Title Reading Workshop Grade 2 - Roxbury School · PDF fileTitle Reading Workshop Grade 2 Type Individual ... lesson, or moral. (02) [State: ... including history/social studies, science,

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Title Reading Workshop Grade 2Type Individual

Document Map

Authors Jenny Wnuk

Subject Language Arts Literacy

Course Language Arts Grade 2

Grade(s) 02

Location District

Curriculum Writing History

Notes

Attachments

Title : Reading Workshop Grade 2Type : Individual

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September October November December January February March April May June

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

September/Week 1 - October/Week 6

Unit 1: Launching Reading Workshop

October/Week 7 - November/Week 12

Unit 2: General Fiction

December/Week 13 - January/Week 18

Unit 3: Folktales and Myths

January/Week 19 - February/Week 23

Unit 4: Nonfiction

February/Week 24 - March/Week 28

Unit 5: Nonfiction Science Content

April/Week 29 - May/Week 33

Unit 6: Compare and Contrast

May/Week 34 - June/Week 38

Unit 7: Poetry


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Duration: September/Week 1 - October/Week 6

UNIT NAME: Unit 1: Launching Reading Workshop

Enduring Understandings Essential Questions Knowledge Skills Standards

• Readers make decisions and set goals for their reading.

• Readers think about what they are reading, before, during, and after they read.

• Readers engage in book talks about their reading.

• Readers help themselves when they get stuck while they read.

• How do readers make decisions and set goals for reading?

• How to readers think about their reading before, during, and after reading?

• How do readers engage in productive and meaningful book talks/conversations?

• What do readers do when they are stuck?

• review 1st Grade Word Study : Vocab. and Phonics.

• Read Aloud expectations.• Reading Workshop

expectations.• understand the purpose of

the Reader’s Notebook, by setting expectations.

• the 8 comprehension strategies: connect, question, infer, synthesize, monitor understanding, fix up, determine importance, create images.

• identify how readers read discuss a variety of books with others to learn, and how reading workshop is time for them to grow as readers.

• develop an understanding of their identity as a reader.

• understand their own identity as a reader to help them select appropriate texts and set goals for reading.

• demonstrate expectations of Reading Log/Reading Workshop.

• activate their schema to ask questions and interact with the text.

• pay attention to their reading when meaning breaks down, by monitoring meaning of the text.

• make meaning by using text and illustrations to create pictures or movies in their minds.

• track meaning while reading by post it noting the text.

• make meaning by connecting to the text they are reading.

• make meaning by asking questions about the text they are reading.

• make meaning by creating images about the text they are reading.

RL.2.1-Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (02)[State:New Jersey CCSS]RL.2.2-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (02)[State:New Jersey CCSS]RL.2.5-Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (02)[State:New Jersey CCSS]RL.2.10-By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (02)[State:New Jersey CCSS]RI.2.1-Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (02)[State:New Jersey CCSS]RI.2.2-Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. (02)[State:New Jersey CCSS]RI.2.5-Know and use various


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• use fix up strategies while they are reading.

• make meaning by monitoring understand about the text they are reading.

• make meaning by inferring throughout the text they are reading.

• make meaning by determining importance throughout the text they are reading.

• make meaning by synthesizing information from the text they are reading.

• initiate and build conversations around the text by discussing the topic and providing specific evidence from the text to support their points.

• set goals to enhance their reading lives by reflecting upon their reading habits and making plans for growth as a reader.

• retell the story in their own words, the important parts in sequence.

• read carefully, by monitoring understanding to figure out new words.

• visualize fiction from the rich descriptions, unfolding like a movie in their mind.

• infer and draw conclusions about big ideas in poems.

text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. (02)[State:New Jersey CCSS]RI.2.10-By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (02)[State:New Jersey CCSS]RF.2.4a-Read grade-level text with purpose and understanding. (02)[State:New Jersey CCSS]RF.2.4b-Read grade-level text orally with accuracy, appropriate rate, and expression. (02)[State:New Jersey CCSS]RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (02)[State:New Jersey CCSS]SL.2.1a-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). (02)[State:New Jersey CCSS]SL.2.1b-Build on others’ talk in conversations by linking their comments to the remarks of others. (02)[State:New Jersey CCSS]


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• use elements of the nonfiction genre to make meaning by using the text features to determine what is important and identifying key details.

SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion. (02)[State:New Jersey CCSS]SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (02)[State:New Jersey CCSS]SL.2.3-Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. (02)[State:New Jersey CCSS]SL.2.4-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (02)[State:New Jersey CCSS]SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (02)[State:New Jersey CCSS]

Plans: U ELA Grade 2 Reading Workshop Unit 1 Launching


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Duration: October/Week 7 - November/Week 12

UNIT NAME: Unit 2: General Fiction


• Readers attack words and parts of the text when they do not make sense.

• Readers access many different strategies when they are stuck.

• Readers engage in literary conversations with each other to make meaning of their reading.

• Readers get to know and learn about the characters by identifying their traits.

• Readers think about characters while reading, determining changes they go through, problems they face, and lessons they learn.

• How do readers stop, pause and attack tricky words to read by decoding and for meaning?

• What do readers do when something does not make sense, or sound right?

• How do readers monitor understanding?

• How do readers reflect upon their reading and set goals?

• How do readers talk to each other to make meaning?

• How do readers get to know their character?

• How do readers identify character traits?

• How do readers think about characters struggles, conflicts, lessons, and apply it to real life?

• Word StudyPhonics: WWP 13: short o (cvc) & long o (cvce & cvvc oa) WWP 14: short o (cvc) & long o (cvce & cvv ow) WWP15: long o (cvce, cvvc-oa, cvv-ow, vcc) Sight Words: would, very, your, its, around Vocab: Phonics: WWP 16: short u (cvc) & long u (cvce and cvvc) WWP 17: short u (cvc) & long u (ew and ue) Sight Words: don’t, right, green, their, call Vocab: Phonics: WWP 18: short e (cvc) & long e (cvvc) WWP 19: short e (cvc & cvvc) and long e (cvvc) WWP 20: review cvvc-ai, oa, ee, ea Sight Words: sleep, five, wash, or, before Vocab: Phonics: WWP 21: short i (cvc) and long I (cvce, vcc-igh, and cv –y) WWP 22: long i (cvce, vcc-igh, cv-y, iCC) Sight Words: been, off, cold, tell, work Vocab: • how to attack words and

tricky parts in a text.

• learn a life lesson from the character that they can apply to their life

• look all the way across the word to help us figure our tricky words.

• think what makes sense to figure out a tricky word.

• pause after attacking a tricky word to check that it makes sense, and reread to confirm. “Read, fix, reread.”

• post it note and research new, interesting, and tricky words.

• reflect upon their reading logs and set a stamina goal.

• use information from the book to figure out tricky words, when decoding strategies don’t work.

• smooth out their reading by rereading a tricky part as if they were talking.

• retell using new words that were tricky.

• stop often to ask themselves, Who is this about? What is this about? Rereading if they cannot answer both questions. (monitor understanding)

• pay attention to the characters wants and problems to get to know them.

• consider the setting as part of the events of the story.

RL.2.1-Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (02)[State:New Jersey CCSS]RL.2.3-Describe how characters in a story respond to major events and challenges. (02)[State:New Jersey CCSS]RL.2.5-Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (02)[State:New Jersey CCSS]RL.2.6-Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. (02)[State:New Jersey CCSS]RL.2.7-Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (02)[State:New Jersey CCSS]RL.2.10-By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (02)[State:New Jersey CCSS]RF.2.3-Know and apply grade-


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• elements of general fiction: (character, setting, events)

• the comprehension strategies: monitoring understanding and predicting.

• consider the characters’ traits throughout the beginning, middle and end of the book

• notice and reflect when a character is acting out of character and determine why.

• predict what the character will do based on their previous actions/feelings/traits etc.

• recognize when a character is expressing a strong emotion/change in feeling about something more carefully to identify a big idea in the book.

• use post its to track character emotion and feeling changes throughout the book.

• note how the character changed from the beginning of the book to the end and why.

• break words into parts to help us figure out ones we do not know by looking at parts they do know, or by finding little words inside the big word.

level phonics and word analysis skills in decoding words. (02)[State:New Jersey CCSS]RF.2.3b-Know spelling-sound correspondences for additional common vowel teams. (02)[State:New Jersey CCSS]RF.2.3a-Distinguish long and short vowels when reading regularly spelled one-syllable words. (02)[State:New Jersey CCSS]RF.2.3c-Decode regularly spelled two-syllable words with long vowels. (02)[State:New Jersey CCSS]RF.2.4-Read with sufficient accuracy and fluency to support comprehension. (02)[State:New Jersey CCSS]RF.2.4a-Read grade-level text with purpose and understanding. (02)[State:New Jersey CCSS]RF.2.4b-Read grade-level text orally with accuracy, appropriate rate, and expression. (02)[State:New Jersey CCSS]RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (02)[State:New Jersey CCSS]SL.2.1-Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (02)[State:New Jersey CCSS]SL.2.1a-Follow agreed-upon rules for discussions (e.g.,


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gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (02)[State:New Jersey CCSS]SL.2.1b-Build on others’ talk in conversations by linking their comments to the remarks of others. (02)[State:New Jersey CCSS]SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion. (02)[State:New Jersey CCSS]SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (02)[State:New Jersey CCSS]SL.2.3-Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. (02)[State:New Jersey CCSS]

Plans: U ELA Grade 2 Reading Workshop Unit 2 General Fiction


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Duration: December/Week 13 - January/Week 18

UNIT NAME: Unit 3: Folktales and Myths


• Readers identify the elements of traditional literature.

• Readers read closely to infer the author's message.

• Readers analyze the text, especially dialogue and nonliteral language to identify the tone and mood.

• Readers use what they have learned about character and think about how the characters face challenges that prompt them to change over time.

• How do readers identify central message, moral, or lessons in traditional literature?

• How do readers interpret literal v. nonliteral language to make meaning?

• How do readers consider point of view to interpret the text?

• How do readers analyze dialogue to understand?

• How do readers identify tone?

Word Study: Phonics: WWP 28: ur, ure, ur-e WWP 29: ar, schwa +r, or Sight Words: Which, read, why, found, because Vocab: Phonics: WWP 26: ir, ire, ier WWP 27: or, ore, oar Sight Words: Use, fast, pull, both, sit Vocab: Use, fast, pull, both, sit Phonics: WWP 24: ar, are, air WWP 25: er, ear, eer Sight Words: Made, gave, us, buy, those Vocab: Phonics: WWP 23: ar, ir, or, ur Sight Words: First, does, goes, write, always Vocab: • understand that fiction texts

are not true, but there are different types of fiction texts: traditional v. realistic fiction. (fables, folktales, and myths)

• understand that fiction stories are built in a chronological structure or sequence text structure and include 5 basic elements that are important for retell.

• identify common elements in traditional folktales to enhance their enjoyment and understand these enduring tales.

• identify the character’s traits, motivations, and feelings to deepen their understanding of the texts they are reading.

• identify the writer’s tone and their own personal response after reading a story to explain the mood.

• identify who is telling the story and assess how point of view affects the plot, tone, and mood.

• connect with the enduring messages of the texts (folktales) by identifying why they were created and retold again and again.

• activate their schema and use evidence from the text to infer the author’s message or theme.

• use rich descriptions and dialogue in the text to understand the characters’ traits, problems, actions, and feelings.

• analyze the author’s use of imagery along with the illustrations to determine the mood and feeling of the text.

RL.2.1-Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (02)[State:Common Core State Standards (CCSS)]RL.2.2-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (02)[State:Common Core State Standards (CCSS)]RL.2.3-Describe how characters in a story respond to major events and challenges. (02)[State:Common Core State Standards (CCSS)]RL.2.4-Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (02)[State:Common Core State Standards (CCSS)]RL.2.5-Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (02)[State:Common Core State Standards (CCSS)]RL.2.6-Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading


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• analyze details to draw conclusions.

• recognize challenges characters face and why they change over time.

• determine the meaning of literal v. nonliteral words and phrases to enhance their understand what the author is saying.

• use important information from their text to draw conclusions and infer the central theme or message/moral.

• respond to their reading to make deeper meaning.

• analyze how dialogue reveals important information about the characters and plot.

• compare and contrast story elements and themes of similar texts, or books in a series.

• learn the essential elements of drama and how to read a play to understand this different format of text.

• recount an entire traditional piece including identification of the central message, lesson, or moral using details from the text

dialogue aloud. (02)[State:Common Core State Standards (CCSS)]RL.2.9-Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. (02)[State:Common Core State Standards (CCSS)]RL.2.10-By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (02)[State:Common Core State Standards (CCSS)]RF.2.3-Know and apply grade-level phonics and word analysis skills in decoding words. (02)[State:Common Core State Standards (CCSS)]RF.2.3b-Know spelling-sound correspondences for additional common vowel teams. (02)[State:Common Core State Standards (CCSS)]RF.2.4-Read with sufficient accuracy and fluency to support comprehension. (02)[State:Common Core State Standards (CCSS)]RF.2.4a-Read grade-level text with purpose and understanding. (02)[State:Common Core State Standards (CCSS)]RF.2.4b-Read grade-level text orally with accuracy, appropriate rate, and expression. (02)


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[State:Common Core State Standards (CCSS)]RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (02)[State:Common Core State Standards (CCSS)]SL.2.1-Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (02)[State:Common Core State Standards (CCSS)]SL.2.1b-Build on others’ talk in conversations by linking their comments to the remarks of others. (02)[State:Common Core State Standards (CCSS)]SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion. (02)[State:Common Core State Standards (CCSS)]SL.2.1a-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). (02)[State:Common Core State Standards (CCSS)]SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (02)[State:Common Core State Standards (CCSS)]SL.2.3-Ask and answer questions about what a speaker says in order to clarify


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comprehension, gather additional information, or deepen understanding of a topic or issue. (02)[State:Common Core State Standards (CCSS)]SL.2.4-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (02)[State:Common Core State Standards (CCSS)]SL.2.5-Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (02)[State:Common Core State Standards (CCSS)]SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (02)[State:Common Core State Standards (CCSS)]

Plans: U ELA Grade 2 Reading Workshop Unit 3 Fables and Folktales


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Duration: January/Week 19 - February/Week 23

UNIT NAME: Unit 4: Nonfiction





























RI.2.1-Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (02)[State:New Jersey CCSS]RI.2.2-Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. (02)[State:New Jersey CCSS]RI.2.4-Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (02)[State:New Jersey CCSS]RI.2.5-Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. (02)[State:New Jersey CCSS]RI.2.6-Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (02)[State:New Jersey CCSS]RI.2.7-Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. (02)[State:New Jersey CCSS]RI.2.8-Describe how reasons support specific points the author makes in a text. (02)[State:New Jersey CCSS]


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RI.2.9-Compare and contrast the most important points presented by two texts on the same topic. (02)[State:New Jersey CCSS]RI.2.10-By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (02)[State:New Jersey CCSS]RF.2.3-Know and apply grade-level phonics and word analysis skills in decoding words. (02)[State:New Jersey CCSS]RF.2.4-Read with sufficient accuracy and fluency to support comprehension. (02)[State:New Jersey CCSS]SL.2.1-Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (02)[State:New Jersey CCSS]SL.2.1a-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). (02)[State:New Jersey CCSS]SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion. (02)[State:New Jersey CCSS]


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SL.2.1b-Build on others’ talk in conversations by linking their comments to the remarks of others. (02)[State:New Jersey CCSS]SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (02)[State:New Jersey CCSS]SL.2.3-Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. (02)[State:New Jersey CCSS]SL.2.4-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (02)[State:New Jersey CCSS]SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (02)[State:New Jersey CCSS]RI.2.3-Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (02)[State:New Jersey CCSS]

Plans: U ELA Grade 2 Reading Workshop Unit 4 Nonfiction


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Duration: February/Week 24 - March/Week 28

UNIT NAME: Unit 5: Nonfiction Science Content


• ◦ To make meaning of nonfiction content texts, readers:

identify cause and effect, main idea with details, as well as draw conclusions, ◦ compare and contrast,

and distinguish fact and opinion.

• How do readers become experts in a content area?

Word Study: Phonics: WWP 42: tch, ch Vocab: Phonics: WWP 40: dge, ge WWP 41: ce, ve, se Vocab: Phonics: WWP 39: hard and soft c & g Vocab: Phonics: WWP 38: scr, str, spr Vocab: • understand drawing

conclusions.• understand main idea and

details.• understand cause and

effect.• understand compare and

contrast.• understand fact and opinion.

• learn how questions guide scientific study about forces that shape planet Earth.

• activate their schema by skimming and scanning the text’s Table of Content to wonder about the topic.

• use text features and vocabulary word webs to develop a deep understanding of important vocabulary terms related to the topic.

• learn strategies for seeking answers to questions that may be found directly in the text as well as strategies for inferring textually implicit information.

• identify and notate the main ideas in a nonfiction text using section headings and textual evidence.

• distill information from visual representation of science concepts, such as scientific illustration, maps, diagrams, and cutaways.

• learn how a narrative structure and descriptive language in a fiction text can enhance their enduring understanding of how volcanoes shape the earth’s surface.

RI.2.1-Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (02)[State:Common Core State Standards (CCSS)]RI.2.2-Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. (02)[State:Common Core State Standards (CCSS)]RI.2.4-Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (02)[State:Common Core State Standards (CCSS)]RI.2.5-Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. (02)[State:Common Core State Standards (CCSS)]RI.2.6-Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (02)[State:Common Core State Standards (CCSS)]RI.2.7-Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. (02)[State:Common Core State Standards (CCSS)]


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• make connections to poems in order to build upon their content understanding about the impact of volcanic and glacial forces on Earth.

• generate questions before, during, and after reading to enhance the way they process important information relate to the topic of study.

• categorize key vocabulary terms to think more deeply about important concepts related to patterns in our natural world.

• use “Sorting Matrix” graphic organizer to classify key ideas they learned about processes that shape Earth.

• evaluate their research findings to identify areas for additional study and/or clarification.

• draw conclusions about how and why scientists measure earthquakes.

• interpret information presented in a chart about earthquake magnitude scales.

• revisit the unit’s essential question and learn strategies for reflecting on and synthesizing their content learning.

• include the essential elements in their Call to Action Earth Day Celebration Posters.

RI.2.8-Describe how reasons support specific points the author makes in a text. (02)[State:Common Core State Standards (CCSS)]RI.2.9-Compare and contrast the most important points presented by two texts on the same topic. (02)[State:Common Core State Standards (CCSS)]RF.2.3-Know and apply grade-level phonics and word analysis skills in decoding words. (02)[State:Common Core State Standards (CCSS)]RF.2.4-Read with sufficient accuracy and fluency to support comprehension. (02)[State:Common Core State Standards (CCSS)]RF.2.4a-Read grade-level text with purpose and understanding. (02)[State:Common Core State Standards (CCSS)]RF.2.4b-Read grade-level text orally with accuracy, appropriate rate, and expression. (02)[State:Common Core State Standards (CCSS)]SL.2.1-Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (02)[State:Common Core State Standards (CCSS)]SL.2.1a-Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time


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• draft a persuasive call to action poster using a clear structure and precise language.

• evaluate their persuasive Call to Action Earth Day Celebration Posters using a self-assessment rubric.

• evaluate their persuasive Call to Action Earth Day Celebration Posters

about the topics and texts under discussion). (02)[State:Common Core State Standards (CCSS)]SL.2.1b-Build on others’ talk in conversations by linking their comments to the remarks of others. (02)[State:Common Core State Standards (CCSS)]SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion. (02)[State:Common Core State Standards (CCSS)]SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (02)[State:Common Core State Standards (CCSS)]SL.2.3-Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. (02)[State:New Jersey CCSS]SL.2.4-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (02)[State:New Jersey CCSS]2.ESS1.1-Use information from several sources to provide evidence that Earth events can occur quickly or slowly. (02)[State:Next Generation Science Standards (NGSS)]2.ESS2.1-Compare multiple solutions designed to slow or prevent wind or water from


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changing the shape of the land.* (02)[State:Next Generation Science Standards (NGSS)]2.ESS2.2-Develop a model to represent the shapes and kinds of land and bodies of water in an area. (02)[State:Next Generation Science Standards (NGSS)]2.ESS2.3-Obtain information to identify where water is found on Earth and that it can be solid or liquid. (02)[State:Next Generation Science Standards (NGSS)]

Plans: U ELA Grade 2 Reading Workshop Unit 5 Nonfiction Content


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Duration: April/Week 29 - May/Week 33

UNIT NAME: Unit 6: Compare and Contrast


• Readers compare and contrast, generalize, summarize, and draw conclusions across multiple texts.

• Readers look across several texts to answer to their questions, and always consider the big idea/theme.

• All texts have perspective and point of view that supports the author's purpose.

• Readers use everything they know about literature to read closely.

• How do readers become experts on a topic?

• How do readers analyze literature when reading multiple texts?

• How do readers connect multple texts to grow and build theories from lessons across books?

• How do readers present knowledge to others, and teach the new knowledge they've gained?

• how to compare and contrast multiple texts and sources.

Word Study: Phonics: S&A 3: Plural Endings es, s Vocab: Phonics: S&A 5: ing to vc and vcc Vocab.: Phonics: S&A 8: ed (double no change) Vocab: Phonics: S&A 9: ed (double/e-drop/no change) Vocab:

• compare fiction element character between 2 texts.

• compare fiction element setting between 2 texts.

• compare fiction element major plot events between 2 texts.

• compare fiction element point of view between 2 texts.

• compare fiction element central message between 2 texts.

• synthesize information from multiple source content area text sets, by asking, “How does this information fit with what I already know about this topic?”

• synthesize information from multiple source content area text sets, by determining important information, paying attention to author’s clues for main ideas and details.

• synthesize information from multiple source content area text sets by asking, “What is the text really saying?”.

• synthesize information from multiple source content area text sets, by rephrasing, “What the author is saying is that . . .”

RL.2.1-Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (02)[State:Common Core State Standards (CCSS)]RL.2.2-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (02)[State:Common Core State Standards (CCSS)]RL.2.3-Describe how characters in a story respond to major events and challenges. (02)[State:Common Core State Standards (CCSS)]RL.2.6-Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. (02)[State:Common Core State Standards (CCSS)]RL.2.9-Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. (02)[State:Common Core State Standards (CCSS)]RL.2.10-By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity


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• synthesize information from multiple source content area text sets, by separating facts from opinions.

• synthesize information from multiple source content area text sets to compare and contrast.

• synthesize information from multiple source content area text sets to generalize.

• synthesize information from multiple source content area text sets to draw conclusions.

• synthesize information from multiple source content area text sets to state a main idea and details/theme, summarizing and forming their own ideas.

band proficiently, with scaffolding as needed at the high end of the range. (02)[State:Common Core State Standards (CCSS)]RI.2.1-Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (02)[State:Common Core State Standards (CCSS)]RI.2.3-Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (02)[State:Common Core State Standards (CCSS)]RI.2.6-Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (02)[State:Common Core State Standards (CCSS)]RI.2.8-Describe how reasons support specific points the author makes in a text. (02)[State:Common Core State Standards (CCSS)]RI.2.9-Compare and contrast the most important points presented by two texts on the same topic. (02)[State:Common Core State Standards (CCSS)]RI.2.10-By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (02)


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[State:Common Core State Standards (CCSS)]RF.2-Reading Standards for Foundational Skills (02)[State:Common Core State Standards (CCSS)]RF.2.4-Read with sufficient accuracy and fluency to support comprehension. (02)[State:Common Core State Standards (CCSS)]RF.2.4a-Read grade-level text with purpose and understanding. (02)[State:Common Core State Standards (CCSS)]RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (02)[State:Common Core State Standards (CCSS)]RF.2.4b-Read grade-level text orally with accuracy, appropriate rate, and expression. (02)[State:Common Core State Standards (CCSS)]SL.2.1-Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (02)[State:Common Core State Standards (CCSS)]SL.2.1a-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). (02)[State:Common Core State Standards (CCSS)]


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SL.2.1b-Build on others’ talk in conversations by linking their comments to the remarks of others. (02)[State:Common Core State Standards (CCSS)]SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion. (02)[State:Common Core State Standards (CCSS)]SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (02)[State:Common Core State Standards (CCSS)]SL.2.3-Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. (02)[State:Common Core State Standards (CCSS)]SL.2.4-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (02)[State:Common Core State Standards (CCSS)]SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (02)[State:Common Core State Standards (CCSS)]

Plans: U ELA Grade 2 Reading Workshop Unit 6 Compare and Contrast


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Duration: May/Week 34 - June/Week 38

UNIT NAME: Unit 7: Poetry





























RL.2.1-Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (02)[State:New Jersey CCSS]RL.2.4-Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (02)[State:New Jersey CCSS]RL.2.10-By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (02)[State:New Jersey CCSS]


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Plans: U ELA Grade 2 Reading Workshop Unit 7 Poetry

Documents

Title Reading Workshop Grade 2 - Roxbury School · PDF fileTitle Reading Workshop Grade 2 Type Individual ... lesson, or moral. (02) [State: ... including history/social studies, science,