Unit 1 Ela

Continuing the Tradition of Excellence
SUBJECT: ELA UNIT 1 TITLE: Building a Literate Community GRADE: 2

SUGGESTED LENGTH of TIME for UNIT: 3 weeks
RATIONALE for UNIT: Building a classroom culture where literacy is valued is the focal point of this foundational unit. Deliberate and thoughtful instruction on
the routines and rituals of the workshop structure, as well as delineation of the roles of the teacher and student, helps set the stage for the development of a classroom
environment where thinking, inquiry, collaboration and student independence are nurtured. An emphasis is placed on having students take personal responsibility for
their learning and for knowing what to do when I dont know what to do. Students begin their yearlong journey of examining what it means to be literate through an
overview of the reading and writing experience.
Note: The standards listed in this unit are introduced, not taught to depth. Deeper studies of these standards follow in subsequent units.
Ties to Thinking Strategies: Monitoring for meaning
STAGE 1 DESIRED RESULTS

FOCUS GOALS:
Range of Reading and Level of Text Complexity
RL.2.10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 23 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
RI.2.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 23 text complexity
band proficiently, with scaffolding as needed at the high end of the range.
Text Types and Purposes
W.2.1: 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.
W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or
section.
W.2.3: Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use
temporal words to signal event order, and provide a sense of closure.
Comprehension and Collaboration
SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1(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).
SL.2.1(b): Build on others talk in conversations by linking their comments to the remarks of others.
SL.2.1(c): Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL.2.3: 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.
Presentation of Knowledge and Ideas
ELA Grade 2 - Unit 1 Draft Document Building a Literate Community June 2012 - Page 1 of
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STAGE 1 DESIRED RESULTS
SL.2.6: 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.)
TRANSFER
Students will be able to independently use their learning to.
actively participate in a literate community within the workshop by reading and writing for a variety of purposes and engaging in a range of collaborative
discussions.
MEANING ACQUISITION
UNDERSTANDINGS ESSENTIAL QUESTIONS Students will know Students will be skilled at.
Students will understand that. Students will keep considering
Each individual learner has roles and What does it mean to live a literate life Workshop structure Following rituals and routines within
responsibilities within the workshop and be part of a literate community? the workshop structure, e.g. managing
structure in order to foster a literate Teacher and student roles with distractions, transitioning,
community. What do I do when I dont know what workshop collaborative dialogue
to do?
To build a foundation for college and Workshop expectations Reading and writing with appropriate
career readiness, I must read widely How does conversation help us better independence
and deeply from among a broad range understand? Location and use of resources
of high-quality and increasingly Making effective choices about their
challenging literary and informational Variety of texts exist work, e.g. use of resources, use of
texts. (RL.2.10, RI.2.10) time
Reading involves interaction with text,
Writers share information, opinions and e.g. picture walks, diagrams, symbols Purposefully choosing texts
ideas through multiple ways and texts
to communicate in appropriate and Writing is a means to express your Generating ideas for a variety of
meaningful ways to an audience and thinking and can include words and/or writing purposes, e.g. lists, stories,
achieve an intended purpose. (W.2.1, pictures responding to text, reflection
W.2.2, W.2.3)
Difference between informal and Communicating with peers and adults,
Strong listening and speaking skills are formal communication e.g. conferring, sharing ideas
critical for learning and communicating
and allowing us to understand our Appropriate discussion behaviors
world better. Applying these skills to
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MEANING ACQUISITION
collaboration amplifies each individuals
contributions and leads to new and
unique understandings and solutions.
(SL.2.1, SL.2.3)
STAGE 2 EVIDENCE
EVALUATIVE CRITERIA ASSESSMENT EVIDENCE
SAMPLE TRANSFER TASK(S):
OTHER EVIDENCE (Formative assessments, journal entries, student conferring):
STAGE 3 LEARNING PLAN

How do the assessments & learning experiences
* promote critical thinking & problem-solving? * encourage leadership opportunities? * address individual student needs?
* encourage creativity & innovation? * incorporate appropriate thinking strategies? * have real-world connections (or relevancy) for
* promote communication skills? * integrate technology & media skills? students?
READING:
Reading Experience 1: How does having endurance and taking risks help me as a reader?
Crafting: (Three ways to read a book, read looking at pictures, retell a previous story, and reading the words) Review verbally what stamina means (students should
know this from last year). Define endurance and risk taking. Endurance- you wont give up. Risk Taking- believing in yourself/ try new things even when they seem scary. Re-
read Walk On and discuss signs of endurance/ risk-taking. Create a chart: Things the increase our endurance and things that decrease our endurance (see photo).
Composing: (Students will go to seat and receive two to three baskets to sort. They will work on noticing how the color system works in our classroom.
Reflecting: Students will bring sorted baskets to carpet to introduce them to the class. Tell what the basket is and anything they noticed about our library system.
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Reading Experience 2: What does it mean to take learning risks and have endurance for learning?
Crafting: Review from yesterday. Read Courage (or Wilma Unlimited) and continue endurance/ risk taking chart.
Composing: Students will go to seat and receive two to three baskets to sort. They will work on noticing how the color system works in our classroom.
Reflecting: Students will bring sorted baskets to carpet to introduce them to the class. Tell what the basket is and anything they noticed about our library system. May need to
make a chart with the color coding system of the library.
Reading Experience 3: What does it mean to take learning risks and have endurance for learning?
Crafting: Continue discussion of endurance and risk taking. Read Salt In His Shoes (or a book that has a teamwork message as well) and continue endurance/ risk taking
chart.
Composing: Students will be allowed to check out a basket of books to see what they can discover about it.
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Reflecting: Students will introduce their book basket to the class by telling where the basket came from, what the label is, and anything about the books inside that they
discovered. Students will also return the basket from where it came from.
Reading Experience 4: How and when can I check out books from our class library?
Crafting: Use Power Point to teach students how to check out books from our class library.
Composing: Students will spend 10 minutes browsing the library, and then they may choose one book to read with endurance.
Reflecting: Students will return their book to the library before coming to the carpet. Discuss concerns and questions about returning class library books.
Ms. Webers Classroom Library
What you need to know

before choosing books!
Reading Experience 5: How do I choose a Just Right Now book?
Composing: Have students choose a book from the class library, thinking about how they chose their book.
Crafting: Begin anchor chart (or just discuss), How do readers choose books? Elicit student responses and chart the ways they choose their books. Then ask, Have you ever
picked out a book, and then realized that it was too easy or too challenging for you? Begin anchor chart: Easy, Just Right, Challenging (see photo). Chart student responses to
what qualities these books have for them.
Reflecting: Students will demonstrate how they would return their book properly to the class library, but they will really keep their book for reading.
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Reading Experience 6: How do I choose a Just Right Now book? (relating to your shoe size, do you were the same size shoe as you did in Kindergarten grade? What
might you think will happen by the end of this year?)
Crafting: Review and add to yesterdays chart. Talk about how to know if the book is a Just Right Now book. Introduce the 5 finger test (see photo), and create anchor chart
demonstrating how to use the 5 Finger Test to choose a book.
Composing/ Reflecting: Students will practice the 5 Finger Test on the book they chose yesterday and determine if it is Easy, Just Right, or Challenging. Have students
share their thoughts on this with the class. Students will be given an opportunity to change their book choice if necessary.
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Reading Experience 7: How do I choose a Just Right Now Book?
Crafting: Have one or two students demonstrate the 5 finger test for the class (consider recording this for class website). Next, discuss the steps in previewing a book (see
photo). Make an anchor chart detailing the things you can read when choosing a book. Discuss the importance of taking your time choosing books so that you dont waste time
reading books that are too easy, too challenging, or not of interest to you (I PICK: I PICK A BOOK, INTEREST, PURPOSE, COMPREHENSION, KNOW MOST OF THE
WORDS)
Composing: Students will practice previewing books and using the 5 finger test to choose just right now books.
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Reflecting: Discuss any questions, thoughts, or concerns students have about this process.
Reading Experience 8: We are learning how to choose books from the library
Make an appointment to visit the school library to learn how books are organized and to practice choosing just right now books. Try to elicit help from parent volunteers,
Mandi, Kayla, and Danielle for this.
Reading Experience 9: What does crafting look like, sound like, and feel like in our classroom?
Crafting: Make the chart from Conferring on pg. 89 (dont fill it in). Ask students if they have noticed any patterns in the way we have been learning (going to carpet, work
time, coming back for reflecting). Introduce new words: Crafting, Composing, & Reflecting. * Use book if necessary. Be sure to discuss the pie chart and why it is drawn the
way it is.Today we are only going to focus on crafting. during Crafting Wise Learners Show a video from a real classroom and have students notice what the teacher and the
students are doing during this part of the workshop. Chart noticings. (The video is over 8 min. Not all of it is the workshop, so consider the best place to begin. The end has kids
turn and talk!)
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Composing: Students will read silently from the just right now books they have chosen. Teacher conferring.
Reflecting: What should our room look like, feel like, and sound like during crafting? Now
Show on your fingers with a 0-5, how well our crafting time was today. Have two students share
Their thinking.
Reading Experience 10: What does composing look like, feel like, and sound like in our classroom?
Composing: During Composing, Wise Learners Show a video from a real classroom and have students notice what the teacher and the students are doing during this part of
the workshop. Chart noticings Video 1: 1:41-2:06 Shows a teacher in a group conference. You can see what the rest of the class is doing as well. (teacher doing/students doing)
Video 2: 1:32 Shows a teacher in a reading conference. You can also see what the rest of the class is doing at this time. (teacher doing/students
doing)
Reflecting: During Reflecting, Wise Learners Show a video from a real classroom and have students notice what the teacher and the students are doing during this part of the
workshop. Chart noticings. I cannot find a video for this !
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Reading Experience 11: The Reading Salad (or Pizza) How do wise readers read?
Materials needed:
one large bowl (or a large circle)

two small bowls
small red paper squares (or circles for pepperoni)
small green paper squares (or yellow skinny rectangles for shredded cheese)
a book youre currently reading outside of school (or something that sounds challenging)
one deep picture book, like Dont Laugh at Me by Steve Seskin and Allen Shamblin
Procedure:
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1.Begin by saying Kids are very good at pretending. Lets pretend together for a few minutes today. I think youll like this! Please pretend you are the teacher
and I am the student. All of you teachers out there are going to listen as I read. Put on your teacher faces. Judging from your faces, youve noticed that
teachers are very serious when it comes to reading! OK, teachers, concentrate now and listen as I read. Im going to ask you to evaluate me as a reader.
2. Share with students the book you are currently reading outside of school. Show the cover and tell students why you selected this book to read (e.g.
recommendation, favorite author, favorite genre, etc.).
3. Read the first or a selected paragraph to read to students. Begin reading with expression and at an appropriate rate. Pronounce each word correctly and do
not appear to have any trouble whatsoever.
4. Say to students: All right, teachers. Turn and talk. What do you think about me as a reader? Youll give me my report card in a few moments.
5. Allow students an opportunity to talk.
6. Have a few students share their responses aloud. Expected responses might include: Youre a good reader because youre fast. You say all the words right.
You didnt have to stop to get help.
7. Say to students: Phew! Im so relieved. You all think Im such a great reader!
8. Pause and look down. Say: Theres something you dont know about me though. Sometimes I can fake people out when I read. Let me explain. When I was in
the fourth grade, I used to play a little trick on my teacher, Mrs. Martin. Would you like to know about it? Students will be genuinely interested in your
story.
9. Share your story: Sometimes Mrs. Martin would ask for a volunteer to read aloud to the class. Guess who would always raise his hand? Youre right me. I
could read aloud with the best of them. I could pronounce long words and read very fast. My classmates were impressed! But there was something I wasnt
doing, however, something that readers should always do. I wasnt thinking. I was just reading the words like a robot would do. If Mrs. Martin had asked me
questions about what I had read, I wouldnt have been able to give thoughtful answers. Guess what? I was doing this fake kind of reading when I read aloud to
you a moment ago. It sounded good, but the thinking was missing. You cant always tell just from listening to somebody read. Do you know what Im talking
about? Have you ever done any robot reading or fake reading? (Expect some grins and nodding heads).
10. Have students turn and talk about their experiences with fake reading. Listen in on conversations of the students.
MOVEMENT BREAK!
1. Gather students back together and say: You are amazing! Not only are you honest with each other, but you are metacognitive! You are thinking about your
thinking. When I read from _________, I showed you what fake reading can be like. Now I want to model real reading. Real reading is like a tossed salad.
Have you noticed the three bowls sitting here on the table beside me? We are going to use these objects to help us understand more about real reading.
Notice that the bowls are labeled. The large bowl is labeled real reading salad and the small bowls are labeled text and thinking.
2. Say: Just like a tossed salad might be a mixture of lettuce and tomatoes, reading salad is a mixture of text and thinking. Its the inner conversation we have
with ourselves as we are reading just right now texts. Inside the two smaller bowls there are little cards. In the text bowl there are red cards that say text.
These are like tomatoes! In the thinking bowl there are green cards that say thinking. There are like pieces of lettuce. With your help, we will make reading
salad while enjoying a great book! If you dont understand the connections between reading and salad, dont worry. It will become clearer to you very soon.
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Just watch me. Im going to use this book, Dont Laugh at Me, as I model real reading. I chose this text because it will really make us think, and it will cause us
to have an inner conversation in our heads.
3. Say: To show you exactly how real reading works, Im going to do something that will make me look kind of funny. I will point to the text when I am reading
from the text: I will point to my head when I am thinking, or having an inner conversation. That way youll be able to see the difference between my reading
and my thinking (inner conversation). At the same time that is going on, well be making a salad. _______, will you be in charge of the tomato bowl I mean the
text bowl? Every time I point to the text, ______ will drop a text card into the big salad. Whenever I point to my head, _________ will place a green
thinking card into the salad. Right before your eyes you will see what real reading is all about!
4. Point to the text and read from the front cover. Dont Laugh at Me. _____ drops in a red text card.
5. Point to your head. Im thinking that this book is going to be about kids who make fun of other kids. I hate when that happens. _____ drops in a green
thinking card.
6. Point to the text and read from the first page. Im a little boy with glasses, the one they call a geek. _______ drops in a text card.
7. Point to your head. Why did they call this boy a geek? I wear glasses. I would be so angry if someone called me a geek! Just because you wear glasses
doesnt make you weird. _______ drops in a thinking card.
8. Point to the text. A little girl who never smiles cause Ive got braces on my teeth. And I know how it feels to cry myself to sleep. ______ drops in a text
card in the bowl.
9. Point to your head. I can barely stand to hear about kids who cry themselves to sleep. I wonder if kids make fun of this girl while shes in the cafeteria? Or
maybe while shes riding the bus? __________ drops a thinking card into the bowl.
10. Continue this pattern of text-thinking-text-thinking until you reach the midpoint in the book.
11. Send helpers back to join the group. Ask the students to turn and talk and reflect on what theyve just seen. Then ask students, What are you thinking now?
Some responses might include: Reading is a pattern of text and thinking. When you think while you read, you are having an inner conversation, and it makes
reading more interesting. I get the part about the salad now, but I didnt at first. You have to go a little slower when you think and read at the same time.
12. Say: Lets get back to the book. Only this time you will do the thinking. I will continue pointing to the text when Im reading the text. I will drop in a red
text card each time I read. But when its time for thinking, Ill ask some of you to share what is going on inside your heads. If you share, you will come up and
drop in a green thinking card into our reading salad.
13. For every page of text, several students share their thinking. The green thinking cards are being added at a much faster rate than the red text cards. Ask
students what they notice about the reading salad now.
14. Say: Now weve been doing real reading. No more of that fake stuff for us. Our reading salad symbolizes what good reading is made of. The two special
ingredients are text and thinking. Its sort of weird, isnt it? Weve been thinking about our thinking! Theres a name for that: metacognition. In the days to
come, we will be learning more about metacognition and what it means to think about thinking.
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Reading Experience 12: What do readers do when they come to a word they dont know?
Crafting: Ask students what they already know to do when they come to a word that they dont know. Chart student responses (based on
accuracy). Read aloud from Sylvester and the Magic Pebble until you come to a tricky word. Model for students one of the structure fix-up
strategies that you are going to use. Ask students if they have ever used this strategy before (see list below). Be sure to acknowledge those students
who know it but also ensure that the other students are about to learn it. Demonstrate how a wise reader would fix-up the tricky word. Model 2
more strategies.
Composing: Students will read their just right now books and notice how when they used a strategy to figure out a tricky or unknown word.
Reflecting: Students share a strategy that was used during their reading time.
**Introduce the topic of non-negotiable**
1. Always reread after figuring out a tricky word to get your brain back in the book.
Structural Fix-Up Strategies
1. Flip Flop vowel sounds

2. Stretch it out
3. Chunk it
4. Slow check it
5. Syllables
6. Get your lips ready for the first sound (this correlates well with crosschecking with picture clues)
7. Seek an outside source
Reading Experience 13: What is metacognition and how does it help me as a reader?
Crafting: Metacognition Lesson: Venn Diagram/ When Books and Brains Collide Show students the Power Point at the end!
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Materials needed: graphic organizer for real reading, chart paper to create anchor chart, masking tape, optional: hula hoops and/or jumping ropes
Note: If your students are not familiar with the Venn diagram, or if they need a refresher, consider providing them with a concrete experience. Overlap hula hoops on
the classroom floor to show the organization of the Venn, with kids actually stepping in and out of the circles. Playground jump ropes can be easily formed into a Venn
as well.
Procedure:
1. Sketch the unusual Venn diagram on a piece of chart paper, intentionally leaving it void of text.
2. Say: Metacognition. Thinking about your thinking. Reading salad. Ingredients for real reading. Turn and talk about these things. What do they mean to you?
This turn and talk connects us with prior instruction.
3. Say: We all learn in different ways. Take metacognition, for example. For some of you, simply hearing about metacognition helps you understand. However,
many of you need to experience it. Thats why we made reading salad. You dropped in the text and thinking cards and actually observed the creation of the
salad as your thinking progressed. Lets approach metacognition from another angle. Many of us in this room, myself included, are visual learners. We like to
see words and information arranged in graphic organizers. Lets use this Venn diagram to sort out what weve learned about thinking. Instead of two circles
overlapping, well intersect a book and a head!
4. Show students Venn diagram. Have them turn and talk about how they think this diagram will help us.
5. Say: Im going to write in this area first. As I write, please feel free to infer aloud. You might predict what I am going to write even before I write it!
Slowly write Text and then What the author has to say on the book section of the Venn.
6. Say: Now for the right side of the Venn, write Thinking and then Whats going on in my head.
7. Say: Text is on one side and thinking is on the other. We mix them together in the middle and what do we get? Real reading should echo across the room.
8. Say: Maybe we should give this chart a title. Since math really makes sense to some of you, lets use a mathematical equation. Text plus thinking equals real
reading. Perfect! Is it all making sense now? The salad, the Venn diagram, the math equation? What is most meaningful to you? Turn and talk.
9. Allow students an opportunity to share their thinking.
10. Say: Lets link another important concept to our chart: metacognition. When we think about this process of real reading, that is metacognition. We are
thinking about our thinking. Lets post this chart in a prominent place to encourage future thinking. Over the next few days we will exercise metacogniton in
interesting ways, extending what weve already learned.
11. Post anchor chart in a prominent place in classroom.
Create or introduce Metacognition thinking stems, and challenge students to use them as they read today.
Composing: Review guidelines for Composing- send students off to read.
Reflecting: Play Metacognition Power Point and ask How does metacognition help you as a reader?
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Text: Thinking:
What the author Whats going on
has to say. in my head.
01 Metacognition 1.mp3
Reading Experience 14: How does monitoring for meaning help me as a reader?
Crafting: Play metacognition Power Point to review from yesterday. Tell students that in learning about having an inner conversation as we read, we are monitoring our
comprehension. Define what this means, and make an anchor chart (see focus chart photo). Tell students that sometimes our inner conversations can stop, and sometimes we
stop thinking and we start fake reading. When this happens, our comprehension is broken. We are not being metacognitive, and we must do something to get back on track. See
top of photo, and create this with students. Tell them to use this as a guide today when reading.
Composing: Students will practice monitoring their comprehension today as they read and write in their journals. (Use thinking stems!)
Reflecting: See bottom of photo: How Monitoring Helps Us as Readers Create this chart with students.
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Reading Experience 15: What do we do when we read a word and do not know what it means?
Crafting: Ask students to reflect back on what they know about fake reading and real reading. Real reading is understanding the words and what the story is telling you. Often
times we come to a word that we think we can read, or can read fluently but we do not know what it means. If you skip words in a text, are you real reading? Today we are
going to discuss strategies that we can use to help us when we come to a word that we can read but do not know what it means. Ask students if they have ever done this before,
again affirm those students and reassure those who have not. Read more of Sylvester and the Magic Pebble, identify a word that can be read fluently but you STOP and THINK
about the meaning.
Meaning Fix-Up Strategies
1. Look for words within a word that you may know.

2. Look for word parts: prefix, suffix
3. Use context from the sentence before and read on the sentence after
4. Use picture clues
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5. Seek and outside source
6. RE-READ
Composing: Students read their Just Right Now books and notice how when they used a strategy to help determine the meaning of a word.
Reflecting: Students share a moment when they used a meaning strategy. Students turn and talk with partner. Stop and think, if you really didnt
use a strategy today you need to think about one of two things:
1. Were you fake reading because the book was too hard, or too easy.
2. Is this book too easy for you? Re-check your five finger rule.
Day 16: Why do readers use crosschecking?
Composing: Continue reading Sylvester and the Magic Pebble model how when you come to a tricky word, you can use a structure strategy to decode or read it. But what if
when you use that strategy incorrectly or if the word still doesnt make sense in the text? Making sense, is making meaning. You can then cross and use a meaning fix-up
strategy to help you fix-up the word. (WE WILL PLAN THE WORD AND THE MISTAKE THAT WILL BE MADE WHEN WE GET A COPY OF THE BOOK)
Crafting: Students read their just right now books and notice where they have come to a word and crosschecked for meaning.
Reflecting: Students turn and talk with partner. Stop and think, if you really didnt use a strategy today you need to think about one of two things:
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WRITING
Baseline Writing: School Day 1, 2, 3
On demand writing of summer experiences for each mode of writing: opinion, narrative, informational
Students draw a sketch of activities they did over the summer
Choose your favorite event and turn and talk
Write from On Demand, do this for each mode of writing
Writing Experience 1: What is the difference between informal and formal conversations?
Before Crafting, have students do a silent quick write about something they did over the summer, weekend, or yesterday. Instruct them to just write the big ideas.
Crafting: Model both formal and informal conversations for students (if possible, show examples from a video.) Create a Venn-Diagram of both formal and informal
conversations, and use this as a way to create learning conversation norms- being polite, eye contact, etc. (see below).
Composing: Students will have an informal conversation with a partner about something they did over the summer, weekend, yesterday. After talking, students will write about
whatever they said. The goal is for the conversations to help them speak about the details and help make their writing better.
Reflecting: How did talking help you write?
*taking turns, body language, looking at the speaker, listening, language use, topic, body facing the speaker
*formal conversation: all of the above + proper language use, focused and staying on same topic, purpose, pause, paraphrase, probe (questions/comments)
Writing Experience 2: Why is it important to pause and paraphrase in conversation?
Catch and Release workshop!
First- Crafting/ Composing: Introduce the term pause. Students will turn and talk to discuss what it means. Model (or show an example) of pausing in a conversation. Have
students practice. Discuss why and when we might pause in a conversation. Chart responses.
Second- Crafting/ Composing: Introduce the term paraphrase. Students will turn and talk to discuss what it means. Model (or show an example) of paraphrasing in a
conversation. Have students practice. Discuss why and when we might use paraphrasing in a conversation. Chart responses.
Reflecting: How will pause and paraphrase help you as a learner in a conversation?
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Writing Experience 3:
GQ: How does probing deepen our conversations? (ASKING QUESTIONS)
-asking questions
-comments
-CLARIFY MESSAGE
GAIN MORE INFORMATION
CLEAR MISUNDERSTANDING
Writing Experience 3: We are learning how to speak properly in a conversation.
Revisit the same video from yesterday. Have students focus only on qualities of speaking: Rate, Volume, and Clarity. Create a chart: Things to remember when speaking!
Teaching Tip: Define one of the qualities of speaking, and then look for it in the video. Then, define another, look for it, etc.
Composing: Students will have a conversation about anything (use speaker box). They will notice their qualities of speaking. Have students write in their journals about what
they talked about with their partner.
Reflecting: What goals do you need to work on when speaking? Also ask, How did talking first help you as a writer?
Writing Experience 4: How can I deepen a conversation?
Crafting: Review from yesterday, and define interrupting, overlapping and piggybacking (examples of piggybacking are: ask questions, state opinions, make connections).
Create a chart and act out these things with a student. They can also be viewed on the video.
Composing: students will have a conversation (use speaker box for topic). Remind them to be metacognitive about interrupting, overlapping, and piggybacking. Students will
write about what they talked about.
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Reflecting: Have students share what they noticed about todays conversation. Then ask, how does piggybacking extend a conversation? How does interrupting not extend a
conversation? What are your thoughts on overlapping? Does it extend or not extend a conversation? Why do you think so? Finally ask, How did talking first help you write?
Bad conversation video: http://www.youtube.com/watch?v=wNkE7tk9o4E
Writing Experience 5: How can I be an active listener?
Crafting: This week, we have been observing a conversation and discussing all of these things- refer to previous charts. Today, we are going to talk about one of the most
important parts of having a conversation: Active Listening (the ability to hear feelings and intentions as well as the words). Observe the same video again (or model with a
student) and have the scientists notice qualities of active listening. What does it look & feel like? Chart them (see example below)
Composing: Have students sit knee to knee, eye to eye with a partner to talk about anything (use speaker box if necessary). Tell students to focus on their listening and be ready
to share. Once they are finished with their conversations, they will write about what they said in their journals.
Reflecting: What did you notice about yourself as an active listener? Were you able to hear feelings and intentions, as well as, the words? Finally ask, How did talking first help
you write?
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Writing Experience 6: We are learning what non-verbal language tells us in a conversation.
Crafting: Yesterday we talked about being an active listener. We said that an active listener listens for the feelings and intentions as well as the words. Today were going to
listen for non-verbal language. Does anyone know what that means? Talk about non-verbal language and what we can infer from it. View video on mute to notice non-verbal
language and chart noticings.
Composing: Have students sit knee to knee, eye to eye with a partner to talk about anything (use speaker box if necessary). Tell students to be metacognitive of the non-verbal
language and be ready to share. Once they are finished talking, they will write about what they said in their journals.
Reflecting: What did you notice about non-verbal language today? Did you learn anything about yourself as a speaker?
Writing Experience 7: How does having a conversation help us with our writing?
Crafting: Finalize speaking Tips Chart by reviewing all conversation ideas with students. Pull a topic from the Speaker Box and have students practice having a conversation
for 5 min.
Composing: Have students write in their journals about what they talked about with their partner
Reflecting: How did having a conversation help you as a writer? CHART
Students are given a writing prompt and are to write about it without conversation
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Students are then given another prompt and are provided the opportunity to have a conversation first and then
write.
Writing Experience 8: What are the characteristics of informational writing?
Materials needed: multiple examples of Informational Writing: article, game directions, how to writing, recipe, etc. These will be used to model.
Crafting: Begin by explaining that there are three different modes or types of writing. Today we are going to look at examples of informational writing.
The characteristics of informational writing:
to teach important points about a topic,

to name the topic in the beginning,
include an interesting lead to grab the readers attention in the beginning,
use transitions (and, also) to show that you have more to say,
the conclusion wraps up the piece of writing,
organized in paragraphs or parts that each tell something different about the topic,
the writer writes as the expert on the topic,
the writer uses, Facts, Definition, Details, Steps, Tips
Composing: Talk first then write.
Reflecting: Underline (in different colors) any place in your writing where you have demonstrated characteristics of informational writing. Which one was the easiest for you?
Most challenging?
Writing Experience 9: What are the characteristics of opinion writing?
Materials needed: multiple examples of Opinion Writing: book/ movie review, letter to the editor, persuasive letter etc. These will be used to model.
Crafting: Begin by explaining that there are three different modes or types of writing. Today we are going to look at examples of opinion writing.
The characteristics of opinion writing:
give opinion and include reasons for your opinion
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give opinion in beginning
use transitions (also, another, because) to connect parts of the writing
the ending reminds readers of the opinion
the writer includes two reasons to support their opinion
the writer includes 2-3 sentences for each reason
the writer chose words that make readers agree with the opinion.
Reflecting: Underline (in different colors) any place in your writing where you have demonstrated characteristics of opinion writing. Which one was the easiest for you? Most
challenging?
Writing Experience 10: What are the characteristics of narrative writing?
Materials needed: multiple examples of Narrative Writing: fable, fiction story, biography, historical fiction, personal narrative, etc. These will be used to model.
Crafting: Begin by explaining that there are three different modes or types of writing. Today we are going to look at examples of narrative writing.
The characteristics of narrative writing:
one focused topic

a strong lead/ beginning
introduce setting at the beginning
transition words: when, then, after
the writer chose the action or feeling that would make a good ending
the writer brought characters to life with details, dialogue, thought shots, and actions
the writer chose words that create a picture in the mind of the reader
Reflecting: Underline (in different colors) any place in your writing where you have demonstrated characteristics of narrative writing. Which one was the easiest for you? Most
challenging?
Writing Experience 11: We are learning about the writing process. Plan (FRAP), Write, Edit (C.U.P.S.), Revise (teacher/ peer feedback and whisper reading),
Publish. This is like a sandwich. The Planning always comes first and the publishing usually goes last (like the bread on top and bottom). There is no order to the
parts in the middle (writing, editing, and revising).
The more often students write, the more proficient they become as writers. RAFT is a writing strategy that helps students understand their role as a writer and how to
effectively communicate their ideas and mission clearly so that the reader can easily understand everything written. Additionally, RAFT helps students focus on the audience
they will address, the varied formats for writing, and the topic they'll be writing about. By using this strategy, teachers encourage students to write creatively, to consider a
26
topic from multiple perspectives, and to gain the ability to write for different audiences. In the book, Strategic Writing, Deborah Dean explains that writing for differing
purposes and audiences may require using different genres, different information, and different strategies. Developing a sense of audience and purpose in writing, in all
communication, is an important part of growth as a writer. From ReadWriteThink.org
*For school-wide consistency, we will change RAFT to FRAP (see below)
*Also, students will need to identify the Type of Writing they will be doing (Narrative, Informational, Opinion). This is an important part of planning that is not
included in FRAP!
F- Form: What form will this writing be? (refer to the Types of Writing chart if necessary)
R- Role of the Writer: Where is the writers voice coming from- a fellow second grade student, an expert on the manatee, etc.
A- Audience: To whom are you writing? A senator? Yourself? A company?
P- Purpose: What is your purpose? (to tell a story, to entertain, to inform, to explain, to describe, to state an opinion, to persuade, etc.) (refer to Types of Writing Chart if
necessary)
Crafting: Now that students have explored the various types of writing, they must learn how writers plan for their writing. Introduce FRAP to students, and explain that this
process will help them get started with any piece of writing. Making a plan will always come first no matter what students are writing in the classroom.
Model how to analyze a piece of writing used in previous lessons (on types of writing). To identify and infer the possible FRAP found within.
For example, with The Important Book, the F= a poem, R= expert on describing the importance of these nouns, A= is anyone who is interested in the topic, P= to state an
opinion.
Another example would be from Spaghetti Book Club. F= essay, R= someone who has read the book being written about, A= kids who may or may not want to read the book
being written about, P= to state an opinion.
Composing: Students will work with a partner to do the same for another piece of writing.
Reflecting: Share the F.R.A.P. for the different pieces of writing.
Writing Experience 12: We are learning how writers write (the writing process). Plan (FRAP), Write, Edit (C.U.P.S.), Revise (teacher/ peer feedback and whisper
reading), Publish, This is like a sandwich. The Planning always comes first and the publishing usually goes last (like the bread on top and bottom). There is no order
to the parts in the middle (writing, editing, and revising).
Crafting: Explain to the students that there is a lot to planning a piece of writing. Sometimes, its easy to figure out some parts of FRAP, but coming up with a topic, can be an
even bigger challenge. Ask students, How do you decide what your topic will be when you write? Chart whats in their schema about thinking of a topic. (Talking should be
on this list- students have used talking to help them write for a while now). Tell students that they will have an opportunity to explore many other ways of coming up with a
topic this school year, but for today were just going to focus on a new one- Brainstorming! Model how to use a web for brainstorming by first creating a top 5 list of your
favorite family memories. Model how to think through a list to come up with the best topic. Now, model how to complete FRAP, and you (the writer) are ready to plan the rest
26
of your piece. Put the topic in the middle of the web, and add details that match the topic on the surrounding spots. Finally, model how to use the web to write a focused
paragraph (try to have editing and revision errors in your paragraph for the next two lessons).
Composing: Students will do the same thing. Teacher may want to walk them through this porcess step by step since there are a lot of steps.
Reflecting: Share and discuss thoughts on the question, How does taking the time to make a plan help you write?
Writing Experience 13: We are learning how writers write (the writing process). Plan (FRAP), Write, Edit (C.U.P.S.), Revise (teacher/ peer feedback and whisper
reading), Publish, This is like a sandwich. The Planning always comes first and the publishing usually goes last (like the bread on top and bottom). There is no order
to the parts in the middle (writing, editing, and revising).
Crafting: Explain to the students that the writing process is not linear like a ruler, it is actually more like a sandwich. Have a samdwich diagram already made on chart paper,
but dont show it to students until this part of the lesson. Discuss how planning and publishing are like the bread- planning always comes first, and publishing usually comes
last. Briefly discuss the different ways writing may be publshed. Next explain that there is no order to what happens in the middle, and it is usually mixed up. So I guess its
more like a chicken salad sandwich! Anyway, in the middle of this process you not only do the writing, but you also edit and revise at the same time! Today we are going to
focus on one of these- Edit.
Show students the start of the C.U.P.S. chart (see below). Go through each one and define it with the students. Remind them that this is how their Word Wall tests are scored!
Demonstrate how to use C.U.P.S. to edit your writing from the day before.
Composing: Students will revisit their writing from the day before and edit it using C.U.P.S.
Reflecting: Share and discuss how C.U.P.S. can make you better writer.
Writing Experience 14: We are learning how writers write (the writing process). Plan, Write, Edit (C.U.P.S.), Revise (teacher/ peer feedback and whisper reading),
Publish, This is like a sandwich. The Planning always comes first and the publishing usually goes last (like the bread on top and bottom). There is no order to the
parts in the middle (writing, editing, and revising).
26
Crafting: Refer to the sandwich diagram and remind students that there is one more part to the writing process that we havent talked about yet- Revision. Have students share
what is already in their schema about revision. And, tell them that whisper reading (which they have already explored) is one way to revise, but often writers will get feedback
from others to help make their writing better. Remind them of the writing feedback that has already been given to them by the teacher, and let them know that peers can also be
great at giving feedback. Define the role of feedback giver (reader) as one who wants to help make the writing better. Students should know that it is important to give
compliments about the writers work, but they should work their hardest to give a tip on how it can be better. Writing can always be improved! This can be very hard to do.
With students, make a chart titled- Ways to Give Feedback: some things on this chart may include- Check for C.U.P.S. the writer may have missed and ask questions about
parts where they writing doesnt make sense (sometimes it is clear to the writer, but not to the reader.) The writer needs to know these things! As a writer, I often will tell my
partner that I want them to give me feedback on something specific- like descriptive language. In this case, the reader can read for that purpose- to help the writer add details to
their writing! Model what this may look like (maybe Mandi or Heather could come in and demonstrate how to give feedback to the teachers writing from yesterday.
Composing: Students will work with a partner to read and offer feedback to the writing of their peer. Students will then rewrite their writing, making it better!
Reflecting: Share and discuss thoughts on, How feedback will help me grow as a writer.
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Continuing the Tradition of Excellence

SUBJECT: ELA UNIT 1 TITLE: Building a Literate Community GRADE: 2

Ties to Thinking Strategies: Monitoring for meaning

STAGE 1 DESIRED RESULTS

OTHER EVIDENCE (Formative assessments, journal entries, student conferring):

STAGE 3 LEARNING PLAN

Ms. Webers Classroom Library

What you need to know

Reading Experience 5: How do I choose a Just Right Now book?

Reading Experience 7: How do I choose a Just Right Now Book?

one large bowl (or a large circle)

Structural Fix-Up Strategies

1. Flip Flop vowel sounds

Meaning Fix-Up Strategies

1. Look for words within a word that you may know.

Day 16: Why do readers use crosschecking?

Baseline Writing: School Day 1, 2, 3

Students draw a sketch of activities they did over the summer

Choose your favorite event and turn and talk

Write from On Demand, do this for each mode of writing

Reflecting: How did talking help you write?

Writing Experience 2: Why is it important to pause and paraphrase in conversation?

Catch and Release workshop!

GQ: How does probing deepen our conversations? (ASKING QUESTIONS)

GAIN MORE INFORMATION

Writing Experience 3: We are learning how to speak properly in a conversation.

Writing Experience 4: How can I deepen a conversation?

Bad conversation video: http://www.youtube.com/watch?v=wNkE7tk9o4E

Writing Experience 5: How can I be an active listener?

Writing Experience 6: We are learning what non-verbal language tells us in a conversation.

Reflecting: How did having a conversation help you as a writer? CHART

Writing Experience 8: What are the characteristics of informational writing?

The characteristics of informational writing:

to teach important points about a topic,

Composing: Talk first then write.

Writing Experience 9: What are the characteristics of opinion writing?

The characteristics of opinion writing:

give opinion and include reasons for your opinion

Composing: Talk first then write.

Writing Experience 10: What are the characteristics of narrative writing?

The characteristics of narrative writing:

one focused topic

Composing: Talk first then write.

*For school-wide consistency, we will change RAFT to FRAP (see below)

A- Audience: To whom are you writing? A senator? Yourself? A company?

Reflecting: Share the F.R.A.P. for the different pieces of writing.

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