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
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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 Past
Phonics / Phonemic Awareness / Fluency
Stories from Our Past
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
Daily Observation of student participation and partner share.
Skills Masters
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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 Past
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
Whole Class Chart p. 6, 7
Daily Observation of student participation and partner share.
Think and Respond
Theme Progress Test
10
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 Past
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.
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.
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
Daily Observation of student participation and partner share.
Reader Response activities
Learning Stations
Daily Observation of student participation and partner share.
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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 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.
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
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
Daily Observation of student participation and partner share.
Daily Observation of student participation and partner share.
Student’s oral reading rate
Daily Observation of student participation and partner share.
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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:
My Family
Vocabulary and Concept Development
Good readers recognize and incorporate meaning of the words: rely, role, member, identify, sibling, symbol
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.
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.
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 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
Daily Observation of student participation and partner share.
13
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:
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.
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.
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
Daily Observation of student participation and partner share.
Think and Respond
Theme Progress Test
14
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:
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.
Good readers turn and talk to partners to discuss text.
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.
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
Small Group ReadingTeacher’s Guide Levels G-N
Skills Masters p. 4, 14
Comprehension Bridge 2
Comprehension Bridge 2-Create Mental Images rubric
Completion of independent organizer
Conferences with student
Daily Observation of student participation and partner share.Reader Response activities
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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:
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.
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, 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
Whole Class Charts p. 11
Learning Stations
Daily Observation of student participation and partner share.
Theme Progress Test
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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.
Refer to corresponding lessons in Small Group Teacher’s Guide.
Refer to Comprehension Bridge 1 and 2 during small group instruction.
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 Fundations skills during small group instruction using magnetic boards and sounds cards.
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.
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 Ask Questions Determine Importance
Theme:
The Moon in Motion and Circling the Sun
Conceptual Lens:
Asking QuestionsDetermining Importance
Sub-Concept/Topics:
Phonics / Phonemic Awareness / Fluency
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
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 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
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:
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
Whole Class Charts p. 25
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
20
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:
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
Recognize and read grade appropriate irregular words.
Read on-level text with a purpose and understanding.
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.
Write high frequency words on index cards students will locate words on Whole Class Charts.
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.
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.
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
Skills Masters p. 161
Student’s oral readingrateRunning RecordsTheme Progress Test
Vocabulary Journals
Skills Masters
Theme Progress Test
Daily Observation of student participation and partner share.
21
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:
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.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
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
Whole Class Chart p. 20, 23
Theme 3:TM p.82, 94, 96
Big Book p.10, 14, 15
The Missing Moon Mystery
Daily Observation of student participation and partner share.
Think and Respond
Theme Progress Test
Daily Observation of student participation and partner share.
22
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:
The Moon in MotionReading Strategies (before, during, after)
Good readers build on vocabulary and schema prior to reading.
Good readers think aloud to practice comprehension strategies focusing on asking questions.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
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.
Whole Class Chart p. 24, 25
Skills Masters p. 25
Theme 3 TM p. 96, 98
The Missing Moon Mystery
Theme 3 TM p. 75, 81, 83, 85,87, 91, 93, 95, 97, 99
Comprehension Bridge 2 and 3
Skills Masters p. 14, 24
Small Group ReadingTeacher’s Guide Levels G-N
Comprehension Bridge 2 and 3-Create Images and Ask Questions rubric
Completion of independent organizer
Conferences with student
Daily Observation of student participation and partner share.
23
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:
The Moon in MotionListening and Speaking
Circling the SunConcepts About Print/Text Structure
Good readers turn and talk to partners to discuss text.
Good readers reflect and respond to text by completing teach directed prompts.
How to write a persuasive/opinion paper about the shared text or their own leveled book.
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.
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 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?
Whole Class Chart p.34
Reader Response activities - Rubrics
Learning Stations
Daily Observation of student participation and partner share.
Daily Observation of student participation and partner share.
Daily Observation of student participation and partner share.
24
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:
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.
Recognize and read grade appropriate irregular 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.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
Whole Class Chart p. 31
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
Daily Observation of student participation and partner share.
Theme Progress Test
25
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:
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.
How to complete a comprehension organizer.
Recount stories, including fables and folktales from diverse cultures and determine heir central message, lesson, or moral.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers.
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
Whole Class Chart p.29, 32
Skills Masters p. 31
Daily Observation of student participation and partner share.
Think and Respond
Theme Progress Test
26
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:
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
Whole Class Charts p. 33
Big Book p. 4-5, 15-19
27
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:
Circling the SunReading Strategies (before, during, after)
Circling the SunListening and Speaking
Good readers build on vocabulary and schema prior to reading.
Good readers think aloud during reading to makeconnections to the text and create mental images.
Good readers turn and talk to partners to discuss text.
Good readers reflect and respond to text.
How to write a persuasive/opinion paper about the shared text or their own leveled book.
Listen for a purpose-Precise listening
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Write an opinion piece about a text, supporting a point of view with reasons.
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.
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, 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
Small Group ReadingTeacher’s Guide Levels G-N
Skills Masters p. 24,34
Comprehension Bridge 2, 3, and 4
Modeled, Shared, and Interactive Reading Text, Leveled Books
Theme 4: TM p. 106
Maui and the Sunp. 108-111
Whole Class Charts p. 29
Comprehension Bridge 2, 3, and 4-Create Images, Ask Questions and Determining Importance rubric
Completion of independent organizer
Conferences with student
Daily Observation of student participation and partner share.
Reader Response activities- Rubric
Learning Stations
Daily Observation of student participation and partner share.
Theme Progress Test
28
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 3 and 4 during small group instruction.
Reinforce Fundations skills during small group instruction using magnetic boards and sounds cards.
During small group discuss reinforce “Iwonder” questions.
Refer to corresponding lessons in Small Group Teacher’s Guide.
Refer to Comprehension Bridge 3 and 4 during small group instruction.
Incorporate a Readers’ Response journal during small group activities for higher level thinking questioning (inferential).
Have students create a drawing, diagram, or model of the solar system. Students can chose one planet and research words to describe that planet.
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 Fundations skills during small group instruction using magnetic boards and sounds cards.
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.
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?
30
Sub-Concept/Topics:
Comprehension Strategies Infer
Use Fix-up Strategy
Theme:
Living in America
Conceptual Lens:
Infer Use Fix-up strategies
Sub-Concept/Topics:Phonics / Phonemic Awareness / Fluency
Recognize High Frequency Words
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
UNIT GRAPHIC ORGANIZER
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
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:
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?
Theme 5: TM pages 152, 156
Whole Class Charts p. 43
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
32
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:
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
Recognize and read grade appropriate irregular words.
Use an apostrophe to form contractions.
Read on-level text 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.
Use sentence-level context as a clue to the meaning of a new word.
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.
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.
Students will work with partners to answer structured vocabulary questions.
Play Draw Me
Theme 5: TM p.148, 158, 160
Whole Class Chart p. 40, 45
Big Book p. 4
Theme 5:TM p.140, 146, 148, 150, 152, 156, 158, 160, 162
Whole Class Chart p.37, 39, 44
Student’s oral reading rate
Running Records
Theme Progress Test
Vocabulary Journals
Theme Progress Test
Daily Observation of student participation and partner share.
33
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:
Where People LiveComprehension Strategy- Infer
Good readers think aloud during reading to combine what they know with what is read 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.
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
Whole Class Chart p. 38, 41
Theme 5:TM p.150, 151, 160
Where Is Kitty?
It’s Loud!
Whole Class Chart p. 42, 43
Daily Observation of student participation and partner share.
Think and Respond
Theme Progress Test
34
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:
Where People LiveReading Strategies (before, during, after)
Good readers build on vocabulary and schema prior to reading.
Good readers think aloud during reading to practice comprehension strategies focusing on asking questions.
Good readers turn
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers.
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 4 and 5
Skills Masters p. 34, 44
Small Group ReadingTeacher’s Guide Levels G-N
Comprehension Bridge 2 and 3-Create Mental Images and Ask Questions rubric
Completion of independent organizer
Conferences with student
Daily Observation of student participation and partner share.
35
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:
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 .
How to write a persuasive/opinion paper about the shared text or their own leveled book.
Appreciative Listening
Various types of text including personal narratives.
Good readers recognize high frequency words.
Write an opinion piece about a text, supporting a point of view with reasons.
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.
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, 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
Write high frequency words on index cards students will locate words on Whole Class Charts.
Modeled, Shared, and Interactive Reading Text, Leveled Books
Theme 5: TM p. 141
A City Is
Theme 6: TM pages 180
Greetings from Route 66.
Theme 6: TM p. 180, 184, 192
Reader Response activities - Rubrics
Learning Stations
Rubrics
Daily Observation of student participation and partner share.
Daily Observation of student participation and partner share.
Student’s oral reading rate.
Running Records
36
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:
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
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.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.
Develop oral language by having students view pictures on chart and describe.
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.
Structured vocabulary discussions with students working with a partner to ask and answer guided questions.
Play Talk a Mile a Minute.
Whole Class Chart p. 49, 52
Theme 6 TM p. 172, 178, 180, 182, 184, 188, 190, 192, 194, 196
Whole Class Chart p. 46, 48, 53
Skills Masters p. 161
Vocabulary journals
Skills Masters
Daily Observation of student participation and partner share.
Theme Progress Test
37
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:
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.
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.Acknowledge differences in the points of view of characters.
Explain how specific images contribute to and clarify text.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers.
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
Whole Class Chart p.50
Skills Masters p. 51
Theme 6:TM p. 180, 182, 184, 188, 192
Greetings from Route 66
Big Book p. 24
Whole Class Charts p. 52
Skills Masters p. 54, 55
Daily Observation of student participation and partner share.
Think and Respond
Theme Progress Test
38
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:
Many States, One CountryReading Strategies (before, during, after)
Good readers build on vocabulary and schema prior to reading.
Good readers think aloud during reading to utilize fix-up strategies.
Good readers turn and talk to partners to discuss text.
Good readers reflect and respond to text by competing teach directed prompts
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
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
Small Group ReadingTeacher’s Guide Levels G-N
Skills Masters p. 44, 51, 54
Comprehension Bridge 5 and 6
Comprehension Bridge 5 and 6-Inferring and Fix-Up Strategies rubric
Completion of independent organizer
Conferences with student
Daily Observation of student participation and partner share.
Reader Response activities
Learning StationsDaily Observation of student participation and partner share.
Theme Progress Test
39
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:
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
Write an opinion piece about a text, supporting a point of view with reasons
Describe key details from a text read aloud.
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, 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
Whole Class Charts p. 47
40
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 5 and 6 during small group instruction.
Reinforce Fundations skills during small group instruction using magnetic boards and sounds cards.
During small group discuss using what you know (Schema) to make an inference.
Refer to corresponding lessons in Small Group Teacher’s Guide.
Refer to Comprehension Bridge 5 and 6 during small group instruction.
Incorporate a Readers’ Response journal during small group activities for higher level thinking questioning (inferential).
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.
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 Fundations skills during small group instruction using magnetic boards and sounds cards.
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.
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?
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:
Phonics / Phonemic Awareness / Fluency
Recognize High Frequency Words
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
UNIT GRAPHIC ORGANIZER
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
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:
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
Become familiar with the various genres of text.
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
Whole Class Charts p. 61
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
44
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:
How Do Machines Work?Phonics / Phonemic Awareness / Fluency
How Do Machines Work?Vocabulary and Concept Development
Good readers recognize high frequency words.
Good readers use punctuation to inform meaning.
Good readers recognize and incorporate meaning of the words essential, wheel, machine, reduce, labor, effort
Recognize and read grade appropriate irregular words.
Read on-level text 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.
Use sentence-level context as a clue to the meaning of a new word.
Shared Reading: Write high frequency words on index cards students will locate words on Whole Class Charts.
Model reading pages 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.
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 Draw Me
Theme 7: TM pages:214, 226
Whole Class Chart p. 58, 63
Theme 7:TM p.206, 212, 214, 216, 218,222, 224, 226, 228, 230
Whole Class Chart p.55, 57, 62
Student’s oral reading rate
Running Records
Theme Progress Test
Vocabulary Journals
Theme Progress Test
Daily Observation of student participation and partner share.
45
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:
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.
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.
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
Whole Class Chart p. 56
Theme 7:TM p.214, 216, 217, 22, 223, 224, 226
Robot-CatGoing for a Ride
Whole Class Chart p. 60, 61
Skills Masters p. 63, 65
Theme 7:TM p.228, 230
Robot-Cat
Big Book p.2-3, 8-9
Daily Observation of student participation and partner share.
Think and Respond
Theme Progress Test
46
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:
How Do Machines Work?Reading Strategies (before, during, after)
Good readers build on vocabulary and schema prior to reading.
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 Bridge 6 and 7
Skills Masters p. 54, 64
Small Group ReadingTeacher’s Guide Levels G-N
Comprehension Bridge6 and 7 (Fuse Fix-Up strategies and Synthesize) rubrics
Conferences with student
Daily Observation of student participation and partner share.
47
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:
How Do Machines Work?Listening and Speaking
Good readers turn and talk to partners to discuss text.
Good readers reflect and respond to text by completing teach directed prompts.
How to write a persuasive/opinion paper about the shared text or their own leveled book.
Strategic Listening
Write an opinion piece about a text, supporting a point of view with reasons
Recount or describe key ideas or details from a text.
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, have students listen for information that will help them understand who Benjamin Franklin was.
Modeled, Shared, and Interactive Reading Text, Leveled Books
Theme 7: TM pages 206, 207
A Picture Book of Benjamin Franklin
Whole Class Chart p. 56
Reader Response activities
Learning Stations
Daily Observation of student participation and partner share.
Rubrics
Daily Observation of student participation and partner share.
48
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:
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 recognize high frequency words.
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.
Recognize and read grade appropriate irregular 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.
Use sentence-level context as a clue to the meaning of a new word.
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.
Develop oral language by having students view pictures on chart and describe.
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
Theme 8: TM pages 246
Presenting: Amazing Magnets
Theme 8: TM p. 246, 251, 258
Presenting: Amazing Magnets
Whole Class Chart p. 67, 70, 72
Theme 8 TM p. 238, 244, 246, 248, 250,254, 256, 258, 260, 262
Whole Class Chart p. 64, 66, 71
Skills Masters p. 161
Daily Observation of student participation and partner share.
Student’s oral reading rate.
Running Records
Vocabulary journals
Skills Masters
Daily Observation of student participation and partner share.
Theme Progress Test
49
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:
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.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Explain how specific images contribute to and clarify text.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers.
including own explanation and picture.
Structured vocabulary discussions with students working with a partner to ask and answer guided questions.
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.
Students turn and talk with partners to discuss guided questions.
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
Whole Class Chart p.65
Skills Masters p. 71
Theme 8:TM p. 246, 248, 250, 254, 256, 258
Presenting: Amazing Magnets
Magnets Are Amazing ToolsBig Book p. 19
Whole Class Charts p. 69, 70
Daily Observation of student participation and partner share.
Think and Respond
Theme Progress Test
50
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:
What Is a Magnet?Reading Strategies (before, during, after)
Good readers build on vocabulary and schema prior to reading.
Good readers think aloud during reading to monitoring understanding and synthesize.
Good readers turn and talk to partners to discuss text.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
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.
Skills Masters p. 73
Theme 8:TM p. 260
Theme 8: TM p. 239, 245, 247, 249, 251, 255, 257, 259, 261, 263
Small Group ReadingTeacher’s Guide Levels G-N
Skills Masters p. 64, 71, 74
Comprehension Bridge 7 and 8
Comprehension Bridge 7 and 8-Synthesizing and Monitoring Understanding Fix-Up Strategies rubric
Completion of independent organizer
Conferences with student
Daily Observation of student participation and partner share.
51
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:
What Is a Magnet?Listening and Speaking
Good readers reflect and respond to text by competing teach directed prompts
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 opinion piece on a text, supporting a point of view with reasons
Describe key details from a text read aloud.
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, 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
Reader Response activities
Learning Stations
Daily Observation of student participation and partner share.
Rubrics
Theme Progress Test
52
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 7 and 8during small group instruction.
Reinforce Fundations skills during small group instruction using magnetic boards and sounds cards.
During small group discuss what to do when you get stuck on and word. Discuss how to use fix-up strategies.
Refer to corresponding lessons in Small Group Teacher’s Guide.
Refer to Comprehension Bridge 7 and 8 during small group instruction.
Incorporate a Readers’ Response journal during small group activities for higher level thinking questioning (inferential).
Have students chose a Machine and then write a poem about what it would feel like to be that machine.
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 Fundations skills during small group instruction using magnetic boards and sounds cards.
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.
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?
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:
Listening and Speaking
Strategic listening
Appreciative 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
UNIT GRAPHIC ORGANIZER
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
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:
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.
Become familiar with the various genres of text.
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
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!
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
56
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:
Cast Your VotePhonics / Phonemic Awareness / Fluency
Cast Your VoteVocabulary and Concept Development
Good readers recognize high frequency words.
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
Recognize and read grade appropriate irregular words.
Read on-level text with accuracy, appropriate rate, and expression on successive readings.
Describe how words and phrases supply rhythm and meaning in a poem.
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.
Shared Reading: Write high frequency words on index cards students will locate words on Whole Class Charts.
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.
Develop oral language by having students describe pictures on a chart.
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
Whole Class Chart p. 76, 81
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
Whole Class Chart p.73, 75, 80
Student’s oral reading rateRunning RecordsTheme Progress Test
Vocabulary Journals
Theme Progress Test
Daily Observation of student participation and partner share.
57
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:
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.
How to complete a comprehension organizer.
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.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers.
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 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
Whole Class Chart p. 74
Theme 9:TM p.280, 282, 283, 284, 288, 289, 290, 292
Grace for President
Daily Observation of student participation and partner share.
Think and Respond
Theme Progress Test
58
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:
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
Whole Class Chart p. 78, 79
Skills Masters p. 83, 84
Theme 9:TM p.294, 296
Grace for President
Big Book p.3-5
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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:
Cast Your VoteReading Strategies (before, during, after)
Cast Your VoteListening and Speaking
Good readers build on vocabulary and schema prior to reading.
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
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Identify the main purpose of a text.
Describe the connection between a series of historical events.
Describe the connection between steps in a technical procedure in the text.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers.
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
Comprehension Bridge 8 and 9
Skills Masters p. 74, 81, 83, 84
Small Group ReadingTeacher’s Guide Levels G-N
Theme 9: TM pages 272Election Day
Whole Class Chart p. 56
Comprehension Bridge 8 and 9 (Monitoring understanding and making connections) rubric
Completion of independent organizer
Conferences with student
Daily Observation of student participation and partner share.
Reader Response activities
Learning Stations
Daily Observation of student participation and partner share.
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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:
Work that MattersConcepts About Print/Text Structure
Work that MattersPhonics / Phonemic Awareness / Fluency
Various types oftexts such as Procedural Text
Good readers recognize high frequency words.
How to identify contractions.
Convey emotion and meaning.
Describe the connection between steps in technical procedures in a text.
Recognize and read grade appropriate irregular words.
Demonstrate command of the conventions of standard English; use an apostrophe to form contractions.
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
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 8: TM pages 246
Presenting: Amazing Magnets
Theme 10: TM p. 312, 316, 324
Pass it OnThe More We Get Together
Whole Class Chart p. 85, 88, 90
Theme 10 TM p 304, 310, 312, 314, 316, 320, 322, 324, 326,
Daily Observation of student participation and partner share.
Student’s oral reading rate.
Running Records
61
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:
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
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.
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.
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.
Structured vocabulary discussions with students working with a partner to ask and answer guided questions.
Play Vocabulary Charades.
Modeled Reading: Use Think Aloud in margin on page 308 to model how to use visuals to help
328
Whole Class Chart p.82, 84, 89
Skills Masters p. 161
Theme 10:TM p. 304, 310
City Green p. 306-309
Vocabulary journals
Skills Masters
Daily Observation of student participation and partner share.
Theme Progress Test
62
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:
Mental Images and Making Connections.
reading to help them understand how to create images in their minds.
How to complete a comprehension organizer.
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.
Students turn and talk with partners to discuss guided questions.
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
Whole Class Chart p.83, 89
Skills Masters p.91
Theme 10: TM p. 312, 314, 315, 316, 320, 321, 324
Pass It On
The More We Get Together
Whole Class Charts p. 87
Skills Masters p. 93
Theme 10: p. 326, 328
Daily Observation of student participation and partner share.
Think and Respond
Theme Progress Test
63
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:
Work that MattersReading Strategies (before, during, after)
Good readers build on vocabulary and schema prior to reading.
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
Ask and answer such questions as who, what, where, when, why, and how to demonstrate 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 with diverse partners about grade 2 topics and texts with peers.
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
Small Group ReadingTeacher’s Guide Levels G-N
Skills Masters p.84, 94
Comprehension Bridge9 and 10
Comprehension Bridge 9 and 10-Making Connections and Create Images- Use VisualsStrategies rubric
Completion of independent organizer
Conferences with student
Daily Observation of student participation and partner share.
Reader Response activities
Rubrics
Learning Stations
64
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:
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
Whole Class Charts p.83
Daily Observation of student participation and partner share.
Theme Progress Test
65
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 9 and 10 during small group instruction.
Reinforce Fundations skills during small group instruction using magnetic boards and sounds cards.
During small group discuss whether their classmate would make the same connections. Why? Or Why not?
Refer to corresponding lessons in Small Group Teacher’s Guide.
Refer to Comprehension Bridge 9 and 10 during small group instruction.
Incorporate a Readers’ Response journal during small group activities for higher level thinking questioning (inferential).
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.
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 Fundations skills during small group instruction using magnetic boards and sounds cards.
Assist students in identifying text sections they connect with and coach the to make more relevant connections.
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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.
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 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
Sub-Concept/Topics:Phonics / Phonemic Awareness / Fluency
Convey emotion and meaning
Understand simile
Reinforce contractions
Use punctuation to inform meaning
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:
Listening and Speaking
Critical listening
Appreciative 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
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 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
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:
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.
Become familiar with the various genres of text.
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Read on-level text with accuracy, appropriate rate, and expression on successive readings.
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
Whole Class Chart p. 94, 97
Skills Masters p. 102, 107, 108
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
Student’s oral reading rate
Running Records
Theme Progress Test
69
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:
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.
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.
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.
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.
Students will work with partners to answer structured vocabulary questions.
Play Story Add-Ons
Theme 11:TM p.338, 346, 348,350, 354, 356, 358, 360, 362
Whole Class Chart p.91, 93, 98
Skills Masters p. 161
Vocabulary Journals
Skills Masters
Theme Progress Test
Daily Observation of student participation and partner share.
70
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:
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.
How to complete a comprehension organizer.
Identify the main purpose of a textincluding what the author wants to answer, explain, or describe.
Describe the connection between steps in a technical procedure in the text.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers.
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
Whole Class Chart p.92, 95
Theme 11:TM p.346, 348, 350, 354
The Great Watermelon ContestAt the Break of Day
Whole Class Chart p. 96, 97
Skills Masters p. 101,103, 105
Daily Observation of student participation and partner share.
Think and Respond
Theme Progress Test
71
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:
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.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
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
Comprehension Bridge 10 and 11
Skills Masters p. Small Group ReadingTeacher’s Guide Levels G-N
Skills Masters p. 94, 104
Comprehension Bridge 10 and 11 (Create Images: Use Visuals and Ask questions: Author’s Purpose)
Completion of independent organizer
Conferences with student
Daily Observation of
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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:
On the FarmListening and Speaking
To Market, To MarketConcepts About Print/Text Structure
Good readers turn and talk to partners to discuss text.
Good readers reflect and respond to text.
Critical Listening
Various texts such as expository.
Setting
Describe the connection between steps in a technical procedure in the text.
Write an opinion piece in which they introduce the topic or book. Then they state an opinion and supply reasons that support the opinion.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers.
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.
Theme 11: TM pages 338
Rice Is LifeWhole Class Chart p. 92
Theme 12: TM pages 378, 386
A Breakfast Story
Whole Class Charts p. 106
student participation and partner share.
Reader Response activities
Learning Stations
Rubrics
Daily Observation of student participation and partner share.
Daily Observation of student participation and partner share.
73
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:
To Market, To MarketPhonics / Phonemic Awareness / Fluency
To Market, To MarketVocabulary and Concept Development
Good readers use punctuation to inform meaning.
Good readers recognize and incorporate meaning of the words: freight, consume, distribute, available, taste, range
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.
Use sentence-level context as a clue to the meaning of a new word.
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.
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.
Structured vocabulary discussions with students working with a partner to ask and answer guided questions.
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
Daily Observation of student participation and partner share.
Student’s oral reading rate.
Running Records
Vocabulary journals
Skills Masters
Daily Observation of student participation and partner share.Theme Progress Test
74
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:
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.
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.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.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers.
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
Daily Observation of student participation and partner share.
Think and Respond
Theme Progress Test
75
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:
To Market, To MarketReading Strategies (before, during, after)
Good readers build on vocabulary and schema prior to reading.
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
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.
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
Small Group ReadingTeacher’s Guide Levels G-N
Skills Masters p.104, 114
Comprehension Bridge 11 and 12
Comprehension Bridge 11 and 12-Making Connections and Create Images- Use Visuals Strategies rubric
Completion of independent organizer
Conferences with student
Daily Observation of student participation and partner share.
Reader Response activities
Learning Stations
Daily Observation of student participation and partner share.
76
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:
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 an opinion piece in which they introduce the topic or book. Then they state an opinion and supply reasons that support the opinion.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers.
Recount an experience with appropriate facts and relevant, descriptive details.
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
Whole Class Charts p.101
Rubrics
Theme Progress Test
77
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 11 and 12 during small group instruction.
Reinforce Fundations skills during small group instruction using magnetic boards and sounds cards.
During small group discuss when it is a good time to stop and ask the author’s purpose.
Refer to corresponding lessons in Small Group Teacher’s Guide.
Refer to Comprehension Bridge 11 and 12 during small group instruction.
Incorporate a Readers’ Response journal during small group activities for higher level thinking questioning (inferential).
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.
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 Fundations skills during small group instruction using magnetic boards and sounds cards.
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.
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?
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
Sub-Concept/Topics:Phonics / Phonemic Awareness / Fluency
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:
Listening and Speaking
Strategic listening
Appreciative 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
UNIT GRAPHIC ORGANIZER
80
CURRICULUM UNIT PLANCourse Title/Grade: Reading Grade 2- Literacy by Design Primary Core Content Standards referenced With Cumulative Progress Indicators
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
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:
Your MoneyConcepts About Print/Text Structure
Various texts such as Folktale.
Dialogue
Metaphors
Become familiar with the various genres of text.
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Use knowledge of language and its conventions when reading.
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
Theme 13: TM pages 416, 420
My New Savings Account
Whole Class Charts p. 115
Theme 13: TM pages 422
Participate in brainstorming sessions
Collaboration skills
Use data accessed on the web
Demonstrate an awareness of one’s culture
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
Daily Observation of student participation and partner share.
Theme Progress Test
81
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:
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
Read on-level text 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.
Use sentence-level context as a clue to the meaning of a new word.
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.
Develop oral language by having students describe pictures on a chart.
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
Whole Class Chart p.112
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
Daily Observation of student participation and partner share.
82
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:
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.
How to complete a comprehension organizer.
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.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers.
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
Whole Class Chart p. 110, 113
Skills Masters p. 121
Theme 13:TM p.412, 414,415, 416, 420, 421, 422, 424
Seeds of Fortune
My New Savings Account
Whole Class Chart p. 114, 115
Skills Masters p. 123, 125
Daily Observation of student participation and partner share.
Think and Respond
Theme Progress Test
83
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:
Your MoneyReading Strategies (before, during, after)
Good readers build on vocabulary and schema prior to reading.
Good readers think aloud during to practice comprehension strategies infer: cause and effect and determine importance: supporting details.
Good readers turn and talk to partners to discuss text.
Good readers reflect and respond to text by completing teach directed prompts.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
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,
Comprehension Bridge 12 and 13
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)
Completion of independent organizer
Conferences with student
Daily Observation of student participation and partner share.
Reader Response activities
Learning Stations
Daily Observation of student participation and partner share.
84
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:
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.
Good readers use punctuation to inform meaning.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers.
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
Use knowledge of language and its conventions when reading.
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
Whole Class Chart p. 124
Theme 14: TM pages 452, 454, 456
There Was an Old Women
Whole Class Charts p. 126
Skills Masters p. 136
Daily Observation of student participation and partner share.
Daily Observation of student participation and partner share.
Student’s oral reading rate.
Running Records
85
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:
Going to WorkVocabulary and Concept Development
Good readers recognize and incorporate meaning of the words: market, business, prepareprovide, obtain, wages
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.
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.
Explain new vocabulary words to students.
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.
Structured vocabulary discussions with students working with a partner to ask and answer guided questions.
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
Skills Masters p. 161
Vocabulary journals
Skills Masters
Daily Observation of student participation and partner share.Theme Progress Test
86
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:
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.
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 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 collaborative conversations with diverse partners about grade 2 topics and texts with peers.
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
Whole Class Chart p.119, 122
Skills Masters p. 131
Theme 14: TM p. 442, 446, 447, 448, 445, 453, 454, 455, 456
Off to Work!
There Was an Old Women
Whole Class Charts p. 123, 124
Skills Masters p.133, 135
Daily Observation of student participation and partner share.
Think and Respond
Theme Progress Test
87
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:
Going to WorkReading Strategies (before, during, after)
Good readers build on vocabulary and schema prior to reading.
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
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 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
Comprehension Bridge 13 and 14- Infer: Cause and Effect and Use Fix-Up Strategies: Pictures Strategies rubric
Completion of independent organizer
Conferences with student
Daily Observation of student participation and partner share.
Reader Response activities
88
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:
Going to WorkListening and Speaking
competing teach directed prompts
Critical listening
collaborative conversations with diverse partners about grade 2 topics and texts with peers.
Recount an experience with appropriate facts and relevant, descriptive details.
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
Whole Class Charts p.119
Learning Stations
Rubrics
Daily Observation of student participation and partner share.
Theme Progress Test
89
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 13 and 14 during small group instruction.
Reinforce Fundations skills during small group instruction using magnetic boards and sounds cards.
During small group discuss the difference between main idea and supporting details.
Refer to corresponding lessons in Small Group Teacher’s Guide.
Refer to Comprehension Bridge 13 and 14 during small group instruction.
Incorporate a Readers’ Response journal during small group activities for higher level thinking questioning (inferential).
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.
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 Fundations skills during small group instruction using magnetic boards and sounds cards.
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.
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?
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
Sub-Concept/Topics:Phonics / Phonemic Awareness / Fluency
Convey emotion and meaning
Use punctuation to inform 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:
Listening and Speaking
Precise listening
Appreciative 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
Think and Respond-Opinion piece
UNIT GRAPHIC ORGANIZER
92
CURRICULUM UNIT PLANCourse Title/Grade: Reading Grade 2- Literacy by Design Primary Core Content Standards referenced With Cumulative Progress Indicators
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
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:
The Wonderful Changes of WaterConcepts About Print/Text Structure
Various texts such as Realistic Fiction.
Repetition of language
Characterization
Become familiar with the various genres of text.
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
Whole Class Charts p. 133
Theme 15: TM p. 488Grandma’s Ring
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
93
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:
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.
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.
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
Student’s oral reading rate
Running Records
Theme Progress Test
Vocabulary Journals
Theme Progress Test
Daily Observation of student participation and partner share.
Daily Observation of student participation and partner share.
Think and Respond
Theme Progress Test
94
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:
Completecomprehension organizer.
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
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.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers.
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.
Whole Class Chart p. 128
Skills Masters p. 141
Theme 15: TM p. 478, 480, 481, 482, 486, 487, 488, 489, 490
Grandma’s Ring
A Sidewalk Puddle
Whole Class Charts p. 132, 133
Skills Masters p. 143
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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:
The Wonderful Changes of WaterReading Strategies (before, during, after)
Good readers build on vocabulary and schema prior to reading.
Good readers think aloud during to practice comprehension strategies: infer,cause and effect,and determine importance.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Use information from the illustrations and words in print to demonstrate understanding of its characters, setting, or plot.
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,
Comprehension Bridge 14 and 15
Skills Masters p. 134,144
Small Group ReadingTeacher’s Guide Levels G-N
Comprehension Bridge 14 and 15 (Use Fix Up Strategies :pictures Synthesize: create a summary)
Completion of independent organizer
Conferences with student
Daily Observation of student participation and partner share.
Reader Response activities
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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:
The Wonderful Changes of WaterListening and Speaking
Good readers turn and talk to partners to discuss text.
Good readers reflect and respond to text by completing teach directed prompts.
Precise Listening
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
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.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers.
During Modeled Reading, have students listen for details.
Theme 15: TM p. 470
Whole Class Chart p. 128
Learning Stations
Rubrics
Daily Observation of student participation and partner share.
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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:
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 use punctuation to inform meaning.
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.
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.
Use sentence-level context as a clue to the meaning of a new word.
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.
Explain new vocabulary words to students.
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
Whole Class Chart p. 142
Theme 16: TM pages 517
Theme 16: TM p 502, 508,510, 512, 514, 518, 520, 522, 524, 526
Whole Class Chart p.136, 138, 143, 144
Skills Masters p. 161
Daily Observation of student participation and partner share.
Daily Observation of student participation and partner share.
Student’s oral reading rate.
Running Records
Vocabulary journals
Skills Masters
Daily Observation of student participation and partner share.Theme Progress Test
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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:
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.
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 from the illustrations and words in print to demonstrate understanding of its characters, setting, or plot.
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
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
Whole Class Chart p.137
Skills Masters p. 151
Theme 16: TM p. 510, 512, 514, 518, 519, 520, 522
Splash!
Fun in the Water
Whole Class Charts p. 141, 142
Skills Masters p.155, 153
Daily Observation of student participation and partner share.
Think and Respond
Theme Progress Test
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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:
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
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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:
Every Drop CountsReading Strategies (before, during, after)
Every Drop CountsListening and Speaking
Good readers build on vocabulary and schema prior to reading.
Good readers think aloud during reading to synthesize: create a summary and monitor understanding: pause and reflect
Good readers turn and talk to partners to discuss text.
Good readers reflect and respond to text
Appreciate listening
Use information from the illustrations and words in print to demonstrate understanding of its characters, setting, or plot.
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
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.
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
Small Group ReadingTeacher’s Guide Levels G-N
Skills Masters p.144, 154
Comprehension Bridge 15 and 16
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
Completion of independent organizer
Conferences with student
Daily Observation of student participation and partner share.
Reader Response activities
Learning Stations
Daily Observation of student participation and partner share.
Theme Progress Test
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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 15 and 16during small group instruction.
Reinforce Fundations skills during small group instruction using magnetic boards and sounds cards.
During small group how to summarize a story. Reinforce important words to incorporate.
Refer to corresponding lessons in Small Group Teacher’s Guide.
Refer to Comprehension Bridge 15 and 16during small group instruction.
Incorporate a Readers’ Response journal during small group activities for higher level thinking questioning (inferential).
Have students create an informational pamphlet about saving water that they could hand out to other children at school.
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 Fundations skills during small group instruction using magnetic boards and sounds cards.
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.
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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.