CurriculumManagementSystem
MONROETOWNSHIPSCHOOLS
CourseName:EnglishLanguageArtsGrade:2
Foradoptionbyallregulareducationprograms BoardApproved:asspecifiedandforadoptionoradaptationbyallSpecialEducationProgramsinaccordancewithBoardofEducationPolicy#2220.
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TableofContents
MonroeTownshipSchoolsAdministrationandBoardofEducationMembers Page...3
Mission,Vision,Beliefs,andGoals Page...4
CoreCurriculumContentStandards Page...5
ScopeandSequence Page...7
Goals/EssentialQuestions/Objectives/InstructionalTools/Activities Page...10
QuarterlyBenchmarkAssessment Page…80
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MonroeTownshipSchoolsAdministrationandBoardofEducationMembers
ADMINISTRATIONDr.MichaelKozak,Superintendent
Dr.DoriAlvich,AssistantSuperintendent
BOARDOFEDUCATIONMr.DougPoye,BoardPresident
Mr.TomNothstein,BoardVicePresidentMs.MicheleArminio
Mr.MarvinI.BravermanMs.JillDeMaioMr.LewKaufman
Ms.KathyKolupanowichMr.AnthonyPreziosoMr.StevenRiback
JamesburgRepresentativeMr.RobertCzarneski
WRITER’SNAME
BrianneTeichmann
CURRICULUMSUPERVISORDr.KellyF.Roselle
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Mission,Vision,Beliefs,andGoals
MissionStatement
TheMonroePublicSchoolsincollaborationwiththemembersofthecommunityshallensurethatallchildrenreceiveanexemplaryeducationbywell‐trainedcommittedstaffinasafeandorderlyenvironment.
VisionStatement
TheMonroeTownshipBoardofEducationcommitsitselftoallchildrenbypreparingthemtoreachtheirfullpotentialandtofunctioninaglobalsocietythroughapreeminenteducation.
Beliefs
1.Alldecisionsaremadeonthepremisethatchildrenmustcomefirst.2.Alldistrictdecisionsaremadetoensurethatpracticesandpoliciesaredevelopedtobeinclusive,sensitiveandmeaningfultoourdiversepopulation.3.Webelievethereisasenseofurgencyaboutimprovingrigorandstudentachievement.4.Allmembersofourcommunityareresponsibleforbuildingcapacitytoreachexcellence.5.Wearecommittedtoaprocessforcontinuousimprovementbasedoncollecting,analyzing,andreflectingondatatoguideourdecisions.6.Webelievethatcollaborationmaximizesthepotentialforimprovedoutcomes.7.Weactwithintegrity,respect,andhonestywithrecognitionthattheschoolsservesasthesocialcoreofthecommunity.8.Webelievethatresourcesmustbecommittedtoaddressthepopulationexpansioninthecommunity.9.Webelievethattherearenodisposablestudentsinourcommunityandeverychildmeanseverychild.
BoardofEducationGoals
1.Raiseachievementforallstudentspayingparticularattentiontodisparitiesbetweensubgroups.2.Systematicallycollect,analyze,andevaluateavailabledatatoinformalldecisions.3.Improvebusinessefficiencieswherepossibletoreduceoveralloperatingcosts.4.Providesupportprogramsforstudentsacrossthecontinuumofacademicachievementwithanemphasisonthosewhoareinthemiddle.5.Provideearlyinterventionsforallstudentswhoareatriskofnotreachingtheirfullpotential.6.ToCreatea21stCenturyEnvironmentofLearningthatPromotesInspiration,Motivation,Exploration,andInnovation.
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CommonCoreStateStandards(CSSS]
TheCommonCoreStateStandardsprovideaconsistent,clearunderstandingofwhatstudentsareexpectedtolearn,soteachersandparentsknowwhattheyneedtodotohelpthem.Thestandardsaredesignedtoberobustandrelevanttotherealworld,reflectingtheknowledgeandskillsthatouryoungpeopleneedforsuccessincollegeandcareers.WithAmericanstudentsfullypreparedforthefuture,ourcommunitieswillbebestpositionedtocompetesuccessfullyintheglobaleconomy.
Links:1.CCSSHomePage:http://www.corestandards.org 2.CCSSFAQ:http://www.corestandards.org/frequently-asked-questions 3.CCSSTheStandards:http://www.corestandards.org/the-standards 4.NJDOELinktoCCSS:http://www.state.nj.us/education/sca 5.PartnershipforAssessmentofReadinessforCollegeandCareers(PARCC):http://parcconline.org 6.NationalStandardsforFamilyandConsumerSciencesEducationhttp://nasafacs.org/national‐standards‐home.html
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ReadersandWritersWorkshopOverview
MonroeTownshipfollowsabalancedliteracyapproach,includingtheworkshopmodel,forreadingandwriting.Studentsareprovidedwithdaily,sustainedtimetoreadandwriteindependently,whilealsohavingthenecessarysupportfromtheirteacher.Minimaltimeisspentinawholegroupsetting,allowingforstudentstobeactivelyengagedwiththeirreadingandwritingforthemajorityoftheinstructionalblock.Theworkshopmodelcontainsthefollowingcomponents: Mini‐Lesson(10‐15minutes)
o SkillorstrategydrivenlessonsderivedfromtheCommonCoreStandardsandwillbeappliedinstudents’readingand/orwriting.Mini‐lessonsmayalsoincludethesharedreadingorreadaloudtohelpmodeltheskillwithauthenticliterature. Connection–Weremindstudentshowthelessonconnectswiththeunit Teach–Teachstudentsaskillthroughtellingand/ormodeling ActiveInvolvement–Mayaskstudentstoquicklypracticetheskillorstrategy Link‐Linktheworktotheday’swork,unit,andupcomingsharedreadingordiscussion
Independentwork*(45‐60minutes)o Independentreadingo Responsetoreadingorotherformativeassessmento Wordwork(WordsTheirWay)o Partnerreadingo Writingo Revising/Editingo Centerwork
Sharing(5‐10minutes)o Reading
Teachermodelseffectivefluencyandcomprehensionstrategies Studentssharesomethingtheyhavereadand/orlearned,orhowtheyemployedstrategies.
o Writing Studentssharetheirworkand/orlearningexperience
ReadAloud(10‐15minutes)o Teachermodelseffectivefluencyandcomprehensionstrategies
*Asstudentsworkindependently,teachers: Workwithguidedreadingorwritinggroups Workwithareadingorwritingstrategygroup Conferwithstudents Activelymonitorindependentwork
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Scope&Sequence
Unit1
TOPICS
I. ReadingLaunchingReader’sWorkshopa. Studentswilllearnprocedures,routinesandexpectationsofReader’sWorkshop.b. Studentswillbeintroduced/reviewtopicssuchasdecodingstrategies,comprehensionstrategies,storyelements,and
connections.
II. WritingLaunchingWriter’sWorkshopa. Studentswilllearnprocedures,routinesandexpectationsofWriter’sWorkshop.b. Studentswillwriteandpublishapersonalnarrative.
Unit2
TOPICS
I. ReadingTakingChargeofReadinga. Studentswilltakechargeoftheirreadingbyeffectivelyusingdecodingandcomprehensionstrategiestoreadforunderstanding.b. Studentswillcreateavideomessageorposterdisplayingtheirmostused/mostimportantstrategythatsupports
comprehensionandfluentreading.
II. WritingImprovingNarrativeWritinga. Studentswillzoominonthecraftofwritingasmallmomentpersonalnarrative,usingmentorauthorstoguidetheway.b. Studentswillwriteandpublishasmallmomentnarrative.
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Unit3
TOPICS
I. ReadingBecomingExperts:ReadingNonfictiona. Studentswillbeintroducetononfictiontextandutilizetextfeaturestosupportunderstandingofinformationaltexts.b. Studentswillcreateanexhibitonatopicoftheirchoiceinwhichtheysynthesizeinformationlearnedfromvariousnonfiction
textsonasingletopic.
II. WritingBecomingExperts:WritingNonfictiona. Studentswillhavetheopportunitytotakeontheroleofscientistswhilewriting,learninghowtowritenonfictiontextssuch
aslabreports,allabouts,andexplanatorypieces.b. Studentswillwriteandpublishlabreportsand/oranAllAboutBook.
Unit4
TOPICS
I. ReadingBiggerBooks;NoticingtheSmallStuffa. Studentswillcontinuetogrowasfictionreaders.Readerswilltakeonbiggerbooksandintheprocessworkonsummarizing,
comparingandcontrasting,readingfluently,andmakingconnectionswhilereading.b. Studentswillpresentaportionofoneoftheirbooksorasummarywrittenononeoftheir“biggerbooks”.
II. WritingPoetry
a. Studentswilllearnhowpoetrydiffersfromfictionandnonfictionwriting.Studentswillgettousevarioustypesoflanguagetoexpressmeaningthroughpoetry.
b. Studentswillwriteandpublishpoetry.
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Unit5
TOPICS
I. ReadingSeriesBookClubsa. Studentswillfocusonnoticingcharacterbehavioramongseriesbooks,makingstrongconnectionsbetweentexts.Students
willgettheopportunitytoworkwithotherstudentsreadingthesamebooksorseries,inordertoformulateandpromotediscussionaboutbooksandreading.
b. Studentswillcreateanadvertisementforafavoritebook,characterorseriesorhavetheopportunitytotakeontheroleofacharacterandportraythemanytraits,behaviorsandstoryelementsthatcharacterencounters.
II. WritingWritingAboutReading
a. Studentswillhavetheopportunitytomakeastrongconnectionbetweentheirreadingandwritingbyformingandwritingopinionsaboutthebookstheyarereading.
b. Studentswillwriteandpublishanopinionpiece.
Unit6
TOPICS
I. ReadingFairytales,Folktales&Fablesa. Studentswilllearnstoryelementsandcharactertypescommoninfairytales,folktalesandfables.b. Studentswillpresentafairytale,folktale,fableortheadaptedfairytalecompletedinWriter’sWorkshop.
II. WritingFairytales,Folktales&Fables
a. Studentswilllearnprocedures,routinesandexpectationsofWriter’sWorkshop.b. Studentswillwriteandpublishanadaptedfairytale.
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UNIT1 – LaunchingReader’sWorkshop
StageOne:DesiredResultsESTABLISHEDGOALSRF.2.3Knowandapplygrade‐levelphonicsandwordanalysisindecodingwords.RF.2.4Readwithsufficientaccuracyandfluencytosupportcomprehension.RL.2.1:Askandanswersuchquestionsaswho,what,where,when,why,andhowtodemonstrateunderstandingofkeydetailsinatext.RL.2.5Describetheoverallstructureofastory,includingdescribinghowthebeginningintroducesthestoryandtheendingconcludestheaction.RL.2.7Useinformationgainedfromtheillustrationsandwordsinaprintordigitaltexttodemonstrateunderstatingofitscharacters,setting,orplot.L.2.4:Determineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbasedongrade2readingandcontent,choosingfromanarrayofstrategies.RL2.10Bytheendoftheyear,readandcomprehend
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Readfluentlytosupportcomprehensionofgrade2leveltexts. Askandanswerquestionsaboutgrade2leveltexts.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
Retellingastoryhelpsareadertounderstandthestory.
Readersusemultiplestrategiestofigureouttoughwordsandreadformeaning.
ESSENTIALQUESTIONS Whydoweread? Howdoreadersensureunderstanding
ofastory? Howcanreaderstalkaboutwhatthey
read?
AcquisitionStudentswillknow…
Expectations,proceduresandroutinesofReader’sWorkshop.
Multiplestrategiestosupportreadingfluencyandcomprehension.
Studentswillbeskilledat… Decodingtosupportfluencyand
comprehension. Readingformeaning. Askingandansweringquestionsabouta
text. Describingthebeginning,middle,and
endofastorywithattentiontostoryelements.
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literature,includingstoriesandpoetry,inthegrades2‐3textcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.SL.2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextswithpeersandadultsinsmallandlargergroups.SL.2.2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.SL.2.3Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.SL.2.4Tellastoryorrecountanexperiencewithappropriatefactsandrelevant,descriptivedetails,speakingaudiblyincoherentsentences.SL.2.5Createaudiorecordingsofstoriesorpoems;adddrawingsorothervisualdisplaystostoriesorrecountsofexperienceswhenappropriatetoclarifyideas,thoughts,andfeelings.SL.2.6Producecompletesentenceswhenappropriatetotaskandsituationinorderto
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providerequesteddetailorclarification.StageTwo:Evidence
EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC
Useofdecodingstrategies Useofcomprehensionstrategies Commandofstoryelementsand
structureofastory Readfluentlytosupportcomprehension Demonstrateuseofdetailsinastoryto
strengthenunderstanding
SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:
Graphicorganizercompletionofstoryelements Recordavideoofaverbalretelling
OVERVIEW Teachersshouldusetheassessmentmethodthatbestreflectswhattheirstudentsneeded
tofocusonthroughouttheunitandwhichmethodwouldbestexemplifythelearningandachievementofstudents.
Studentscanalsowatchandreflectonthevideosoftheverbalretelling.Throughouttheseunits,studentsareconstantlysettingsgoalsforthemselves.Thisisanopportunityforstudentstoself‐assessandsetgoalsforthemselves.
DIFFERENTIATION Studentscanpresentindividually,withapartner,withagroup,etc. Studentscancompletemodifiedversionsofagraphicorganizer.
TECHNOLOGY UseofaniPad/videocameratorecord
SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:4 Readingreflectsthestandardsbeyondgrade2.
3 Usesmanydecodingandcomprehensionstrategiestosupportunderstanding.
Describesthestructureofastory(beginning,middle,andend)withattentiontostoryelements..
Fluencysupportscomprehensionofstory.2 Limiteduseofdecodingandcomprehension
strategies Partialdescriptionofthestructureofastory
(beginning,middle,andend)withlimitedattentiontostoryelements.
Fluencyminimallysupportscomprehension.1 Withsupport,partialsuccessatlevel2.
OTHEREVIDENCE: Readingconferences Graphicorganizers Readingchecklists Readerresponses Readinglogs Pairshares Classdiscussion DRA
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StageThree:LearningPlanSummaryofKeyLearningEventsandInstruction
Mini‐Lessons1. ReadersMakeDecisionsAboutTheirReadingLives
a. Teachstudentsthatreadersmakedecisionsaboutthebooksthattheychoose.Choosing“justrightbooks”isanimportantpartofbeingareader.Createananchorchartandmodelhowtochooseajustrightbook.
2. ReadersTalktoOtherReadersa. Teachstudentsthatpartofreadingistalkingandlisteningtootherstalkaboutreading.Thisisthelessonwhereyouintroducereading
partners,proceduresandexpectationsofreadingpartners.3. ReadersTakeChargeofTheirReadingLives
a. Teachstudentsthatreaderspushthemselvestoreadmorebykeepingtrackofhowmuchtheyreadandsettinggoalsforthemselves.4. ReadersFixWhiletheRead
a. Readersnoticewhensomethingdoesn’tmakesenseandtheygobackandrereadittofixit.Reviewstrategiesfordecoding,aswholeorsmallgroupbasedonDRAassessmentresults,andstrategiesforunderstandingwhilereading.
5. ReadersReadforUnderstandinga. Teachstudentsthatreadingmoreincludesreadingforunderstanding.Tobecomeabetterreader,studentspracticereadingsmoothly
andquicklywithunderstanding.Werereadbooksoverandovertobecomemorefluentandsupportunderstanding.6. ReadersTalkAboutLotsofPartsinaStory
a. Whenreadersdiscussastory,therearemanyimportantthingstotalkabout!Thisiswhereyouintroduce/reviewstoryelements:character,setting,problem,solution,etc.Goodreaderstalkabouteachofthesethingstogivethewholepictureofastory.
7. ReadersThinkBefore,During,andAftera. Readersbecomegrownupreadersbyalwaysthinkingabouttheirreadingbefore,during,andafterreading.Reader’smake
predictionsaboutwhatthey’rereadingbasedonapicturewalk,thecover,orwhattheyreadthedaybefore.8. ReadersThinkBefore,DuringandAfter
a. Readersbecomegrownupreadersbyalwaysthinkingabouttheirreadingbefore,during,andafterreading.IntroducetheideaofusingPost‐itnoteswhilereadingtokeeptrackoftheirthoughts.
9. ReadersThinkBefore,DuringandAftera. Readersbecomegrownupreadersbyalwaysthinkingabouttheirreadingbefore,during,andafterreading.Afterreading,readers
talkorwriteaboutwhattheyhaveread.Havestudentsdiscusswithreadingpartnersaboutwhattheyhaveread.10. ReadersRetell
a. Readersputastorytogetherbythinkingabouthoweachpartfitstogether.Readersaskandanswerquestionssuchaswho,what,where,when,whyandhowtoensureunderstanding.Usingreadingpartnerswithretellingchecklistsisagreatwayforstudentstopracticeretellingonadailybasisafterreading.Havelaminatedcopiesofretellingchecklistsforstudentstokeepinbookbins.
11. GoodReadersHelpEachOthera. Goodreadingpartnerssupportoneanotherbyhelpingeachotherunderstandtheirbooksbetter.Readingpartnersmakesuretheygo
throughthereadingchecklist,askquestionsaboutpartsthatareconfusing,andaskfollowupquestions.12. GoodReadersarealsoGoodListeners
a. Itisimportantforstudentstobegoodlistenersallthetime,butespeciallywhentalkingworkingwithapartner.Modelingexamplesandnon‐examplesofreadingpartnerslisteninghelpsstudentsgetthemostoutofreadingpartnerships.
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13. ReadersPreparea. Goodreadingpartnerspreparetodiscusswhattheyhavereadbymarkingplacesintheirbookstoshare.StudentsshouldusePost‐its
tomarkplacesthewanttodiscusswithreadingpartners.14. ReadersRecommend
a. Goodreadingpartnersrecommendbookstooneanother.Whenrecommendingabook,areaderneedsgoodreasonswhysomeoneelsemaylikethatbook.
15. ReadersMakeConnections–TexttoSelfa. Goodreadersmakeconnectionswiththeirbooks.Theycanmakeaconnectionbetweensomethingintheirownlifeandabook.Teach
studentstoconnectwithbotheventsandcharacters.16. ReadersMakeConnections–TexttoText
a. Goodreadersmakeconnectionsbetweenbooks.Readersmeetmanycharactersandoftenreadbookswiththesamecharactersinthem.Readerscanmakeconnectionsbetweenbooks(text‐to‐text),focusingonbothcharactersandeventsinthem.
17. ReadersMakeConnections–TexttoWorlda. Goodreadersmakeconnectionsbetweentheirbooksandtheworldaroundthem.Sometimesbooksmayconnectbettertothingsthat
happenintheworld,aroundus,orinTVshowsormovies.Goodreadersarealwaysthinkingaboutwhattheirbooksremindthemoforhowitconnectstowhattheyknowabouttheworld.
18. ReadersLoveTheirBooksa. Goodreadersfindmanywaystotalkaboutthebookstheyread.Theycanretell;theycanshareafavoritepartandreasonforitbeinga
favorite;theycanmakeaconnection.PossibleMentorTexts:
StoryElements/Ploto GogglesbyEzraJackKeatso AlexanderandtheWind‐UpMouseo TheStoryofJumpingMouseo TheVelveteenRabbito TheGreatKapokTreeo ChickenLittle
Settingo OwlMoono SnowflakeBentleyo Tuesdayo MissRumphiuso HowManyDaystoAmerica?o Dogteam
Problem/Solutiono PussInBootso WilmaUnlimitedo ChickenSunday
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o InchbyIncho LonPoPoo InCouldAlwaysBeWorse
Connectionso TheRelativesCameo TheStrayDogo AllthePlacestoLoveo IfIWereinChargeoftheWorldo TheVelventeenRabbito Shrek!
UsingPicturestoSupportComprehensiono TheGhost‐EyeTreeo DiaryofaWormo ChickenSundayo DoctorDeSotoo Stellalunao OfficerBuckleandGloria
Ask&AnswerQuestionso OfficerBuckleandGloriao OwlMoono Gradfather’sJourneyo DukeEllingtono AnnieandtheOldOneo KnotsonaCountingRope
Predictingo Tuesdayo SleepingUglyo TheGhost‐EyeTreeo SylvesterandtheMagicPebbleo Mufaro’sBeautifulDaughterso Sam,Bangs&Moonshine
WordWork:differentiatedwordworkbasedonDevelopmentalSpellingAssessment.GuidedReading&StrategyGroups:UseDRAdatatoestablishgroups
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UNIT1 – LaunchingWriter’sWorkshop
StageOne:DesiredResultsESTABLISHEDGOALSW2.3Writenarrativesinwhichtheyrecountawell‐elaboratedeventorshortsequenceofevents,includedetailstodescribeactions,thoughts,andfeelings,usetemporalwordstosignaleventorder,andprovideasenseofclosure.W.2.5Withguidanceandsupportfromadultsandpeers,focusonatopicandstrengthenwritingasneededbyrevisingandediting.W.2.6Withguidanceandsupportfromadults,useavarietyofdigitaltoolstoproduceandpublishwriting,includingincollaborationwithpeers.L.2.1DemonstratethecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L2.6Usewordsandphrasesacquiredthroughconversations,readingandbeingreadto,andrespondingtotexts,includingusingadjectivesandadverbstodescribe.SL.2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade2topics
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Understandthewritingprocess. Reviseandedittostrengthentheirwriting.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
Writerswriteformanyreasons. Editingandrevisingimproveswriting. Writer’swritefrompersonal
experiences
ESSENTIALQUESTIONS Whydowewrite? Howdomakewritersimprovetheir
writing?
AcquisitionStudentswillknow…
Writingroutinesandprocedures. Writinghasabeginning,middleandend Howtoincorporatenewwordsand
phrasesintotheirwriting.
Studentswillbeskilledat… Writingroutinesandprocedures. Tellingastoryaboutanevent Addingdetailstowriting Usingtemporalwords Editing,revising,andpublishing.
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andtextswithpeersandadultsinsmallandlargergroups.SL.2.2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.SL.2.3Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.SL.2.4Tellastoryorrecountanexperiencewithappropriatefactsandrelevant,descriptivedetails,speakingaudiblyincoherentsentences.SL.2.6Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification.
StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC
Recountawell‐elaboratedeventorshortsequenceofevents
Includedetailsdescribingactions,thoughtsandfeelings
Useoftemporalwordstosignaleventorder
Provideasenseofclosure Useofeditingandrevisionprocesses
SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:
PublishedpersonalnarrativeOVERVIEW
Throughouttheentireunit,studentsareworkingtowardsthecompletionofapublishedpiece.Thesepiecesshouldbecelebrated.
DIFFERENTIATION Studentsareworkingskillsidentifiedthroughwritingconferences.Skillsareindividualized
towhatstudentsneedtoimproveon. Studentsmayusegraphicorganizerswhennecessarytosupportthewritingprocessand
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ExhibitcommandofstandardEnglishgrammar
Useofadjectivesandothervocabularycoveredinunit
stayorganized.TECHNOLOGY
Computers/laptopstotypestories iPad/videocameratorecordpresentationofpublishedpiece
SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:4 Writingisdevelopedwithcompositionalrisks
reflectingthestandardsbeyondgrade2.3 Writingcontainsaneventorshortseriesof
events,includesdetailsandasenseofclosure. Employsgradelevelspelling,grammar,
punctuationandcapitalization. Writingisstrengthenedthroughrevision.
2 Writingcontainsaneventwithsomedetails Someevidenceoffamiliaritywithlanguage
conventions Writinghasbeenrevisedandimproved.
1 Withsupport,partialsuccessatlevel2.
OTHEREVIDENCE: Writingconferences Drafts Finishedwritingpieces Graphicorganizers
StageThree:LearningPlanSummaryofKeyLearningEventsandInstruction
1. Whydowriterswrite?a. Studentsandteachersgeneratealistofreasonswhypeoplewrite.Questionstothinkaboutandposetostudentsinclude:whowrites?
Whataretheywriting?Whyaretheywriting?2. FindingIdeas
a. Posequestiontostudents:wheredowritersgettheirideas?Authorsgettheirideasfrompersonalexperience.Useamentortexttoillustratehowtheauthorgothis/herideasfrompersonalexperiences.Discussideasforpossiblepersonalexperiences.Allowstudentstimetowriteaboutsomethingfromtheirownlives.
3. TopicListsandToolsa. Writersgeneratelistsoftopicsthattheycanuseduringwriter’sworkshop.Writer’skeeptrackoftheirideasandhavetoolsto
generateideas.Writer’scancreateaheartmapofimportantexperiences,people,things,etc.tosparkideas.Teachershouldmodelhisorherownheartmap.Optional:writingnotebookorpieceofconstructionpapertobecoveredwithphotos(sentashomework)toalsosparkideasofpersonalexperiences.
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4. WritingToolsa. Writersneedmanythingswhentheystarttowrite.Introducewritingcenterorwritingtools(pencils,pens,paperchoices,stapler,
postits,spacemen,erasers,etc.)androutineforgettingandusingtools.Proceduresshouldbemodeledandpracticed.5. WritingFolders/Notebooks
a. Introducethewriter’snotebookorfolderyouwillbeusing.Modelwithyourownhowpapersarestored/organizationalprocedures.Asyoushareyourownwriting,thengivestudentstheopportunitytowriteaboutapersonalexperienceandreviewhowtostoreinnotebookorfolder.
6. GettingStarted!a. Onewaywritersrememberanexperienceortopictheywanttowriteaboutistodrawapicture.Studentsshouldillustrateapicture
(sketch)andpracticetellingthemselvestheirstoryacrosstheirfingers.Teachershouldmodelentireprocessbeforeindependenttiming.
7. GettingStartedwithPartnersa. Introducewritingpartners:purpose,howtotalktooneanother,etc.Teachershouldmodelexamplesandnon‐examples.Students
shouldtakeillustrationfromthedaybeforeandtelltheirwritingpartnertheirstory.Studentsshouldthenwriteindependently.8. WritersNeedaWritingEnvironment
a. Whenwriterswrite,theyneedtobecomfortableandbeabletothink.Create/providea“lookslike/soundslike”chartforstudents.Asstudentsworkduringwriter’sworkshop,takepicturesandaddthemtothechartforarealisticreferenceofwhatitlookslike.
9. WhatDoWritersDoWhenThey’reFinished?a. Introducestudentstoprocedureforwhattheyshoulddowhenthey’redone.Createananchorchartwithprocedure(example):reread
pieceofwriting,addtoorchangeapieceofwriting,startanewstory.10. WritersAddToandChangeTheirWriting
a. Writersmustlearnandpracticerereadingtheirownworkandlookingforplacestoaddandchangetheirwork.Teachershouldmodelthiswithastoryofhisorherown.Writersaddmanydetailstowritingtocreatethebestpicturefortheirreaders.
11. PartnersHelpwithEditinga. Writerssharetheirwritingwithotherstohelpimprovedtheirwriting.Introducetheprocedureforworkingwithapartnertoedita
pieceofwriting:decidingwhowillgofirst,sittinghiptohipwhenreadingeachotherswork,askingquestionsandbeingagoodlistener,sittingkneetokneewhendiscussingtheirwriting,etc.Modeland/orusepicturesofthestudentsdoingthesethings.Givestudentsopportunitytoworkwithapartneronastorytheyhavebeenworkingon.
12. WordChoice:AmazingAdjectivesa. Writersneedtouselotsofdifferentwordsintheirwritingtocreatethebestpicturefortheirreader.Writerscangobackthrougha
pieceofwritingandaddmore“amazingadjectives”justlikewriterscanmoredetails.Usegroupsofobjectsforstudentstodiscussandexploreadjectives;listgoodadjectivesandadjectivesthatshouldbereplacedinwriting.
13. SpellingToolsa. Writersusetheirsoundstowrite,buttherearealsotoolsaroundtheroomtouseaswell.Introducewordwall,dictionary,personal
wordwalls,themelists,etc.,whateverspellingtoolsyouhaveforstudentstouseandtheprocedureforusingthem.Writersshouldalsowhenandwhythesetoolsarehelpfultotheirwriting.
14. Let’sPublish!a. Aswritersfinishpieces,itwillbetimetopublish.Inordertopublish,writersneedtimetoindependentlyedit,editwithpartners,and
conferenceandeditwiththeteacher.Piecesreadytobepublishedneedacover,illustrations,etc.Havestudentsspendtimelooking
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throughmentortextsandgivingexamplesofwhatpublishedstorieslooklike.15. Celebrate!
a. Writerscelebratetheirpublishedstoriesbysharingthemwithothers.Havestudentspresentandsharetheirstorieswiththewholeclass,partners,smallgroups,etc.Optional:putstudentworkintothelibrarysoothershaveachancetoreadit.
PossibleMentorTexts:YouHavetoWritebyJaneWongIfYouWereaWriterbyJoanLowryNixonTheNappingHousebyAudreyWoodInaSmall,SmallPondbyDeniseFlemingInaTall,TallGrassbyDeniseFlemingAuthor:ATrueStorybyHelenLester
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UNIT2 (Reading)– TakingChargeofReading
StageOne:DesiredResultsESTABLISHEDGOALSRF.2.3Knowandapplygrade‐levelphonicsandwordanalysisskillsindecodingwords.RF.2.3BKnowspelling‐soundcorrespondencesforadditionalcommonvowelteams.RF.2.3DDecodewordswithcommonprefixesandsuffixes.RF.2.4Readwithsufficientaccuracyandfluencytosupportcomprehension.RL.2.1:Askandanswersuchquestionsaswho,what,where,when,why,andhowtodemonstrateunderstandingofkeydetailsinatext.RL.2.2Recountstories,includingfablesandfolktalesfromdiverseculturesanddeterminetheircentralmessage,lesson,ormoral.RL.2.5Describetheoverallstructureofastory,includingdescribinghowthebeginningintroducesthestoryandtheendingconcludestheaction.RL.2.7Useinformationgainedfromtheillustrationsandwordsinaprintordigitaltexttodemonstrateunderstatingofitscharacters,setting,orplot.L.2.4:Determineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbasedon
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Monitorandself‐assesscomprehension. Readfluently. Identifythemainidea/centralmessage.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
Readingfluentlysupportscomprehension.
Whatanauthoristryingtoteachyouisthemainidea/centralmessageofastory.
ESSENTIALQUESTIONS Howdoreadersreadformeaning? Whatdoyoudowhenyouencountera
trickywordorpartinastory?
AcquisitionStudentswillknow…
Mainidea/centralmessage. Decodingstrategies. Comprehensionstrategies. Commonvowelteams. Commonprefixesandsuffixes
Studentswillbeskilledat… Readingfluently. Decodingtosupportfluencyand
comprehension. Readingformeaning. Determiningthemainidea/central
message. Askingandansweringquestionsabouta
text. Describingthebeginning,middle,and
endofastorywithattentiontostoryelements.
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grade2readingandcontent,choosingfromanarrayofstrategies.
RL2.10Bytheendoftheyear,readandcomprehendliterature,includingstoriesandpoetry,inthegrades2‐3textcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.
SL.2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextswithpeersandadultsinsmallandlargergroups.SL.2.2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.SL.2.3Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.SL.2.4Tellastoryorrecountanexperiencewithappropriatefactsandrelevant,descriptivedetails,speakingaudiblyincoherentsentences.SL.2.5Createaudiorecordingsofstoriesorpoems;adddrawingsorothervisualdisplaystostoriesorrecountsofexperienceswhenappropriatetoclarifyideas,thoughts,andfeelings.
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SL.2.6Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification.
StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:
Useofdecodingstrategies Useofcomprehensionstrategies Commandofstoryelementsand
structureofastory Readfluentlytosupportcomprehension Demonstrateuseofdetailsinastoryto
strengthenunderstanding Utilizeknowledgeofprefixes,suffixes,
andcommonvowelteamstosupportdecoding
SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:
Videoorposteroffavorite/mostusedstrategies Mainidea/centralmessagegraphicorganizer
OVERVIEW Studentscancreateavideoorposter(likeananchorchart)oftheirfavorite/mostused
strategies.Theycouldalsoincludeadvicetootherreadersonwhattodowhentheyencountertrickywords/trickypartsinastory.
Studentscanalsoindependentlycompleteamainidea/centralmessagegraphicorganizer.DIFFERENTIATION
Studentswouldhavechoiceintheassessment. Youarealsoabletotailortheassessmenttobetterreflecttheskills/standardsthat
individualstudentshavefocusedandworkedtowardsachieving. Providemodifiedgraphicorganizers Scaffolding/strategygroupstoassistintheassessment
TECHNOLOGY iPad/videocameratorecordvideo
SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:4 Readingreflectsthestandardsbeyondgrade2.
3 Usesmanydecodingandcomprehensionstrategiestosupportunderstanding.
Describesthestructureofastory(beginning,middle,andend)withattentiontostoryelements..
Fluencysupportscomprehensionofstory. Knowsandutilizescommonvowelteams,
prefixesandsuffixestosupportdecoding.2 Limiteduseofdecodingandcomprehension
strategies
OTHEREVIDENCE: Readingconferences Graphicorganizers Readingchecklists Readerresponses Readinglogs Pairshares Classdiscussion DRA
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Partialdescriptionofthestructureofastory(beginning,middle,andend)withlimitedattentiontostoryelements.
Fluencyminimallysupportscomprehension. Knowsbutdoesnotutilizescommonvowel
teams,prefixesandsuffixes.1 Withsupport,partialsuccessatlevel2.
StageThree:LearningPlan
SummaryofKeyLearningEventsandInstruction1. ReadersChooseHowtoRead
a. Asreadersgrow,theynotonlychoosewhattheywanttoread,buthowtheyaregoingtoread.Whatdoyouwanttofocusonasyoureadthisstory?Whatisdrawingyourattentionaboutthisbook?
2. Second‐GradeReadersTakeaSneakPeektoDecideHowaBookWantstoBeReada. Readerspreviewabooknotonlytodecideifit’sajustrightbookorifthebookwouldbeinterestingtothem,butalsotodecidehow
thebookwantstoberead.Isthisafunnybook?Isitaseriousstory?IsitabookthatIcanlearnfrom?WhatcanIlearnfromthisbook?
3. ReadersGetStrongerbyReadingALOT!VolumeMattersa. Secondgradecanbeayearwhenreaderstakeoff!Todothis,volumeiskey.Readersneedtoreadoftenandre‐readbooks.Whydo
werereadbooks?Posethequestiontostudentsandtakeanswerstostartanddirectdiscussiononimportanceofrereading.4. ReadersReadinLongerPhrases,ScoopingUpSnapWords(SightWords)
a. Readersruntheireyesacrossthewordsonapage,lookingfortheonestheyknowinasnap.Havestudentsreadandfocusonsightwords.Whichwordsdidtheyknowimmediatelyastheywerereading?Havethempost‐italistastheyarereading.
5. KeepingTabsonComprehensiona. Readersnotonlyworktoreadmoreandmore,buttheyalsoneedtoremembertothinkabouttheirbooks.Readingisthinking.
6. Second‐GradersCanMarkTheirThinkingwithaPost‐it!a. Evengrownupreadersoftenstopandthinkingastheyarereading.Infact,readershavesomanyideas,thoughts,andquestionstotalk
aboutwhentheyarereadingthattheyneedPost‐itstohelpthemremember.ReviewhowandencourageuseofPost‐its.Useformativeassessmentdatatodetermineonwhichelementsstudentsshouldbefocusing.
7. Second‐GradeReadersRollUpTheirSleevestoFigureOutTrickyWords,DrawingonEverythingTheyKnowa. Readersdon’tlettrickythingsderailthem!Instead,theyrolluptheirsleeves,getdowntoworkanddrawaboutwhattheyalready
knowtotacklethosewords.Reviewdecodingstrategies.8. ReadersUseMoreThanOneStrategyataTime:FiguringOutWhatMakesSense
a. Readersneedtobecomeflexiblewordsolvers.Readersoftenusemultiplestrategiesatthesametime.Asthereadersaregrowing,theyshouldfocusonusingmeaningandcomprehensionstrategiesfirsttomakeagoodguessatthewordandthenusetheprintandpicturetocrosschecktheguess.
9. SomeBeginningsandEndingsCanBeReadinaSnap!(Prefixes&Suffixes)a. Readerslearntonoticethatcommonbeginningsandendingsofwords,andthencanreadthesepartsofthewordsquickly,justlike
theyreadsnapwords(sightwords)!
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10. Don’tForgettheMiddle!ReadersAreFlexibleWhenTheyEncounterVowelTeamsinTrickyWordsa. Readerspaycloseattentiontothemiddleoftrickywordsandareflexiblewhentheyencountervowelteams.Theyusewhattheyknow
aboutthevarietyofsoundsavowelteammightrepresenttohelpthemread.Introducecommonvowelteams.Thislesson(s)maybespreadoutovermorethanonelessondependingonstudentdata.Utilizestrategygroupstogetmoretargetedinstructionbasedonstudentsneeds.
11. ReadersHaveStrategiesforFiguringOutBrandNewWords,Tooa. Thereareotherwordsthatmighttrickreaders,likevocabularywords.Whenreaderscometoatrickywordtheydon’tknow,they
needtothinkaboutwhatthatwordmeansinthestory.12. ReadersCheckThemselvesandTheirReadingAfterTryingHardWork
a. Readersusestrategiestocheckthemselvesandfixtheirmistakesastheyread.Whenyougobacktoreread,readershavetoaskthemselvesdoesitmakesense?Ifitdoesn’t,whatcanwetry?
13. AuthorsHaveIntentionsa. Readerspayattentiontoauthor’s“craft”notonlywhentheywritebutalsowhentheyread,noticingwhatauthorsdo,whytheydoit
andhow.Connectthislessontothe“craftmoves”thatyouhavebeenstudyinginthewritingunit.14. ReadersDon’tJustNoticeCraftMoves–TheyTryThem!
a. Havereadersbe“detectives”,lookingfor“craftmoves”intheirownbooksthattheirauthorsuse.StudentsshouldPost‐ittheseanddiscusswithreadingpartners.Readerscantryauthor’scraftmovesintheirwriting,too.
15. ReadersPushThemselvestoThinkaboutHowtheWholeBookClicksTogether,NoticingMasterfulWritinga. Readersnoticethewaysanauthormakespartsofthestoryclicktogether.
16. ReadersThink,WhatDoestheAuthorWanttoTeachMe?a. Oncereadershavefinishedreadingabookandknowhowthepartsfittogether,theycanretellittothinkaboutwhatlessonsthe
authorwantstoteachthem.Focusoncentralmessageandmainidea.Dependingonstudentneeds,thislessonmaystretchoverthecourseofmorethanonelesson.
17. CelebrateHowMuchReadersHaveGrown!a. Celebratethetremendousgrowthyourreadershavemadeandteachthechildrenthattheycansharewhatthey’velearnedwithfuture
readersoftheirbooks!
PossibleMentorTexts:MercyWatsontotheRescuebyKateDiCamilloThoseDarnSquirrelsbyAdamRubin
MainIdeao SnowflakeBentleyo AmosandBoriso AChairforMyMothero WhatDoYouDoWithaTailLikeThis?o Martin’sBigWordso ItCouldAlwaysBeWorse
MainIdea&SupportingDetailso TheArtLesson
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o WhatDoYouDoWithaTailLikeThis?o TheImportantBooko KnotsonaCountingRopeo Sam,Bangs&Moonshineo AmosandBoris
ThemeandAuthor’sPurposeo TheUglyDucklingo TheTrueStoryoftheThreeLittlePigso AshantitoZuluo ChickenSundayo Dogteamo MissRumphius
ReadingforaPurposeo WhatDoYouDoWithaTailLikeThis?o TheUglyDucklingo WorkingCottono Martin’sBigWordso QisforDucko IfIWereinChargeoftheWorld
Moral,Lesson,CentralMessageo Mr.Peabody’sAppleso HowtoLoseAllYourFriendso IfEverytbodyDido Wolf!o JosephHadaLittleOvercoato TheStoryofFerdinando SylvesterandtheMagicPebbleo SquidsWillBeSquidso ThreeHensandaPeacocko LeotheLateBloomero William’sDollo MissRumphiuso NanaUpstairsandNanaDownstairso HortonHatchestheEggo WhoeverYouAreo Earringso TopsandBottomso ThePig’sPicnic
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WordWork:differentiatedwordworkbasedonDevelopmentalSpellingAssessment.GuidedReading&StrategyGroups:UseDRAdatatoestablishgroups
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UNIT2(Writing) – ImprovingNarrativeWriting
StageOne:DesiredResultsESTABLISHEDGOALSW2.3Writenarrativesinwhichtheyrecountawell‐elaboratedeventorshortsequenceofevents,includedetailstodescribeactions,thoughts,andfeelings,usetemporalwordstosignaleventorder,andprovideasenseofclosure.W.2.5Withguidanceandsupportfromadultsandpeers,focusonatopicandstrengthenwritingasneededbyrevisingandediting.W.2.6Withguidanceandsupportfromadults,useavarietyofdigitaltoolstoproduceandpublishwriting,includingincollaborationwithpeers.L.2.1DemonstratethecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L2.6Usewordsandphrasesacquiredthroughconversations,readingandbeingreadto,andrespondingtotexts,includingusingadjectivesandadverbstodescribe.SL.2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextswithpeersandadultsinsmalland
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Recountpersonalexperiencesandwriteapersonalnarrative. Usethecraftofwritingtoconveymeaningfulexperiencesthroughwriting.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
Authorswritefrompersonalexperiences.
Detailsgiveabetterpicturetoareader. Thewayanauthorcraftstheirwriting
influenceshowtheaudiencereadsit.
ESSENTIALQUESTIONS Whydoauthorswritenarratives? Howdoesanauthor’scraftconvey
meaningthroughanarrative?
AcquisitionStudentswillknow…
Temporalwords. Howtoadddetailstoanarrativeto
describeactions,thoughtsand/orfeelings.
Editingandrevisingstrategies.
Studentswillbeskilledat… Writingapersonalnarrativefrom
personalexperiences. Reviewingtheirownwritingtorevise
andedit. Usingfeedbackprovidedbyothers
(includingpeersandtheteacher)toreviseandedit.
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largergroups.SL.2.2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.SL.2.3Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.SL.2.4Tellastoryorrecountanexperiencewithappropriatefactsandrelevant,descriptivedetails,speakingaudiblyincoherentsentences.SL.2.6Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification.
StageTwo:Evidence
EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.
Recountawell‐elaboratedeventorshortsequenceofevents
Includedetailsdescribingactions,thoughtsandfeelings
Useoftemporalwordstosignaleventorder
Provideasenseofclosure
SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:
PublishedpersonalnarrativeOVERVIEW
Throughouttheentireunit,studentsareworkingtowardsthecompletionofapublishedpiece.Thesepiecesshouldbecelebrated.
DIFFERENTIATION Studentsareworkingskillsidentifiedthroughwritingconferences.Skillsare
individualizedtowhatstudentsneedtoimproveon. Studentsmayusegraphicorganizerswhennecessarytosupportthewritingprocessand
stayorganized.
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Useofeditingandrevisionprocesses ExhibitcommandofstandardEnglish
grammar Useofadjectivesandothervocabulary
coveredinunit
TECHNOLOGY Computers/laptopstotypestories iPad/videocameratorecordpresentationofpublishedpiece
SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:4 Writingisdevelopedwithcompositionalrisks
reflectingthestandardsbeyondgrade2.3 Writingcontainsaneventorshortseriesof
events,includesdetailsandasenseofclosure. Employsgradelevelspelling,grammar,
punctuationandcapitalization. Writingisstrengthenedthroughrevision.
2 Writingcontainsaneventwithsomedetails Someevidenceoffamiliaritywithlanguage
conventions Writinghasbeenrevisedandimproved.
1 Withsupport,partialsuccessatlevel2.
OTHERSUGGESTEDPERFORMANCEASSESSMENTS: Writingconferences Drafts Finishedwritingpieces Graphicorganizers
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StageThree:LearningPlan
SummaryofKeyLearningEventsandInstruction1. DiscoveringMeaningfulSmallMoments,asMentorAuthors:GeneratingIdeasforWriting
a. Onewaywriterscanlearntowritemeaningful,beautifulstoriesistostudythecraftofmentorauthors.Wheredoauthor’sgetideas?Whydotheywrite?Whyshould(do)wewrite?
2. CapturingStoryIdeas:TinyTopicsNotepadsa. Writerscaptureeverydaymomentsandsavethemaspossiblestoryideastowritelater.Provide“tinytopics”notebooksforeachofthe
studentsthattheycankeeptojotdownideaswhentheycomeacrossthem.Youshouldmodelwithyourownnotebook.3. StretchingOutSmallMoments,asAuthorsDo
a. Teachchildrenwhatitlookslikeandsoundslikewhenwriterstellthewholestoryofatinymoment.Usestrategiestomatchwherestudentsarewiththisconcept:tellastoryacrossyourfingers,useagraphicorganizer,etc.
4. WritingwithDetail:MagnifyingaSmallMomenta. Writerszoominonasmallmomentintheirstories,magnifyingitsothattheirreadercansee,smell,taste,andfeelit.Review
adjectivesandyoucanintroduceothervocabularylists/chartstobuilduponforeachofthesesenses.5. RevisingwiththeMasters:CraftingPowerfulEndings
a. Writersspendlotsoftimewritingandrewritingtheirendings,workinghardtobringtheirstoriestoasatisfyingconclusion.Howdoyoufeelafteryou’vejustfinishedreadingastory?Howdoyoufeelafteryou’vejustexperiencesomethingworthyofasmallmomentnarrative?Focusoncapturingthatfeelingforyourreaders!
6. RereadinglikeDetectives:MakingSureOurWritingMakesSenseandSoundsRighta. Writersrereadtheirwritinglikedetectives,checkingtheendingpunctuationtomakesureitmakessenseandsoundsrighttothe
reader.Hereyoucanexpand/supplementwithminilessons/strategygroupsonendingpunctuationbasedonformativeassessmentthatdeterminesstudentneeds.
7. WorkingHard:SettingGoalsandMakingPlansforWritingTimea. Writersgetstrongerbylookingattheirwriting,makingplans,andsettinggoals.Whatcanbebetter?Youcanmodelhowyouwould
dothiswithyourownwritingorevenhowwedothiswithlessonplans,etc.8. RevisingwithIntent
a. Writersreviseastheyarewriting,consideringwhattheirintentionisforwritingandwhattheywanttheirreaderstofeel.Studentscanbe“detectives”lookingforboring/tiredadjectives,whereyoucanaddmoredetails,etc.
9. LearningWritingMovesfromaTexta. Writersusebooksaswritingresources.Theystudentdifferentpartsofbooksandthing,“CouldIwritelikethis?”Createananchor
chartaboutthecraftofmentorauthorsincludingthecraftoftheauthor(whatastudentshouldtryinhisorherwriting)andthepartofthebookthatexemplifiesit.
10. LearningtoWriteinPowerfulWays:TryingOutCraftMovesLearnedfromMentorAuthorsa. Writersmaketheirwritingmorepowerfulbytryingout“craftmoves”learnedfrommentorauthors.Refertoanchorchartfrom
previouslesson.Addstudentexamplesonthechartforstudentswhohavetriedit.11. RevisinginMeaningfulWays
a. Whenwritersstudymentorauthors,theythinknotonlywhatthisauthorhasdonethatIcouldtryoutbutalsowhythisauthorhaddonethis.Thentheyrevisetomakesurethatthey’veemulatedcraftmovesinwaysthatmakesense.Whatfeelingareyouwritingto
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share?Isthatcleartothereader?12. MentorTextsHaveIdeasforWordChoiceasWell
a. Writerseditfornotonlystandardconventionsbutalsoforthewaytheirwritingsounds.Writersusementorauthorstolearnaboutprecise,beautifullanguage.
13. RereadingandQuickEditinga. Teachstudentsthatbeforesharingtheirworkwithreaders,writersuseeditingcheckliststomakesuretheirwritingisreadyforan
audience.14. Learning“CraftMoves”fromYourOwnMentorText
a. Writerscanchoosetheirownmentorauthorstolearnfrom.Studentscanusetheirbagofbookstofindcraftmovesthattheyenjoyinthebookstheyarereading.Dependingonstudentneeds,thismayfitbetterasanenrichmentstrategygroup.
15. TryingWhatWeNoticedinOurOwnStoriesa. Writersarebraveandtheytrynewthingsintheirwriting,eveniftheyaren’tperfectatit.Theytrytoseeifthenewthingtheyhave
triedactuallyworksintheirwriting.16. WritersCanHelpEachOther:PartnersGiveUsFeedback
a. Writersworkwiththeirpartners,helpingeachotherrevisetheirwritingsoitisasgoodasitcanbe.Reviewhowpartnerscanhelpusedit.Haveeditingchecklistsforpartnerstoutilize.
17. EditingandPreparingforPublicationa. Writersgettheirwritingreadyforapublicationbymakingsureitiseasytoread.Thismeanstheychecktheirspelling,punctuation
andwordchoice.Modelexamplesandnon‐examplesforstudentsastheypreparetoedittheirownwork.Providerubrics/checklistsforstudentstouseastheyeditandrevise.
18. Celebrationa. Writerswritetohavereadersreadtheirstories!Writersshouldsharetheirwritingwithanaudience,andcelebratealltheyhave
accomplished.
PossibleMentorTexts: SmallMomentMentorTexts
o OwlMoonbyJaneYoleno TheLeavingMorningbyAngelaJohnsono TheNightoftheVeggieMonstero NightattheFairo RollerCoastero ShortCuto Twistero VoicesintheParko MoonlightontheRivero AChairforMyMothero OneMorninginMaineo Fireflieso TheRelativesCame
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UNIT3(Reading) – BecomingExperts:ReadingNonfiction
StageOne:DesiredResultsESTABLISHEDGOALS RI2.1Askandanswersuchquestionsaswho,what,where,when,whyandhowtodemonstratekeydetailsinatext.RI2.2Identifythemaintopicofamulti‐paragraphtextaswellasthefocusofspecificparagraphswithinthetext.RI2.3Describetheconnectionbetweenaseriesofhistoricalevents,scientificideasorconcepts,orstepsintechnicalproceduresinatext.RI2.4Determinethemeaningofwordsandphrasesinatextrelevanttoagrade2topicorsubjectarea.RI2.5Knowandusevarioustextfeatures(e.g.,captions,boldprint,subheadings,glossaries,indexes,electronicmenus,icons)tolocatekeyfactsorinformationinatextefficiently.RI2.6Identifythemainpurposeofatext,includingwhattheauthorwantstoanswer,explain,ordescribe.RI2.7Explainhowspecificimages(e.g.,adiagram
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Askandanswerquestionsaboutnonfictiontextthatensureunderstandingofgrade2leveltext.
Identifyandutilizetextfeaturesofnonfictiontext. Identifythemaintopicandpurposeofatext.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
Textfeatureshelpreadersunderstandnonfiction.
Readingisdoneforavarietyofpurposes.
ESSENTIALQUESTIONS Howarenonfictiontextsdifferentfrom
fictiontexts? Howdoreadersreadanonfictiontext?
AcquisitionStudentswillknow…
Textfeaturessuchas:captions,boldprint,subheadings,glossaries,indexes,electronicmenus,icons,etc.
Importantinformationiscontainedintextfeatures.
Strategiestousewhenreadinginformationaltext.
Studentswillbeskilledat… Askingandansweringquestionsabout
nonfictiontext. Determiningthemeaningofunknown
words. Identifyingthemaintopicofnonfiction
text. Identifyingthemainpurposeofa
nonfictiontext.
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showinghowamachineworks)contributetoandclarifyatext.RI2.8Describehowreasonssupportspecificpointstheauthormakesinatext.RI2.9Compareandcontrastthemoreimportantpointspresentedbytwotextsonthesametopic.RI2.10Bytheendoftheyear,readandcomprehendinformationaltexts,includinghistory/socialstudies,science,andtechnicaltextsinthegrades2‐3textcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.SL.2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextswithpeersandadultsinsmallandlargergroups.SL.2.2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.SL.2.3Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.SL.2.6
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Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification.
StageTwo:Evidence
EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.
Askandanswerquestionsaboutnonfictiontexts.
Determinemaintopicoftext. Knowandutilizevarioustextfeaturesto
strengthenunderstanding. Identifyauthor’spurposeoftext. Compareandcontrastimportantpoints
onsametopicintwodifferenttexts.
SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:
Exhibitontopicofchoice.OVERVIEW
Studentswillcreateanexhibitonanon‐fictiontopicoftheirchoicetosharewithclassmates.Studentsshouldutilizeinformationlearnedthroughtheirreading.Teachercanalsoprovideextrareadingbasedstudents’topic.
DIFFERENTIATION Studentscanusegraphicorganizerswhennecessarytosupportthewritingprocessand
stayorganized. Exhibitscanbetailoredtostudents’abilities.(i.e.linepaper,agraphicorganizeronthe
exhibit,etc.)TECHNOLOGY
Computers/laptopstohavestudentstypeportionsoftheirexhibit.Theycanalsofindandutilizeprintedpictures.
Studentscouldalsocreate/presentanexhibitviaaPowerPoint.SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:4 Readingreflectsthestandardsbeyondgrade2.
3 Knowsandutilizestextfeaturestostrengthenunderstandingoftext.
Determinesmaintopicoftext. Identifiesauthor’spurposeoftext. Comparesandcontrastspointsonsametopic
fromdifferenttexts.2 Knowssometextfeaturesordoesnotutilize
featurestostrengthenunderstanding. Limitedexplanationofmaintopic. Comparesorcontrastspointsonsametopic
fromdifferenttexts.1 Withsupport,partialsuccessatlevel2.
OTHEREVIDENCE: Readingconferences Graphicorganizers Readingchecklists Readerresponses Readinglogs Pairshares Classdiscussion DRA
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StageThree:LearningPlan
SummaryofKeyLearningEventsandInstruction1. NonfictionReadersNoticeandLearn
a. Nonfictionreaderspayattentiontothedetails,thebitsandpieces,puttingallthistogethertoreallyunderstandandgrowknowledgeaboutatopic.Nonfictionisdifferencethanfiction.Createalistwithstudentsaboutwhattheyknowaboutfiction.Havereadingpartnerspreviewnonfictiontexts;whenthewholeclasscomesbacktogetherhavestudentslistthingstheynoticedaboutnonfictiontext.Comparethesimilaritiesandcontrastthedifferences.
2. NonfictionReadersNotice,LearnandQuestiona. Asnonfictionreadersnoticedetailsandputthemtogethertolearnaboutatopic,theyhavequestionsthatcomeup.Readersare
alwaysthinking.ModelaKWLchartforstudentswithanonfictionbookfocusingonK(whatyouknow)andW(whatyouarewonderingaboutthetopic).
3. NonfictionReadersAsk,“WhatIsThisBookTeachingMe?”a. Nonfictionsreadersgrowtheirknowledgebyputtingtogetherthedetailstheyreadwiththeirownthoughtsandaskthemselves,
“Whatisthisbookteachingme?”ContinuemodelingtheKWLchartfromthepreviousdaywiththesamebook,thistimefocusingonL(whatyoulearn)
4. NonfictionReadersAsk,“HowDoesThisBookGo?”a. Nonfictionreaderspreviewallpartsofabooktodeterminewhatabookwillteachthem.Theyaskthemselves,“Howwillthisbookgo?
WhatmightIlearnabout?”5. CelebrateLearningSomethingNew
a. Keepnonfictionmomentumgoingbyremindingreadersthatnewinformationrequiresspecialattention.Tocelebrate,havestudentsshareouttheirfavoritenonfictionbooktheyhavereadsofarandwhatithastaughtthem.
6. AnticipatingandUsingtheVocabularyofaNonfictionTopica. Explainthatreadingtolearnandusingvocabularyisanimportantpartofgrowingknowledge.Focusontextfeaturesofglossaryand
boldprint.7. UsingTextFeaturestoNoticeandUnderstandKeyWords
a. Teachchildrentonoticeandutilizetextfeatureswhenfiguringoutkeywords.Teachandreinforcethevocabulary,definitionsandexamplesoftextfeatures.Focusonphotographs,captions,boldprint,glossary,andkeywords.
8. OtherImportantTextFeaturesa. Teachchildrentounderstandunknownnonfictionbyusingotherimportanttextfeatures.Reviewandintroduceanyremainingtext
featuresandhowtheyhelpustounderstandnonfiction.Createananchorcharttohelpstudentsfocuson,remember,andutilizetextfeatures.
9. SolvingWordsTakesStrategiesThinkingandFlexibleThinkinga. Demonstratethroughmodelinghowfiguringoutkeywordsrequiresbothpersistenceandpractice.Modelthestruggleandstrategies
youhavetaughttofigureoutunknownwords.Nonfictionreadersusethewholepageandalltextfeaturestohelpthemfigureoutwhatunknownwordsmean.(i.e.lookinginanindextofindoutmoreinformation)
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10. RereadingLikeExpertsa. Teachchildrentheimportanceofrereadingtogrowmoreinformationaboutthetopic.Thefirsttimeweread,weneedtotakethetime
andenergytofigureouttheunknownwords.Rereadinghelpsustoreadformeaningandunderstanding;ithelpsusrememberwhatwehavereadandlearned.Werereadnonfictionbooksmanytimes!Youcanalwayslearnsomethingnew.
11. TalktheTalkandWalktheWalk!UsingNewVocabularytoTeachOthersa. Focusreaders’attentionontakingininformationaswellasteachingandsharingtheirlearningwithpartners.Havereadersshare
theirfavoritefactstheyhavelearnedfromtheirbookswiththeirreadingpartner.Whentheycomebacktothewholegrouptoshare,haveeachpartnershareafacttheylearnedfromthefactstheirpartnershared.
12. GrowingKnowledgeAcrossBooks!GettingReadytoRead(andLearn)aBunch!a. Teachreaderstosetthemselvesupforreadingnotjustonebookonatopic,butalsomany.Whywouldreaderswanttodothis?We’re
becomingexperts!13. NonfictionReadersAddInformationAcrossBooks
a. Teachreadersthatwhenyoureadaboutatopic,youtrytoaddinformationtogethertolearnaboutasubtopicandthewholetopic.Modelhowthislooksusingtwobooksonthesametopic.
14. ThinkingandRethinkingAboutHowInformationIsConnectedAcrossbooksa. Teachreadershowtoconnectinformationfrommorethanonebookthatseemsdifferentbyrethinkingwaystocategorizeandname
theinformation.Useagraphicorganizertogroupfacts/categorizeinformationfromdifferentbooks.Thisalsohelpsreadersdeterminethemaintopicofvariousparagraphs/sectionsinbooks.
15. Finding,ThinkingandTalkingAboutWhatIstheSameandWhatIsDifferenta. Inthislessonyoucouldteachstudentstonoticethesimilaritiesanddifferencesbetweensubtopicsintheirbooks.Helpyourstudents
studynotonlyhowtonoticeandnamethesimilaritiesanddifferences,butalsotothinkandtalkaboutthem.Modelhowthislooksandconnecttodeterminingthemaintopic.
16. ReadersRetellTopics,NotJustBooksa. Demonstratehow,afterreadingmanybooksonatopic,readersputinformationtogethertoretelltheentiretopicpartbypartinstead
ofbookbybook.Alsodemonstratehowtoretellatopicpartbypartjustfromonebook.17. GettingReadyfortheCelebration
a. Readersaretocreateexhibitswherechildrenwillsoontakeontheroleoftourguides,teachingvisitorsabouttopicstheyhavegrownknowledgeabout.
18. Celebration:PayItForwardByTeachingOthersa. Teachreadersthattheycankeepvisitorsengagedbyinitiatingquestionsabouttheirtopics.Modelhowastudentwouldtalk/share
theirexhibitwithvisitors.PossibleMentorTexts:TigersbyLauraMarshKnightsinShiningArmorbyGailGibbons**UtilizelevelScienceandSocialStudiesleveledreaders.**
DistinguishingFiction/Nonfictiono TheManWhoWalkedBetweentheTowerso HowManyDaystoAmerica?
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o SaintGeorgeandtheDragono Martin’sBigWordso SnowflakeBentleyo ThePolarExpress
TextFeatureso Atlantico AreYouaButterfly?o Dr.SeussBiographyo IsitLivingorNonliving?o GrowYourOwnSandwicho LifeintheRainforesto AnimalsintheDeserto ExploringtheAnimalKingdom:Mammalso FireTruckso LifeinanOcean
WordWork:differentiatedwordworkbasedonDevelopmentalSpellingAssessment.GuidedReading&StrategyGroups:UseDRAdatatoestablishgroups
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UNIT3(Writing)– BecomingExperts:WritingNonfiction
StageOne:DesiredResultsESTABLISHEDGOALS W2.2Writeinformative/explanatorytextsinwhichtheyintroduceatopic,usefactsanddefinitionstodeveloppoints,andprovideaconcludingstatementorsection.W2.7Participateinsharedresearchandwritingprojects(e.g.,readanumberofbooksonasingletopictoproduceareport;recordscienceobservations).W2.8Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.W.2.5:Withguidanceandsupportfromadultsandpeers,focusonatopicandstrengthenwritingasneededbyrevisingandediting.L.2.1DemonstratethecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L2.6Usewordsandphrasesacquiredthroughconversations,readingandbeingreadto,andrespondingtotexts,includingusing
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Writeaninformational/explanatorytext. Drawuponbothwhattheyknowandinformationresearchedtowriteaninformativetext.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
Thepurposeofnonfictionwritingistoinform.
ESSENTIALQUESTIONS Whydoscientistswrite? Whydowriterswritenonfiction? Howisnonfictionwritingdifferentthan
fiction?
AcquisitionStudentswillknow…
Thedifferencebetweenfactandopinion.
Whatadefinitionisandhowtoincorporaterelevantdefinitionsintoexplanatorywriting.
Howtoconductbasicresearch.
Studentswillbeskilledat… Writingaboutwhattheyknow. Usinginformationtheyread/research
togivemoreinformationinanexplanatorytext.
Usingfactsanddefinitionstoprovideinformationtotheiraudience.
Employingacademicvocabularyinwriting.
Revisingandeditingtheirownwork. Usingfeedbackfromotherstorevise
andedit.
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adjectivesandadverbstodescribe.SL.2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextswithpeersandadultsinsmallandlargergroups.SL.2.2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.SL.2.3Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.SL.2.6Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification.
StageTwo:Evidence
EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.
Utilizeinformational/explanatorytextstructure.
Useofpriorknowledge Knowandutilizetextfeatures.
SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetasks:
Publishedlabreport. PublishedAllAboutBook.
OVERVIEW Throughouttheentireunit,studentsarecompletinglabreportsandeventuallyworkingon
anAllAboutBook.Thereisroomtoconnectthelabreportstosciencelessonsandexperiments,orwheretimeallows,conductnewones.Studentsshouldhavetheopportunitytosharetheirpublishedpieceswithothers,aswritingnonfictionisallaboutthesharingofinformation.
DIFFERENTIATION
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Scaffoldthewritingprocessasnecessary. Providegraphicorganizerstohelpstudentsfocusonvariousfeaturesinnonfictionwriting.
TECHNOLOGY Computers/laptopstotypelabreportsand/orAllAboutBook.
SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:4 Writingisdevelopedwithcompositionalrisks
reflectingthestandardsbeyondgrade2.3 Writingcontainsintroductionoftopic,facts
anddefinitionsthatdeveloppoints,andconclusion.
Employsgradelevelspelling,grammar,punctuationandcapitalization.
Writingisstrengthenedthroughrevision.2 Writingcontainslimitedintroductionoftopic,
factsanddefinitions,andconclusion. Someevidenceoffamiliaritywithlanguage
conventions Writinghasbeenrevisedandimproved.
1 Withsupport,partialsuccessatlevel2.
OTHEREVIDENCE: Writingconferences Drafts Graphicorganizers Finishedwritingpieces
StageThree:LearningPlan
SummaryofKeyLearningEventsandInstruction**Thefirst10‐11lessonsofthisunithavestudentswritinglabreportsandworkingas“scientists”.Youshouldcoordinatetheexperiments
youwouldliketousefromyourscienceunitinordertosupportcross‐curricularconnections.**1. LearningtoWriteAboutScience
a. Scientistsstudytheworldaroundthem,conductexperimentsandwriteabouttheirexperiments.Writersquestionwhattheyhave,whattheythinktheanswerwillbe,andthenwhatactuallyhappens.Scientistswritelabreports.Whatdowritersthinkthatscientistsdo?Howdoothersfindoutaboutwhatscientistsdo?Canbegintocreate“HowtoWriteLikeaScientist”anchorchart.(seeendoflearningplan)
2. StudyaMentorText:ProceduralWritinga. Writersstudymentortextswhenlearningtowriteanewkindofwriting,likeproceduralwriting,askingwhattheauthorhasdonethat
theycouldtryaswell.Studentsshouldhaveampleopportunitytoreadthroughtextswithproceduralwriting,orotherinformational/explanatorywriting,andthenworktogetherwithpartnersasaclasstotakenoteofdifferencesandfeaturesspecifictothisnewtypeof
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writing.3. NewWonderings,NewExperiments
a. Scientists,likewriters,gothroughaprocess.Justlikewriters,scientistscomeupwiththeirownideasforwhattowriteabout.Theydecideonaquestiontheywanttofindoutaboutandthenplanandtesttheirquestionwithanexperiment,recordingallthestepsastheygo.Scientistsfollowaprocedureandroutine,justaswedoforWriter’sWorkshop.Introduce/reviewscientificmethod.Referto“HowtoWriteLikeaScientist”anchorchart.
4. AuthorsShareScientificIdeas/Conclusionsa. Scientistsspendalotoftimewritingandthinkingabouttheirconclusions.Theypushthemselvestoask“why?”andthenofferthebest
explanationtheycan,basedontheirresults.Inthisway,theirconclusionsoftenleadtomoreinvestigationsandresearch.Whydoscientistsspendsomuchtimeonaconclusion?Whatisthepurposeofthis?Connectthistostrongendingsinothertypesofwritingthatstudentshavebeenworkingon.
5. ScientistsLearnfromOtherSourcesasWellasfromExperimentsa. Whenscientistswanttoimprovetheirwriting,theylearnmoreaboutwhatitistheyareinvestigating.Thatis,scientistsimprovetheir
writingbylearningmorescienceandthenrevisetheirwritingbasedonwhatthey’velearned.Howcanwedothesamethingaswriters?Wherecanwelearnmore?MaketheconnectiontowhatyouhavebeenworkingoninReader’sWorkshop;howreaderscanlearnsomuchfromthebookstheyread.
6. StudentSelf‐AssessmentandPlansa. Writersself‐assess,makingsuretheirwritingreflectsalltheyknowhowtodo.Thentheysetgoalsfromthemselves,makingplansto
improveasawriterofallinformationaltexts.Asthefocusoftheselessonsasbeenonlabreporting,studentsshouldalsobeintroduced,payattentiontoandnoticeotherkindsofnonfictionwritingtheycomeacross:informational,explanatory,procedural,allabouts,etc.
7. RememberAllYouKnowaboutScienceandaboutScientificWritingforNewExperimentsa. Scientistsbringalltheyknowaboutwritingandaboutsciencetonewexperiments.Theydrawonalltheirknowledgetowritewelland
conductpreciseandreplicableexperiments.Scientistshavetousewhattheyalreadyknowwhentheygointoanewexperimenttomakeagoodhypothesis.Writersdothesamethingwhentheyapproachawritingpiece.
8. StudyingaMentorText:The“Results”Pagea. Writerslooktomentortextsforideasabouthowtoorganizetheirwriting.Therearemanydifferentwaystoorganizeanonfiction‐
writingpiece.Authorschoosewhattheywanttofocusonastheywrite.Drawstudents’attentiontothisandhavethempayattentionforwherethefocusisintextstheyread.
9. ComparingResultsandreadingMoreExpertMaterialstoConsiderNewQuestionsa. Scientistscomparetheresultsoftheirexperimentsagainstotherscientists’results,usingthesecomparisonstogrowandextendtheir
thinking.Writerscandothiswiththeirwritingpartners,oryoucangrouppartnershipstogether.10. DesigningandWritingaNewExperiment
a. Scientistsrevisittheirinitialexperimentsandask,“whatdoIstillwonder?”Thentheyusetheirinitialresultsandwritingtogeneratenewexperiments.Scientists,justlikewriters,arealwaysthinkingabouthowtheycanimproveandfurthertheirwork.Connectthistothegoalsettingwritersandreadershavebeenworkingon.
11. Editing:Domain‐SpecificLanguagea. Scientistsusedomain‐specificlanguagewhenspeakingandwritingabouttheirtopics.Theydothissothattheyareaspreciseasthey
canbewhentalkingabouttheirexperimentsandtoshowtheiraudiencethattheyareexpertsintheirfieldandknowledgeableabout
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theirtopics.Whyisthisimportant?Provideexamplesandnon‐examplesasyoumodeltheimportanceofthis.12. DrawingonAllWeKnowtoRehearseandPlanInformationBooks
a. Writerschoosetopicstheyknowalotaboutandareexpertsontowriteinformationbooks.Beforewriterswritetheirinformationbooks,theyplanhowtheirinformationwillgototeachittoothers.Bynow,studentshavemademuchprogresswithreadingaboutvarioustopicsinReader’sWorkshopshouldhaveanunderstandingofwhatitisliketoteachinformationthroughwriting.
13. TappingInformationalKnow‐HowforDraftinga. Writersdraftthechaptersoftheirbooksbylookingbackattheirtablesofcontentsandtheirplansanddecidingwhattheywillwrite
first,thennext.14. StudyingMentorTextstoSeeHowAuthorsIncludeScientificInformationinTheirWriting
a. Writerslookatmentortextstofindideasfortheirownwriting.Whenstudyinginformationbooks,writerslooktoseehowtheauthorsintegratetheirinformationintotheirwritinginawaythatconnectstotheirtopics.InReader’sWorkshopstudentsareworkingoncombininginformationlearnedfrommanytextsononesubjecttobeabletodiscussatopicfully,notsimplyfocusingonretellingeachtext.Maketheconnectionhereabouttheimportanceofconnectingdifferentbitsofinformationinwriting,justastheyaredoinginreading.
15. UsingComparisonstoTeachReadersa. Writersusecomparisonsintheirinformationbooks.Theycomparesomethingthatisnewfortheirreaderstosomethingtheyalready
know.Justasweareusinginformationthatwealreadyknow,ithelpsourreaderstobetterunderstandnewinformationwhenweconnectittosomethingtheyalreadyknow,aswell.
16. ShowingHiddenWorldswithScienceWritinga. Sciencewritersusespecialstrategiestosharehard‐to‐understandconceptswiththeirreaders.Someofthesestrategiesinclude
slowingdownthewriting,magnifyingpicturesorimagesanddrawingpicturestoshowtheinsidesofobjects.Modelandprovideampleopportunityforstudentstofindexamplesofthisinbooks.Studentscanalsofindnon‐examples,placeswheretheirbookwasdifficulttounderstandandtherecouldhavebeenawaytomakeitmoreaccessibletothereader.
17. IntroductionsandConclusions:AddressinganAudiencea. Writersofinformationbookscraftintroductionsthatengagetheirreaders’attentionandwriteconclusionsthathighlightkey
informationabouttheirtopics.Writersneedtobemindfulaboutwhotheirreaderisandwhatwouldcatchtheirattention.18. Editing:AligningExpectationstotheCommonCore
a. Writersedittheirbooksbyrereadingandmakingtheirwritingeasiertoread,insertingcapitals,commas,andapostropheswhereappropriate.Editingandrevisingfornonfictionissimilartorevisingothertypesofwriting.Providerubricsandchecklistsforstudentstoself‐assessorassesswithapartner.
19. Celebration:WritingandScienceExhibitiona. Writerssharetheirinformationbooksandlabreportswithothers,invitingtheiraudiencetoparticipateintheirhands‐onexperiments
andsharingwiththemtheirscientificfindings.
PossibleMentorTexts: AllAboutBooks
o AllAboutDeero AllAboutRattlesnakeso AllAboutSharks
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o MonarchButterflyo Catso Dogso Frogs
VariousNonfictionTypeso CanItRainCatsandDogs?o Hungry,HungrySharks
How‐To/ProceduralWritingo FromSeetoPlanto HowaHouseisBuilto ThePumpkinBooko Rabbits,Rabbits,MoreRabbitso TheUsborneBookofJugglingo GrossGrubo HowToMakeaKiteo HowToMakeaSockPuppeto ApplestoApplesauceo HowtoLoseAllYourFriends
Compare&ContrastFiction&Nonfictiono MichaelRecycle/WhereDoestheGarbageGo?o Mrs.SmithUndertheSea/WeirdSeaCreatureso NuggetandFang/AnimalBFFso AceLacewing:BugDetective/EverydayInsectso FistDayJitters/ItsBacktoSchoolWeGoo HushLittlePolarBear/FacetoFacewithPolarBears
LabReportingo 11ExperimentsthatFailedo ForcesandMotiono Useexamplesofstrongstudentlabreportsfoundonline,frompaststudents,etc.
PossibleAnchorChartfor“HowtoWriteLikeaScientist”:
1. Askaquestionabouthowtheworldworks2. Recordahypothesis,aguess.3. Howwillyoutestit?Recordyourprocedure.4. Conductmultipletrials,andrecordyourresults.5. Analyzeyourresults,andwriteaconclusion.
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UNIT4(Reading)– BiggerBooks;NoticingtheSmallStuff
StageOne:DesiredResultsESTABLISHEDGOALSRF.2.3Knowandapplygrade‐levelphonicsandwordanalysisskillsindecodingwords.RF.2.4Readwithsufficientaccuracyandfluencytosupportcomprehension.RL.2.1:Askandanswersuchquestionsaswho,what,where,when,why,andhowtodemonstrateunderstandingofkeydetailsinatext.RL.2.5Describetheoverallstructureofastory,includingdescribinghowthebeginningintroducesthestoryandtheendingconcludestheaction.RL.2.7Useinformationgainedfromtheillustrationsandwordsinaprintordigitaltexttodemonstrateunderstatingofitscharacters,setting,orplot.L.2.4:Determineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbasedongrade2readingandcontent,choosingfromanarrayofstrategies.L2.5Demonstrateunderstandingofwordrelationshipsandnuancesinwordmeanings.RL2.10Bytheendoftheyear,readandcomprehendliterature,includingstoriesandpoetry,inthegrades2‐3textcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Readfluentlytosupportcomprehension. Maketext‐to‐textcomparisonsandconnections. Summarizetosupportcomprehension.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
Readingfluentlysupportscomprehension.
ESSENTIALQUESTIONS Whydoreadersneedfluency? Howdoreadersreadbiggerbooks?
AcquisitionStudentswillknow…
Howtoemployreadingstrategieswhentextposesdifficulty.
Thedifferencebetweencomparingandcontrasting.
Thekeydetailsinatext.
Studentswillbeskilledat… Readingfluently. Comparingandcontrasting. Summarizing. Makingtext‐to‐textconnections.
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SL.2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextswithpeersandadultsinsmallandlargergroups.SL.2.2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.SL.2.3Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.SL.2.4Tellastoryorrecountanexperiencewithappropriatefactsandrelevant,descriptivedetails,speakingaudiblyincoherentsentences.SL.2.6Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification.
StageTwo:Evidence
EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.
Fluencysupportscomprehension. Comparesandcontrastsbetweentwo
SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:
Performingaportionoftheirbook/reader’stheaterscriptwithpartner. Summarizestoryandpresentsummary.
OVERVIEW Studentscanpresentaportionoftheirbookwithdialogueandcharactervoiceswitha
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stories. Makesconnectionsbetweentexts. Summarizesstory.
partnertoshowfluency.Studentscouldalsouseareader’stheaterscript,iftheirbooksdon’thavealotofdialogue/don’tfitwellforapresentation.
Studentscouldalsosummarizeastorytheyarereadingandpresentthesummarytotheclass.
DIFFERENTIATION Studentscanusegraphicorganizerstosupportforsummary. Studentchoice/assessmentoptionsallowfordifferentiationtobetterreflectstudent
needs.TECHNOLOGY
iPad/videocameratorecordpresentation. Computers/laptopstotypesummaries.
SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:4 Readingreflectsthestandardsbeyondgrade2.
3 Usesmanydecodingandcomprehensionstrategiestosupportunderstanding.
Describesthestructureofastory(beginning,middle,andend)withattentiontostoryelements..
Fluencysupportscomprehensionofstory. Summarizesastory.
2 Limiteduseofdecodingandcomprehensionstrategies
Partialdescriptionofthestructureofastory(beginning,middle,andend)withlimitedattentiontostoryelements.
Fluencyminimallysupportscomprehension. Partiallysummarizesstory.
1 Withsupport,partialsuccessatlevel2.
OTHEREVIDENCE: Readingconferences Graphicorganizers Readingchecklists Readerresponses Readinglogs Pairshares Classdiscussion
DRA
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StageThree:LearningPlan
SummaryofKeyLearningEventsandInstruction1. RehearsingReadingVoices
a. Readersfirstorallyrereadpartsofatext,practicingtheirout‐loudreadingvoicesandcreatingthesamevoicesastheyreadintheirheads.Modelwhatthislookslikeandhowthishelpsfluency.
2. ScoopingUpWordsintoPhrasesa. Teachreaderstoscoopupwordstogetherinphrasesandnoticepunctuationsothattheirreadingmakessenseandsoundsright.Make
theconnectiontowritingandpunctuation.Inbothplacesitsimportanttonoticeandreadaccordingly!3. NoticingDialogueTags
a. Readersreaddialoguewithexpressiontounderstandstoriesandreadwithmeaning.Reviewdialogue–hereyoucanteachamini‐lessononquotationsorfocusonhowtoreadit,dependingonstudentneeds.
4. UsingMeaningtoReadFluentlya. Readersmatchtheirvoicestothemeaningofthetext.Reviewhowastorywantstoberead;voicesshouldmatchthetoneofthestory
–funny,serious,happy,sad,etc.5. ReadingataJust‐RightPace
a. Readersmakesuretheyreadatapacethatisnottoofastandnottooslow–onethatallowsthemtounderstandwhattheyarereading.Modelexamplesandnon‐examplesofpacingwhilereading.
6. RecognizingLiteraryLanguagea. Readerspayattentiontoliterarylanguage–comparisons,inventedwords,figurativelanguage–asking,“Whatmighttheauthorwant
metoseeandunderstandhere?”Thislessonmaystretchtoadditionaldaysdependingonleveloffocusneededonvariousfigurativelanguage,determinedbyformativeassessment.
7. UnderstandingComparisonsa. Whenauthorsusecomparisons,theyaresignalingthattheywantthereaderstocombinetheirknowledgeofboththingsbeing
comparedandhowthey’realike.Usepoetryasamentortexthereandconnecttowriting.8. NoticingWhenAuthorsPlaywithWords
a. Readersnoticewhenauthorsuselanguageincreativewaysandplayaroundwithwordsandmeanings,andtheyworkhardtounderstandwhattheauthorisreallysaying.Usepoetryasamentortexthereandconnecttowriting.
9. ReadingasaWriter–FocusingonSpecialLanguagea. Whenreadersnoticespeciallanguageinabook,theythinkaboutthewriter’scraftandthespecialmeaningtheauthorwantsthemto
getfromthatlanguage.10. SettingUpRoutinesforSame‐BookPartners
a. Readingthesamebooksasapartnercanhelpreaderstalk,clarifyandaskquestionstobetterunderstandthebookstheyarereading.Include/reviewanchorchartaboutpartnerreading;ifnecessary,providesmallcopiesforstudentstoremindthemforhowtoreadand
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discusswithpartners.11. HoldingontoStoriesEvenWhenBooksAreLong
a. Asbooksbecomelongerandmorecomplex,readersjotdownnotesonPost‐itstokeeptrackofthestoryandremembertheimportantthingsthathappen.Introducesummarizing.Provideamplemodeling,ofexamplesandnon‐examples,alsoampleopportunitiesforstudentstopracticesummarizing.
12. StayingonTrackWhenBooksGetTrickya. Whenreadersdon’tunderstandwhat’shappening,theydon’tkeepgoing.Theyusetheirfix‐upstrategies.Theyslowdown,rereadand
askquestions!Summarizing,eithermentally,withapartner,orthroughwriting,whilereadingbiggerbookshelpsuptomakesureweunderstandaswearereading.
13. Self‐AssessingandSettingGoalsa. Readersthinkabouttheirreadingworktosetgoalsforthemselvesandthenworkwithotherstohelpeachotherreachthosegoals.
WhatamIstrugglingwith?Readersthinkofhowtheycanachievegoals.Readersmakeaplantomakesuretheyachievetheirgoals.14. OrganizingClubGoals
a. Readingclubsneedtocreatetheirownplanstoaccomplishtheirgoals.Aspartnersarereadingthesamebooks,groupscanformofstudentsallreadingthesamebook.Justlikereaderssetgoalsforthemselves,readingclubsalsosetgoals.
15. GivingFeedbacktoGroupMembersa. Readerssupporteachother’sworkbygivinghelpfulfeedback.Anchorcharttoprovideexamplesoffeedback/feedbacksentence
starters.16. Celebration
a. Celebrateallthattheclasshaslearned!Revisitthebigskillsoftheunitandinvitestudentstobecomeresearchers,learningfromeachotherandsharingwhattheyhavelearned.Everyonethinksdifferentlyafterreadingandwecanalllearnfromthebookswereadandeachother!
PossibleMentorTexts:MinnieandMooGoDancingbyDenysCazetHappyLikeSoccerbyMaribethBoelts**booksyouhavemultiplecopiesofforsame‐bookpartners/readingclubs**
CompareandContrasto LonPoPo/LittleRedHoodo AlexanderandtheWindUpMouse/TheVelveteenRabbito Martin’sBigWords/MyBrotherMartino SaintGeorgeandtheDragon/ThePaperBagPrincesso TheThreePigs/TheTrueStoryoftheThreeLittlePigso Grandfather’sJourney
Summarizingo HanselandGretelo TheDinosaursofWaterhouseHawkinso TheBoyoftheThree‐YearNapo TheManWhoWalkedBetweentheTowers
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o InchbyIncho SevenBlindMice
Literary/FigurativeLanguageo MirandyandBrotherWindo Fredericko Stellalunao Shrek!o ThePolarExpresso TheStoryofJumpingMouseo OwlMoono AnnieandtheOldOneo HomePlaceo MakeWayforDucklingso Martin’sBigWordso SaintGeorgeandtheDragono TheSnowyDayo WheretheWildThingsAre
MultipleMeaningWordso AChocolateMooseforDinnero TheKingWhoRainedo Dandeliono AmeliaBedliao TheTrueStoryoftheThreeLittlePigso JimandtheBeanstalk
Poems(Imagery&FigurativeLanguage)o AJarofTinyStarso DirtyLaundryPileo allthesmallpoemsandfourteenmoreo IThoughtIHeardtheCitySingo PocketPoemso KnockataStaro Baseball,Snakes,andSummerSquash
WordWork:differentiatedwordworkbasedonDevelopmentalSpellingAssessment.GuidedReading&StrategyGroups:UseDRAdatatoestablishgroups
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UNIT4(Writing)‐ Poetry
StageOne:DesiredResultsESTABLISHEDGOALS RL2.4Describehowwordsandphrases(e.g.,regularbeats,alliteration,rhymes,repeatedlines)supplyrhythmandmeaninginastory,poem,orsong.W2.7Participateinsharedresearchandwritingprojects(e.g.,readanumberofbooksonasingletopictoproduceareport;recordscienceobservations).W2.8Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.W.2.5:Withguidanceandsupportfromadultsandpeers,focusonatopicandstrengthenwritingasneededbyrevisingandediting.L2.1DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L2.5Demonstrateunderstandingofwordrelationshipsandnuancesinwordmeanings.L2.6Usewordsandphrasesacquiredthrough
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Writeapoemusingvarioustypesoflanguage(formal,informal,figurative,etc.) Utilizerhythmandwordstoconveymeaning.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
Poetry,whileitcanstillrecountapersonalexperienceorgiveinformationaboutatopic,hasmoreflexibilityinformandwordusage.
ESSENTIALQUESTIONS Whydopoetswritepoetry? Howispoetrydifferentfromfiction
andnonfiction?
AcquisitionStudentswillknow…
Typesofpoetry. Howwordsandphrasesfunction
withinpoetry. Figurative,formal,informallanguage. Definitionandexamplesofalliteration.
Studentswillbeskilledat… Readpoetryfluentlywithattentionto
rhythmandrhyme. Usingalliteration. Selectingrhymingwords. Writingpoetryemployingpoetic
device. Revisingandeditingusingfeedback
providedbyteacherand/orpeers.
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conversations,readingandbeingreadto,andrespondingtotexts,includingusingadjectivesandadverbstodescribe.RL2.10Bytheendoftheyear,readandcomprehendliterature,includingstoriesandpoetry,inthegrades2‐3textcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.SL.2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextswithpeersandadultsinsmallandlargergroups.SL.2.2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.SL.2.3Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.SL.2.4Tellastoryorrecountanexperiencewithappropriatefactsandrelevant,descriptivedetails,speakingaudiblyincoherentsentences.SL.2.5Createaudiorecordingsofstoriesorpoems;adddrawingsorothervisualdisplaystostoriesorrecountsofexperienceswhen
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appropriatetoclarifyideas,thoughts,andfeelings.SL.2.6Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification.
StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.
Knowdifferenttypesofpoetry Knowcharacteristicsofpoetry Knowwhatalliterationandrecognizeit
intexts.
SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:
“Coffeehouse”sharingofpublishedpoems.OVERVIEW
Studentswillhavetheopportunitythroughoutthecourseoftheunittopublishoneormorepoems.Theycanchoosetheirfavoritetoshare.
DIFFERENTIATION Differenttypesofpoemsallowforstudentchoice,whichhelpsmatchstudentneeds. Graphicorganizerscanhelpstudentsstayorganized.
TECHNOLOGY Computers/laptopstohavestudentstypepoems.
SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:4 Writingisdevelopedwithcompositionalrisks
reflectingthestandardsbeyondgrade2.3 Poemreflectscharacteristicsandtypesof
poetryreviewed. Employsgradelevelspelling,grammar,
punctuationandcapitalization. Writingisstrengthenedthroughrevision.
2 Poemreflectslimitedunderstandingofcharacteristicandtypesofpoetry.
Someevidenceoffamiliaritywithlanguageconventions
Writinghasbeenrevisedandimproved.1 Withsupport,partialsuccessatlevel2.
OTHEREVIDENCE: Drafts Finishedpoems Writingconferences
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StageThree:LearningPlanSummaryofKeyLearningEventsandInstruction
1. SeeingwithPoets’Eyesa. Poetsseetheworldthroughspeciallenses.Theyseewithboththeirheartsandminds,andtheywriteabouttheworldinfresh,
unusualways.Howispoetrydifferentthatfictionandnonfiction?2. ListeningforLineBreaks
a. Poetsareintentionalabouttheirlinebreaks,tryingoutafewdifferentwaysuntiltheirwordslookandsoundrighttothem.3. PuttingPowerfulThoughtsinTinyPackages
a. Poetschoosetopicsthatmeanalottothem,andthentheyanchorthosetopicsinameaningfulsmallmoment,imagesorobject.4. PoetsMakeSureTheirPoemsGrowfromtheStrongFeelingsandConcreteDetailsofLife
a. Poetsarealwaysonthelookoutforpoems,miningtheirnotebooksandtheirlivesforideasthathavebothstrongfeelingsandconcretedetails.Poetsuselotsofdifferentexperiencesand
5. EditingPoetrya. Poetsedittheirpoems,payingcloseattentiontospelling.Youngpoetscirclewordsthatlookincorrectlyspelledanddrawon
strategiestofixthese.6. SearchingforHonest,PreciseWords:LanguageMatters
a. Poetsthinkcarefullyaboutthewordsthattheychoose,searchingforpreciselytherightonestomatchwhattheyaretryingtosay.Reviewadjectivesanddifferenttypesoflanguagepoetsutilizetoconveyfeelings.
7. PatterningThroughRepetitiona. Poetsrepeatwords,lines,sounds,andimagestogivetheirpoemsrhythm,sound,andmusic,andtobringoutmeaning.
8. PoemsAreMoodya. Poetsconsiderthemoodtheywantapoemtoconvey,andtheymakesurethatthemoodmatchesthepoem’smeaning.
9. UsingComparisonstoClarifyFeelingsandIdeasa. Onewaypoetsmakemeaningistocompareonethingtoanother.
10. StretchingOutaComparisona. Onewaypoetsmakeacomparisonpowerfulistostretchitacrossmanylines,addinginactionsthatcorrelatewiththecomparison.
11. StudyingStructurea. Poetsexperimentwithdifferentstructures.Studentswillstudytwomentorpoemswithdifferentstructures(conversationpoems
andlistpoems)andaddthesestructurestotheirrepertoire.12. StudyingaMentorTextwithPoet’sEyes
a. Poetsoftenstudyotherpoemstolearnabouthowtheyarestructured,andtheytryoutthosenewstructuresintheirownpoems.13. MatchingStructurestoFeelings
a. Thereisarelationshipbetweenstructureandmeaninginpoetry.Poetschooseastructurethatistherightfitforwhattheywanttosayandthemoodthewanttoconvey.Provideexamplesofdifferenttypesofpoemsandthemoodsandfeelingstheyeachconvey.
14. PlayingwithPointofViewa. Poetssometimeswritefromapointofviewotherthantheirown.Usepointofviewpoemstoshowstudentswhatthislooksand
soundslike.15. RevisingPoem:ReplacingFeelingWordswithWordPictures
a. Poetsrevisebyreplacingvaguefeelingwordswithimagesthatshowratherthantell.
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16. EditingPoems:ReadingAloudtoFindTroubleSpotsa. Poetsoftenreadtheirpoemsaloudtofindtroublespots.
17. PresentingPoemstotheWorld:a. Celebratethestudents’workaspoetsandgivethemanopportunitytosharetheirpoemswiththelargercommunity.
PossibleMentorPoems:
RhythmPoemso SplishSplasho TheSingingGreeno TheDreamkeeperandOtherPoemso Honey,ILoveo CompletePoemsofRobertFrosto CreaturesofEarth,Sea,andSkyo DoodleDandies:PoemsThatTakeShapeo SpectacularScience
PersonalTruthPoemso Baseball,Snakes,andSummerSquasho OntheWingso UndertheSundayTreeo NightonNeighborhoodStreeto AWritingKindofDay:PoemsforYoungPoets
Capitalizationo allthesmallpoemsandfourteenmoreo FirefliesatMidnighto CreaturesoftheEarth,Sea,andSky
Imagery&FigurativeLanguageo AJarofTinyStarso DirtyLaundryPileo allthesmallpoemsandfourteenmoreo IThoughtIHeardtheCitySingo PocketPoemso KnockataStaro Baseball,Snakes,andSummerSquash
Otherpossiblepoemso WeirdPetPoems(linebreaksandspacing)o TheFrogsWoreRedSuspenders(linebreaksandspacing)o Popcorn(linebreaksandspacing)o MamaZooms(comparisons)
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o CaseyattheBat(comparisons)o APokeintheI(shapepoem)o WaterDance(seeingthroughpoet’seyes)o Tomie’sLittleBookofPoems(differentpoemtypes)o ARocketinMyPocket(differentpoemtypes)o JanuaryRidestheWindo OrdinaryThingso OutsidetheLineso SmallTalko TheBurgerandTheHotDogo Whatif?o SilverSeedso WhenRiddlesComeRumblingo FoodFighto WaterPlaneto RichLizardandOtherPoemso EchoesfortheEye:PoemstoCelebratePatternsinNatureo JoyfulNoise,PoemsforTwoVoiceso IAmPhoenix,PoemsforTwoVoices
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UNIT5(Reading)– SeriesBookClubs
StageOne:DesiredResultsESTABLISHEDGOALSRF.2.3Knowandapplygrade‐levelphonicsandwordanalysisskillsindecodingwords.RF.2.4Readwithsufficientaccuracyandfluencytosupportcomprehension.RL.2.1:Askandanswersuchquestionsaswho,what,where,when,why,andhowtodemonstrateunderstandingofkeydetailsinatext.RL.2.2:
Recountstories,includingfablesandfolktalesfromdiversecultures,anddeterminetheircentralmessage,lesson,ormoral.
RL2.3Describehowcharactersinastoryrespondtomajoreventsandchallenges.RL.2.5Describetheoverallstructureofastory,includingdescribinghowthebeginningintroducesthestoryandtheendingconcludestheaction.RL.2.7Useinformationgainedfromtheillustrationsandwordsinaprintordigitaltexttodemonstrateunderstatingofitscharacters,setting,orplot.L.2.4:Determineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbasedongrade2readingandcontent,choosingfroman
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Maketext‐to‐textconnections. Analyzecharacterbehavior. Determinethecentralmessage/mainidea.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
Connecting/relatingtoastoryhelpsstrengthenunderstanding.
Charactersbehaviorsimilarlyinaseries.
ESSENTIALQUESTIONS Whydowereadseries? Howdoseriesbookshelpusbetter
understandcharacters?
AcquisitionStudentswillknow…
Howtomakeconnections(texttotext). Charactertraits/behaviors. Allthepartsofastorycontributetoit’s
moral,lessonortheme. Illustrationshelpreadersunderstand
thestory.
Studentswillbeskilledat… Askingandanswerquestionsabout
textusingexamples. Comparingandcontrastingcharacters
andcharacterbehaviorbetweenbooks.
Makingtext‐to‐textconnections.
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arrayofstrategies.L2.5Demonstrateunderstandingofwordrelationshipsandnuancesinwordmeanings.RL2.10Bytheendoftheyear,readandcomprehendliterature,includingstoriesandpoetry,inthegrades2‐3textcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.SL.2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextswithpeersandadultsinsmallandlargergroups.SL.2.2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.SL.2.3Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.SL.2.5Createaudiorecordingsofstoriesorpoems;adddrawingsorothervisualdisplaystostoriesorrecountsofexperienceswhenappropriatetoclarifyideas,thoughts,andfeelings.SL.2.6Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification.
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StageTwo:Evidence
EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.
Identifycharactertraitsandbehavior Determinethecentralmessage/lesson
ofthestory Makeconnectionsbetweentexts,with
focusoncharacters
SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:
Dressupas/portrayafavoritecharacter. Createanadvertisementforafavoritebook/series.
OVERVIEW Studentscandressupasafavoritecharacterfromaseriesthattheyhavebeenreading
andportraythatcharacter.Studentscanexplaincommonbehaviorsofthatcharacter,problemshe/sheencounters,howtheysolveproblems,etc.
Studentscouldalsocreateanadvertisementfortheirfavoritebook/series.Thegoalofanadvertisementistogetsomeoneelsetoreadthatbooksotheywouldneedtodesigntheadtodothat.
DIFFERENTIATION Studentscanusegraphicorganizerstoorganizeinformation. Studentchoice/assessmentoptionsallowfordifferentiationtobetterreflectstudent
needs. Studentsportrayingacharactercouldusenotecardstohelprememberinformation.
TECHNOLOGY iPad/videocameratorecordcharacterportrayal Computer/laptoptoprintpicturesforadvertisement
SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:4 Readingreflectsthestandardsbeyondgrade2.
3 Usesmanydecodingandcomprehensionstrategiestosupportunderstanding.
Identifiesanddescribescharactertraitsandbehavior.
Determinesthecentralmessageorlessonofthestory.
Makescharacterconnectionsbetweentexts.2 Limiteddescriptionofcharactertraitsand
behavior Limitedunderstandingofcentralmessageor
lessonofthestory. Mayormaynotmakecharacterconnections
betweentexts.
OTHEREVIDENCE: Readingconferences Graphicorganizers Readingchecklists Readerresponses Readinglogs Pairshares Classdiscussion DRA
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1 Withsupport,partialsuccessatlevel2.
StageThree:LearningPlan
SummaryofKeyLearningEventsandInstruction1. SeriesBookReadersCollectInformationabouttheMainCharacters
a. Whenreadersaimtobeexpertsonaparticularseriesofbooks,theycollectlotsofinformationaboutthemaincharactersintheseries.Onewaytheydothisisbypreviewingthefirstbook,payingcloseattentiontowhattheylearnaboutthemaincharacters.Whywouldyouwanttostartwiththefirstbookofaseries?
2. SeriesBookReadersPayAttentiontoHowCharactersRespondtoProblemsa. Readerscanlearnalotaboutacharacterbythinkingabouthowthecharacterrespondstoproblems.Whatkindsofproblemsdoes
thischaracterencounter?Howdotheysolvetheseproblems?3. SeriesBookReadersNoticeSimilaritiesinTheirCharactersAcrossaSeries
a. Readerslookcloselyforwaysthatcharactersaresimilarintheirseriesbooksbythinkingaboutwhateachcharacteralwaysdoesorhowthecharacterusuallyfeels.Connectthistostudents’lives.Dotheybehaveinthesameways?
4. SeriesBookReadersGrowtoUnderstandtheCharactersa. Readersthinkaboutthethingstheyhavelearnedaboutthecharacterstounderstandthemevenbetter,likeexperts.
5. SeriesBookReadersUseWhatTheyKnowabouttheCharacterstoPredicta. Oncereaderscometoknowthestarcharacterofaserieswell,theycandrawontheirknowledgeofthecharacter’sbehaviortooften
predictthecharacter’snextsteps.6. SeriesBookReadersLearnaboutCharactersfromTheirRelationshipswithOtherCharacters
a. Readersgettoknowthedifferentpeopleinacharacter’slifeandcomparethemtothedifferentpeopleintheirownlifetounderstandtheircharacterevenbetter.
7. AuthorsPaintPictureswithWordsa. Invitechildrentojoinyouonaclassinquiry.Togetheryouwillexplorethequestion:“Whatdoauthorsdotopaintavividpicture
withwords?”Hereyoucansupplementwithanenvisioninglessontobetterunderstandhowreadersshouldbemakingapictureintheirmindsastheyread.
8. AuthorsUsePreciseWordsa. Readerspaycloseattentiontothewordsthatauthorschooseinordertoknowwhatishappeninginastory.Whyisthisimportant
forreaderstodo?9. AuthorsUseLiteraryLanguagetoMaketheOrdinary,Extraordinary
a. Another“craftmove”istheauthor’suseofliterarylanguage.Readersnoticethewordsauthorschoosetomakesimplethingsextraordinary,andtheyfigureoutwhattheauthorreallymeans.(CanuseFancyNancyasamentortext)
10. AuthorsThinkAboutHowWholeStories–andSeries–WillGoa. Authorscraftmorethanjustthewords.Theyalsothinkabouthowthewholestory–eventhewholeseries–willgo.Oncereaders
figureouthowonestorygoes,theycanfigureouthowallthebooksinthatserieswilltendtogo.11. AuthorsHaveWaystoBringStoriestoLife
a. Readerslistenforanauthor’scraftinthewordstheauthorusesandlookforitinhowtheauthorplacesthewordsonthepagesothattheyknowhowtoreadlikestorytellers.
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12. AuthorsPlanTheirStoryEndingsa. Readerspayattentiontostoryendingsbecausetheypromptreaderstothinkaboutalessontheauthormightbetryingtoteach.
13. WhenReadersLoveaSeries,TheyCan’tKeepIttoThemselvesa. Partofthejoyofreadingissharingwhattheyreadwithotherpeople.Readerscanusepartnerstosharefavoritepartsorwhytheir
partnermaylikethatbook.14. PlanningtheVeryBestWaytoShareaBook
a. Thebestwaytoshareabookorseriesofbooksthattheyloveistoprepareawonderful,thoughtfulpresentation.Whyisthisimportantforreaderswhowanttoshare?
15. ReadersShareBooksTheyLovewithFriends:ABookSwapa. Preparestudentstogiveaseriesintroductionasapreludetotheactualbookswap.
16. SharingOpinionsbyDebatinga. Introducetheconceptofdebateasawaytoshareopinionsaboutabook.Readerssometimesinterpretthingsdifferentlyandhave
differentopinionsaboutbooks.17. SupportingReasonswithExamplestoStrengthenDebateWork
a. Readersneedtosupporttheirreasonswithexamplesfromthebook.Makesuretoconnecttoopinionwriting.PossibleMentorTexts:TheStoriesJulianTellsbyAnnCameronDaysWithFrogandToadbyArnoldLobelSeriesBooksbyLevelD‐KFrogandToad,IrisandWalter,Fluffy,LittleBear,DannyandtheDinosaur,Mr.PutterandTabbyCat,Biscuit,LittleCritter,FlyGuy,BrandNewReadersSeriesL‐MMagicTreehouse,CamJansen,JunieB.Jones,HorribleHarry,PinkyandRex,ReadyFreddy,ThePolkStreetKids,MiamiJackson,Poppleton,JamaicaN‐PTheStoriesJulianTells,SecretsofDroon,A‐ZMysteries,JigsawJones,TheZackFiles,AmberBrown,TheAmazingMonty,IvyandBean,RamonaQuimby,EncyclopediaBrown
CharacterDevelopmento Mufaro’sBeautifulDaughterso AlexanderandtheTerrible,Horrible,NoGoof,VeryBadDayo MirandyandBrotherWindo Shrek!o SongandDanceMano AnnieandtheOldOneo Jamaica’sFindo SylvesterandtheMagicPebble
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o TheRecessQueeno TheWednesdaySurpriseo TheBeeTreeo Chrysanthemumo KnotsonaCountingRopeo NotNormano MyNameisMariaIsabelo EdwardtheEmuo ABadCaseofStripeso Horace&Morris,butMostlyDoloreso Don’tNeedFriendso Julius,BabyoftheWorldo TheTableWhereRichPeopleSito OneGreenAppleo Grandma’sBeacho ThePaperbagPrincesso BeatriceDoesn’tWantTo
WordWork:differentiatedwordworkbasedonDevelopmentalSpellingAssessment.GuidedReading&StrategyGroups:UseDRAdatatoestablishgroups
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UNIT5 (Writing)–WritingAboutReading
StageOne:DesiredResultsESTABLISHEDGOALS W2.1Writeopinionpiecesinwhichtheyintroducethetopicorbooktheyarewritingabout,stateanopinion,supplyreasonsthatsupporttheopinion,uselinkingwords(e.g.,because,and,also)toconnectopinionandreasons,andprovideaconcludingstatementorsection.W.2.5Withguidanceandsupportfromadultsandpeers,focusonatopicandstrengthenwritingasneededbyrevisingandediting.W.2.6Withguidanceandsupportfromadults,useavarietyofdigitaltoolstoproduceandpublishwriting,incollaborationwithpeers.W2.7Participateinsharedresearchandwritingprojects(e.g.,readanumberofbooksonasingletopictoproduceareport;recordscienceobservations).W2.8Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.L2.1DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhen
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Clearlystateanopinion,providesupportingreasons,andclosureinwriting.Meaning
UNDERSTANDINGSStudentswillunderstandthat…
Peoplemayhavedifferentopinions. Opinionsarestrongerwhenthehave
reasonstosupportthem.
ESSENTIALQUESTIONS Whydowriterssharetheiropinions? Whydowriterssupportopinionswith
areason?
AcquisitionStudentswillknow…
Thedifferencebetweenfactandopinion.
Reasonssupportanopinion. Examplessupportreasons. Linkingwords(because,also,and)
Studentswillbeskilledat… Statinganopinion. Supportinganopinionwithreasons. Providingexamplestosupportreasons. Providingaconclusion/strongending. Revisingandeditingworkusingtheir
ownreview,aswellasfeedbackprovidedbyothers.
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writingorspeaking.L2.5Demonstrateunderstandingofwordrelationshipsandnuancesinwordmeanings.L2.6Usewordsandphrasesacquiredthroughconversations,readingandbeingreadto,andrespondingtotexts,includingusingadjectivesandadverbstodescribe.SL.2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextswithpeersandadultsinsmallandlargergroups.SL.2.2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.SL.2.3Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.SL.2.6Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification.
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StageTwo:Evidence
EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.
Stateaclearopinion Supporttheopinionwithreasons Utilizelinkingwordstoconnect
thoughts Provideastrongendingorconclusion
SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:
Publishedwritingpiece.OVERVIEW
Studentswillhavetheopportunitythroughoutthecourseoftheunittopublishoneormoreopinionpieces.Theywillhavetheopportunitytoshare.
DIFFERENTIATION Scaffoldthewritingprocessasnecessaryforstudents. Graphicorganizerscanhelpstudentsstayorganized.
TECHNOLOGY Computers/laptopstohavestudentstypepublishedpieces.
SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:4 Writingisdevelopedwithcompositionalrisks
reflectingthestandardsbeyondgrade2.3 Writingclearlystatesanopinion,provides
supportingreasons,linkingwords,andaconclusion.
Employsgradelevelspelling,grammar,punctuationandcapitalization.
Writingisstrengthenedthroughrevision.2 Writingmayhavesomebutnotall:clearly
statedopinion,supportingreasons,linkingwords,andaconclusion.
Someevidenceoffamiliaritywithlanguageconventions
Writinghasbeenrevisedandimproved.1 Withsupport,partialsuccessatlevel2.
OTHEREVIDENCE: Writingconferences Drafts Finishedwritingpieces Graphicorganizers
StageThree:LearningPlan
SummaryofKeyLearningEventsandInstruction**Thisunitwillbenefitfromstartingwith1‐3lessonsonletterwritingandletterstructureifnotpreviouslyintroduced.**
1. WritingLetterstoShareIdeasAboutCharactersa. Writersareofteninspiredbytheirreading,andreachouttootherstosharetheirideasaboutcharacters.Agreatwaytosharethisis
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withaletter!2. GettingEnergyforWritingbyTalking
a. Writersuseconversationsasrehearsalsforwriting,buttheyneedtobemindfuloftheirwritingenergy.Writersneedtostayfocusedonwritinggoals.Hereyoucangiveanexplicitintroductiontoopinionwritingifnecessary.
3. WritersGenerateMoreLetters:DevelopingNewOpinionsbyLookingatPicturesa. Writerslookcloselyatthepicturesintheirbookstohelpthemdevelopopinions.Picturescantellusalot!
4. WritersMakeTheirLettersaboutBooksEvenBetterbyRetellingImportantPartsa. Writerswhowriteaboutbooksoftenneedtoretellpartofthestoryinordertohelptheirreadersfullyunderstandtheiropinions.
5. KeepingAudienceinMinda. Writerswritewithaspecificaudienceinmind,anglingtheirwritingtowardstheirreaderandwritingasiftheyaretalkingtothem.
Whoareyouwritingto?Whatmighttheylikeaboutthatbook?Why?6. UsingaChecklisttoSetGoalsforOurselvesAsWriters
a. Writersusecheckliststomakesuretheyaredoingeverythingtheyknowtodotomaketheiropinionpiecesthebesttheycanbe,andtheysetgoalsforthemselvestobecomeevenbetteropinionwriters.
7. WritingaboutMorethanOnePartoftheBooka. Onewaywritersmaketheirletterwritingstrongerisbywritingopinionsaboutmorethanonepartofthebook,planningbefore
drafting.Whatdoyoulikeaboutthebook?Reviewstoryelements,centralmessage,etc.,allthedifferentpartsyoucouldlikeaboutabook.
8. ReadingCloselytoGenerateMoreWritinga. Whenwritingaboutreading,writersreadcloselyandcarefully,payingattentiontodetailsthatothersmaypassover.Writersuse
detailstogrownewideas.9. GatheringMoreEvidencetoSupportOurOpinions
a. Whensupportingopinionsaboutatext,writersrereadthattext,lookingformultiplepiecesofevidencetosupporttheiridea.Modeltheprocessoffindingthisevidence.Modelexamplesandnon‐examplesofsupportingevidence.
10. WhyistheAuthorUsingaCapitalHere?a. Authorscanturntomentortextswhenevertheyhaveaquestionaboutwriting.Inthiscase,they’llinquireinfohowandwhyanauthor
usescapitalletters.Usementortextsherefromalldifferentgenrestoshowwhyauthorsusecapitalletters.11. PublishingOurOpinionsforAlltoRead
a. Writersoftenaddfunlittleextras(boldwords,ellipses,etc.)tofancyuptheirwritinganddrawinandentertaintheirreaders.12. AndtheNomineesAre…
a. Writersofnominations(orreviews)choosetopicsthattheyhavestrongopinionsabout,makingcasesfortheirtopicsbyincludingevidence.
13. ProveIt!AddingQuotestoSupportOpinionsa. Opinionwritersuseevidencefromthebooktosupporttheirthinking.Sometimestheportionofthetextthatprovestheiropinioncan
beaddeddirectlytotheirwritingthroughtheuseofquotationmarks.Thislessoncouldtakethedirectionofparaphrasing/rewordingwhatyoureadandnotdirectlycopying,orquotingwithquotationmarks.Itdependsontheneedsofstudentswhichismorebeneficial.
14. Good.Better.Besta. Writersoftenmakecomparisonstosupporttheiropinions.Whenwritingaboutbooks,theycomparecharacters,series,orkindsof
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bookstoexplainwhytheythinkoneisbetterorbest.Whenelsedowemakecomparisons?15. GivingReaderSignpostsandRestStops
a. Writersusemidsentencepunctuationtohelphighlightideasfortheirreaders(commas,ellipses,semicolon,etc.).16. WritingIntroductionsandConclusionstoCaptivate
a. Writersreadandstudytheworkofotherwriters,andthentheytrytoincorporatewhattheyhavelearnedintotheirownwriting.Inthislesson,focusonintroductionsandconclusions.
17. UsingaChecklisttoSetWriterlyGoalsa. Writersusetoolstohelpthemevaluatetheirwriting,figureoutwhattheyaredoingwell,andthenmakeaplanforwhattheywantto
dobetter.Haverubricsandchecklistsforstudentstousewhenassessingtheirwork.18. KeepingtheElaborationGoing
a. Whenwritersmeetonewritinggoal,theysetanewgoalforthemselves.Writersarealwaysworkingtoimprove!19. AwardingOurFavorites:ABookFairCelebration
a. Writerssharetheirbooksandnominationsforfavoritewithanaudienceinhopesofconvincingthemtoreadthebookstheylove.PossibleMentorTexts:
LetterWritingo DearPeterRabbito Yourstruly,Goldilockso DearMrs.Larue:LettersfromObedienceSchool
OpinionWritingo GroundhogGetsaSayo Mr.Maxwell’sMouseo AFine,FineSchoolo DearKatie,TheVolcanoIsaGirlo RedisBesto AnimalsNobodyLoveso SophieHartleyonStrikeo NotNorman:AGoldfishStoryo TheGreatKapokTreeo TheBestTownintheWorldo BedtimeisCanceled
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UNIT6 (Reading)– Fairytales,Folktales&Fables
StageOne:DesiredResultsESTABLISHEDGOALSRL2.2Recountstories,includingfablesandfolktalesfromdiversecultures,anddeterminetheircentralmessage,lesson,ormoral.RL2.3Describehowcharactersinastoryrespondtomajoreventsandchallenges.RL.2.5Describetheoverallstructureofastory,includingdescribinghowthebeginningintroducesthestoryandtheendingconcludestheaction.RL2.6Acknowledgedifferencesinthepointsofviewofcharacters,includingbyspeakinginadifferentvoiceforeachcharacterwhenreadingdialoguealoud.RL.2.7Useinformationgainedfromtheillustrationsandwordsinaprintordigitaltexttodemonstrateunderstatingofitscharacters,setting,orplot.RL.2.9
Compareandcontrasttwoormoreversionsofthesamestory(e.g.,Cinderellastories)bydifferentauthorsorfromdifferentcultures.
RL2.10Bytheendoftheyear,readandcomprehendliterature,includingstoriesandpoetry,inthegrades2‐3textcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Retellfairytales,fables,andfolktalesfromavarietyofcultures. Determineacentralmessage,lessonormoralanddiscussitsimportance.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
Fairytales,folktales,andfableshavebeenpassedthroughgenerationsasameansofteachingchildrenaboutlife.
ESSENTIALQUESTIONS Whydowereadfairytales,folktales
andfables? Whyaretheredifferentversionsofthe
samestory? Whydocharacterschangethroughout
astory?Acquisition
Studentswillknow… Whatacentralmessage,lessonand
moralis. Typesofcharactersinafairytale,
folktale,orfable.
Studentswillbeskilledat… Usingliteraryelementstoidentifyand
explainthemessage,lessonormoral. Readingafairytale,folktale,andfable
withfluency. Describingcharactersastheychange
throughastory. Comparingandcontrastingtwoor
moreversionsofthesamestory.
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RF.2.3Knowandapplygrade‐levelphonicsandwordanalysisskillsindecodingwords.RF.2.4Readwithsufficientaccuracyandfluencytosupportcomprehension.L.2.4:Determineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbasedongrade2readingandcontent,choosingfromanarrayofstrategies.L2.5Demonstrateunderstandingofwordrelationshipsandnuancesinwordmeanings.SL.2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextswithpeersandadultsinsmallandlargergroups.SL.2.2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.SL.2.3Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.SL.2.4Tellastoryorrecountanexperiencewithappropriatefactsandrelevant,descriptivedetails,speakingaudiblyincoherent
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sentences.SL.2.5Createaudiorecordingsofstoriesorpoems;adddrawingsorothervisualdisplaystostoriesorrecountsofexperienceswhenappropriatetoclarifyideas,thoughts,andfeelings.SL.2.6Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification.
StageTwo:Evidence
EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.
Identifycentralmessageoffairytale,folktale,orfable
Identifycommoncharactertypesandbehavior
Identifycommonfairytale,folktale,andfablestoryelements
Compareandcontrastdifferentversionsofthesamestoryfromdiversecultures
SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:
Presentationoffairytale/adaptedfairytaleOVERVIEW
Throughouttherelatedwritingunit,studentswillbepublishinganadaptedfairytale.Studentscouldpresentthisoratypicalfairytale.
DIFFERENTIATION Studentscanusegraphicorganizerstoorganizeinformation. Scaffoldpresentation/completionoffairytaleasnecessary.
TECHNOLOGY iPad/videocameratorecordfairytalepresentation.
SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:4 Readingreflectsthestandardsbeyondgrade2.
3 Identifiescentralmessage,moral,andorlessonoffairytale,folktaleorfable.
Knowsandidentifiescommoncharactertypesandbehavior.
Knowsandidentifiescommonstoryelementsofafairytale,folktale,andfable.
OTHEREVIDENCE: Readingconferences Graphicorganizers Readingchecklists Readerresponses Readinglogs Pairshares Classdiscussion DRA
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Comparesandcontrastsdifferentversionsofsamefairytale,folktale,and/orfable.
2 Limitedunderstanding/identificationofcentralmessage,moralorlesson.
Partialdescriptionofthecharactertypesandstoryelementsofafairytale,folktale,orfable.
Comparesorcontrastsdifferentversionsofsamefairytale,folktale,and/orfable.
1 Withsupport,partialsuccessatlevel2.
StageThree:LearningPlan
SummaryofKeyLearningEventsandInstruction1. WhatReadersAlreadyKnow
a. Createalistwithstudentsoffairytalesandfolktalesthattheyalreadyknow.Asyoucompletethelist,askstudentsforelementsthateachofthetitlesontheirlisthas.Haveavarietyoffairytale/folktale/fablebooksthatstudentscanpicturewalkorreadabitofwiththeirreadingpartner.Reconveneandaddtothelistofelements;hereyouhavetheopportunitytofocusontheelementsoffairytalesandfolktales(examples):makebelieve,magic,animalsactinglikehumans,onceuponatime,happilyeverafter,villains,heroes,princeandprincess,castlesorforests,etc.Youcanchoosetobeginthisanchorchartandaddtoitasyouprogressthroughtheunit,orcompleteitandreviewitasyougo.
2. FairytalesandFolktalesareStoriesa. Readersretellallkindsofstories.Fairytalesandfolktalesarestoriesthathavecharacters,settings,problems,solutions,pointofview,
etc.Havestudentsreadandretellfairytalesandfolktaleswithreadingpartners,payingattentiontotheelementsontheanchorchartmadethedaybefore.
3. FairytalesandFolktalesHaveCommonElementsa. Readersfocusoncommonelementsandrecognizethemwhilereading.Studentsshouldhaveampleopportunitiestoreadanddiscuss
avarietyoffairytales.Providemodelingoftheelementsandretellingprocess.4. UnderstandingCharacters
a. Readersbetterunderstandcharactersandastorywhentheymakeconnectionsbetweenwhattheysee(TV,movie,plays,reader’stheater,books,readalouds,reallife)andwhattheyread.
5. ReadingCloselya. Readersneedtoreadcloselyandnoticecluesthatwillhelpthemlearnmoreaboutacharacterinordertobetterunderstandthestory.
“Whatsortofcharacteristhis?Isheserious?Ishefunny?Whatdoeshelike?Whatdoeshedislike?Whatdoeshewant?”6. ReadersRecognizeStrongFeelings
a. Readersareawareoftheplaceswherethemaincharacterhasstrongfeelings.Strongreadersmarktheseplacesandcomebacktothemlater.Theyrereadthepartsandactthemoutwithreadingpartnerstobetterunderstandexactlyhowthecharacterisfeelingandwhatheorshemightbeexperiencing.
7. StrongFeelingsHaveReasonsa. Whenreadersrecognizestrongfeelingsinacharacter,theywonderandfigureoutwhy.Whatiscausingthosefeelings?Isitanother
character?Isitaproblemoractionswithinthestory?Strongreadersfindcluesandreasonsaboutacharacter’sfeelings.8. UnderstandingtheNarrator
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a. Readersrecognizethatanarrator/directorhasabigroleinthestory:theycanseethebigpicture,actionsandfeelingsofallcharacters.Readers,likethenarrator,canseealltheactionsandfeelings.Theypayattentiontothewaycharacterstalk,wordstheyuse,toneofvoice,etc.
9. RecognizingFamiliarCharactersa. Asstudentscontinuetoreadfairytalesandfolktales,commoncharactertypespresentthemselves.Readersbegintorecognizethese
charactertypes:villain,hero,sidekick,andtrickster.10. CharacterTypesHaveSimilarBehavior
a. Readersbegintorecognizethecharactertypesastheyarereading.Thecharactertypeshavecommonbehaviorsthattheyexhibit.11. UsingCharacterBehaviortoPredict
a. Asreadersconsistentlyrecognizecharactertypesandbehavior,theybegintopredicthowacharacterwillbehaveandhowastorywillprogressbasedoneverythingtheyknow.
12. ComparingandContrastinga. Asreadersreadmultipleversionsofthesamestory,theyreadcloselytounderstandhowcharactersarethesameanddifferentineach
oftheversions.13. ConsideringCulture
a. Asreadersreadmultipleversionsofthesamestory,theyconsiderhowcultureinfluencesthedifferencesincharactersandotherstoryelements.
14. ReadersLearnLessonsa. Readerslearnlessonsfromthebooksthattheyread.Onewayreadersdothisistorecognizeproblemsortroublesinacharacter’slife,
andavoidthattroubleintheirownlives.Readerscantakenoteofhowthecharacterissuccessfulandusingthatintheirownlives.15. ReadersRecognizeLessons
a. Readerslearntorecognizethelessonsinstories,evenwhentheydon’tagreeorcannotdirectlyrelatetothelesson.Readersaskthemselvesifit’sagoodlessonforpeopletouseintheirownlivesandifitwasagoodwaytoteachthelesson.
16. ComparingandContrastingLessonsa. Readersnoticeanddiscusshowbookswithsimilarlessonsarethesameanddifferent.Readersgatherevidencefromthebooksthey
readtosupporttheirthoughtsandreasons.17. ReadingBeyondtheWords
a. Readersrereadbooksmanytimestoinfermorals,lessonsandanauthor’spurpose.Oftentheseelementsarenotexplicit.Readersthinkandtalkacrossbooks,lookingforsimilaritiesanddifferencesacrossallelementsoffairytalesandfolktales.
18. Celebration!a. Celebrateallyourreadershavelearnedbyhavingthempresentafavoritefairytaleorfolktale,eitherindependentlyorwiththeir
readingpartner.PossibleMentorTexts:CinderellaStoriesTheEgyptianCinderellabyShirleyClimoTheIrishCinderladbyShirleyClimoPrinceCindersbyBabetteColePrincessSmartypantsbyBabetteCole
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Adelita:AMexicanCinderellaStorybyTomiedePaolaGlassSlipper,GoldSandal:AWorldwideCinderellabyPailFleishmanTheGoldenSandal:AMiddleEasternCinderellaStorybyRebeccaHickoxPrincessFurballbyCharlotteHuckTheRough‐FaceGirlbyRafeMartinandDavidShannonCendrillon,ACaribbeanCinderellabyRoberD.SanSouciParodiesandIronicInterpretationsofFairytalesWithLove,LittleRedHenbyAlmaFlorAdaYoursTruly,GoldilocksbyAlmaFlorAdaRapunzel’sRevengebyShannonandDeanHaleCinderella’sRatbySusanMeddaughTheFrogPrince,ContinuedbyJonScieszkaTheStinkyCheeseManandOtherFairlyStupidTalesbyJonScieszkaTheTrueStoryofthe3LittlePigs!byJonScieszkaTheThreeLittleWolvesandtheBigBadPigbyEugeneTrivizasandHelenOxenburyFablesandFolktalesWhyMosquitoesBuzzinPeople’sEarsbyVernaAardemaTheFiveChineseBrothersbyClaireHuchetBishopAsianChildren’sFavoriteStories:ATreasuryofFolktalesfromChina,Japan,Korea,India,thePhilippines,Thailand,IndonesiaandMalaysiabyDavidCongerWhytheSunandtheMoonLiveintheSkybyElphinstoneDayrellWhySnailsHaveShells:MinorityandHanFolktalesfromChinabyCarolynHanAFistfulofPearlsandotherTalesfromIraqbyElizabethLairdNelsonMandela’sFavoriteAfricanFolktalesbyNelsonMandelaTikkiTikkiTembobyArleneMoselWordWork:differentiatedwordworkbasedonDevelopmentalSpellingAssessment.GuidedReading&StrategyGroups:UseDRAdatatoestablishgroups
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UNIT6 (Writing)– Fairytales,Folktales&Fables
StageOne:DesiredResultsESTABLISHEDGOALS RL2.9Compareandcontrasttwoormoreversionsofthesamestory(e.g.,Cinderellastories)bydifferentauthorsorfromdifferentcultures.W.2.5Withguidanceandsupportfromadultsandpeers,focusonatopicandstrengthenwritingasneededbyrevisingandediting.W2.6Withguidanceandsupportfromadults,useavarietyofdigitaltoolstoproduceandpublishwriting,incollaborationwithpeers.L2.1DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L2.5Demonstrateunderstandingofwordrelationshipsandnuancesinwordmeanings.L2.6Usewordsandphrasesacquiredthroughconversations,readingandbeingreadto,andrespondingtotexts,includingusingadjectivesandadverbstodescribe.SL.2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade2topics
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Adaptafamiliarfairytale,folktale,orfableandwriteadifferentversion.Meaning
UNDERSTANDINGSStudentswillunderstandthat…
Writerscanchangestoriestomakethemtheirown.
ESSENTIALQUESTIONS Whydowriterswritefairytales? Whydowritersadaptfairytales?
AcquisitionStudentswillknow…
Commonfairytaleelements. Commoncharactertypes.
Studentswillbeskilledat… Identifyingandutilizingfairytale
elements. Comparingandcontrastingtwoor
moreversionsofthesamefairytale. Revisingandeditworkusingtheirown
reviewandfeedbackfrompeersorteacher.
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andtextswithpeersandadultsinsmallandlargergroups.SL.2.2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.SL.2.3Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.SL.2.4Tellastoryorrecountanexperiencewithappropriatefactsandrelevant,descriptivedetails,speakingaudiblyincoherentsentences.SL.2.5Createaudiorecordingsofstoriesorpoems;adddrawingsorothervisualdisplaystostoriesorrecountsofexperienceswhenappropriatetoclarifyideas,thoughts,andfeelings.SL.2.6Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification.
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StageTwo:Evidence
EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.
Identifycommonfairytale,folktale,andfablestoryelements
Identifycommonfairytale,folktale,andfablecharactertypes
SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:
PublishedadaptedfairytaleOVERVIEW
Throughouttherelatedwritingunit,studentswillbepublishinganadaptedfairytale.Thisadaptationwilltakeintoaccountallstudentshavelearnedaboutfairytales.Theywilltakeawell‐knownfairytaleandmakeittheirownbychangingcertainelementsofthefairytale.
DIFFERENTIATION Studentscanusegraphicorganizerstoorganizeinformation. Scaffoldcompletionoffairytaleasnecessary.
TECHNOLOGY Computers/laptoptotypeandprintadaptedfairytale.
SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:4 Writingisdevelopedwithcompositionalrisks
reflectingthestandardsbeyondgrade2.3 Writingclearlyutilizesknowledgeofcommon
fairytale,folktaleandfableelementsandcharactertypesinadaptingaknownfairytale.
Employsgradelevelspelling,grammar,punctuationandcapitalization.
Writingisstrengthenedthroughrevision.2 Writingshowslimitedknowledgeofcommon
fairytale,folktale,andfableelementsandcharactertypesinadaptationoffairytale.
Someevidenceoffamiliaritywithlanguageconventions
Writinghasbeenrevisedandimproved.1 Withsupport,partialsuccessatlevel2.
OTHEREVIDENCE: Writingconferences Finishedwritingpieces Graphicorganizers
StageThree:LearningPlan
SummaryofKeyLearningEventsandInstruction1. WritersWriteWhatTheyKnow
a. Listfairytales,folktales,andfablesthatstudentsknow.Discuss/listcommonelementsfoundinthoselisted.Youcanalsoutilizethechartcreatedduringreading.Choose3fairytalestofocuson;itcanbebeneficialiftherearedifferentversionstodrawstudents’
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attentiontohowstoriescanvary.2. WritersChangeStories
a. Therearedifferentversionsoffairytales,folktalesandfables.Astheunitprogresses,introduce,readandrereaddifferentversionsoffairytales.Choosetwoversionsofthesamefairytaleandcompareandcontrasthowtheauthorschangedthestories.
3. Fairytale#1a. Readfairytale#1andmapouttheelements.Asawholeclass,chooseanelementofthestorytochange.Howwouldtherestofthe
storychangebasedontheelementtheychose?Partnersshouldtelleachotherthe“changed”storyacrosstheirfingers.4. Fairytale#1
a. Retellthefairytaleandmodelhowtomakeaplanningbookletforthenewadaptationofthefairytale,basedonthechange.(Booklet:foldpaperin4‐5sectionsandthentakeashorttimetosketchhowthestorymightgo,witheachpagerepresentingonepageofthestory).
5. Fairytale#2a. Readfairytale#2andmapouttheelements.Studentsshouldworkwithwritingpartnerstochooseadifferentelementtochange.How
wouldtherestofthestorychangebasedontheelementtheychose?Partnersshouldtelleachotherthe“changed”storyacrosstheirfingers.
6. Fairytale#2a. Retellfairytale#2andmodelhowtomakeaplanningbookletforthenewadaptationofthefairytale,basedonthechange.(Booklet:
foldpaperin4‐5sectionsandthentakeashorttimetosketchhowthestorymightgo,witheachpagerepresentingonepageofthestory).
7. Fairytale#3a. Readfairytale#3andmapouttheelements.Studentsshouldindependentlychooseathirdnewelementtochange.Howwouldthe
restofthestorychangebasedontheelementtheychose?Studentsshouldindependentlytellthemselvesthenewstoryacrosstheirfingersandthensharetheirnewversionwithwritingpartner.Pullstrategygroupsforstudentswhomayneedmorehelpmakingachangeandtellingthestorywiththatchange.
8. Fairytale#3a. Studentsshouldbeabletoindependentlysketchthestorybasedonthechangetheymadetothethirdfairytale.(Booklet:foldpaperin
4‐5sectionsandthentakeashorttimetosketchhowthestorymightgo,witheachpagerepresentingonepageofthestory).9. WritersMakeChoices
a. Studentsnowhavetheopportunitytochosefromthethreefairytaleswhichtheywouldliketoadaptinwriting.Studentsshouldconsiderthefollowingquestions:whichstorydoIwanttoworkon?Whichstorylooksstrong?WhichonedoIthinkyoucanwritewell?
10. WritersDevelopCharactersa. Writersdevelopcharacters.Theyfocusonwhatthecharactersthink,feel,andhowtheyact.Writerspayattentiontowhatgoeson
aroundacharacterandaspectsofafairytale,suchasgoodandevil.11. WritersDevelopProblems&Solutions
a. Fairytalesandstorieshaveproblemsthatcharactersencounter.Asafairytaleisadapted,theproblemsandsolutionswithinafairytaleneedtoadaptaswell.
12. WritersDevelopSettingsa. Whenwriterswrite,theygiveadetailedsetting.Settingincludeswhereandwhen.Settingsarespecific!Reviewshow,nottell.
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Writersusetheirwordstocreateapictureforthereader.13. Storytell,NotSummarize
a. Writersneedtobringalltheelementsofafairytaletogetherasastory,notasasummaryorasbitsandpieces.14. AdaptingtheFairytale
a. Asstudentshavespenttimefocusingontheelements,theywillneedtimetowriteandadapttheentirestory.Modelusingwholeclassexamplefromthebeginningoftheunithowtowriteanadaptedfairytale.
15. FairytaleVocabularya. Writersusedifferentlanguagefordifferentkindsofwriting.Reviewlanguagefoundinfairytalesandcreatelistforstudentstobeable
toreference.16. FairytaleEditing&Revising
a. Writersshouldhaveampletimetowrite,editandreviseindependently,withwritingpartnerandwithteacher.17. FairytalePublishing
a. Publishedfairytalesneedillustrationsandacover.Writersneedcreatethese,whichwoulddrawinareader.18. Celebration!
a. Celebrateandshareadaptedfairytales!PossibleMentorTexts:
CinderellaStorieso TheEgyptianCinderellabyShirleyClimoo TheIrishCinderladbyShirleyClimoo PrinceCindersbyBabetteColeo PrincessSmartypantsbyBabetteColeo Adelita:AMexicanCinderellaStorybyTomiedePaolao GlassSlipper,GoldSandal:AWorldwideCinderellabyPailFleishmano TheGoldenSandal:AMiddleEasternCinderellaStorybyRebeccaHickoxo PrincessFurballbyCharlotteHucko TheRough‐FaceGirlbyRafeMartinandDavidShannono Cendrillon,ACaribbeanCinderellabyRoberD.SanSouci
ParodiesandIronicInterpretationsofFairytaleso WithLove,LittleRedHenbyAlmaFlorAdao YoursTruly,GoldilocksbyAlmaFlorAdao Rapunzel’sRevengebyShannonandDeanHaleo Cinderella’sRatbySusanMeddaugho TheFrogPrince,ContinuedbyJonScieszkao TheStinkyCheeseManandOtherFairlyStupidTalesbyJonScieszkao TheTrueStoryofthe3LittlePigs!byJonScieszkao TheThreeLittleWolvesandtheBigBadPigbyEugeneTrivizasandHelenOxenbury
FablesandFolktaleso WhyMosquitoesBuzzinPeople’sEarsbyVernaAardema
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o TheFiveChineseBrothersbyClaireHuchetBishopo AsianChildren’sFavoriteStories:ATreasuryofFolktalesfromChina,Japan,Korea,India,thePhilippines,Thailand,Indonesiaand
MalaysiabyDavidCongero WhytheSunandtheMoonLiveintheSkybyElphinstoneDayrello WhySnailsHaveShells:MinorityandHanFolktalesfromChinabyCarolynHano AFistfulofPearlsandotherTalesfromIraqbyElizabethLairdo NelsonMandela’sFavoriteAfricanFolktalesbyNelsonMandelao TikkiTikkiTembobyArleneMosel
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BenchmarkAssessment: Unit1
1. Studentswillbeabletoaskandanswerquestionsaboutastory.2. Studentswillbeabletoutilizedecodingandcomprehensionstrategies.3. Studentswillbeabletoreadwithenoughfluencytosupportunderstanding.4. Studentswillbeabletowriteanarrativepiecefollowingwritingroutinesandprocedures.5. Studentswillbeabletoutilizeeditingandrevisiontostrengthenwriting.
BenchmarkAssessment: Unit2
1. Studentswillbeabletoaskandanswerquestionsaboutastory.2. Studentswillbeabletoutilizedecodingandcomprehensionstrategies.3. Studentswillbeabletoreadwithenoughfluencytosupportunderstanding.4. Studentswillbeabletorecountastory,focusingonbeginning,middleandend.5. Studentswillbeabletodeterminethecentralmessage/mainideaofastory.6. Studentswillbeabletowriteanarrativepiecerecountingapersonalexperience,includingdetailstodescribeactions,thoughtsandfeelings,
temporalwordstosignaleventorderandasenseofclosure.7. Studentswillbeabletoutilizeeditingandrevisiontostrengthenwriting.
BenchmarkAssessment: Unit3
1. Studentswillbeabletoutilizetextfeaturestostrengthenunderstandingofanonfictiontext.2. Studentswillbeabletoaskandanswerquestionsaboutanonfictiontext.3. Studentswillbeabletodeterminemeaningofunknownwords.4. Studentswillbeabletoidentifythemaintopicandpurposeofanonfictiontext.5. Studentswillbeabletowriteaninformational/explanatorytextutilizingpriorknowledgeandinformationtheread/research.6. Studentswillbeabletoutilizeeditingandrevisiontostrengthenwriting.
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BenchmarkAssessment: Unit4
1. Studentswillbeabletoreadfluentlytosupportcomprehension.2. Studentswillbeabletocompareandcontrastbetweendifferentbooks.3. Studentswillbeabletomaketext‐to‐textconnections,especiallywhilecompareandcontrasting.4. Studentswillbeabletosummarizeastorytosupportrecountingastoryfromthebeginningtoend.5. Studentswillbeabletowritepoetrytoexpresspersonalexperiencesorshareinformationonatopic.6. Studentswillbeabletoutilizeeditingandrevisiontostrengthenwriting.
BenchmarkAssessment: Unit5
1. Studentswillbeabletodescribecharactertraitsandbehavior.2. Studentswillbeabletocompareandcontrastbetweenstories,withafocusoncharacters.3. Studentswillbeabletoaskandanswerquestionsaboutatext.4. Studentswillbeabletowriteanopinionpieceinwhichtheyprovideanopinion,supportingreasonsandaconclusion.5. Studentswillbeabletoutilizeeditingandrevisiontostrengthenwriting.
BenchmarkAssessment: Unit6
1. Studentswillbeabletoidentifycommoncharactertypesandstoryelementsofafairytale,folktaleandfableanddescribehowtheychange.2. Studentswillbeabletodeterminethecentralmessage,lessonormoralofafairytale,folktaleorfable.3. Studentswillbeabletocompareandcontrastdifferentversionsofthesamefairytale,folktaleorfablefromdifferentcultures.4. Studentswillbeabletowriteanadaptedfairytaledrawingonknowledgeoffairytaleelements.5. Studentswillbeabletoutilizeeditingandrevisiontostrengthenwriting.