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:I can create a graphic organizer to support the author’s key ideas.I can identify/select important points from two texts on the same topic.Writing Standards:W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g. because, and also) to connect opinions and reasons, and provide a concluding statement or section.Writing I Can Statements:I can organize my writing (introduce, support, conclude).Foundational Skills Standards:RF.2.3 Know and apply grade level phonics and word analysis in decoding words.3c Decode regularly spelled two syllable words with long vowels.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:Fluently and accurately read two syllable base words comprising any of the six regular syllable patterns. (RF.2.3a,b,c)By year’s end, orally read grade appropriate text with 97% accuracy and demonstrated comprehension, at ninety words per minute. (RF.2.4a)Foundational I Can Statements:I can decode two syllable words with long vowels.I can read with accuracy and fluency to support comprehension and understanding.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:I can illustrate or create displays to express ideas, thoughts, or feelings.Academic Vocabulary: Introduction Conclusion Responding Decode ExpressSight 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:“Big Word” RoutinePractice the most common syllable division principles: VC/CV (rab/bit); VC/CCV (com/plete); V/CV (si/lent) or VC/V (mag/ic) and follow the “big word” routine outlined in Unit Five. (RF.2.3a,b,c)Teacher Read Aloud/Class DiscussionIntroduce the book Everybody Cooks Rice (Norah Dooley and Peter J. Thornton), which is about a girl who lives in a ethnically diverse neighborhood. She makes a very interesting discovery about her neighbors when she sees what each one is cooking. Read the book aloud. When you are finished, ask the children questions such as: ?What do you think the author wanted you to learn in this book??What are the clues from the text that helped you come to that conclusion? (RL.2.2)Informative/Explanatory WritingAfter students have painted the still life, (see Art/ Class Discussion/Art Making activity in Week 1), extend the activity by writing. Give the students this prompt: “Write an explanatory ‘how-to’ piece, focused on how you created your painting. Include a description of your still life, the steps of setting up the display through creating your painting, and a strong conclusion.” (W.2.2)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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