarCharactersa. Asstudentscontinuetoreadfairytalesandfolktales,commoncharactertypespresentthemselves.Readersbegintorecognizethese

charactertypes:villain,hero,sidekick,andtrickster.10. CharacterTypesHaveSimilarBehavior

a. Readersbegintorecognizethecharactertypesastheyarereading.Thecharactertypeshavecommonbehaviorsthattheyexhibit.11. UsingCharacterBehaviortoPredict

a. Asreadersconsistentlyrecognizecharactertypesandbehavior,theybegintopredicthowacharacterwillbehaveandhowastorywillprogressbasedoneverythingtheyknow.

12. ComparingandContrastinga. Asreadersreadmultipleversionsofthesamestory,theyreadcloselytounderstandhowcharactersarethesameanddifferentineach

oftheversions.13. ConsideringCulture

a. Asreadersreadmultipleversionsofthesamestory,theyconsiderhowcultureinfluencesthedifferencesincharactersandotherstoryelements.

14. ReadersLearnLessonsa. Readerslearnlessonsfromthebooksthattheyread.Onewayreadersdothisistorecognizeproblemsortroublesinacharacter’slife,

andavoidthattroubleintheirownlives.Readerscantakenoteofhowthecharacterissuccessfulandusingthatintheirownlives.15. ReadersRecognizeLessons

a. Readerslearntorecognizethelessonsinstories,evenwhentheydon’tagreeorcannotdirectlyrelatetothelesson.Readersaskthemselvesifit’sagoodlessonforpeopletouseintheirownlivesandifitwasagoodwaytoteachthelesson.

16. ComparingandContrastingLessonsa. Readersnoticeanddiscusshowbookswithsimilarlessonsarethesameanddifferent.Readersgatherevidencefromthebooksthey

readtosupporttheirthoughtsandreasons.17. ReadingBeyondtheWords

a. Readersrereadbooksmanytimestoinfermorals,lessonsandanauthor’spurpose.Oftentheseelementsarenotexplicit.Readersthinkandtalkacrossbooks,lookingforsimilaritiesanddifferencesacrossallelementsoffairytalesandfolktales.

18. Celebration!a. Celebrateallyourreadershavelearnedbyhavingthempresentafavoritefairytaleorfolktale,eitherindependentlyorwiththeir

readingpartner.PossibleMentorTexts:CinderellaStoriesTheEgyptianCinderellabyShirleyClimoTheIrishCinderladbyShirleyClimoPrinceCindersbyBabetteColePrincessSmartypantsbyBabetteCole

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Adelita:AMexicanCinderellaStorybyTomiedePaolaGlassSlipper,GoldSandal:AWorldwideCinderellabyPailFleishmanTheGoldenSandal:AMiddleEasternCinderellaStorybyRebeccaHickoxPrincessFurballbyCharlotteHuckTheRough‐FaceGirlbyRafeMartinandDavidShannonCendrillon,ACaribbeanCinderellabyRoberD.SanSouciParodiesandIronicInterpretationsofFairytalesWithLove,LittleRedHenbyAlmaFlorAdaYoursTruly,GoldilocksbyAlmaFlorAdaRapunzel’sRevengebyShannonandDeanHaleCinderella’sRatbySusanMeddaughTheFrogPrince,ContinuedbyJonScieszkaTheStinkyCheeseManandOtherFairlyStupidTalesbyJonScieszkaTheTrueStoryofthe3LittlePigs!byJonScieszkaTheThreeLittleWolvesandtheBigBadPigbyEugeneTrivizasandHelenOxenburyFablesandFolktalesWhyMosquitoesBuzzinPeople’sEarsbyVernaAardemaTheFiveChineseBrothersbyClaireHuchetBishopAsianChildren’sFavoriteStories:ATreasuryofFolktalesfromChina,Japan,Korea,India,thePhilippines,Thailand,IndonesiaandMalaysiabyDavidCongerWhytheSunandtheMoonLiveintheSkybyElphinstoneDayrellWhySnailsHaveShells:MinorityandHanFolktalesfromChinabyCarolynHanAFistfulofPearlsandotherTalesfromIraqbyElizabethLairdNelsonMandela’sFavoriteAfricanFolktalesbyNelsonMandelaTikkiTikkiTembobyArleneMoselWordWork:differentiatedwordworkbasedonDevelopmentalSpellingAssessment.GuidedReading&StrategyGroups:UseDRAdatatoestablishgroups

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UNIT6 (Writing)– Fairytales,Folktales&Fables

StageOne:DesiredResultsESTABLISHEDGOALS RL2.9Compareandcontrasttwoormoreversionsofthesamestory(e.g.,Cinderellastories)bydifferentauthorsorfromdifferentcultures.W.2.5Withguidanceandsupportfromadultsandpeers,focusonatopicandstrengthenwritingasneededbyrevisingandediting.W2.6Withguidanceandsupportfromadults,useavarietyofdigitaltoolstoproduceandpublishwriting,incollaborationwithpeers.L2.1DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L2.5Demonstrateunderstandingofwordrelationshipsandnuancesinwordmeanings.L2.6Usewordsandphrasesacquiredthroughconversations,readingandbeingreadto,andrespondingtotexts,includingusingadjectivesandadverbstodescribe.SL.2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade2topics


Adaptafamiliarfairytale,folktale,orfableandwriteadifferentversion.Meaning

UNDERSTANDINGSStudentswillunderstandthat…

Writerscanchangestoriestomakethemtheirown.

ESSENTIALQUESTIONS Whydowriterswritefairytales? Whydowritersadaptfairytales?


Commonfairytaleelements. Commoncharactertypes.

Studentswillbeskilledat… Identifyingandutilizingfairytale

elements. Comparingandcontrastingtwoor

moreversionsofthesamefairytale. Revisingandeditworkusingtheirown

reviewandfeedbackfrompeersorteacher.

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andtextswithpeersandadultsinsmallandlargergroups.SL.2.2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.SL.2.3Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.SL.2.4Tellastoryorrecountanexperiencewithappropriatefactsandrelevant,descriptivedetails,speakingaudiblyincoherentsentences.SL.2.5Createaudiorecordingsofstoriesorpoems;adddrawingsorothervisualdisplaystostoriesorrecountsofexperienceswhenappropriatetoclarifyideas,thoughts,andfeelings.SL.2.6Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification.

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StageTwo:Evidence


Identifycommonfairytale,folktale,andfablestoryelements

Identifycommonfairytale,folktale,andfablecharactertypes


PublishedadaptedfairytaleOVERVIEW

Throughouttherelatedwritingunit,studentswillbepublishinganadaptedfairytale.Thisadaptationwilltakeintoaccountallstudentshavelearnedaboutfairytales.Theywilltakeawell‐knownfairytaleandmakeittheirownbychangingcertainelementsofthefairytale.

DIFFERENTIATION Studentscanusegraphicorganizerstoorganizeinformation. Scaffoldcompletionoffairytaleasnecessary.

TECHNOLOGY Computers/laptoptotypeandprintadaptedfairytale.


reflectingthestandardsbeyondgrade2.3 Writingclearlyutilizesknowledgeofcommon

fairytale,folktaleandfableelementsandcharactertypesinadaptingaknownfairytale.


Writingisstrengthenedthroughrevision.2 Writingshowslimitedknowledgeofcommon

fairytale,folktale,andfableelementsandcharactertypesinadaptationoffairytale.



OTHEREVIDENCE: Writingconferences Finishedwritingpieces Graphicorganizers


SummaryofKeyLearningEventsandInstruction1. WritersWriteWhatTheyKnow

a. Listfairytales,folktales,andfablesthatstudentsknow.Discuss/listcommonelementsfoundinthoselisted.Youcanalsoutilizethechartcreatedduringreading.Choose3fairytalestofocuson;itcanbebeneficialiftherearedifferentversionstodrawstudents’

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attentiontohowstoriescanvary.2. WritersChangeStories

a. Therearedifferentversionsoffairytales,folktalesandfables.Astheunitprogresses,introduce,readandrereaddifferentversionsoffairytales.Choosetwoversionsofthesamefairytaleandcompareandcontrasthowtheauthorschangedthestories.

3. Fairytale#1a. Readfairytale#1andmapouttheelements.Asawholeclass,chooseanelementofthestorytochange.Howwouldtherestofthe

storychangebasedontheelementtheychose?Partnersshouldtelleachotherthe“changed”storyacrosstheirfingers.4. Fairytale#1

a. Retellthefairytaleandmodelhowtomakeaplanningbookletforthenewadaptationofthefairytale,basedonthechange.(Booklet:foldpaperin4‐5sectionsandthentakeashorttimetosketchhowthestorymightgo,witheachpagerepresentingonepageofthestory).

5. Fairytale#2a. Readfairytale#2andmapouttheelements.Studentsshouldworkwithwritingpartnerstochooseadifferentelementtochange.How

wouldtherestofthestorychangebasedontheelementtheychose?Partnersshouldtelleachotherthe“changed”storyacrosstheirfingers.

6. Fairytale#2a. Retellfairytale#2andmodelhowtomakeaplanningbookletforthenewadaptationofthefairytale,basedonthechange.(Booklet:

foldpaperin4‐5sectionsandthentakeashorttimetosketchhowthestorymightgo,witheachpagerepresentingonepageofthestory).

7. Fairytale#3a. Readfairytale#3andmapouttheelements.Studentsshouldindependentlychooseathirdnewelementtochange.Howwouldthe

restofthestorychangebasedontheelementtheychose?Studentsshouldindependentlytellthemselvesthenewstoryacrosstheirfingersandthensharetheirnewversionwithwritingpartner.Pullstrategygroupsforstudentswhomayneedmorehelpmakingachangeandtellingthestorywiththatchange.

8. Fairytale#3a. Studentsshouldbeabletoindependentlysketchthestorybasedonthechangetheymadetothethirdfairytale.(Booklet:foldpaperin

4‐5sectionsandthentakeashorttimetosketchhowthestorymightgo,witheachpagerepresentingonepageofthestory).9. WritersMakeChoices

a. Studentsnowhavetheopportunitytochosefromthethreefairytaleswhichtheywouldliketoadaptinwriting.Studentsshouldconsiderthefollowingquestions:whichstorydoIwanttoworkon?Whichstorylooksstrong?WhichonedoIthinkyoucanwritewell?

10. WritersDevelopCharactersa. Writersdevelopcharacters.Theyfocusonwhatthecharactersthink,feel,andhowtheyact.Writerspayattentiontowhatgoeson

aroundacharacterandaspectsofafairytale,suchasgoodandevil.11. WritersDevelopProblems&Solutions

a. Fairytalesandstorieshaveproblemsthatcharactersencounter.Asafairytaleisadapted,theproblemsandsolutionswithinafairytaleneedtoadaptaswell.

12. WritersDevelopSettingsa. Whenwriterswrite,theygiveadetailedsetting.Settingincludeswhereandwhen.Settingsarespecific!Reviewshow,nottell.

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Writersusetheirwordstocreateapictureforthereader.13. Storytell,NotSummarize

a. Writersneedtobringalltheelementsofafairytaletogetherasastory,notasasummaryorasbitsandpieces.14. AdaptingtheFairytale

a. Asstudentshavespenttimefocusingontheelements,theywillneedtimetowriteandadapttheentirestory.Modelusingwholeclassexamplefromthebeginningoftheunithowtowriteanadaptedfairytale.

15. FairytaleVocabularya. Writersusedifferentlanguagefordifferentkindsofwriting.Reviewlanguagefoundinfairytalesandcreatelistforstudentstobeable

toreference.16. FairytaleEditing&Revising

a. Writersshouldhaveampletimetowrite,editandreviseindependently,withwritingpartnerandwithteacher.17. FairytalePublishing

a. Publishedfairytalesneedillustrationsandacover.Writersneedcreatethese,whichwoulddrawinareader.18. Celebration!

a. Celebrateandshareadaptedfairytales!PossibleMentorTexts:

CinderellaStorieso TheEgyptianCinderellabyShirleyClimoo TheIrishCinderladbyShirleyClimoo PrinceCindersbyBabetteColeo PrincessSmartypantsbyBabetteColeo Adelita:AMexicanCinderellaStorybyTomiedePaolao GlassSlipper,GoldSandal:AWorldwideCinderellabyPailFleishmano TheGoldenSandal:AMiddleEasternCinderellaStorybyRebeccaHickoxo PrincessFurballbyCharlotteHucko TheRough‐FaceGirlbyRafeMartinandDavidShannono Cendrillon,ACaribbeanCinderellabyRoberD.SanSouci

ParodiesandIronicInterpretationsofFairytaleso WithLove,LittleRedHenbyAlmaFlorAdao YoursTruly,GoldilocksbyAlmaFlorAdao Rapunzel’sRevengebyShannonandDeanHaleo Cinderella’sRatbySusanMeddaugho TheFrogPrince,ContinuedbyJonScieszkao TheStinkyCheeseManandOtherFairlyStupidTalesbyJonScieszkao TheTrueStoryofthe3LittlePigs!byJonScieszkao TheThreeLittleWolvesandtheBigBadPigbyEugeneTrivizasandHelenOxenbury

FablesandFolktaleso WhyMosquitoesBuzzinPeople’sEarsbyVernaAardema

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o TheFiveChineseBrothersbyClaireHuchetBishopo AsianChildren’sFavoriteStories:ATreasuryofFolktalesfromChina,Japan,Korea,India,thePhilippines,Thailand,Indonesiaand

MalaysiabyDavidCongero WhytheSunandtheMoonLiveintheSkybyElphinstoneDayrello WhySnailsHaveShells:MinorityandHanFolktalesfromChinabyCarolynHano AFistfulofPearlsandotherTalesfromIraqbyElizabethLairdo NelsonMandela’sFavoriteAfricanFolktalesbyNelsonMandelao TikkiTikkiTembobyArleneMosel

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BenchmarkAssessment: Unit1

1. Studentswillbeabletoaskandanswerquestionsaboutastory.2. Studentswillbeabletoutilizedecodingandcomprehensionstrategies.3. Studentswillbeabletoreadwithenoughfluencytosupportunderstanding.4. Studentswillbeabletowriteanarrativepiecefollowingwritingroutinesandprocedures.5. Studentswillbeabletoutilizeeditingandrevisiontostrengthenwriting.


1. Studentswillbeabletoaskandanswerquestionsaboutastory.2. Studentswillbeabletoutilizedecodingandcomprehensionstrategies.3. Studentswillbeabletoreadwithenoughfluencytosupportunderstanding.4. Studentswillbeabletorecountastory,focusingonbeginning,middleandend.5. Studentswillbeabletodeterminethecentralmessage/mainideaofastory.6. Studentswillbeabletowriteanarrativepiecerecountingapersonalexperience,includingdetailstodescribeactions,thoughtsandfeelings,

temporalwordstosignaleventorderandasenseofclosure.7. Studentswillbeabletoutilizeeditingandrevisiontostrengthenwriting.


1. Studentswillbeabletoutilizetextfeaturestostrengthenunderstandingofanonfictiontext.2. Studentswillbeabletoaskandanswerquestionsaboutanonfictiontext.3. Studentswillbeabletodeterminemeaningofunknownwords.4. Studentswillbeabletoidentifythemaintopicandpurposeofanonfictiontext.5. Studentswillbeabletowriteaninformational/explanatorytextutilizingpriorknowledgeandinformationtheread/research.6. Studentswillbeabletoutilizeeditingandrevisiontostrengthenwriting.

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1. Studentswillbeabletoreadfluentlytosupportcomprehension.2. Studentswillbeabletocompareandcontrastbetweendifferentbooks.3. Studentswillbeabletomaketext‐to‐textconnections,especiallywhilecompareandcontrasting.4. Studentswillbeabletosummarizeastorytosupportrecountingastoryfromthebeginningtoend.5. Studentswillbeabletowritepoetrytoexpresspersonalexperiencesorshareinformationonatopic.6. Studentswillbeabletoutilizeeditingandrevisiontostrengthenwriting.


1. Studentswillbeabletodescribecharactertraitsandbehavior.2. Studentswillbeabletocompareandcontrastbetweenstories,withafocusoncharacters.3. Studentswillbeabletoaskandanswerquestionsaboutatext.4. Studentswillbeabletowriteanopinionpieceinwhichtheyprovideanopinion,supportingreasonsandaconclusion.5. Studentswillbeabletoutilizeeditingandrevisiontostrengthenwriting.


1. Studentswillbeabletoidentifycommoncharactertypesandstoryelementsofafairytale,folktaleandfableanddescribehowtheychange.2. Studentswillbeabletodeterminethecentralmessage,lessonormoralofafairytale,folktaleorfable.3. Studentswillbeabletocompareandcontrastdifferentversionsofthesamefairytale,folktaleorfablefromdifferentcultures.4. Studentswillbeabletowriteanadaptedfairytaledrawingonknowledgeoffairytaleelements.5. Studentswillbeabletoutilizeeditingandrevisiontostrengthenwriting.

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Curriculum Management System - monroe.k12.nj.us€¦ · The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to