Reading Standards Priority Standard “Unwrapped” Skills (students need to be able to do) (verbs and verb phrases) “Unwrapped” Concepts (students need to know) (noun/noun phrases) Depth of Knowledge for All RL.2.2 Stories Fables and Folktales Diverse Cultures Central message, lesson, or moral Recount Describe Determine DOK 2 RL.2.7 Use information Demonstrate understanding Illustrations and words Plot Print or digital text Setting Characters DOK 2 RL.2.9 Compare Contrast Stories Different authors Different cultures DOK 3 RI.2.2 Identify Focus Main topic Multi-paragraph text Paragraphs Text DOK 2 RI.2.7 Explain Contribute Clarify Specific images (diagrams) DOK 2 RI.2.9 Compare Contrast Important points Same topic texts DOK 3 Writing Standards Priority Standard “Unwrapped” Skills (students need to be able to do) (verbs and verb phrases) “Unwrapped” Concepts (students need to know) (noun/noun phrases) Depth of Knowledge for All W.2.2 Write texts Introduce topics Use facts and definitions Develop points Provide a conclusion Informative/explanatory texts Topic Facts and definitions Points Concluding statement or section DOK 2, 3
Unit Essential Question and Big Ideas Essential Questions Big Ideas How do good writers share information? Why is it important to know key details and the main topic of a text? How does this help me recount the story How do readers compare and contrast to find similarities and differences between texts or ideas? How can information gained from images and illustrations contribute to the story Authors use different forms of writing to communicate ideas and information to an audience. Identifying the key details and main topic help me to recount the story or text. Using information from two or more sources helps us to widen our understanding of a topic, event, or story elements. Various text features help me to gain understanding of story elements. Step 2: Standards-Based Unit Assessments Assessment and Performance Task Alignment of Unit Standards Assessment/Performance Task Assessed Standards Pre CFA RL.2.7, RI.2.7, RL.2.9 Performance Task #1 RI.2.7 (W.2.5, W.2.6, W.2.7, W.2.8, SL.2.4, SL.2.6) Performance Task #2 W.2.2, RI.2.2 (W.2.5, W.2.6, W.2.8, RI.2.6) Performance Task #3 RI.2.9 (RI.2.6, RI.2.8, SL.2.3, SL.2.6, W.2.7) Performance Task #4 RL.2.7, RL.2.2, (SL.2.4, SL.2.6, RL.2.6, W.2.5, W.2.6) Post CFA RL.2.7, RI.2.7, RL.2.9
Scoring Guide RL.2.7 Part 1 Q. 1, 2, 3 Exemplary Proficient Close to Proficient Far from Proficient All proficient criteria plus: Student is able to prove how illustrations help convey mood or emphasis aspect of a character or setting. (RL3.7) Student correctly uses information from the illustrations and words in a print of digital text to demonstrate understanding of: Character Setting Plot Meets 2 out of the 3 proficient criteria. Meets 1 of the proficient criteria. Comments: Scoring Guide RI.2.7 Part 2 Q. 1, 2, 3, 4 Exemplary Proficient Close to Proficient Far from Proficient All proficient criteria plus: (Q3 only) Students used the text and the images to demonstrate understanding of the text. (RI.3.7) Student explains how specific images contribute to the text. Student explains how specific images clarify to the text. Meets 1 out of 2 of the proficient criteria. Meets none of the proficient criteria. Comments: Scoring Guide for RL.2.9 (Part 3) Exemplary Proficient Close to Proficient Far from Proficient All proficient criteria plus: Student compares and contrasts the themes, settings, plot of two versions of the same story. Student compares two or more versions of the same story. Student contrasts two or more versions of the same story. Meets 1 out of 2 proficient criteria. Meets none of the proficient criteria. Comments: