Capitalize Holidays, Product Names, and Geographic Names
Reading Learning Goals
Students will be able to recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.RL.1.2
Students will be able to Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.RI.1.2
Students will be able to Identify the main purpose of a text, including what the author wants to answer, explain, or describe.RL.2.6
Students will be able to use key details to make connections, describe how the author uses reasons to support specific points, and compare and contrast informational text. RI.2.6
Students will be able to compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.RL.3.9 / Writing Learning Goals
Students will write opinion pieces in which they introduce the topic or book they are writing about, state and 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. W.1.1
Focus Reading Standard
LAFS.2.RL.1.2 (DOK 3) and LAFS.2.RI.1.2 (DOK 2)
LAFS.2.RL.2.6 (DOK 2)and LAFS.2.RI.2.6 (DOK 2)
LAFS.2.RL.3.9 (DOK 3) and LAFS.2.RI.3.9 (DOK 3)
*See deconstructed standards / Focus Writing Standard
LAFS.2.W.1.1 (DOK 2)
*See deconstructed standard
Focus Language Standard
LAFS.2.1.1 (DOK 2) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
b. use collective nouns (e.g., group)
LAFS.2.L.1.2 (DOK 1)Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- Capitalize holidays, product names, and geographic names
LAFS.2.SL.1.3 (DOK 2) Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Phonics
UE, UR, EA LONG, EA SHORT, EW
Additional spelling resource / High Frequency/Vocabulary
DOLCH LINK
FRY LINK
Week 10/11: Gobble, rude, dash, approach
Week 12/13: plenty, fragrant, usual, unusual / Grammar/Language
Week 10: subject/verb agreement
Week 11: subject/verb agreement
Week 12: review common nouns, introduce proper nouns and abbreviations
Week 13: review common nouns, continue proper nouns and abbreviations
Deconstructed ReadingStandards
LAFS.2.RL.1.2 (DOK 3) Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
•Identify fables and folktales from diverse cultures.
•Define diverse cultures.
•Recount details of a story (e.g., fables and folktales).
•Determine the message, lesson or moral of a story (e.g., fables and folktales).
LAFS.2.RI.1.2 (DOK 2) Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
- Recognize the main topic of a multi-paragraph informational text.
- Identify the focus of specific paragraphs that support the main topic of a text.
Third grade: Determine the main idea of a text; recount the key details and explain how they support the main idea.
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.
3rd:Distinguish their own point of view from that of the narrator or those of the characters.
LAFS.2.RI.2.6 (DOK 2) Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
•Identify main purpose of text according to what the author is answering.
•Identify the author’s main purpose of text to answer what the author wants to describe.
•Describe the point of view of author of a text.
LAFS.2.RL.3.9 (DOK 3) Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
•Recall details and events from two or more versions of the same story written by different authors.
•Identify characters of two or more versions of the same story written by different authors.
•Compare/contrast two or more versions of the same story told from different cultures.
LAFS.2.RI.3.9 (DOK 3) Compare and contrast the most important points presented by two texts on the same topic.
•Identify the important points presented in two informational texts on the same topic.
•Compare the important points in two informational texts on the same topic.
•Contrast the important points in two informational texts on the same topic.
Deconstructed Writing Standard
LAFS.2.W.1.1 (DOK 2) 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 opinion and reasons, and provide a concluding statement or section.
•Identify a topic or title of a book to write about.
•Recognize and define opinions.
•Recognize and define concluding sections or statements.
•Recognize and define linking words.
•Formulate and articulate an opinion about a text or topic.
•Generate reasons that support stated opinions.
•Organize writing to introduce, support, and conclude.
•Link ideas with effective words in order to connect opinions and reasons.
•Write an opinion piece which introduces the topic or book.
•Write an opinion piece which supplies at least 2 supporting reasons for the opinion.
•Write an opinion piece which uses effective words to link opinions and reasons.
•Write an opinion piece which provides a concluding statement or section.
SuggestedLiterary Texts
*Depending on readability of text, Interactive Read-Alouds may be utilized (refer to Higher Order Questions to ensure deeper comprehension)
Paired Texts
Week 10
Cinderella (480L)
Mufaro’s Beautiful Daughters (720L)
Week 11
The Three Little Pigs (560L)
The True Story of The Three Little Pigs AD570L
Week 12
The Three Little Wolves and the Big Bad Pig (700L)
Week 13
Lon Po Po (670L)
Lon Po Po you tube read aloud
Little Red Riding Hood (520L)
safari montage
Week 14
Twisted Stories Fairy Tales
(Teacher’s Choice)
Ninja Red Riding Hood
The Three Ninja Pigs
Goldirocks and the Three Bears
Goldilocks Rocks
Cinderella is So Angry
Goldilocks and the Three Dinosaurs 910L
Cinderella’s Stepsisters
Interstellar Cinderella
Assessments:
Henny Penny and Chicken Little
Lion and the Mouse / Literary Tasks(Teach and Model)
Choose at least 1 task per standardthat will support and scaffold learning for the published product. Can be used in whole group, small group, and journal responses.
Use to create your own tasks - LDC K-1 Template Tasks
Week 10
LAFS.2.RL.1.2 (DOK 3)Create a sequencing map to recount details from a text. Using the map, write a short response in which you determine the lesson of the folktale. Use textual evidence to support your answer.
LAFS.2.RI.1.2 (DOK 2)After reading a text, create a tree map to identify the main topic as well as the topic of individual paragraphswithin the text.
Week 11
LAFS.2.RL.1.2 (DOK 3)After reading a texthave a collaborative discussion about the lesson or moral. Use textual evidence, including dialogue and details to support your discussion.
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.RI.1.2 (DOK 2) After reading a text, create a flow map identifying the main idea of each paragraph from the story and have a collaborative discussion on how these paragraphs support the topic.
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.RI.2.6 (DOK 2) After reading a text, have a collaborative discussion about the main purpose of the text. Identify the details from the text that support the author’s purpose for writing.
LAFS.2.RI.2.6 (DOK 2) After reading a text, write 3-4 sentences to explain what the author wants you to know and understand from the text. Be sure to use key details to support your reasoning.
LAFS.2.RL.3.9 (DOK 3)Using a double bubble map or graphic organizer, compare and contrast two or more versions of the same story. Write a paragraph that provides details to explain the similarities and differences between the two texts.
LAFS.2.RL.3.9 (DOK 3) After reading two version of the same story, have a collaborative discussion about the similarities and differences between them including culture and characters’ point of view.
LAFS.2.RI.3.9 (DOK 3) After reading two different texts, have a collaborative discussion to compare and contrast similarities and differences regarding the same topic.
LAFS.2.RI.3.9 (DOK 3) After reading two different texts on the on the same topic, write 4-5 sentences to compare key points from each text. Be sure to include evidence from the text to support your answer.
Published Product for Unit 3
*The purpose of the Published Product is to allow for students to go through the writing process with modeling. See Literary Tasks to scaffold learning and prepare students for the Published Product.
After reading two paired texts, write an opinion piece that explains which fable or folktale has a better story linewhile acknowledging differences in characters’ points of view. Make sure to state an opinion, supply reasons to support it, use linking words, and provide a strong conclusion.
*This is a teach and model published product
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.1.2 (DOK 3)
What lesson(s) can be learned from the folktale?
*What is the moral of the fable?
*What is the central message of the myth? How did you determine the central message?
*What key details from the text support the lesson/moral/central message?
*How did the author use details to convey the lesson/moral/central message? / LAFS.2.RI.1.2 (DOK 2)
* What is the text mostly about?
*What is the relationship between paragraph __ and ___?
*How does this paragraph support/connect the main topic of the text?
*What key details from the text support the main idea?
*How did the author use the text to tell us about the topic?
LAFS.2.RL.2.6 (DOK 2)
- 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 __?
- What is the author’s intent in this text?
- What does the author explain or describe in this passage?
- Describe the information the author gives you in the text.
- After reading the text, what information did the author describe to you? Summarize the author’s intent.
- Determine the author’s ______(description, explanation) from the text.
- In the text we just read, is the author trying to explain, describe or answer something? What makes you think that?
- Why does the author use the word __?
LAFS.2.RL.3.9 (DOK 3)
- Why do you think the authors created their own version of the same story?
- What are some of the differences you notice in the two stories?
- Did the authors change the main ideas in their versions of the story?
- Compare and contrast the differences in the authors’ interpretation.
- Which culture (country) is represented in this story?
- Read both texts. What is the difference between them? (contrast)
- How are the two pieces alike/ different?
Additional Resources & Links
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
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications 4th Grade ELA Test Item Specifications 5th Grade ELA Test Item Specifications
Revised 5/11/2016