Washington Township Public Schools COURSE OF …€¦ · · 2016-02-28Washington Township Public Schools COURSE OF STUDY – CURRICULUM GUIDE ... 3.Readers use language structure

Washington Township Public Schools

COURSE OF STUDY – CURRICULUM GUIDE

Course: Reading -Grade 2 Literacy by Design

Written By: Maryann Schaper

Under the Direction of: Gretchen Gerber, Supervisor of Elementary Education

Description: The primary-level reading curriculum encompasses a developmental Language Arts Literacy/ Reading Program which uses the Balanced Literacy Four-Block Model to integrate reading with writing, speaking, listening, and viewing. Early reading develops and builds upon a foundation of phonemic awareness, phonics, and concepts of print. Students are engaged in these foundational lessons through the Fundations ™ Program, shared reading opportunities, and guided reading instruction. The reading block incorporates the gradual release of responsibility model as students are engaged in modeled reading, shared reading, and interactive reading experiences. The texts expose students to a variety of genres representative of a variety of periods, cultures, and world views. Instruction primarily focuses on comprehension strategies, vocabulary, fluency, and speaking/listening skills that are applicable to the grade level. Students are introduced to skills and strategies as a whole class. They transition into practicing these skills and strategies through text at their instructional level during guided reading. Ultimately, the students apply the skills and strategies as they read independently. This entire process happens in a caring community. Students learn and act on the values that govern the community. The lessons aim to create a classroom community of readers and writers where students feel empowered, supported in taking risks, and responsible to themselves and the group. The

lessons weave cooperative learning, social skill instruction, and discussion of values throughout the curriculum.

Joseph A. Vandenberg: Assistant Superintendent for Curriculum & InstructionBarbara E. Marciano: Director of Elementary Education

Jack McGee: Director of Secondary Education

Written: September 2014Revised:

BOE Approval:

Literacy by Design: Lesson DesignThe daily Literacy by Design lessons include three main components. These are noted as Steps #1-3 in the 5-Step Lesson Plan. Each component includes various practices and activities. The chart below details the activities that typically occur in each of these components.

Lesson Component Typical Activities

Build Reading Skills Step #1

Format:Whole GroupActivities Include:

Oral Language Vocabulary High-Frequency Words Fluency Phonemic Awareness and Phonics ( Minimized due to Fundations) Word Study (Minimized due to Fundations)

Read and ComprehendStep #2

Format: Whole Group, Guided Reading Groups, and IndependentActivities Include:

Modeled, Shared, and Interactive Reading Guided Reading Literacy Centers Comprehension Genre Nonfiction Features Litearary Response – Opinion Papers Critical Thinking Listening Skills

Support Reading IndependenceStep #3

Activities include: A discussion to connect the Whole Group Lesson to Guided Reading and Independent Reading

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MAJOR UNITS OF STUDY

Course Title: Reading -Grade 2 Literacy by Design

I. Proud to Be Me

II. Patterns in the Sky

III. Living in America

IV. Thinking Like a Scientist

V. Making a Difference

VI. From Farm to You

VII. Earning and Saving

VIII. Water Works

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UNIT OVERVIEWCourse Title: Reading -Grade 2 Literacy by Design

Unit #: UNIT 1 OVERVIEW Unit Title: Proud to be Me

Unit Description and Objectives:During this unit, the students will explore a range of literature and learn about stories that revolve around relationships and families. As they read grade level text, the students transition through modeled, shared, and interactive reading activities. These activities target the comprehension strategies of making connections and creating mental images. Ultimately, students read in small groups and independently to apply these strategies. Students also learn related vocabulary words and keep a vocabulary journal. Fluency skills, listening skills, and speaking skills are taught and practiced. A brief introduction to the phonics and phonemic awareness skills are addressed.

Essential Questions and Enduring Understandings:

Essential Questions: Enduring Understandings/GeneralizationsStudents will understand that:

Guiding Questions

1. How does understanding text structure help me understand its meaning?

2. How do letter sounds and patterns help me read words I do not know?

1. Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text.

2. Letters and letter combinations represent sounds.

1.1 How does understanding a text’s structure help me better understand its meaning?1.2 How are sounds represented by letters?1.3 How do I figure out a word I do not know?

3. How do good readers sound?

4. How does reading fluency help me understand what I read?

5. How can I improve my speed, accuracy, and expression when I read?

3. Readers use language structure and context clues to identify the intended meaning of words and phrases as they are used in text.

4. Fluent readers group words quickly to help them gain meaning from what they read.

2.1 How does fluency affect comprehension?

6. What strategies can I use to help me understand what I am reading?

7. How does vocabulary impact my understanding of a story?

5. Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply strategies to enhance their comprehension.

6. Words powerfully affect meaning.

7. Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful

3.1 What do readers do when they do not understand everything in a text?3.2 Why do readers need to pay attention to a writer’s choice of words?3.3 How do readers construct meaning from text?

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Sub-Concept/Topics:Comprehension Strategies

Making Connections Creating Mental Images

Theme:

Stories from our Past My Family

Conceptual Lens:

Making Connections Creating Mental Images

Sub-Concept/Topics:Phonics / Phonemic Awareness / Fluency

Word and Syllable awareness

Recognize High Frequency words

Use punctuation to inform meaning

Word Rhyming

Sub-Concept/Topics:

Vocabulary and Concept Development Theme 1 Week 1: cabin , visit, memory Theme 1 Week 2: tradition, relatives,

generation Theme 2 Week 1: rely, role, member Theme 2 Week 2: identify, sibling, symbol

Sub-Concept/Topics:

Concepts about Print / Text Structure Introduce Genre: Realistic Fiction and

Personal Narratives

Distinguish Fantasy from Reality

Understand sentences and paragraphs

Sub-Concept/Topics:

Listening and Speaking Appreciative listening

Precise Listening

Sub-Concept/Topics:

Reading Strategies (before, during, after) Before: Build Vocabulary and Background During: Think Aloud After: Make Connections and Create Images

Organizers-Skill Masters p. 4, 14 Think and Respond-Opinion piece

UNIT GRAPHIC ORGANIZER

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CURRICULUM UNIT PLANCourse Title/Grade: Reading -Grade 2 Literacy by Design Primary Core Content Standards referenced With Cumulative Progress Indicators

Unit Number/Title:

Unit 1 Proud to Be MeThemes 1 Stories from Our PastTheme 2 My Family RF2-3-e RL2-4 SL2-1 SL2-2

Conceptual Lens:Making ConnectionsCreating Mental Images RF2-4-b RL2-7 RF2-3 RI2-8

Appropriate Time Allocation (# of Days): 4 weeks L2-4-a RF2-3-f RI2-1RL2-9 RF2-4-b W2-1

Topics/Concepts(Incl. time / # days per topic)

Critical Content(Students Will Know:)

Skill Objectives(Students Will Be Able To:)

Instructional/Learning Activities& Interdisciplinary Connections

Instructional Resources Technology & 21st C Skills

Integration (Specify)NJCCCS w/

CPI ReferenceEvaluation/ Assessment:

Stories from Our PastConcepts About Print/Text Structure

The qualities and elements of realistic fiction.

How to distinguish the difference between Fantasy and Reality.

How to identify sentences and paragraphs.

Describe how words and phrases supply rhythm and meaning in a story or poem.

Use information gained from the illustrations and words in print to demonstrate understanding of its characters, setting, or plot.

Compare and contrast two or more versions of the same story by different authors or from different cultures.

Shared Reading: Explain realistic fiction using Big Book story Asha in the Attic. Students identify images that show the story is realistic fiction.

Students distinguish between fantasy and reality using the poem The Soda Shop. Discuss and use text to point out things that could happen in real life.Introduce sentences and paragraphs. Reread Bog Book pages 12-13 and model identifying each sentence by its beginning capital letter and end punctuation.After reading 2 different versions of the same story. Create a Venn Diagram to compare and contrast the stories.

Theme 1: TM pages 16, 20, 24, 26

Big Book p. 2-3, 12-13, 14-17

Whole Class Charts p. 7

Utilize resources from school library for books that are the same story but different versions. Some examples would be Cinderella, The Three Little Pigs.

Participate in brainstorming sessions

Collaboration skills

Use data accessed on the web

Demonstrate an awareness of one’s culture

9.1.4.B.1

9.1.4.C.1

9.1.4.A.4

9.1.4.D.3

Daily Observation of student participation and partner share.

Theme Progress Test

8








Stories from Our Past

Phonics / Phonemic Awareness / Fluency


Vocabulary and Concept Development

How to recognize high frequency words.

A syllable is part of a word that has a vowel sound.

How to use punctuation to inform meaning.

How to recognize and incorporate the meaning of the words cabin, memory, visit, tradition, relatives, generation

Recognize and read grade appropriate irregular words.

Know and apply grade-level phonics and word analysis skills in decoding words.

Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Write high frequency words on index cards students will locate words on Whole Class Charts.

Model and clap the word parts

Model reading of Big Book using commas, ellipse, questions marks, and exclamation points to help decide how to read the story. Students will then echo read the Big Book with teacher to practice using punctuation.

Develop oral language by having students describe pictures on a chart.

Explain new vocabulary words to students.Students will work in small groups or with a partner to discuss meaning of new vocabulary words, and then students will add word to vocabulary journals including own explanation and picture.

Review vocabulary by reciting phrases and having students state the

Theme 1: TM p.16,24, 28, 32, 28

Whole Class Chart p. 4, 9

Big Book p. 8-13

Theme 1:TM p. 14, 16, 18, 20,24,26,28

Whole Class Chart p. 1, 3, 8

Skills Masters 161

Student’s oral reading rate

Running Records

Theme Progress Test

Vocabulary Journals

Theme Progress Test


Skills Masters

9









Comprehension Strategy-Making Connections

How to connect to prior knowledge in order to make connections to the text.

Good readers think aloud during reading to connect with what they already know to new ideas in the text.

How to complete a comprehension organizer.

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Use information gained from the illustrations and words in a print to demonstrate understanding of its characters, setting, or plot.

vocabulary word that comes to mind.

Play Pass the Card.

Modeled Reading: Think Aloud to help students understand making connections.

Using Whole Class Charts to emphasize connecting what you already know to new ideas in the text.Students turn and talk with partners to discuss guided questions.

Shared Reading:Reinforce Think Aloud and Think Along to model making connections.Model filling out Comprehension Organizer. Use pages from text to help students connect their experiences with the character.Think and RespondDiscuss how the author could be thinking of storiesgreat-grandpa told about his shop in The Soda Shop. Students respond describing ways to turn this

Theme 1:TM p. 8, 9, 14, 15

My Great-Aunt Arizonap.10-13

Skills Masters p. 1Whole Class Chart p. 2, 5

Theme 1:TM p.16,18-26,28

Asha in the Attic

The Soda Shop



Think and Respond

Theme Progress Test

10









Reading Strategies (before, during, after) Good readers build

on vocabulary and schema prior to reading.

Good readers think aloud during reading to making connection to the text.

Good readers turn and talk to partners to discuss text.

Good readers reflect and respond to text by completing teacherdirected prompts.



Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

realistic poem into fantasy. Interactive Reading Divide class into partners of mixed ability and hand out interactive version to each pair. Partners choose 2 pages to read together then write two words that reflects their thinking.

Reinforce Making Connections reading strategy during small group reading using leveled fiction and nonfiction text.

Theme 1:TM p.30

Big Book p. 2-3

Asha in the Attic

Theme 1 TM p. 9, 15, 17, 18, 21, 25,27, 29, 31,33

Comprehension Bridge 1

Skills Masters p. 4

Small Group ReadingTeacher’s Guide Levels G-N

Comprehension Bridge 1-Make Connections rubric

Completion of independent organizer

Conferences with student


Reader Response activities

Learning Stations


11








Stories from Our PastListening and Speaking

My FamilyConcepts About Print/Text Structure

My FamilyPhonics / Phonemic Awareness / Fluency

How to write a persuasive/opinion paper about shared text or their own leveled book.

Appreciative Listening

A variety of literature such as personal narratives.

Exposure to rhyming words.

Good readers identify punctuation when reading fluently and read in phrases.

Write an opinion piece on a text, supporting a point of view with reasons.

Recount and describe key ideas or details from a text read aloud.

Describe how reasons support specific points the author is trying to make.

Identify words with common spelling sound correspondences.


Write an opinion piece in which they introduce the topic or book. Then they state an opinion and supply reasons that support the opinion.

During Modeled Reading, students will listen for parts of the story they especially like while focusing on visual.

Shared Reading: Explain personal narratives using big book story Hello I’m Patty. Students follow along and identify key features of a personal narrative.Modeled Reading:Recite rhyming words and have students listen for the pattern. Complete cloze procedure with rhyming words in a sentence.Shared Reading: Write high frequency words on index cards students will locate words on Whole Class Charts.Introduce end punctuation; period, exclamation mark, and question mark. Have students identify punctuation that tells them how to read a sentence on

Modeled, Shared, or Interactive Reading Materials, Leveled Books.

Theme 1: TM pages 9

My Great-Aunt Arizona

Theme 2: TM p. 48

Theme 2: TM pages:40, 46, 48

Whole Class Charts: p.2

Theme 2: TM p. 48, 52

Home,Sweet Home

Whole Class Charts: p. 13





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My Family

Vocabulary and Concept Development

Good readers recognize and incorporate meaning of the words: rely, role, member, identify, sibling, symbol


Use sentence-level context as a clue to the meaning of a new word.

a few pages of Big Book.Read the song, Home, Sweet Home and ask students to identify the punctuation.

Develop oral language by having students view pictures on chart and describe.


Review vocabulary by dividing the class into groups of three. Each child is given an index card with a vocabulary word on it. The first child begins the story with their vocabulary word, then “passes” on to the next child until they have competed a story,

Structured vocabulary

Theme 2 TM p. 40, 46, 48,50,52,56,58,60, 62,64

Whole Class Chart p. 10, 12, 17, 18

Skills Masters p. 161

Vocabulary journals

Skills Masters


13








My Family

Comprehension Strategy- Creating Mental Images

Good readers review connecting to prior knowledge to Make Connections to the text.

Good readers think aloud during reading to help students understand how to visualize or create mental images in their minds using their senses.

Good readers create mental images to helpunderstand what is read.How to complete comprehension organizer.



Explain how specific images contribute to and clarify text.

discussions with students working with a partner to ask and answer guided questions.

Modeled Reading: Use Think Aloud in margin on page 44 to model creating visual pictures based on what you read using your senses and feelings.

Using Whole Class Chart page 14 to assist students in understanding how to create a mental image in your mind using your senses.Students turn and talk with partners to discuss guided questions.

Shared Reading: Reinforce creating images as you are reading the shared text, Hello! I’m Paty.Model filling out Comprehension Organizer. Use pages from text to help students create mental images. Students discuss guided questions with a partner.Teach nonfiction feature of a map and its purpose. Reread page 7 with

Theme 2:TM p. 40, 41,46

Pop’s Bridge p. 42-45

Whole Class Chart p.14

Theme 2:TM p. 48, 56,57

Hello! I’m Paty

Home,Sweet HomeWhole Class Charts p. 15

Big Book p.7


Think and Respond

Theme Progress Test

14








My Family

Reading Strategies (before, during, after)

Good readers build on vocabulary and schema prior to reading.

Good readers think aloud during reading to making connection to the text and create mental images.




students and have them use the map to locate places mentioned in the text. Extension: Model using Yahoo!Kids or other protected search engines to find a map of our state. Discuss features of the map.Think and RespondDiscuss how the author feels about being away from home in Home Sweet Home. Students respond to what they may miss when they are way from home and why. Interactive Reading Partners think aloud about the strategy together.

Reinforce Making Connection and Creating Mental Images reading strategy during small group reading using leveled fiction and nonfiction text.

Theme 2:TM p. 41,47,48,51, 53, 57, 59,61,63


Skills Masters p. 4, 14

Comprehension Bridge 2

Comprehension Bridge 2-Create Mental Images rubric



Daily Observation of student participation and partner share.Reader Response activities

15








My FamilyListening and Speaking

Good readers reflect and respond to text.

How to write a persuasive/opinion paper about the shared text or their own leveled book.

Good readers listen for a purpose-precise listening

Write an opinion piece about a text, supporting a point of view with reasons

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

Recount ideas or describe key ideas or details from a text read aloud.


During Modeled Reading, set purpose for reading. Prior to reading Pop’s Bridge ask students to listen for details about the main characters and what happens to them. Listen to find out why the story is called Pop’s Bridge.

Modeled, Shared, and Interactive reading texts, Leveled Books

Theme 2-TM p.40,41

Pop’s Bridgep. 42-45


Learning Stations


Theme Progress Test

16

Unit Modifications for Special Population Students:Struggling Learners

Gifted and Talented Students(Challenge Activities)

English Language Learners Special Education Students

Refer to corresponding lessons in Small Group Teacher’s Guide.

Refer to Comprehension Bridge 1 and 2 during small group instruction.

Reinforce Fundations skills during small group instruction using magnetic boards and sounds cards.

During small group discuss using pictures to make connections.

During small group, discuss the sense used when creating images in your mind.



Incorporate a Readers’ Response journal during small group activities for higher level thinking questioning (inferential).

Have students write fantasy stories that happen in a school setting. Also, have students draw pictures to accompany their stories.

Have students create a family tree. They can use the internet and books to find out how family trees are structured, and interview family member to find out about their relatives.

Refer to ELL Review throughout the Unit to meet the needs of the students.

Refer to child’s individual IEP modification section.

Reword, repeat, and rephrase instructions.

Use visuals and concrete manipulative to convey concept.

Use audio tapes of stories to reinforce fluency.


Reinforce the terms “It remind me” when making connections. Provide examples and schema so students are able to recognize their connections.

Allow students to sketch their images while reading.

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UNIT OVERVIEWCourse Title: Reading -Grade 2 Literacy by Design

Unit #: UNIT 2 OVERVIEW Unit Title: Patterns in the Sky

Unit Description and Objectives:During this unit, the students will explore a range of literature and learn about stories that revolve around the solar system. As they read grade level text, the students transition through modeled, shared, and interactive reading activities. These activities target the comprehension strategies of asking questions and determining importance as well as reviewing making connections and creating mental images. Ultimately, students read in small groups and independently to apply these strategies. Students also learn relatedvocabulary words and keep a vocabulary journal. Fluency skills, listening skills, and speaking skills are taught and practiced. A brief introduction to the phonics and phonemic awareness skills are addressed.



Guiding Questions







4. How does reading fluency help me understand what I read?5. How can I improve my speed, accuracy, and expression when I read?








7. Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful.


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Sub-Concept/Topics:

Comprehension Strategies Ask Questions Determine Importance

Theme:

The Moon in Motion and Circling the Sun

Conceptual Lens:

Asking QuestionsDetermining Importance

Sub-Concept/Topics:


Recognize High Frequency Words

Convey Emotion and Meaning

Read in Phrases

Sub-Concept/Topics:

Vocabulary and Concept Development Theme 3 Week 1: fascinate, exploration, journal Theme 3 Week 2: measure, calendar, interval Theme 4 Week 1: daily, orbit, position Theme 4 Week 2: solar, ray, rotate

Sub-Concept/Topics:Concepts about Print / Text Structure

Introduce Genre: Mystery

Understand Role of Author and Illustrator

Introduce Genre: Expository and Photo Essay

Identify Plot

Sub-Concept/Topics:

Listening and Speaking Strategic listening

Precise Listening

Sub-Concept/Topics:

Reading Strategies (before, during, after) Before: Build Vocabulary and Background During: Think Aloud and apply strategy After: Ask Questions and Determine

Importance-Skill Masters p. 24, 34 Think and Respond-Opinion piece


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CURRICULUM UNIT PLANCourse Title/Grade: Reading -Grade 2 Literacy by Design Primary Core Content Standards referenced With Cumulative Progress Indicators

Unit Number/Title:

Unit 2 Patterns in the SkyThemes 3 The Moon in Motion Theme 4 Circling the Sun RL2-3 RF2-3-e RF2-4-a L2-4

Conceptual Lens: Asking Questions and Determining Importance L2-4-a RI2-1 RL2-1 SL2-3Appropriate Time Allocation (# of Days): 4 weeks RI2-6 RF2-4-b RL2-2 SL2-1

SL2-2 W2-1




Instructional/Learning Activities & Interdisciplinary Connections




The Moon in MotionConcepts About Print/Text Structure

Various types of texts such as mystery.

The role of an author and illustrator.

How to identify Plot

Describe how characters in a story respond to major events and challenges.

Shared Reading: Explain the genre of mysteries by using big book story The Missing Moon Mystery. Have students identify the problem, clues, and solution in this mystery.

Introduce “plot” and draw simple time line on the board. Ask students to assist with the events of the story.

Students understand the role of an author using the poem Moon. Discuss what authors and illustrators do and if every book bothroles.

Theme 3: TM pages 8283, 86, 92

The Missing Moon Mystery






9.1.4.B.1

9.1.4.C.1

9.1.4.A.4

9.1.4.D.3


Theme Progress Test

20








The Moon in MotionPhonics / Phonemic Awareness / Fluency

The Moon in MotionVocabulary and Concept Development

Good readers are able to recognize high frequency words.

Good readers convey emotion and meaning when reading

Good readers recognize and incorporate meaning of the words fascinate, exploration, journalmeasure, calendar, interval


Read on-level text with a purpose and understanding.




Model reading pages 6-7 of Big Book aloud, changing tone of voice to model emotions of characters. Then, have students echo read for practice.

Develop oral language by having students describe pictures on a chart.Introduce academic language of full, half, and crescent in regards to the moon using Whole Class Chart p. 19.


Theme 3: TM p. 82, 94

Whole Class Chart p. 22

Big Book p. 6-7

Theme 3:TM p. 74, 82, 84, 90,92, 94, 96,

Whole Class Chart p.19, 26


Student’s oral readingrateRunning RecordsTheme Progress Test

Vocabulary Journals

Skills Masters

Theme Progress Test


21








The Moon in MotionComprehension Strategy-Ask Questions

Good readers think aloud during reading to ask questions about information read or further information they want to explore.

Good readers review creating mental images.

How to complete comprehension organizer.


Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers.

Students will work with partners to answer structured vocabulary questions.

Play Story Add-On.

Modeled Reading: Model asking questions as teacher reads aloud as students view Whole Class Chart page 20. Students listen and think of questions they have about the moon’s shape and phases. Review text and focus on green highlight on page 77 of TM.

Using Whole Class Chart page 23, explain that the girl has written “I wonder” questions about parts of the text to help understandingStudents turn and talk with partners to discuss guided questions.

Shared Reading:Reinforce Think Aloud and Think Along to model asking questions.Model filling out Comprehension Organizer. Use pages from text to

Theme 3:TM p. 74, 75, 80

Why Does the Moon Change Shape p.76-79


Theme 3:TM p.82, 94, 96

Big Book p.10, 14, 15



Think and Respond

Theme Progress Test


22








The Moon in MotionReading Strategies (before, during, after)


Good readers think aloud to practice comprehension strategies focusing on asking questions.


review the story as you work. Enhance understanding by using “I wonder” questions.Review Creating Mental Images using The Missing Moon Mystery

Think and RespondDiscuss what Bentley did to find out what happened to the moon. Students respond on how they can use Bentley’s methods to learn more about a topic.

Interactive Reading Divide class into partners of mixed ability and hand out interactive version to each pair. After students reach the end of the page they cover text and respond with a thought, idea, or feeling.

Reinforce asking questionsand creating images comprehension strategiesduring small group reading using leveled fiction and nonfiction text.



Theme 3 TM p. 96, 98


Theme 3 TM p. 75, 81, 83, 85,87, 91, 93, 95, 97, 99

Comprehension Bridge 2 and 3



Comprehension Bridge 2 and 3-Create Images and Ask Questions rubric




23








The Moon in MotionListening and Speaking

Circling the SunConcepts About Print/Text Structure


Good readers reflect and respond to text by completing teach directed prompts.


Strategic Listening

Various genres of literature such as expository and photo essay.

Write an opinion piece about a text, supporting a point of view with reasons.

Ask and answer questions about what a speaker says in order to clarify comprehension, gather further information, or deepen understanding of a topic.

Identify the main purpose of a text including what the author wants to answer, explain, or describe.Know and use the various text features to locate key facts or information in a text efficiently.


During Modeled Reading, students will listen and think of questions they have about the moon’s shape and phases

Shared Reading: Explain expository piece using Big Book story Super Sun Science. Students follow along and identify the main idea and the facts that are given on this topic.

Explain photo essay to students. Have students

Modeled, Shared, and Interactive Reading Text, Leveled Books

Theme 3: TM pages 75

Why Does the Moon Change Shape?

Theme 4: TM pages 114, 118

Super Sun Science

What Makes Earth Hot or Cold?


Reader Response activities - Rubrics

Learning Stations




24








Circling the SunPhonics / Phonemic Awareness / Fluency

Circling the SunVocabulary and Concept Development

Good readers recognize high frequency words.

Good readers read in phrases.

Good readers recognize and incorporate meaning of the words: daily, orbit, position, solar, ray, rotate.



Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.Use sentence-level context as a clue to the meaning of a new word.

view photo essay on page 34 of Whole Class Chart as teacher reinforces concept.

Write high frequency words on index cards students will locate words on Whole Class Charts.Model reading pages 8-10 of Big Book aloud, reading phrases fluently without large pauses. Students will choral read for practice.Read the song, Home, Sweet Home and ask students to identify the punctuation.

Develop oral language by having students view pictures on chart and describe.Draw a 2 column chart on board. One column write how the sun looks and the other what the sun does. Ask students to say words to describe the sun’s appearance or actions.

Explain new vocabulary words to students.

Theme 4: TM p. 114, 126


Theme 4 TM p. 106, 112, 114, 116, 118, 122, 124, 126, 128, 130Whole Class Chart p. 28, 30, 35Skills Masters 161

Student’s oral reading rate.

Running Records

Vocabulary journals

Skills Masters


Theme Progress Test

25








Circling the SunComprehension Strategy- Determine Importance and Review asking Questions

Good readers review asking questions during reading to help understanding of text.

Good readers think aloud during reading to help students understand how to determine important ideas.


Recount stories, including fables and folktales from diverse cultures and determine heir central message, lesson, or moral.



Students will work in small groups or with a partner to discuss meaning of new vocabulary words, and then students will add word to vocabulary journals including own explanation and picture.

Structured vocabulary discussions with students working with a partner to ask and answer guided questions.

Play Talk a Mile a Minute.

Modeled Reading: Use Think Aloud in margin on page 111 to model determining importance as students view Whole Class Chart page 29.

Introduce Determining importance by reread green highlighted portion of Maui and Sun on page 108. Using Whole Class Chart explain why the eachitem is important or unimportant but interesting.

Students turn and talk with partners to discuss guided questions.Shared Reading:

Theme 4:TM p. 106, 112

Maui and Sun p. 108-111




Think and Respond

Theme Progress Test

26








Reinforce determining importance as you are reading the shared text, Super Sun Science.Model filling out Comprehension Organizerto search for important information from the beginning, middle, and end of the book. Students discuss guided questions with a partner.Teach nonfiction feature of a diagram and its purpose in a book. Discuss the diagram on pages 15-19 of the Big Book.Extension: Model using Yahoo!Kids or other protected search engines to research about solar eclipse. Ask students to create diagrams that show an eclipseThink and RespondDiscuss how the Earth’s orbit around the sun affects the heat and light on Earth. Interactive Reading Divide class into partners of mixed ability and hand out interactive version to each pair. After students reach the end of the of the page they cover text and tells partner an idea, question, or comment about the text

Theme 4:TM p. 114, 116, 117, 118, 124

Super Sun Science


Big Book p. 4-5, 15-19

27








Circling the SunReading Strategies (before, during, after)

Circling the SunListening and Speaking


Good readers think aloud during reading to makeconnections to the text and create mental images.




Listen for a purpose-Precise listening



Describe key details from a text read aloud.

Reinforce Creating Mental Images and Asking Questions, and Determining Importance reading strategy during small group reading using leveled fiction and nonfiction text.


During Modeled Reading, set purpose for reading. Prior to reading Maui and the Sun ask students to listen for words that describe how the sun acts like a person.

Theme 4:TM p. 107,113, 115, 117, 119, 123, 125, 127, 129, 131


Skills Masters p. 24,34

Comprehension Bridge 2, 3, and 4


Theme 4: TM p. 106

Maui and the Sunp. 108-111


Comprehension Bridge 2, 3, and 4-Create Images, Ask Questions and Determining Importance rubric




Reader Response activities- Rubric

Learning Stations


Theme Progress Test

28







During small group discuss reinforce “Iwonder” questions.




Have students create a drawing, diagram, or model of the solar system. Students can chose one planet and research words to describe that planet.



Reword, repeat, and rephrase instructions.Use visuals and concrete manipulative to convey concept.



As students are reading, frequently stop to promote asking questions while reading.

Assist students in identifying important details. Provide check-list and concrete examples.

29

UNIT OVERVIEWCourse Title: Reading Grade 2-Literacy by Design

Unit #: UNIT 3 OVERVIEW Unit Title: Living in America

Unit Description and Objectives:

During this unit, the students will explore a range of literature and learn about stories that focus on living in America. As they read grade level text, the students transition through modeled, shared, and interactive reading activities. These activities target the comprehension strategies of inferring and fix-up strategies as well as determining importance. Ultimately, students read in small groups and independently to apply these strategies. Students also learn related vocabulary words and keep a vocabulary journal. Fluency skills, listening skills, and speaking skills are taught and practiced. A brief introduction to the phonics and phonemic awareness skills are addressed.



Guiding Questions

















30

Sub-Concept/Topics:

Comprehension Strategies Infer

Use Fix-up Strategy

Theme:

Living in America

Conceptual Lens:

Infer Use Fix-up strategies



Convey Emotion and Meaning

Use Punctuation to Inform Meaning

Identify Contractions and Abbreviations

Sub-Concept/Topics:

Vocabulary and Concept Development Theme 5 Week 1: crossing, rural, build Theme 5 Week 2: purpose, social, urban Theme 6 Week 1: reside, route, state Theme 6 Week 2: journey, boundary, terrain

Sub-Concept/Topics:

Concepts about Print / Text Structure Introduce Genre: Historical fiction

Recognize Onomatopoeia

Review Genre: Personal Narratives

Sub-Concept/Topics:

Listening and Speaking Appreciative listening

Precise Listening

Sub-Concept/Topics:

Reading Strategies (before, during, after) Before: Build Vocabulary and Background During: Think Aloud and apply strategy After: Infer and Use Fix-up strategy-Skill

Masters p. 44, 54 Think and Respond-Opinion piece


31

CURRICULUM UNIT PLANCourse Title/Grade: Reading Grade 2- Literacy by Design Primary Core Content Standards referenced With Cumulative Progress Indicators

Unit Number/Title:

Unit 3-Living in AmericaThemes 5 (Where People Live) and6 (Many States, One Country) L2-2-c RF2-3-f RL2-1 RI2-1

Conceptual Lens: Infer and Use Fix-up Strategy L2-3 L2-4-a RL2-7 RI2-4Appropriate Time Allocation (# of Days): 4 weeks RF2-4-b RL2-4 SL2-2 RL2-6

SL2-1 W2-1








Where People LiveConcepts About Print/Text Structure

Various types oftexts such as Historical Fiction.

How to recognize Onomatopoeia

Become familiar with the various genres of text.

Use knowledge of language and its conventions when reading.

Shared Reading: Explain the genre of historical fiction by using big book story Where is Kitty? While reading, point out the historical setting. Also, ask students to identify words that help them recognize the story happened long ago.

Introduce Onomatopoeia by explain that it is a word that imitates a sound. Using shared poem, It’s Loud, have students identify examples of onomatopoeia. During Think and Respond, have students share examples and when it is appropriate to use onomatopoeia.

Theme 5: TM pages 148,

Where is Kitty?







9.1.4.B.1

9.1.4.C.1

9.1.4.A.4

9.1.4.D.3


Theme Progress Test

32








Where People LivePhonics / Phonemic Awareness / Fluency

Where People LiveVocabulary and Concept Development

Recognize high frequency words.

Contractions

Good readers convey emotion and meaning when reading

Good readers recognize and incorporate meaning of the words; crossing, rural, build, purpose, social, urban


Use an apostrophe to form contractions.

Read on-level text with accuracy, appropriate rate, and expression on successive readings.



Shared Reading: Write high frequency words on index cards students will locate words on Whole Class Charts.

Identify contractions and use Big Book page 4 to locate contractions.

Model reading pages of Big Book aloud, changing tone of voice to model emotions of characters. Then, have students echo read for practice.




Play Draw Me

Theme 5: TM p.148, 158, 160


Big Book p. 4

Theme 5:TM p.140, 146, 148, 150, 152, 156, 158, 160, 162

Whole Class Chart p.37, 39, 44


Running Records

Theme Progress Test

Vocabulary Journals

Theme Progress Test


33








Where People LiveComprehension Strategy- Infer

Good readers think aloud during reading to combine what they know with what is read in the text.



Describe how words and phrases supply a rhythm and meaning in a poem.

Use information gained from the illustrations and words in a print to demonstrate understanding of its characters, setting, and plot.

Modeled Reading: Model inferring using Think Aloud provided in margin on page 144. Students view Whole Class Chart page 38.

Using Whole Class Chart page 41, explain to students how to incorporate inferring to reading. Students turn and talk with partners to discuss guided questions.

Shared Reading: Reinforce Think Aloud and Think Along to model practice making inferences using shared reading, Where Is Kitty?Model filling out Comprehension Organizer. Use pages from text to review the story as you work. Enhance understanding by discuss how students can use what they know with what they read to deepen understanding.

Review Determining Importance using Where Is Kitty?

Theme 5:TM p. 140, 146

A City Is p. 142-145


Theme 5:TM p.150, 151, 160

Where Is Kitty?

It’s Loud!



Think and Respond

Theme Progress Test

34








Where People LiveReading Strategies (before, during, after)


Good readers think aloud during reading to practice comprehension strategies focusing on asking questions.

Good readers turn


Think and RespondAsk students to read the poem, It’s Loud!, silently then together. Ask students to think and respond to why think the poet may have used so many onomatopoeia.

Interactive Reading Divide class into partners of mixed ability and hand out interactive version to each pair. After students reach the end of the page they cover text and respond with a thought, idea, or feeling.Have students read pages 20-21 and use Think Together to infer why Papa would say the area is not safe.

Reinforce Determining Importance and Infer comprehension strategies during small group reading using leveled fiction and nonfiction text.

Theme 5:TM p.162, 164

Where Is Kitty?

Big Book p.10-11, 20-21

Theme 5 TM p. 141, 147, 149, 151, 153, 157, 159, 161, 163, 165




Comprehension Bridge 2 and 3-Create Mental Images and Ask Questions rubric




35








Where People LiveListening and Speaking

Many States, One CountryConcepts About Print/Text Structure

Many States, One CountryPhonics / Phonemic Awareness / Fluency

and talk to partners to discuss text.

Good readers reflect and respond to text .



Various types of text including personal narratives.



Recount or describe key ideas or details from a text.

Ask and answer questions about what a speaker says in order to clarify comprehension, gather further information, or deepen understanding of a topic.

Recognize and readgrade appropriate irregular words.


During Modeled Reading, have students listen for rhythm of words and how words help them create images in their minds.

Shared Reading: Reviewpersonal narratives Big Book story Greetings from Route 66. Students follow along and identify the key features of a personal narrative



Theme 5: TM p. 141

A City Is


Greetings from Route 66.

Theme 6: TM p. 180, 184, 192

Reader Response activities - Rubrics

Learning Stations

Rubrics




Running Records

36








Many States, One CountryVocabulary and Concept Development

How to read and identify abbreviations.

Good readers use punctuation to inform meaning.

Good readers recognize and incorporate meaning of the words: reside, route, state, journey, boundary, terrain


Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.Use sentence-level context as a clue to the meaning of a new word.

Explain abbreviation and write some examples on the board. Have students identify the abbreviation in the poem on page 52 of the Whole Class Charts. Read the song, The Wabash Cannonball.

Use punctuation to inform meaning by model reading page 7 of the Big Book. Change voice to reflect the different uses of punctuation.


Explain new vocabulary words to students



Play Talk a Mile a Minute.


Theme 6 TM p. 172, 178, 180, 182, 184, 188, 190, 192, 194, 196



Vocabulary journals

Skills Masters


Theme Progress Test

37








Many States, One CountryComprehension Strategy- Use Fix-up Strategy and reinforce Infer

Good readers think aloud during reading to help them understand how to implement strategies such as using pictures, reading on, sounding out, and breaking down unfamiliar words.


Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.Acknowledge differences in the points of view of characters.



Modeled Reading: Use Think Aloud in margin on page 177 to model how to implement a Fix-up strategy. Explain the various kinds of strategies. Use Whole Class Chart page 50 to reinforce skill.

Students turn and talk with partners to discuss guided questions.

Shared Reading: Reinforce utilizing Fix-up strategies through Think Aloud and Think Along by reading Greetings from Route 66Teach nonfiction feature of a bar graph. Discuss the bar graph in Greetings from Route 66. Extension: Model using Yahoo!Kids or other protected search engines to research examples of abbreviations for states, countries, weights, measures, ect.Think and Respond Have students write descriptive words for a trip they have taken or would like to take. Students will describe why these words could or could not be used to describe a trip in Greetings from Route 66.

Theme 6:TM p. 172, 178

The Armadillo from Amarillo p. 174-177



Theme 6:TM p. 180, 182, 184, 188, 192

Greetings from Route 66

Big Book p. 24




Think and Respond

Theme Progress Test

38








Many States, One CountryReading Strategies (before, during, after)


Good readers think aloud during reading to utilize fix-up strategies.


Good readers reflect and respond to text by competing teach directed prompts


Interactive Reading Divide class into partners of mixed ability and hand out interactive version to each pair. Have students read pages 12-13 together and use a Think Together to practice the Fix-up strategies. Students will use the Fix-Up Strategies organizer to write examples of challenging text and the Fix-Up strategy they used.

Reinforce Fix-Up Strategies and Inferring strategy during small group reading using leveled fiction and nonfiction text.

Theme 6 TM p. 194, 196

Theme 6:TM p. 173, 179, 181, 183, 185, 189, 191, 193, 195, 197


Skills Masters p. 44, 51, 54


Comprehension Bridge 5 and 6-Inferring and Fix-Up Strategies rubric





Learning StationsDaily Observation of student participation and partner share.

Theme Progress Test

39








Many States, One CountryListening and Speaking

How to write a persuasive/ opinion paper about the shared text or their own leveled book.

Good readers listen for a purpose-Precise listening




During Modeled Reading, set purpose for reading. Prior to reading The Armadillo from Amarillo ask students to listen for important details about the characters in the story.

Modeled, Shared, and Interactive Reading Texts, Leveled Books

Theme 6: TM p. 172, 173

The Armadillo from Amarillo p. 174-177


40







During small group discuss using what you know (Schema) to make an inference.




Have students chose a state they are interested in visiting. Have them use a map to select a route from their current location to the chosen state. Have them research two places they would visit in the state.







Provide a poster of the fix-up strategies for students as a visual when reading. During individual conferences, encourage students to utilize the strategies.

41

UNIT OVERVIEWCourse Title: Reading Grade 2 –Literacy by Design

Unit #: UNIT 4 OVERVIEW Unit Title: Thinking Like a Scientist

Unit Description and Objectives:During this unit, the students will explore a range of literature and learn about stories that focus on simple machines and magnets. As they read grade level text, the students transition through modeled, shared, and interactive reading activities. These activities target the comprehension strategies of synthesize and monitoring understanding as well as inferring. Ultimately, students read in small groups and independently to apply these strategies. Students also learn related vocabulary words and keep a vocabulary journal. Fluency skills, listening skills, and speaking skills are taught and practiced. A brief introduction to the phonics and phonemic awareness skills are addressed.



Guiding Questions

















42

Sub-Concept/Topics:Comprehension

Synthesize Monitor Understanding

Theme:

How Do Machines Work?What Is a Magnet?

Conceptual Lens:Synthesize

Monitor Understanding

Sub-Concept/Topics:



Use Punctuation to Inform Meaning

Identify End Punctuation

Sub-Concept/Topics:

Vocabulary and Concept Development Theme 7 Week 1: essential, wheel,

machine Theme 7 Week 2: reduce, labor, effort Theme 8 Week 1: attract, magnet, object Theme 8 Week 2: operate, field, effect

Sub-Concept/Topics:

Concepts about Print / Text Structure Introduce Genre: Humorous Fiction and

Procedural Text

Identify Point of View

Identify Story Structure

Sub-Concept/Topics:

Listening and Speaking

Strategic listening

Precise Listening

Sub-Concept/Topics:

Reading Strategies (before, during, after) Before: Build Vocabulary and Background During: Think Aloud and apply strategy After: Synthesize and Monitor Understanding

strategy-Skill Masters p. 64, 74 Think and Respond-Opinion piece


43

CURRICULUM UNIT PLANCourse Title/Grade: Reading Grade 2-Literacy by Design Primary Core Content Standards referenced With Cumulative Progress Indicators

Unit Number/Title:

Unit 4 Thinking Like a ScientistTheme 7How Do Machines Work?Theme 8 What Is a Magnet? RL2-5 RF2-3-f RF2-4-b L2-4-a

Conceptual Lens: Synthesize and Monitor Understanding RL2-7 RL2-1 RI2-1 RI2-3Appropriate Time Allocation (# of Days): 4 weeks SL2-1 SL2-2 RI2-3 W2-1

L2-2-a RI2-1








How Do Machines Work?Concepts About Print/Text Structure

Good readers introduce to various texts such as Humorous Fiction.

Point of View

How to identify Story Structure


Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Shared Reading: Explain the genre of humorous fiction by using big book story Robot Cat. While reading, point out that the character, setting, and plot are made-up and funny. Have students share what they thought was the funniest part.

Explain Point of View. Then, use poem on Whole Class Chart page 61 to look for clues to identify poem’s point of view.Identify story structure and explain to students that all stories have a beginning, middle, and end. Have students retell the beginning, middle, and end of Robot-Cat.

Theme 7: TM p. 214,218, 219, 224

Robot-Cat

Going for a Ride






9.1.4.B.1

9.1.4.C.1

9.1.4.A.4

9.1.4.D.3


Theme Progress Test

44








How Do Machines Work?Phonics / Phonemic Awareness / Fluency

How Do Machines Work?Vocabulary and Concept Development



Good readers recognize and incorporate meaning of the words essential, wheel, machine, reduce, labor, effort






Model reading pages of Big Book aloud, changing tone of voice to model emotions of characters. Then, have students echo read for practice.




Play Draw Me

Theme 7: TM pages:214, 226


Theme 7:TM p.206, 212, 214, 216, 218,222, 224, 226, 228, 230



Running Records

Theme Progress Test

Vocabulary Journals

Theme Progress Test


45








How Do Machines Work?Comprehension Strategy- Synthesize

Good readers think aloud during reading to examine pieces of information in order to see how they relate or fit together.



Describe the connection between a series of historical events.

Use information gained from the illustrations and words in a print to demonstrate understanding of its characters, setting, and plot.

Modeled Reading: Model synthesizing using Think Aloud provided in margin on page 210. Students view Whole Class Chart page 56.

Using Whole Class Chart page 59, help students understand how to synthesize information they read.Students turn and talk with partners to discuss guided questions.

Shared Reading: Reinforce Think Aloud and Think Along to model synthesizing using shared reading, Robot-CatModel filling out Comprehension Organizer. Use pages from text to review the story as you work. Enhance understanding by discussing how synthesizing helps them understand the bigger ideas in the storyReview Use of Fix-Up strategies using Robot-Cat.Think and RespondUsing the story Robot-Cat, have students make a list of what to do when caring for a robot pet. Have students explain why it would be

Theme 7:TM p. 206, 212

A Picture Book of Benjamin Franklin p. 208-211


Theme 7:TM p.214, 216, 217, 22, 223, 224, 226

Robot-CatGoing for a Ride



Theme 7:TM p.228, 230

Robot-Cat

Big Book p.2-3, 8-9


Think and Respond

Theme Progress Test

46








How Do Machines Work?Reading Strategies (before, during, after)


Good readers think aloud during to practice comprehension strategies synthesizing and use of fix-up strategies.

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers.Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

important to care for this pet in these ways.

Interactive Reading Divide class into partners of mixed ability and hand out interactive version to each pair. After students reach the end of the page they cover text and respond with a thought, idea, or feeling.Have students read pages 8-9 and use Think Together to discuss how the information from these two pages fit together to help understand the story better.

Reinforce Determining Importance and Infer comprehension strategies during small group reading using leveled fiction and nonfiction text.

Theme 7: TM p. 207, 213, 215, 217, 219, 223, 225, 227, 229, 231




Comprehension Bridge6 and 7 (Fuse Fix-Up strategies and Synthesize) rubrics



47








How Do Machines Work?Listening and Speaking




Strategic Listening


Recount or describe key ideas or details from a text.


During Modeled Reading, have students listen for information that will help them understand who Benjamin Franklin was.



A Picture Book of Benjamin Franklin



Learning Stations


Rubrics


48








What Is a Magnet?Concepts About Print/Text Structure

What Is a Magnet?Phonics / Phonemic Awareness / Fluency

What Is a Magnet?Vocabulary and Concept Development

Various texts such as Procedural Text


Good readers identify end punctuation.

Good readersrecognize and incorporate meaning of the words: attract, magnet, object, operate, field, effect

Describe a connection between a series of scientific ideas or concepts or steps in technical procedures in a text.





Shared Reading: Explain to students that procedural text explains how to make or do something. Using Big Book, Presenting: Amazing Magnets have students explain what it teaches us to do. Write high frequency words on index cards students will locate words on Whole Class Charts.

Explain to students that every sentences ends with a period, question mark, or exclamation point. UsePresenting: Amazing Magnets and have students identify the end punctuation and how those sentences are read.



Students will work in small groups or with a partner to discuss meaning of new vocabulary words, and then students will add word to vocabulary journals


Presenting: Amazing Magnets

Theme 8: TM p. 246, 251, 258



Theme 8 TM p. 238, 244, 246, 248, 250,254, 256, 258, 260, 262





Running Records

Vocabulary journals

Skills Masters


Theme Progress Test

49








What Is a Magnet?Comprehension Strategy- Monitor Understanding and reinforce Synthesize

Good readers think aloud during reading to help them understand how to monitor their understanding.How to complete a comprehension organizer.




including own explanation and picture.


Play Pass the Card.

Modeled Reading: UseThink Aloud in margin on page 243 to model how check understanding when reading. Use Whole Class Chart page 68 to reinforce skill.


Shared Reading: Reinforce monitoring understanding through Think Aloud and Think Along by reading Presenting: Amazing MagnetsTeach nonfiction feature of a line graph. Discuss the line graph on page 19 in Magnets Are Amazing Tools.Extension: Model using Yahoo!Kids or other protected search engines to

Theme 8:TM p. 238, 244

Marta’s Magnets p. 240-243



Theme 8:TM p. 246, 248, 250, 254, 256, 258


Magnets Are Amazing ToolsBig Book p. 19

Whole Class Charts p. 69, 70


Think and Respond

Theme Progress Test

50








What Is a Magnet?Reading Strategies (before, during, after)


Good readers think aloud during reading to monitoring understanding and synthesize.



research examples of line graphs.Think and Respond After reading Magnets Are Amazing Tools, have students discuss and respond to what they think magnets are amazing tools.Interactive Reading Divide class into partners of mixed ability and hand out interactive version to each pair. Have students read pages 10-13 together and use a Think Together to monitor their understanding and take action when the meaning of the text is not clear.

Reinforce monitoring understanding and synthesizing strategiesduring small group reading using leveled fiction and nonfiction text.


Theme 8:TM p. 260

Theme 8: TM p. 239, 245, 247, 249, 251, 255, 257, 259, 261, 263




Comprehension Bridge 7 and 8-Synthesizing and Monitoring Understanding Fix-Up Strategies rubric




51








What Is a Magnet?Listening and Speaking

Good readers reflect and respond to text by competing teach directed prompts


Good readers listen for a purpose-Precise listening

Write opinion piece on a text, supporting a point of view with reasons



During Modeled Reading, set purpose for reading. Prior to reading Marta’s Magnets ask students to listen for important details about the characters in the story.

Modeled, Shared, and Interactive Reading Texts, Leveled Books

Theme 8: TM p. 239

Marta’s Magnets p. 240-243

Whole Class Charts p.65


Learning Stations


Rubrics

Theme Progress Test

52





Refer to Comprehension Bridge 7 and 8during small group instruction.


During small group discuss what to do when you get stuck on and word. Discuss how to use fix-up strategies.




Have students chose a Machine and then write a poem about what it would feel like to be that machine.







Coach students to pause as they read. Have students use a timer and stop and check their understanding.

53

UNIT OVERVIEWCourse Title: Reading Grade 2- Literacy by Design

Unit #: UNIT 5 OVERVIEW Unit Title: Making a Difference

Unit Description and Objectives:During this unit, the students will explore a range of literature and learn about stories that focus on how citizen can make a difference in our country. As they read grade level text, the students transition through modeled, shared, and interactive reading activities. These activities target the comprehension strategies of making connections and monitoring understanding as well as creating mental images. Ultimately, students read in small groups and independently to apply these strategies. Students also learn related vocabulary words and keep a vocabulary journal. Fluency skills, listening skills, and speaking skills are taught and practiced. A brief introduction to the phonics and phonemic awareness skills are addressed.



Guiding Questions

















54

Sub-Concept/Topics:Comprehension

Making Connections: T/S, T/T, T/W

World Review Monitoring Understanding

Create Mental Images : Use Visuals

Theme:

Making a DifferenceConceptual Lens:

Making Connections (T/S, T/T, T/W)World Review Monitoring Understanding

Create Mental Images: Use Visuals

Sub-Concept/Topics:

Phonics / Phonemic Awareness / Fluency Recognize High Frequency Words

Change voice to reflect characters

Convey Emotion and meaning

Recognize Rhythm and Rhyme

Identify Contractions

Sub-Concept/Topics:

Vocabulary and Concept Development Theme 9 Week 1: result, vote, wait Theme 9 Week 2: government, duty,

election Theme 10 Week 1: contribute, police,

volunteer Theme 10 Week 2: participate, influence,

emergency

Sub-Concept/Topics:Concepts about Print / Text Structure

Introduce Genre: Play

Use parts of a book to locate information

Review Genre: Expository

Sub-Concept/Topics:


Strategic listening


Sub-Concept/Topics:

Reading Strategies (before, during, after) Before: Build Vocabulary and Background During: Think Aloud and apply strategy After: Making Connections and Create Mental

Images- Use Visuals-Skill Masters p. 84 and 94

Think and Respond-Opinion piece


55

CURRICULUM UNIT PLANCourse Title/Grade: Reading Grade 2 Literacy by Design Primary Core Content Standards referenced With Cumulative Progress Indicators

Unit Number/Title:

Unit 5 Making a DifferenceTheme 9 Cast Your VoteTheme 10 Work that Matters RL2-5 RL2-4 RF2-4-b L2-4-a

Conceptual Lens:Making Connections, World Review Monitoring Understanding, and Create Mental Images RI2-6 RI2-3 SL2-1 RL2-1

Appropriate Time Allocation (# of Days): 4 weeks RI2-1 SL2-1 RI2-7 RL2-7 SL2-4 L2-2-C








Cast Your VoteConcepts About Print/Text Structure

Various texts such as a Play.

Good readers use parts of a book to locate information.

How to identify Story Structure.



Shared Reading: Explain that Plays are meant to be preformed. Read, Grace for President!, and point out the heading and explain that they show when each scene begins. Also, model how to read dialogue.

Explain that books have different parts. For example, the parts tell us who wrote the story, illustrated. Find the difference parts in Grace for President. Have students locate how many different scenes and settings the play has in it.

Theme 9: TM pages 280, 290Grace for President!





9.1.4.B.1

9.1.4.C.1

9.1.4.A.4

9.1.4.D.3


Theme Progress Test

56








Cast Your VotePhonics / Phonemic Awareness / Fluency

Cast Your VoteVocabulary and Concept Development


Good readers change voice to reflect characters.

Good readers can recognize rhythm and rhyme.

Good readers recognize and incorporate meaning of the words; result, vote, wait, government, duty, election



Describe how words and phrases supply rhythm and meaning in a poem.




Model reading pages 10-11 of Big Book aloud, changing tone of voice to reflect the characters’ dialogue and personalities. Then, have students echo read for practice.

Introduce rhythm and rhyme. Explain that it is the pattern, or beat, of syllables and usually repeats in poems. Read the poem, Our Class Pet, have students identify which words rhyme and the rhythm.


Academic Language: Have students vote for their favorite color by raising their hand, then repeat doing a secret ballot. Discuss how these two types of elections are alike and different.

Theme 9: TM p. 280, 292


Theme 9: TM p.284, 288

Whole Class Charts: p. 79

Theme 9:TM p.272, , 278, 280, 282, 284, 288, 290, 292, 294, 296


Student’s oral reading rateRunning RecordsTheme Progress Test

Vocabulary Journals

Theme Progress Test


57








Cast Your VoteComprehension Strategy-Making Connections T/S, T/T, T/W, and Monitoring Understanding

Good readers think aloud during reading to review making connections and introduce making text to self, text to text, and text to world connections while reading.Review monitoring understanding.


Identify the mainpurpose of a text. Describe the connection between a series of historical events.

Describe the connection between steps in a technical procedure in the text.




Play Mile a Minute

Modeled Reading: Model ways to connect to the text from personal experiencesusing Think Aloud provided in margin on page 276. Students view Whole Class Chart page 74. Using Whole Class Chart page 77, help students understand making connections.Students turn and talk with partners to discuss guided questions.

Shared Reading: Reinforce Think Aloud and Think Along to model making connections using shared reading, Grace for President.

Theme 9:TM p. 272, 278, 279

Election Day p. 274-277


Theme 9:TM p.280, 282, 283, 284, 288, 289, 290, 292

Grace for President


Think and Respond

Theme Progress Test

58








Model filling out Comprehension Organizer. Use pages from text to review the story as you work. Enhance understanding by discussing whether the connections recorded on the organizer are to another text, to self, or to the world.Read the poem Our Class Pet reinforce making connections.Think and RespondUsing the poem Our Class Pet, have students chose an animal and discuss why that animal would be the best pet for the class.Review monitorsunderstanding using Grace for President.

Interactive Reading Divide class into partners of mixed ability and hand out interactive version to each pair. Have one student read aloud pages 18-21 while the other partner follows along silently. The follower chooses a point to stop and ask the reader to make a connection. Partners continue and reverse roles.

Our Class Pet



Theme 9:TM p.294, 296

Grace for President

Big Book p.3-5

59








Cast Your VoteReading Strategies (before, during, after)

Cast Your VoteListening and Speaking


Good readers think aloud to practice comprehension strategies, monitorfor understanding, and making connections.

Good readers turn and talk to partners to discuss text.Reflect and respond to text by completing teach directed prompts.

Strategic Listening


Identify the main purpose of a text.

Describe the connection between a series of historical events.



Reinforce monitoring understanding and making connectionscomprehension strategies during small group reading using leveled fiction and nonfiction text.

During Modeled Reading, have students listen for ways to connect the text to experiences they have had in their own lives.

Theme 9: TM p. 273, 279, 281, 283, 285, 289, 291, 293, 295, 297


Skills Masters p. 74, 81, 83, 84


Theme 9: TM pages 272Election Day


Comprehension Bridge 8 and 9 (Monitoring understanding and making connections) rubric





Learning Stations


60








Work that MattersConcepts About Print/Text Structure

Work that MattersPhonics / Phonemic Awareness / Fluency

Various types oftexts such as Procedural Text


How to identify contractions.

Convey emotion and meaning.

Describe the connection between steps in technical procedures in a text.


Demonstrate command of the conventions of standard English; use an apostrophe to form contractions.


Shared Reading: Explain to students that procedural text explains how to make or do something. Using Big Book, Presenting: Amazing Magnets have students explain what it teaches us to do. Write high frequency words on index cards students will locate words on Whole Class Charts.Introduce contractions. Sing or read the song, The More We Get Together, and ask students to identify the contraction in the song and the two words it stands for.Model reading pages 4-7 of Big Book aloud using your voice to convey the characters interest and enthusiasm. Then have students choral read to practice conveying emotion and meaning.



Theme 10: TM p. 312, 316, 324

Pass it OnThe More We Get Together


Theme 10 TM p 304, 310, 312, 314, 316, 320, 322, 324, 326,



Running Records

61








Work that MattersVocabulary and Concept Development

Work that MattersComprehension Strategy- Create

Good readers recognize and incorporate meaning of the words: contribute, police, volunteer, participate, influence, emergency

Good readers think aloud during



Ask and answer such questions as who, what, where, when, why, and how to demonstrate

Develop oral language by having students view pictures on chart and describe.Write hospital, Library, Park on the board. Ask students to think of ways people can be helpers in these places.




Play Vocabulary Charades.

Modeled Reading: Use Think Aloud in margin on page 308 to model how to use visuals to help

328



Theme 10:TM p. 304, 310

City Green p. 306-309

Vocabulary journals

Skills Masters


Theme Progress Test

62








Mental Images and Making Connections.

reading to help them understand how to create images in their minds.


understanding of key details in a text.

Explain how specific images contribute to and clarify text.Use information gained from illustrations to demonstrate understanding of its characters.

Participate in collaborative conversations withdiverse partners about grade 2 topics and texts with peers.

understand the story better. Use Whole Class Chart page 86 to reinforce skill.


Shared Reading: Reinforce create images using visuals through Think Aloud and Think Along by reading Pass It On and The More We Get Together

Teach nonfiction feature of a table. Discuss the tableon page 24 in the Big Book.Extension: Model using Yahoo!Kids or other protected search engines to research real children who volunteer their time to help others.Review making connections using the story Pass It On.

Think and Respond After reading Pass It On, have students use their Visuals organizer to write about the images they created.Interactive Reading Divide class into partners


Skills Masters p.91

Theme 10: TM p. 312, 314, 315, 316, 320, 321, 324

Pass It On

The More We Get Together



Theme 10: p. 326, 328


Think and Respond

Theme Progress Test

63








Work that MattersReading Strategies (before, during, after)


Good readers think aloud during reading to make connections and create images-using visuals.Good readers turn and talk to partners to discuss text.Reflect and respond to text by competing teach directed prompts


Explain how specific images contribute to and clarify text.Use information gained from illustrations to demonstrate understanding of its characters.


of mixed ability and hand out interactive version to each pair. Have one student read aloud while the other follows along. The follower will choose a point to stop and ask the reader a question about the image. Students will reverse roles.

Reinforce monitoring understanding and synthesizing strategies during small group reading using leveled fiction and nonfiction text.

Theme 10: TM p. 305, 311, 313, 315, 317, 321, 323, 325, 327


Skills Masters p.84, 94

Comprehension Bridge9 and 10

Comprehension Bridge 9 and 10-Making Connections and Create Images- Use VisualsStrategies rubric





Rubrics

Learning Stations

64








Work that MattersListening and Speaking

Good readers listen for a purpose-Appreciative listening

Recount an experience with appropriate facts and relevant, descriptive details.

During Modeled Reading, read Green City. Have students listen for specific words or phrases that evoke feelings and that they enjoy hearing.

Theme 10: TM p. 304Green City p. 306-309



Theme Progress Test

65







During small group discuss whether their classmate would make the same connections. Why? Or Why not?




Have students make posters asking to help out in their community. Tell students to use words and pictures to make their posters informative and eye- catching.







Assist students in identifying text sections they connect with and coach the to make more relevant connections.

66

UNIT OVERVIEWCourse Title: Reading Grade 2-Literacy by Design

Unit #: UNIT 6 OVERVIEW Unit Title: From Farm to You

Unit Description and Objectives:During this unit, the students will explore a range of literature and learn about stories that focus on natural resources. As they read grade level text, the students transition through modeled, shared, and interactive reading activities. These activities target the comprehension strategies of asking questions: author’s purpose and determining importance: supporting details as well as reviewing creating images using visuals. Ultimately, students read in small groups and independently to apply these strategies. Students also learn related vocabulary words and keep a vocabulary journal. Fluency skills, listening skills, and speaking skills are taught and practiced. A brief introduction to the phonics and phonemic awareness skills are addressed.



Guiding Questions

















67

Sub-Concept/Topics:

Comprehension Ask Questions: Author’s Purpose

Determine Importance: Supporting Details

Review Create images: Use Visuals

Theme:

From Farm to You

Conceptual Lens:

Ask Questions: Author’s PurposeDetermine Importance: Supporting Details


Convey emotion and meaning

Understand simile

Reinforce contractions


Sub-Concept/Topics:

Vocabulary and Concept Development Theme 11 Week 1: nourished, farming,

maintain Theme 11 Week 2: bounty, various, produce Theme 12 Week 1: freight, consume,

distribute Theme 12 Week 2: available, taste, range

Sub-Concept/Topics:

Concepts about Print / Text Structure Introduce Genre: Fantasy, Expository

Understand humor

Identify setting

Sub-Concept/Topics:


Critical listening


Sub-Concept/Topics:Reading Strategies (before, during, after) Before: Build Vocabulary and Background During: Think Aloud and apply strategy After: Ask Questions: Author’s Purpose and

Determine Importance: Supporting Details-Skill Masters p. 104, 114



68

CURRICULUM UNIT PLANCourse Title/Grade: Reading Grade 2-Literacy by Design Primary Core Content Standards referenced With Cumulative Progress Indicators

Unit Number/Title:

Unit 6 From Farm to YouTheme 11 On the FarmTheme 12 To Market, To Market RL2-5 L2-2-c L2-5 RF2-4-b

Conceptual Lens:

Ask Questions: Author’s Purpose

Determine Importance: Supporting Details L2-4-a RI2-6 RI2-3 RL2-1Appropriate Time Allocation (# of Days): 4 weeks SL2-1 RI2-6 RI2-5 RI2-8

SL2-2 RI2-2








On the FarmConcepts About Print/Text Structure

On the FarmPhonics / Phonemic Awareness / Fluency

Various texts such as Fantasy.

Good readers understand humor.

Contractions

Similes

Good readers convey emotion and meaning.




Demonstrate command of the conventions of standard English; use an apostrophe to form contractions.

Shared Reading: Explain that a fantasy to a make-believe story. Read, The Great Watermelon Contestand discuss what parts make the story a fantasy.Explain that characters, plot, or setting of a story can be funny. Read page 7 of the Big Book and discuss why this is an example of humor.

Shared Reading: Review contractions. Have students listen for contraction while reading Whole Class Chart page 94. Have students locate the contraction by place a sticky note under the word.Introduce simile. Have students view poem on

Theme 11: TM p. 346, 356

The Great Watermelon Contest

Big Book p. 7

Theme 11: TM p.344, 346, 348, 350, 354







9.1.4.B.1

9.1.4.C.1

9.1.4.A.4

9.1.4.D.3


Theme Progress Test


Running Records

Theme Progress Test

69








On the FarmVocabulary and Concept Development

Good readers recognize and incorporate meaning of the words: nourished, farming, maintain, bounty, various, produce

Demonstrate understanding of word relationships.



page 97 of Whole Class Charts and discuss the example of a simile in the poem. Reinforce by having students locate additional similes in the poem and what they mean.Model reading pages 12-15 of Big Book aloud, changing expression and tone to reflect emotion and meaning. Have students echo read.




Play Story Add-Ons

Theme 11:TM p.338, 346, 348,350, 354, 356, 358, 360, 362



Vocabulary Journals

Skills Masters

Theme Progress Test


70








On the FarmComprehensionStrategy-Ask questions: Author’s Purpose and Review Create Images: Use Visuals

Good readers think aloud during reading to review create images: using visuals, questions, and author’s purpose.


Identify the main purpose of a textincluding what the author wants to answer, explain, or describe.



Modeled Reading: Model to help students understand questions they can ask about why an author wrote something using Think Aloud.Students view Whole Class Chart page 92. Using Whole Class Chart page 95, help students the strategy.Students turn and talk with partners to discuss guided questions.

Shared Reading: Reinforce Think Aloud and Think Along to model ask questions: author’s purpose using shared reading, The Great Watermelon Contest.Model filling out Comprehension Organizer. Use pages from text to review the story as you work. Enhance understanding by discussing what the author’s purpose might be in writing the book.Read the poem At the Break of Day reinforce making connections.Think and RespondUsing the poem At the Break of Day, have students describe a

Theme 11:TM p. 338

Rice Is Life p. 340-343


Theme 11:TM p.346, 348, 350, 354

The Great Watermelon ContestAt the Break of Day


Skills Masters p. 101,103, 105


Think and Respond

Theme Progress Test

71








On the FarmReading Strategies (before, during, after)

Build on vocabulary and schema prior to reading.

Good readers think aloud to practice comprehension strategies:monitoring understanding and making connections.


Identify the main purpose of a text including what the author wants to answer, explain, or describe.

summer morning on a farm based on the poem and discuss what other activities may happen on a farm.

Interactive Reading Divide class into partners of mixed ability and hand out interactive version to each pair. Say Something Technique-have students take turns reading, after a partner is finished reading they will cover the page and share a thought, idea, or feeling about the author’s purpose.Have partner read 21-24and use Think Together to discuss their questions and answers about the author’s purpose

Reinforce monitoring understanding and making connections comprehension strategies during small group reading using leveled fiction and nonfiction text.

Theme 11:TM p., 360

The Great Watermelon Contest

Big Book p.3-5

Theme 11: TM p. 339,345, 347, 349, 351, 355, 357, 359, 361, 363


Skills Masters p. Small Group ReadingTeacher’s Guide Levels G-N


Comprehension Bridge 10 and 11 (Create Images: Use Visuals and Ask questions: Author’s Purpose)



Daily Observation of

72








On the FarmListening and Speaking

To Market, To MarketConcepts About Print/Text Structure



Critical Listening

Various texts such as expository.

Setting




Identify the main purpose of text.

During Modeled Reading, have students listen for words that show feelings.

Shared Reading: Explain to students that expository writing gives factual information. Using Big Book, A Breakfast Story have students locate “food facts.”Introduce setting by telling students that the stetting is where and when the events in a story take place. Have students identify the setting of each photo in the photo essay on page 106 of Whole Class Charts.


Rice Is LifeWhole Class Chart p. 92


A Breakfast Story


student participation and partner share.


Learning Stations

Rubrics



73








To Market, To MarketPhonics / Phonemic Awareness / Fluency

To Market, To MarketVocabulary and Concept Development


Good readers recognize and incorporate meaning of the words: freight, consume, distribute, available, taste, range




Model reading pages 2-3of Big Book aloud using your voice to indicate the questions marks, exclamation points, and commas. Have studentschoral read for practice.

Develop oral language by having students view pictures on chart and describe.Have students recall when they have seen foods being transported and describe what they saw.




Play Pass the Card.

Theme 12: TM p. 390

A Breakfast Story

Theme 12 TM p 370, 376, 378, 380, 382, 386, 388, 390, 392, 394

Whole Class Chart p.100, 102, 107Skills Masters p. 161



Running Records

Vocabulary journals

Skills Masters

Daily Observation of student participation and partner share.Theme Progress Test

74








To Market, To MarketComprehension Strategy- Determine Importance: Supporting Details and review Ask Questions: Author’sPurpose.

Good readers think aloud during reading to help students understand how to look for supporting details.


Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.Describe how reasons support specific points the author makes in a text.Know and use various text features (headings) to locate key facts or information in a text efficiently.

Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.


Modeled Reading: Use Whole Class Chart page 104 to introduce the strategy.Students turn and talk with partners to discuss guided questions.

Shared Reading: Use Think Aloud and Think Along to reinforce determine importance: supporting details.

Teach nonfiction feature of identifying headings. Discuss headings on page 4 and 9 of A Breakfast Story.Extension: Model using Yahoo!Kids or other protected search engines to search for sites that publish students writing.Think and Respond Have students reread pages 18-21 of A Breakfast Story. Discuss the process of frozen orange juice. Have students respond to how knowing about foods are made might help people decide what to buy at the grocery store.

Theme 12:TM p. 370, 376, 377

Emma and the Silk Train p. 372-375

Whole Class Chart p.101Skills Masters p. 111Theme 12: TM p. 378, 380, 381, 381, 386, 387, 388, 390

A Breakfast StoryFood’s Long Journey

Whole Class Charts p. 105, 106Skills Masters p.113, 115


Think and Respond

Theme Progress Test

75








To Market, To MarketReading Strategies (before, during, after)


Good readers think aloud during reading to determine supporting details and ask questions to discover the author’s purpose.

Good readers turn and talk to partners to discuss text.Reflect and respond to text by competing teach directed prompts


Describe how reasons support specific points the author makes in a text.

Interactive Reading Divide class into partners of mixed ability and hand out interactive version to each pair. Say Something Technique-partners read alternate pages. At the end of each page, students “say something” to their partner such as “I wonder” or thought, or response.

Reinforce determining supporting details and ask questions to discover the author’s purpose. strategies during small group reading using leveled fiction and nonfiction text.

Theme 12: p. 392, 394

Theme 12: TM p.371, 377, 379, 381, 383, 387, 389, 391, 393, 395




Comprehension Bridge 11 and 12-Making Connections and Create Images- Use Visuals Strategies rubric





Learning Stations


76








To Market, To MarketListening and Speaking

How to write a persuasive/opinion paper about a shared text or their own leveled book

Listen for a purpose-Appreciative listening




Write a positive or negative opinion paper about a book they read.

During Modeled Reading, read Green City. Have students listen for poetic elements such as imagery and the flow and rhythm of words.

Theme 12: TM p. 370

Emma and the Silk Train p. 372-375


Rubrics

Theme Progress Test

77







During small group discuss when it is a good time to stop and ask the author’s purpose.




Discuss with students different popular foods. Then have them investigate how food goes from field to the table. Students can make a chart from their research.







Coach students to ask questions about key parts of the text that will help them identify the author’s purpose. Section the text in part to encourage students to stop and ask.

78

UNIT OVERVIEWCourse Title: Reading Grade 2 Literacy by Design

Unit #: UNIT 7 OVERVIEW Unit Title: Earning and Saving

Unit Description and Objectives:During this unit, the students will explore a range of literature and learn about stories that focus on earning and saving money. As they read grade level text, the students transition through modeled, shared, and interactive reading activities. These activities target the comprehension strategies of infer: cause and effect and use fix-up strategies:pictures as well as reviewing determining importance: supporting details. Ultimately, students read in small groups and independently to apply these strategies. Students also learn related vocabulary words and keep a vocabulary journal. Fluency skills, listening skills, and speaking skills are taught and practiced. A brief introduction to the phonics and phonemic awareness skills are addressed.



Guiding Questions

















79

Sub-Concept/Topics:

Comprehension

Infer: Cause and Effect

Use Fix-Up Strategies: Pictures

Review Determine Importance: Supporting Details

Theme:

Earning and Saving

Conceptual Lens:

Infer: Cause and EffectUse Fix-Up Strategies: Pictures


Change voice to reflect characters

Recognize prefix -un

Recognize Plurals –y to -ies

Sub-Concept/Topics:

Vocabulary and Concept Development Theme 13 Week 1: interest, earn, increase Theme 13 Week 2: value, browse, spend Theme 14 Week 1: market, business,

prepare Theme 14 Week 2: provide, obtain, wages

Sub-Concept/Topics:

Concepts about Print / Text Structure Introduce Genre: Folktales, Biography

Understand dialogue

Understand Metaphor

Recognize Alliteration

Sub-Concept/Topics:


Strategic listening


Sub-Concept/Topics:

Reading Strategies (before, during, after) Before: Build Vocabulary and Background During: Think Aloud and apply strategy After: Infer: Cause and Effect and Use Fix-

Up Strategies: Pictures-Skill Masters p. 124, 134


80


Unit Number/Title:

Unit 7 Earning and SavingTheme 13 Your MoneyTheme 14 Going to Work RL2-5 W2-1 L2-3 RL2-6

Conceptual Lens:

Infer: Cause and Effect

Use Fix-Up Strategies: Pictures RF2-4-b L2-4-a RL2-3 RI2-8

Appropriate Time Allocation (# of Days): 4 weeks RI2-1 RL2-1 L2-1 RL2-7RI2-8 SL2-1 SL2-2








Your MoneyConcepts About Print/Text Structure

Various texts such as Folktale.

Dialogue

Metaphors




Acknowledge differences in points of view of characters when reading dialogue.

Shared Reading: Explain that a folktale is a fiction story people told and shared for many years. Read Seeds of Fortune and have students identify the lesson about money.

Introduce dialogue and point out quotation marks on page 115 of Whole Class Charts. Read shared poem, My New Savings Account, and ask students to identify quotations marks and who is speaking.

Introduce metaphors. Assist students to create metaphors about items found in the classroom.

Theme 13: TM p. 412

Seeds of Fortune


My New Savings Account







Needs and Wants

9.1.4.B.1

9.1.4.C.1

9.1.4.A.4

9.1.4.D.3

9.2.4.B.1


Theme Progress Test

81








Your MoneyPhonics / Phonemic Awareness / Fluency

Your MoneyVocabulary and Concept Development

Prefix un-.

Good readers change voice to reflect characters.

Good readers recognize and incorporate meaning of the words: interest, earn, increase, value, browse, spend




Shared Reading: Introduce the prefix un- . Give various examples of how the prefix is used. Read Whole Class Chart page 112 and have students to listen and identify words with the prefix. Model reading pages 21-23of Big Book aloud, changing voice to reflect the personalities of Luk Sun and his brothers. Have students echo read.


Discuss different ways to earn and save money.

Explain new vocabulary words to students.Students will work in small groups or with a partner to discuss meaning of new vocabulary words, and then students will add word to vocabulary journals including own explanation and picture.Students will work with partners to answer structured vocabulary questions.

Play Story Add-Ons

Theme 13: TM p.404, 410, 412, 414


Skills Masters p. 122, 127,128

Theme 13: TM p. 424

Seeds of Fortune p. 21-23

Theme 13: TM p.404,410, 412, 414, 416, 420, 422, 424, 426, 428

Whole Class Charts p. 109, 111, 116

Skills Masters p.161

Student’s oral reading rateRunning RecordsTheme Progress Test

Vocabulary Journals

Theme Progress Test


82








Your MoneyComprehension Strategy-

Infer: Cause and Effect and review Determine Importance: Supporting Details

Good readers think aloud during reading to determine importance:Supporting details and infer: cause and effect.


Describe how characters in a story, respond to major events and challenges.

Describe how reason support a specific points the author makes in a text.


Modeled Reading: Model to help students understand how cause and effect can help you understand a story betterusing Think Aloud. Using Whole Class Chart page 113, to explain the strategy further. Studentsturn and talk with partners to discuss guided questions.

Shared Reading: Reinforce Think Aloud and Think Along to reinforce infer: cause and effect comprehension strategy using shared reading, Seeds of FortuneModel filling out Comprehension Organizer. Use pages from text to review the story as you work. Enhance understanding by discussing causes and effects in Seeds of Fortune.Think and RespondUsing the poem My New Savings Account, have students discuss whether they would like to open a saving account like the girl in the poem and why.

Interactive Reading

Theme 13:TM p.404

Round and Round the Money Goes p. 406-409



Theme 13:TM p.412, 414,415, 416, 420, 421, 422, 424

Seeds of Fortune

My New Savings Account




Think and Respond

Theme Progress Test

83








Your MoneyReading Strategies (before, during, after)


Good readers think aloud during to practice comprehension strategies infer: cause and effect and determine importance: supporting details.




Describe how characters in a story, respond to major events and challenges.

Describe how reason support a specific points the author makes in a text.

Divide class into partners of mixed ability and hand out interactive version to each pair. Say Something Technique-have students take turns reading, after a partner is finished reading they will cover the page and share an opinion or question about the text.

Reinforce infer: cause and effect and determine importance: supporting details comprehension strategies during small group reading using leveled fiction and nonfiction text.

Theme 13: TM p. 426, 428

Seeds of Fortune

Theme 13: TM p. 405, 411, 413, 415, 117, 421, 423, 425, 427, 429,


Skills Masters p. 114,124 Small Group ReadingTeacher’s Guide Levels G-N

Comprehension Bridge 12 and 13 (Determine Importance: Supporting Details Infer: Cause and Effect)





Learning Stations


84








Your MoneyListening and Speaking

Going to WorkConcepts About Print/Text Structure

Going to WorkPhonics / Phonemic Awareness / Fluency

Strategic Listening

Various texts such as biography.

Alliteration

Plurals –y to-ies.





Demonstrate command of the conventions of standard English grammar and usage.Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

During Modeled Reading, have students listen for what happens to people when they save, spend, or give money.

Shared Reading: Explain to students that biography is a piece of writing about a real life person. Using Big Book, Off to Work! , discuss the things you learn about each person’s biography.Introduce alliteration. Reinforce concept by writing words on the board and help students create examples of alliteration. Read There was an Old Women and ask students to fine examples of alliteration.

Introduce plurals –y to–ies. Using Whole Class

Chart 126 have students recognize words with –ies and discuss the singular form of the words.Model reading pages 2-3 of Big Book aloud to demonstrate breaking the text into meaningful phrases and marking phrases with pauses and

Theme 13: TM p. 404

Whole Class Chart 110

Theme 14: TM pages 444, 448, 452

Off to Work!There was an Old Women


Theme 14: TM pages 452, 454, 456

There Was an Old Women






Running Records

85








Going to WorkVocabulary and Concept Development

Good readers recognize and incorporate meaning of the words: market, business, prepareprovide, obtain, wages



changes in pitch. Have students choral read for practice.

Develop oral language by having students view pictures on chart and describe.Brainstorm a list of jobs people do to make a living. Brainstorm a lit of goods and services people buy with the money they earn.


Students will work in smallgroups or with a partner to discuss meaning of new vocabulary words, and then students will add word to vocabulary journals including own explanation and picture.


Play Pass the Card.

Theme 14 TM p 436, 442, 444, 446, 448, 452, 454, 456, 458, 460

Whole Class Chart p.118 , 120, 125


Vocabulary journals

Skills Masters


86








Going to WorkComprehension Strategy-

Use Fix-Up Strategies: Pictures and review Infer: Cause and Effect

Good readers think aloud during reading to help students understand how looking at pictures can help them understand the meaning of a word they don’t know.



Use information gained from illustrations and words in a print to demonstrate understanding of characters, setting, or plot.Explain how images contribute to and clarify a text.


Modeled Reading:Think aloud to model use-fix strategies: pictures while reading Abuela’s Weave.Use Whole Class Chart page 122 to introduce the strategy.Students turn and talk with partners to discuss guided questions.Shared Reading: Use Think Aloud and Think Along to reinforce use fix-up strategies: pictures.

Teach nonfiction feature of identifying time line. Show students the time line on pages 22-23 of the Big Book. Find examples of the information found in the time line within the text.Extension: Model using Yahoo!Kids or other protected search engines to search for sites that have examples of time lines, including time lines of art history, scientific discoveries, and lives of famous people.

Think and Respond Ask students to think about the biography of Gary. Students will work with a partner to list the effect of

Theme 14:TM p. 436, 442, 443

Abuela’s Weave p. 438-441



Theme 14: TM p. 442, 446, 447, 448, 445, 453, 454, 455, 456

Off to Work!

There Was an Old Women




Think and Respond

Theme Progress Test

87








Going to WorkReading Strategies (before, during, after)


Good readers think aloud during reading to infer: cause and effect and use fix-up strategies: pictures.

Good readers turn and talk to partners to discuss text.Reflect and respond to text by


Use information gained from illustrations and words in a print to demonstrate understanding of characters, setting, or plot.Explain how images contribute to and clarify a text.

Participate in

Gary working. Then as a class, discuss who benefits from Gary working.

Interactive Reading Divide class into partners of mixed ability and hand out interactive version to each pair. Two-Word Technique-Pairs read biography together. Then, each partner should use a sticky note to write only 2 words about this selection of text. Students take turns reading their words and explain why they picked those words.

Reinforce infer: cause and effect and use fix-up strategies: picturesstrategies during small group reading using leveled fiction and nonfiction text.

Theme 14: p. 458, 460

Theme 14: TM p.437, 443, 445,447, 449, 453, 455, 457, 459, 461

Small Group ReadingTeacher’s Guide Levels G-NSkills Masters p.124,134


Comprehension Bridge 13 and 14- Infer: Cause and Effect and Use Fix-Up Strategies: Pictures Strategies rubric





88








Going to WorkListening and Speaking

competing teach directed prompts

Critical listening

collaborative conversations with diverse partners about grade 2 topics and texts with peers.


During Modeled Reading, read Abuela’s Weave. Have students listen for that show strong feelings or that make them feel a specific emotion.

Theme 14: TM p. 326, 437

Abuela’s Weave


Learning Stations

Rubrics


Theme Progress Test

89







During small group discuss the difference between main idea and supporting details.




Have students learn about different charities. Have them chose one charity they are most interested in and learn more about it. Have students create a poster to display how the charity’s efforts as well as how people donate money and time.

Refer to ELL Review throughout the Unit to meet et the needs of the students.






Assist students to identify an effect first. Then, coach them to ask “Why did this happen?” to find the cause.

90

UNIT OVERVIEWCourse Title: Reading Grade 2- Literacy by Design

Unit #: UNIT 8 OVERVIEW Unit Title: Water Works

Unit Description and Objectives:During this unit, the students will explore a range of literature and learn about stories that focus on the water cycle. As they read grade level text, the students transition through modeled, shared, and interactive reading activities. These activities target the comprehension strategies of synthesize: create a summary and monitor understanding: pause and reflect as well as reviewing use fix-up strategies: pictures. Ultimately, students read in small groups and independently to apply these strategies. Students also learn related vocabulary words and keep a vocabulary journal. Fluency skills, listening skills, and speaking skills are taught and practiced. A brief introduction to the phonics and phonemic awareness skills are addressed.



Guiding Questions

















91

Sub-Concept/Topics:

Comprehension Synthesize: Create a Summary

Monitor Understanding: Pause and Reflect

Review Use Fix-Up strategies: Pictures

Theme:

Water Works

Conceptual Lens:

Synthesize: Create a SummaryMonitor Understanding: Pause and Reflect


Convey emotion and meaning


Sub-Concept/Topics:

Vocabulary and Concept Development Theme 15 Week 1: droplet, puddle, cause Theme 15 Week 2: stage, transform,

precipitation Theme 16 Week 1:fresh, careless, amount Theme 16 Week 2: critical, parched,

drought

Sub-Concept/Topics:

Concepts about Print / Text Structure Introduce Genre: realistic fiction, expository

Identify repetition of language

Identify character

Identify captions

Sub-Concept/Topics:


Precise listening


Sub-Concept/Topics:

Reading Strategies (before, during, after) Before: Build Vocabulary and Background During: Think Aloud and apply strategy After: Infer: Synthesize: create a summary

and Monitor Understanding: pause and reflect: Skill Masters p. 144, 154



92


Unit Number/Title:

Unit 8 Water WorksTheme 15 The Wonderful Changes of WaterTheme 16 Every Drop Count RL2-4 RF2-4-a L2-4-a RL2-7

Conceptual Lens:

Synthesize: Create a Summary

Monitor Understanding: Pause and Reflect RL2-5 RL2-10 RI2-10 SL2-1Appropriate Time Allocation (# of Days): 4 weeks RI2-1 RL2-1 RI2-5 RF2-4-b

W2-1 RI2-9 RL2-10








The Wonderful Changes of WaterConcepts About Print/Text Structure

Various texts such as Realistic Fiction.

Repetition of language

Characterization


Describe how words and phrases supply a rhythm and meaning in a story or poem.

Shared Reading: Explain that in a realistic fiction story characters are made-up but the way they act and where the story takes place are real. Read Grandma’s Ring and ask students for examples of how the story is real.

Explain when an author repeats certain words, phrases, or ideas on purpose that is repetition of language. Read the Poem A Sidewalk Puddle and discuss why they think the author repeated.

Identify characters by opening Big Book to page 2. Point to the picture and tell students that Rose is the main character in the story. Read Grandma’s Ring.

Theme 15: TM p. 478

Grandma’s ring

Theme 15: TM p. 482, 484

A Sidewalk Puddle


Theme 15: TM p. 488Grandma’s Ring





9.1.4.B.1

9.1.4.C.1

9.1.4.A.4

9.1.4.D.3


Theme Progress Test

93








The Wonderful Changes of WaterPhonics / Phonemic Awareness / Fluency

The Wonderful Changes of WaterVocabulary and Concept Development

The Wonderful Changes of WaterComprehension Strategy-

Synthesize: create a summary and review Use Fix Up Strategies :pictures

Good readers convey emotion and meaning.

Good readers recognize and incorporate meaning of the words: droplet, puddle, cause, stage, transform, precipitation

Good readers think aloud during reading to synthesize: create a summary and review Fix Up Strategies

Read on-level text with a purpose and understanding.



Use information from the illustrations and words in print to demonstrate understanding of its characters, setting, or plot.

Read pages 10-11 of the Big Book conveying feelings and meaning appropriately. Have students echo read.

Shared Reading: Develop oral language by having students describe pictures on a chart.

Discuss way students have encounter water.

Explain new vocabulary words to students.Students will work in small groups or with a partner to discuss meaning of new vocabulary words, and then students will add word to vocabulary journals including own explanation and picture.Students will work with partners to answer structured vocabulary questions.Play Story Add-Ons

Modeled Reading: Model to help students understand how they can create a summary using Think Aloud. Using Whole Class Chart page 131, to explain the strategy further. Students

Theme 15: TM p. 490Big Book p. 10-11

Theme 15: TM p. 470, 476, 478, 480, 482, 486, 488, 490, 492, 494,

Whole Class Charts p. 127, 129, 134

Skills Masters p.161

Theme 15: TM p.470, 471, 476, 477

The Snowflake A Water Cycle Story p. 472-475


Running Records

Theme Progress Test

Vocabulary Journals

Theme Progress Test



Think and Respond

Theme Progress Test

94








Completecomprehension organizer.


Read and comprehends literature, informational texts, including stories poetry, social studies, and science in the 2-3 complexity band proficiently with scaffolding as needed at the high end of the range.

Compare and contrast the most important points the author makes in a text.


turn and talk with partners to discuss guided questions.Compare and contrast key points from The Snowflake A Water Cycle Story with key points present in the Harcourt Science series on the water cycle.

Shared Reading: Reinforce Think Aloud and Think Along to reinforce Synthesize: create a summary comprehension strategy using shared reading, Grandma’s RingModel filling out Comprehension Organizer. Use pages from text to review the story as you work. Enhance understanding by discussing how summarizing can help you remember and understand a story better. Continue to reinforce strategy using the poem A Sidewalk Puddle.

Think and RespondUsing the poem A Sidewalk Puddle, discuss how the poet compared a bathtub to a puddle. Have students compare something in their home to something in nature.



Theme 15: TM p. 478, 480, 481, 482, 486, 487, 488, 489, 490

Grandma’s Ring

A Sidewalk Puddle



95








The Wonderful Changes of WaterReading Strategies (before, during, after)


Good readers think aloud during to practice comprehension strategies: infer,cause and effect,and determine importance.



Interactive Reading Divide class into partners of mixed ability and hand out interactive version to each pair. Say Something Technique-have students take turns reading, after a partner is finished reading they will cover the page and share an opinion or question about the text.Have students read pages 22-24 together and then use Think Together to summarize what they read.

Reinforce use fix up strategies: pictures synthesize: create a summary comprehension strategies during small group reading using leveled fiction and nonfiction text.

Theme 15: TM p. 492, 494

Theme 15: TM p. 471, 477, 479, 481, 483, 487, 489, 491, 493, 495,


Skills Masters p. 134,144


Comprehension Bridge 14 and 15 (Use Fix Up Strategies :pictures Synthesize: create a summary)





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The Wonderful Changes of WaterListening and Speaking



Precise Listening




During Modeled Reading, have students listen for details.

Theme 15: TM p. 470


Learning Stations

Rubrics


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Every Drop CountsConcepts About Print/Text Structure

Every Drop CountsPhonics / Phonemic Awareness / Fluency

Every Drop CountsVocabulary and Concept Development

Various texts such as expository.

Identify captions.


Good readers recognize and incorporate meaning of the words: fresh, careless, amount, critical, parched, drought

Know and use various text features to locate key facts or information in a text efficiently.




Shared Reading: Explain to students that expository gives information. Using Big Book, Splash! , discuss the information learned.Mention that often expository text will have captions. Point out the captions in Splash! And discuss the purpose. Repeat with the photo essay Fun in the Water.

Model reading pages 2-3 of Big Book aloud using your voice to signal an exclamation point, a question mark, or period. Have students choral read for practice.

Develop oral language by discussing how theirfamilies use water.


Students will work in small groups or with a partner to discuss meaning of new

Theme 16: TM pages 510, 514, 516

Splash!

Fun in the Water



Theme 16: TM p 502, 508,510, 512, 514, 518, 520, 522, 524, 526

Whole Class Chart p.136, 138, 143, 144





Running Records

Vocabulary journals

Skills Masters


98








Every Drop CountsComprehension Strategy-

Monitor Understanding: Pause and Reflect and review Synthesize: Create a Summary

Good readers think aloud during reading to help students understand how looking at pictures can help them understand the meaning of a word they don’t know.





Read and comprehends literature, informational

vocabulary words, and then students will add word to vocabulary journals including own explanation and picture.

Structured vocabulary discussions with students working with a partner to ask and answer guided questions.Play Mile a Minute.

Modeled Reading:Model a Think Aloud to help students understand how to pause and reflect in order to enhance or support understanding.Use Whole Class Chart page 140 to introduce the strategy.Students turn and talk with partners to discuss guided questions.Shared Reading:Use Think Aloud and Think Along to reinforce monitor understanding: pause and reflect.

Teach nonfiction feature of index. Open the Big Book to the index. Explain the purpose of an index. Find examples of the information found in the time line within the text.

Theme 16:TM p. 502

Gugu’s House p. 504-507



Theme 16: TM p. 510, 512, 514, 518, 519, 520, 522

Splash!

Fun in the Water




Think and Respond

Theme Progress Test

99








texts, including stories poetry, social studies, and science in the 2-3 complexity band proficiently with scaffolding as needed at the high end of the range. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers

Write an opinion piece in which they introduce a topic they are writing about, state an opinion an supply reasons to support the opinion.

Extension: Model using Yahoo!Kids or other protected search engines to search for sites that have information about the water cycle and how to use less water.

Think and Respond Ask students to use the information in the Big Book to select ways their families could save water at home. Then, have them pick the technique that they think would save the most water.

Interactive Reading Divide class into partners of mixed ability and hand out interactive version to each pair. Two-Word Technique-Pairs read each page together. Then, each partner should use a sticky note to write only 2 words about this selection of text. Students take turns reading their words and explain why they picked those words.Review pausing and reflect by having students read pages 18-19 then use Think Together to discuss how they paused and reflected.

Theme 16: p. 524, 526

100








Every Drop CountsReading Strategies (before, during, after)

Every Drop CountsListening and Speaking


Good readers think aloud during reading to synthesize: create a summary and monitor understanding: pause and reflect


Good readers reflect and respond to text

Appreciate listening




Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers

Reinforce infer: cause andeffect and use fix-up strategies: picturesstrategies during small group reading using leveled fiction and nonfiction text.

During Modeled Reading, read Gugu’s House. Have students listen for what they enjoy hearing in the selection and ask them to notice how they feel.

Theme 16: TM p.503, 509, 511, 513, 515, 519, 521, 523, 525, 527




Theme 16: TM p. 503

Gugu’s HouseWhole Class Charts p.137

Comprehension Bridge 15 and 16 - Synthesize: Create a Summary and Monitor Understanding: Pause and Reflect Strategies rubric





Learning Stations


Theme Progress Test

101







During small group how to summarize a story. Reinforce important words to incorporate.




Have students create an informational pamphlet about saving water that they could hand out to other children at school.







Coach students to pause and reflect at the end of each paragraph and at the end of each page.

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UNIT OVERVIEWCROSS-CONTENT STANDARDS ANALYSIS

Course Title: Reading Literacy by Design Grade: 2

Unit Title:Visual and

Performing ArtsComp. Health &

Physical Ed.Language Arts

LiteracyMathematics Science Social Studies World Languages Tech. Literacy

Career Education/ Consumer, Family

& Life Skills

Unit 1

W 2.1 6.1P.D.16.1.P.D.26.1.P.D.3

9.1.4.B.19.1.4.C.19.1.4.A.49.1.4.D.3

Unit 2

W 2.1

5.4.2.A.15.4.4.A.15.4.4.A.25.4.4.A.4

9.1.4.B.19.1.4.C.19.1.4.A.49.1.4.D.3

Unit 3

W 2.1 6.1.4.D.136.1.4.A.116.1.4.D.14

9.1.4.B.19.1.4.C.19.1.4.A.49.1.4.D.3

Unit 4

W 2.1 5.2.2.E.35.2.2.E.15.2.4.E.3

9.1.4.B.19.1.4.C.19.1.4.A.49.1.4.D.3

Unit 5

W 2.1

6.1.4.A.56.1.4.A.16.1.P.B.16.1.P.B.2

9.1.4.B.19.1.4.C.19.1.4.A.49.1.4.D.3

Unit 6

W 2.1 6.1.4.C.26.1.4.C.3

9.1.4.B.19.1.4.C.19.1.4.A.49.1.4.D.3

Unit 7

W 2.16.1.4.C.106.1.4.C.11

9.1.4.B.19.1.4.C.19.1.4.A.49.1.4.D.39.2.4.B.1

103

Unit 8

W 2.1 5.4.2.G.45.4.4.G.4

9.1.4.B.19.1.4.C.19.1.4.A.49.1.4.D.3

*All core content areas may not be applicable in a particular course.

104

Washington Township Public SchoolsDepartment of Student Personnel Services

CURRICULUM MODIFICATION

The regular curriculum is modified for Special Education students enrolled in both self-contained and resource center classes.

Modifications address individual learning rates, styles, needs and the varying abilities of all special populations served in the programs available in the district.

The intent is three-fold:

To provide alternative materials, techniques and evaluation criteria to address the range of students' needs;

To parallel the regular curriculum in skill, content sequence and coverage to prepare students for mainstreaming;

To maximize students' potential for movement to less restrictive environments.

In the event there is a conflict between the prescribed curriculum and the IEP for an individual student, the IEP will take precedence and will constitute the individually prescribed proficiencies for the student.

Documents

Washington Township Public Schools COURSE OF …€¦ · · 2016-02-28Washington Township Public Schools COURSE OF STUDY – CURRICULUM GUIDE ... 3.Readers use language structure