Authored by: Mary Gibbons and Kathy Goodbread
Reviewed by: Mr. Lee S. Nittel
Director of Curriculum and Instruction
Ms. Janine Loconsolo
Supervisor of Elementary Education
Approval Date: Fall 2012
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
Kevin Blair
Thomas Haralampoudis
Linda Gilbert
James Novotny
David Arthur
Shade Grahling
Superintendent: Dr. Michael Rossi

The Madison School District elementary literacy program provides a balanced instructional approach which includes study of authentic and rich children’s literature, work in leveled texts for guided reading, introduction to patterns and sounds through phonics and spelling instruction, and experience and practice in effective writing traits within a workshop approach. We recognize that children enter literacy stages at different developmental points in time and, so, our curriculum is designed to be responsive to these developmental stages.
Our differentiated workshop approach allows students to be engaged with reading and writing experiences appropriate to their point in development, and our teachers assess students at regular intervals to inform their instructional decisions.
The components of a successful balanced literacy program include the following:
 Reading Workshop
 Writing Workshop
 Shared Reading
 Read Aloud
 Word Study
Reading Workshop: (Approximately 60 minutes)
The reading workshop is comprised of four parts; the mini-lesson, independent reading time with conferring, a mid-workshop teaching point, and finally a teaching share, partnership*, or book club* discussions.
Mini-Lesson- The mini lesson takes place at the beginning of the reading workshop and should last about 10 minutes (no longer than 15). Students should be gathered at a central location (like a carpet) for the mini-lesson. During this time, the teacher clearly states the teaching point for that day. The teacher then models the skill or strategy they are teaching. Finally, the students are given a chance to practice the skill or strategy while still gathered together.
Independent Reading Time/Conferring- At this time, students are reading independently in their reading spots throughout the classroom and practicing strategies they have learned in mini-lessons.
During the independent portion of the workshop, teachers are conferencing with students one on one, in partnerships, or conducting small group strategy lessons. This is also the time to conduct guided reading lessons if necessary.
Mid-Workshop Teaching Point- Many times as teachers are conferring with students, they notice that there is either a common difficulty students are having, or that most students seem to grasp the concept and are ready to move on. Thus, the mid-workshop teaching point can be used either to clarify confusion, or to expand upon a strategy to push students to go further in their reading. The midworkshop teaching point is most often decided during the workshop and comes as a result of teacher observation. This should take no more than 5 minutes.
Share/Partnerships/Book Clubs- At the end of a workshop, the teacher takes a couple minutes to wrap up the days work with a teaching share. Many times the point a teacher makes in the share comes from specific student work from that days’ workshop. The share should last no more than 5 minutes.
This is also the time where students can meet in their partnerships or book clubs to discuss the reading work they have been doing (anywhere from 5-15 minutes).
Writing Workshop:
Like reading workshop, the writing workshop is comprised of 4 parts; mini-lesson, independent writing/conferencing time, mid-workshop teaching point, and a teaching share.
Mini-Lesson- The mini lesson takes place at the beginning of the writing workshop and should last about 10 minutes (no longer than 15). Students should be gathered at a central location (like a carpet)

for the mini-lesson. During this time, the teachers clearly states the teaching point for that day. The teacher then models the skill or strategy they are teaching. Finally, the students are given a chance to practice the skill or strategy while still gathered together.
Independent Writing Time/Conferring- At this time, students are working independently, most often practicing the skill or strategy that has been taught in that days’ mini-lesson. During this time, the teacher is conferencing with students about the work they are doing as writers. This is also time for small group strategy lessons.
Mid-Workshop Teaching Point- Many times as teachers are conferring with students, they notice that there is either a common difficulty students are having, or that most students seem to grasp the concept and are ready to move on. Thus, the mid-workshop teaching point can be used either to clarify confusion, or to expand upon a strategy to push students to go further in their writing. The midworkshop teaching point is most often decided during the workshop and comes as a result of teacher observation. This should take no more than 5 minutes.
Share/Partnerships - At the end of a workshop, the teacher takes a couple minutes to wrap up the days work with a teaching share. Many times the point a teacher makes in the share comes from specific student work from that days’ workshop. The share should last no more than 5 minutes. This is also the time where students can meet in their partnerships to discuss the work they are doing as writers.
Shared Reading:
Shared reading refers to the reading of a text that all students can see (like a morning meeting board), or that all students have a copy of. Shared reading is beneficial to increase word recognition skills, fluency and concepts of print. It gives students the opportunity to see a teacher working through text.
It is also useful to provide extra support on difficult skills and strategies. Shared reading sessions only need to last about ten minutes.
Read Aloud:
The read aloud portion of a balanced literacy program should take about twenty minutes on a daily basis. It is important to note that this 20 minutes occurs outside of the 60 minute block allotted for reading workshop. Students need to be engaged in and accountable for a read aloud. Therefore, students should participate in both partnership and whole group discussions during read aloud. This time is an opportunity for teachers to model behaviors of good readers. These behaviors include modeling good fluency, characteristics of engaged readers, and good discussion skills. Read alouds throughout the year should cover a wide range of levels, genres, lengths and themes. When possible, the read aloud should align with the reading workshop unit of study, as it is useful to touch upon read alouds in the mini-lesson portion of reading workshop.
Word Study:
The word study component of balanced literacy is the time where phonics, spelling and vocabulary are focused on and are specifically taught. The Words Their Way program provides the word study portion of the second grade literacy program.
Linked to Common Core State Standards)
Reading Literature (RL)
Key Ideas and Details
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RL.2.1. Ask and answer such questions as who, what, where, when, why , and how to demonstrate understanding of key details in a text.
RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL.2.3. Describe how characters in a story respond to major events and challenges.

Craft and Structure
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
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RL.2.4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL.2.6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Integration of Knowledge and Ideas

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RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
RL.2.8. (Not applicable to literature)
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.
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 2–
3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading Informational Text (RI)
Key Ideas and Details
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RI.2.1. Ask and answer such questions as who, what, where, when, why , and how to demonstrate understanding of key details in a text.
RI.2.2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Craft and Structure
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RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area .
RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Integration of Knowledge and Ideas

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RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
RI.2.8. Describe how reasons support specific points the author makes in a text.
RI.2.9. Compare and contrast the most important points presented by two texts on the same topic.
Range of Reading and Level of Text Complexity

RI.2.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Reading Foundational Skills (RF)
Phonics and Word Recognition

RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words.
o Distinguish long and short vowels when reading regularly spelled one-syllable words.
o o
Know spelling-sound correspondences for additional common vowel teams.
Decode regularly spelled two-syllable words with long vowels.
o o o
Decode words with common prefixes and suffixes.
Identify words with inconsistent but common spelling-sound correspondences.
Recognize and read grade-appropriate irregularly spelled words.
Fluency
 RF.2.4. Read with sufficient accuracy and fluency to support comprehension.
o Read grade-level text with purpose and understanding.
o o
Read grade-level text orally with accuracy, appropriate rate, and expression.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing (W)
Text Types and Purposes
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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.
Production and Distribution of Writing
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W.2.4. (Begins in grade 3)
W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
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W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
W.2.8. Recall information from experiences or gather information from provided sources to answer a question.
W.2.9. (Begins in grade 4)
Range of Writing

W.2.10. (Begins in grade 3)

Speaking and Listening (SL)
Comprehension and Collaboration
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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.
o 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).
o o
Build on others’ talk in conversations by linking their comments to the remarks of others.
Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
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
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SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
SL.2.5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Language (L)
Conventions of Standard English
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L.2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
o o
Use collective nouns (e.g., group ).
Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish ).
o o o o
Use reflexive pronouns (e.g., myself, ourselves ).
Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told ).
Use adjectives and adverbs, and choose between them depending on what is to be modified.
Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy ).
L.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
o Capitalize holidays, product names, and geographic names.
o o o o
Use commas in greetings and closings of letters.
Use an apostrophe to form contractions and frequently occurring possessives.
Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil ).
Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Knowledge of Language

L.2.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
o Compare formal and informal uses of English.
Vocabulary Acquisition and Use

L.2.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade
2 reading and content, choosing flexibly from an array of strategies.


 o o o o o
Use sentence-level context as a clue to the meaning of a word or phrase.
Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell ).
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional ).
Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark ).
Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L.2.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
o o
Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy ).
Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl ) and closely related adjectives (e.g., thin, slender, skinny, scrawny ).
L.2.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy ).
Student learning will be assessed through:
 Student/ teacher conferences
 Reading response journals
 Contributions to book clubs
 Running Records Assessment conducted at least four times a year
 Writing samples and student writing portfolios
 Student presentations
 Observation of students’ use of strategies
September -
October
Launching – Building Good Reading Habits
Reading Skills & Strategies
* retelling, connecting, visualizing, wondering & predicting, noticing, questioning, inferring, synthesizing.
October –
November
October -
February
March - April
Reading Skills & Strategies
* Fairy Tales to be used in guided reading lessons
Non Fiction Study
Launching
Small Moments
Writing for Readers
Authors as Mentors
Fairy Tales
Fairy Tales

April
May - June
Non Fiction Study
Test Prep
Character Study
Revisit Reading Skills & Strategies Writing about Reading
(Constructing an effective paragraph in response to literature by stating an opinion, providing reasons and details to support opinions, and provide a sense of closure.)
Non Fiction
*All About book (optional) to be followed by Researched Non
Fiction book
Test Prep
Poetry
Realistic Fiction
Understandings Teaching Points
(Possible Mini-Lessons)
Mentor Texts / Resources
Goals :
Students will
 Be able to recognize and discuss their reading habits at home and at school.
 View themselves as readers and know what good readers do.
 Listen and discuss stories with partners and in small groups.
 Monitor reading for understanding.
Skills :
 Students will pick “just right” books
 Learn strategies for working with and talking to a reading partner
 Students will use self help techniques to increase stamina and focus as readers
Readers will…
 Demonstrate what they do before, during and after reading.
 Discuss who they are as readers at home and at school.
 Choose books at their “just right” reading level and sustain reading for a period of time.
 Use post-its to record their thoughts about the text.
Mentor Texts:
There are many wonderful books that one can use to set the tone for a successful school year.
Here are a few to get you started…
Chrysanthemum
Hankes;
Recess Queen , Alexis O’Neill; Enemy Pie , Derek
Munson; Oliver Button is a Sissy , Tommie dePaola
, Owen , Wemberly Worried
The Kissing Hand , Audrey Penn;
, Kevin
The
Look for books about new situations, friends, change, etc.
What are good reading habits ?
 Taking care of books
 Choosing “just right” books.
 Building reading stamina
 Develop an awareness / acceptance of reading differences within the classroom
 Readers think about what they are reading
 Readers can retell their story including characters, setting, beginning/ middle/end, problem/solution, conclusion, author’s purpose (elements of fiction)
Student Resources:
Classroom leveled reading library
School leveled reading library
Assessments:
Student/teacher conferences
Running Records
Teacher observation

Understandings
Goals :
Students will
 Use a variety of strategies to comprehend texts.
 Uses strategies to infer unfamiliar words from context
 Use the elements of fiction to retell
Strategies:
Retelling
Connecting
Visualizing
Wondering & Predicting
Noticing
Questioning
Inferring
Synthesizing
Activating Schema (prior knowledge)
October - January
Teaching Points
(Possible Mini-Lessons)
Readers Will…
October
Retell (picture books work best)
 Storyboard pictures w/ written explanation.
 List and use transition words.
 Apply skill to independent reading
November
Connect
 Learn about text to self, text to text, text to world connections.
 Draw a picture of a connection
Visualize (Picturing)
 Locate sentences that will bring a good mental picture to mind illustrate
December
Wonder and Predict
 Think of questions that they read and wonder about.
 Make predictions based on wonderings.
Notice
 Think of questions that arise from reading and notice when they are answered in the text.
January
Questioning
 Recognize thin (factual) and thick
(inferential) questions and create own.
Inferring
 Think “off the page.” Figure out what is happening that isn’t spelled out with the words.
Mentor Texts/ Resources
Teacher Resources :
Constructing Meaning - Through Kid-Friendly
Comprehension Strategy Instructions by Nancy
Boyles
Growing Readers by Kathy Collins
Mosaic of Thought by Ellin Keene, Susan
Zimmermann
Guided Reading by Irene Fountas, Gay Su Pinnell
Fluency in Focus by MaryLee Prescott-Griffin, Nancy
Witherell
The Power of Grammar by Mary Ehrenworth, Vicki
Vinton
The Cafe Book by Boushey and Moser
The Daily Five by Boushey and Moser
Suggested Mentor Texts Read Alouds:
Connecting
 Alexander and the Terrible, Horrible, No Good,
Very Bad Day Judith Voirst; A Chair for my
Mother , Wemberly Worried Kevin Henkes;
Arthur’s Teacher Trouble , Marc Brown
Visualizing (Picturing)
 Tomas and the Library Lady , Pat Mora;
Through Grandpa’s Eyes , Patricia McLachlin;
Tulip Sees America , Cynthia Rylant; The
School Nurse From the Black Lagoon , Mike
Thaler; When I Was Young in the Mountains ,
Cynthia Rylant
Wondering
 Miss Rumphius , Barbara Cooney; Pink and
Say , Patricia Polacco; Scarecrow , Cynthia
Rylant; Westlandia , Paul Fleischmann
Predicting
 It Looked Like Spilt Milk , Charles Shaw;
Joseph Had a Little Overcoat , Simms Taback;
Too Many Tamales , Gary Soto
Noticing
 Sarah Morton’s Day , Kate Waters; Snowflake
Bentley,Jacqueline Briggs Martin; Nettie’s Trip
South , Ann Turner; Eleanor , Barbara

 Recognize higher level thinking skills
Cooney
On Going
Synthesizing (best used with non-fiction unit)
 Organize information and rephrase in their own way.
Questioning
 The Bracelet , Yoshiko Uchida; Hey, Little
Ant , Phillip and Hannah Hoose; Knots on a
Counting Rope , Bill Martin Jr.; A Story for
Bear , Dennis Haseley
Activating Schema (prior knowledge)
 Use text features to activate and build on prior knowledge.
* Continue to revisit comprehension skills and strategies throughout the school year.
Inferring
 Officer Buckle and Gloria , Peggy Rathman; A
Bad Case of Stripes , David Shannon;
Frederick , Leo Lionni; The Polar Express ,
Chris Van Allsburg, The Rainbow Fish ,
Marcus Pfister; Teamates , Peter Golenbock,
(Any wordless book will work well)
Synthesizing
 Non Fiction Texts, Dear Mrs. LaRue: Letters from Obedience School , Mark Teague; Martha
Speaks, Susan Meddaugh; The Gingerbread
Boy , Richard Egielski; What am I? An Animal
Guessing Game , Iza Trapani

Understandings
Goals :
Students will
 Recognize the elements of fairy tales
 Recognize fairy tale language
 Recognize problem and solution
Skills :
 Students will notice features found in fairy tale writing.
(good/evil, magic, 3’s,
7’s,language, royalty, repeating lines)
Teaching Points
(Possible Mini-Lessons)
Mentor Texts / Resources
Readers will…
 Recognize elements that make a Fairy Tale
(Chart elements of a fairy tale.)
 Recognize fairy tale language (Once upon a time… In a kingdom far, far away…)
 Identify the problem in the story
 Describe villain - include inside and outside traits.
 Notice how author makes reader sit on the edge of his/her seat by making problem happen again and again.
 Recognize a “happily ever after” ending.
 Use dialogue to see what kind of person the characters are.
 Recognize that internal thinking assists in understanding the character’s struggle or problem.
 Note lines that repeat like, “I’ll huff and I’ll puff”
Mentor Texts:
Selection of Traditional Fairy
Tales &
Adapted/Twisted Fairy Tales
Resources:
Classroom Genre Baskets
School leveled reading library
Assessments


:
Student/teacher conferences
Planning pages /
Graphic Organizers

Understandings Teaching Points
(Possible Mini-Lessons)
Mentor Texts / Resources
Goals : Readers will… Mentor Texts:
Students will
 Chart the different features found in a nonfiction text, how they are used, and note paper choices used with each in nonfiction writing.
 Notice features in their chosen books. Label pages with post-its.
 Choose a non-fiction book and use post-its to log what they think they already know about reading their book.
 Note new facts that they learned about their topic.
 Use the table of contents to guide reading choices.
 Synthesize information prior to writing about a topic.
Skills :
Students will
Launching - Baskets are grouped into levels – low, middle, high. Topics are mixed.
DK Readers
Gail Gibbons
 Notice features in their chosen books. Label pages with post-its.
 Choose a non-fiction book and use post-its to log what they think they already know about reading their book.
 Readers of non-fiction must be aware when they’ve learned something new from their reading. Refer back to “What do I think I Know” and model silent signals for “Yep, I Was Right” and “Oops! I need to learn more to find out.”
 Readers of non-fiction don’t have to start on the first page but can instead go to what interests them. (Copy table of contents to be used in active engagement)
 Readers synthesize information and put it in their own words before writing it down.
Cycle 1 – Baskets are grouped by topic (ex. Dogs, reptiles, penguins, rocks, etc.) Students choose basket
(topic) to work in (with) for the week. Basket groups will become reading clubs.
True Books
Usborn Readers
Teacher Resources:
Growing Readers , Kathy Collins
Reading with Meaning
, Debbie Miller
: Teaching
Comprehension in the Primary
Grades
Student Resources:
Non-fiction books of various topics (these do not need to be leveled but should be sorted, high, middle, low)
 Synthesize information
 Take notes about important facts found in their nonfiction text.
 Mark areas of text where new information has been learned.
 Research and collect facts from nonfiction books
 Categorize collected information in a research notebook under topic headings
 Readers will think about what topic they would like to learn more about and warm up to their topic before reading a book.*list topic choices.
 Chart, “What Do partners say to each other to enrich their nonfiction reading experience?”
 Readers jot notes as they read.
 Readers research their topic by starting with the easiest books in the basket.
 Readers notice when they are learning something new.
 Readers look at different books to accumulate information about their topics.
Cycle 2 – Students are given choice to switch topics if they so choose. These new topics will support their research unit in writing workshop.
Assessments:
Teacher observation of students’ participation and note taking
Student/teacher conferences
Researched All About book
 Researchers jot down notes about important facts they have read about.

Understandings
Goals :
Students will understand the specific literacy and thinking behaviors necessary for this type of reading, writing and problem solving.
Skills :
Students will
 Chart what they notice about the test.
 Highlight test specific vocabulary
 Create a “game plan” for taking a test.
Teaching Points
(Possible Mini-Lessons)
Readers will…
 Notice details specific to the tests.
 Note key vocabulary specific to test.
 Note procedures that are test specific…
 Using directions
 Following teacher prompts
 Eliminating possible wrong answers
 Practice test
 Moving back and forth between reading selections and questions
 Looking back at the reading to verify answers
 How background can knowledge help or hurt us as test-takers.
Mentor Texts /
Resources
Mentor Texts:
Teacher selected materials
Teacher Resources :
Put Thinking to the Test ,
Conrad & Matthews
Strategies That Work ,
Harvey & Goudvis
(chapter 15)
Student Resources:
Teacher created materials
Assessments:
TerraNova Test

Understandings
Goals :
Students will
 Talk and think about the characters in their books.
Skills :
Students will
 Compare and contrast characters within and across books
 Retell books and parts of books using story elements
 Make inferences about character traits
 Identify main character and secondary characters
 Infer to determine character motivation
Teaching Points
(Possible Mini-Lessons)
Readers will…
 Use graphic organizers and post-its to hold ideas
 Figure out what’s going on without being told
 Identify appearance and personality
“outside and inside traits’
 Use text evidence to prove thinking
 Make connections
 Recognize if/when characters change
 Recognize that different characters may have things in common
Mentor Texts / Resources
Mentor Texts:
* Any book that has a strong central character/characters.
Young Cam Jansen series by David
Adler , Level J
Frog and Toad series by Arnold
Lobel, Level K
Keep the Lights Burning Abbie by
Connie & Peter Roop Level K
Fancy Nancy series by Jane
O’Connor Level J / K
Cam Jansen series by David Adler,
Level L
Andrew Lost by J.C. Greenburg
Level L
Jake Drake series by Andrew
Clements Level M
Roscoe Riley series by K. Applegate
Level M
Magic Tree House series by Mary
Pope Osborne Levels M & N
Good for Read Aloud:
Shredderman series by W. Van
Draanen Level S
Brave Irene by Wm. Steig Level S
Teacher Resources :
Growing Readers by Kathy Collins
Reading with Meaning : Teaching
Comprehension in the Primary
Grades , Debbie Miller
Student Resources:
Classroom leveled library
School leveled library
Assessments:
Running records
Student/teacher conferences

Understandings
Goals :
Students will construct an effective paragraph in response to literature by stating an opinion, providing reasons and details to support opinions, and provide a sense of closure.
Skills :
Students will
 Write a paragraph which includes a topic sentence, supporting details and a conclusion.
 Use events in text to support response.
Teaching Points
(Possible Mini-Lessons)
Readers will…
 recognize difference between fact and opinion
 identify facts and opinions in text
 identify fact in text and write an opinion (ie;
‘Snakes can be pets. I wouldn’t want to have a snake for a pet.’
 clearly state an opinion
 organize thoughts to support ideas
 keep writing focused on purpose
 write for their audience
 elaborate on supporting ideas by describing them in more detail
Mentor Texts /
Resources
Mentor Texts:
Teacher selected materials ( books with a social message will provide good models)
Teacher Resources :
Strategies That Work ,
Harvey & Goudvis
Student Resources:
 Editing and revision checklists
 Reading skills and strategies charts developed during the year
Assessments:
Student writing
1 = NEEDS SUPPORT
2 = APPROACHES STANDARDS
3 = MEETS STANDARDS
4 = EXCEEDS STANDARDS
*Once a unit has been taught, those unit understandings are to be applied to future units.

Unit of study : Launching the Writing Workshop, Focus on Small Moments
Prior to beginning unit, students will write for a baseline assessment
Mini-Lessons to support this unit:
 Review workshop procedures, i.e. writing center, storing materials, paper selection, etc.
 Fostering independence during writing/conferencing time.
 Making and decorating individual writing folders for topic prompts.
 Review watermelon vs. seed story
 Practice telling shared experiences across fingers and blank booklets
 Extending writing time “When you think you’re done, you’ve just begun”
 Add to the story
 Add to the pictures
 Start a new piece
Possible mentor texts:
My Little Island , Lessac
Corduroy , Freeman
Unit of Study : Small Moments
Mini-Lessons to support this unit:
 Analyzing the structure of a small moment, i.e., “set-up, mix-up, fix-up”
 How to work with a writing partner- Sharing and discussing
 Verbalizing their story before writing using fingers and booklet pages
 Sketching vs. drawing
 Stretching one small moment
 Getting more words on each page
 Planning details by verbalizing first, then writing
 Focusing on the most important part
 Revealing internal stories
 Writing close-in endings
 Revising and editing with partners
Possible mentor texts:
A Chair for my Mother , Williams
Fireflies , Brinkloe
Joshua’s Night Whispers , Johnson
Unit of Study: ____Writing for Readers/Authors as Mentors________
Authors as Mentors
Goals: use mentor strategies effectively in stories
Product: focused small moment that incorporates several mentor craft strategies
Mentor Texts:

Jake’s 100 th Day of School by Lester Laminack
Snow Day by Lester Laminack
Trevor’s Wiggly Wobbly Tooth by Lester Laminack
Saturday and Teacakes by Lester Laminack
Do Like Kyla
Leaving Morning
Joshua’s Night Whispers
One of Three
Violet’s Music
Come On Rain – Hesse
The Other Side – Woodson
Recess Queen – Oniel
In November - Rylant
Mini-Lessons to support this unit:
▪ discovering
▪ tiny topic notepads
▪ dashes
▪ stacking
▪ proper names
▪ repeating phrases and words
▪ sound effects
▪ figurative language
▪ parentheses
▪ ellipses
▪ stretching out print
▪ stretching out small moment
▪ pictures and words
▪ quotations-dialogue
▪ many moments
▪ editing
▪ about the authors
Writing for readers
Minilessons
 stretching and writing words
 run ones
 checking content
 writing across pages
 revising with partners
 peer editing for spelling, more sounds, and punctuation
 writing for [partners
 writing with sight words
 focused small moment
 stretching small moments

DECEMBER
JANUARY
 writing more clearly
Partnerships: revision and editing
Celebration: Gallery walk with student comment page
Unit of Study: _Fairy Tales_________
Mini-Lessons to support this unit:
Prior to beginning of unit, immerse students in fairy tales and “twisted” fairy tales.
 Create a fairy tale word wall
Planning / Story Elements
 Fairy Tales have certain elements in them that make them a Fairy Tale (Chart elements of a fairy tale.)
 Writers of fairy tales plan out their story before they begin to write it (graphic organizer.)
 Writers touch and plan across their pages and sketch pictures to plan their stories.
 Writers create leads using fairytale language (Once upon a time… In a kingdom far, far away…)
 Introduce problem / what the character wants/needs.
 Describe villain - include inside and outside traits.
 Show time passing by using transition words.
 Writers make their readers sit on the edge of his/her seat by making problem happen again and again.
 Readers feel as if they are there when you include sound words
 Wrap up their story with a “happily ever after” ending.
Revise
Edit
 Develop the setting by creating a strong visual image (describe what you imagine.)
 Add descriptive words to show what the character looks like.
 Add dialogue that shows the kind of person the character is.
 Add internal thinking to show the character’s struggle or problem.
 Add a repeating line like, “I’ll huff and I’ll puff”
 Reread for clarity.
 Edit with check list.
 Add cover and color.
Unit of Study: ___All About With How To Page___
( This book is optional. You may choose to move directly into the Researched All About book and embed the teaching of each type of page into your mini lessons there.)
Prior to unit, teacher will collect mentor texts, covering varying levels and topics to be on display in writing center.
Suggested mentor text series/authors:
True Books
DK Readers
Gail Gibbons
Mini-lessons to support this unit:
 Introduction to “All About” Books.
o
Explore non-fiction books, chart noticings, chart topics each student could be an
“expert” on, Teacher will model self-brainstorming a list of topics that she could write

about as an “expert.” o
Students will return to desk and generate a list of topics that he/she could write about as an “expert.”
 Try on your topic. Do you know enough about it to write a book?
o
Students will work with a spider web graphic organizer to “try on” topics to see if they are a “good fit.”
 Page selection: Table of Contents
 All About books: Information / Facts pages
 All About books: diagram page w/ labels
 All About books: “Different kinds of things” pages
 All About books: “How to” page (2 Days)
 All About books: “How to” page – Using partners to “act it out”
 All About books: comparison page
 All About books: Fun facts page
 All About books: “Question and Answer” page.
 Writers decide what pages are going to go in what order in their books.
 All About books: Glossary page
 All About books: Index page
 Writers decide what pages are going to go in what order in their books.
 All About books: editing w/ editing checklist
 All About books: Title and illustrations.
FEBRUARY -
MARCH
Unit of Study: ___Research All About______
Students need some time to collect data prior to beginning writing. Begin reading unit when students are still finishing their non-researched All About books.
Reading Workshop Mini Lessons for Researched All About:
 Chart the different features found in a nonfiction text, how they are used, and note paper choices used with each in nonfiction writing.
 Readers of non-fiction take book walks and notice features and think about what may be found on that page.
 Readers think about what they already know about a topic prior to reading about it.
 Readers will think about what topic they would like to learn more about and warm up to their topic before reading a book.*list topic choices.
 Readers of non-fiction must be aware when they’ve learned something new from their reading. Model silent signals for “Yep, I Was Right” and “Oops! I need to learn more to find out.”
 Readers of non-fiction don’t have to start on the first page but can instead go to what interests them. (Copy table of contents to be used in active engagement)
 Readers synthesize information and put it in their own words before writing it down. (2 days)
 Chart, “What Do partners say to each other to enrich their nonfiction reading experience?”
 Readers jot notes as they read.

 Readers research their topic by starting with the easiest books in the basket.
 Readers notice when they are learning something new.
 Readers look at different books to accumulate information about their topics.
 Researchers jot down notes about important facts they have read about (several days.)
 A good paragraph has a main idea and supporting details (several days.)
Writing Workshop Mini Lessons for Researched All About:
 What chunks can I teach about? Organizing chapter ideas.
 What chunks can I teach about? Can two ideas go together?
 Writers organize their pages with a main idea (topic sentence), chapter titles, or question and answer format.
 Researchers jot down notes about important facts they have read about (several days.)
 Writers look at different books to accumulate information about their topics.
 Writers write main ideas and supporting details on their topic. – Main idea and details.
Teach partner sentences. Model taking “jottings” and working them into a simple paragraph using the following formats; Fact- opinion/reaction (partner sentences), Fact- example, Fact
– comparison.
 Writers use conjunctions (and, but, so) to connect words.
 Writers create “diagram” pages to support their topic.
 Writers create a “different kinds of” page to support their topic.
 Writers write a glossary page to include in their “All About” book.
 Writers write an introduction to entice others to read their books by hooking their reader with a great opening line.
 Writers decide what pages are going to go in what order in their books. Writers write an index page to include in their “All About” book.
 Writers edit pages for spelling and mechanics.
 Writers “Fancy up” their “All About” books to share with others.
APRIL – MAY
(Time may be taken out to work on preparation for the TerraNova
Test)
Unit of Study: ___Poetry___
Gaols- Experiment with line breaks and line breaks. Ability to differentiate between weak and powerful words.
Product: Publish at least two (class anthology)
Mentor Texts: “Climb Inside a Poem”-Heard & Laminack, “Kid’s Poem”- Routman, Shel
Silverstein, and Jack Prulotski
Immersion: research poetry anthologies
Set up for unit: charts, paper choices, gathering mentor texts, items for museum, poems on chart paper
Structure: line breaks, white space, show not tell, description, analogies, repetition, luscious language and sound effects
Mini-Lessons to support this unit:
 What is poetry? Immersion of poetry and print.
 Map of heart- Love (inside heart) Don’t love (outside heart) Free verse from one heart idea.
 Poetry museum -descriptive poem Talk to your object.
 Observation- outdoor and listening walk
 Listening for linebreaks
 Putting powerful thoughts in tiny packages. Memory door (Tiny topics notepad)
 Wondering door- unresolved feelings, questions about world or lives, and something that inspires curiosity.
 Poetry from the concerns about the world door
 Partnerships- research poetry, line breaks, show not tell
 Possible charts- where poets get inspiration and What is poetry
 Predictable conferences and small groups- line breaks, luscious language, stories into poems
 Component work to support the unit- poet of the day, mentor texts that match each mini

lesson, mini celebration of craft
 Celebration
MAY - JUNE
Unit of Study: ___Realistic Fiction___
Mini-Lessons to support this unit:
 Creating characters. (Likes, dislikes, does, looks like, etc.) o
Rules: Character their own age, must be a person, problems kids have and multiple attempts (3) at problem.
 Develop what’s on the inside and outside of the character
 Create a problem for character
 Stretch out solution by writing 3 attempts to solve the problem
 Using transition words
 Build tension (“Suddenly” or “all of a sudden”)
 Create mode for the story (setting)
 Add internal thinking
 Add dialogue
 Add action, metaphors and tiny details to show not tell how character is feeling
 Stretching the setting
 Create endings that leave readers with a strong feeling that problem was solved
Possible charts:
 Transition Words
 Possible problems characters have
 Other ways to say “said”
 Remember to add what you character was thinking, saying and feeling

REVISION
Goals:
Students will learn to make their writing closely match their feelings and ideas.
Students will understand that revision is part of the process of writing and is meant to make good writing better.
Skills:
Students will consult lists/charts of revision strategies to help them recognize that writing and revising are a joined activity.
 Introducing revision
 Readers need to learn to reread their work and monitor for sense, then revise to clarify
 Working with writing partner
 Rereading and assessing to make plans for revising
 Adding to picture (smile on face to show mood, raindrops to show setting etc.)
 Checking that what is in pictures is also in words
 Adding to the middle
 Revising to add details to supporting ideas
 Use a carat or a flap on a page
 Adding dialogue
 Revising by taking away
 Revising leads/endings
 Showing, not telling
 Revising while you are writing
 Learning revision by looking at experienced authors
 Revising by doing more research
 Revising by thinking about audience
Mentor Texts:
Trade books related to topic/writing style
Resources:
Units of Study for Primary Writing: A
Yearlong Curriculum by Lucy
Calkins
Classroom library books as needed for mentor text
Assessment:
Student writing
EDITING
Goals:
Students will recognize the need to make their writing readable by using conventions of spelling, word usage, parts of speech and punctuation as they write and revise.
Skills:
Students will help develop and use growing charts/lists of editing skills. See Madison School
District Progression of Grammar
Skills for specific skills.
Teaching Points
(Possible Mini-Lessons)
 Introducing editing (why)
~to make writing easier to read and understand
 Introducing editing (how)
~special pens, lists, checksheets, partners
Introducing editing (when)
~as we write, without slowing down our writing so much that we forget what we were going to say
~when we finish writing, before we publish
 Look at written work thoughtfully and critically with the purpose of making it ready for someone to read.
 “Writers write reading, readers read writing”
 Grammar skills from Second
Grade Grammar Continuum that apply to individual needs
Mentor Texts/Resources
Mentor Texts:
Classroom libraries:
Big Books
Poetry
Trade Books
Resources:
The Art of Teaching Writing by Lucy
Calkins
Units of Study for Primary Writing: A
Yearlong Curriculum by Lucy
Calkins
District Progression of Grammar
Skills
Assessment:
Student writing
Editing checklists

Rationale: Spelling/Phonics instruction will provide a systematic scope and sequence of word-level skills with multiple opportunities for hands-on practice and application at the instructional level of the student.
During word study, words and pictures are sorted in routines that require children to examine, discriminate, and make critical judgments about speech sounds, word structures, spelling patterns and meanings.
Teacher Resources
Words Their Way by Bear, Invernizzi, Templeton and Johnston
Month by Month Phonics by Cunningham
Word Journeys by Kathy Ganske
Second Grade Phonics by Fountas & Pinnell
Pre-Assessment: to determine students’ instructional levels and create word study groups
Words Their Way spelling assessment
Word Journeys spelling assessment (provides additional identification of spelling strengths and weaknesses for more advanced diagnosis. )
Daily Routines for Differentiated Word Study
Day One
Goal: Students will be able to apply phonological skills to reading and writing
Materials: Word Study Journals
Activity: Write and Draw
 Teacher assigns number of words to draw and write based on phonological spelling pattern
 Students write the word and draw a picture of it in their Word Study Journals
Assessment: Accuracy of writing and illustrating words
Home Study: Write words in planner
Goal: Students will be able to identify and sort words according to patterns
Materials: Word Sorts
Activity: Word Sort
 Sort words independently in seats
 Read words to partner in same group
Assessment: Accuracy in sorting and reading words
Home Study: Additional Word Sort (see template)
Day Three
Goal: Students will be able to recognize and apply features in various activities.
Suggested Activities:
Word Hunts
 Students will look for words in their “just right” books that have the phonological pattern studied that week
 Students will write words in Word Study Journal
ABC Order
Super Sentences
Word Search
Assessment: Accuracy in recognizing and writing words with same feature/pattern.

Day Four
Goal: To assess accuracy of spelling features.
Activity:
Teacher dictates list words in a test format.
Teacher will include additional bonus words (new to student) that follow students’ feature.
Assessment: Teacher graded
Suggested activities from Month by Month Phonics (can be taught whole class or in small groups)
 Guess the Covered Word
 Rounding Up Rhymes
 Make a Word
 On the Back activities
Fountas and Pinnell games can be used during Guided Reading based on student’s needs.

Letter Formation
Space Between Words
Capitalization (names, I)
Capitalization (places, sentences, dates)
Capitalization (proper nouns, titles)
Complete Sentences
Ending Punctuation
Capitalization (places, streets, months, etc)
Verb Tense (Regular) past-ed; present-ing
I M
I M
M M
I M
I M
I M
I M
I M
I M
Verb Tense (some irregular) bring/brought, teach/taught, write/wrote, am/was, catch/ caught
Verb Tense and Forms
(Master 5-10) drink, drank, drunk throw,threw/go,went/swim,swam,swum
Irregular Verbs
(lie/lay, set/sit/ hang/hung)
Irregular Verbs (any new ones)
Nouns as parts of speech
Verbs as parts of speech
Commas in lists
Adjectives
Adverbs
Punctuation Dialogue
M
M
M
I M
I M
I M
I
I
I D M
M

Pronoun Substitution (w/o overuse)
Contractions (not, will, is, would)
Paragraphing (Introduce single paragraph in 2 nd
3 rd + grade and multiple paragraphs in
Possessives (singular)
Possessives (plural)
Compound Sentences
(and, but, or, nor, yet, for so)
Complex Sentences
Subject/Verb Agreement
Prepositional Phrases
Interjections
Use of good-well
Use of much-many
Parts of Speech
Direct Object
Pronoun Agreement
(Object-Subject)
I M
I M
I D M
I M
I M
I D
I
D M
I,
D
M
D M
D M
M
D
D
D