Wayne RESA

Unit PlannerReading 2

OS/MAISA / Grade 2 / English Language Arts / Reading 2 / Week 25 - Week 30

Common Core Initiative

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Overarching Questions and Enduring Understandings

How do readers comprehend and get to know characters through reading traditional literature?

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Graphic Organizer
Graphic Organizer
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Unit Abstract

This is a unit primarily focused on the reading of fiction. This unit will target traditional literature and help readers see how fables, folk tales and fairy tales are woven into the fabric of all the fiction they read. The unit builds on readers’ natural instinct to imitate and role-play by asking them to watch their characters closely, in order to walk in the character’s shoes. Readers will take on many roles across the unit as they read and reread an abundance of narrative text with a priority on fables, folk tales and fairy tales. The route taken by teachers will most likely depend on resources available given reader’s reading levels.

 

Partnerships will play an essential role in helping readers to use their thinking, flagged pages and short jots to talk and role play with other readers. It is necessary to envision the partnership component running alongside the minilesson or any instructional moment during the reading workshop block of time. Teachers should consider what partnerships will look like and sound like each day and set readers up for successful meetings given the instructional components with a workshop. Partnerships combine into clubs, in time, and at least within concept three.

 

The first concept, Readers step into a character’s shoes- asks readers to use many of the strategies they’ve been utilizing throughout the year to get to know their characters. Readers will use facial expressions, body gestures, and their voice to show their understanding of characters. Readers will imagine different points of view given the roles of their characters and create theories based on these perspectives. Readers will role-play characters with partners showcasing strong emotions and actions.

 

The next concept, Readers work with partners to understand characters through acting and directing- will make readers see their characters in the scenes of their stories. Seeing the tiny details of the scene will help readers pay attention to the world of their character. Readers will see differences in the point of view of characters while listening and watching others play out those parts.

 

The third concept, Readers uncover the predictable roles of characters-sets readers up to reread in an effort to find patterns across books. Readers, in book clubs, will look for patterns in characters, settings and stories. Readers will use patterns to predict what will happen next. Readers will include the predictable roles of characters in fables, folk tales and fairy tales in the role-playing and directing they do in book clubs.

 

The last concept, Readers interrupt the author’s purpose, lessons and morals-moves readers to think beyond the words on the page and nudge their thinking beyond the text. Readers will look for lessons, morals and the author’s purpose. Readers will think about how the lessons they uncover impact their thinking about their own lives and opinions. Readers will look for lessons and morals in all the fiction they read. Readers learn to compare and contrast two or more versions of the same story and match books of different titles with similar ideas. The final days have readers celebrating all they have learned by performing a favorite story with partners or book clubs and talking about their interruptions.

 

*This unit of study is purposefully focused on reading comprehension to get to know characters in narrative text. Teachers will continue to meet with strategy groups and conduct shared reading and guided reading groups with a focus on print strategies and fluency based on students’ needs.

 

**Although the unit details 22 sessions, this unit could easily utilize 6 weeks of instruction within the reading workshop. Teachers will want to follow the needs of their students and adapt and add to lessons based on observations and assessment. Adding days to the final concept may be necessary based on the lifted expectations for understanding.

 

***The unit requires numerous Fairy Tales, Fables and Folk Tales. However, if hard to access, these texts could be utilized in read aloud with accountable talk and minilesson with readers reading all kinds of fiction during independent reading. The unit is a study of fiction with the hope that teachers are able to acquire traditional literature throughout the unit.

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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.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
RL.2.3. Describe how characters in a story respond to major events and challenges.
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.
RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
6. Assess how point of view or purpose shapes the content and style of a text.
RL.2.6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
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.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
RL.2.9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
RL.2.10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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.
Language
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L.2.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Unit Level Standards

Universal Design for Learning

 

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 step into a character’s shoes?
  2. How do readers work with partners to understand characters through acting and directing?
  3. How do readers uncover the predictable roles of characters?
  4. How do readers interrupt the author’s purpose, lesson and morals?

 

Content (Key Concepts)

acknowledge differences in point of view

determine central message, lesson or moral

notice how characters respond to events and challenges to predict

use character’s feelings throughout the turns of the text to find deeper meaning

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Unit Assessment Tasks
Skills (Intellectual Processes)

Application

Compare/Contrast

Inference

Organizing

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Lesson Plan Sequence
Lesson Plans (Sequence)

Concept I: Readers step into a character’s shoes

Session 1 Readers bring characters to life by using facial expressions and gestures to show feelings and actions of characters

Session 2 Readers reread and use their voice and body to become the character they are reading about.

Session 3 Readers reread to understand what their character is thinking.

Session 4 Readers imagine different points of view of characters by speaking in different voices

Session 5 Readers create theories about characters by trying out different points of view

Session 6 Readers prepare to role-play by noticing good and the bad characters

Session 7 Readers prepare to role-play characters by using all the strategies they know

 

Concept II: Readers work with partners to understand characters through acting and directing

Session 8 Readers notice how characters respond to major events and challenges

Session 9 Readers imagine what characters say and do and direct the action

Session 10 Readers imagine how characters look and sound within a scene

Session 11 Readers role-play and direct characters to show good and bad strong emotion and action

 

Concept III: Readers uncover the predictable roles of characters

Session 12 Readers reread to look for character types across books

Session 13 Readers look for patterns in their stories across books

Session 14 Readers use the role of the character to predict what will happen next

Session 15 Readers compare characters of similar types between stories

 

Concept IV: Readers interpret the author’s purpose, lesson and morals

Session 16 Readers know stories often include a lesson to be learned

Session 17 Readers talk with others about the morals characters show us

Session 18 Readers talk with others about the morals in stories.

Session 19 Readers find lessons and morals in all types of fiction

Session 20 Readers match books that share similar ideas

Session 21 Readers compare two or more versions of the same story

Session 22 Readers perform a story with others to celebrate their learning

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

 

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.

Resource Materials Packet
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