understanding of the text. By bringing their own questions to small groups, students will examine what they don't know and get help in comprehending. 5. Students will learn to the details of a text. They will use other sensory images like dramatizing and drawing to help them better understand what they are reading. 6. Children will learn to information before, during, and after reading. Children will learn to distinguish between inferences, assumptions, and opinions by backing up their conclusions with evidence. 7. Children will be able to. Children will be able to use this information to determine main ideas and themes of texts. 8. Students will stop often while reading to the information gained from texts to form opinions, change perspectives, develop new ideas, find evidence, and, in general, enhance a personal understanding of the concepts presented in a text. Writing: Use written and oral English appropriate for various purposes and audiences. Create and develop texts that include the following text features: Development: the topic, theme, stand/perspective, argument or character is fully developed Organization: the test exhibits a discernible progressions of ideas Style: the writer demonstrates a quality of imagination, individuality, and a distinctive voice Word choice: the words are precise and vivid Create and develop texts that include the following language conventions: Sentence formation: sentences are complete and varied in length and structure Conventions: appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Teacher Resources: Reading: Exemplars of Reading Text
RI.2.8 Describe how reasons support specific points the author makes in a text. RI2.9 Compare and contrast the most important points presented by two texts on the same topic. RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3 Know and apply grade‐level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when reading regularly spelled one-syllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-appropriate irregularly spelled words. RF.2.4 Read with sufficient accuracy and fluency to support comprehension a. Read grade-level text with purpose and understanding b. Read grade-level text orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.3 Write narratives in which they recount a well‐elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
Unit Essential Questions Reading: What does the author want us to know? How is this book similar to another book you read? How are two books on the same subject different? Does my writing make sense? Is it complete (beginning, middle, and end)? How do purpose and audience affect the rules I follow and choices I make as I write? Can I use a variety of purposes to communicate my ideas in writing? What online resources can I use to help me find information? How do I know if information is relevant, significant, and accurate? What different resources can I use to help me understand my topic better? Unit Enduring Understandings Reading: Reading is an active process. Ideas are the key to knowledge and to understanding connections to ourselves and our world. Effective readers use appropriate strategies as needed to construct meaning. Two or more books of the same story from different cultures and authors can have similarities. Writing: Using the writing process helps us communicate our ideas, describe an experience, and inform an audience for different purposes. Research is the process of gaining information from a variety of resources. We use information to support our thinking We will enhance our learning by using many resources and by using technology.
Working portfolio Exit slips Summative Assessments Writer’s workshop/conferencing Pretest, test and daily work Final drafts Showcase portfolio DRA-2 Reading assessment/running records District benchmarks End-of-unit or chapter tests Oral presentation Reflective journal Summative Assessments Performance task Modifications English Language Learners: Introduce key vocabulary before lesson Teacher reads aloud daily (model) Provide peer tutoring Use a strong student as a “buddy” (does not necessarily have to speak the primary language) Increase comprehensible input via: visuals gesturing miming and roleplay use of realia teacher talk Intervention: Allow extra time to complete assignments or tests Work in a small group Work with students individually Allow answers to be given orally or dictated Directions read aloud Have student repeat information Prefered seating