Unit of Study At A Glance Planner UNIT 2: Tackling Trouble: Assessment-based small group work GOAL:1 Readers notice and tackle tricky parts: Chunking parts of words, drawing on meaning as well as phonics. GOAL: 2 Readers read known words in a snap and check to make sure new words make sense. GOAL: 3 Readers fix our reading when we make a mistake. GOAL: 4 Readers make sure that we don’t just read the words, we understand them-then we read more and more. MINILESSONS: MINILESSONS: MINILESSONS: MINILESSONS: · Readers are problem solvers. (p. 37-38, 46) Readers expect that there will be hard parts when reading a book. · Readers look for words they know in other words. (p. 38, 46) · Readers break up words to problem solve. (p.38-39, 46) · Readers use special · Readers can read many sight words easily and with automaticity. (p. 40, 47) · Readers get ready for words that are coming thinking about what word would make sense and how it might look. (p. 41, 46) MWTP: Partners can remind each other/prompt each other what Readers use three questions to check our reading: Does it sound right? Do the letters match? Does it go with what is happening? (41, 48) Readers stop, check it and try something else (41, 48) Readers read, fix and read again, putting it all together. (42, 48) Readers are curious word collectors and discuss words with partners. (42-43, 48) Readers use context and picture clues to figure out what words mean (41, 43, 49) Readers replace unfamiliar vocabulary with words that they think might mean the same thing to help them hold on to meaning. (43, 49)
WORKSHOP CALENDAR FOR: 2nd grade Reading Unit 2 Dates: Sept28-Nov 5 Unit of Study: Unit 2 Tackling Trouble: Assessment-based small group work MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 28 Readers are problem solvers. (p. 37-38, 46) -Readers expect that there will be hard parts when reading a book. 2.RML.2-1 1 Readers look for words they know in other words. (p. 38, 46) 2.RML.2-2 2 Readers break up words to problem solve. (p.38-39, 46) 2.RML.2-3 3 Readers use special sounds to problem solve words. (p. 39, 46) 2.RML.2-4 4 Readers read across the whole word and think about what makes sense. (p. 39, 46) 2.RML.2-5 5 Readers think: What would make sense and sound right? (p. 40, 47) 2.RML.2-6 8 Readers use words they know to read new words. (p. 38, 47) 2.RML.2-7 9 Readers pay attention to word endings (p.40, 47) 2.RML.2-8 10- No School Conferences 11 No school Conferences 12 No School Statewide inservice 15 Readers can read many sight words easily and with automaticity. (p. 40, 47) 2.RML.2-9 16 Mini lesson choice day 17 Mini Lesson choice day 18 Readers get ready for words that are coming thinking about what word would make sense and how it might look. (p. 41, 46) MWTP: Partners can 19 Readers use three questions to check our reading: Does it sound right? Do the letters
Unit so Study Assessment Checklist Unit 2: Tackling Trouble: Assessment-based small group work Name I can use multiple strategies to figure out words. 2.L.4 I can use prefixes and suffixes to determine the meaning of unknown words.2.L.4.B I can use syllables to pull apart words. 2.RF.3bc I can use context clues to understand what reading. 2.RF.4c I can reread to check comprehension and improve my fluency. 2.RF.4c Notes = Beginning √= Developing X= Secure
Unit 2 Mini Lesson 19 Unit of Study: Tackling Trouble: Assessment-based small group work Goal: Readers make sure that we don’t just read the words, we understand them-then we read more and more. Teaching point (Kid language!): Readers learn new words by smoothly rereading the sentence with the new word in it. Text: Chart(?): Refer to Bumpy Road Chart Standard: