Reading Uos Sample

Reading Units of Study Grade KGII-3 (2009-10) Aug. week

KGII

Gr 1

1

2

Sept. 3

4

5

Oct 6

7

8

9

Nov. 1 0

1 1

1 2

1 3

Aug 17Sept 17 (24 days)

Sept 27Oct 22 (20 days)

Oct 25Nov 19 (20 days)

Plans from Internet RUOS

Unit 2: Rdg Stories Through Pictures Unit 3: Rdg for Many Purposes Unit 2: Developing Print Strategies Unit 3: Making Wise Book Choices

Unit 4: Rdg Words: Decoding Unit 5: Deepening Capacities for Talk Unit 4: Becoming Strong Partners Unit 5: Sense of Story: Rdg Fiction Unit 4: Understandng Fairy Tales Unit 5: Making Wise Book Choices

Plans from Internet RUOS

Gr 2

Plans from Internet RUOS

Gr 3

Plans from Internet RUOS

Unit 2: Synthesizing Word-Attack Strategies Unit 3: Building Stamina Unit 2: Making Choices: Rdg Strategies Unit 3: Theme/ Time in Fiction

Unit 4: Understanding Sentences Unit 5: Seeking Information: Non-Fiction

Dec. 1 4

Jan.

2 2

2 3

2 4

Mar 7Mar 24 (14 days)

Apr 5Apr 29 (19 days)

May 2May 20 (15 days)

May 23Jun 7 (12 days

Unit 6: Explg the World of Genre

Unit 7: Making Choices as Rdrs Unit 8: Building Stamina Unit 7: Becoming Strong Partners Unit 8: Investigating Character Traits Unit 7: Investigating Characters Unit 8: Using Dialogue and Punctuation Unit 7: Making Wise Book Choices Unit 8: Elements: Characters

Unit 9: Retelling using Story Elements Unit 10: Rdg with Fluency

Unit 14:

Unit 12: Exploring Many Worlds: NonFiction

Unit 11: Rdg Strategies Unit 13: Rdg with Exprssion

Unit 12: Sounding Like Readers Unit 13: Building Stamina

Unit 14: Exploring the Sound of Poetry

Unit 15: Lkng Back Unit 16: Lkng Forward Unit 15: Lkng Back Unit 16: Lkng Forward

Unit 12: Language of Poetry

Unit 13: Building Fluency Unit 14: Making Connections

Unit 11: Rdg Clubs

Unit 10: Paragraph-ing Power Unit 13: Interest Clubs

Unit 11: Learning Nouns & Verbs Unit 15: Looking Back Unit 12: Exploring Poetry Connections

Unit 10: Developing Print Strategies Unit 11: Making Meaning: Genres Unit 9: Exploring Learning through NonFiction Unit 10: Rereading Unit 9: Reading NonFiction Unit 14: Getting to Know Commas

2 5

2 6

2 7

Story Elements: Fiction

Unit 9: Navigating Nonfiction

2 8

2 9

3 0

3 1

3 2

3 3

3 4

J n

Feb 7Mar 4 (20 days)

Updated by J. Pohl on 26 Aug 2009

2 1

May

Jan 10Feb 4 (20 days)

Unit 6: Enhnci ng Compr ehensi on Strateg ies Unit 6: Building MultiGenre Rdg Skills

2 0

April

1 7

Makg Meaning: Predic -tion

1 9

March

1 1 5 6 Nov 22Dec21 (16 days)

Unit 6:

1 8

Feb.

3 5

3 6

Unit 15: Lkng Back Unit 16: Lkng Forward Unit 15: Lkng Back Unit 16: Lkng Forward

Unit 2: Synthesizing Word-Attack Strategies Conventions Unit: Your students will learn grammar and punctuation in contexts that are real, practical, and relevant to their reading and writing experiences.

Why Teach This? To enable students to use strategies to decode unknown words. To give students a variety of word-attack strategies. To support students as they approach new and more challenging texts. Framing Questions: • How do readers approach unknown words? • How do readers synthesize and cross-reference strategies for approaching unknown words? Unit Goals: • Students will identify and revisit strategies for approaching print. • Students will practice blending within words. • Students will practice reading, “chunks” or words, using known words or spelling patterns to read unknown words. • Students will use reading as a strategy to figure out unknown words. Anchor Texts: • Diary of a Worm by Doreen Cronin • Dinosaurumpus! by Tony Mitton • My Friend John by Charoltte Zolotow • “Sliding Board” from Did You See What I Saw? Poems About School by Kay Winters • Snow City from Good Rhymes, Good Times by Lee Bennett Hopkins Resource Sheets: Unit Assessment: See Attached Rubric Notes: Continuum Descriptors: READING STRATEGIES Uses meaning cues (context). (BE) Uses sentence cues (grammar). (BE) Uses letter/sound cues and patterns (phonics). (BE) Begins to self-correct. (BE) Uses reading strategies appropriately, depending on the text and purpose. (EX) Benchmarks: READING: Word Recognition, Fluency, and Vocabulary Development 1B. Recognize and use knowledge of spelling patterns (such as cut/cutting, slide/sliding) when reading. 1G. Know and use common word families (such as -ale, -est, -ine, -ock, -ump) when reading unfamiliar words. • • •

Early Fall: The Second Grader as Skill Builder p. 27-29 The Complete Year in Reading and Writing: Grade 2 by Pam Allyn August 18, 2009

Unit 2: Synthesizing Word-Attack Strategies Conventions Unit: Your students will learn grammar and punctuation in contexts that are real, practical, and relevant to their reading and writing experiences.

Lesson Stage: Immersion Students are immersed in the topic of study. FOCUSED INSTRUCTION: Students gather for a period of Focused Instruction for 5-15 minutes. • Warm up your students with a reference to prior teaching and learning. • Teach one clear point. • Ask students to quickly try your point. • Clarify your teaching point. • Set the stage for Independent Practice. Diary of a Worm by Doreen Cronin From School Library Journal PreSchool-Grade 3-A baseball-capped crawler gives readers an episodic glimpse into the vicissitudes of his life in these hilarious diary entries. Difficulties such as having no arms, having a head that looks a lot like your rear end, and facing the dangers imposed by people digging for bait are balanced by a loving family and good friends. The young protagonist describes playing with his friend Spider, engaging in a variety of activities at school, and interacting with his parents and sister. Packed into these droll slice-of-worm-life vignettes are a few facts about earthworms and their behavior, all rendered with a dry sense of humor. The full-color watercolor-and-ink illustrations sprawl across the pages in lush earth tones. Bliss's cartoons give the worms lots of personality without overly anthropomorphizing them. The use of multiple perspectives will have children eagerly looking at the pictures to identify objects and locales. Primary-grade youngsters will especially appreciate the classroom scenes. This quirky worm's-eye view of the world makes these ubiquitous invertebrates a little more understandable and a lot more fun.

INDEPENDENT PRACTICE: Students practice independently while you confer with students and/or conduct small instructional groups. • Encourage students to read independently. • Have students practice your teaching point as they read. • Meet with individual students, partnerships, and/or groups regularly for informal assessment and instruction.

DAY 1 Sometimes readers get stuck on words. When that happens to me I don’t get frustrated and quit reading. Instead I attack the word and figure it out. I have several attack strategies or ways to do it. Today I want to show you one of them. Watch and listen as I read Diary of a Worm. •

Read aloud from Diary of a Worm by Doreen Cronin; model getting stuck on a word. Begin to get frustrated, and then realize you have a plan of attack! Model for students how you use your knowledge of how letters sound when they are put together to figure out the unknown word. For example, for the word ground, blend gr with ou; we know that ou is pronounced “ow” when read; the word is ground.

Have students read independently, practicing the strategies modeled during the lesson. Give each child a sticky note and have him mark a word he used a strategy to figure out.

Early Fall: The Second Grader as Skill Builder p. 27-29 The Complete Year in Reading and Writing: Grade 2 by Pam Allyn August 18, 2009

Unit 2: Synthesizing Word-Attack Strategies Conventions Unit: Your students will learn grammar and punctuation in contexts that are real, practical, and relevant to their reading and writing experiences. • Look for future teaching points or an example to use in the Wrap-Up.

WRAP-UP: Students return for a focused, brief discussion that reflects on the day’s learning. • Restate your teaching point. • Share examples of students’ work or learning. • Set plans for the next day and make connections to homework.

Return to the meeting area with their books marked with the sticky note. Ask students to “turn and talk” to a partner showing the word they got stuck on and describing the strategy used to attack it.

Early Fall: The Second Grader as Skill Builder p. 27-29 The Complete Year in Reading and Writing: Grade 2 by Pam Allyn August 18, 2009

Unit 2: Synthesizing Word-Attack Strategies Conventions Unit: Your students will learn grammar and punctuation in contexts that are real, practical, and relevant to their reading and writing experiences.

Lesson Stage: Commitment We ask students to reflect on their learning and commit to the use of the knowledge in their future reading and writing. FOCUSED INSTRUCTION: Students gather for a period of Focused Instruction for 5-15 minutes. • Warm up your students with a reference to prior teaching and learning. • Teach one clear point. • Ask students to quickly try your point. • Clarify your teaching point. • Set the stage for Independent Practice.

INDEPENDENT PRACTICE: Students practice independently while you confer with students and/or conduct small instructional groups. • Encourage students to read independently. • Have students practice your teaching point as they read. • Meet with individual students, partnerships, and/or groups regularly for informal assessment and instruction. • Look for future teaching points or an example to use in the Wrap-Up.

DAY 10

Today I want to celebrate our wordattack skills. Why don’t we make something which will help us remember what we’ve learned and will be really helpful? Ask students to create a bookmark listing word-attack strategies that will help them as they read.

Think about all the work you’ve been doing. Remember when you told your partner the word attack strategies, which worked best for you? I want you to write those on the bookmark so you remember to use them whenever you are reading. You can use the chart to help you, but most of you can probably remember the strategies without the chart. Go ahead and list them on your bookmark now. When you are finished move into independent reading to practice. Suggestion from Jen: Students should list what works for them. They shouldn’t have to list all of the strategies. Doing it this way makes this activity useful as an assessment.

WRAP-UP: Students return for a focused, brief discussion that reflects on the day’s learning. • Restate your teaching point. • Share examples of students’ work or learning. • Set plans for the next day and make connections to homework.

Readers, will you please bring your bookmarks with you to the meeting area? This is so wonderful! You all made a handy reminder for word attacking! So from this day on words won’t frustrate you, instead you can attack them using the strategies we’ve been working on.

Early Fall: The Second Grader as Skill Builder p. 27-29 The Complete Year in Reading and Writing: Grade 2 by Pam Allyn August 18, 2009

Unit 2: Synthesizing Word-Attack Strategies Conventions Unit: Your students will learn grammar and punctuation in contexts that are real, practical, and relevant to their reading and writing experiences.

Lesson Stage: Guided Practice We model reading for our students and give them time for practice, so that we can guide them toward the goals of the unit. FOCUSED INSTRUCTION: Students gather for a period of Focused Instruction for 5-15 minutes. • Warm up your students with a reference to prior teaching and learning. • Teach one clear point. • Ask students to quickly try your point. • Clarify your teaching point. • Set the stage for Independent Practice. Snow City By Lee Bennett Hopkins (From Good Times, Good Rhymes) The snow glides quietly d o w n Filling the air With a magical hush But tomorrow the snow Will make everyone frown For the streets will be filled With a magical MUSH!

INDEPENDENT PRACTICE: Students practice independently while you confer with students and/or conduct small instructional groups. • Encourage students to read independently. • Have students practice your teaching point as they read. • Meet with individual students, partnerships, and/or groups regularly for informal assessment and instruction. • Look for future teaching points or an example to use in the Wrap-Up.

WRAP-UP: Students return for a focused, brief discussion that reflects on the day’s learning. • Restate your teaching point. • Share examples of students’ work or learning.

DAY 5

We have spent the past few days thinking about the how we attack tricky or unknown words. Today we are going to practice some of our attack strategies. Model how a reader uses blending of sounds to read an unfamiliar word; use a text with many words with beginning consonant blends, such as “Snow City” by Lee Bennett Hopkins. (See poem on the left.)

Your reading work today is to read from your books practicing the strategies we’ve been talking about- like blending consonants when reading an unknown word.

We are all getting better at using attack strategies to help us be better readers. Keep up the good work!

Early Fall: The Second Grader as Skill Builder p. 27-29 The Complete Year in Reading and Writing: Grade 2 by Pam Allyn August 18, 2009

Unit 2: Synthesizing Word-Attack Strategies Conventions Unit: Your students will learn grammar and punctuation in contexts that are real, practical, and relevant to their reading and writing experiences. • Set plans for the next day and make connections to homework.

Early Fall: The Second Grader as Skill Builder p. 27-29 The Complete Year in Reading and Writing: Grade 2 by Pam Allyn August 18, 2009