Unit 5 Title: Reading Grade Level: Second Timeframe: 5 Weeks Unit Overview: NOTE: Enduring Understanding/Essential Questions

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1 Unit 5 Title: Reading Grade Level: Second Timeframe: 5 Weeks Unit Overview: In Unit 5, students will gain a deeper understanding of the central message of a story. They will be able to understand text by asking and answering questions about key details. In informational text students will explore scientific concepts and look for connections among concepts. They will also be able to determine the focus of each paragraph they read as well as the main topic overall. The students will grow as thoughtful readers, who explore text in a deeper way. The unit plan outlines the I DO modeling for each objective and provides the framework for the classroom teachers to plan the shared practice WE DO and independent practice YOU DO in their lesson plans. NOTE: Opinion writing as a response to reading should occur weekly within this unit during Reading Workshop. Teachers may choose to embed this in their instruction if the pre assessment indicates that students need additional guidance. Alternately, if students have already developed a level of proficiency with writing an opinion, the teacher may choose to have students complete an on demand response after independent reading. Whichever approach the teacher chooses, each opinion writing should include: An answer to the question Specific details from the stories to support your opinion Specific reasons from your own experience Linking words to connect your ideas At least one closing sentence Based on the needs of an individual class, the teacher may decide to provide additional direct writing instruction on one of the specific listed skills during Writing Workshop. If necessary, the teacher should modify the schedule and pacing within the unit to accommodate these additional lessons. Enduring Understanding/Essential Questions Readers can recognize and describe different types of text. Readers ask questions to better comprehend what they read. Readers are able to make connections among several texts in the same genre. How can asking questions help me comprehend text better? How can I determine the central message of a story? How can I use different versions of the same story to make comparisons and find contrasts? Common Core Standards Standards/Cumulative Progress Indicators (Taught and Assessed): RL2.1 Show comprehension of an event found in text by asking and answering questions about key details such as who, where, when, why, and how. RL2.2 Recall and describe the central message, lesson, or moral of a story, including fables and folktales from diverse cultures. RL2.3 Describe how characters respond to major story events and challenges. RL 2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) written from the perspective of two different cultures or authors. RI2.2; RI2.6 Determine the focus of specific paragraphs within informational text and the main topic of a text, including what the author wants to answer, explain, or describe. RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. Supporting Standards RL2.6 Read with expression, a change in voice tone and demeanor to acknowledge differences in character s point of view. RL2.10 Read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI2.4 Use context clues and text features to determine the meaning of words and phrases relevant to a grade two topic or subject. RF2.4a Read grade level text with purpose and understanding.

2 21 st Century Skills Standard and Progress Indicators: Have multiple exchange discussions about a specific question or topic. Take turns speaking and doing in whole group settings. Work collaboratively with peers to complete tasks or cooperatively play. Work collaboratively with partners to solve problems. Apply critical thinking and problem-solving strategies during structured learning experiences. Apply skills and knowledge through use of technology. Assuming shared responsibility for collaborative work Dolch Word List Taught in Unit 5 Word Work Week 1: about, try, pick, long Week 2: better, hold, keep, own Week 3: tell, bring, draw, hurt, only Week 4: much, grow, start, warm Week 5: never, full, got, myself Academic Vocabulary: Week 1: analyze Week 2: author s purpose Week 3: point of view Week 4: paragraph Week 5: expression Note: In addition to your sight word wall have a wow word wall where you place all the academic and literary vocabulary students are exposed to through read alouds and class discussions

3 Pre-assessment DRA Administered February End of Unit Benchmark Assessments Unit 4, Reading Task Guided Reading Anecdotal Notes Running Records DLO SWBAT Instructional Student Strategies Formative Assessment Instructional Plan Activities and Resources Reflect ion Reflect ion

4 Week 1 Day 1 Identify and describe various events within text. Day 2 - Demonstrate comprehension of an event in text by asking and answering who questions. Day 3 - Demonstrate comprehension of an event in text by asking and answering where questions. Day 4- Demonstrate comprehension of an event in text by asking and answering what & why questions. Day 5- Demonstrate comprehension of an event in text by asking and answering how questions. RL2.1 RF2.4a Intentional Guided As a whole class use and complete Projectable 22.4 and Graphic Organizer 2. Students will use their just right texts to practice answering questions as they read (who, what, where, why, how, when) Have students record their responses in a reading response journal Guided Retelling Oral Retelling Cards T134 Oral Retelling Rubric T135 Turn and Talk Ask a partner a question based on an event in the text and have the partner provide an answer. Text: Journeys Unit 5 Lesson 22 Gloria Who Might Be My Best Friend, T125 Day 1 Mini-lesson Explain to students that an important strategy good readers use is to ask questions about what they are reading while they are reading so that they can make sure they understand what is going on. We can find the answers to all our questions in the text. We can use the events that take place in the story to help us find the answers to our questions. Explain what events are the things that take place in the story. During read aloud stop to model how you find an event in the story. Describe the event in your own words. Day 2 Mini-lesson Remind students that good readers ask questions while they read to make sure they are able to comprehend what they are reading. Go over what are words we use when we ask questions. Create an anchor chart of the question words you can use. Tell students that you are going to focus on asking and answering who questions today as you re read parts of the story. Model for students 1-2 times how you ask a where question at an appropriate part in the story and how you use details in the story to get the answer. Day 3 Mini-lesson Tell students that you are going to focus on asking and answering where questions today as you re read parts of the story. Model for students 1-2 times how you ask and answer a where question at an appropriate part in the story and how you use details in the story to get the answer. Day 4 Mini-lesson Tell students that you are going to focus on asking and answering where questions today as you re read parts of the story. Model for students 1-2 times how you ask and answer what and why questions at an appropriate part in the story and how you use details in the story to get the answer. Day 5 Mini-lesson- Tell students that you are going to focus on asking and answering where questions today as you re read parts of the story. Model for students 1-2 times how you ask and answer how questions at an appropriate part in the story and how you use details in the story to get the answer. Book Who What Where Why When How Gloria Who Might Be My Best Friend

5 Week 2 Day 1 - Compare two versions of the same story to identify the similarities within the Day 2 - Compare two versions of the same story to identify the similarities and cite details from the text to support your answers. Day 3 - Contrast two versions of the same story to identify the differences within the Day 4 - Contrast two versions of the same story to identify the differences and cite details from the text to support your answers. Day 5 - Compare and contrast 2 versions of the same story to identify the similarities and differences within the RL.2.9 RF2.4a Refer to Anchor Chart: Comparing and Contrasting In a reader s response notebook students will record similarities and differences they find in reading their own just right Turn and Talk Tell a partner which story had the more important lesson to learn. Why? Exit Ticket List one similarity and one difference between the two stories. Day 1 : Half Chicken, Unit 5 T 325 The Lion and the Mouse, Unit 5 T Teacher introduces text to students; reads texts to identify similarities between both stories. The teacher records comparison on a chart. The teacher then models through a think aloud how to phrase this as a statement and write the comparison as a constructed response. Note: As new texts are introduced throughout the unit key story elements are added to the chart for each title. Comparing and Contrasting Stories Title / Author Half Chicken The Lion and the Moues Where the story comes from Setting of the story Point of View Good Characters Bad Characters Something Magical What the character needs or wants How the story ends for the good character How the story ends for the bad character Central message, moral or lesson Day 2 Minilesson Teacher models how to identify similarities from Half Chicken and The Lion and the Mouse. Teacher models how to go back into the text to cite specific evidence to support each example. The teacher then models through a think aloud how to phrase this as a statement and write the comparison as a constructed response. Day 3/4 Minilesson Teacher models how to identify differences between Half Chicken and The Lion and the Mouse. Teacher models how to go back into the text to cite specific evidence to support each example. The teacher records comparison on a chart. The teacher then models through a think aloud how to phrase this as a statement and write the comparison as a constructed response. Day 5 : Teacher selected version of The Lion and the Mouse. Minilesson The teacher records comparison on a chart. And then models through a think aloud how to use information from the chart to identify a similarity and difference between current text read aloud and a previous version.

6 Week 3 Day 1 Understand what the central message, lesson, or moral of a story is. Day 2 Determine the central message, lesson or moral of a story. Day 3 - Determine the central message, lesson or moral of a story. Day 4 - Determine the central message, lesson or moral of a story. Day 5 - Determine the central message, lesson or moral of a story. RL2.2 RF2.4a Guided Students will assist teacher in creating the anchor chart and determining the moral of the stories read together. Students will read fables, folktales, and fairytales at their just right levels. They will record the central message, lesson, or moral in their reader s response notebooks. Oral Retelling Using retelling cards T334. Retelling rubric T335 Exit Ticket Do you think learned their lesson in? Why or why not? : Journeys On Thin Ice, Unit 2, T 312 How the Chipmunk Got His Stripes, Unit 2, T322 Why Rabbits Have Short Tails, Unit 2, T 364 Day 1 Explain to students that a fable is a story that is meant to teach you the reader a lesson or it has a moral, which is a big lesson that everyone can learn. Read on Thin Ice to students. After reading tell the students what the moral of the story is and how you knew that. Days 2-5 Explain to students that folktales are like fables, stories that have been told for years and teach you a lesson. The lesson is the moral, the thing that you are supposed to learn from the story. Model how you are able to determine the moral/lesson in the story. Add to anchor chart and what the moral means in the students words for each story you read. Anchor Chart: Fables: begin a comparison chart. Lessons Learned from Fables Title Moral What does it mean?

7 Week 4 Day 1 - Compare two texts on the same topic to identify the similarities within the Day 2 - Compare two texts on the same topic to identify the similarities and cite details from the text to support your answers. Day 3 - Contrast two versions on the same topic to identify the differences within the Day 4 - Contrast two versions of text on the same topic to identify the differences and cite details from the text to support your answers. Day 5 - Compare and contrast 2 versions of text on the same topic to identify the similarities and differences within the In a reader s response notebook students will record similarities and differences they find in reading their own just right informational Refer to Anchor Chart: Create chart on comparing and contrasting information. Guided Projectable 21.4 & Graphic Organizer 7 Done whole class with teacher. Exit Ticket List one similarity and one difference between the two Turn and Talk Tell a partner which text you think had more useful information. Why do you think so? Day 1 : Penguin Chick, Unit 5, T 24 Emperor Penguins, Unit 5, T 64 - Teacher introduces text to students; reads texts to identify similarities between both stories. The teacher records comparison on a chart. The teacher then models through a think aloud how to phrase this as a statement and write the comparison as a constructed response. Day 2 Mini-lesson Teacher models how to identify similarities from. Teacher models how to go back into the text to cite specific evidence to support each example. The teacher then models through a think aloud how to phrase this as a statement and write the comparison as a constructed response. Day 3/4 Mini-lesson Teacher models how to identify differences between. Teacher models how to go back into the text to cite specific evidence to support each example. The teacher records comparison on a chart. The teacher then models through a think aloud how to phrase this as a statement and write the comparison as a constructed response. Day 5 : Penguin Chick, Unit 5, T 24 & Emperor Penguins, Unit 5, T 64 Mini-lesson The teacher records comparisons on a chart. And then models through a think aloud how to use information from the chart to identify a similarity and difference between the text reads aloud. Similarities Penguin Chick & Emperor Penguins Differences RI.2.9

8 Week 5 Days 1/2 Determine the focus of specific paragraphs in informational text. Days 3-5 Determine what the author of an informational text is explaining in the text. RI.2.2; RI.2.6 Guided Complete anchor chart with the whole class. Students will read just right informational texts and practice identifying one thing the author is explaining in the text. Have students record their responses in a reading response journal Turn and Tell Tell a partner one fact you learned from the informational text. Retelling Retelling Cards T431 Retelling Rubric T431 : Journeys Steve Jobs, Inventor, Unit 6 T 410 Now and Ben, Unit 6 T 420 A Model Citizen, Unit 6, T 460 Mini -Lesson Day 1- Remind students what informational text is and that its purpose is to teach us something or give us information. Explain that all informational text has a main topic, what the text is all about (the big picture). Read Steve Jobs, Inventor, and model for students how you identify the main topic of the piece. Day 2- Read Now and Ben and identify that main topic of the text. Days 3-5 Re-read Now and Ben and A Model Citizen to model for students how to determine what the author is explaining in the text(s). Create an anchor chart listing all the points the author makes in the text. Anchor Chart Now and Ben A Model Citizen Things We Learned Things We Learned Refer to Anchor Chart Benchmark Assessment: End of Unit Benchmark Assessment Unit 5 Day 1 & Day 2 Summative Written Assessments N/A Summative Performance Assessment Model Curriculum ELA Benchmark 5

9 Title / Author Where the story comes from Setting of the story Point of View Good Characters Bad Characters Something Magical What the character needs or wants How the story ends for the good character How the story ends for the bad character Central message, moral or lesson Comparing and Contrasting Text (Fiction)