Unit of Study: Getting Meaning from Reading

Reading – Grade 2

Unit of Study: Getting Meaning from Reading

Second Grading PeriodCURRICULUM OVERVIEW

Big Idea / Unit Rationale
The Goal of All Reading is Comprehension (Fountas and Pinnell, 1996, p. 53).
Pinnell, G.S., Scharer, P.L. (2003). Teaching for comprehension in reading: Grades K-3. Scholastic, New York, NY. / “People often think of reading and comprehending as two different (although connected) processes. We hear statements such as this: “Well, he can read it, but he doesn’t understand it.” I take the position that reading is comprehending; without understanding a person may be noticing and responding to graphic symbols but not processing them in a meaningful way that is required of readers.” (Fountas and Pinnell, 1996).
Fountas, I. C., Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Heinemann, Portsmouth, NH.
TEKS / TEKS Specificity - Intended Outcome
Concepts / TEKS Grade 2 The student is expected to

1A determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate
1B respond appropriately and courteously to directions and questions
1C participate in rhymes, songs, conversations, and discussions
1E listen responsively to stories and other texts read aloud / contemporary
2B compare language and oral traditions (family stories) that reflect customs, regions, and
3C ask and answer relevant questions and make contributions in small or large group discussions
4C retell a spoken message by summarizing or clarifying
5A decode by using all letter-sound correspondences within a word
5B blend initial letter-sound with common vowel spelling patterns to read words
5C recognize high frequency irregular words such as said, was, where, and is
5E use structural cues to recognize words such as compound, base words, and inflectional endings such as –s, -es, -ed, and -ing
5F use structural cues such as prefixes and suffixes to recognize words, for example un- and -ly
5G use knowledge of word order and context to support word identification andconfirm word meaning
5H read both regular and irregular words automatically
6A read regularly in independent-level materials (text in which no more than approximately 1 in 20 words is difficult for the reader)
6E read silently for increasing periods of time

/ I can:

actively participate when stories are read to me (1A, 1B, 1C, 1E, 2B)
read words by matching letters to sounds (5A)
read high frequency words (5C)
read text independently (5A, 5B, 5E, 5F, 5G, 5H, 6A, 6E)
spell words correctly that have patterns I’ve studied (16B, 16C, 16D)
retell stories using a graphic organizer (9I)
understand the vocabulary in stories I’m reading (8A)
summarize stories I read and those that are read to me (4C, 9H)
make predictions based on what I already know and what the text says (9A, 9F)
recognize that both people and animals can be characters in fiction (11H)
understand characters by noticing what they say and do (11H)
keep a reading notebook that includes:
responses to what I’ve read (10A, 10C)
examples of student comprehension activities

8A discuss meanings of words and develop vocabulary through meaningful/
concrete experiences
8D use resources and references such as beginners’ dictionaries, glossaries, available technology, and context to build word meanings and to confirm pronounciations of words
9A use prior knowledge to anticipate meaning and make sense of text
9C retell or act out the order of important events in stories
9F make and explain inferences: ideas, cause/effect, predictions, draw conclusions
9G identify similarities and differences across texts such as in topics, characters, and problems
9H produce summaries of text selections
9I represent text information in different ways, including story maps, graphs, and charts
10A respond to stories and poems to reflect understanding and interpretation:
discussion (speculating, questioning), writing, movement
10C support interpretations or conclusions with examples drawn from text
10D connect ideas and themes across text
11D recognize the distinguishing features of familiar genres, including stories, poems, and informational text
11H analyze characters, including their traits, relationships, and changes
11J recognize the story problem(s) or plot
12E interpret and use graphic sources of information such as maps, charts, graphs, and diagrams
16B write with more proficient spelling of regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope), and one-syllable words with blends (drop)
16C write with more proficient spelling of inflectional endings, including plurals and verb tenses
16D write with more proficient use of orthographic patterns and rules such as keep/cap, sack/book, out/cow, consonant doubling, dropping e, and changing y to i

Evidence of Learning

Students will score 85% or above on the selection assessments (comprehension and vocabulary).
Students will score 85% or above on the spelling tests.

CURRICULUM GUIDE

Essential Questions / Essential Pre-requisite Skills
Unit of Study: Establishing Routines

Why is it important to have classroom routines?
How does it help to make personal connections to what I’m reading?
Why is it important to make and adjust predictions while reading?
What is characterization?
How does understanding cause and effect help me understand what I read?

What does it mean to be an active reader?
How does it help to preview and predict?
Why should I set a purpose for my reading?
How can I monitor my reading?
How can rereading for text evidence help me?
What is visualization?

What is so important about retelling what I read?

recognize that print represents spoken language and conveys meaning (K-1)
know that print moves left-to-right across the page and top-to-bottom (K-1)
understand that written words are separated by spaces (K-1)
know the difference between capital and lowercase letters (K-1)
understand that spoken words are represented in language by a specific sequence of letters (K-1)
demonstrate the concept of word by dividing spoken sentences into individual words (K-1)
identify, segment, and combine syllables within spoken words (K-1)
produce rhyming words and distinguish rhyming words from non-rhyming words (K-1)
identify and isolate the initial and final sound of a spoken word (K-1)
blend sounds to make spoken words (K-1)
segment one-syllable spoken words into individual phonemes (K-1)
name and identify each letter of the alphabet (K-1)
understand that written words are composed of letters that represent sounds (K-1)
learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1)
listen to stories read aloud (K-1)
participate actively (react, speculate, join in, read along) when predictable and patterned text are read aloud (K-1)
understand simple story structures (K-1)

The Teaching Plan
Week 1 / Instructional Model/Teacher Directions:
The teacher will…
Whole Group Instructional Routines
20 minutes
Links Instruction

guide students through the instructional routines listed in Scott Foresman Links to Reading First.

Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Instructional Routines Unit 2, Week 3, Day 1 pp. 24-26 / Instructional Routines Unit 2, Week 3, Day 2 pp. 26-27
Handwriting pp. 50-51 / Instructional Routines Unit 2, Week 3, Day 3 pp. 28-29 / Instructional Routines Unit 2, Week 3, Day 4 pp. 29-30 / Instructional Routines Unit 2, Week 3, Day 5 p. 31
Spelling Test
Hands-on Vocabulary Activities (Teacher Toolkit)
Daily Comprehension Lesson
20 minutes
Day 1: Introduce Comprehension Skill – Compare and Contrast
Focus: Analyzing a character through his/her words and actions.

choose a read aloud with a character that has an obvious character trait .
stop 2 to 3 times while reading to think aloud about the character’s words and actions.
think aloud about a word that could be used to describe the character being analyzed.
complete the foldable pictured below by writing the name of the character and his/her trait. Record an example of what the character says in the story that supports the chosen character trait under the flap titled “Words”. An example of what the character does that supports the listed character trait should be recorded under the flap titled “Actions”.
guide students as they glue or tape their foldable into the Reader’s Notebook on a page titled “Character Analysis”.

Day 2: Scott Foresman Listening Comprehension Lesson

Add to lesson explanation
Add a student-centered activity

Day 3: Read Aloud Scott Foresman Main Selection

Use Turn and Talk partners to think about the comprehension skill

Day 4: Scott Foresman Text or a Read Aloud

Apply the comprehension skill
Add a student-centered activity to be completed with a small group, partners, or independently

Day 5: Assess the Comprehension Skill

The selection test should be given open book

Add an open-response question that relates to the comprehension skill
Transition Activities
10 minutes
Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Introduce week’s work station activities / Read Aloud* / Independent Reading / Independent Reading / Independent Reading/Read Aloud
*This time may be moved to the beginning or end of the reading block.
Small Group
40 minutes
Grouping Students

Students should read text at their instructional reading level. This is a text that can be read with 90 to 94 percent accuracy with comprehension and some fluency.

Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Skills
Lesson / Phonics Story / Instruction based on student need / Instruction based on student need / Instruction based on student need / Individual Assessments
Reading
Materials / Phonics Story / Phonics Reader / Leveled Readers / Leveled Readers
Resources
Scott Foresman Links to Reading First, Grade 2, Unit 2, Week 3

5-Day Instructional Planner, pp. 22 and 23
Using the Instructional Routines pp. xxii-xx
Instructional Routines,

pp. 24-31
Scott Foresman, New Beginnings

Volume I; TE pp. 184a-201h
“Furry Mouse” pp. 184-191
“Two Mice” pp. 192-200
Comprehension Skill: Compare and Contrast

McDougal, Littell Handwriting Connections 2

pp. 50-51

/ Teacher Toolkit

Compare and Contrast

/ Suggested Read Alouds

Chrysanthemum by Kevin Henkes
Lilly’s Purple Plastic Purse by Kevin Henkes

Spelling Words / High Frequency Words / Vocabulary / Academic Vocabulary

baby
babies
bunny
bunnies
friend
friend

almost
another
around
food
under

scurries
bottle
wheel

bottle
cage
content
follow
raccoon
wheel slither
underneath

character
comprehension
main character

Week 2 / Instructional Model/Teacher Directions
The teacher will…
Whole Group Instructional Routines
20 minutes
Links Instruction

guide students through the instructional routines listed in Scott Foresman Links to Reading First.

Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Instructional Routines Unit 2, Week 4, Day 1 pp. 34-36 / Instructional Routines Unit 2, Week 4, Day 2 pp. 36-37
Handwriting pp. 52-53 / Instructional Routines Unit 2, Week 4, Day 3 pp. 37-39 / Instructional Routines Unit 2,
Week 4, Day 4 pp. 39-40 / Instructional Routines Week 4, Day 5 pp. 40-41
Spelling Test
Hands-on Vocabulary Activities (Teacher Toolkit)
Daily Comprehension Lesson
20 minutes
Day 1: Introduce Comprehension Skill – Graphic Sources
(Teacher Toolkit: Graphic Sources )
Focus: Using graphic sources to get meaning from text.

choose an informational text with many different examples of graphic sources.
stop and point out different graphic sources and how they help the reader have get meaning from the text.
make a class anchor chart where students can add examples of different graphic sources throughout the week .
guide students as they draw an example of a graphic source in his/her Reader’s Notebook on a page titled ”Graphic Sources.”

Day 2: Scott Foresman Listening Comprehension Lesson

Add to lesson explanation
Add a student-centered activity

Day 3: Read Aloud Scott Foresman Main Selection

Use Turn and Talk partners to think about the comprehension skill

Day 4: Scott Foresman Text or a Read Aloud

Apply the comprehension skill
Add a student-centered activity to be completed with a small group, partners, or independently

Day 5: Assess the Comprehension Skill

The selection test should be given open book
Add an open-response question that relates to the comprehension skill

Students should read text at their instructional reading level. This is a text that can be read with 90 to 94 percent accuracy with comprehension and some fluency.

5-Day Instructional Planner, pp. 32-33
Using the Instructional Routines pp. xxii-xx
Instructional Routines, pp. 34-41

Scott Foresman, New Beginnings

Volume I; TE pp. 202a-229h
“The Old Gollywampus” pp. 202-207
“Snakes” pp. 208-227
Comprehension Skill: Graphic Sources

McDougal, Littell Handwriting Connections 2

pp. 52-53
pp. 54-55 (Day 5)

/ Teacher Toolkit

Author’s Purpose
Transition Activities

/ Suggested Read Alouds

Chrysanthemum by Kevin Henkes
Lilly’s Purple Plastic Purse by Kevin Henkes

Spelling Words / High Frequency Words / Vocabulary / Academic Vocabulary

below
coat
owe
soap
sold
woke

animals
before
between
knew
why

swallow
dinosaurs
woodpile
few

enemy
flickering
medicine
peels
protect
scales
shed
slimy
slither
underneath

character
comprehension
main character

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Week 3 / Instructional Model/Teacher Directions
The teacher will…
Whole Group Instructional Routines: Links Instruction
20 minutes

guide students through the instructional routines listed in Scott Foresman Links to Reading First.

Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Instructional Routines Unit 2, Week 5, Day 1 pp. 44-46 / Instructional Routines Week 5, Day 2 pp. 46-47
Handwriting pp. 56-57 / Instructional Routines Week 5, Day 3 pp. 47-49 / Instructional Routines Week 5, Day 4 pp. 49-50 / Instructional Routines Week 5, Day 5pp. 50-51
Spelling Test
Hands-on Vocabulary Activities (Teacher Toolkit)
Ongoing Assessment
Daily Comprehension Lesson
20 minutes
Day 1: Introduce Comprehension Skill – Sequence of Events
(Teacher Toolkit: Sequence of Events )
Focus: Determining the Sequence of Events.

select a book that has a clear sequence of events .
use think aloud procedures to point out the events as they happen.
make an accordian foldable with enough pages to record each of the events from the read aloud.
guide students as they record one event on each page of the foldable.
assist students as they glue or tape their foldable into the Reader’s Notebook on a page titled “Sequence of Events.”

Day 2: Scott Foresman Listening Comprehension Lesson

Add to lesson explanation

Add a student-centered activity

Day 3: Read Aloud Scott Foresman Main Selection

Use Turn and Talk partners to think about the comprehension skill

Day 4: Scott Foresman Text or a Read Aloud

Apply the comprehension skill
Add a student-centered activity to be completed with a small group, partners, or independently

Day 5: Assess the Comprehension Skill

The selection test should be given open book.
Add an open-response question that relates to the comprehension skill.

Transition Activities
10 minutes
Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Introduce week’s work station activities / Read Aloud* / Independent Reading / Independent Reading / Independent Reading/Read Aloud*
*This time may be moved to the beginning or end of the reading block
Small Group
40 minutes
Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Skills
Lesson / Instruction based on student need / Instruction based on student need / Instruction based on student need / Instruction based on student need / Individual Assessments
Reading
Materials / Phonics Story / Phonics Reader / Leveled Readers / Leveled Readers
Resources
Scott Foresman Links to Reading First, Grade 2, Unit 2, Week 5

5-Day Instructional Planner, pp. 42-43
Instructional Routines, pp. 44-51
Fluency Progress Chart p. xxii
Word Reading Chart p. xxiii

Scott Foresman, New Beginnings

Volume I; TE pp. 230a-265h
“Spiders Up Close” pp. 230-237 (This selection should not be used to teach Sequence of Events.)
“Anasi and the Talking Melon” pp. 238-264
Comprehension Skill: Sequence of Events

McDougal, Littell Handwriting Connections 2

pp. 56-57

/ Teacher Toolkit / Suggested Read Alouds
The Adventure’s of Taxi Dog by Debra and Sal Barracca
Spelling Words / High Frequency Words / Vocabulary / Academic Vocabulary

cage
face
huge
page
tease
twice

call
enough
full
heard
until

different
senses
insects
since

bore
squeeze
prodded
insult
impatient
ridiculous
patch
ripe
exclaimed
hurled

sequence of events

Week 4 / Instructional Model/Teacher Directions
The teacher will…
Whole Group Instructional Routines
20 minutes

guide students through the instructional routines listed in Scott Foresman Links to Reading First.

Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Instructional Routines Unit 3, Week 1 pp. 4-5 / Instructional Routines Unit 3, Week 1, Day 2 pp. 6-7
Handwriting pp. 58-59 / Instructional Routines Unit 3, Week 1 pp. 7-8 / Instructional Routines Unit 3, Week 1 pp. 9-10 / Instructional Routines Unit 3, Week 1 pp. 10-11
Spelling Test
Hands-on Vocabulary Activities (Teacher Toolkit)
Ongoing Assessment
Daily Comprehension Lesson
20 minutes
Day 1: Introduce Comprehension Skill – Summarizing
(Teacher Toolkit: Summarizing )
Focus: Putting information in a clear, synthesized form.

select a paragraph from an informational text. This will be easier if it is at most students’ independent reading level.
identify who or what the paragraph is mostly about. This could be a person, animal, place, or thing.
iIdentify the most important information about who or what.
take all of the important information and shrink it into a statement of 10 words or less.
students should glue or tape their paragraph into the Reader’s Notebook on a page titled “Summarizing.” The summary statement should be recorded on the same page.

Taken from: Teaching Reading Sourcebook by Bill Honig, Linda Diamond, and Linda Gutlohn