Literacy

Unit 2 Elements of Multiple Genres

Module 4 Family Letter.pdf

Students will be able to independently use their learning to…

Read and comprehend a variety of texts written for different purposes.
Communicate ideas effectively in writing and orally to suit a particular audience and purpose.
Evaluate and synthesize ideas and information.

Students will understand that…

Language is written and printed in an organized manner.
Words and images impact meaning.
Effective readers apply the relationship between letters and sounds, spelling patterns, and morphological analysis to decode language.
Effective readers use strategies to construct meaning in a variety of genres.
Writing is a process.
A writer’s purpose, audience, and text structure shape the style, development, and organization of reading and writing.

Students will keep considering…

Why do words and images matter?
What do readers do?
How do I understand what I read?
How can I help others understand what I am thinking?
What is a complete thought?

Students will know …

traditional and contemporary fables and fairy tales share similar and different story elements.
all text characteristics provide information for readers.
authors write different types of texts for different reasons.
writers organize their thoughts when drafting a piece.

Students will be skilled at …

determining the theme of a fairy tale.
demonstrating knowledge of distinguishing characteristics of well known children’s literature such as fables and fairy tales.
discussing elements of drama.
identifying the use of first or third person in a text.
composing a literary and informational text.
recognizing the central idea and supporting evidence

Foundational Standards

2.2 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:

(A) demonstrate phonological awareness by:

(i) producing a series of rhyming words;

(iii) recognizing the change in spoken word when a specified phoneme is added, changed, or removed;

(iv) manipulating phonemes within base words;

(B) demonstrate and apply phonetic knowledge by:

(i) decoding words with short, long, or variant vowels, trigraphs, and blends;

(ii) decoding words with silent letters such as knife and gnat;

(iii) decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

(iv) decoding compound words, contractions, and common abbreviations;

(v) decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;

(vi) decoding words with prefixes, including un-, re-, and -dis, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est;

(vii) identifying and reading high-frequency words from a research-based list;

(i) spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

(ii) spelling words with silent letters such as knife and gnat;

(iii) spelling compound words, contractions, and common abbreviations;

(iv) spelling multisyllabic words with multiple sound-spelling pattern;

(v) spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word.

(E) develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.

2.3 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

(A) use print or digital resources to determine meaning and pronunciation of unknown words;

(B) use context within and beyond a sentence to determine the meaning of unfamiliar words;

(C) identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion

(D) identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context.

2.4 Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected too:

(A) use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

Reading Standards

2.6 Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

(E) make connections to personal experiences, ideas in other texts, and society;

(F) make inferences and use evidence to support understanding;

(G) evaluate details read to determine key ideas.

2.7 Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

(D) retell and paraphrase texts in ways that maintain meaning and in logical order.

2.8 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

(C) describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently.

2.9 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyze genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

(A) demonstrate knowledge of distinguishing characteristics

of well known children’s literature such as folktales, fables,

and fairy tales;

(D) recognize characteristics and structures of informational text including:

(i) the central idea and supporting evidence with adult assistance;

(iii) organizational patterns such as chronological order and cause and effect stated explicitly.

2.10 Author’s purpose and craft: listening, speaking, reading, and writing using multiple texts. The student uses critical inquiry to analyze the author's choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author’s craft purposefully in order to develop his or her own products and performances. The student is expected to:

(A) discuss the author’s purpose for writing text;

(B) discuss how the use of text structure contributes to the author's purpose;

(E) identify the use of first or third person in a text.

Grammar/Editing Standards

2.11 Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:

(D) edit drafts using standard English conventions, including:

(v) adverbs that convey time and adverbs that convey place;

(ix) capitalization of months, days of the week, and the salutation and conclusion of a letter.

Composition Standards

(B) develop drafts into a focused piece of writing by:

(i) organizing with structure;

(ii) developing an idea with specific and relevant details.

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