Reading Units of Study

Grade KGII-3 (2009-10)

Aug. Sept. Oct Nov. Dec. Jan. Feb. March April May J
n
week 1 2 3 4 5 6 7 8 9 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3
0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6
Aug 17- Sept 27- Oct 25- Nov Jan 10- Feb 7- Mar 7- Apr 5- May 2- May
Sept 17 Oct 22 Nov 19 22- Feb 4 Mar 4 Mar 24 Apr 29 May 20 23-
(24 days) (20 days) (20 days) Dec21 (20 days) (20 days) (14 days) (19 days) (15 days) Jun 7
(16 (12
days)
days
KGII Plans from Unit 2: Rdg Unit 4: Rdg Unit Unit 7: Unit 9: Unit 14: Unit 12: Unit 11: Unit
6: Story 15:
Internet RUOS Stories Words: Making Retelling Exploring Rdg
Explg Lkng
Through Decoding Choices as using Story Elements: Many Strategies Back
Pictures Unit 5: the Rdrs Elements Fiction Worlds: Non- Unit 13: Unit
World 16:
Unit 3: Rdg Deepening of
Unit 8: Unit 10: Rdg Fiction Rdg with
Lkng
for Many Capacities for Genre Building with Fluency Exprssion
For-
Purposes Talk Stamina ward
Gr 1 Plans from Unit 2: Unit 4: Unit Unit 7: Unit 10: Unit 9: Unit 12: Unit 14: Unit
Naviga- 15:
Internet RUOS Developing Becoming 6: Becoming Developing Sounding Exploring
Lkng
Print Strong Makg Strong Print ting Like Readers the Sound Back
Strategies Partners Mean- Partners Strategies Nonfic- Unit 13: of Poetry Unit
ing: tion 16:
Unit 3: Unit 5: Unit 8: Unit 11: Building
Predic Lkng
Making Wise Sense of Investigating Making Stamina
-tion For-
Book Choices Story: Rdg Character Meaning: ward
Fiction Traits Genres
Gr 2 Plans from Unit 2: Unit 4: Unit Unit 7: Unit 9: Unit 12: Unit 13: Unit 11: Unit
6: 15:
Internet RUOS Synthesizing Understandng Investigating Exploring Language Building Learning
Enhnci Lkng
Word-Attack Fairy Tales ng Characters Learning of Poetry Fluency Nouns & Back
Strategies Unit 5: Compr Unit 8: through Non- Unit 14: Verbs Unit
Unit 3: Making Wise ehensi Using Fiction Making Unit 15: 16:
on Lkng
Building Book Choices Dialogue and Unit 10: Connections Looking
Strateg For-
Stamina ies Punctuation Rereading Back ward
Gr 3 Plans from Unit 2: Unit 4: Unit Unit 7: Unit 9: Unit 11: Unit 10: Unit 12: Unit
6: 15:
Internet RUOS Making Understand- Making Wise Reading Non- Rdg Paragraph-ing Exploring
Build- Lkng
Choices: Rdg ing Sentences ing Book Choices Fiction Clubs Power Poetry Back
Strategies Unit 5: Multi- Unit 8: Unit 14: Unit 13: Connec- Unit
Unit 3: Seeking Genre Elements: Getting to Interest Clubs tions 16:
Rdg Lkng
Theme/ Time Information: Characters Know
Skills For-
in Fiction Non-Fiction Commas ward

Updated by J. Pohl on 26 Aug 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.
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 DAY 1
Students are immersed in the topic of
study.
FOCUSED INSTRUCTION: Sometimes readers get stuck on
Students gather for a period of Focused words. When that happens to me I
Instruction for 5-15 minutes. don’t get frustrated and quit reading.
• Warm up your students with a
reference to prior teaching and
Instead I attack the word and figure it
learning. out. I have several attack strategies or
• Teach one clear point. ways to do it. Today I want to show you
• Ask students to quickly try your point. one of them. Watch and listen as I read
• Clarify your teaching point. Diary of a Worm.
• Set the stage for Independent Practice.

Diary of a Worm by Doreen Cronin

• Read aloud from Diary of a
From School Library Journal Worm by Doreen Cronin; model
PreSchool-Grade 3-A baseball-capped crawler getting stuck on a word. Begin to
gives readers an episodic glimpse into the get frustrated, and then realize
vicissitudes of his life in these hilarious diary you have a plan of attack! Model
entries. Difficulties such as having no arms,
having a head that looks a lot like your rear
for students how you use your
end, and facing the dangers imposed by knowledge of how letters sound
people digging for bait are balanced by a loving when they are put together to
family and good friends. The young protagonist figure out the unknown word.
describes playing with his friend Spider, For example, for the word
engaging in a variety of activities at school, and
interacting with his parents and sister. Packed
ground, blend gr with ou; we
into these droll slice-of-worm-life vignettes are know that ou is pronounced “ow”
a few facts about earthworms and their when read; the word is ground.
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: Have students read independently,
Students practice independently while you practicing the strategies modeled
confer with students and/or conduct small during the lesson. Give each child a
instructional groups.
• Encourage students to read
sticky note and have him mark a word
independently. he used a strategy to figure out.
• Have students practice your teaching
point as they read.
• Meet with individual students,
partnerships, and/or groups regularly
for informal assessment and
instruction.
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: Return to the meeting area with their
Students return for a focused, brief discussion books marked with the sticky note. Ask
that reflects on the day’s learning. students to “turn and talk” to a partner
• Restate your teaching point.
• Share examples of students’ work or showing the word they got stuck on
learning. and describing the strategy used to
• Set plans for the next day and make attack it.
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
 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.
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.
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
DAY 10
Today I want to celebrate our word-
attack 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.
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.
 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 DAY 5
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: We have spent the past few days
Students gather for a period of Focused thinking about the how we attack tricky
Instruction for 5-15 minutes. or unknown words. Today we are going
• Warm up your students with a
reference to prior teaching and
to practice some of our attack
learning. strategies.
• Teach one clear point.
• Ask students to quickly try your point. Model how a reader uses blending of
• Clarify your teaching point. sounds to read an unfamiliar word; use
• Set the stage for Independent Practice. a text with many words with beginning
Snow City consonant blends, such as “Snow City”
By Lee Bennett Hopkins by Lee Bennett Hopkins. (See poem on
(From Good Times, Good Rhymes) the left.)
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: Your reading work today is to read from

Students practice independently while you your books practicing the strategies
confer with students and/or conduct small we’ve been talking about- like blending
instructional groups.
• Encourage students to read consonants when reading an unknown
independently. word.
• 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: We are all getting better at using attack
Students return for a focused, brief discussion strategies to help us be better readers.
that reflects on the day’s learning. Keep up the good work!
• Restate your teaching point.
• Share examples of students’ work or
learning.

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