In this unit, students will compare text on this same topic and make connections between the scientific concepts. Students will also use key details to identify the author’s points in informational text. By the end of the unit students will research and present their weather brochures.
Structured Reading Protocol 90 Minutes Structured Reading Protocol 120 Minutes
Suggested Essential Questions to Choose From
- How can making connections help understand informational text?
- How do you describe the connection between two events?
- How does an author support what he says in the text?
- Why do authors provide reasons in their text?
- How do reasons support specific points?
- How can I compare two texts on the same topic?
- Why is it important to use more than one text on a topic?
Reading Learning Goals
Students will be able use information gained from the illustrations and words in print or digital text to demonstrate understanding of its characters, setting, or plot. RL.3.7 Scale
Students will be able to explain how specific images contribute to and clarify a text. RI.3.7 Scale
Students will be able to describe how the author uses reasons to support the points made in the text.
RI.3.8 Scale
Students will be able to compare and contrast the most important points presented by two texts on the same topic. RI.3.9 Scale / Writing Learning Goals
Students will be able to write an opinion piece on a specific topic and supply reasons that support the opinion, while using linking words (because, and, also) and provide a concluding statement.
W.1.1 Scale
Focus Reading Standard
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.
LAFS.2.RI.3.7 (DOK 2) Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
LAFS.2.RI.3.8 (DOK 3) Describe how an author uses reasons to support specific points in a text
LAFS.2.RI.3.9 (DOK 3)Compare and contrast the most important points presented by two texts on the same topic. / Focus Writing Standard
LAFS.2. W.2.6 (DOK 2) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
LAFS.2.W.3.7 (DOK 4) Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
LAFS.W.3.8 (DOK 2) Recall information from experiences or gather information from provided sources to answer a question
Recursive Standards
English Language Development
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.
Reading Foundational Skills
2. RF.3.3 (DOK 1) Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words
2. RF.4.4 (DOK 2) Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Speaking and Listening
2. SL.1.1 (DOK 3) Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
2. SL.1.2 (DOK 2) Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
2. SL.2.6 (DOK 1) Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)
Reading Literature and Informational
2. R.1.1 (DOK 2) Ask and answer questions as to who, what, when, where, why, and how to demonstrate understanding of key details.
2. RL.2.4 (DOK 2) Describe how words and phrases (e.g. regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
2. RI.2.4 (DOK 2) Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
2. RI.3.7 (DOK 2)Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
a. Identify images in an informational text.
b. Understand the terms explain contribute, and clarify.
c. Discuss how specific images add to and clarify informational text.
2.RL.4.10 (DOK 2) By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of2.
RI.4.10 (DOK 2) By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently with scaffolding as needed at the high end of the range.
Writing
2. W.2.5 (DOK 3) With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
2. W.2.6 (DOK 2) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
2. W.3.7 Participate in shared research project and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
2. W.3.8 Recall information from experiences or gather information from provided sourcesto answer a question.
Language
2. L.1.1 (DOK 2) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Demonstrate legible printing skills.
2. L. 1.2 (DOK 1) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
d. Generalize learned spelling patterns when writing words (e.g., cage-badge; boy-boil)
e. Consult reference materials including beginning dictionaries, as needed to check and correct spellings.
2. L. 2.3 (DOK 3) Use knowledge of language and its conventions when writing, speaking, reading or listening.
a. Compare formal and informal uses of English.
2.L.3.4 (DOK 2) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
2.L.3.6 (DOK 1) Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe(e.g., When other kids are happy that makes me happy).
Phonics
Teach Spelling in a developmentally appropriate way based on the needs of your students. Listed below is a suggested sequence. / High Frequency/Vocabulary
DOLCH LINK
FRY LINK / Grammar/Language
- Week 34 – Friendly letter, punctuation including commas
- Week 35 - Friendly letter, punctuation including commas
- Week 36 - Review
- Week 37 - Review
Deconstructed ReadingStandards
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.
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).
2. RI.3.7 (DOK 2) Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
- Identify images in an informational text.
- Understand the terms explain contribute, and clarify.
- Discuss how specific images add to and clarify informational text.
Third grade: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
LAFS.2.RI.3.8 (DOK 3)Describe how an author uses reasons to support specific points in a text.
- Identify the key points in a text
- Identify details that support key points.
- Describe how reasons support the author’s specific points.
3rd:Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
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.
3rd:Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
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.
3rd:Compare and contrast the most important points and key details presented in two texts on the same topic.
Deconstructed Writing Standard
LAFS.2.W.3.7 (DOK 4) Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
- Apply sources and tools to conduct shared research on a single topic.
- Organize relevant information on a topic.
- Participate in shared research and writing projects.
- Recall information.
- Gather information from sources.
- Answer a question by recalling information from experiences.
- Answer a question using information from a provided source or multiple sources.
SuggestedLiterary Texts
*Depending on readability of text, Interactive Read-Alouds may be utilized (refer to Higher Order Questions to ensure deeper comprehension)
Famous Americans
Ready FL Text pages
Optional Texts
Science Texts
Social Studies Texts – Chapters 4 and 5
Tools and Resources for Finding Optional Texts
Document-Based Questions (DBQs)
When applicable
ebscohost
Under this link, use “Searchasaurus”
Login/Password is lakecounty
NEWSELA
Current events, good resource for informational text. You will have to set up an account, it is free
EPIC – Books for Kids
Free e-books
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)
*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. / 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.
LAFS.2.RL.3.7 (DOK3) Part A: After reading/ viewing ______, students will discuss collaborative how the illustrations convey meaning about the character, setting and plot.
Part B: After a second reading/ viewing students can create a tree map with the headings: illustrations and words in print, based on information gathered students will demonstrate understanding of the characters, setting and plot.
Part C: LAFS.2.RL.3.7 (DOK 3) &LASF.2.W. 1.1 (DOK 3) Students will use their tree map to write an opinion piece, supplying reasons to support whether illustrations or print produced more information about characters, setting and plot.
LAFS.2.RI.3.7 (DOK3) Part A: After reading any of the informational texts in this unit, students will discuss in collaborative groups, how specific images help to clarify information within the texts.
Part B: After the second reading of any of the informational texts, students will chose an image from a text and write to explain how that image helped them better understand the text.
LAFS.2.RI.3.8 (DOK 3) PART A: After reading an informational text, discuss with a partner specific points made by the author.
PART B: After a second reading, students will create a bubble map to describe the supporting details for the specific points made by the author.
Part C: Using their bubble map, students will work in collaborative groups to determine the author’s point of view.
LAFS.2.RI. 3.9 (DOK 3) Part A: After reading two texts about the same topic, use a graphic organization to compare the most important points presented by the two texts.
PART B: After reading two texts about the same topic, use a graphic organization to contrast the most important points presented by the two texts.
LAFS.2.RI. 3.9 (DOK 3) After reading two texts about the same topic, create a graphic organizer listing the most important points in both texts.
Part B: Write to explain how using multiple pieces of text on the same topic can increase comprehension of a topic.
Use to create your own tasks - LDC K-1 Template Tasks
*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.
Published Product for Unit 8
*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.
Famous Americans:
Multi–Step product: 1. Using the informational texts from the units, as well as information from different resources, work with a partner to select a written report or a research project. 2.Choose key information from selected resources to present in the report. 3.Organize information in a way that others can understand it. 4. Share your opinion about the topic by using reasons from the resources to support your opinion. 5. Utilize technology to compose the report or project, be sure to include photographs and or illustrations. 6. Finally, share the published piece with others.
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.3.7 (DOK 2)
- 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)?
- 2.RI.3.7 (DOK 3)
- How do the pictures and text together help you better understand _____(characters, setting, plot)?
- How does the image the author included on
- page/section help you understand______?
- What new information have you gained from the image provided?
- What does the writer think about the problem?
- Explain in your own words the reasons that support the author’s main purpose.
- Why do you think the author wrote __?
- What details did the author use to support his/her main purpose?
- Did the author justify his/her ideas?
- Why did the author write this piece?
- Why does the author use the word __?
- What clues/details/examples does the author provide to help us understand the term __?
- 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 - Opinion
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