Title of Unit

Our World Reading and Language Arts

Grade Level

Second Grade

Essential Questions
Overarching Questions: How do phonetic rules enhance reading?
(Explanation & Interpretation)

Topical Questions: How can we use letter patterns in reading?(Explanation & Interpretation) What are common misconceptions about digraphs, blends, and dipthongs?
(Explanation)

How is it possible to apply basic syllabication rules when reading?

(Application & Explanation)

Is it possible for multiple letters to make one sound?(Self-Knowledge) How do we know when to add suffix s, suffix -es, or suffix ies to the end of a root word?(Explanation & Application) Why is an apostrophe before the letter s in some words?(Explanation) How can we use spelling patterns to identify sounds?(Explanation & Application) How can we use letter patterns when reading? How does dividing words into syllables assist us when reading?(Explanation &
Application)

How do inflectional endings change the meaning of words?(Explanation &

Interpretation)

In what ways are phonograms useful?

(Explanation)

What happens when the letter r is after a vowel?(Explanation) How is setting a purpose for reading important?(Explanation) How do story clues assist us in making

How can pre-reading strategies help me with comprehension?(SelfKnowledge)

How do we recognize details about a topic?(Explanation) How do we understand what the author intends for us to know?(Explanation) In what ways do personal experiences help me with reading comprehension?
(Self-Knowledge)

predictions?(Explanation) How does making a prediction help me understand and monitor reading comprehension?(Self-Knowledge) How does prior knowledge enhance comprehension?(Explanation) How can I visually show prior knowledge?(Self-Knowledge & Application) How does making inferences relate to personal experiences?(Interpretation) How can prior knowledge be used to make inferences?(Application & Explanation) Can story clues be connected to what we know to make an inference?(Self-Knowledge) How are implicit facts different from explicit facts?(Explanation & Application) How might we reach an understanding about implicit facts?(Empathy) How can we distinguish between realistic fiction and nonfiction?(Explanation) What strategy can help us distinguish between fact and fiction? (Application) How can illustrations, charts, graphs, diagrams, and graphic organizers aid comprehension?(Explanation) Is it possible to comprehend text without using illustrations, diagrams, charts, graphs, and graphic organizers?
(Explanation)

How can we build literary skills?

(Explanation)

What strategies can we use to retell and summarize stories we read?(Application &
Interpretation)

What does an author use to reveal information about a story?(Explanation) How does prior knowledge enhance comprehension?(Explanation & Application) How does making connections relate to personal experiences?(Explanation &
Application)

How is building background important before reading?(Explanation & Application)

Is it possible to use a graphic organizer when building background knowledge?

(Application & Explanation)

Stage 3 Learning Plan

Where are your students headed and Why? What is required of them?

Where & Why? What matters is that I grasp the challenge of assessing for transfer. These needs will be targeted through small group instruction. Diagnostic Assessments to guide my learning planK-W-L Strategy K-know will give me a sense of the students prior knowledge, as well as any misconceptions that may exist. Evidence of misunderstandings is incredibly valuable because it signifies an attempted and plausible but unsuccessful transfer. W-want will raise questions and identify what the students want to learn about the topic. L-learn as the unit unfolds the acquired facts and big ideas will be recorded on a chart in the classroom. Pre-assessment Strategy Spelling Inventory (pre-assessment) using the book titled Words Their Way. This global analysis is to determine the students stage and then within the stage, to decide if the student is in the early, middle, or late part. Learners Attitude and Learning Style Inventory Survey Post Test Reading and Language Skills Assessment

I will introduce the unit using an explicit organizer to guide students in coming to an understanding. This will provide the students with a cognitive tool that they can use to apply to a variety of situations in various subject areas, while signaling that seeking such understanding is their key job. (Found at the end of template)

How will the students be hooked and held in this unit?

Questions during Shared Literature to Set a Purpose Relate to Personal Experiences through questioning Real story props will be used when possible Week One: How do you take care of crops while they are growing? Read aloud Tops & Bottoms. Week Two: How do plants begin? What happens when a plant is grown? Show video titled Johnny Appleseed. Week Three: What happens to a building when it gets really old? What can people do with the empty land that an old building sat on? What would you do? Read aloud City Green. Week Four: What growing vegetables have you seen? What did they need to grow? What do people do with vegetables after they are picked? Read aloud The Ugly Vegetables. Week Five: What do you do when you cant find something? How do you think about places where you might find it? Read aloud The Three Little Kittens.

What activities, instruction, and guidance will be provided to enable and equip students to explore and experience the important ideas in this unit?

Explore & Experience/Equip & Enable Activities that develop and deepen their understanding of key ideas. What kinds of knowledge, skill and habits of mind are prerequisites for success and performance? A variety of books will be used from the media center on the topic in order to understand and develop different genres, skills and compare differences. Songs will be taught to make connections and apply skills. http://mrsdell.org/reading/comprehension.html http://mrsdell.org/reading/phonics.html

Week One: Johnny Appleseed

Students read books according to their reading level and have an opportunity to listen to the stories on cassette. Students will make connections and use prior knowledge while reading aloud using the think aloud strategy. Students will respond to literature and demonstrate writing skills by responding in their journals. We will sing the song titled Rhyme Time and apply the skill when reading. The students will demonstrate an understanding by adding words to our class wall chart, as words are found. Students will demonstrate an understanding of phonograms and r-controlled vowels and apply through word sorting and making words with cubes. Students will demonstrate an understanding of words that rhyme with different phonograms. (hair & hare) Students will apply phonics during small group reading and independent reading. The teacher will guide and create an organizer to build background and introduce details. Students will be introduced new vocabulary by a power point. Students will use pre-reading strategies by previewing and predicting. Students will create a story map to demonstrate reading comprehension. Students will be guided through small group reading based on his/her reading level. Students will create a chart and/or graph to demonstrate understanding. Week Two: From Seed to Plant Students read books according to their reading level and have an opportunity to listen to the stories on cassette. Students will demonstrate an understanding of consonant blends-spr, str, thr by adding words to the rhyme chart while reading self selected books. The teacher will guide students by creating a graphic organizer to build background. Students will read and interpret diagrams to access prior knowledge of a visual on the overhead. Students will reread for understanding by reading aloud during small group instruction. The teacher will guide students in pre-reading strategies by previewing and predicting a story using a sequence chart. Students will demonstrate an understanding of making connections during shared reading. Students will demonstrate an understanding distinguishing between texts by comparing and contrasting using a Venn diagram. Students will demonstrate an understanding of syllable patterns vcv, after learning the vowel consonant song. Students will demonstrate the difference between words with vcv and words with no vcv syllables by using word sorts. Students will demonstrate an understanding of spelling patterns by identifying short words within the longer words during small group reading. Students will demonstrate an understanding of reading diagrams. Students will demonstrate an understanding comparing plants and people by creating a concept web and writing about them.

Week Three: The Secret Life of Trees Students read books according to their reading level and have an opportunity to listen to the stories on cassette. The teacher will guide and create a K-W-L organizer to build background knowledge and assess prior knowledge. Students will demonstrate an understanding using context clues by reading word bits and parts during small group instruction. Students will demonstrate an understanding distinguishing between fact and fiction with a peer. Students will demonstrate an understanding of vowel digraphs: /oo/ through word sorts and word building. Students will demonstrate an understanding of decoding strategies through small group reading instruction. Students will write to demonstrate the difference between realistic fiction and nonfiction. Week Four: Watermelon Day Students read books according to their reading level and have an opportunity to listen to the stories on cassette. Students will apply listening skills and follow along in the book at the listening center. (accommodation) Students will demonstrate an understanding of consonant digraphs gn, kn, wr through word sorting. Students will demonstrate rhyming by singing and creating words using an organizer. Students will demonstrate an understanding of making inferences through guided reading and linking knowledge to text. Students will sequence and summarize a story to demonstrate an understanding of reading comprehension. Students will compare texts using a Venn diagram and demonstrate an understanding by sharing the results. Students will demonstrate an understanding of comparing characters using a Venn diagram. Week Five: Pumpkin Fiesta Students read books according to their reading level and have an opportunity to listen to the stories on cassette. Students will apply listening skills and follow along in the book at the listening center. (accommodation) Students will analyze plurals as they sing To Make a Noun Plural. Students will demonstrate an understanding of inflections s, -es, -ies through writing activities. Students will demonstrate an understanding of plurals by building plural words from singular words that end in consonant + y. Students will model an understanding of possessive s through writing. The teacher will build background by using a life cycle chart about how pumpkins grow. The teacher will guide students to predict outcomes by creating a graphic organizer. The teacher will guide students through a problem-solution chart in order to make connections, as students compare texts.

Students will demonstrate an understanding of predicting outcomes by using what they already know and create a graphic organizer to show predictions and the reasoning for making each one.

What activities, products and performances will be designed to provide students with the opportunity to reflect, rethink, and revise?

Overarching questions and recurring tasks anchor the curriculum Revisit previous understandings/link knowledge Writing Prompts Follow the trail back to the original ideas What does this remind me of, or how is it similar to something else I know?

What self-assessments and self-evaluations will students participate in to allow for reflection and transfer of learning?

My Reading Log and Thinking About My Reading and Writing (Found at the end of template) Think aloud activity Student Self-Assessment Checklist of Critical Thinking (Found at the end of template)

How will instruction and activities be tailored to provide for the various learning needs, styles, knowledge and interests of students?

Tailor & Personalize Multiple Intelligences/styles Week One: Naturalist-gardening Musical- phonics song Linguistic-use language to express meaning Interpersonal-the ability to work with others effectively Intrapersonal-the ability to understand things about oneself, how one is similar to, different from others; remind oneself to remember to do something Week Two: Musical-planting Interpersonal- the ability to work with others effectively Linguistic-use language to express meaning Intrapersonal- the ability to understand things about oneself, how one is similar to, different from others; remind oneself to remember to do something

Week Three: Intrapersonal- the ability to understand things about oneself, how one is similar to, different from others; remind oneself to remember to do something Linguistic- use language to express meaning Interpersonal- the ability to work with others effectively Week Four: Naturalist-planting Interpersonal-the ability to work with others effectively Intrapersonal- the ability to understand things about oneself, how one is similar to, different from others; remind oneself to remember to do something Week Five: Musical-grammar jingles Naturalist-planting Interpersonal-the ability to work with others effectively Intrapersonal- the ability to understand things about oneself, how one is similar to, different from others; remind oneself to remember to do something

How will instruction and activities be tailored to provide for the various learning needs, styles, knowledge and interests of students?

Organize for Optimal Effectiveness Design/Organize for deep understanding Pre-tests: Spelling Inventory & Global Analysis (This will determine the stage of development and the students will be placed in groups according to their needs.) K-W-L

Clear Purpose Adding Up the Facts (page 211) We (readers) explain, interpret and apply knowledge about letters. We (readers) are writers that create, analyze, and explain. We will apply self-knowledge by comparing and use information in organizers. Stories enhance readers by intriguing their understanding and linking their minds to previous knowledge and skill. Big Idea: Students experience growth and change as they go through cycles just as seasons and plants do. By understanding growth and change insights into the world and learning will be revealed and understood.

Student Self-Assessment Checklist of Critical Thinking Name_____________________________ What does a critical thinker look like? Is persistent and persevering. I stay on task. I use a variety of strategies to solve problems. I might say, Dont show me. Let figure it out. I complete my tasks or projects. Has decreased impulsivity. I listen to instructions before I begin. I ask questions if I dont understand. I think before I act. I develop a plan before I start work. I accept suggestions to improve my work. Listens with understanding. I listen carefully to others and value their ideas. I respond appropriately. I build on others ideas. Is flexible in thinking. I try understanding both sides of an issue. Date____________ Most of the time Sometimes Not Yet

Has awareness of own thinking. I am able to list the steps in my plan of action. I can describe what I know and what I need to know. I can evaluate my plan of action. I can describe what I know and what I need to know. I can explain the steps in my thinking. I can tell how thinking helps me. Uses past knowledge in new situations. I use my past learning in new situations. I can see how two different ideas are connected.

Thinking About My Reading and Writing

Name______________________________ Date___________

When I read,
I think about what I already know.

I picture in my mind what I am reading about.

I think about what is going to happen next in a story.

I ask myself if what Im reading makes sense.

When I read by myself, I feel like this.

When I write,
I think about for whom I am writing and why.

I list or draw my ideas.

I use an order that makes sense.

I write complete sentences.

I use different kinds of sentences.

I use exact words. I proofread for spelling, capitalization, and punctuation.

I use good handwriting.