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ORANGE PUBLIC SCHOOLS

OFFICE OF CURRICULUM AND INSTRUCTION

OFFICE OF ENGLISH LANGUAGE ARTS

Second Grade

PARCC Aligned Curriculum Guide

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School Year 2015-2016

Second Grade ELA Curriculum

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Unit 1

Table of Contents

|Purpose of the Unit |Page 4 |

|Unit 1 Common Core Standards |Page 5 |

|Sample Literacy Block Schedule |Page 6 |

|Assessments |Page 7 |

|Lucy Calkins Units of Study Unit 1 Narrative |Page 8 |

|Recommended Supplemental Texts |Page 9 |

|Journeys Alignment |Page 10-16 |

|Suggested Literacy Centers |Page 17 |

|Message Time Plus Example |Page 18 |

|Professional Development Resources |Page 19-20 |

|Appendix A: Narrative Writing Samples, Rubric, and Student Checklists |Page 21-25 |

|Appendix B: Comprehension Story Map and Rubric |Page 26-27 |

|Appendix C: Lesson Plan Examples |Page 28 |

Purpose of This Unit:

The purpose of this document is to provide teachers with a set of lessons that are standards-based and aligned with the Common Core State Standards (CCSS). The standards establish guidelines for English language arts (ELA) as well as for literacy in social studies, and science. Because students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, the standards promote the literacy skills and concepts required for college and career readiness in multiple disciplines. The skills and knowledge captured in the ELA/literacy standards are designed to prepare students for life outside the classroom. They include critical-thinking skills and the ability to closely and attentively read texts in a way that will help them understand and enjoy complex works of literature. Students will learn to use cogent reasoning and evidence collection skills that are essential for success in college, career, and life. 

|Essential Questions |Enduring Understanding |

|1. What is a narrative story? How does an author develop a |1. Narrative stories entertain and inform the reader with real or |

|narrative story including relevant details? |imagined events. Writers use a sequence of events with details to help the reader understand the |

| |story. |

|2. Why is knowing how to accurately answer who, what, where, | |

|when, why and how questions important to readers? Why is it |2. A reader must monitor their understanding of informational text by asking questions before, |

|important for readers to also ask these types of questions |during, and after reading. |

|while reading an informational text? | |

| |3. Illustrations work with the text of a story to develop the characters, setting, and plot. |

|3. How do illustrations and words work together to develop a | |

|reader's understanding of the story elements? |4. It is important for readers to know the main topic of the text so that they understand the |

| |author's message. Paragraphs in a text discuss different key details that will help to contribute|

|4. Why is it important to know the main topic of an informational |to the reader's overall understanding of the main topic. |

|text? How do the paragraphs within an informational text | |

|contribute to the main topic? |5. A reader can build understanding of unknown words and phrases by using context clues, word |

| |analysis strategies, and a |

|5. What can a reader do to understand unknown words in a text? |glossary to clarify meaning, which strengthens a reader's overall comprehension of the text or |

| |topic. |

Unit I:

|Topic: |CCSS: | |

| |RL.2.1 |Answer questions such as who, what, where, when, and how about key details in a text. |

|Narrative | | |

|Writing | | |

| | | |

|Key Details in a Text | | |

| | | |

|Main Topic | | |

| | | |

|Context Clues | | |

| |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. |

| |W.2.3 |Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and |

| | |feelings, use temporal words to signal event order, and provide a sense of closure. |

| |L.2.1.d |Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). |

| |L.2.2.d |Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). |

| |L.2.1.b |Form and use frequently occurring irregular plural nouns (e.g., feet, children) |

| |L.2.5.a |Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). |

| |L.2.5.b |Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, |

| | |scrawny). |

| |L.2.4.a |Use sentence-level context as a clue to the meaning of a word or phrase. |

| |RF.2.3.a |Distinguish long and short vowels when reading regularly spelled one-syllable words. |

| |RF.2.3,b |Know spelling-sound correspondences for additional common vowel teams. |

| |RF.2.3.c |Decode regularly spelled two-syllable words with long vowels. |

| |RF.2.3.f |Recognize and read grade-appropriate irregularly spelled words. |

| |RF.2.4.a |Read grade-level text with purpose and understanding. |

| |RF.2.4.b |Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. |

| |RF.2.4.c |Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |

K-2 Grade Literacy Block

|Sample Schedule |Notes for Sample Schedule |

|Independent Reading/Partner Rdg |After unpacking, children read from Book Bins (unleveled) or from Book Bags (leveled |

|(arrival & unpacking time) |for independent. reading.) |

|Message Time Plus |20 min | |

|Modeled Writing/Shared Reading | |One option for MTP is to teach a writing behavior or strategy that can lead into the |

|Concepts about print | |writing workshop. |

|Phonics | | |

|Vocabulary | |All Journey’s pacing for phonics, phonemic awareness, vocabulary, sight words, and |

|High frequency words | |concepts about print can be taught through MTP. |

|Fluency | | |

|Comprehension | | |

|Writer’s Workshop |30 min | |

|Mini-lesson |5 min | |

| | |Independent writing consists of guided writing groups and/or one-to-one conferences. |

|Independent Writing |20 min | |

| | | |

|Share (2 students share) |5 min | |

|Intentional Read Aloud |10 min |Tell children what you are going to demonstrate and why this will help them as |

| | |readers. Ask students to watch and listen to how you think (or problem solve) as a |

| | |reader. |

|Guided Reading/ Literacy Centers |30 min |Literacy Centers |Group A |Group B |Group C |

| | |1st rotation |Guided Reading |iRead |Literacy Center |

| | |(15 min) | | | |

| | |2nd rotation |Literacy Center |Guided Reading |iRead |

| | |(15 min) | | | |

| | | |

| | |The Literacy Center component is not limited to the above format. Teachers may have |

| | |more than 3 groups. |

|Formative Assessments: |

|iRead Data |

|Anecdotal Records, Running Records |

|Teacher-made assessments |

|Narrative Piece Rough Draft |

|Summative Assessments: |

|iRead Data |

|Running Record |

|Narrative Piece Final Draft |

|Open-Ended Response to Literature |

|Authentic Assessments: |Authentic Assessment: |Authentic Assessment: |

|Narrative Writing Piece |Story Map |Digital Books: Students can create their own narrative digital books. The |

|Example of Student Writing (See Appendix A) |Example of Story Map (See Appendix B) |links below will take you to the websites that can help in creating the |

|Scoring Rubric (See Appendix A) |Scoring Rubric (See Appendix B) |digital text. |

|Student Editing Checklist(See Appendix A) | | |

| | | |

| | | |

|Technology Integration: |

|iRead (Mandatory) |

| (spelling practice/vocabulary words) |

| (Journeys resources) |

|Speaking and Listening Vocabulary: main idea, details, characters, setting, plot, compound word, narrative, temporal words, context clues, capitalization, predict, irregular verbs |

|Useful Sites: |

| (compound words game) |

| (past tense irregular words smart board lessons) |

| (story map for narrative) |

| (sample friendly letter) |

|Lucy Calkins Units of Study |

|Lessons From the Masters: Improving Narrative Writing Unit 1 Narrative |

|Lessons |Lesson Title |CCSS Related to Lesson |

|Lesson 1 |Discovering Small Moments that Matter: Generating Ideas for Writing |W.2.3, RL.2.1, L.2.1, L.2.2 |

|Lesson 2 |Capturing Story Ideas: Tiny Topics Notepads |W.2.3, RL.2.1, L.2.1, L.2.2 |

|Lesson 3 |Stretching Out Small Moments |W.2.3, RL.2.1, L.2.1, L.2.2 |

|Lesson 4 |Writing with Detail: Magnifying a Small Moment |W.2.3, RL.2.1, RL.2.7, L.2.1,L.2.2 |

|Lesson 5 |Letter to Teachers: Revising with Masters: Creating Powerful Endings |W.2.3, RL.2.1, L.2.1,L.2.2 |

|Lesson 6 |Rereading Like Detectives: Making Sure Our Writers Makes Sense and Sounds Right |W.2.3, L.2.1,L.2.2 |

|Lesson 7 |Working Hard: Setting Goals and Making Plans for Writing Time |W.2.3, RL.2.1, L.2.1,L.2.2 |

|Lesson 10 |Learning to Write in Powerful Ways: Trying Out Craft Moves Learned From Mentor Authors |W.2.3, L.2.1,L.2.2 |

|Lesson 12 |Emulating Authors in Ways that Matter: Revising in Meaningful Ways |W.2.3, L.2.1,L.2.2 |

|Lesson 14 |Letter to Teachers: Rereading and Quick Editing: Preparing for a Mini-Celebration |W.2.3, RL.2.7, L.2.1,L.2.2 |

|Lesson 15 |Learning Craft Moves from Any Mentor Text |W.2.3, L.2.1,L.2.2 |

|Lesson 16 |Being Bold: Trying New Craft Moves |W.2.3, L.2.1,L.2.2 |

|Lesson 17 |Letter to Teachers: Writers Can Help Each Other: Partners Offer Feedback |W.2.3, L.2.1,L.2.2 |

|Lesson 18 |Editing and Preparing for Publication |W.2.3, L.2.1,L.2.2 |

|Lesson 19 |Letter to Teachers: A Celebration |W.2.3, L.2.1,L.2.2 |

If the Lucy Calkin’s Units of Study lessons are completed before the end of the unit, it is recommended that the class engage in a Shared Research Project.

Texts Recommended to Supplement Journeys Unit 1

Please Note: Many read aloud texts in Journeys do not support the Reading Literature Standards that must be covered on page 5. Below are some recommended narrative mentor texts that can be used as a read aloud to support the Reading Literature Standards and the Writing Standards. Links will lead students and teachers to digital read alouds of text.

|Name of the Texts and Picture |

|Owl Moon by Jane Yolen |Come on Rain by Karen Hesse |

|[pic] |[pic] |

|A Chair for My Mother by Vera B. Williams |Aunt Flossie’s Hats(and Crab Cakes Later) |

|[pic] |[pic] |

|Bigmamas by Donald Crews |Alexander and the Terrible, Horrible, No Good, Very Bad Day |

|[pic] |[pic] |

Grade 2: Unit 1 Journey’s Resources and Phonics and Sight Words that can be included during Message Time Plus and Word Work Centers.

| | |Reading Literature and Informational Text |Foundational Skills |

|Lesson Selection |Text Based Comprehension Phonological Awareness/Phonics Fluency, High Frequency Words |

| | | |Phonics |High-Frequency Words |

| |Anchor Text |Target Skill |Short Vowels a, i |around, be, five, help, |

| |Henry and Mudge |Sequence of Events |CVC Syllable Pattern |next, or, pull, take, |

|1 |Genre: Realistic Fiction | | |until, walked |

| | |Target Strategy |RF.2.3.a Distinguish long and short | |

| | |Infer/Predict |vowels when reading regularly spelled | |

| |Decodable Readers | |one-syllable words. | |

| |We Camp | | | |

|Pages |The Picnic Ants | | | |

|T2-T91 | | | | |

| | | | | |

| |Speaking and Listening |Language and Writing |

|Lesson Speaking and Listening | Academic Vocabulary Spelling Writing |

|1 |Read Aloud |Target/Academic Vocabulary |Spelling Principle |Writing Mode |

| |The Perfect Pet |Vocabulary From Suggested Read Alouds |Short Vowels a, i |Narrative Writing from Lucy Calkins Units of Study. |

| | | | | |

| |Listening/Speaking: Recount key | |Spelling Words | |

| |details | |Basic: sad, dig, jam, glad, list, win, | |

| | | |flat, if, fix, rip, kit, mask | |

| |Refer to Narrative Text | | | |

| |Recommended on page 9 to | | | |

| |supplement. | | | |

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| | | | | |

| | | | | |

| | |Reading Literature and Informational Text |Foundational Skills |

|Lesson Selection |Text Based Comprehension Phonological Awareness/Phonics Fluency, High Frequency Words |

| |Owl Moon (Narrative) |Target Strategy |Phonics |High-Frequency Words |

| | |Question |Short Vowels o, u, e |bring, children, comes, |

| | | |CVC Syllable Pattern |do, family, like, make, |

|2 |Decodable Readers |RL.2.1 Answer questions such as who, what,| |those, use, with |

| |Bud, Ben, and Roz |where, when, and how about key details in | | |

| |The Funny Hat Contest/ Text can be|a text. | | |

|Pages |supplemented with leveled guided | | | |

|T94-T185 |reading texts. | | | |

| | |Speaking and Listening |Language and Writing |

|Lesson Speaking and Listening | Academic Vocabulary Spelling Language Writing |

|2 |Refer to Narrative Text Recommended|Academic Vocabulary |Spelling Principle |Writing Mode |

| |on page 9 to supplement. | |Short Vowels o, u, e |Narrative Writing (follow the Lucy Calkins Units of Study) |

| | |Vocabulary From Suggested Read Alouds | | |

| | | |Spelling Words | |

| | | |Basic: wet, job, hug, rest, spot, mud, | |

| | | |left, help, plum, nut, net, hot | |

| | | | | |

| | |Reading Literature and Informational Text |Foundational Skills |

|Lesson Selection |Text Based Comprehension Phonological Awareness/Phonics Fluency, High Frequency Words |

| | |Target Skill |Phonics |Fluency |

| |A Chair for My Mother |Author’s Purpose |Long Vowels a, i |Accuracy: Self-Correct |

| |Teachers can use the digital text| |Sounds for c | |

|3 |if one is not available in the |Target Strategy | |High-Frequency Words |

| |school. |Analyze/Evaluate | |city, full, no, think, other, |

| | | | |places, put, school, |

| |Decodable Readers | | |sing, think, this |

| |City Ride | | | |

| |Mice Can Race | | | |

|Pages | | | | |

|T187-T277 | | | | |

| | |Speaking and Listening |Language and Writing |

|Lesson Speaking and Listening | Academic Vocabulary Spelling Language Writing |

|3 | | |Spelling Principle |Writing Mode |

| |A Chair for My Mother |Use vocabulary words from the |Long Vowels a, i |Narrative Writing |

| |Teachers can use the digital |suggested read alouds. | | |

| |text if one is not available in| |Spelling Words | |

| |the school. | |Basic: cake, mine, plate, size, ate,| |

| | | |grape, prize, wipe, race, line, | |

| | | |pile, rake | |

| | | | | |

| | | | | |

| | |Reading Literature and Informational Text |Foundational Skills |

|Lesson Selection |Text Based Comprehension Phonological Awareness/Phonics Fluency, High Frequency Words |

| |Anchor Text |Target Strategy |Phonics |High-Frequency Words |

| |Diary of a Spider |Summarize |Long Vowels o, u, e |mind, could, today, play, |

| |Genre: Humorous | |Sounds for g |cheer, hello, read, see, |

|4 |Fiction | | |by, hundred |

| | | | | |

| |Paired Selection | | | |

| |A Swallow and a | | | |

| |Spider | | | |

| |Genre: Fable | | | |

| | | | | |

| |Speaking and Listening |Language and Writing |

|Lesson Speaking and Listening | Academic Vocabulary Spelling Language Writing |

|4 |Teachers can use the digital |Target/Academic Vocabulary |Spelling Principle |Grammar Skill |Writing Mode |

| |text if one is not available in| |Long Vowels o, u |What Is a Noun? |Narrative Writing |

| |the school. |Choose vocabulary from the Read Aloud | | | |

| | | |Spelling Words | | |

| | | |Basic: doze, nose, use, rose, pole, | | |

| | | |close, cute, woke, mule, rode, role,| | |

| | | |tune | | |

| | | | | | |

| | |Reading Literature and Informational Text |Foundational Skills |

|Lesson Selection |Text Based Comprehension Phonological Awareness/Phonics Fluency, High Frequency Words |

| |Anchor Text |Target Skill |Phonics |Fluency |

| |Teacher’s Pets |Story Structure |Consonant Blends with |Phrasing: Punctuation |

| |Genre: Realistic Fiction | |r, l, s | |

|5 | | | |High-Frequency Words |

| | | | |table, says, little, find, |

| |Decodable Readers | | |both, cold, long, green, |

| |Flint Cove Clambake | | |we, eat |

|Pages |The Stop and Spend | | | |

|T377-T475 |Sale | | | |

| | |Speaking and Listening |Language and Writing |

|Speaking and Listening | Academic Vocabulary Spelling Language Writing |

|Lesson |Read Aloud |Vocabulary Strategies |Spelling Principle |Grammar Skill |Writing Mode |

|5 |Lester |Base Words and Endings -ed, -ing |Consonant Blends with r, l, s |Singular and Plural |Narrative Writing |

| | | | |Nouns | |

| |Speaking and Listening Skill | |Spelling Words | | |

| |Recount the beginning, middle, end | |Basic: spin, clap, grade, swim, | | |

| | | |place, last, test, skin, drag, | | |

| | | |glide, just, stage | | |

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| | |Reading Literature and Informational Text |Foundational Skills |

|Lesson Selection |Text Based Comprehension Phonological Awareness/Phonics Fluency, High Frequency Words |

| |Refer to suggested Read Alouds on |Target Strategy |Phonics |Fluency |

| |page 9 to support curriculum. |Question |Common Final Blends nd, |Expression |

| | | |ng, nk, nt, ft, xt, mp | |

|6 | | | | |

| |Decodable Readers |Supporting Skills | |High-Frequency Words |

| |A Job for Bob |Using Context | |work, know, most, myself, |

| |Baby Animals | | |sleep, second, three, |

| | | | |she |

|Pages | | | | |

|T2-T91 | | | | |

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| |Speaking and Listening |Language and Writing |

|Lesson Speaking and Listening | Academic Vocabulary Spelling Language Writing |

|6 |Speaking and Listening Skill: | |Spelling Principle |Grammar Skill Plural |Writing Mode |

| |Ask and | |Common Final Blends nd, ng, nk, nt, ft, |Nouns |Narrative Writing |

| |answer questions to deepen | |xt, mp | |Refer to the Lucy Calkins units of |

| |understanding | | | |study. |

| | | |Spelling Words | | |

| | | |Basic: next, end, camp, sank, sing, drink,| | |

| | | |hunt, stand, long, stamp, pond, bring | | |

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| |Reading Literature and Informational Text |Foundational Skills |

|Lesson Selection |Text Based Comprehension Phonological Awareness/Phonics Fluency, High Frequency Words |

| |Decodable Readers | |Phonics |High-Frequency Words |

| |Jill and Mack |Target Skill |Double Consonants and ck |pictures, air, pretty, told, |

| |Rabbit’s Muffins |Conclusions |Double Consonants (CVC) |window, funny, try, he, |

|7 | | | |cried, car |

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|Pages | | | | |

|T94-T189 | |Supporting Skills | | |

| | |Story Structure | | |

| |Speaking and Listening |Language and Writing |

|Lesson Speaking and Listening | Vocabulary Spelling Language Writing|

|7 | | |Spelling Words |Grammar Skill |Writing Mode |

| |Speaking/Listening: Answer using | |Basic: dress, spell, class, full, add, |Proper Nouns |Narrative Writing |

| |complete sentences | |neck, stuck, kick, rock, black, trick, | | |

| | | |doll | | |

| | | | | | |

Suggested Literacy Centers to Support Guided Reading:

|Writing Center: |Computer Center: |

|Students can write in a narrative in their notebooks. |IREAD |

|Students can peer edit writing using a editing checklist. | |

| |Students can create digital books |

| |Students can listen to suggested read alouds to further deepen comprehension of the text. |

|Library Center: |Word Work Center: |

|Buddy Reading | |

|Independent Reading |Sight Word Memory Match/Bingo |

|Students can self-select a text from the library and write a review. Link to a template is provided |CVC word Memory Match/Bingo |

|below. | |

| | |

|Independent Reading Center: | |

|Students can practice reading texts on their just write level. | |

Message Time Plus Example

This Message addresses the following standards:

• W.2.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

• L.2.1: Recognize a sentence begins with a capital letter and ends with a punctuation mark.

• RF.2.3A: Distinguish long and short vowel sounds in a spoken single-syllable word (e.g., cat, play).

• RF.2.4A: Identify and read grade-level high-frequency/irregular words in and out of context.

• L.2.4.b: Predict the meaning of compound words based on grade two reading and content using the meaning of individual words (e.g., birdhouse).

| Have you ever been to a pet store before? Well, I would like to tell you about the time I got my first goldfish. I was in my Second Grade classroom, and my homeroom teacher said that |

|I made the Honor Roll. As a reward, my dad picked me up from school and took me to the pet store. I didn’t know which pet to choose until I saw a gold and brown fish in a tank next to a |

|hamster. I knew right away that this would be the perfect pet for me. I wanted to see if my dad would help me take care of it, but he said it would have to be my job to list the items my fish |

|needed and to feed him every day. Guess what! I did a fabulous job taking care of my first pet. |

|Scaffolding Opportunities: |

|Introduce Narrative Writing |

|High Frequency Words: next, until, be, help, take |

|Short a words: rabbit, class, dad |

|Short I words: did (didn’t), it, list, which |

|Juicy Word: fabulous |

Professional Development Resources:

Please click on the links below to receive additional support in your practice.

|Classroom Library | click on the Classroom Library link |

|Guided Reading | click on the Guided Reading link |

|Message Time Plus | click on the Message Time Plus link |

|Writer’s Workshop | click on the Writer’s Workshop link |

|Resources |Teacher Resources |

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|Evaluation/Reflect|Guiding Questions: |

|ion | |

| |What worked? |

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| |What do you think could have been implemented more effectively in your lessons and instruction? |

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| |What do you need to learn more about? |

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| |What resources were helpful? |

Appendix A

Student Work Sample

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Appendix A Narrative Scoring Rubric[pic]

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Appendix B Story Map

Reading: Comprehension Idea RL.2.1 and RL.2.7

Henry and Mudge

[pic] [pic]

Appendix B:

|Criteria |Not Yet |Approaching |Meets Expectations |

|Correctly Identifies |Child was unable to name or |Child illustrated and named one of |Child illustrated, labeled and |

|and Describes Character |describe any of the characters |the characters, but was unable to |described characters |

| | |describe | |

|Correctly Identifies Setting |Child was unable to name the |Child drew, named, or described |Child drew the main setting from |

| |setting. |part of the setting. |the story, labeled and described. |

|Correctly Identifies Sequence of | Child was unable to identify the |Child named some events from the |Child identified the sequence of |

|Events |sequence of events. |story in order, but left out key |events in detail including using |

| | |details. |order words. |

Appendix C Lesson Plan Examples

|Writing Workshop Lesson |

|Standards: |

|1.RF.1.1a: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). |

|1.RF.1.2c: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. |

|1.RF.4: Read with sufficient accuracy and fluency to support comprehension. |

|W.1.3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and |

|provide some sense of closure. |

|Essential Questions: What is a narrative text? A narrative conveys events in a logical sequence, real or imagined. |

|Interdisciplinary Connections: Social Studies, Families |

|Equipment Needed: Dry erase boards, markers, leveled readers |

|Goals and Objectives: After the teacher models how to write a narrative during message time plus, I will write a narrative that has a beginning, middle and end. |

|Learning Activities or Instructional Strategies: |

| |

|Mini-Lesson: The teacher will write a narrative that will include a beginning, middle and end during message time plus. Students will listen as the teacher does a think aloud to |

|model how to think of a small moment and say aloud what will happen in the beginning, middle and end. Then the teacher will write the story on the board in front of the children |

|while the children read as she writes. |

|Guided Practice: Students will turn and talk to their partner to discuss a small moment that they would like to stretch throughout 3 pages. Students will discuss what happens in |

|the beginning, middle and end of their small moment. |

|Independent Practice: Students will grab their narrative writing folders and paper and begin writing the story they told their partners. Students will quickly sketch out their ideas|

|and then begin writing their narratives. |

|Conference: Teacher will meet with Josh, Kaitlyn, Bobby and Abdul. Teacher will meet with students to see if they were able to get started on their narrative and to make sure that |

|they quickly sketched their story so that they can focus on the writing. |

|Share: Two students that attempt to write a beginning, middle and end to their narrative will share their thinking and strategies |

|Differentiation: |

|Josh and Kaitlyn will sketch his ideas across 3 pages and practice stretching out his words as he writes his sentences. |

|Bobby and Abdul will say and touch each page before writing the beginning, middle and end of their narrative. |

|Resources Provided: Lucy Calkins Units of Study |

|Assessments: Narrative Scoring Rubric and Student Checklist |

|Homework: In a writing notebook, students will write a new narrative piece and use the student checklist to edit their work. |

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