Unit 2 - ELA Curriculum - FCS ELA Curriculum
Reading Unit of StudySecond Grade, Reading Fiction and Traditional Literature: Fables, Fairy Tales and Folk TalesUnit 62nd GradeUnit 2 - DRAFTCharacter StudyLesson Plan PacketThis is a text box and can be manipulated to center or right justify text.Try changing the color of the font to white to showup nicely against a darker background.You may have to send the photo “to the back”after being inserted (right click mouse for option).2nd Grade Unit 6Reading Fiction and Traditional Literature: Fables,Fairy Tales and Folk Tales03/14/2015 DraftNote: This unit is currently under pilot and review. Revisions will be made in the summer of 2015.Copyright 2010-2014 by the Michigan Association of Intermediate School Districts and Oakland Schools.
Reading Unit of StudySecond Grade, Reading Fiction and Traditional Literature: Fables, Fairy Tales and Folk TalesUnit 6Table of ContentsBackground SectionAbstract . 1Background Information . 2Sample Unit SectionResources and Materials Needed . 4Why a Script? . 6Overview of Sessions – Teaching and Learning Points . 7Routines and Rituals . 8Read Aloud with Accountable Talk . 11Lesson Plans . 14Resource Materials SectionSee Separate PacketPlease note: A unit may have additional information under the background section.Copyright 2010-2014 by the Michigan Association of Intermediate School Districts and Oakland Schools.
Reading Unit of StudySecond Grade, Reading Fiction and Traditional Literature: Fables, Fairy Tales and Folk TalesUnit 6AbstractThis is a unit primarily focused on the reading of fiction. This unit will target traditional literature and help readers see how fables,folk tales and fairy tales are woven into the fabric of all the fiction they read. The unit builds on readers’ natural instinct to imitateand role-play by asking them to watch their characters closely, in order to walk in the character’s shoes. Readers will take on manyroles across the unit as they read and reread an abundance of narrative text with a priority on fables, folk tales and fairy tales. Theroute taken by teachers will most likely depend on resources available given reader’s reading levels.Partnerships will play an essential role in helping readers to use their thinking, flagged pages and short jots to talk and role play withother readers. It is necessary to envision the partnership component running alongside the minilesson or any instructional momentduring the reading workshop block of time. Teachers should consider what partnerships will look like and sound like each day andset readers up for successful meetings given the instructional components with a workshop. Partnerships combine into clubs, intime, and at least within concept three.The first concept, Readers step into a character’s shoes- asks readers to use many of the strategies they’ve been utilizing throughoutthe year to get to know their characters. Readers will use facial expressions, body gestures, and their voice to show theirunderstanding of characters. Readers will imagine different points of view given the roles of their characters and create theoriesbased on these perspectives. Readers will role-play characters with partners showcasing strong emotions and actions.The next concept, Readers work with partners to understand characters through acting and directing- will make readers see theircharacters in the scenes of their stories. Seeing the tiny details of the scene will help readers pay attention to the world of theircharacter. Readers will see differences in the point of view of characters while listening and watching others play out those parts.The third concept, Readers uncover the predictable roles of characters-sets readers up to reread in an effort to find patterns acrossbooks. Readers, in book clubs, will look for patterns in characters, settings and stories. Readers will use patterns to predict what willhappen next. Readers will include the predictable roles of characters in fables, folk tales and fairy tales in the role-playing anddirecting they do in book clubs.The last concept, Readers interrupt the author’s purpose, lessons and morals-moves readers to think beyond the words on the pageand nudge their thinking beyond the text. Readers will look for lessons, morals and the author’s purpose. Readers will think abouthow the lessons they uncover impact their thinking about their own lives and opinions. Readers will look for lessons and morals in allthe fiction they read. Readers learn to compare and contrast two or more versions of the same story and match books of differenttitles with similar ideas. The final days have readers celebrating all they have learned by performing a favorite story with partners orbook clubs and talking about their interruptions.*This unit of study is purposefully focused on reading comprehension to get to know characters in narrative text. Teachers willcontinue to meet with strategy groups and conduct shared reading and guided reading groups with a focus on print strategies andfluency based on students’ needs.**Although the unit details 22 sessions, this unit could easily utilize 6 weeks of instruction within the reading workshop. Teacherswill want to follow the needs of their students and adapt and add to lessons based on observations and assessment. Adding days tothe final concept may be necessary based on the lifted expectations for understanding.***The unit requires numerous Fairy Tales, Fables and Folk Tales. However, if hard to access, these texts could be utilized in readaloud with accountable talk and minilesson with readers reading all kinds of fiction during independent reading. The unit is a studyof fiction with the hope that teachers are able to acquire traditional literature throughout the unit.1Copyright 2010-2014 by the Michigan Association of Intermediate School Districts and Oakland Schools.
Reading Unit of StudySecond Grade, Reading Fiction and Traditional Literature: Fables, Fairy Tales and Folk TalesUnit 6Background InformationThis is a unit of study with a sole focus on fiction. Readers are organized in partnerships and are reading level L/M text. Pull out:Traditional and modern fables, fairy tales and folk tales for independent reading and read aloud with accountable talk. Readers readingbelow levels L/M will still benefit from texts representing traditional literature, if resources are available. The reading in this unit does notneed to follow only fables, fairy tales and folk tales. All fiction is welcome, based on book resources available to readers. Traditionalliterature at higher levels will easily be found in school and township libraries. Leveled traditional literature, most likely not in classroomlibraries, yet can be ordered through Pioneer Valley Press. Readers will have varied titles of fiction in their independent book bins; mixingtraditional literature with other genres of fiction. Once books are organized think about how partners will work together. Will partners readacross one story from different cultures (Cinderella from USA, Asia and Africa), sitting close together, silent reading, the same fairy tale orfable, from different cultures throughout a week? Or, will partnerships read same titles (2 copies of each title) before moving on to anotherpair, same titles? Some teachers may plan to have readers read varied fiction books for week one and two within the unit and transitionreaders to study fables, fairy tales and folk tales for week three, four and five as the focus shifts to “morals, lessons and author’s purpose”.These final weeks may also present the best time to combine partnerships into clubs. The levels of readers and the quantity of resourcesmay dictate the structure teachers utilize throughout the study. This thinking will need to take place over and over again throughout theunit as readers utilize the fiction book resources available to them. There are multiple ways to structure time, titles, stories, levels andreaders; just make sure to think about the quantity of texts to readers and how partnerships and clubs can also lift the rigor of talk andunderstanding.Call on teacher and student expertise; charting and language from previous units of study will support this work. Remind readers that theyalready know so many strategies for understanding their characters and problem solving on their own inside their new fiction books. Planto guide readers toward appropriate leveled baskets even if you have enough text to allow total choice for a partnership. Teacher guidanceacross the unit is necessary and important. Introduce fables, fairy tales and folk tales as part of a guided reading meeting. Plan to nudgereaders into stories they may have never picked up without your thoughtfulness no matter the level reader. Readers may still keep a variedstack of books in their crates and bins with fiction taking a priority over other choices, like informational text or magazine, in readerscollections.Wisely choose read aloud text titles that no one in the class is reading. Although, readers might read The Little Red Hen, while the teacheruses a completely different version of The Little Red Hen in read aloud. The read aloud text may even be at higher levels of complexity thanthat of the students’ texts. Choose shorter text (picture books work well here) which allow you to read multiple texts of varied genre withinthe traditional literature umbrella across a week. Teachers will want to notice character feelings, actions, expressions, gestures, events andsettings in each read aloud text explored during read aloud with accountable talk. Call upon reader’s knowledge from their recent seriesbook reading. Teachers will want to utilize partnerships during this time, also. Plan to support readers in their partnerships with comparingand contrasting two or more versions of the same story from different authors and cultures. Demonstrate ways readers can take on theroles of the rich characters in traditional literature. Teachers will want to role-play characters for and with readers making sure that readershave opportunities to see the patterns in characters’ from book to book. Practice reenacting stories before readers are expected to do soin the minilesson work. The work focus in read aloud with accountable talk will always lay the foundation for the work brought intominilesson. Additionally, plan to watch a digital text (fable, folk tale or fairy tale) and read aloud the same text (different version) beforesession one.Teachers should also choose a digital story or two to help scaffold the thinking work throughout the unit. Teachers can access fables, folktales and fairy tales easily on-line or through many libraries. Disney has produced a number of retold short fables and folk tales appropriatefor student viewing and analyzing. This watching and listening will be very different from going to see a fairy tale at the movie theater. Planto view and stop in places to allow thinking about the story structure, elements within the story (setting, characters, etc.) Readers shouldbe prompted to notice feelings, actions, gestures and big events or happenings. Teachers should help move readers to see the morals,lessons and author’s purpose from different perspectives and characters. Help readers bridge the thinking work they do while watching andlistening into their own reading work. Many of these classics can be uploaded through www.youtube.com.Even though the focus of this unit is reading comprehension, teachers will want to make sure they are monitoring reading fluency, prosodyand phrasing. Research has shown that reader’s theater and repetitive reading support this work. Free scripts for fables, folk tales and fairytales can be downloaded at http://www.storiestogrowby.com/index.html or Creative Teaching Press publishes a book titled Fairy TalesReader’s Theater. Reader’s theater scripts certainly could be part of the varied content contained in readers’ independent bins and bags.2Copyright 2010-2014 by the Michigan Association of Intermediate School Districts and Oakland Schools.
Reading Unit of StudySecond Grade, Reading Fiction and Traditional Literature: Fables, Fairy Tales and Folk TalesUnit 6Resources and Materials NeededBook List Series Book Reading: See booklist in unit resource packet for Second Grade Unit 6 Teachers College Reading and Writing Project: ts/current-classroom-libraries.html (Click on Series Books) Fountas and Pinnell LevelsDRA LevelsNumber of BooksA-C level readersA- 410-15 booksD-K level readers6-206-10 booksL-N level readers24-305-8 booksO-Q level readers34 2 chapter books, informational, and favoritesReaders will organize around a
continue to meet with strategy groups and conduct shared reading and guided reading groups with a focus on print strategies and fluency based on students [ needs. **Although the unit details 22 sessions, this unit could easily utilize 6 weeks of instruction within the reading workshop.
Approved for public release; distribution is unlimited. Case 09-9166. 14 January 2010 List of Figures Figure 1: FCS System of Systems [FCS 2008a] 4 Figure 2: Software is a Key Enabler of the FCS Concept and the Global Information Grid [FCS 2008b] 5 Figure 3: FCS Core Program and Spin Outs 6
ELA ITEMS 5th GRADE SAMPLE ELA ITEMS 7TH GRADE SAMPLE ELA ITEMS 8TH GRADE SAMPLE ELA ITEMS ELA ITEMS . ELA Grade 6 Draft Sample PT Item Form C3 T1, T3, T4 And C4 T2, T3, T4 . ELA.6.PT.3.03.083 C3 T1, T3, T4 And C4 T2, T3, T4 . Sample Item ID: ELA.6.PT.3.03.083 . Title: Young Wonders
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A Proud Heritage: African Americans and Pro Football RI, W, SL ELA 1-2 African American Football Pioneers RI, W, SL ELA 3-4 All About Grammar L ELA 5-6 Analyzing Media Messages RI, SL ELA 7-8 Analyzing Poetry RL, RI, W, SL ELA 9-11 Breaking the Color Barrier: The Kansas Comet’s Roommate RL, RI, W, SL ELA 12-13 Descriptive Writing RI, W, L ELA 14
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FSA ELA Session Timing The FSA ELA includes the Text-Based Writing Component, administered separately from the rest of FSA ELA to allow time for hand-scoring; will be reported as part of a single ELA score. Headphones are required for all students for Grades 5- 11 ELA listening items (CBT). External keyboards are strongly recommended. 11
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