Essential Question: Why should we support our opinions ...



Essential Question: Why should we support our opinions with reasons? Reading Standards:RI.2.8 Describe how reasons support specific points the author makes in a text. RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.Reading I Can Statements:(Work on all “I Can” statements from previous weeks.)(Work on all “I Can” statements from previous weeks.)Writing Standards:W.2.1 Write opinion pieces in which they introduce the topic of book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and also) to connect opinion and reasons, and provide a concluding statement or section.Writing I Can Statements:(Work on all “I Can” statements from previous weeks.)Foundational Skills Standards:RF.2.3 Know and apply grade level phonics and word analysis skills in decoding words.3f Recognize and read grade appropriate irregularly spelled words.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.4a Read on-level text with purpose and understanding.Reading Foundational Skills Learning Objectives:Read accurately twenty additional high frequency, irregular words from the most common words in written English. (RF.2.3f)By year’s end, orally read grade-appropriate text with 97% accuracy and demonstrated comprehension, at ninety words correct per minute. (RF.2.4a)Foundational I Can Statements:I can read grade appropriate irregularly spelled words in texts.I can read grade level text with an understanding of the text and the purpose of reading the text.Language Standards: Review of Language Standards.Language I Can Statements:Speaking and Listening Standards:SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.Speaking and Listening I Can Statements:(Work on all “I Can” statements from previous weeks.)Academic Vocabulary: Pull words from the content.Sight Words:Use a few of the high frequency reading words based on assessment of students. (The high frequency reading words can be found on the district website.)Spelling Words: Pattern: ________________ Add a few of the high frequency writing words based on assessment of students. (The high frequency writing words can be found on the district website.)Comprehension Strategies:Formative Assessments: Oral Questioning Think-Pair-Share Observation & Checklist Rubric Written Assessment Graphic Organizers Visual Displays Exit SlipsInstructional Strategies: Balanced Literacy Comprehension Strategies Direct Instruction Modeling, Shared, Guided, and Independent Practice Anchor Charts Guided Reading Buddy Reading Writer’s Workshop Reader’s Workshop Think-Pair-Share Word Work Graphic Organizers 5 Essential Components of ReadingRead Aloud Text(s): See “Suggested Works” for examples of texts to be used in this unit.Shared Reading Text(s): See “Suggested Works” for examples of texts to be used in this unit.Other Text(s): See “Suggested Works” for examples of texts to be used in this unit.Art: See “Suggested Works” for examples of art to be used in this unit. Music: See “Suggested Works” for examples of music to be used in this unit.Multimedia: See “Suggested Works” for examples of multimedia to be used in this unit.Math:Science: See Mississippi FrameworkSocial Studies: See Mississippi FrameworkNotes:Learning Tasks:Song and Content Vocabulary ActivityExplore text, rhythm, and rhyme in the song “Dry Bones”. Discuss how bones are connected in the song. It’s fun, though not necessarily accurate (e.g., the “toe bone” is not connected directly to the “heel bone”). Then have the students research the scientific names of the bones. Assign each pair of students one of the bones in the song to research online or in an encyclopedia. They should be sure to find out how the bones are actually attached and note the real name for each of the bones mentioned. For example, the twenty-six bones in the foot and the toes are actually called “phalanges”. Extend this activity to the stretch level by having the students sing the song with the scientific names. (RL.2.4, RI.2.7)Word StudyContinue the irregular word study routine, with emphasis on automatic recognition in the speed drills described in Unit 3. (RF.2.3f)Independent ReadingEncourage students to read several books by the same author, once they discover a series they enjoy. (RF.2.4a,b,c)Class discussion/LiteratureIntroduce the book The Magic School Bus Inside the Human Body (Joanna Cole). Remind the students that this book is a fantasy but contains information that is true. Use this book to introduce the body systems for the informational side of this unit: skeletal, muscular, digestive, and nervous systems. Begin a chart for each of the body systems to add content learning from other read-aloud and student-read books. Students can post information from their own reading on a chart by using index cards or sticky notes. (RI.2.4)SeriesEncourage students to read several books by the same author, once they discover a series they enjoy. (RF.2.4a,b,c)Kirkland UnpackingSee Activities in Kirkland Unpacking, pages 66-69 (RI.2.8)See Activities in Kirkland Unpacking pages 70-71 (RI.2.9) See Activities in Kirkland Unpacking, pages 83-88 (W.2.1)See Activities in Kirkland Unpacking, pages 75-77 (RF.2.3)See Activities in Kirkland Unpacking, pages 78-82 (RF.2.4)See Activities in Kirkland Unpacking, pages 126-129 (SL.2.5) ................
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