2014-2015 Curriculum Blueprint Grade: 2 Course: ELA Unit 5 Flexible Time Line Lexile Band for Unit 535-593, Lexile Band 420-650 (whole year) 10-19 days Unit Overview In this unit students will use the words and illustrations in text to identify the structure of the story and the point of view of the speaker. Students will identify dialogue and determine how the characters will sound throughout the structure of the text. At the end of the unit students will use relevant evidence from the text to support a narrative writing piece. Structured Reading Protocol 90 Minutes Structured Reading Protocol 120 Minutes Suggested Essential Questions to Choose From  How does the text structure help me understand the text?  Why does the structure of the text matter?  How do we identify the point of view of characters in the text?  How can the illustrations help me better understand the story?  What can illustrations tell me about story elements? Reading Learning Goals Writing Learning Goals Students will be able to use illustrations and words to Students will understand how to use relevant supporting describe the overall structure of a story and determine details to write a narrative reflecting on events from the the point of view of the characters. text. Students will provide a beginning, use temporal RL.2.5 Scale RL.2.6 Scale RL.3.7 Scale words to show transitions and have sense of closure. W.1.3 Scale Focus Reading Standard Focus Writing Standard LAFS.2.RL.2.5 (DOK 2) Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. LAFS.2.RL.2.6 (DOK 2) Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. LAFS.2.W.1.3 (DOK 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. LAFS.2.RL.3.7 (DOK 2) Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Recursive Standards to be Embedded in Instruction McGraw – Hill Wonders series may be used to teach the following: Foundational Skills, Speaking and Listening, Writing and Language, Grammar and Spelling. Recursive Standards RF: 3.3, 4.4 R: 1.1, 2.4, 4.10 SL: 1.1, 2.6 WL 2.5, 2.6 L: 1.1, 3.4 *Click the hyperlink for the recursive standard resource where each standard is defined. RL: 2.5, 2.6, 3.7 Phonics Teach Spelling in a developmentally appropriate way based on the needs of your students. Listed below is a suggested sequence.  r-Controlled Vowels: are, air, ear, ere  diphthongs: ou, ow  diphthongs: oy, oi  variant vowels Suggested: Wonders Phonics Unit 4, Week 5 – Unit 5, Week 3 SL: 1.3, 2.4 W: 1.3 High Frequency/Vocabulary DOLCH LINK FRY LINK L: 2.3, 3.5, 3.6 Grammar/Language  Contractions  Pronouns  Possessive Pronouns Pronoun – Verb Agreement Suggested: Wonders Phonics Suggested: Wonders Phonics Unit 4, Week 5 – Unit 5, Week 3 Unit 4, Week 5 – Unit 5, Week 3 Draft Revised 1-28-2015 Deconstructed Reading Standards LAFS.2.RL.2.5 (DOK 2) Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.  Identify the structure of the story.  Describe how the beginning introduces the story.  Describe the action that takes place in the middle of the story.  Describe how the ending concludes the action. st 1 : Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. 3rd: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. LAFS.2.RL.2.6 (DOK 2) Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.  Recognize own point of view.  Identify the characters.  Identify traits of each character.  Define point of view.  Recognize dialogue to determine who is speaking.  Analyze characters to know what type of voice to use when speaking the part.  Determine differences in each character’s point of view.  Read the dialogue in text using appropriate voices for different characters. st 1 : Identify who is telling the story at various points in a text. 3rd: Distinguish their own point of view from that of the narrator or those of the characters. LAFS.2.RL.3.7 (DOK 2) Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.  Identify plot.  Recognize digital text.  Obtain information from illustrations and words in various types of text.  Explain characters based on illustrations and words in print.  Explain setting based on illustrations and words in print.  Explain plot based on illustrations and words in print.  Understand characters from illustrations and words in digital text.  Understand setting from illustrations and words in digital text.  Understand plot from illustrations and words in digital text. 1st: Use illustrations and details in a story to describe its characters, setting, or events. 3rd: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). Draft Revised 1-28-2015 Deconstructed Writing Standard LAFS.2.W.1.3 (DOK 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.  Identify components of a narrative including beginning and ending.  Identify sequence of events.  Identify details related to events.  Identify temporal words.  Choose relevant details that correspond to a chosen event.  Reflect on identified event.  Apply appropriate temporal words in order to signal change of events in a narrative.  Create relevant and elaborated details to support events of a narrative.  Write a narrative that recounts a well-elaborated event or short sequence of events.  Write a narrative that includes supporting details, temporal words, and a sense of closure. Suggested Literary Texts *Depending on readability of text, Interactive Read-Alouds may be utilized (refer to Higher Order Questions to ensure deeper comprehension) Teach and Model  A Difficult Decision, Reading/Writing Workshop, pg. 334, Unit 5, Week 1  Soccer Friends, Reading/Writing Workshop, pg. 348, Unit 5, Week 2 Apply with Close Reading    Grace for President, Literature Anthology, pg. 388, Unit 5, Week 1 Once Upon a Baby Brother, Literature Anthology, pg. 412437, Unit 5, Week 2 The Woodcutters Gift, Literature Anthology, pg. 456-473, Week 4 Optional Texts “Duck for President” Lexile 680L “Marvin Redpost: Class President” Lexile 430L “Gooney Bird Greene” Lexile 590L “A Bad Case of Stripes” Lexile 540L “LaRue For Mayor” Lexile 880L Literary Tasks (Teach and Model) Choose at least 1 task per standard that will support and scaffold learning for the published product. Can be used in whole group, small group, and journal responses. LAFS.2.RL.2.5 (DOK 2) After reading a text, identify the structure (parts) of the story, including the introduction, middle, and conclusion. Discuss with a partner to describe how the characters’ actions in the middle of the story lead up to and help support the conclusion. LAFS.2.RL.2.5 (DOK 2) After reading a text, write 3-4 sentences describing how the character’s decision effects the remainder of the story. LAFS.2.RL.2.6 (DOK 2) After reading a text, have students work collaboratively to identify dialogue in the text and determine who is talking at each point in the text. Have students reread dialogue to analyze how the character would sound at each point in the story and then practice reading with appropriate character voices. LAFS.2.RL.2.6 (DOK 2) After reading a text(s), create a compare/contrast map showing the different points of view between the characters. LAFS.2.RL.2.6 (DOK 2) Use the compare/contrast (Double Bubble, Venn Diagram) map, write 2-4 sentences to explain how the characters’ points of view differ and/or changes throughout the story. Provide textual evidence to support your reasoning. LAFS.2.RL.2.6 (DOK 2) After reading a text, write 2-4 sentences explaining the speaker’s point of view of the character. Use evidence from the text to support your writing. LAFS.2.RL.3.7 (DOK 2) After reading a text, write to explain how the illustration on page ___ and/or words clarify your understanding of the characters, setting, or plot. LAFS.2.RL.3.7 (DOK 2) After reading a text, discuss with a partner what information can be gained about the character from the illustrations and words on page ___ in the text. Draft Revised 1-28-2015 Students should interact with the suggested/optional texts multiple times to master the three focus reading standards within this unit. PLC’s should collaborate to determine the order of instruction and strategies that support the learning goal. *The tasks provided are a sampling therefore additional tasks would be required to ensure adequate practice and deepening of knowledge to ensure mastery of the focus standards. Use to create your own tasks starting on page 8 - LDC K-1 Template Tasks Tools and Resources for Finding Optional Text Science Texts Social Studies Texts Textbook – Ch.1, Lesson 4-6 and pg. FL12 Document-Based Questions (DBQs) When applicable Ebscohost Under this link, use “Searchasaurus” Login/Password is lakecounty lexile.com lexile.com serves as a tool to assist teachers with verifying reading sources for curriculum support. Tools to measure text complexity (Vetting a text) Published Product for Unit 5 *The purpose of the Published Product is to allow for students to go through the writing process aligned to the standards, with modeling. Use Literary Tasks to scaffold learning and prepare students for the Published Product. After reading a suggested text, write about a time in your life when you have been determined to accomplish a goal. Be sure to make connections from the text in your writing. You will need to include a strong beginning, relevant details and temporal words to signal transitions in your narrative and a sense of closure. Product examples starting on page 528. Draft Revised 1-28-2015 Higher Order Questions Link to Webb’s DOK Guide *Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit. LAFS.2.RL.2.5 (DOK 2) LAFS.2.RL.2.6 (DOK 2) LAFS.2.RL.3.7 (DOK 2)    How does the author structure the story? How is the plot developed? How can you make a distinction between the different parts of the story?  What do we know about the character _?  What traits would best describe __? What from the text supports your inference?  How might __ (character) sound/act? What from the text makes you think that?  How does __ (character) feel about __? How is that different from __ (character)?  How is __’s point of view on/about __ different form __? How do you know?  What is your point of view of __ actions?  What is your point of view on __? Additional Resources & Links   What do you know about ___(characters, setting, plot) from the text? From the illustrations? How do the pictures and text together help you better understand ___(characters, setting, plot)? Marzano Proficiency Scales Bank Link to Webb’s DOK Guide LDC K-1 Template Tasks Recursive Standards Structured Reading Protocol 90 Minutes Structured Reading Protocol 120 Minutes Writing Rubric - Narrative (suggested) FSA Test Item Specifications 3rd Grade ELA Test Item Specifications 5th Grade ELA Test Item Specifications 4th Grade ELA Test Item Specifications Draft Revised 1-28-2015