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Unit 1: Reading Growth Spurt
Unit 1: Reading Growth Spurt
Essential Questions:
Essential Questions:
How do readers take charge of their reading?
How do readers use strategies to solve tricky words?
How can readers notice and apply authors' intentions?
Priority Standards:
Priority Standards:
Know and apply grade-level phonics and word analysis skills in decoding words
Read with sufficient accuracy and fluency to support comprehension.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Describe how characters in a story respond to major events and challenges
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
Demonstrate understanding of word relationships and nuances in word meanings.
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Supporting Standards:
Supporting Standards:
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 here for specific expectations.)
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
ELA Learning Expectations:
ELA Learning Expectations:
Curiosity-The desire to know more about the world.
Openness-The willingness to consider ways of being and thinking in the world.
Engagement-A sense of investment and involvement in learning.
Creativity-The ability to use novel approaches for generating, investigating and representing ideas.
Persistence-The ability to sustain interest in and attention to short-and long-term projects.
Responsibility-The ability to take ownership of one's actions and understand the consequences of those actions for oneself and others.
Flexibility-The ability to adapt to situations, expectations, or demands.
Metacognition-The ability to reflect on ones own thinking as well as on the individual and cultural process used to construct knowledge.
National Council of Teachers of English & National Writing Project (2011)
Concepts & Skills:
Concepts & Skills:
Students will be able to:
Bend I:
choose what they will read and how they are going to read
preview books to decide how the book should be read
set goals to read longer and stronger
identify high frequency words to help read in longer phrases more fluently
pause to stop and think about reading to check for comprehension
stop and jot about important parts of the story
Bend II: Working Hard to Solve Tricky Words
draw on strategies they already know to figure out tricky words
use more than one strategy at a time when word solving
chunk longer words part by part, looking closely and the beginning and endings
keep an eye out for tricky vowel teams to help figure out the middle of a word.
Bend III:
notice author's craft while reading to determine how and why the author made them react
experiment using an author's craft in their own writing
reread to notice the ways an author makes parts of their story click together
retell stories to determine the lessons the author wants to teach
Instructional Strategies:
Instructional Strategies:
Fundations lessons (phonics, high frequency words)
Readers Workshop: Mini-lesson, independent reading practice , 1:1 reading conferences, small group instruction, share
Guided reading groups, working on fluency, comprehension, vocabulary, word work, written response.
Partner reading/Turn & Talk
Assessments:
Assessments:
BOY TRC -Running Records
Words Their Way Spelling Inventory (optional)
Student Goal Setting/Assessing
Constructive Response
Stop and Jot
Exit Slips
Checklists
Resources:
Resources:
Lucy Calkins Reading Units of Study- Grade 2
Leveled Library
Fundations
Flying Start Paired Leveled Texts for Guided Reading Groups
Technology:
Raz-Kids
Tumblebooks
Anchor Texts: There Was an Old Lady Who Swallowed a Fly by Lucille Colandro; Katie Woo Has the Flu by Fran Manushkin; Those Darn Squirrels by Adam Rubin
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