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Unit 3- LC-Bigger Books Mean AmpingUp Reading Power
Unit 3- LC-Bigger Books Mean AmpingUp Reading Power
Essential Questions:
Essential Questions:
Why is reading with fluency important?
How do authors use literary language?
How do you meet the challenges of longer books?
How do readers tackle goals with peers?
Priority Standards:
Priority Standards:
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.
By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Read with sufficient accuracy and fluency to support comprehension.
Supporting Standards:
Supporting Standards:
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.
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
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: Reading with Fluency
use their voice to fluently reread aloud and in their head
scoop up words into longer phrases
notice dialogue tags in order to talk like the characters
use meaning from the text to read fluently and match the mood
use intonation and expression to read at a just-right pace
Bend II: Understanding Literary Language
pay attention to when authors use special language
think of how the author is comparing two ideas and how they would be alike
stop and think to figure out what the author is really saying when they use playful words
think about the writer's craft and the special meaning the author wants them to get from special language
Bend III: Meeting the Challenges of Longer Books
read the same book with a partner to talk, clarify and ask questions to better understand the story
pause at the end of a chapter to remember the important things and main events that happen
stop, reread and answer questions when encountering reading problems
invent ways to use writing to help them tackle confusing parts in their reading
Bend IV: Tackling Goals in the Company of Others
self assess their reading needs, set goals and work with others
work with reading club members to create plans to meet their set goals
offer club members support by giving helpful feedback
celebrate their work by understanding that readers can be researchers who study the strategy work of others and share their findings
Instructional Strategies:
Instructional Strategies:
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:
Student Goal Setting/Assessing
Running Records-TRC
Constructive Response
Stop and Jot
Exit Slips
Checklists
Resources:
Resources:
Lucy Calkins Reading & Writing Program
Leveled Library
Fundations
Flying Start Paired Leveled Texts for Guided Reading Groups
Technology:
Raz-Kids
Tumblebooks
Anchor Texts: Owl Moon by Jane Yolen; Houndsley and Katrina by James Howe; Come On, Rain! by Karin Hesse; When Sophie Gets Angry--Really, Really Angry...by Molly Bang; Amelia Bedelia Goes Camping by Peggy Parish; The King Who Rained by Fred Gwynne; Katie Woo Has the Flu by Fran Manushkin; Beezus and Ramona by Beverly Cleary
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