Wayne RESA

Unit PlannerReading 2

OS/MAISA / Grade 2 / English Language Arts / Reading 2 / Week 1 - Week 5

Common Core Initiative

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Overarching Questions and Enduring Understandings

What habits do readers use to read with stamina, fluency, meaning and attention to print?

 

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Graphic Organizer
 
Graphic Organizer
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Unit Abstract

Second graders are welcomed into the world of BIG TIME READERS. These readers are reading I/J/K (Fountas and Pinnell) reading levels or higher and will have to make decisions for sophisticated strategy use with speeded action. They will learn that some of the strategies they once used in kindergarten and first grade aren’t as well suited for their reading growth at current text levels.

 

Concept 1 will ask second grade readers to think of themselves as BIG TIME READERS who make their own decisions. It may feel odd to invite readers, the first day of school to show what they already know about workshop and reading, but the rewards of this invitation will be plentiful. Plan to watch and listen for the kinds of readers in the group. Take notes as readers; settle in, read and flag and jot based on previous experience. They will begin logging reading and setting goals for reading more pages across days and weeks.

 

Concept 2 asks readers to step into thinking about text from the minute the text is picked up and into conversations long after the book is put down. Readers learn to use what is already known about books and text and make BIG predictions about the way text will go. Readers learn that revisiting text by rereading entire books can aide in making more meaningful connections to how all the pieces of the text fit together, which will offer ease with thinking about author's intent or message.

 

Concept 3 organizes readers into like-level partnerships. Readers reading the same or about the same levels, will be paired for thinking and conversation. Readers learn to care for their partner by coming prepared to partnerships, listening well, and helping problem solve. They will come to see that a reading partner is an important person in life, as partners help each other gain reading stamina and focus. Partners will not read aloud to each other, except to reread for fluency, to prove a point or to act out character voices. They certainly can read a favorite part or a part that was important, but choral, echo and reading page by page aloud are pushed aside to allow readers more time for thinking and talking. At these levels, it is more important that readers learn to read silently to themselves and read aloud when needed in partnership, given their conversation or plans.

 

Concept 4 shows readers that they can take speeded action to solve problems. Teachers may want to review first grade strategy charts for alignment but also cross out and revise those strategies that are no longer useful (always pointing to words, reading out loud). Readers will delight in the idea that they are more grown up readers and are using the strategies of BIG TIME READERS. The problem solving lessons emphasize stopping in the midst of text when stuck, being your own problem solver, rereading word parts, and thinking about the meaning of text. Jotting and flagging notes, in the midst of independent reading, where problems aren't solved gives an authentic strategy and elevates the need for partners to help, at times.

 

The unit, like all units, ends with a celebration. Empowering readers to see how far they have come is the theme. Suggestions are listed in session 19.

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Expectations/Standards
MI: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5
MI: Grade 2
Reading: Literature
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Reading: Informational Text
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
Reading: Foundational Skills
Fluency
RF.2.4. Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level text orally with accuracy, appropriate rate, and expression.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Speaking and Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.2.1b. Build on others’ talk in conversations by linking their comments to the remarks of others.
SL.2.1c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Unit Level Standards

While the information contained here is not related to Unit Level Standards, important information related to UDL is included for your reference.

 

What is Universal Design for Learning (UDL)?

 

UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.


Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)

 

© CAST, 2013

 

UDL
Universal Design for Learning
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Essential Questions
Essential/Focus Questions
  1. How do readers make decisions?
  2. How do readers think before, in the midst of and after reading?
  3. How do readers care about talking with others, in order to grow their reading and thinking?
  4. How do readers take action to solve problems?
Content (Key Concepts)

choosing just-right text

ordering story elements to retell and understand stories

reading with fluency

sustaining longer text and more reading time

using strategies to solve unknown parts of text

 

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Unit Assessment Tasks
Skills (Intellectual Processes)

Application

Problem-solving

Sequence

 

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Lesson Plan Sequence
Lesson Plans (Sequence)

Concept I: Readers make decisions.

Session 1 Readers show all that they know about being in charge of their reading by settling in, reading, jotting if necessary, and talking to partners.

Session 2 Readers decide if a book is just right for them by reading a page and counting on fingers trouble spots and by listening to whether their reading is smooth.

Session 3 Readers use bookmarks to keep their reading place and reread portions near the bookmark to resume reading with understanding.

Session 4 Readers decide to reread to figure out characters.

Session 5 Readers keep logs and use them to set goals.

Session 6 Readers make plans to meet their reading goals.


Concept II: Readers think before, in the midst of and after reading text.

Session 7 Readers think big thoughts about their books before even starting the first page by keeping in mind what they know about the way books go.

Session 8 Readers get themselves ready to read by asking, “What kind of book is this, what do I have to do when I read books that go like this?

Session 9 Readers think the whole way through their story to fit the pieces of the story together

Session 10 After finishing books, readers reread them over and over, gaining more understanding.


Concept III: Readers care about talking with others, in order to grow their reading and thinking.

Session 11 Readers use their partners to celebrate, solve tricky parts, and do things for each other.

Session 12 Readers react and respond to each other.

Session 13 Partners help to grow reading and thinking.

Session 14 Readers recommend books to each other by including the title, a bit about the characters or topic and why they think their partner would like it.

Session 15 Readers invent new ways to talk about their books by deciding what they will do when they get together next time.


Concept IV: Readers take action to solve problems

Session 16 Readers stop in the midst of reading if something doesn't make sense and ask, “What can I do to fix this part?”

Session 17 Readers take speeded action to solve a word by choosing strategies to try and rereading.

Session 18 Readers use speeded action to reread, look at word parts and think “what would make sense?” to solve word problems.

Session 19 Readers celebrate after a lot of hard work and growth.

Lesson Plans
Resources

Professional Resources

 

Calkins, L. (2001). The Art of Teaching Reading. Boston: Allyn and Bacon.

 

Calkins, L. (2011-2012). A Curricular Plan for Reading Workshop, Second Grade. Portsmouth, NH: Heinemann.

 

Collins, K. (2004). Growing Readers: Units of Study in the Primary Classroom. Portland, MA: Stenhouse

Fountas, I. & Pinnell, G.S. (2005). Leveled Books, K-8: Matching Text to Readers for Effective Teaching. Portsmouth, NH: Heinemann.

 

Goldberg, G. & Serravallo, J. (2007). Conferring with Readers: Supporting Each Student’s Growth & Independence. Portsmouth, NH: Heinemann.

 

Serravallo, J. (2010). Teaching Reading in Small Groups: Differentiated Instruction for Building Strategic, Independent Readers. Portsmouth, NH: Heinemann.

Oakland Schools Literacy Website
Resource Materials Packet
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