Welcome to the Unitk164.weebly.com/uploads/8/5/5/4/8554966/second... · Unit Four - Shoring Up on Foundational Skills - Reading Harder, ... , new vocabulary. Throughout this part

Teachers College Reading and Writing Project Reading Curricular Calendar, Second Grade, 2013-2014

Unit Four - Shoring Up on Foundational Skills - Reading Harder, Vocabulary-Rich Books with Accuracy, Fluency and Meaning

Do not duplicate. For copies, visit our website: readingandwritingproject.com

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UnitFour–ShoringUponFoundationalSkills–ReadingHarder,Vocabulary‐RichBookswithAccuracy,FluencyandMeaningJanuary(LevelK/LReadingBenchmark:3)

Launchingintoanewcalendaryearoftenincludesreflectingandnewresolve.Welookatourlivesandask,“HowcanIbebetter?”Thisyearwearesuggestingyouleadyourstudentsindoingaversionofthisinreadingworkshop.Onthefirstdayofyournewyeartogetherasaclass,youmightlaunchastudyonwhatitmeanstobeastrong,independentreaderandthenletyourstudentsreflectonhowtheirreadinglivescanbestrengthened.Aboveall,you’llwanttoconveythatanewyearisfornewchallenges,andthateachchildisresponsiblefordecidingwhatheorsheneedstoespeciallyworkoninordertogrowasareader.Wehavedividedthisunitintothesethreepartsofreading:fluency,wordsolvingandvocabularyacquisition,andrereadingtoclarifyconfusion.Youmightchooseothers.Whateveryoudecide,bringyourownnewenergyandresolvetothisunitonbuildingfoundationalskillssothattheworkfeelsnothumdrum,butinteresting,fresh,andchallengingyetwithinyourreaders’grasp!

Welcome to the Unit

Overview

EssentialQuestion:HowcanIworkreallyhardtomakemyreadingasstrongasitcanbe,givingattentiontohowmyvoicesoundsasIread,tohowItackletrickywords,andtothewaysinwhichIcanrereadtogetmoreoutofthetext?

BendI:ReadingwithVoiceandMeaningHowcanIusemyvoicetoreadbothinformationalandfictionbooksinwaysthathelpmegetthemostoutofthem—andsothattheysoundthewayanauthorintendedthemtoberead?




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Thisisanambitiousunit,designednotonlytogivechildrenachancetobrushuponvariousfoundationalreadingskillsthatmayhavegrownrustyoverthewinterbreak,buttoalsotakeamoreactive,independentroleinself‐assessingtheirparticularneedsasreadersandthensettinggoalstomeetthese.Inthespiritofinvitingchildrenintoamoreauthoritativerole,thisunitbeginswithaninquiryinwhichyouchallengestudentstoconsiderhowtoidentifythecluesauthorsgivereadersforhowtoreadaparticulartext.Throughoutthisfirstbendonfluency,childrenwillpracticereadingwithmorealertnesstotheintentanauthorbringstoaparticularbook,whetherastoryoraninformationalbook.They’llusetheirownvoices,inflectionandgesturestobringoutthatintentandwillalsoworktoreadwithasmooth,steady,confidentvoice.They’lldothisbothontheirownandwithapartner.Inthesecondbend,you’llturnyourchildren’sattentiontotacklingtrickywordsandnewvocabularywithgreatergusto.You’lllaunchthisbendwiththesuggestionthateventhoughthey’venowbecomethekindsofkidswhoreadwithclear,smoothvoices,bringingmeaningtothetext,everyonceinawhiletheystillstumble—andthat,yoususpect,isbecausetheyarenowinmorecomplicatedbookswheretheyareencounteringbothwordsthatarehardtoreadandonesthatarehardtounderstand—i.e.,newvocabulary.Throughoutthispartoftheunit,theywilllearnstrategiesforwhattodowhenthishappens,andtheywillpracticeapplyingthesetothebookstheyreadasyoumodelthevarioussituationstheymightencounter,bothinfictionandinformationalbooks,andthestrategiesthatwillhelpthemtackleword‐solvingchallenges.

BendII:TacklingNewVocabularyandTrickyWordswithGreaterResolveHowdoItackleanynewandtrickyvocabularyasIread,usingclueslikeotherwordsandwhat’shappeninginthetexttomakesenseofthese?

BendIII:UnderstandingtheManyReasonstoRereadandGivingTheseaGo!HowdoIunderstandallthemanyreasonstorereadsothatIcangetthemostoutofmybooksasecond,third,andevenfourthtimereadingthem?

BendIV:FormingGoalClubstoMakeReadingShineOnceI’vefiguredoutwhatIneedtofocusonmosttomakemyreadingstronger,howcanIworkwithotherkidswhohavethesamegoalina(fluency/vocabulary/orrereading)clubtotacklethatgoal?




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InBendThree,childrenwilllearnthemanypurposesbehindrereading:toclarifyconfusingparts,tounderstandhowtwopartsfittogether,toconnectthebeginning(oranearlierpart)withtheending(oralaterpart),tothinkmoredeeplyorcomparativelyabouttwopartsorbooks,orsimplyforthejoyofrevisitingaparticularlypleasingpartofatext.Again,childrenwillworkbothontheirownandwithapartnertopracticethevariouswaysofrereadingtheirbooks.Then,inBendFour,childrenwillsortthemselvesintooneofthreegoalclubs:Fluency,WordSolving&Vocabulary,andRereading,basedongoalsthey’vesetforthemselvestostrengthenwhicheverskillstheyfeelmostneedattention.Together,clubswillworktomakeplansforhowtheirworkwillgoandtoworktogethertomeetgoals.Attheendofthisbend,eachclubcanpresentitsworktotherestoftheclassortoanotherclass.Manystandardsareaddressedinthisunitofstudy,primarilythosefromtheFoundationalSkillssectionoftheCCSS.YouwillnoticethatagreatemphasisinthisunithasbeenplacedonRF2.4,withtheintentofhelpingstudentsgainandreadwithmorefluencyandaccuracy.Throughouttheunit,therearemanyopportunitiesforstudentstoworkwithpartnersandpracticethisfluencyaswellasto“present”theirreading(SL2.5).Also,thereisalargeemphasisonhelpingstudentssolvewords,bothsayingthewordusingtheirphonicsskills(RF2.3),andalsotosaythewordbythinkingaboutitsmeaning(RLandRI2.4).Lastly,thisunitcallsforstudentstobeactiveproblemsolversandtothinkaboutwhatishappeningintheirbooks.Thereisamajoremphasis,therefore,bothonreadingwithfluencyandwithcomprehension.You’llworktohelpstudentstacklestandardsRLandRI2.1,astheyrereadandaskquestionsaboutthebookstheyreadinordertoproblemsolveandmakesenseofthetext.

Afewbooks,bothfictionandinformational,thatyoucanusetomodelvariousstrategies

Afewread‐aloudbooksthatwillweavethroughouttheunit—inthiswrite‐upwesuggestwaystousethefollowing:AnimalLook‐Alikes,byRachelGriffiths,HoundsleyandCatina,byJamesHowe,Mr.Putter&TabbyWalktheDog,byCynthiaRylant

CCSS/LS Standards Addressed in this Unit

Getting Ready




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Readinglogsandgoalsfromlastunittoreflectuponandsetnewgoals Chartsfrompreviousunitstousetomakeplansforgoals Post‐its,readingnotebooksorfolders,newlogsandgoalsheets Videoclipofreadersrereading(optionalforDayOneofBendTwo)

InformalandFormalRunningRecordsInthisunit,youwillwanttorelymostlyonyourmostrecentrunningrecords.ManyschoolsandteachersuseJanuarytoreportwheretheirreadersareandtosetnewgoalsfortheyear.YoumayhaveconductedformalrunningrecordsattheendofDecember.Ifso,youwillwanttousethatdatanowtohelpyoutargetkeyareasofyourstudents’strengthsandweaknessesduringthisunitofstudy.Ifyoudonothaveformalrunningrecords,thenyouwillneedtomakeanimportantdecision.Either,youcanconductquickinformalrunningrecordsatthestartoftheunitandthen,towardstheend,getamoreformaloneoneachstudent.Or,youcancollectaformalrunningrecordoneachstudentquickly,atthestartofthisunit(duringthefirstthreedays).Eitherwayisfine,butyoudonotwanttospendtheentireunitconductingrunningrecordstodeterminewhattoteach,oryourtimewillbemonopolizedbyjustthat.Afteryouhavecollectedthedatayouwillwanttoanalyzeit.Therearemanythingstopayattentionto,intherunningrecord,andtoanalyze,especiallyhowstudentssolvewordsusingMSV—M(Meaning)S(Structure/Syntax)orV(Visual).Keepinmindthattherearemanyotherthingstolookat:howmuchrereadingarestudentsdoing?Howaretheretellsattheendofthebook?Whatdoyounoticeaboutstudents’fluency?Howdostudents“breakdownespeciallylongwords?Payingattentiontothesethingswillhelpdirecttheteachingpointsyouuseduringthisunit.Ofcourse,attheendoftheunit,youwillconducteitheranotherformalorinformalrunningrecordtodeterminewhetherstudentshavemovedupinreadinglevelsandwhethertheirrereading,wordsolving,fluency,andretellingskillshaveimproved.FormativeAssessments:GuidedReading,SharedReading,ConferencesThroughouttheunit,youwillwanttobesuretoconductformativeassessmentsaswell,pullingguidedreadinggroups,sharedreadingfluencygroups,aswellasconferringonetoonewithstudents.YoumaydecidetocarrytheNAEPfluencyscalewithyou,whichinevery

Assessment




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Joraboverunningrecordhasacopyunderthefluencysection.Thiswillprovidedetailsaboutwhattolookforandcoachintermsoffluencyontherun.Itwillalsohelpyouthinkabouthowtomovekidsupthescaleinphrasing,intonation,stressandautomaticityinwordsolving.Inthisfirstbendoftheunit,youandyourstudentswillrevisitwhatitlooksandsoundsliketoreadbookswithasmooth,steadyvoice.ChildrenwillhavefocusedonthisatthestartofUnitOne,butseveralmonthshavepassedsincethenandthechancetopracticereadingthisway—especiallynowthatchildrenarereadingharderbookswherefluencymayhavebrokendown—willbevaluableatthisstage.Inthisbend,conveythatreadersusetheirvoicetobringouttheauthor’smeaningYou’llextendstudents’understandingoffluencybysuggestingthatreadersalsousetheirvoicesinordertobringoutanauthor’sintendedmeaningaboutwhateverpartofthetexttheyarereading.Iftheyarereadingnarration,theymightassumeastoryteller’svoice;iftheyarereadingalineofdialogue,they’llpayattentiontotheintendedtoneofvoiceandwillbringthatoutintheirreading;iftheyarereadinganinformationalbook,they’lltakeonaninstructional(orteaching)voice.Thebiggergoal,ofcourse,isthatsecondgradersunderstandthatauthorswritebooksintendingforthemtobereadinaparticularway—partoftheexperienceofreadingabookcomesfrom“performing”it(eitherinone’sheadoroutloud,toanaudience)withthatawarenessofvoice.Readersreenactthetextastheyreadandtherefore,it’sessentialthattheydosoknowinghowatextwasintendedtoberead.InvitechildrentoconductaminiinquirythatwilllaunchtheworkofthisbendWiththatinmind,youmightlaunchthisbendwithaninvitationtochildrentoconductaminiinquiryintohowreaderscanidentifythecluesauthorsgiveforhowtoreadaparticularbook.Sincechildrenwillbereadingbothfictionandinformationalbooksoverthecourseofthisbend,youmightwriteonchartpaperseveralpartsofbothkindsofbooks—youcouldincludeabitofnarrationandafewlinesofdialoguefromastory,andthenputupasectionortwofromaninformationalbook.Yourinquiryquestionmightsound

BendI:ReadingwithVoiceandMeaning(FluencyandPerformance)

"Readers,wearegoingtobeginthisunitwithaninquiry.Together,we'llconsiderthequestion,'WhatdoestheauthordointhewordsandthepicturesthathelpmeimaginehowI

shouldreadthisbook?'"




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somethinglike,“WhatdoestheauthordointhewordsandthepicturesthathelpmeimaginehowIshouldreadthisbook?”Introducethebendthisway:“Readers,newyearsbringnewresolutionsandI’mthinkingallofusinthisroomcanresolvetobeevenmorethoughtful,deliberatereaders.Onewaywecandothatisbytryingtounderstandhowtheauthorswhosebookswereadintendedforustoreadtheirwords—andthendoingourverybesttoreadthewordsinthatway.Youknowhowwhenyouwrite,yougetalittlevoiceinyourheadthatrecitesthewordsyouputonthepage?Whenit’sastoryyou’rewriting,thewordsmightsoundlikethis:‘OnesunnydayIwaswearingglimmeringblueandIwaswithmyfather.’”(Readalinethatoneofyourchildrenhaswritteninwritingworkshop,usingyourbestopeninglinestoryteller’svoice.)“Yousoundlikeastoryteller.Butwhenyou’rewritinganinformationalbook,yourvoicesoundsmorelikeateacher’svoice,likethis:‘Apineconecanhelpyouforecasttheweather!Whenitiswarm,thescalesoftheconeopenup.Theycloseagainwhenthestormisontheway.Thisistokeeptheseedsdry.’(TheSecretLifeofTrees‐DKReaders).Here,youmightinsteadciteapieceofinformationalwritingbyoneofyourkids.“I’veputupafewbitsoftextfrombooksinourlibrary.Rightnow,inyourhead,readthesetoyourselfandthink,‘WhatcluesdoIseeforhowtoreadthispart?’I’llgiveyouaminutetodothis.Thenwe’llshareoutwhatyounotice.” Text#1(fromMr.Putter&TabbyWalktheDog,byCynthiaRylant)

OnedayMrs.Teaberryslippedonakiwiandhurtherfoot.Mr.PutterandTabbytookhertothedoctor.

Thedoctorsaid,“Thisfootneedsarest.NowalkingZekeforaweek.”“NowalkingZekeforaweek?”criedMrs.Teaberry.

Text#2(p.4fromAnimalLook‐AlikesbyRachelGriffiths)ButterfliesandMoths

Butterfliesandmothsarealikeinsomeways.Theyarebothinsects.Bothhavewingsandantennae.Bothusuallyfeedonplantnectar

(belowtextisaphotographofabutterflyandamoth,withwingsandantennaelabeledineachinsect)




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Childrenmightnoticethatstoriesincludedialoguetagswhenpeoplespeakthatalertreaderstopayattentiontowhoisspeakingandhow.Sometimestheauthortucksinactionsorgesturesorwordsorpunctuationthatcluethereaderintothetoneofvoicethecharacterhas.Inthecaseofnarration,childrenmayrealizethatoftenthere’sadescriptionofthesettingorofthecharactersthattellsthereaderwhat’sgoingoninastory—andthisshouldbereadinawaythatintroducesthestoryorfillsinthedetailsoftheaction.Studentsshouldeasilyspotthecluesaninformationalbookauthorgivestoreaderstoassumeateachingvoice.Oftentherearelistsofinformationorparagraphsofexplanationorsideboxesthatofferadditionalfacts.Mostly,thisinformationismeanttobereadina“teaching”voicethatthereaderoranaudiencecanlearnfrom,butsometimesthere’sanuggetofinformationthat’ssurprisingandanauthormayaskaquestionlike,“Didyouknowthattreesaretheoldest,heaviestlivingthingsintheworld?”orremarkonsomethingwithenthusiasm:“Therootsofatreethatis360ft.(150m)tall,stretchundertheearthforanareaofthesizeofasoccerfield!”Sometimestherearelabeleddiagramsorphotographs.Addchildren’sobservationsandyourowntoacharttitled,“CluesAuthorsGiveforHowtoReadTheirWords”andhangitinavisiblespotforchildrentoseeduringthisbend,andperhapsthedurationoftheunit.Ifstudentsdiscoveradditionalcluesastheweekprogresses,addthesewheretheygo.

CluesAuthorsGiveforHowtoReadTheirWords

FictionClues: dialoguetagstoshowsomeoneisspeakingandhow(e.g.“cried

Mrs.Teaberry”) actions,gestures,wordsorpunctuationthatsuggest

character’stoneofvoice descriptionofthesetting/charactersthattellsthereader

what’sgoingoninastory=voiceofnarrator

InformationalBookClues: listsofinformation paragraphsofexplanation sideboxesthatofferadditionalfacts surprisingbitofinformation,sometimeswordedasaquestion

(“Didyouknowthat...?”) labeleddiagrams/photographs




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Asthebendunfurls,teachchildrenmoreabouthowtoreadwithfluencyandmeaningYou’llspendtherestofthebendunpackingwhatitmeanstoreadwithfluencyandmeaning.Baseyourteachingpointsontheperformanceofyourchildren.Ifyouhaveaclassofkidswhostillneedsignificantpracticejustreadingwithasmoothvoice,youmightfocusmoreonthebasicsoffluency.Youmightteachthatreaderstrytomaketheirreadingsoundsmooth,likeatalkingvoice.Youcouldalsoteachthatwhenreadersread,scoopingupchunksofsentences,3,4andeven5wordsatatime,thisreadingsoundsevenmoreliketheauthorwroteit.Iftheyneedmoresupport,workwiththemtopaycloseattentiontopunctuation,lettingthatactasaguideforhowtomoderatetheirvoice,andencouragethemtorereadwhentheystumbleonwordsuntiltheycanreadthosepartsinasteadyvoice.Youmayneedtogivechildrenextrapracticereadinglongersentencesandonesthatincludeamiddleofsentencepunctuation.Chancesare,though,thatbynowintheyear,childrenwillbereadyformoresophisticatedfluencywork—e.g.focusingonusingtheirvoicestobringoutthenuancesofthetext—thevaryingtones,moods,charactervoices,andsoforth.Youmightputtogetherastringofteachingpointsdesignedtoprovidepracticeidentifyingandreproducingthese.Youcouldintroducetheseinthisway:“Readers,authorschoosetheirwordscarefully,sothatreaderswillgivethemjusttherightvoicetoconveytheirmeaning.It’syourjob,asreaders,toreadanauthor’swordsinthewaythatheorsheintended.Thismeanspayingattentiontothecuesanauthorgives,liketheonesyoudiscoveredearlierthisweek.Readerspayattentiontowhatthebookisabout.Thentheytrytomakethesoundoftheirreadingmatchthemeaningofthetext.”Youcoulduseabookyourstudentsknowwellanddemonstratehowyouthinkaboutitsmeaningandlessontoreaditwithjusttherightexpression.Forexample,HoundsleyandCatina,byJamesHow,isabookabouttwofriends,onedog,onecat,whodiscoverthatdoingwhattheylove—andtheirfriendship,too—ismoreimportantthanbeingfamous.Say,“Whatisthisbookabout?Whatisittellingorteachingme?I’dsayit’saboutdiscoveringwhatreallymattersisbeingwithpeopleyouloveanddoingthingsyoulove.ButfirstHoundsleyandCatina,especially,feelsomethingelse—theyfeelthelureandthrillandprideofimaginingthemselvesfamous.ListenwhileIusemyvoicetobringthatout.”

“Mybookwillwinprizes,”Catinatoldherbestfriend,Houndsley,oneday

whenheaskedhowthewritingwasgoing.“Ididnotaskifyourbookwasgoingtowinprizes,”Houndsleysaidinhis

soft‐as‐a‐rose‐petalvoice.“Iaskedhowthewritingwasgoing.”

"TodayIwanttoteachyouthattoreadabookaloud—eveninyour

head—andtomakeitsoundright,youhavetorememberwhatit'sabout.Ifinthestory,yourbirthdaypresentiscomingcloserandclosertoyou,yourvoicewillsounddifferentthanifarattlesnakeisslidingnearerandnearer.Whenyouknowwhatthe

book'sabout,youcanshowthatwithyourvoice."




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“Iwillbefamous,”Catinawentonasifshehadnotheardhim.Thenyoucansay,“Readers,doyouseehowwhenIreadthispagejustnowitwasalmostlikeIwasCatina?IreadherlinesasifIfeltthatsameover‐the‐topthrillofpossiblybeingfamous.Didyouhearthatinmyvoice?Idon’tevenhearHoundsley’squestionI’msoexcitingaboutbecomingfamous!”“NowlistenasIreadapartneartheendofthebook,whenCatinarealizesthatshehassomethingmuchmorespecialthanfamerightinfrontofher.ListentohowIbringoutthisotherfeeling—thenyoucantalktoyourpartnertotrytonamethefeeling.

“Idonothavefunwriting,”shesaidastheybegantowalk.“MymindwandersandIgetbored.”

Afireflyblinkedather.“Iwanttobeafamouswriter,”shewenton,“butIdonotliketowrite.”“Perhapsyouwillbefamousatsomethingelse,”saidHoundsley.

“Yes,”Catinasaid.“FirstIwillfindsomethingIliketodo.ThenIwilldoitanddoitanddoituntilIamverygoodatit.AndthenImightbefamous.”

“Iknowsomethingyouaregoodatalready,”saidHoundsley,“althoughyouwillneverbefamousforit.”

“What?”“Beingmyfriend.”Catinabegantopurr.“Beingyourfriendisbetterthanbeingfamous,”shesaid.Givechildrenaminutetoturnandtalkaboutthefeelingyoujustbroughtoutinthisreading,thensay,“Readers,didyouhearhowImademyvoicesoundalittledistractedlyexcited,andpridefuleven,whenIreadthatfirstscene,andthenhowImademyvoicealotsofterwhenIreadthelastpart?That’sbecauseIpaidattentiontotheauthor’sintendedmeaningandusedmyvoicetobringitout.”Thengivechildrenagoatthisthemselves.Becausetheywillbereadingavarietyofbooks,fromfictiontononfiction,andwithdifferencesbeyondgenre,theycanpracticebringingoutalldifferentsortsofauthors’intents.Theycantrymakingtheirvoicesoundsad,scary,informative,nervous,andsoforth.




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UsepartnershipworktosupporttheworkofthisbendAstheunitunfolds,besuretousepartnershiptimetosupportthiswork.There’snothinglikehavinganaudiencetohelpachildimprovehisorherfluencyandexpressionwhenreading.Partnerscanreadandrereadimportantpartsofabook,tryingtomakethereadingsmootherandmoreexpressivewitheachrepetition.Partnerscanalsoworktogethertotacklemorechallengingtexts,workingonbothvoiceandmeaning.Partnerscanselectandrereadmeaningfulchunksoftext,helpingeachothertolearnmorewitheveryread.Youmightalsogivethemcopiesoftheclass’ssharedreadingandread‐aloudbooksforgreatertextcomplexity.Asyouneartheendofthebend,announcethatsoonchildrenwillhaveachancetoshowofftheirnewreadingskills.Theywillbeperformingaportionofabookoftheirownchoiceforanaudience(thismightbesimplytheotherkidsinyourclass,oryoucouldinviteinanotherclassforashortperformance).Toprepareforthis,youcanteachchildrenthatreaderspracticeforaperformanceofareading,makingsuretheirvoiceshowsoffthepurposeandstructureofthetext—andusingpunctuationand/ortextfeaturestoconveymeaning.Childrencantryreadingtheirtextsanumberofwaystoseewhichsoundsthemostengagingwhilealsoreflectingtheauthor’sintendedmeaning.Encourageyourchildrentotrytodrawintheiraudiencebyplayingwiththesoundofwordsfromthebooksthey’veselected,aswellaswiththeirvoiceandtheirgestures.Inthesecondbendoftheunit,you’llmoveontoanewgoalorresolveforthisNewYear:tacklingtrickywordsinbooks.Thismaymeandecipheringwordschildrenknowbutstruggletorecognizeinprint,oritmaymeanfiguringoutvocabularythatisnewtostudents.Nowistheidealtimetorevisitthekindofstrategiesreadersemploywhenfacedwithwordsolvingchallengesasmanyofyoursecondgraderswillbemovinginto(orhaverecentlymovedinto)morecomplextextsthatholdagreaternumberofwords,includinghigherlevelvocabulary.Youmightintroducethebendinthisway:“Readers,yousoundsomuchmoreexpressiveasyouread—andyoureadyourbookswithsteady,smoothvoices.Sometimes,though,that

BendII:TacklingNewandTrickyWordswithGreaterResolve

"TodayIwanttoremindyouthatotherkidsareabighelpwhenyou'retryingtoreadabookwell.Partnerscanworktogethertoreadandrereadimportantpartsofabook,tryingtomakethereadingsmootherandmoreexpressive."




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confidencebreaksdownwhenyougettoatrickyword.Youknowwhatthat’slike.Youknowallthelettersbuttheyjustdon’tlooklikeawordyourecognize—orsometimesthelettersformwordsyou’veneverheardorseenbefore!Whenthathappens,youstumbleandthatgreatflowisgone.”Noticehowyouusetheworkofthefirstbendtointroducetheworkofthesecond.Thisconveysthateverythingchildrendotobecomestrongreadersworkshandinhand—thatoneskillbuildsonorsupportsanother.Youmightdemonstratehowthislookstoyouastheirteacher.Modelreadingasachildandthenpretendtostumbleoveraword.Challengechildrentobringnewresolvetotacklingtrickywordsandteachthemstrategiestohelpwiththiswork“Readers,forthenextweekorso,whydon’tyoumakeityournewresolvetotacklethosewordsthatslowyoudownandinterrupttheflowofyourreading.Sometimesyou’llfindwaystofigureoutthewordonthespot,andothertimes,you’lljustswapinawordthatmakessenseinplaceoftheoneyoudon’tknowuntilyou’redonereadingthatsection.”Overthecourseofthisbend,then,you’llteachyourstudentsavarietyofstrategiesfordecodingorunderstandingdifficultwords.Youmightbeginwithageneralteachingpointthathighlightstheimportanceofnoticingwordsthatarehard:“TodayIwanttoteachyouthatreaderspaycloseattentiontothewordsintheirbooks,especiallyonesthatarechallenging.Theythink,“Whatisthisword?Whatdoesitmean?Whydidtheauthorchoosetouseithere?’”YoumightmodelhowtousethisstrategywithoneofthebooksyouusedinBendOne.Forexample,youcouldreadthispartfromHoundsleyandCatina,andhighlighttheword“speechless”:

“Iamatalossforwords,”HoundsleytoldCatinawhenhehadfinishedreadingthebook.“Iamspeechless.”

“Catinabeamed.“Mywritinghasleftyouspeechless?”sheexclaimed.“NowIknowIwillbeafamouswriter!Oh,thankyou,Houndsley!”

“You’rewelcome,”Houndsleysaid.Buthewasthinking,Oh,dear.PoorCatina.

Lookupandsay,“Readers,Ididn’tstumbleonanywordsjustnow,butI’mwonderingabouttheword‘speechless.’Itmeansexactlywhatitsays—withoutspeech(lessmeans

“TodayIwanttoteachyouthatreaderspaycloseattentiontothe

wordsintheirbooks,especiallyonesthatarechallenging.Theythink,“Whatisthisword?Whatdoesit

mean?Whydidtheauthorchoosetouseithere?'"




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without,here,justlikehomelessmeanswithoutahome).Butlet’slookatthiswordalittlecloser.Houndsleysayshe’sspeechlessbutdoesn’tsaywhy.So,let’stakeaguess.I’mprettysureit’sbecausehefindsCatina’swritingsoawful,right?!He’swithoutwordsbecausehedoesn’tknowwhattosay—andhecertainlydoesn’twanttohurthisbestfriend’sfeelings.Butthenlookwhattheauthordoes.HemakesCatinausethesameword.Catinasays,‘Mywritinghasleftyouspeechless?...NowIknowIwillbeafamouswriter!’That’sodd...hmmm...whatmightCatinathinkspeechlessmeansforHoundsley?Turnandtalk!”Ofcourse,thepointisn’tthatyoursecondgradersdissecteachandeverywordinthiswaybutthattheydobegintoconsiderthewordchoicesauthorsmake,justastheyconsidertheirownwordchoiceswhenwritingandwhenspeaking.Precisewordsconveyaslewofobviousandlessobviousmeanings,andthemoreyourchildrenlearntoexamine,analyzeandplayaroundwithwords,themoretheirownvocabulary,readingcomprehensionandwritingskillswilldevelop—nottomentionloveofwords.Introduceadditionalword‐solvingstrategies,basedontheneedsofyourclassofreadersAsthebendunfolds,youmightteachanynumberofwordsolvingstrategiesandtheonesyouselectwillofcoursedependontheneedsandstrengthsofyourparticularclass.Ifmanyofyourkidsarereadinglongerbookswithmorecomplicatedvocabulary,youmightteachthemthatreadersusealltheyknowtoreadthemorechallengingwordsintheirmostchallengingbooks.Theythink,“HowdoIsaythisword?WhatdoIknowaboutthesewordparts(vowelteams,prefixes,suffixes,etc.)thatcanhelpmepronouncethisword?”Thentheyrereadtomakesuretheirreadingmakessense.Youcouldputupsentenceswithlongerwordsthataredecipherableoncebrokendownintwo,wordslike“eggplant”(eggandplant),“wolfhound”(wolfandhound),“nightmare”(nightandmare)andeventhenonsenseword,“lollypup”(lollyandpup—andaplayonlollipop).TheseareallfromMr.Putter&TabbyWalktheDog,whichispartofaseriesweloveforsecondgraders,inpartbecauseoftheterrificuseofwordsandrepetition(andofcourse,alsoforitsmemorable,fantasticcharactersandhumor).Childrenwillhavefunfindingthetwosmallerwordsthattogetherformanentirelynewword.Ofcourse,awordofcautionhere:longerwordswon’talwayssplitintotwodistinctwords.You’llwanttoteachthisstrategywiththetuckedtipthatiftwosmallerwordsdon’tjumpouteasilyinthelongerone,thiswon’t,then,bethestrategyfordecipheringthatword.




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Certainly,you’llwanttoremindchildrenthataftersolvingatrickyword,it’swisetorereadthesectionofthebookthatcontainsthewordtobesurethatthemeaningstillholds.Sometimesreadersthinkthey’vefiguredoutawordonlytodiscoverthatwhattheythinkitmeansdoesn’tworkinthecontextofthetextitself.Youmightalsoteachstudentsthatreaderscombthetextforcluesaboutwhatawordmightmean.Thatis,sometimesittakeslookingaroundthewordtofigureoutitsmeaning.Readerscanusetheirfingersandeyestosearchthepicture,thesurroundingwordsandeventhewholebook.InAnimalLook‐Alikes(LevelK),theword“camouflage”isusedtodescribeonewayinwhichamothdiffersfromabutterfly.Thetextstates:

Butterfliesareusuallymorecolorfulthanmoths.Mothsareoftenbrownorgray.Thesedullcolorshelpmothshide.Thisiscalledcamouflage.

Thiswordisbolded,asignthatitisdefinedinthebook’sglossary.Beforeturningtotheglossary,thereisworkchildrencandotofigureoutthisword.Iftheyhaven’tseenitbefore,manychildrenwillstruggletopronounceit,asitsspellingcomesfromitsFrenchcounterpart,camoufler(todisguise).Additionally,thisisawordthatdoesnotsplitintotwosmallerwords.Youcanhelpstudentspronouncetheword,explainingthatit’soneofthosetrickyonesthatdon’tsoundexactlyhowtheylook.Thenquicklymoveontosharethegoodnews:“Readers,lookattheplacesaroundthisword,onthesamepage,andseeifyoucanspotthecluestheauthorhasprovidedtohelpyoufigureoutwhatitmeans.Wheremightyoulook?Whatdoyounotice?”Childrenshouldrealizethatthewordhasessentiallybeendefinedinthesentencethatprecedesit.Thesentence“Thisiscalledcamouflage”signalstothereadertorereadtheonebeforeit.Camouflage,then,mightmeanhavingcolorsthathelpyouhide.Thepictureonthetopofthepagegivesaphysicalrepresentationofwhatcamouflagelookslike.Onitisamothrestingontreebard.Thecaptionreads:

Itishardtoseethismothbecauseitisalmostthesamecolorasthetreebark.

“TodayIwanttoremindyouthatafteryousolveatrickyword,it'simportantthatyoualsothinkaboutwhatitmeans.Youcanrereadthesentence.Ifthesentencedoesn'tmakesense,there'smoreworktodo!Youcanstopandsay,'Waitaminute!What'shappeninghere?What

couldthiswordmean?"




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Yourstudentswhoaremorevisuallearnerswillhaveaneasiertimeunderstandingwhatcamouflageisbylookingatthispicture.Oncekidshavehadagoatdefiningthisword,turntotheglossaryandreadthedefinitionlistedthere: camouflage:thecolororshapeofananimalthathelpsithide.“Oh!”youcansay,“Soit’snotjustcolorbutalsoshapethatcreatescamouflage.Thismightleadtoaminiinquiryinwhichtheclasslooksforinstanceswhenanimalsareshapedinparticularwaysthathelpthemhide.Youmightalsoteachreadersthatwhentheynoticeawordrepeatinginthetext,theytakenote.Here,again,youcandrawonMr.Putter&TabbyWalktheDog.ThedogisMrs.Teaberry’s“lollypup,”Zeke.This(nonsense)wordisrepeatedmanytimesthroughoutthetext,andchildrenwillhavefunnoticingthatittakesonaverydifferentmeaningwhenMrs.TeaberrysaysitthanitdoeswhenMr.Puttersaysit!First,ofcourse,you’llwanttopointoutthatthisisamadeupword—it’sanicknameoratermofendearmentthatMrs.TeaberryhasgiventoZeke.Itsoundsverymuchlikeanactualword:lollipop.ChildrenwillprobablynoticerightawaythatMrs.Teaberryhasswappedinpup(shortforpuppy)forpop(shortforpopsicle).Next,theycanlookatthewordsaroundthisoneeachtimeit’susedtogetafeelingforhowthespeakerintendsit.WhenMrs.Teaberrysays,“Butwhowillwalkmylittlelollypup?”wecanfeelthatsheisspeakingtenderlyaboutherbeloveddog.Mr.Putter,toreassureher,says,“Iwillwalkyourlittlelollypup.”HemaynothavethesameattachmenttoMrs.Teaberry’sdog,butasTabby’sowner,hecanunderstandit.Butpageslater,whenMr.PutterhasdealtwithZeke’spullingandwrappingandchasing,hedeclarestoTabby,“Zekeisnotadreamdog...Zekeisanightmare.”ThisgivesreadersacluethatlollypupnolongerevokestendernessinMr.Putterwhen,onthenextpage,theauthorwrites,“Theyweren’tsuretheycouldlivethroughfourmoredayswiththelollypup.”Thehumorisalittlesophisticatedhere,butmanyofyoursecondgradersareusedtothiskindofsarcasminbookstheyarereading,suchasAmeliaBedelia,JudyMoody,JunieB.Jones,Fluffy,eveninCamJansen.Certainlyyou’llwanttodrivehomethefactthatreadersholdontothenewwordstheyencounterbyusingtheminconversation—bothtotalkaboutthewordsinthecontextofthebookswheretheyappeared,andtotryusingtheminothercontexts(thelattermightbe

"TodayIwanttoteachyouthatwhenreadersnoticearepeatedword,theydosomeseriousthinking.Theysay,'Oh!Ibetterthinkmoreaboutthisword.Thewriterputitinsomanytimes,itmustbeimportant!'Theythink

aboutwhatitmeans,howit'sused,whyit'simportant.Thisistrueinyourfictionbooks

andinyourinformationbooks."




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amid‐workshopteachingpoint).Youcouldevenputupsomenewwordschildrenencounterandthendeclarethatthisweektheclass’schallengewillbetousethosewordsintheirregular,everydayspeech.Imaginethefunyoucanhavewiththis!Yourchildrencantrytonamewhatanauthoristeachingaboutatopicoracharacterbyusingaparticularword.Thiscouldleadtoabiggerdiscussion,perhapsbetweenpartners,aboutthekindsofwordstheyusetoteachothersaboutthingsorpeopletheyknow.Ifyouwanttohaveamini‐celebration...

Youmightcelebratetheendofthisbendbyinvitingchildrentocollectthenewwordstheylearnedineithertheirstoriesortheirinformationalbooksinawordbank.Theycanthenusethesewordstobrieflyteachoneanotheraboutanewcharacterortopicthey’vediscoveredthisweek.

Invitechildrentoconsiderthequestion,“Whyreread?”Inthethirdbend,wesuggestyouagainconductaninquirylessoninwhichyouaskyourstudentstothinkbackoverthepastfewweeksandtonamewhenandwhytheythemselveshavereread.Theycouldconsiderthegeneralquestion:“Whyreread?”or“Whatarethereasonsareaderrereads?”Thiscouldthenbecomearepertoirelessononrereadinginordertoexpandfluencyandvocabulary—andthusyetagainconveystochildrenthatmanyoftheskillstheyusetoreadwellworktogetherorsupportorbuildononeanother.Alternatively,youcouldshowafewclipsofreadersrereading.Youcanthenaskchildrentoconsiderthequestion,“Whyreread?”Askthem,“Howdidrereadinghelpthechildreninthevideo?Whydoyouthinktheyreread?”Whethertheyrecounttheirownreasonsforrereadingorwatchavideoofotherkidsdoingso,yourchildrenwillprobablyrealizethatrereadinghelpstoclearupanyconfusingparts,whetherthosearejustnewortrickywords,orwholesectionsofatextwheremeaninghasbrokendown.Theymayalsosaythatithelpstorereadifyouwanttoretellabooktosomeoneelse,orteachsomeoneaboutatopicyoujustreadabout.Theymaysaythatrereadinganearlierpartinabookcanhelpyougetsituatedinthebookagaininordertokeepreading,oritcanhelpyouunderstandlaterparts.Sometimestheendofabookmakes

BendIII:UnderstandingtheManyReasonstoRereadandGivingTheseaGo!

"Allofusinthisroomrereadattimes.Butdoyouknow

why?Let'sseeifwecanfigureout,asaclass,'Whyreread?'"




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referencetothebeginningandsoithelpstorereadthebeginningtoconsiderhowthetwofittogethertomakeacompletestoryorteachingtext.Certainlykidswillrealizethatrereadingissomethingthatpeopledowhentheyloveapartofabookorawholebookandtheywanttoexperienceitasecondtime!Rereadinghelpspartnersgetreadyforconversations.Readerscanrereadsectionsthatraisedquestionsforthem,orprovokedthinkingorastrongfeeling,orthattheysimplyenjoyedandwanttoshare.InvitechildrentoengageinrereadingworkwithapartnerDuringthisbend,you’llcontinuetoemphasizethevalueofreadinghardertextwiththehelpofapartner.Partnerscanrereadtogethertofigureoutthehardpartsintexts.Theycanaskthemselvesquestionssuchas:

Whatisthisteachingme? Whatishappeninghere? Whatdoesthismean? Howshouldthissound? Whattoneofvoicedoeshe/shehavehere? Whyisthishappening?

Thentheycanrereadtogethertotrytoanswertheirquestions.Astheunitunfolds,teachchildrenthevariouspurposesforrereadingandsetthemuptopracticedoingsothemselvesYoumightalsoteachchildrenthatreadersoftenselectpassagestoreadoverandover—eachtimeforadifferentreason.Theymightrereadoncetogetthewordsdown,asecondtimetobetterunderstandthecontent,athirdtimetosetthemselvesuptoretellthepart,citingkeyideasanddetails,andyetafourthtimetoaskandanswerquestionsaboutthatpart.Itcanhelptomakeaplanforrereadingwithapartnerandthentogoatittogether!Youmightalsoteachchildrenthatrereadingishelpfulwhenreadersgetconfused.Manyofyourchildrenarereadinglonger,moreinvolvedbooksnow,soyou’llwanttopointouttothemthatthereismuchmoreinformationtoholdonto—morepagestoaccumulate—andthatitcanhelptorereadthebeginning(orearlierparts)tofigureoutwhatishappeninginlaterparts.




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Ofcourse,rereadingcanserveotherpurposesthantoclarifyconfusingparts—andreadersdon’tjustrereadthebeginning.Teachchildrenthatrereadingisawaytothinkmoremeaningfullyaboutthewholeofabook,andinparticular,howpartsgotogether(thiswork,ofcourse,supportsstandardRL2.5).Readerscanaskthemselves,“Howdoesthispartgowithwhatcamebefore?”and“CanIusethisparttohelpmeunderstandthenextpart?”Thesequestionsapplyasreadilytoastoryastheydotoaninformationalbook.Inthecaseofthelatter,childrenmightbeconsideringhowtheinformationprovidedintextfeatures(captions,boldprint,subheadings,glossaries,indexes,etc.)workstogethertopaintafullpictureofatopic.Insomeinstances,thesewillfillininformationthat’snotstatedinthemaintext,offerdefinitionsorinterestingfacts,orhighlightimportantfeaturesreadersshouldespeciallypayattentionto,andsoforth.Thepointisthatithelpstorereadpartstounderstandhowtogethertheyprovideafullstoryorafullpictureaboutatopic.Readerscanalsorereadtoseeifpartsofthetextgotogether.Theyaskthemselves,“CanIunderstandthispartbetterifIrereadanotherpart?”Thisisexactlywhatyouwillhavedemonstratedabove,intheexampleofrereadingthecaptionunderthepictureofthecamouflagedmothtoacquireamorethoroughunderstandingoftheword“camouflage.”Afterrereadingeachofthetwoparts,theycanthenthinkabouthowthetwofittogether.Astheunitdrawstoaclose,setchildrenuptodosomecompareandcontrastrereadingworkYoumightalsoteachchildrenthatrereadingsetsreadersuptocomparepartsofthetext.Theymightchoosetwopartsofthesamebookorpartsfromtwodifferentbooks.Eitherway,readerscanlookbetweenthese,spottingsimilaritiesanddifferences.Thisisparticularlyusefulworkwhentacklingnonfiction,asithelpstothinkacrosssourcesofinformationonthesametopictolearnevenmoreaboutthattopic.Sometimes,theinformationmayconflict,inwhichcase,areadermightneedtolookatyetotherbookstofindoutifthere’smoreevidencetosupportoneideaoranother.Withstories,thiscomparisonworkcanpositionreaderstothinkacrosscharactersinthesameordifferentbooks;intheformerinstance,areadercanthink,“Howissheactinginthesamewaysinthesetwoparts?Howissheactingdifferently?”andthenputthat

"TodayIwanttoteachyouthatithelpstoreread,asking,'Whatisthewholebookabout?''Howdoesthispartfitwiththisnextpart,orthepartbeforeit?'Theydothisbecausetheyknowthatauthorsputpartstogethertohelpthemunderstandwhatthewholebook

isreallyabout."

"TodayIwanttoteachyouthatasreadersreread,oftentimestheynoticethingsthatare

thesameandthingsthataredifferent.Sometimestheynoticethisinthesamebook,andsometimes,eveninadifferentbook!Whenthishappenstoyou,jotdownthisthinkingsoyou'rereadytotalktoyour

partneraboutit.Morethanlikely,you'llcomeupwithbigideas!"




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togethertocomeupwithatheoryaboutthatcharacter.Orareadercouldlookacrosstwocharactersinthesamebook,oracrosstwocharactersintwodifferentbooks.Partnersmightdothisworktogether.Theycanrereadparticularpartsofbookslookingforspecificthingstocompare—characters,setting,actions,information,textstructuresandfeatures,evenwordchoice.Ifyouwanttoholdaminicelebration...Ifyouhaven’thadanyminicelebrationsupuntilnow,youmightwanttogatheryourreaderstogetherandhavethemquicklysharetheirrereadingworkwithothers.Aspartofthis,childrenmightgiveoneanotheradviceaboutbooks—andpartsofbooks—thatareworthreadingagainandagain.Theymightevenrecommendbookstorereadtogether,inordertoengageinsomepartner‐basedcomparingandcontrasting! Inthisfinalbend,wesuggestyougroupyourstudentsintoreadingclubsbasedontheirparticulargoalsforthemselves.Youmightbeginbyaskingchildrentoreflectontheworktheyhavedoneoverthecourseoftheunit.Thensuggestthattheyaskthemselves,“WhatcanIdoevenbetter?”Oncechildrenhavedecided,theycanjoinclubsbasedontheirnewgoals,withwhichtheywillsharetheirgoalsandthenworkasagrouptomeetthese.TheclubsmightbecategorizedVocabularyClub,FluencyClub,andRereadingClub,tocovertheworkofthepastthreebends.Oncechildrenareinself‐selectedclubsthatspotlighttheworkofthisunit,inviteclubstoorganizethemselveshowevertheyseefit—thenshareouttheirsystemsOnthefirstdayofthisbend,then,you’llusetheworkshoptosetchildrenuptosetgoalsandtochooseclubsthatmatchthosegoals.Thismeans,ofcourse,thatrightfromthestart,you’llconveytochildrenthattheyreallyareinchargeoftheirreadinglives.Thisisanewyear,ofnewpossibilities,andgonearethelittlekidsyouhadtodirectduringmuchofthefall.Youmightusetheday’ssharetopositionchildrentoorganizetheirclubs,andthenspotlightthevariouswaysinwhichdifferentclubstacklethistask.Perhapsonegroupwill

BendIV:FormingGoalClubstoHelpUsMakeReadingShine!

"TodayIwanttoteachyouthatsometimesthewisestworkreaderscandoistopauseandreflectontheworkthey'vedonerecentlyandtothink,'WhatcanIdoevenbetter?'Thenreaderssetgoalstotargetthosethings."




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layoutspecificplansformeetingitsgoals,whileanotherwilllayoutafirstassignmentfortheclubtotakeon,whileanothersetsuprulesofconduct.Ontheseconddayofthebend,youmightputtheworkthattheclubsbeganinyesterday’sshareintoaformalteachingpointonhowclubsplantoworktogether.Specifically,youmightsay,“Yesterday,eachofyouselectedaclubtojoinforthenextweek,andyouandyourclubmatesbeganthinkingabouthowtoorganizeyourclub.Organizationisreallyimportant.Clubscanstudythetools(charts,notes)andtalktogethertomakeplansfortheworktheywilldoacrosstheweek.”Soon,then,you’llwanttohelpeachclublaunchtheworkithaselectedtodo.Childrenshouldhaveenoughstructureandsenseofaplantocarryonindependentlywhileyoucoachintoeachclub’swork.IdeasfortheworkoftheFluencyClubThestudentsintheFluencyClubcouldstartbychoosingacouplebookstoperformtogetherinparticularways.Encouragethesekidstochooseoneinformationalbookandonestorysothattheycanpracticereadingwithbothnarrativevoicesandwithteachingvoices.Theycouldpracticebeingreporterswhentheyworkwiththeirinformationalbook(muchliketheydidduringtheInformationalReadingunit)andevenpauseoccasionallytoexplainoractoutportionsofthebookthatmightbeconfusing.Whentheyturntotheirselectedstory(thiscouldbeeitheranindependentreadingbookoroneoftheclass’sread‐aloudbooks),thechildrencouldpicksectionsofittoperform,usingbothgesturesandtheirvoicestobringoutthemoodortoneofthestory.Theymightassignreadingrolesbasedonchildren’sparticularinterestsandlikes—orgoals.Forexample,achildwhoeitherhasaflairforthedramatic—orwhosegoalitistoimproveatreadingdramatically—mighttakeonaparticularlyexpressivecharacterinthestory,whileachildwhoisaimingtogainmorefluencyatreadingstraightnarrationmightelecttoreadthepartofthenarrator.Besurethataschildrenworkinthisclubtheyspendtimereadingtothemselvesandrehearingtogether,sothattheycanprovideoneanotherfeedbackonthesmoothness,pace,andexpressionoftheirreading.IdeasfortheworkoftheRereadingClubThestudentsintheRereadingClubcouldstartbychoosingbookstorereadfromtherecommendationsmadeduringtherereadingbendoftheunit.Theymightmakeaplanwherebytheychooseafewtexts(perhapsthatgotogetherinsomeway)andreadthese

"TodayIwanttoteachyouthatthereisimportantplanningworkyoudoasareadingclub.Youcanuseresourcesaroundtheroomandeachothertohelpmakeaplansoyou're

readytoworkhard."




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repeatedlywithdifferentpurposes—justasyoulaidoutduringthatbendoftheunit.Alternatively,thesestudentscouldstudya“complextext”likearead‐aloudandchooseafewpartstorereadfordifferentreasons.Perhapstheycouldtakeacopyofascienceorsocialstudiestextandmarkitupindifferentwaysandthenhaveconversationsoffofit.Ortheycouldtakeaportionofafictionread‐aloudandrereadthreekeypartsofthebook,lookingforhowtheserelatetooneanother.IdeasfortheworkoftheVocabularyClubThestudentsintheVocabularyClubcouldcollectagroupofbooksthatgotogetherinsomewayandthenreadonthelookoutfornewandinterestingwords.Atfirsttheymightjustcollectthesewordsinafolder,usingtheirclubtimetodiscussthewordsandworkingtogethertogainbetterunderstandingsofthem.Afteradayorso,thechildrenmightstarttosorttheirwords,puttingthemintomeaningfulcategoriessothattheycanusethewordsincontexttooneanother.Thesecategoriescouldbetopicsandsubtopicsifthebooksareinformational(e.g.,iftheyarereadingaboutbugstheycouldcreatethecategories“BodyPartsWords,”“KindsofBugWords,”“LifeCycle”words).Ifthebookstheyaretargetingarenarrative,theclubcouldclusterthewordsbycharacter(e.g.,“WordsthathelpustalkaboutHarry”)orbytype(e.g.,“Traitwords,”“FeelingWords,”“Wordsthathelpusdescribethesetting”).Astheweekprogresses,thisclubcouldhaveconversationsintowhichtheyattempttoincorporatemoreandmoreofthesewords.Theycouldalsosketchandjotdefinitionsforthesewords.Thesedefinitionscouldturnintolittleglossariesforatopicorforabookseries.Attheendoftheweek,theclubcouldpresentthesenewwordstotheclassandaddthemtotheclassroom’svocabularywall(ifyouhaveone)orthechildrencouldlaunchavocabularywallfortheclass.Asafinalcelebration,youcouldinviteeachclubtoshareitsworkwiththeotherclubs.Encouragethelisteningchildrentoengage,askingquestions,contributingideas,andjottingnotesofideasforwaysinwhichtoapplywhatthey’velearnedtotheirownreadinglives.Anotherpossibilityisforyourclasstoshareitsworkwithotherclasses.AssessmentSincethisunitfocusesheavilyonfoundationalskillsandtheapplicationoftheseskillswhenreadingandwriting,itwillbeimportanttohaveasolidunderstandingofwhatstudentsknowaboutwordsandwhattheyarereadytolearn.Thiswillinformyour

Word Study




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instructionduringreadingandwritingworkshopaswellasyourwordstudy.Manyteachersdecidetogiveanotherspellinginventoryatthistimeofyearandtocomparethisinformationtorunningrecordsandwritingsamples.You’llwanttomakesurethatyoudeterminewhatstudentsknowaboutwordsinisolation(whenreadingwordlistsorwritingwordsforthespellinginventory)andwhentheyreadandwriteincontext(i.e.,runningrecordsandwritingsamples).Ifyouarecurrentlyteachingwordstudyinsmallgroups,thiswillgiveyouanopportunitytomakechangestothosegroups.Ifyouareteachingthistothewholeclass,you’llwanttocheckinonyourinstructionalprogressiontodetermineifyouneedtoreviseyoursequenceorpacing.Onceyoudeterminetheconceptsonwhichyou’llfocus,makesurethattheworkyoudoinreadingworkshopreflectsthiswork.Therefore,whenyouaredemonstratinghowtoproblem‐solvewords,makesureyouareproblem‐solvingonesthatrequiretheuseofthoseparticularspellingpatternsfromwordstudy.TypicalConceptstoAddressforStudentsReadingK/LLevelTexts:

Phonics

continueambiguousvowelsasneeded(e.g.,foot,lawn,launch)consonantswith2sounds(e.g.,crab,circle,prance,golf,giant)compoundwords(e.g.,eggplant,playground,birdhouse)prefixesandsuffixes(beginthiswork)(e.g.,reread,unhappy,preheat,wonderful,teacher,gently)

WordWorkAsyoufocusonspellingpatternssuchasambiguousvowels(e.g.,aw,oo)andthechangeinsoundsofconsonantscandg,you’llprobablysetchildrenuptodopracticeactivitiesthatincludetypicalwordsortsandwordhunts.Atfirst,whenreadingthesepatterns,studentswillneedpromptingtotrydifferentsoundsforavowelorconsonantuntiltheydeterminewhatwordmakessenseinthecontextofreading.Beingflexibleinthiswayisanimportantpartofthereadingprocess.Atthesametime,studentswillbecomemoreefficientatreadingwordsastheydevelopastrongerknowledgeoftheseparticularspellingpatterns.Thatmeanstheyshouldbeginrecognizingapatternsuchas“aw’automatically




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whensearchingforinformationtoproblem‐solveaword.Thiswillhelptoincreasethespeedwithwhichtheyproblem‐solveaword,and,inturn,increaseoverallfluency(CCSSFS2.4.b).Similarly,you’llwanttomakesurethatstudentsreadcompoundwordsbyrecognizingeachofthesmallerwordsinsidethelargerword.Sometimesreadersareintimidatedbytheselongerwords,andtheystarttoproblem‐solveinsmallpartsratherthantakingintheentirewordandrecognizingthetwowords.AccordingtoLS.2.4.d,itisalsoimportantthatchildrenuseknowledgeofthemeaningofindividualwordstopredictthemeaningofcompoundwords.Youmaywanttocreateactivitiesinwordstudyduringwhichstudentsmakeasketchwithlabelstorepresentthemeaningofcompoundwords.ThisisespeciallyhelpfulforstudentsforwhomEnglishistheirsecondlanguage.Thisisalsoatimeofyeartobegintointroducetheconceptofaffixes—prefixesandsuffixes.Whiletherearemanyprefixesandsuffixes,youwillwanttobeginbyintroducingstudentstotheconceptofaprefixorsuffixasapartofawordthatchangesthemeaningoftherootword.Prefixessuchasun‐andre‐arerelativelyconcretesobeginningwiththoseisahelpfulwaytobeginstudyingthisconcept.Whilestudentsareprobablydecodingthesetypesofwordsatthispointintheyear,itisimportantthattheyunderstandwhatthesewordsmeanandhowtheseprefixesimpactaword’smeaning.

Documents

Welcome to the Unitk164.weebly.com/uploads/8/5/5/4/8554966/second... · Unit Four - Shoring Up on Foundational Skills - Reading Harder, ... , new vocabulary. Throughout this part