Reading – Grade 2 - SAISD€¦ · Web viewunderstand the vocabulary in stories I’m reading ... Add to lesson explanation. Add a student-centered activity ... Word Reading Chart

Reading – Grade 2Unit of Study: Getting Meaning from Reading

Second Grading Period CURRICULUM OVERVIEWBig Idea Unit Rationale

The Goal of All Reading is Comprehension (Fountas and Pinnell, 1996, p. 53).

Pinnell, G.S., Scharer, P.L. (2003). Teaching for comprehension in reading: Grades K-3. Scholastic, New York, NY.

“People often think of reading and comprehending as two different (although connected) processes. We hear statements such as this: “Well, he can read it, but he doesn’t understand it.” I take the position that reading is comprehending; without understanding a person may be noticing and responding to graphic symbols but not processing them in a meaningful way that is required of readers.” (Fountas and Pinnell, 1996).

Fountas, I. C., Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Heinemann, Portsmouth, NH.

TEKS TEKS Specificity - Intended OutcomeTEKS Grade 2 The student is expected to 1A determine the purpose(s) for listening such as to get information, to

solve problems, and to enjoy and appreciate 1B respond appropriately and courteously to directions and questions 1C participate in rhymes, songs, conversations, and discussions 1E listen responsively to stories and other texts read aloud / contemporary 2B compare language and oral traditions (family stories) that reflect

customs, regions, and 3C ask and answer relevant questions and make contributions in small or

large group discussions 4C retell a spoken message by summarizing or clarifying 5A decode by using all letter-sound correspondences within a word 5B blend initial letter-sound with common vowel spelling patterns to read

words 5C recognize high frequency irregular words such as said, was, where, and

is 5E use structural cues to recognize words such as compound, base words,

and inflectional endings such as –s, -es, -ed, and -ing 5F use structural cues such as prefixes and suffixes to recognize words, for

example un- and -ly 5G use knowledge of word order and context to support word identification

and confirm word meaning 5H read both regular and irregular words automatically 6A read regularly in independent-level materials (text in which no more than

approximately 1 in 20 words is difficult for the reader) 6E read silently for increasing periods of time

I can: actively participate when stories are read to me (1A, 1B, 1C, 1E, 2B) read words by matching letters to sounds (5A) read high frequency words (5C) read text independently (5A, 5B, 5E, 5F, 5G, 5H, 6A, 6E) spell words correctly that have patterns I’ve studied (16B, 16C, 16D) retell stories using a graphic organizer (9I) understand the vocabulary in stories I’m reading (8A) summarize stories I read and those that are read to me (4C, 9H) make predictions based on what I already know and what the text says (9A, 9F) recognize that both people and animals can be characters in fiction (11H) understand characters by noticing what they say and do (11H) keep a reading notebook that includes:

o responses to what I’ve read (10A, 10C)o examples of student comprehension activities

SAISD © 2008-09 – Second Grading Period Reading Grade 2 Page 1 of 27

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Con

cept

s 8A discuss meanings of words and develop vocabulary through meaningful/ concrete experiences 8D use resources and references such as beginners’ dictionaries,

glossaries, available technology, and context to build word meanings and to confirm pronounciations of words

9A use prior knowledge to anticipate meaning and make sense of text 9C retell or act out the order of important events in stories 9F make and explain inferences: ideas, cause/effect, predictions, draw

conclusions 9G identify similarities and differences across texts such as in topics,

characters, and problems 9H produce summaries of text selections 9I represent text information in different ways, including story maps,

graphs, and charts 10A respond to stories and poems to reflect understanding and

interpretation:o discussion (speculating, questioning), writing, movement

10C support interpretations or conclusions with examples drawn from text 10D connect ideas and themes across text 11D recognize the distinguishing features of familiar genres, including

stories, poems, and informational text 11H analyze characters, including their traits, relationships, and changes 11J recognize the story problem(s) or plot 12E interpret and use graphic sources of information such as maps, charts,

graphs, and diagrams 16B write with more proficient spelling of regularly spelled patterns such as

consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope), and one-syllable words with blends (drop)

16C write with more proficient spelling of inflectional endings, including plurals and verb tenses

16D write with more proficient use of orthographic patterns and rules such as keep/cap, sack/book, out/cow, consonant doubling, dropping e, and changing y to i

Evidence of Learning Students will score 85% or above on the selection assessments (comprehension and vocabulary). Students will score 85% or above on the spelling tests.



CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

Unit of Study: Establishing Routines Why is it important to have classroom routines? How does it help to make personal connections to

what I’m reading? Why is it important to make and adjust predictions

while reading? What is characterization? How does understanding cause and effect help

me understand what I read? What does it mean to be an active reader? How does it help to preview and predict? Why should I set a purpose for my reading? How can I monitor my reading? How can rereading for text evidence help me? What is visualization? What is so important about retelling what I read?

recognize that print represents spoken language and conveys meaning (K-1) know that print moves left-to-right across the page and top-to-bottom (K-1) understand that written words are separated by spaces (K-1) know the difference between capital and lowercase letters (K-1) understand that spoken words are represented in language by a specific sequence of letters (K-1) demonstrate the concept of word by dividing spoken sentences into individual words (K-1) identify, segment, and combine syllables within spoken words (K-1) produce rhyming words and distinguish rhyming words from non-rhyming words (K-1) identify and isolate the initial and final sound of a spoken word (K-1) blend sounds to make spoken words (K-1) segment one-syllable spoken words into individual phonemes (K-1) name and identify each letter of the alphabet (K-1) understand that written words are composed of letters that represent sounds (K-1) learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1) listen to stories read aloud (K-1) participate actively (react, speculate, join in, read along) when predictable and patterned text are read aloud (K-1) understand simple story structures (K-1)

The Teaching PlanWeek 1 Instructional Model/Teacher Directions:

The teacher will…Whole Group Instructional Routines

20 minutesLinks Instruction guide students through the instructional routines listed in Scott Foresman Links to Reading First.

Day 1 Day 2 Day 3 Day 4 Day 5

Instructional Routines Unit 2, Week 3, Day 1 pp. 24-26


Handwriting pp. 50-51



Instructional Routines Unit 2, Week 3, Day 5 p. 31

Spelling Test

Hands-on Vocabulary Activities (Teacher Toolkit)

Daily Comprehension Lesson20 minutes



Day 1: Introduce Comprehension Skill – Compare and Contrast

Focus: Analyzing a character through his/her words and actions.

choose a read aloud with a character that has an obvious character trait . stop 2 to 3 times while reading to think aloud about the character’s words and actions. think aloud about a word that could be used to describe the character being analyzed. complete the foldable pictured below by writing the name of the character and his/her trait. Record an example of what the character says in the story that supports the

chosen character trait under the flap titled “Words”. An example of what the character does that supports the listed character trait should be recorded under the flap titled “Actions”.

guide students as they glue or tape their foldable into the Reader’s Notebook on a page titled “Character Analysis”.

Day 2: Scott Foresman Listening Comprehension Lesson Add to lesson explanation Add a student-centered activity

Day 3: Read Aloud Scott Foresman Main Selection Use Turn and Talk partners to think about the comprehension skill

Day 4: Scott Foresman Text or a Read Aloud Apply the comprehension skill Add a student-centered activity to be completed with a small group, partners, or independently

Day 5: Assess the Comprehension Skill The selection test should be given open bookAdd an open-response question that relates to the comprehension skill

Transition Activities10 minutes

Day 1 Day 2 Day 3 Day 4 Day 5Introduce week’s work station

activitiesRead Aloud* Independent Reading Independent Reading Independent Reading/Read

Aloud

*This time may be moved to the beginning or end of the reading block.

Small Group40 minutes

Grouping Students Students should read text at their instructional reading level. This is a text that can be read with 90 to 94 percent accuracy with comprehension and some fluency.



Day 1 Day 2 Day 3 Day 4 Day 5Sk

ills

Less

onPhonics Story Instruction based on student

needInstruction based on student need

Instruction based on student need

Individual Assessments

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Phonics Story Phonics Reader Leveled Readers Leveled Readers

ResourcesScott Foresman Links to Reading First, Grade 2, Unit 2, Week 3

5-Day Instructional Planner, pp. 22 and 23 Using the Instructional Routines pp. xxii-xx Instructional Routines,

pp. 24-31

Scott Foresman, New Beginnings Volume I; TE pp. 184a-201h “Furry Mouse” pp. 184-191 “Two Mice” pp. 192-200 Comprehension Skill: Compare and Contrast

McDougal, Littell Handwriting Connections 2 pp. 50-51

Teacher Toolkit

Compare and Contrast Suggested Read Alouds

Chrysanthemum by Kevin Henkes Lilly’s Purple Plastic Purse by

Kevin Henkes

Spelling Words High Frequency Words Vocabulary Academic Vocabulary baby babies bunny bunnies friend friend

almost another around food under

scurries bottle wheel

bottle cage content follow raccoon wheel slither underneath

character comprehension main character



Week 2 Instructional Model/Teacher DirectionsThe teacher will…

Whole Group Instructional Routines20 minutes

Links Instruction guide students through the instructional routines listed in Scott Foresman Links to Reading First.







Instructional Routines Week 4, Day 5 pp. 40-41

Spelling Test


Daily Comprehension Lesson20 minutes

Day 1: Introduce Comprehension Skill – Graphic Sources(Teacher Toolkit: Graphic Sources )

Focus: Using graphic sources to get meaning from text.

choose an informational text with many different examples of graphic sources. stop and point out different graphic sources and how they help the reader have get meaning from the text. make a class anchor chart where students can add examples of different graphic sources throughout the week . guide students as they draw an example of a graphic source in his/her Reader’s Notebook on a page titled ”Graphic Sources.”






Day 5: Assess the Comprehension Skill The selection test should be given open book Add an open-response question that relates to the comprehension skill




Aloud



Grouping Students Students should read text at their instructional reading level. This is a text that can be read with 90 to 94 percent accuracy with comprehension and some fluency.


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Phonics Story Instruction based on student need




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5-Day Instructional Planner, pp. 32-33 Using the Instructional Routines pp. xxii-xx Instructional Routines, pp. 34-41

Scott Foresman, New Beginnings Volume I; TE pp. 202a-229h “The Old Gollywampus” pp. 202-207

Teacher Toolkit

Author’s Purpose Transition Activities

Suggested Read Alouds Chrysanthemum by Kevin Henkes Lilly’s Purple Plastic Purse by

Kevin Henkes



“Snakes” pp. 208-227 Comprehension Skill: Graphic Sources

McDougal, Littell Handwriting Connections 2 pp. 52-53 pp. 54-55 (Day 5)

Spelling Words High Frequency Words Vocabulary Academic Vocabulary below coat owe soap sold woke

animals before between knew why

swallow dinosaurs woodpile few

enemy flickering medicine peels protect scales shed slimy slither underneath

character comprehension main character






Whole Group Instructional Routines: Links Instruction20 minutes

guide students through the instructional routines listed in Scott Foresman Links to Reading First.








Spelling Test


Ongoing Assessment

Daily Comprehension Lesson 20 minutes

Day 1: Introduce Comprehension Skill – Sequence of Events(Teacher Toolkit: Sequence of Events )

Focus: Determining the Sequence of Events.

select a book that has a clear sequence of events . use think aloud procedures to point out the events as they happen. make an accordian foldable with enough pages to record each of the events from the read aloud. guide students as they record one event on each page of the foldable. assist students as they glue or tape their foldable into the Reader’s Notebook on a page titled “Sequence of Events.”






Day 5: Assess the Comprehension Skill The selection test should be given open book. Add an open-response question that relates to the comprehension skill.




Aloud*

*This time may be moved to the beginning or end of the reading block



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Resources

Scott Foresman Links to Reading First, Grade 2, Unit 2, Week 5 5-Day Instructional Planner, pp. 42-43 Instructional Routines, pp. 44-51 Fluency Progress Chart p. xxii Word Reading Chart p. xxiii

Scott Foresman, New Beginnings Volume I; TE pp. 230a-265h “Spiders Up Close” pp. 230-237 (This selection should not be used to teach

Sequence of Events.) “Anasi and the Talking Melon” pp. 238-264 Comprehension Skill: Sequence of Events


Teacher ToolkitSuggested Read Alouds

The Adventure’s of Taxi Dog by Debra and Sal Barracca

Spelling Words High Frequency Words Vocabulary Academic Vocabulary cage face huge page tease twice

call enough full heard until

different senses insects since

bore squeeze prodded insult impatient ridiculous patch ripe exclaimed hurled

sequence of events







guide students through the instructional routines listed in Scott Foresman Links to Reading First.


Instructional Routines Unit 3, Week 1 pp. 4-5






Spelling Test


Ongoing Assessment


Day 1: Introduce Comprehension Skill – Summarizing(Teacher Toolkit: Summarizing )

Focus: Putting information in a clear, synthesized form.

select a paragraph from an informational text. This will be easier if it is at most students’ independent reading level. identify who or what the paragraph is mostly about. This could be a person, animal, place, or thing. iIdentify the most important information about who or what. take all of the important information and shrink it into a statement of 10 words or less. students should glue or tape their paragraph into the Reader’s Notebook on a page titled “Summarizing.” The summary statement should be recorded on the same page.

Taken from: Teaching Reading Sourcebook by Bill Honig, Linda Diamond, and Linda Gutlohn








Day 1 Day 2 Day 3 Day 4 Day 5Introduce week’s work station activities

Read Aloud* Independent Reading Independent Reading Independent Reading/Read Aloud




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Resources

Scott Foresman Links to Reading First, Grade 2, Unit 3, Week 1 5-Day Instructional Planner, pp. 2 -3 Instructional Routines, pp. 4-11 Fluency Progress Chart p. xxii Word Reading Chart p. xxiii

Scott Foresman, New Beginnings Volume I; TE pp. 268a-139h “How I Beat the Giants” pp. 268-275 “Play Ball” pp. 276-285 Comprehension Skill: Summarizing

McDougal, Littell Handwriting Connections 2 pp. 58-59 p. 61 (Day 5)

Teacher Toolkit

SummarizingSuggested Read Alouds

Spelling Words High Frequency Words Vocabulary AcademicVocabulary

hugged hugging nodded nodding skipped skipping

been friends show since those

giants thousand gripped pitched batter bounced

advice terrible pitching returned bound approaching baseball gripped serious

main character retell







Instructional Routines Week 2, pp. 14-15


Handwriting Review



Instructional Routines Week 2, p. 21

Spelling Test


Ongoing Assessment


Day 1: Introduce Comprehension Skill – Context CluesFocus: Looking for clues in text, pictures, and in the reader’s personal knowledge to make sense of text. select a book that includes vocabulary that can be understood using context clues. stop 2 to 3 times to model the thinking involved to use context clues to define an unknown word.


Day 3: Read Aloud Scott Foresman Main Selection Use Turn and Talk partners to think about the comprehension skillDay 4: Scott Foresman Text or a Read Aloud Apply the comprehension skill Add a student-centered activity to be completed with a small group, partners, or independently










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5-Day Instructional Planner, pp. 12-13 Instructional Routines, pp. 14-21 Fluency Progress Chart p. xxii Word Reading Chart p. xxiii

Scott Foresman, New Beginnings Volume I; TE pp. 288a-313h “The Storykeeper” pp. 288-293 “People, People, Everywhere!” pp. 294-312 Comprehension Skill: Context Clues

McDougal, Littell Handwriting Connections 2 Review

Teacher ToolkitSuggested Read Alouds

Spelling Words High Frequency Words Vocabulary Academic Vocabulary arm barn farm hard park start

children city high place room

darted questions guitar sharing

country plumbing taxis tunneling dashing ferry sealing vendors wailing leaks

context clues






Day 1 Day 2 Day 3 Day 4 Day 5Instructional Routines Unit 3, Week 3, pp. 14-15

Instructional Routines Unit 3, Week 3, pp. 16-17




Instructional Routines Unit 3, Week 3, p. 21

Spelling Test


Ongoing Assessment


Day 1: Introduce Comprehension Skill – Cause and Effect(Teacher Toolkit: Cause and Effect)

Focus: Explaining how an event caused one or more other events to occur. think aloud while completing the graphic organizer. assist students as they glue or tape their graphic organizer into the Reader’s Notebook on a page titled “Cause and Effect.”






Day 1 Day 2 Day 3 Day 4 Day 5SAISD © 2008-09 – Second Grading Period Reading Grade 2 Page 19 of 27


Introduce week’s work station activities





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Resources

Please Note: The 5-Day Instructional Plan in the Links to Reading First should be used in place of the 5-Day Planner found in the Teacher’s Edition.

Scott Foresman Links to Reading First, Grade 2, Unit 3, Week 3 5-Day Instructional Planner, pp. 22-23 Instructional Routines, pp. 24 -31 Fluency Progress Chart p. xxii Word Reading Chart p. xxiii

Scott Foresman, New Beginnings Volume I; TE pp. 314a-345h “The New Best Friends” pp. 314-321 “Wanted: Best Friend” pp. 322-344 Comprehension Skill: Cause and Effect


Science Connection

Teacher Toolkit

Cause and Effect Chart

Suggested Read Alouds



The following title may be used for small group instruction:Solids by Jim Mazzanotte (Weekly Reader)

Spelling Words High Frequency Words Vocabulary Academic Vocabulary

I’ll can’t he’s I’m didn’t she’s

across best either sometimes toward

arrived basketball

advertise checkers tidy pretzels dumped immediately complained wobbling sparks

contractions cause and effect












Instructional Routines Unit 3, Week 4 p. 41

Spelling Test


Ongoing Assessment


Day 1: Introduce Comprehension Skill – CharacterFocus: Analyzing a character through his/her words and actions. choose a read aloud with a character that has an obvious character trait . stop 2 to 3 times while reading to think aloud about the character’s words and actions. think aloud about a word that could be used to describe the character being analyzed. complete the foldable pictured below by writing the name of the character and his/her trait. Record an example of what the character says in the story that supports the

chosen character trait under the flap titled “Words”. An example of what the character does that supports the listed character trait should be recorded under the flap titled “Actions”.

guide students as they glue or tape their foldable into the Reader’s Notebook on a page titled “Character Analysis”.



Day .4: Scott Foresman Text or a Read Aloud Apply the comprehension skill Add a student-centered activity to be completed with a small group, partners, or independently







*This time may be moved to the beginning or end of the reading block.Small Group

40 minutesDay 1 Day 2 Day 3 Day 4 Day 5

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5-Day Instructional Planner, pp. 32-33 Instructional Routines, pp. 34 -41 Fluency Progress Chart p. xxii Word Reading Chart p. xxiii

Scott Foresman, New Beginnings Volume I; TE pp. 346a-h “Four Clues for Chee” pp. 346-351 “Young Cam Jansen and the Dinosaur Game” pp. 352-374 Comprehension Skill: Character


Teacher Toolkit


Peanut Butter and Jelly: A Play Rhyme by Nadine

Bernard Westcott

Spelling Words High Frequency Words Vocabulary Academic Vocabulary corn horse pour door more store

bring brought next picture read

pours canyon fingers echo breath

amazing memory chocolate musical order invitation camera dinosaurs exact

character



Week 8 or 9 Instructional Model/Teacher DirectionsThe teacher will…









Instructional Routines Unit 3, Week 5 p. 51

Spelling Test


Ongoing Assessment


Day 1: Introduce Comprehension Skill – Summarizing(Teacher Toolkit: Summarizing )

Focus: Putting information in a clear, synthesized form.

select a paragraph from an informational text. This will be easier if it is at most students’ independent reading level. identify who or what the paragraph is mostly about. This could be a person, animal, place, or thing. iIdentify the most important information about who or what. take all of the important information and shrink it into a statement of 10 words or less. students should glue or tape their paragraph into the Reader’s Notebook on a page titled “Summarizing.” The summary statement should be recorded on the same page.

Taken from: Teaching Reading Sourcebook by Bill Honig, Linda Diamond, and Linda GutlohnDay 2: Scott Foresman Listening Comprehension Lesson Add to lesson explanation Add a student-centered activity












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5-Day Instructional Planner, pp. 42-43 Instructional Routines, pp. 44 -51 Fluency Progress Chart p. xxii Word Reading Chart p. xxiii

Scott Foresman, New Beginnings Volume I; TE pp. 376a-399h “A Good Laugh for Cookie” pp. 376-381 “Moonbear’s Pet” pp. 382-398 Comprehension Skill: Summarizing


pp. 78 (Day 5)

Teacher Toolkit


Peanut Butter and Jelly: A Play Rhyme by Nadine Bernard Westcott

Spelling Words High Frequency Words Vocabulary Academic VocabularySAISD © 2008-09 – Second Grading Period Reading Grade 2 Page 25 of 27


book shook took hood stood wood

beautiful even great become together

voice bubbles decide promised croaked chirpy quite clumsy grumbled paws tadpole

summarizing



Evidence of LearningDifferentiation Interims/TAKS/Benchmarks College-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Careers/Life

What do you do for students who need additional support?

Students will meet with the teacher for Small Group Guided Reading Instruction. The teacher will do a skills lesson to address the needs of students and the students will apply that skill to their reading.

Work stations are differentiated to meet the needs of the learner. Students will have additional practice to help them master the skills learned during whole group instruction.

Scott Foresman Links to Reading First, Grade 2, Unit 1 Reteach pp. 56-57

Scott Foresman Links to Reading First, Grade 2, Unit 2 Reteach pp. 52-53

What do you do for students who master the learning quickly?

Activities/materials offered during Small Group Guided Reading Instruction and work stations are differentiated to meet the needs of the learner.

Sample Questions

Third Grade: TAKS Released Test Source: TEA WebsiteReading English: April 2006

36 What happens right after Tenali and his son fill the trunk with stones?

○ Tenali notices that three strangers are watching them.

○ Tenali grows tired of pulling water out of the well.○ Tenali sees that his plants need water.○ Tenali lowers the trunk into the well.

(3.9C The student is expected to retell [or act out the order of] important events in stories)

Fifth Grade: TAKS Released Test Source: TEA WebsiteReading English: April 2006

9 Without meaning to, how does the lion help the bulls?○ He causes them to be better runners.○ He makes them realize that they are strong only

when they cooperate.○ He startles them so that they run away before the

hunter comes.○ He causes them to switch places.

(5.12I The student is expected to recognize and analyze story plot, setting, and problem resolution)



Documents

Reading – Grade 2 - SAISD€¦ · Web viewunderstand the vocabulary in stories I’m reading ... Add to lesson explanation. Add a student-centered activity ... Word Reading Chart