Unit 1 Launching Reading Workshop

Transcription

1 Unit 1 Launching Reading Workshop Focus: developing an identity as a reader in 2 nd grade. identify how readers read discuss a variety of books with others to learn, and how reading workshop is time for them to grow as readers. develop an understanding of their identity as a reader. understand their own identity as a reader to help them select appropriate texts and set goals for reading. demonstrate expectations of Reading Log/Reading Workshop. demonstrate Reading Log/expectations of Reading Workshop. activate their schema to ask questions and interact with the text. pay attention to their reading when meaning breaks down, by monitoring meaning of the text. make meaning by using text and illustrations to create pictures or movies in their minds. track meaning while reading by post it noting the text. understand the purpose of the Reader s Notebook, by setting expectations. make meaning by connecting to the text they are reading. make meaning by asking questions about the text they are reading. make meaning by creating images about the text they are reading. use fix up strategies while they are reading. make meaning by monitoring understand about the text they are reading. make meaning by inferring throughout the text they are reading. make meaning by determining importance throughout the text they are reading. make meaning by synthesizing information from the text they are reading. initiate and build conversations around the text by discussing the topic and providing specific evidence from the text to support their points. set goals to enhance their reading lives by reflecting upon their reading habits and making plans for growth retell the story in their own words, the important parts in sequence. read carefully, by monitoring understanding to figure out new words. visualize fiction from the rich descriptions, unfolding like a movie in their mind. infer and draw conclusions about big ideas in poems. use elements of the nonfiction genre to make meaning by using the text features to determine what is important and identifying key details. Unit 1 Word Study Sequence: short a (cvc) & long a (cvce & cvvc ay) short a (cvc) & long a (cvce & cvvc ai) Review digraphs/blends Review vowel sounds cvc/cvce Unit 1 Sight Words: Review 1 st Grade List

2 Unit 2 General Fiction Focus: attacking words, and reflecting upon their understanding to read smoothly break words into parts to help us figure out ones we do not know by looking at parts they do know, or by finding little words inside the big word. look all the way across the word to help us figure our tricky words. think what makes sense to figure out a tricky word. pause after attacking a tricky word to check that it makes sense, and reread to confirm. Read, fix, reread. post it note and research new, interesting, and tricky words. reflect upon their reading logs and set a stamina goal. use information from the book to figure out tricky words, when decoding strategies don t work. smooth out their reading by rereading a tricky part as if they were talking. retell using new words that were tricky. stop often to ask themselves, Who is this about? What is this about? Rereading if they cannot answer both questions. (monitor understanding) pay attention to the characters wants and problems to get to know them. consider the setting as part of the events of the story. consider the characters traits throughout the beginning, middle and end of the book notice and reflect when a character is acting out of character and determine why. predict what the character will do based on their previous actions/feelings/traits etc. recognize when a character is expressing a strong emotion/change in feeling about something more carefully to identify a big idea in the book. use post its to track character emotion and feeling changes throughout the book. note how the character changed from the beginning of the book to the end and why. learn a life lesson from the character that they can apply to their life. Unit 2 Word Study Sequence: short o (cvc) & long o (cvce & cvvc oa) short o (cvc) & long o (cvce & cvv ow) long o (cvce, cvvc-oa, cvv-ow, vcc) short u (cvc) & long u (cvce and cvvc) short u (cvc) & long u (ew and ue) short e (cvc) & long e (cvvc) short e (cvc & cvvc) and long e (cvvc) review cvvc-ai, oa, ee, ea short i (cvc) and long I (cvce, vcc-igh, and cv y) long i (cvce, vcc-igh, cv-y, icc) Unit 2 Sight Words: been, off, cold, tell, work, sleep, five, wash, or, before, don t, right, green, their, call, would, very, your, its, around

3 Focus: character, theme, and point of view Unit 3 Fables and Folktales understand that fiction texts are not true, but there are different types of fiction texts: traditional, fantasy, and realistic. demonstrate understanding of fictional stories by using text structure to retell the key details that occurred in the beginning, middle, and end identify common elements in folktales to enhance their enjoyment and understand these enduring tales. (magic, talking animals, patterns) use the rich language of folktales to create mental images or visualize what is taking place, making inferences about what will happen next. use background knowledge to draw conclusions/infer the author s message or theme. use details in the text to gain a better understanding of the character s traits, problems, actions, and feelings. identify and compare the similarities and differences between texts with alike story elements. identify transitions/temporal words to show time passing and help readers follow the action. reflect upon the main character s journey to resolve his or her problem and infer the important message or life lesson to be learned. contrast characters traits from the beginning of a story to the end when the action concludes. determine the meaning of new unfamiliar words using context clues, including text language, punctuation, and illustrations. respond to their reading to make deeper meaning. analyze the mood and emotional response to a text and to support their response with specific evidence from the text. analyze the character point of view using clues from the author s word choice, punctuation, and illustrations analyze the author s descriptions and dialogue to learn more about the characters and plot development. use important text features of a drama play to read and/or perform with accuracy demonstrating understanding. self question and make predictions to help them think more deeply about their reading. determine the meaning of different types of figurative language expressions to enhance understanding. recount an entire traditional piece including identification of the central message, lesson, or moral using details from the text. Unit 3 Word Study Sequence: ur, ure, ur-e ar, schwa +r, or ir, ire, ier or, ore, oar ar, are, air er, ear, eer ar, ir, or, ur Unit 3 Sight Words: which, read, why, found, because, use, fast, pull, both, sit, made, gave, us, buy, those, first, does, goes, write, always

4 Unit 4 Nonfiction Focus: text structures and features recognize how the three major types of nonfiction texts, reference, biography, and literary nonfiction, and how to use this information and their own background knowledge about a topic to build meaning. examine and identify common nonfiction text features in order to sort, understand, and analyze the information presented in the texts. think about what they already know, generate questions about what they want to know, and read and reread the words and text features to discover new information and deepen their understanding. explore two important text structures: description and compare and contrast, and learn how knowing the text structure of a nonfiction text can help them identify important information. explore three additional nonfiction structures: chronological, problem/solution, and cause/effect, which will help them in determining important information and deepen their understanding of a topic or subject. monitor for meaning of a text at sentence and word level and use strategies to uncover the meaning of new and/or unfamiliar words. identify the author s purpose for writing a text in order to better analyze the content and make inferences. explain what the text is about, as well as share how they feel about the particular topic using evidence from the text. examine the purpose of components of literary nonfiction, including crafting and reporting techniques, to support enduring content understanding. discuss how and why writers write biographies. ruse text features found in reference nonfiction texts to activate their prior knowledge and enhance their understanding of a topic. identify the description text structure in a nonfiction text to construct meaning at a text and paragraph level, enhancing understanding. identify comparison text structure to find answers to questions and enhance understanding. identify chronological text structure in nonfiction texts in order to make meaning and recall important steps in a process identify problem and solution text structure literature to find answers to questions and enhance understanding. identify cause and effect text structures to help them comprehend the writer s main points. notice new or unfamiliar words and how to use context clues to determine the meaning of the words. identify the writer s purpose, to entertain, to persuade, and/or to inform, inferring the author s message. share what they have learned from their nonfiction genre study unit. Unit 4 Word Study Sequence: Dipthongs oi, oy, Vowel digraph oo, Dipthongs ou, ow, aw, au wa, al, ou Final K-ck, ke, k kn, wr, gn Digraphs plus r blends & squ Unit 4 Sight Words: best, upon, these, sing, wish, many

5 Focus: Reading within a content area Unit 5 Nonfiction-Science Content learn how questions guide scientific study about forces that shape planet Earth. activate their schema by skimming and scanning the text s Table of Content to wonder about the topic. use text features and vocabulary word webs to develop a deep understanding of important vocabulary terms related to the topic. learn strategies for seeking answers to questions that may be found directly in the text as well as strategies for inferring textually implicit information. identify and notate the main ideas in a nonfiction text using section headings and textual evidence. distill information from visual representation of science concepts, such as scientific illustration, maps, diagrams, and cutaways. learn how a narrative structure and descriptive language in a fiction text can enhance their enduring understanding of how volcanoes shape the earth s surface. make connections to poems in order to build upon their content understanding about the impact of volcanic and glacial forces on Earth. generate questions before, during, and after reading to enhance the way they process important information relate to the topic of study. categorize key vocabulary terms to think more deeply about important concepts related to patterns in our natural world. use Sorting Matrix graphic organizer to classify key ideas they learned about processes that shape Earth. evaluate their research findings to identify areas for additional study and/or clarification. draw conclusions about how and why scientists measure earthquakes. interpret information presented in a chart about earthquake magnitude scales. revisit the unit s essential question and learn strategies for reflecting on and synthesizing their content learning. include the essential elements in their Call to Action Earth Day Celebration Posters. draft a persuasive call to action poster using a clear structure and precise language. evaluate their persuasive Call to Action Earth Day Celebration Posters using a self-assessment rubric. evaluate their persuasive Call to Action Earth Day Celebration Posters Unit 5 Word Study Sequence: scr, str, spr hard and soft c & g dge, ge ce, ve, se tch, ch Unit 5 Sight Words: Review 2 nd Grade List

6 Unit 6 Compare and Contrast Focus: analyze fiction elements across similar series, as well as identify common nonfiction main ideas from multiple sources & informational text sets Objectives: The Student will learn to... compare/contrast the traits of fictional characters from each of the two texts. compare/contrast fiction element setting between 2 texts. compare/contrast major events in the plots between 2 texts. compare/contrast the point of view between 2 fictional texts. compare/contrast the author s point of view between 2 fictional texts. compare/contrast the central message/moral between 2 fictional texts. synthesize information using multiple source text sets, by asking, How does this information fit with what I already know about this topic? synthesize information using multiple source text sets, by paying attention to the author s clues for main ideas and details. synthesize information from multiple source text sets by asking, What is the text really saying? synthesize information from multiple source text sets, by paying close attention to the author s words and rephrasing, What the author is saying is that... synthesize information from multiple source text sets, by separating facts from opinions. synthesize information from multiple source text sets to compare and contrast information from the texts. synthesize information from multiple source text sets to draw conclusions. synthesize information from multiple source text sets to state a main idea and details/theme, summarizing and forming their own ideas. Unit 6 Word Study Sequence: Plural Endings es, s ing to vc and vcc ed (double no change) ed (double/e-drop/no changes) Unit 6 Sight Words: Review 2 nd Grade List

7 Unit 7 Poetry Focus: structure, vocabulary, and figurative language within poems notice the shape, white space, layout, and other distinguishing structural elements associated with the genre of poetry. recognize that poems are organized into lines and/or stanzas and can have varied layouts that affect the meaning and the sound of the poem. use the words in a poem to create pictures in their minds to aid understanding. discover a poet s inspiration in order to better understand the message the poet is sharing with the readers. make connections with various poems to help figure out their meaning. approximate the meaning of unfamiliar words and phrases by rereading, paying attention to familiar words, and using text features to help unlock understanding. understand that when a poet s meaning is not clear, they need to stop reading and get a sense of what is going on by trying various strategies. read and compare poems, focusing on how and why poets orchestrate the reading of their poems by using varied layouts and structural elements. determine the rhyme scheme of poems to help them figure out unknown words. use their background knowledge to figure our new words in the context of poems. use their schema and the content of a poem to help them to make a good guess or get a sense about unfamiliar words. use clues to recognize the feelings inside a poem by looking at various literary devices and formatting techniques. determine how words and phrases create rhythm that brings meaning to a poem. read across several stanzas of a poem to determine the central idea or message that the poet is presenting to the readers. enhance and clarify the words on a page and lead to deeper understanding by sketching the images created by the descriptions in the poem. examine how reading several poems connected by a theme can help with understanding individual poems within a collection. recognize that repeated readings and reading a poem aloud can heighten understanding. react to a poem using drawings, movements, and/or performances by thinking about how the poem makes them feel. share which poem meant the most to them using evidence from the text. Unit 7 Word Study Sequence: long a homophones, short and long I, re, un, dis, mis, pre, er, est, compound words, more compound words Review 2 nd Grade List Unit 7 Sight Words:

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