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Unit #4: Series Book Clubs
Unit #4: Series Book Clubs
Essential Questions:
Essential Questions:
How does a reader become an expert on characters?
How does a reader become an expert on author's craft
How does a reader share his/her opinion with the world?
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.
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.
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
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.)
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 stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot
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.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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: Becoming Experts on Characters
collect information about the main characters in a series
learn about a character by thinking about how the character responds to problems
notice similarities about the character's actions and feelings
think about what and why characters say and do the things in series books
use what they know about characters to predict what the character will do next
notice what a character's interactions with other characters shows about them
Bend II: Becoming Experts on Author's Craft
investigate what authors do to paint a vivid picture with words
notice the precise language authors use to understand the story better
pay attention to the words an author uses to compare things
predict how the story will go based on other stories in the series
use author's punctuation and special print (italics, bold print, large font...) to determine how the text should be read
determine what lesson or meaning the author wanted to prsent
Bend III: Sharing Opinion with the World
invent ways to share a book or seriess
present a way to share a book or series
share and defend opinions about a book
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 Units of Study: Grade 2
Leveled Library
Fundations
Flying Start Paired Leveled Texts for Guided Reading Groups
Technology:
Raz-Kids
Tumblebooks
Anchor Texts: Days with Frog and Toad by Arnold Lobel; Pinky and Rex and the Bully by James Howe; Polar Bears Past Bedtime (Magic Tree House #12) by Mary Pope Osborne : The Stories Julian Tells, "The Pudding LIke a Night of the Sea" by Ann Cameron
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