Literacy

Unit 5  Making Real World Connections        through Multiple Genres

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.

• A writer’s purpose, audience, and text structure shape the style, development,

and organization of reading and writing.

• Listening and speaking are critical components to communicate effectively.

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 …

• genres have different structures and communicate different ideas.

• use of repetition contributes to the author’s purpose.

• authors write for a specific purpose.

• writing is a process.

Students will be skilled at …

• analyzing genres based on structural elements.

• describing and understanding plot elements.

• making connections to personal experiences.

• using text evidence to support an appropriate response.

• composing correspondence such as letters.    

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: 

(B) demonstrate and apply phonetic knowledge by: 

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

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

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.

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:

(C) use text evidence to support an appropriate response;

(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 analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

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

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

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.

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. 

Composition 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:

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

(i) organizing with structure;

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