lcps.k12.nm.uslcps.k12.nm.us/.../uploads/2015/10/Q2-Spanish-Unit-of-… · Web viewRL2.2, RL 2.3, RL 2.9, RI 2 ... Demonstrate command of the conventions of standard English grammar

Q2 Spanish 2nd Grade Unit of Study Backward Unit Design – Planning Document

Unit FocusThis is a four-week unit of study that focuses on comparing similarities in History of people in

North America through Literature.Reading

RL2.2, RL 2.3, RL 2.9, RI 2.5,RI 2.6, RI 2.8,

RI 2.9

WritingW 2.2, L 2.1 d,e

Speaking and Listening

SL 2.1

NM Social Studies

Standards and

Benchmarks

K-4 Benchmark

I-CStandard Analysis

Standards Knowledge Needed (Know) Learning Targets and Student Outcomes (Do)

Suggested Assessment Tasks

Reading: RL2.2Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

• Retell a story from different cultures.

• Tell what the story means• Identify and tell others the lesson

the story is teaching.

RL 2.2, RL 2.3Summarizing Central Themes and Key Events

Retell stories of folktales and fables from different cultures.

Explain what the author wants us to learn by reading the story.

Story outline graphic organizer

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RL 2.3Describe how characters in a story respond to major events and challenges.

• Identify the characters in a story.

• Identify the major events and challenges (problem) in a story.

• Describe how characters respond to the major events and challenges in a story.

RL 2.2, RL 2.3, RL 2.9Describing Characters and their Responses

Compare and contrast characters and their responses to major events/challenges.

Compare and contrast characters in two versions of the same story.

Venn Diagram

RL 2.9Compare and contrast two or more versions of the same story (e.g. Cinderella stories) by different authors or from different cultures.

• Find similarities and differences between similar stories by different author and/or from different cultures.

RL 2.2, RL 2.3, RL 2.9Finding Similarities and Differences in Different Story Versions

Compare and contrast story plots.

Compare and contrast characters in two versions of the same story.

Venn Diagram

RI 2.5Know and use various text features (e.g., headings, tables of contents, glossaries,electronic menus, icons) to

• Use different parts of the book & technology to find important information.

• Understand when to use different parts of the book & technology to find important

RI. 5Using Text Features as 21st Century Learners

Use text features to gain

Teacher-created exit ticket

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locate key facts or informationin a text.

information. clarification, gather information, and navigate a text effectively.

RI 2.6Identify main purpose of a text, including what the author wants to answer, explain, or describe.

• Identify the author’s purpose for writing the text (answer a question, describe something, or explain something).

RI 2.6Author’s Purpose

Make inferences about the author’s purpose.

State whether the author wants to answer a question, describe something, or explain something.

Observation @ Guided ReadingTeacher-created exit ticket

RI 2.8Describe how reasons support specific points the author makes in a text.

• Identify main idea and supporting details from the text.

RI 2.6, RI 2.8Getting the Big Picture

Make inferences about the author’s purpose.

State whether the author wants to persuade, inform, or entertain.

Identify the main idea and cite evidence from the text.

Bubble Map

RI 2.9Compare and contrast the most important points presented by two texts on the same topic.

• Tell how two texts on the same topic are similar and different.

RI 2.9Two of a Kind

Read informational texts and identify similarities and differences in the

Venn DiagramTeacher-Created Exit Ticket

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main points.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

• Read 2nd grade level text with purpose, understanding, fluency, and comprehension.

• Monitor reading and know when to self- correct.

RF 2.4Fast and Curious

Read fluently and accurately to make sure audience receives the correct message.

Self monitor while reading and use context clues and rereading when something doesn’t make sense.

Fluency tests (DIBELS)Running records

*RF. 2.3 bRF.2.3 Conocen y aplican la fonética y las destrezas de análisis de palabras a nivel de grado, en la decodificación de palabras.b. Distinguen los sonidos de las vocales en los triptongos al leer palabras ya conocidas (buey, Paraguay, Uruguay) fijándose en el uso de la ye (y) como vocal.

Conocer los sonidos de las vocales y los diptongos

Identificar, leer y escribir los triptongos-una secuencia de tres vocales que forman una sola sílaba (Paraguay, Uruguay, caían, miau, destruía).

Usar los sonidos de las vocales a, e, i, o, u. Destinguir los diptongos como dos vocales diferentes que se pronuncian en una sola sílaba (dio, pie, bien, fui, vio).

Identificar, leer y escribir triptongos

Teacher created exit ticket

Speaking and Listening:SL 2.1Participate in collaborative

• Actively listen when others are talking.

SL 2.1Let’s Taco Bout It

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conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

b. Build on others' talk in conversations by linking their comments to the remarks of others.c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

• Participate in conversations while remaining on topic.

• Build on others’ conversations and ask for clarification when needed.

Converse with others about 2nd grade topics and texts.

Respect others thoughts and opinions.

Use information shared to expand on the conversation.

Teacher observation and observation notes of student interactions. Use the following rubric for teacher notes.

Areas of

Concern

Expectation

Studen

t Nex

t Steps

Follows agreed upon rulesBuilds

on others’ talk in conversationsAsks for

clarification and

further explanation

as needed

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Writing and Language: W 2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

• Write a topic sentence• Use facts and definitions to

support the topic• Write a conclusion sentence

W 2.2Writing To Inform

Use the writing process to develop a topic sentence with facts, definitions and a concluding sentence.

2nd Grade LCPS Writing RubricChecklist

L 2.1 d,e Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). (ejemplo: decir-dijo, hacer-hizo, poner-puso, saber-supimos)e. Use adjectives and adverbs, and choose between them depending on what is to be modified.

• d.) Changing the verb tense will reflect when the action took place.

• e.) Adjectives describe nouns and adverbs describe verbs.

L.1.2 d,eCommand of ConventionsChange regular verbs to past tense of frequently occurring irregular verbs.

Add details to writing and speaking using adjectives and adverbs.

Teacher ObservationTeacher-Created Exit TicketStudent Writing Sample

Social Studies Standards K-4 Benchmark I-C—World: Students will identify and describe similar historical characteristics of the United States and its neighboring countries.Describe and compare similarities of the history of peoples in North America through literature (e.g., story-telling, fables, folktales, fairy tales).Big Ideas: Enduring Understandings: Throughout this unit, the students will study about the different Native American tribes in the different regions of North America. They will learn about the locations of the different tribes, the roles that the men and women took on, the food they ate, and the types of shelter they used and created. Within this unit, students will be exposed to various Native American folktales, fables, myths, and

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legends. They will also compare experiences shared and learned through literature and other resources to illustrate the similarities between the tribes by writing and presenting an informative text comparing two tribes. Essential Questions

• How does reading and retelling a story help you understand the central message?

• How does comparing characters and their experiences in various stories help you understand a culture?

• How can you use different texts on the same topic to help you have better understanding of the topic?

• How do text features help your comprehension of a text?• What events, traditions, or practices are similar with all tribes?• ¿Cómo puede ayudarte leer y recontar el cuento para comprender el

mensaje central? • ¿Cómo puede el comparar los personajes y sus experiencias en varios

cuentos ayudarte a comprender una cultura?• ¿Cómo puedes usar textos diferentes sobre el mismo tema para ayudarte

a entender mejor el tema?• ¿Cómo pueden las características informativas del texto ayudarte a

comprender el texto?• ¿Qué eventos, tradiciones, o prácticas culturales son similares entre todas

las tribus?

Guiding Questions *What is the lesson the author wants you to learn by reading this text? What are some other themes that are being taught?*What events happened at the beginning, middle, and end of the story?*In what ways does the problem in a story change the character(s)?*How can texts features help you be more efficient reader?*¿Qué quiere el autor que aprendas sobre lo que estás leyendo en el texto? ¿Cuáles son otros temas evidentes en el texto?*¿Qué eventos tomaron lugar al principio, en medio y al final del cuento?*¿Cómo afecta el problema del cuento a los personajes? ¿Qué cambios puedes notar? *¿Cómo pueden las características informativas del texto ayudarte a comprender el texto para ser un lector mas eficiente?*¿Cómo es la población similar y diferente de los dos

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lugares?

Possible Misconceptions:• Vocabulary• Making connections between texts• Theme is not the main idea but rather the life lesson the author wants you learn. • Text features add information to the general text for better understanding.

Culminating Activity: Students will work in pairs to compose an informative writing piece comparing two Native American tribes that includes a topic sentence, definitions and facts, and a closing sentence. Students will then create a visual display of the similarities they discussed in their writing using a power point, poster, or a project of the teacher’s choice. Students will read and present their work to the class.Los estudiantes trabajarán con un compañero para escribir un texto informativo comparando la cultura de dos lugares que incluya una oración principal, definiciones y hechos y proporciona una declaración o sección final. Los estudiantes también crearán una presentación visual que enseñe las ideas similares entre los dos lugares que escribieron en su texto usando un cartel, página electrónica, PowerPoint, o un proyecto que el maestro/a escoja. What will mastery/success look like?Informative Writing will include:

• Topic sentence• At least one definition of an unknown word• Supporting details including comparisons of the two topics selected• Closing sentence• Correct English conventions and language usage (Spanish Writing

Conventions: Please note if there is a different in the conventions between languages it will be included in red)

Indicators of mastery/success?

• Students score 4 on all parts of the Explanatory/Informational Text-Based rubric. Rubric found electronically titled “rúbrica para la escritura de segundo grado”

• Clearly stated similarities between two topics

• Willingness to participate in presentations

Pre-Post Summative Assessment

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Standards Measure/Criteria for SuccessRL.2.2RL.2.3RL.2.4Interactive Read AloudFiction (Trade Books, Novels/Chapter Books, Short Stories, Poetry) Novels may overlap instructional units in the quarter.Non-Fiction (Informational text, Maps, Charts, Graphs, Biography, Speeches, Content Area Articles, Books, Magazines, etc.)Week 1 Text:

The Magic of Coyote(Fiction)Text in Spanish: Hombre Oso: Cuento folklórico de los indígenas norteamericanosDel sitio de Pearson Scott Foresman Calle de la Lecturahttp://www.pearsonsuccessnet.com/snpapp/lrd/viewLeveledReaderFrameset.do?page=leveledReader&id=5794

Instructional Focus:Authors purpose, sequence, predictions

Week 2 Text: (These two texts can be used to address RL.9)• Rainbow Crow Brings Fire to Earth (fiction)• Rainbow Crow: A Lenape Legend (fiction)Text in Spanish: Cuervo Arco Iris Trae el Fuego a la TierraPearson Scott Foresman Calle de la Lecturahttp://www.pearsonsuccessnet.com/snpapp/lrd/viewLeveledReaderFrameset.do?page=leveledReader&id=7000

Text 2 in Spanish to use for compare and contrast:Cuentos para Chicos.comEL Pajaro de Fuego: Leyenda Americanawww.cuentosparachicos.com/ESP/cuentos clasicos/PajarodeFuego.htm

Instructional Focus:• Plot and theme, main

idea, monitor and clarify• Comparing two versions

of the same story

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http://www.cuentosparachicos.com/ESP/cuentos%20clasicos/PajarodeFuego.htm

http://www.cuentosparachicos.com/ESP/cuentos%20clasicos/PajarodeFuego.htm

http://www.pearsonsuccessnet.com/snpapp/lrd/viewLeveledReaderFrameset.do?page=leveledReader&id=7000



http://snowwowl.com/rlcrow





Week 3 Text:Native Americans Text in Spanish: Los Indígenas Americanos Pearson Scott Foresman Calle de la Lecturahttp://www.pearsonsuccessnet.com/snpapp/lrd/viewLeveledReaderFrameset.do?page=leveledReader&id=3274

Second text to use for compare and contrast if you want to continue the RL.9 standard.Los Indígenas Americanos Hoy Pearson Scott Foresman Calle de la Lecturahttp://www.pearsonsuccessnet.com/snpapp/lrd/viewLeveledReaderFrameset.do?page=leveledReader&id=3273

Instructional Focus:Main Idea, supporting details

Week 4 Text:Glooskap and the First Summer: An Algonquin TaleUncovering America’s Past (nonfiction)

Text in Spanish: El Primer Verano: Una Leyenda Algonquina Pearson Scott Foresman Calle de la Lecturahttp://www.pearsonsuccessnet.com/snpapp/lrd/viewLeveledReaderFrameset.do?page=leveledReader&id=6598

Instructional Focus:Facts and Details, Draw Conclusions, Predict and Set PurposeSummarize

Interactive Read Aloud Structure (K-2)1. Introduce the book2. Preview and predict3. Read Aloud – Pausing for interaction: Teacher Think Aloud: Model student objective, student think/pair/share, vocabulary discussed4. Wrap up and relate: student connect teacher modeling and student share out objectiveShared Reading with a Close Reading Focus K-2 Planning StructureInstructional Practice

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http://www.pearsonsuccessnet.com/snpapp/lrd/viewLeveledReaderFrameset.do?page=leveledReader&id=6598http://www.pearsonsuccessnet.com/snpapp/lrd/viewLeveledReaderFrameset.do?page=leveledReader&id=6598







Some of the texts will be stories from interactive read aloud. The purpose during interactive read aloud was to model comprehension and reading strategies where now purpose shifts to revisiting the text for deeper understanding.Week Text Focus

1 Pow WowThis article is included in the resources

Español: ¿Qué es un Pow Wow?Página electrónica de este textohttp://wemotaci.blogspot.com/2010/07/pow-wow-native-canadian.html

Author’s purpose and finding supporting evidence

2 The Hunters and the ElkThis article is included in the resources

Texto en Español para Lectura de Cerca:

La Leyenda del Fuego (cuento digital)http://pacoelchato.com/lecccion14/segundo-espanol-lecturas14-la-leyenda-del-fuego/

Theme, lessons (central message, lessons learned)

3 Native American LifeThis article is included in the resources

El lobo en las historias de los Nativos Americanos.Este artículo está en los recursos como documento en Microsoft Word.

Finding similarities between groups

4 Native Americans: Keeping the Past Alive This article is included in the resources

Text features

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http://pacoelchato.com/lecccion14/segundo-espanol-lecturas14-la-leyenda-del-fuego/



http://wemotaci.blogspot.com/2010/07/pow-wow-native-canadian.html


Los SiouxEstos artículos están en la sección de recursos. Es un texto largo y se recomienda que cada maestro o maestro identifique la parte que quiere analizar para la lectura enfocada.

Week 1 Close Reading Instructional Focus: Author’s PurposeClose Reading Lens: EvidenceText: Pow WowText in Spanish: ¿Qué es un Pow Wow?Página electrónica de este textohttp://wemotaci.blogspot.com/2010/07/pow-wow-native-canadian.htmlIntroduce TextVocabulary Development

Foundational Skills Close ReadingRead for Evidence

Close ReadingLook For Patterns

Close ReadingDeveloping a new understanding

Picture Walk introducing the text. Focus on genre, structure, and book elements.

Vocab – work on context clues in the text.

Vocabulary:

Read the book, model fluency and point to words. Invite students to join in the reading.


Model read with expression.All read with expression together pointing to words.

Choose 1 below as an instructional focus to support foundational skills: Sight words – work



Reread the passage looking for _____________________ (lens).


Model read with expression.All read with expression together


Model read with expression.All read with expression

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Model reading with expression.All read together with expression pointing to words.

on recognition in context, spelling.

En la página de recursos se puede encontrar una lista de palabras de uso frecuente para segundo grado.

Spelling Patterns (phonics) in the book. If I know a spelling pattern I can make lots of words.

Concepts of Print: Capital Letters, Punctuation

Phonological Awareness: Rhyming, Alliteration, Syllables, On-Set and Rhyme

Have students highlight text evidence.Chart student responses in the first column of an anchor chart.

pointing to words.

In small groups reread the passage and the evidence from yesterday. Have students work in small or whole group and find which pieces of evidence fit together.

Chart the patterns you find in the second column of your anchor chart.

together pointing to words.

Ask students to reread the passage. Review anchor chart evidence and patterns. Turn and Talk about noticing’s.

Student Response – First I was thinking ______ now I am thinking _____ because….Primero yo pensaba que _______ pero ahora yo pienso

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que _______ porque…

Week 2 Close Reading Instructional Focus: Theme, lessons (central message, lessons learned)Close Reading Lens: EvidenceText: The Hunters and the ElkTexto en Español para la Lectura enfocada:

La Leyenda del Fuego (cuento digital)http://pacoelchato.com/lecccion14/segundo-espanol-lecturas14-la-leyenda-del-fuego/

Introduce TextVocabulary Development






Vocabulary:

Read the book, model fluency and point to words. Invite



Choose 1 below as an instructional focus to support foundational skills:



Reread the passage looking for _____________________


Model read with expression.All read with expression


Model read with expression.All read with

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students to join in the reading.


Sight words – work on recognition in context, spelling.

En la página de recursos se puede encontrar una lista de palabras de uso frecuente para segundo grado.




(lens).Have students highlight text evidence.Chart student responses in the first column of an anchor chart.

together pointing to words.

In small groups reread the passage and the evidence from yesterday. Have students work in small or whole group and find which pieces of evidence fit together.


expression together pointing to words.


Student Response – First I was thinking ______ now I am thinking _____ because….

Primero yo pensaba que _______

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pero ahora yo pienso que _______ porque…

Week 3 Close Reading Instructional Focus: Finding similarities between groupsClose Reading Lens: EvidenceText: Native American LifeText in Spanish: El lobo en las historias de los Nativos Americanos.Este artículo está en los recursos como documento en Microsoft Word.Introduce TextVocabulary Development






Vocabulary:


Model reading with expression.All read together with





En la página de



Reread the passage looking for _____________________ (lens).Have students highlight text evidence.Chart student responses





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expression pointing to words. recursos se puede encontrar una lista de palabras de uso frecuente para segundo grado.




in the first column of an anchor chart. In small

groups reread the passage and the evidence from yesterday. Have students work in small or whole group and find which pieces of evidence fit together.



Student Response – First I was thinking ______ now I am thinking _____ because….Primero yo pensaba que _______ pero ahora yo pienso que _______ porque…

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Week 4 Close Reading Instructional Focus: Text FeaturesClose Reading Lens: EvidenceText: Native Americans: Keeping the Past AliveText in Spanish: Los SiouxEstos artículos están en la sección de recursos. Es un texto largo y se recomienda que cada maestro/a identifique la parte que quiere analizar para la lectura enfocada.Introduce TextVocabulary Development






Vocabulary:







En la página de recursos se puede encontrar una lista de palabras de uso



Reread the passage looking for _____________________ (lens).Have students highlight text evidence.Chart student responses in the first column of an anchor chart.



In small groups



Ask 18

frecuente para segundo grado.




reread the passage and the evidence from yesterday. Have students work in small or whole group and find which pieces of evidence fit together.


students to reread the passage. Review anchor chart evidence and patterns. Turn and Talk about noticing’s.

Student Response – First I was thinking ______ now I am thinking _____ because….Primero yo pensaba que _______ pero ahora yo pienso que _______ porque…

Writing Calendar Essential Question: What are some similarities I have seen between two tribes?What elements are included in a

Daily Writing Workshop (45-50 min)Mini-Lesson 10 minGuided Practice 5 minIndependent Writing 20-30 min

Assessment:Students will work in pairs to compose an informative writing

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good informative paper?

Preguntas esenciales:¿Cuáles son algunas ideas similares que he visto entre las dos tribus?¿Qué elementos son incluidos en un texto informativo?

Share 5 min piece comparing two topics that includes a topic sentence, definitions and facts, and a closing sentence. CCSS W.2.2

Genre: Monday Tuesday Wednesday Thursday Friday

Week 1 Mini Lesson: Teacher introduces informative writing overview including brainstorming, making comparisons, and conclusions (can use Nancy Fetzer resources).Guided Work: Create an anchor chart that outlines the components of informative writing.

Mini Lesson: Model finding the hook, topic sentence, body (facts and details), and conclusion within a sample informative writing piece.

Independent Practice: Work in pairs or group to color code the elements of informative writing using the Matter sample passage.

Práctica Independiente:Los estudiantes trabajan con un compañero para codificar con color los elementos de un texto informativo usando el

Mini Lesson: Create a list of questions about how the selected topics are similar.

(How is their location similar? How are their types of homes similar? Did they eat the same kind of foods?)

(¿Cómo son los lugares

Mini Lesson: Model how to write an attention-getting first sentence. Give 3 ways (a fact, a question, or onomatopoeia).

After coming up with some ideas as a class, students will then write three of their own using the

Mini Lesson: Model how to write an attention-getting first sentence. Give 3 ways (a fact, a question, or onomatopoeia).

After coming up with some ideas as a

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https://search.yahoo.com/yhs/search;_ylt=AwrTccEQtLdVlCIARR8nnIlQ;_ylu=X3oDMTEwaDZzZnZoBGNvbG8DZ3ExBHBvcwMxBHZ0aWQDBHNlYwNxc3MtcXJ3?ei=UTF-8&hsimp=yhs-002&hspart=mozilla&fr=yhs-mozilla-002&p=onomatopoeia&fr2=12642




texto “La Estrella”. Del sitio Lengua y Literatura Eso Escolapias Soria www.lengua-literatura1eso.blogspot.com

iguales o diferentes? ¿Cómo son los hogares iguales o diferentes? ¿Cómo es la cultura similar o diferente? ¿Cómo es la comida similar o diferente?)

season of Fall as their focus.

Share: Choose a few students to share their best topic sentence. Write them on the board.

class, students will then write three of their own using comparing Native American tribes as their focus.

Share: Choose a few students to share their best topic sentence. Write them on the board.

Week 2 PlanUsing the Tribe graphic organizer, students will begin writing facts for one tribe.

Planificación de la escritura:Los estudiantes pueden usar un Venn Diagram y un T-Chart para empezar a escribir hechos que encontraron

PlanUsing the Tribe graphic organizer, students will begin writing facts for one tribe.

Planificación de la escritura:Los estudiantes pueden usar un Venn Diagram y

DraftStudents will begin composing sentences from their graphic organizers to make complete

DraftStudents will begin composing sentences from their graphic organizers to make complete

Model/Plan/DraftMini Lesson: Model how to write a concluding sentence

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http://www.lengua-literatura1eso.blogspot.com/

http://www.lengua-literatura1eso.blogspot.com/

sobre los dos temas. Los diagramas pueden ser encontrados en la página electrónica: https://www.eduplace.com/graphicorganizer/spanish/

un T-Chart para empezar a escribir hechos que encontraron sobre los dos temas. Los diagramas pueden ser encontrados en la página electrónica: https://www.eduplace.com/graphicorganizer/spanish/

paragraphs. paragraphs. by restating the topic sentence in different way.

After coming up with some ideas as a class, students will then write their own.

Share: Choose a few students to share their concluding sentence. Write them on the board.

Week 3 EditReview common writing mistakes to correct. (Capitalization, punctuation, spelling.)

EditModel using colorful words to add adjectives to nouns and adverbs to verbs.

Students will apply this

Edit

Students continue editing with their peers.

Edit/Final Copy

Students continue editing while

Final Copy

Begin writing the final draft.

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https://www.eduplace.com/graphicorganizer/spanish/





Students will apply this editing focus to their own writing.

editing focus to their own writing.

1:1 editing conferencing with teacher.

Week 4 PublishingIf possible have students type their informative writing to publish.

PublishingIf possible have students type their informative writing to publish

PublishingIf possible have students type their informative writing to publish

PresentationStudents will present their writing along with their visual display.

PresentationStudents will present their writing along with their visual display.

Whole Group Instruction: Shared WritingNancy Fetzer Compare and Contrast Informative Writing Video Resource: https://www.youtube.com/watch?v=IYp01TGiejI

Provide sufficient shared writing experiences before expecting students to write on their own. The “we do it” part of the Gradual Release Model, where an expert, usually the teacher, holds the pen and guides and shapes the language with students is, too often, overlooked. Shared writing is especially critical to writing success for our English Language Learners and learners who struggle. Giving students many opportunities to first express their ideas orally—and without fear of failure or worrying about the actual writing—helps sets them up for writing success later. By Regie Routman

Take all ideas that make sense and incorporate them into the shared writing. This honors every student’s thinking. The shared writing draft can be revised later.

Don’t hesitate to put the language that students may be struggling to express “into their ears.” This is part of our role in helping to shape and guide the writing.

To ensure hearing all the voices and to evaluate all students’ thinking and efforts, word process the whole group, shared writing draft. Then, put students in small, heterogeneous groups and have each group revise the draft. Come together as a whole group and guide the final revisions. Use this process across the curriculum.

Before moving on to having students write on their own, have at least one or two public, scaffolded conversations to ensure students are ready and have cogent ideas.

For Detailed Tasks, Assessments, and Resources check:Quarter Standards: W.2.3, L.2.1Cluster Standards: W.2.5, W.2.5, W.2.6, W.2.7, L.2.3, L.2.4

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https://www.youtube.com/watch?v=IYp01TGiejI

ResourcesNancy Fetzer Narrative Writing Stage 3Lucy Calkins Small Moments

Word Study (RF.2.3, RF.2.4, L.2.1,L.2.2, L.2.6)Word study should be included in guided reading, shared reading, read aloud, and/or mini lesson section as part of writer’s workshop. Word work skills can then become part of independent center work the following week.

Whole Group Instruction: Word Wall (5 minute quick practice)A location in your room where students can access high frequency words. Add no more than 5 words per week. Use Fry or Dolch Words. Revisit the word wall daily to help build fluency using chants and games. (See Word Wall resources in the resource folder)

Small Group: Word Study Word Sorts: Word Study Groups are based on Qualitative Spelling Inventory, Writing Samples, or Letter/Sound

Assessments. Students are grouped according to their needs, not all students will be on the same sort. Use Word Sorts (Words Their Way books or teacher created sorts) to help students generalize learned spelling patterns. Once students have learned the sort and letter patterns, connect the skill to text by having students do a word hunt and collect words that follow the same pattern. They can find words in text or around the room and write them in their journals. (Teachers can create their own word sorts focusing on other spelling patterns.)

Day 1 Day 2 Day 3 Day 4 Day 5Introduce the word sort in small groups

Students sort their words, check with self, partner or teacher

Students do a Blind Sort or…Students do a Speed Sort

Students do a Word Hunt in their guided reading book looking for words that contain the spelling feature.

Assessment:Teacher gives students a writing sort with a few words from the sort and a few words

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that follow the pattern, but are not in the sort. Students can glue the sort into a journal

For Detailed Tasks, Assessments, and Resources check:Quarter Standards: L.2.1Cluster Standards: RF.2.3, L.2.3, L.2.4, L.2.5

Resourceshttp://mypearsontraining.com/pdfs/tg_wtw_wsinaction.pdfPDF document that explains step by step process for word sorts

http://www.fcrr.org/for-educators/sca_cc_rfs_2.aspWebsite organizes activities by reading foundation standards. These activities can be used to supplement word study instruction and/or as independent centers once students have master phonics and fluency skills.

Guided Reading

Lectura guiada depende de las necesidades académicas de los estudiantes. Se pueden usar recursos de lectura guiada en la página electrónica de Jan Rirchardson: www.Janrichardsonguidedreading.com También vean las sugerencias de “Potentes Sugerencias Durante la Lectura Guiada” en la página de recursos.

Literacy Stations Content Area

Research Center- students will use the Internet to research their two different topics for their writing and their visual display. The Venn diagram and T-Chart can also be used at this center.

Social Studies25

http://www.Janrichardsonguidedreading.com/

http://www.fcrr.org/for-educators/sca_cc_rfs_2.asp

http://mypearsontraining.com/pdfs/tg_wtw_wsinaction.pdf

Objective: The objective of this instructional time during the four-week unit is to complete the culminating activity of this unit. Culminating Activity: Students will define the components of a community (needs, rules, culture, government, transportation, economy, resources, …). Students will identify and create a graphic model of the components for both their community and a community in another country. The information will be captured in an informative piece of writing to describe the similarities and differences between the two communities. The writing process will be followed, and students may select the multimedia piece (Glogster, Educreations, Explain Everything...) or visual representation (brochure, poster...) to pair with the writing.

The structure of the instructional time includes:

Role/Responsibilities of Teacher Role/Responsibilities of Student Facilitator Gathering Resources Conferring & Checking In Small Group Instruction Student Support with

o Technologyo Resourceso Collaborationo Discussion o Presenting

Mini Lessonso Lesson on using accountable talk

during collaboration o Lessons on asking and answering

questionso Lessons on how to read to answer

research questions or gather information

o Lessons on how to organize information (boxes and bullets, chronology, description, cause and effect, compare and contrast, etc.)

Collaborating Discussion Accountable use of technology Research-based on assigned topic or

section of culminating activity Presenting

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o Lessons on how to summarize information

This is instructional time that supports your backward unit design implementation. Students will need to have opportunities to explore and research their topic to build their background knowledge and to gather information for their writing.

Mas recursos en Español de Nativo AmericanosLa Vida de los Nativo Americanoshttp://vidadelosnativosamericanos-dakota1.blogspot.com/2011/06/la-vida-domestica.html

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http://vidadelosnativosamericanos-dakota1.blogspot.com/2011/06/la-vida-domestica.html

Documents

lcps.k12.nm.uslcps.k12.nm.us/.../uploads/2015/10/Q2-Spanish-Unit-of-… · Web viewRL2.2, RL 2.3, RL 2.9, RI 2 ... Demonstrate command of the conventions of standard English grammar