Unit 1 Title: Reading Grade Level: Second (2 nd ) Timeframe: 5 Weeks

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1 Unit 1 Title: ing Grade Level: Second (2 nd ) Timeframe: 5 Weeks Unit Overview: In Unit 1 students will gain an understanding of the overall structure of a story and its components. also be able to identify the main topic in informational text of more than one paragraph. The students will grow as thoughtful readers, who explore text in a deeper way. The unit plan outlines the I DO modeling for each objective and provides the framework for the classroom teachers to plan the shared practice WE DO and independent practice YOU DO in their lesson plans. Enduring Understanding/Essential Questions ers can recognize and describe various parts of text. ers ask questions to better comprehend what they read. How does the author s use of structure affect the meaning of the text? How can we ask questions to deepen our understanding of text? Common Core Standards Standards/Cumulative Progress Indicators (Taught and Assessed): RL.2.1 Answer questions such as who, what, where, when, and how about key details in text. RI.2.2 Identify the main topic of a multi-paragraph text. RI.2.4/L.2.4a Make connections with other key words in a text to determine the meaning of words and phrases using sentence level context Supporting Standards RL2.3 Describe how characters respond to major events and challenges in a story. RL2.5 Describe the overall structure of a story; describe how the beginning of a story introduces the story and the ending concludes the action. RL2.6/SL2.6 Describe differences in story characters points of view in complete sentences, including using a different voice for each character when reading dialogue aloud. 21 st Century Skills Standard and Progress Indicators: Have multiple exchange discussions about a specific question or topic. Take turns speaking and doing in whole group settings. Work collaboratively with peers to complete tasks or cooperatively play. Work collaboratively with partners to solve problems. Apply critical thinking and problem-solving strategies during structured learning experiences. Apply skills and knowledge through use of technology. Assuming shared responsibility for collaborative work Dolch Words Taught in Word Work Unit 1: Week 1: around, be, five, help, next, or, pull, take, until, walked Week 2: bring, children, comes, do, family, like, make, those, use, with Week 3: city, full, no, other, places, put, school, sing, think, this Week 4: by, cheer, could, hello, hundred, mind, play, read, see, today Week 5: Review Weeks 1-4

2 Academic Vocabulary: Week 1: key details Week 2: characters, setting Week 3: plot Week 4: main topic Week 5:context Note: In addition to your sight word wall have a wow word wall where you place all the academic and literary vocabulary students are exposed to through read alouds and class discussions

3 Pre-assessment DRA Instructional Plan Refle ction DLO SWBAT Instructio nal Student Strategies Formative Assessment Activities and Resources Refle ction

4 Week 1 Understand the purpose of the beginning and the end of a story. - Understand and identify key details in a text. Day 3 Answer questions about the beginning of a story by asking who, what, where, when, and how about key details. Day 4 - Answer questions about the middle of a story by asking who, what, where, when, and how about key details. Day 5 - Answer questions about the end of a story by asking who, what, where, when, and how about key details. RL2.1 RL.2.5 Intentional Guided Days 2-3 As a whole class use and complete projectable 1.4 and graphic organizer 4 with teacher guidance. use their just right texts to practice identifying the beginning, and end of the story. Have students record their s in a reading journal Graphic Organizer Students choose and read a fiction text at their independent reading level and complete a 4W and How graphic organizer Guided Retelling Day 3 Oral Retelling Cards T31 Oral Retelling Rubric T 31 : Journeys Henry and Mudge, Unit 1 T 24 Other Suggested Texts: Frog and Toad are Friends by Arnold Lobel lesson Story Structure: Beginning and End Teacher will explain to students that all stories have a beginning and an end. The beginning of the story is first and the end of the story is last when reading. Explain that the beginning of the story introduces the story and what is going on; the end of the story gives a conclusion, or lets the reader know how everything ended. Teacher will read the text aloud modeling identifying the beginning and the end. lesson Identify key details in text Teacher will explain to students that key details are the important events or pieces of information in the text. Not everything in the story is important; these things are not key details. aloud to students modeling noticing the difference between key details and other less important details. Day 3 lesson Answering Questions about key details in the beginning of a text The teacher will model a think aloud while doing the read aloud or after the read aloud, answering the 4W and 1 how questions about the beginning of the text. After the read aloud, teacher records the details on a 4 w and how anchor chart. Day 4 lesson Answering Questions about key details in the middle of a text The teacher will model a think aloud while doing the read aloud or after the read aloud, answering the 4W and 1 how questions about the middle of the text. After the read aloud, teacher records the details on a 4 w and how anchor chart. Day 5 lesson- Answering Questions about key details in the end of a text The teacher will model a think aloud while doing the read aloud or after the read aloud, answering the 4W and 1 how questions about the end of the text. After the read aloud, teacher records the details on a 4 w and how anchor chart.

5 Week 2 Understand and identify the characters in a text and describe them. Understand and identify, and describe the setting in a text. Days 3-5 Understand, identify, and describe the plot in text. RL2.7 Active Listening In a reader s notebook students will record a detail about a character, setting, and plot from their independent reading. Turn and Talk Turn and tell a partner one thing about the setting from a part of the text. Exit Ticket Name a character from the text. Check For Understanding Find a clue in the illustration that helped you understand the plot. Journey s : Diary of a Spider, Unit 1 T 316 Other Suggested Texts: Diary of a Fly by Doreen Cronin Teacher will explain that characters are the people or animals in texts that the stories are about. aloud the text modeling how teacher identifies the characters as they read. Provide students with descriptions of the characters. (ex. Spider is the first character and he has 6 legs). Use the illustrations as well as key words to help you model your thinking and how you find your answers. lesson Teacher will explain that the setting is where the story is happening. There can be more than one setting in a story. aloud the text modeling how teacher identifies the setting as they read. Provide students with descriptions of the setting. (ex. This part of the story takes place on a playground. There are chalk drawings on the ground). Use the illustrations as well as key words to help you model your thinking and how you find your answers. Day 3-5 lesson Teacher will explain that the plot is what is happening in the story. There is usually a problem and a solution to the problem. The plot is what the story is all about. aloud the text modeling how teacher identifies the plot as they read. Provide students with descriptions of the plot. (ex. Spider keeps a diary of all the things he does during his day. On this date we can see he ). Use the illustrations as well as key words to help you model your thinking and how you find your answers.

6 Week 3 - Understand what a main topic in informational text is. Days 2-5 Identify the main topic of multi paragraph texts. RI.2.2 read their just right informational texts and identify the main topic in a notebook. Oral Retelling/ Retelling Rubric My Family T129 Day 4 Dogs T227 : Journeys My Family, Unit 1, T 121 Dogs, Unit 1, T 219 Other Suggested Text: Seed and Weeds by Rena Kirkpatrick s Teacher will explain that the main topic is what the text is all about. Remind students that informational text is non-fiction, about a real topic. Point out features of informational text (photographs, captions). Days 2-5 s - Teacher models after reading of an informational text how to identify the main topic of the text. Teacher should specifically model how to locate evidence in the text using various text features (glossary, captions) that helps them find out what the main topic of the text is.

7 Week 4 Utilize text features to understand unknown words in informational text. Days 2-5 Utilize sentence context to understand unknown words in informational text. RI.2.4 L.2.4a Guided Days 3-5 Complete projectable 6.4 and graphic organizer 1 with the whole class. read just right informational texts and practice making connections between unknown words and other key words in the text. Have students record their s in a reading journal Turn and Tell Tell a partner what you think a word means and how you figured it out. Retelling Day 4 Use the oral language retelling cards to assist students in retelling the facts of the text. Use the oral summarizing rubric to assess. T33 Animals Building Homes : Journeys Animals Building Homes, Unit 2, T 24 Whose Home is This, Unit 2, T 60 Other Suggested Texts: Sam Goes Trucking by Henry Horenstein - Explain to students that non- fiction /informational text teaches us new things about real things. Sometimes there are words that we don t understand in the text. aloud text and model for students using tricky words what you can do when you come to a word you don t know. Use photographs to help you understand an unknown word. Support your answer with evidence from the text. Days 2-5 Explain that another thing good readers do is ask questions while they are reading. When we come across something we don t know in text there are things we can do to help ourselves. We can try to connect what we don t know to what we do know, and what we read in the text. Teacher reads the texts and models how to make and describe the connections between a word they didn t know and the rest of the words in the sentence. Support your reasoning with evidence from the text.

8 Week 5 Understand that point of view is which character is telling the story. /3 Identify which character is telling the story Day 4/5 Describe the differences in different characters points of view. RL2.6 SL.2.6 Days 2-3 read just right texts and practice identifying which character is telling the story. Have students record their s in a reading journal Days 4-5 read just right texts and practice identifying the differences between various characters telling the story. Have students record their s in a reading journal Exit Ticket Who was telling the story in? How did you know? Turn and Talk Turn and tell a partner one way you know which character is telling the story. : Journeys Luke Goes To Bat, Unit 4, T125 The Signmakers Assistant, Unit 4, T324 Other Suggested Texts: Goldilocks and The Three Bears by Paul Galdone - Teacher will remind students that stories have characters. Not only are these the people or animals in the story but they can also be telling the story. Who is telling the story is the point of view. We are looking at the story/ listening to the story as they see it and in their words. Tell students a familiar story as the main character. Use Goldilocks and the Three Bears from the point of view of Goldilocks. Retell the same story from the point of view of the Baby Bear. You may do this orally. Explain how this is a different point of view, because a different character is telling the story. /3 Remind students that point of view refers to who is telling the story. Use the read aloud to work on identifying which character is telling the story at various points. Model for students how you know a different character is telling the story now. Draw attention to the use of quotation marks and the use of dialogue. Day 4/5 Explain to students that now that they are able to identify which character is telling the story at various points, now they are going to look for differences in the characters points of view. Refer back to the first day when you told the story of Goldilocks and the Three Bears. How the baby bear saw the story differently then Goldilocks did. She was experiencing the story in the house, while baby bear was out walking in the woods with his family. Use the read aloud to model for students how you identify the differences in different characters points of view within the same story.

9 Benchmark Assessment: End of Unit Benchmark Assessment Unit 1 & Summative Written Assessments N/A Summative Performance Assessment Model Curriculum ELA Benchmark 1

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