Q2 Spanish 2nd Grade Unit of Study
Backward Unit Design – Planning Document
Unit Focus
This is a four-week unit of study that focuses on comparing similarities in History of people in North
America through Literature.
Reading
Writing
RL2.2, RL 2.3, RL 2.9, RI 2.5,RI 2.6,
RI 2.8,
RI 2.9
W 2.2, L 2.1 d,e
Speaking and
Listening
SL 2.1
NM Social
Studies
Standards
and
Benchmarks
K-4
Benchmark IC
Standard Analysis
Standards
Reading:
RL2.2
Recount stories, including
fables and folktales from
diverse cultures, and
determine their central
message, lesson, or moral.
Knowledge Needed (Know)
Learning Targets and
Student Outcomes (Do)
Suggested Assessment
Tasks
• Retell a story from different
RL 2.2, RL 2.3
Summarizing Central
Themes and Key Events
Story outline graphic
organizer
cultures.
• Tell what the story means
• Identify and tell others the lesson
the story is teaching.
Retell stories of folktales
and fables from different
cultures.
1
RL 2.3
•
Describe how characters in a
story respond to major events •
and challenges.
•
Explain what the author
wants us to learn by reading
the story.
RL 2.2, RL 2.3, RL 2.9
Venn Diagram
Describing Characters and
their Responses
Identify the characters in a
story.
Identify the major events and
challenges (problem) in a story.
Describe
how
characters Compare and contrast
respond to the major events and characters and their
challenges in a story.
responses to major
events/challenges.
Compare and contrast
characters in two versions
of the same story.
RL 2.9
Compare and contrast two or
more versions of the same
story (e.g. Cinderella stories)
by different authors or from
different cultures.
•
Find similarities and differences
between similar stories by
different author and/or from
different cultures.
RL 2.2, RL 2.3, RL 2.9
Finding Similarities and
Differences in Different
Story Versions
Venn Diagram
Compare and contrast
story plots.
Compare and contrast
characters in two versions
of the same story.
2
RI 2.5
Know and use various text
features (e.g., headings,
tables of contents, glossaries,
electronic menus, icons) to
locate key facts or
information
in a text.
RI 2.6
Identify main purpose of a
text, including what the
author wants to answer,
explain, or describe.
RI 2.8
Describe how reasons support
specific points the author
makes in a text.
•
•
•
•
Use different parts of the book
& technology to find important
information.
Understand when to use
different parts of the book &
technology to find important
information.
RI. 5
Using Text Features as
21st Century Learners
Teacher-created
ticket
exit
Use text features to gain
clarification,
gather
information, and navigate a
text effectively.
Identify the author’s purpose for RI 2.6
Observation @ Guided
writing the text (answer a Author’s Purpose
Reading
question, describe something, or
Teacher-created exit
explain something).
Make inferences about the ticket
author’s purpose.
State whether the author
wants to answer a question,
describe something, or
explain something.
Identify
main
idea
and RI 2.6, RI 2.8
Bubble Map
supporting details from the text. Getting the Big Picture
Make inferences about the
author’s purpose.
State whether the author
wants to persuade, inform,
or entertain.
3
RI 2.9
Compare and contrast the
most important points
presented by two texts on
the same topic.
•
RF.2.4
Read with sufficient accuracy
and fluency to support
comprehension.
a. Read on-level text with
purpose and
understanding.
b. Read on-level text
orally with accuracy,
appropriate rate, and
expression on
successive readings.
Use context to confirm or
self-correct word recognition
and understanding, rereading
as necessary.
*RF. 2.3 b
RF.2.3 Conocen y aplican la
fonética y las destrezas de
análisis de palabras a nivel de
•
•
Identify the main idea and
cite evidence from the text.
Tell how two texts on the same RI 2.9
Venn Diagram
topic are similar and different.
Two of a Kind
Teacher-Created Exit
Ticket
Read informational texts
and identify similarities and
differences in the main
points.
nd
Read 2 grade level text with
RF 2.4
Fluency tests (DIBELS)
purpose, understanding, fluency, Fast and Curious
Running records
and comprehension.
Monitor reading and know when Read fluently and
to self- correct.
accurately to make sure
audience receives the
correct message.
Self monitor while reading
and use context clues and
rereading when something
doesn’t make sense.


Conocer los sonidos de las
vocales y los diptongos
Identificar, leer y escribir los
triptongos-una secuencia de
tres vocales que forman una
Usar los sonidos de las
vocales a, e, i, o, u.
Teacher created exit
ticket
Destinguir los diptongos
como dos vocales diferentes
4
grado, en la decodificación de
palabras.
b. Distinguen los sonidos de las
vocales en los triptongos al leer
palabras ya conocidas (buey,
Paraguay, Uruguay) fijándose en
el uso de la ye (y) como vocal.
Speaking and Listening:
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.
a. Follow agreedupon 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).
b. Build on others' talk
in conversations by linking
their comments to the
remarks of others.
c. Ask for clarification and
further explanation as needed
sola sílaba (Paraguay, Uruguay,
caían, miau, destruía).
que se pronuncian en una sola
sílaba (dio, pie, bien, fui, vio).
Identificar, leer y escribir
triptongos
Actively listen when others are
talking.
Participate in conversations
while remaining on topic.
Build on others’ conversations
and ask for clarification when
needed.
SL 2.1
Let’s Taco Bout It
Converse with others about
2nd grade topics and texts.
Respect others thoughts
and opinions.
Use information shared to
expand on the
conversation.
Teacher
observation
and observation notes
of student interactions.
Use the following rubric
for teacher notes.
Are
as
of
Conc
ern
Expect
ation
Stud
ent
Nex
t
Step
s
Follows
agreed
upon
rules
Builds
on
5
about the topics and texts
under discussion.
Writing and Language:
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.
L 2.1 d,e Demonstrate
command of the conventions
of standard English grammar
and usage when writing or
speaking.
others’
talk in
convers
ations
Asks
for
clarific
ation
and
further
explana
tion as
needed
•
•
•
•
•
Write a topic sentence
Use facts and definitions to
support the topic
Write a conclusion sentence
W 2.2
Writing To Inform
Use the writing process to
develop a topic sentence
with facts, definitions and a
concluding sentence.
d.) Changing the verb tense will
L.1.2 d,e
reflect when the action took
Command of Conventions
place.
Change regular verbs to
e.) Adjectives describe nouns and past tense of frequently
adverbs describe verbs.
occurring irregular verbs.
2nd Grade LCPS Writing
Rubric
Checklist
Teacher Observation
Teacher-Created Exit
Ticket
Student
Writing
Sample
d. Form and use the past
tense of frequently occurring
6
irregular verbs (e.g., sat, hid,
told). (ejemplo: decir-dijo,
hacer-hizo, poner-puso, sabersupimos)
e. Use adjectives and adverbs,
and choose between them
depending on what is to be
modified.
Add details to writing and
speaking using adjectives
and adverbs.
Social Studies Standards K-4 Benchmark I-C—World: Students will identify and describe similar historical
characteristics of the United States and its neighboring countries.
Describe and compare similarities of the history of peoples in North America through literature (e.g., story-telling, fables,
folktales, fairy tales).
Big Ideas: Enduring Understandings: Throughout this unit, the students will study about the different Native American
tribes in the different regions of North America. They will learn about the locations of the different tribes, the roles
that the men and women took on, the food they ate, and the types of shelter they used and created. Within this unit,
students will be exposed to various Native American folktales, fables, myths, and legends. They will also compare
experiences shared and learned through literature and other resources to illustrate the similarities between the tribes by
writing and presenting an informative text comparing two tribes.
Guiding Questions
Essential Questions
• How does reading and retelling a story help you understand the central message? *What is the lesson the author
• How does comparing characters and their experiences in various stories help you wants you to learn by reading
this text? What are some
understand a culture?
other themes that are being
• How can you use different texts on the same topic to help you have better
taught?
understanding of the topic?
*What events happened at the
• How do text features help your comprehension of a text?
beginning, middle, and end of
• What events, traditions, or practices are similar with all tribes?
the story?
• ¿Cómo puede ayudarte leer y recontar el cuento para comprender el mensaje
central?
7
•
•
•
•
Possible
•
•
•
•
¿Cómo puede el comparar los personajes y sus experiencias en varios cuentos
ayudarte a comprender una cultura?
¿Cómo puedes usar textos diferentes sobre el mismo tema para ayudarte a
entender mejor el tema?
¿Cómo pueden las características informativas del texto ayudarte a comprender
el texto?
¿Qué eventos, tradiciones, o prácticas culturales son similares entre todas las
tribus?
*In what ways does the
problem in a story change the
character(s)?
*How can texts features help
you be more efficient reader?
*¿Qué quiere el autor que
aprendas sobre lo que estás
leyendo en el texto? ¿Cuáles
son otros temas evidentes en
el texto?
*¿Qué eventos tomaron lugar
al principio, en medio y al final
del cuento?
*¿Cómo afecta el problema del
cuento a los personajes? ¿Qué
cambios puedes notar?
*¿Cómo pueden las
características informativas
del texto ayudarte a
comprender el texto para ser
un lector mas eficiente?
*¿Cómo es la población similar
y diferente de los dos lugares?
Misconceptions:
Vocabulary
Making connections between texts
Theme is not the main idea but rather the life lesson the author wants you learn.
Text features add information to the general text for better understanding.
8
Culminating Activity: Students will work in pairs to compose an informative writing piece comparing two Native American tribes
that includes a topic sentence, definitions and facts, and a closing sentence. Students will then create a visual display of the
similarities they discussed in their writing using a power point, poster, or a project of the teacher’s choice. Students will read
and present their work to the class.
Los estudiantes trabajarán con un compañero para escribir un texto informativo comparando la cultura de dos lugares que incluya
una oración principal, definiciones y hechos y proporciona una declaración o sección final. Los estudiantes también crearán una
presentación visual que enseñe las ideas similares entre los dos lugares que escribieron en su texto usando un cartel, página
electrónica, PowerPoint, o un proyecto que el maestro/a escoja.
What will mastery/success look like?
Indicators of
Informative Writing will include:
mastery/success?
• Topic sentence
• Students score 4 on
• At least one definition of an unknown word
all parts of the
• Supporting details including comparisons of the two topics selected
Explanatory/Informat
• Closing sentence
ional Text-Based
• Correct English conventions and language usage (Spanish Writing Conventions:
rubric. Rubric found
Please note if there is a different in the conventions between languages it will be
electronically titled
included in red)
“rúbrica para la
escritura de segundo
grado”
• Clearly stated
similarities between
two topics
• Willingness to
participate in
presentations
Pre-Post Summative Assessment
Standards
Measure/Criteria for Success
9
RL.2.2
RL.2.3
RL.2.4
Interactive Read Aloud
Fiction (Trade Books, Novels/Chapter Books, Short Stories, Poetry) Novels may overlap instructional units in the quarter.
Non-Fiction (Informational text, Maps, Charts, Graphs, Biography, Speeches, Content Area Articles, Books, Magazines,
etc.)
Week 1
Text:
Instructional Focus:
The Magic of Coyote(Fiction)
Authors purpose, sequence,
Text in Spanish: Hombre Oso: Cuento folklórico de los indígenas
predictions
norteamericanos
Del sitio de Pearson Scott Foresman Calle de la Lectura
http://www.pearsonsuccessnet.com/snpapp/lrd/viewLeveledReaderFrames
et.do?page=leveledReader&id=5794
Week 2
Text: (These two texts can be used to address RL.9)
• Rainbow Crow Brings Fire to Earth (fiction)
• Rainbow Crow: A Lenape Legend (fiction)
Text in Spanish:
Cuervo Arco Iris Trae el Fuego a la Tierra
Pearson Scott Foresman Calle de la Lectura
http://www.pearsonsuccessnet.com/snpapp/lrd/viewLeveledReaderFrames
et.do?page=leveledReader&id=7000
Instructional Focus:
• Plot and theme, main idea,
monitor and clarify
• Comparing two versions of
the same story
Text 2 in Spanish to use for compare and contrast:
Cuentos para Chicos.com
EL Pajaro de Fuego: Leyenda Americana
www.cuentosparachicos.com/ESP/cuentos clasicos/PajarodeFuego.htm
10
Week 3
Text:
Native Americans
Text in Spanish:
Los Indígenas Americanos
Pearson Scott Foresman Calle de la Lectura
http://www.pearsonsuccessnet.com/snpapp/lrd/viewLeveledReaderFrames
et.do?page=leveledReader&id=3274
Instructional Focus:
Main Idea, supporting details
Second text to use for compare and contrast if you want to continue the
RL.9 standard.
Los Indígenas Americanos Hoy
Pearson Scott Foresman Calle de la Lectura
http://www.pearsonsuccessnet.com/snpapp/lrd/viewLeveledReaderFrames
et.do?page=leveledReader&id=3273
Week 4
Text:
Glooskap and the First Summer: An Algonquin Tale
Uncovering America’s Past (nonfiction)
Text in Spanish: El Primer Verano: Una Leyenda Algonquina
Pearson Scott Foresman Calle de la Lectura
http://www.pearsonsuccessnet.com/snpapp/lrd/viewLeveledReaderFrames
et.do?page=leveledReader&id=6598
Instructional Focus:
Facts and Details, Draw
Conclusions, Predict and Set
Purpose
Summarize
Interactive Read Aloud Structure (K-2)
11
1. Introduce the book
2. Preview and predict
3. Read Aloud – Pausing for interaction: Teacher Think Aloud: Model student objective, student think/pair/share,
vocabulary discussed
4. Wrap up and relate: student connect teacher modeling and student share out objective
Shared Reading with a Close Reading Focus
K-2 Planning Structure
Instructional Practice
Some of the texts will be stories from interactive read aloud. The purpose during interactive read aloud was to model
comprehension and reading strategies where now purpose shifts to revisiting the text for deeper understanding.
Week
Text
Focus
1
Pow Wow
Author’s purpose and finding supporting
This article is included in the resources
evidence
2
Español: ¿Qué es un Pow Wow?
Página electrónica de este texto
http://wemotaci.blogspot.com/2010/07/pow-wownative-canadian.html
The Hunters and the Elk
This article is included in the resources
Theme, lessons (central message, lessons
learned)
Texto en Español para Lectura de Cerca:
La Leyenda del Fuego (cuento digital)
12
http://pacoelchato.com/lecccion14/segundo-espanollecturas14-la-leyenda-del-fuego/
3
4
Native American Life
This article is included in the resources
El lobo en las historias de los Nativos Americanos.
Este artículo está en los recursos como documento en
Microsoft Word.
Native Americans: Keeping the Past Alive
This article is included in the resources
Finding similarities between groups
Text features
Los Sioux
Estos artículos están en la sección de recursos. Es un
texto largo y se recomienda que cada maestro o
maestro identifique la parte que quiere analizar para la
lectura enfocada.
Week 1 Close Reading Instructional Focus: Author’s Purpose
Close Reading Lens: Evidence
Text: Pow Wow
Text in Spanish: ¿Qué es un Pow Wow?
Página electrónica de este texto
http://wemotaci.blogspot.com/2010/07/pow-wow-native-canadian.html
Introduce Text
Foundational Skills
Close Reading
Vocabulary Development
Read for Evidence
Close Reading Close
Look For
Reading
Patterns
Developing a
new
13
Picture Walk introducing the text. Read the book, model
Focus on genre, structure, and
fluency and point to
book elements.
words. Invite students to
join in the reading.
Vocab – work on context clues in
the text.
Model read with
expression.
Vocabulary:
All read with expression

together pointing to

words.


Choose 1 below as an
instructional focus to
Read the book, model fluency and support foundational
point to words. Invite students to skills:
join in the reading.
 Sight words – work on
recognition in context,
Model reading with expression.
spelling.
All read together with expression  En la página de
pointing to words.
recursos se puede
encontrar una lista de
palabras de uso
frecuente para
segundo grado.
 Spelling Patterns
(phonics) in the book.
If I know a spelling
Read the book, model
fluency and point to words.
Invite students to join in
the reading.
Model read with
expression.
All read with expression
together pointing to words.
Reread the passage looking
for
____________________
_ (lens).
Have students highlight
text evidence.
Chart student responses in
the first column of an
anchor chart.
Read the
book, model
fluency and
point to
words. Invite
students to
join in the
reading.
Model read
with
expression.
All read with
expression
together
pointing to
words.
In small
groups reread
the passage
and the
evidence
from
yesterday.
Have
understandin
g
Read the
book, model
fluency and
point to
words.
Invite
students to
join in the
reading.
Model read
with
expression.
All read with
expression
together
pointing to
words.
Ask students
to reread
the passage.
Review
anchor chart
evidence and
patterns.
14


pattern I can make
lots of words.
Concepts of Print:
Capital Letters,
Punctuation
Phonological
Awareness: Rhyming,
Alliteration, Syllables,
On-Set and Rhyme
students
work in small
or whole
group and
find which
pieces of
evidence fit
together.
Chart the
patterns you
find in the
second
column of
your anchor
chart.
Turn and
Talk about
noticing’s.
Student
Response –
First I was
thinking
______ now
I am
thinking
_____
because….
Primero yo
pensaba que
_______
pero ahora
yo pienso
que
_______
porque…
Week 2 Close Reading Instructional Focus: Theme, lessons (central message, lessons learned)
Close Reading Lens: Evidence
Text: The Hunters and the Elk
Texto en Español para la Lectura enfocada:
15
La Leyenda del Fuego (cuento digital)
http://pacoelchato.com/lecccion14/segundo-espanol-lecturas14-la-leyenda-del-fuego/
Introduce Text
Vocabulary Development
Foundational Skills
Picture Walk introducing the text. Read the book, model
Focus on genre, structure, and
fluency and point to
book elements.
words. Invite students to
join in the reading.
Vocab – work on context clues in
the text.
Model read with
expression.
Vocabulary:
All read with expression

together pointing to

words.


Choose 1 below as an
instructional focus to
Read the book, model fluency and support foundational
point to words. Invite students to skills:
join in the reading.
 Sight words – work on
recognition in context,
Model reading with expression.
spelling.
All read together with expression  En la página de
pointing to words.
recursos se puede
Close Reading
Read for Evidence
Close Reading Close
Look For
Reading
Patterns
Developing a
new
understandin
g
Read the book, model
fluency and point to words.
Invite students to join in
the reading.
Read the
book, model
fluency and
point to
words. Invite
students to
join in the
reading.
Model read with
expression.
All read with expression
together pointing to words.
Reread the passage looking
for
____________________
_ (lens).
Have students highlight
text evidence.
Chart student responses in
the first column of an
anchor chart.
Model read
with
expression.
All read with
expression
together
pointing to
words.
Read the
book, model
fluency and
point to
words.
Invite
students to
join in the
reading.
Model read
with
expression.
All read with
expression
together
pointing to
words.
In small
16



encontrar una lista de
palabras de uso
frecuente para
segundo grado.
Spelling Patterns
(phonics) in the book.
If I know a spelling
pattern I can make
lots of words.
Concepts of Print:
Capital Letters,
Punctuation
Phonological
Awareness: Rhyming,
Alliteration, Syllables,
On-Set and Rhyme
groups reread
the passage
and the
evidence
from
yesterday.
Have
students
work in small
or whole
group and
find which
pieces of
evidence fit
together.
Chart the
patterns you
find in the
second
column of
your anchor
chart.
Ask students
to reread
the passage.
Review
anchor chart
evidence and
patterns.
Turn and
Talk about
noticing’s.
Student
Response –
First I was
thinking
______ now
I am
thinking
_____
because….
Primero yo
pensaba que
_______
pero ahora
yo pienso
que
_______
porque…
17
Week 3 Close Reading Instructional Focus: Finding similarities between groups
Close Reading Lens: Evidence
Text: Native American Life
Text in Spanish: El lobo en las historias de los Nativos Americanos.
Este artículo está en los recursos como documento en Microsoft Word.
Introduce Text
Vocabulary Development
Foundational Skills
Picture Walk introducing the text. Read the book, model
Focus on genre, structure, and
fluency and point to
book elements.
words. Invite students to
join in the reading.
Vocab – work on context clues in
the text.
Model read with
expression.
Vocabulary:
All read with expression

together pointing to

words.


Choose 1 below as an
instructional focus to
Read the book, model fluency and support foundational
point to words. Invite students to skills:
join in the reading.
 Sight words – work on
recognition in context,
Model reading with expression.
spelling.
Close Reading
Read for Evidence
Close Reading Close
Look For
Reading
Patterns
Developing a
new
understandin
g
Read the book, model
fluency and point to words.
Invite students to join in
the reading.
Read the
book, model
fluency and
point to
words. Invite
students to
join in the
reading.
Model read with
expression.
All read with expression
together pointing to words.
Reread the passage looking
for
____________________
_ (lens).
Have students highlight
text evidence.
Model read
with
expression.
All read with
expression
together
pointing to
words.
Read the
book, model
fluency and
point to
words.
Invite
students to
join in the
reading.
Model read
with
expression.
All read with
expression
together
pointing to
words.
18
All read together with expression
pointing to words.




En la página de
recursos se puede
encontrar una lista de
palabras de uso
frecuente para
segundo grado.
Spelling Patterns
(phonics) in the book.
If I know a spelling
pattern I can make
lots of words.
Concepts of Print:
Capital Letters,
Punctuation
Phonological
Awareness: Rhyming,
Alliteration, Syllables,
On-Set and Rhyme
Chart student responses in
the first column of an
anchor chart.
In small
groups reread
the passage
and the
evidence
from
yesterday.
Have
students
work in small
or whole
group and
find which
pieces of
evidence fit
together.
Chart the
patterns you
find in the
second
column of
your anchor
chart.
Ask students
to reread
the passage.
Review
anchor chart
evidence and
patterns.
Turn and
Talk about
noticing’s.
Student
Response –
First I was
thinking
______ now
I am
thinking
_____
because….
Primero yo
pensaba que
_______
pero ahora
yo pienso
que
19
_______
porque…
Week 4 Close Reading Instructional Focus: Text Features
Close Reading Lens: Evidence
Text: Native Americans: Keeping the Past Alive
Text in Spanish: Los Sioux
Estos artículos están en la sección de recursos. Es un texto largo y se recomienda que cada maestro/a identifique la parte
que quiere analizar para la lectura enfocada.
Introduce Text
Vocabulary Development
Foundational Skills
Picture Walk introducing the text. Read the book, model
Focus on genre, structure, and
fluency and point to
book elements.
words. Invite students to
join in the reading.
Vocab – work on context clues in
the text.
Model read with
expression.
Vocabulary:
All read with expression

together pointing to

words.


Choose 1 below as an
instructional focus to
Close Reading
Read for Evidence
Close Reading Close
Look For
Reading
Patterns
Developing a
new
understandin
g
Read the book, model
fluency and point to words.
Invite students to join in
the reading.
Read the
book, model
fluency and
point to
words. Invite
students to
join in the
reading.
Model read with
expression.
All read with expression
together pointing to words.
Reread the passage looking
for
Model read
with
expression.
Read the
book, model
fluency and
point to
words.
Invite
students to
join in the
reading.
Model read
with
expression.
20
Read the book, model fluency and support foundational
point to words. Invite students to skills:
join in the reading.
 Sight words – work on
recognition in context,
Model reading with expression.
spelling.
All read together with expression  En la página de
pointing to words.
recursos se puede
encontrar una lista de
palabras de uso
frecuente para
segundo grado.
 Spelling Patterns
(phonics) in the book.
If I know a spelling
pattern I can make
lots of words.
 Concepts of Print:
Capital Letters,
Punctuation
 Phonological
Awareness: Rhyming,
Alliteration, Syllables,
On-Set and Rhyme
____________________
_ (lens).
Have students highlight
text evidence.
Chart student responses in
the first column of an
anchor chart.
All read with
expression
together
pointing to
words.
All read with
expression
together
pointing to
words.
In small
groups reread
the passage
and the
evidence
from
yesterday.
Have
students
work in small
or whole
group and
find which
pieces of
evidence fit
together.
Ask students
to reread
the passage.
Review
anchor chart
evidence and
patterns.
Turn and
Talk about
noticing’s.
Chart the
patterns you
find in the
second
column of
Student
Response –
First I was
thinking
______ now
I am
thinking
_____
because….
Primero yo
pensaba que
21
your anchor
chart.
_______
pero ahora
yo pienso
que
_______
porque…
Writing Calendar
Essential Question:
What are some similarities I have seen
between two tribes?
What elements are included in a good
informative paper?
Daily Writing Workshop (45-50 min)
Mini-Lesson 10 min
Guided Practice 5 min
Independent Writing 20-30 min
Share 5 min
Assessment:
Students will work in pairs
to compose an informative
writing piece comparing
two topics that includes a
topic sentence, definitions
and facts, and a closing
sentence. CCSS W.2.2
Preguntas esenciales:
¿Cuáles son algunas ideas similares que he
visto entre las dos tribus?
¿Qué elementos son incluidos en un texto
informativo?
Genre:
Monday
Tuesday
Wednesday
Thursday
Friday
Week 1
Mini Lesson: Teacher
introduces informative
writing overview including
brainstorming, making
Mini Lesson: Model
finding the hook, topic
sentence, body (facts and
details), and conclusion
Mini Lesson:
Create a list
of questions
about how the
Mini Lesson:
Model how to
write an
attention-
Mini
Lesson:
Model how
to write an
22
comparisons, and conclusions
(can use Nancy Fetzer
resources).
Guided Work: Create an
anchor chart that outlines
the components of
informative writing.
within a sample
informative writing piece.
Independent Practice:
Work in pairs or group to
color code the elements
of informative writing
using the Matter sample
passage.
Práctica Independiente:
Los estudiantes trabajan
con un compañero para
codificar con color los
elementos de un texto
informativo usando el
texto “La Estrella”. Del sitio
Lengua y Literatura Eso
Escolapias Soria www.lengualiteratura1eso.blogspot.com
selected
topics are
similar.
(How is their
location
similar? How
are their
types of
homes similar?
Did they eat
the same kind
of foods?)
(¿Cómo son los
lugares iguales
o diferentes?
¿Cómo son los
hogares
iguales o
diferentes?
¿Cómo es la
cultura similar
o diferente?
¿Cómo es la
comida similar
o diferente?)
getting first
sentence.
Give 3 ways (a
fact, a
question, or
onomatopoeia
).
After coming
up with some
ideas as a
class,
students will
then write
three of
their own
using the
season of Fall
as their
focus.
Share:
Choose a few
students to
share their
best topic
sentence.
Write them
on the board.
attentiongetting
first
sentence.
Give 3
ways (a
fact, a
question,
or
onomatopo
eia).
After
coming up
with some
ideas as a
class,
students
will then
write
three of
their own
using
comparing
Native
American
tribes as
their
focus.
23
Share:
Choose a
few
students
to share
their best
topic
sentence.
Write
them on
the board.
Week 2
Plan
Using the Tribe graphic
organizer, students will begin
writing facts for one tribe.
Planificación de la escritura:
Los estudiantes pueden usar un
Venn Diagram y un T-Chart para
empezar a escribir hechos que
encontraron sobre los dos
temas. Los diagramas pueden
ser encontrados en la página
electrónica:
https://www.eduplace.com/gra
phicorganizer/spanish/
Plan
Using the Tribe graphic
organizer, students will
begin writing facts for one
tribe.
Planificación de la escritura:
Los estudiantes pueden usar
un Venn Diagram y un TChart para empezar a
escribir hechos que
encontraron sobre los dos
temas. Los diagramas pueden
ser encontrados en la página
electrónica:
https://www.eduplace.com/
graphicorganizer/spanish/
Draft
Students will
begin composing
sentences from
their graphic
organizers to
make complete
paragraphs.
Draft
Students will
begin
composing
sentences
from their
graphic
organizers to
make complete
paragraphs.
Model/Plan/
Draft
Mini
Lesson:
Model how
to write a
concluding
sentence
by
restating
the topic
sentence in
different
way.
After
coming up
24
with some
ideas as a
class,
students
will then
write their
own.
Share:
Choose a
few
students
to share
their
concluding
sentence.
Write
them on
the board.
Week 3
Week 4
Edit
Review common writing mistakes to
correct. (Capitalization,
punctuation, spelling.)
Edit
Model using colorful words to
add adjectives to nouns and
adverbs to verbs.
Students will apply this editing
focus to their own writing.
Publishing
If possible have students type
their informative writing to
publish.
Students will apply this editing
focus to their own writing.
Publishing
If possible have students type
their informative writing to
publish
Edit
Edit/Final Copy
Final Copy
Students
continue editing
with their peers.
Students
continue editing
while 1:1 editing
conferencing
with teacher.
Presentation
Students will
present their
writing along
Begin writing
the final
draft.
Publishing
If possible have
students type
their informative
writing to publish
Presentation
Students will
present their
writing along
with their
25
with their visual
display.
visual
display.
Whole Group Instruction: Shared Writing
Nancy Fetzer Compare and Contrast Informative Writing Video Resource:
https://www.youtube.com/watch?v=IYp01TGiejI
Provide sufficient shared writing experiences before expecting students to write on their own. The “we do it” part of the
Gradual Release Model, where an expert, usually the teacher, holds the pen and guides and shapes the language with
students is, too often, overlooked. Shared writing is especially critical to writing success for our English Language Learners
and learners who struggle. Giving students many opportunities to first express their ideas orally—and without fear of
failure or worrying about the actual writing—helps sets them up for writing success later. By Regie Routman
 Take all ideas that make sense and incorporate them into the shared writing. This honors every student’s thinking.
The shared writing draft can be revised later.
 Don’t hesitate to put the language that students may be struggling to express “into their ears.” This is part of our
role in helping to shape and guide the writing.
 To ensure hearing all the voices and to evaluate all students’ thinking and efforts, word process the whole group,
shared writing draft. Then, put students in small, heterogeneous groups and have each group revise the draft. Come
together as a whole group and guide the final revisions. Use this process across the curriculum.
 Before moving on to having students write on their own, have at least one or two public, scaffolded conversations to
ensure students are ready and have cogent ideas.
For Detailed Tasks, Assessments, and Resources check:
Quarter Standards: W.2.3, L.2.1
Cluster Standards: W.2.5, W.2.5, W.2.6, W.2.7, L.2.3, L.2.4
Resources
Nancy Fetzer Narrative Writing Stage 3
Lucy Calkins Small Moments
26
Word Study (RF.2.3, RF.2.4, L.2.1,L.2.2, L.2.6)
Word study should be included in guided reading, shared reading, read aloud, and/or mini lesson section as part of writer’s
workshop. Word work skills can then become part of independent center work the following week.
Whole Group Instruction: Word Wall (5 minute quick practice)
A location in your room where students can access high frequency words. Add no more than 5 words per week. Use Fry or
Dolch Words. Revisit the word wall daily to help build fluency using chants and games. (See Word Wall resources in the
resource folder)
Small Group: Word Study Word Sorts:
 Word Study Groups are based on Qualitative Spelling Inventory, Writing Samples, or Letter/Sound Assessments.
Students are grouped according to their needs, not all students will be on the same sort. Use Word Sorts (Words
Their Way books or teacher created sorts) to help students generalize learned spelling patterns. Once students
have learned the sort and letter patterns, connect the skill to text by having students do a word hunt and collect
words that follow the same pattern. They can find words in text or around the room and write them in their
journals. (Teachers can create their own word sorts focusing on other spelling patterns.)
Day 1
Introduce the word
sort in small groups
Day 2
Students sort their
words, check with
self, partner or
teacher
Day 3
Students do a Blind
Sort or…
Students do a Speed
Sort
Day 4
Students do a Word
Hunt in their guided
reading book looking
for words that
contain the spelling
feature.
Day 5
Assessment:
Teacher
gives
students a writing
sort with a few words
from the sort and a
few words that follow
27
the pattern, but are
not in the sort.
Students can glue the
sort into a journal
For Detailed Tasks, Assessments, and Resources check:
Quarter Standards: L.2.1
Cluster Standards: RF.2.3, L.2.3, L.2.4, L.2.5
Resources
http://mypearsontraining.com/pdfs/tg_wtw_wsinaction.pdf
PDF document that explains step by step process for word sorts
http://www.fcrr.org/for-educators/sca_cc_rfs_2.asp
Website organizes activities by reading foundation standards. These activities can be used to supplement word study
instruction and/or as independent centers once students have master phonics and fluency skills.
Guided Reading
Literacy Stations
 Content Area Research
Lectura guiada depende de las necesidades académicas de los estudiantes.
Center- students will
Se pueden usar recursos de lectura guiada en la página electrónica de Jan Rirchardson:
use the Internet to
www.Janrichardsonguidedreading.com
research their two
También vean las sugerencias de “Potentes Sugerencias Durante la Lectura Guiada” en la
different topics for
página de recursos.
their writing and their
visual display. The Venn
diagram and T-Chart can
28
also be used at this
center.
Social Studies
Objective: The objective of this instructional time during the four-week unit is to complete the culminating activity of this
unit. Culminating Activity: Students will define the components of a community (needs, rules, culture, government,
transportation, economy, resources, …). Students will identify and create a graphic model of the components for both their
community and a community in another country. The information will be captured in an informative piece of writing to
describe the similarities and differences between the two communities. The writing process will be followed, and students
may select the multimedia piece (Glogster, Educreations, Explain Everything...) or visual representation (brochure, poster...)
to pair with the writing.
The structure of the instructional time includes:






Role/Responsibilities of Teacher
Facilitator
Gathering Resources
Conferring & Checking In
Small Group Instruction
Student Support with
o Technology
o Resources
o Collaboration
o Discussion
o Presenting
Mini Lessons





Role/Responsibilities of Student
Collaborating
Discussion
Accountable use of technology
Research-based on assigned topic or section
of culminating activity
Presenting
29
o Lesson on using accountable talk during
collaboration
o Lessons on asking and answering
questions
o Lessons on how to read to answer
research questions or gather
information
o Lessons on how to organize information
(boxes and bullets, chronology,
description, cause and effect, compare
and contrast, etc.)
o Lessons on how to summarize
information
This is instructional time that supports your backward unit design implementation. Students will need to have opportunities
to explore and research their topic to build their background knowledge and to gather information for their writing.
Mas recursos en Español de Nativo Americanos
La Vida de los Nativo Americanos
http://vidadelosnativosamericanos-dakota1.blogspot.com/2011/06/la-vida-domestica.html
30