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 tell in my own words what the author is trying to say in the text by giving examples.I can compare and contrast the key 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 use linking words to connect opinions and reasons.Foundational Skills Standards:RF.3 Know and apply grade level phonics and word analysis skills in decoding words.3d Decode words with common prefixes and suffixes.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 grade level base words with the most common prefixes (in-, un-, mis-, dis-, re-, de-, a-) and suffixes (-ly, -er, -ion, -less, -ness) and recognize how meaning of the base is changed by the suffix. (RF.2.3d) 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 common prefixes and suffixes.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 & Listening I Can Statements:I can illustrate or create displays to express ideas, thoughts, or feelings.Academic Vocabulary: Prefix Suffix Linking (words)Connect ComprehensionSight 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:Student Reading/Informational TextHave students independently read informational books to learn about each body system. Students should record new learning about each of the body systems in a notebook. They should look for the ways the author supports the main idea. For example, when reading a book about nutrition, ask students to find reasons in the text for why a person should eat healthy foods. (RI.2.8, RI.2.10)Cloze ExercisesPractice using affixed words in cloze exercises (incomplete sentences) where the meaning of the prefix and/or suffix must fit the given context. (She [remade, remaking/unmade] her bed in the morning.) (RF.2.3d)Language ActivityThe title of this unit is “Taking Care of Ourselves.” Ask students what other words they know that end with –self or –selves. (Possible answers: myself, himself, herself, themselves, yourself, and yourselves) Practice using these special kinds of pronouns in sentences: “I can do it___________.” “She climbed the monkey bars by ___________.” “They went to the playground by ___________.” (L.2.1c, SL.2.6)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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