Backwards Design for Unit of Study
Big Idea:
Throughout this unit, the students will study about animal habitats in different regions of the world. They will learn what
animals need to survive and adapt. Students will use organizational structures of text to understand central ideas or
information presented. In writing, the focus will be on narrative text structure and how the structure helps communicate
meaning.
Essential Question
Guiding Questions
 How can text features help you determine text
 What are text features?
purpose or the type of text (genre)?
 What makes you think this text is fiction or
 How do we use story structure to understand to
nonfiction?
understand the central message?
 What events happened at the beginning, middle, and
 What is a habitat?
end of the story?
 What is the author trying to tell you in this piece of
text?
 How do animals adapt to their habitat?
 What types of animals live in the different regions
around the world?
 What do we do to promote or destroy animal
survival?
Possible Misconception(s)
 Different types of text features
 Different types of genre
 Interconnect ability between the animal and human habitats
 Vocabulary specific to animal habitats
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Learning Target: KNOW?
 Narrative story structure
 Standard English conventions
 Characters and major events
 Where and how to find information in texts
 Text genre: fiction (story) and nonfiction
(informational) texts
Learning Target: DO?
 Identify and describe characters’ thoughts, speech, and
actions
 Differentiate between major events and supporting details
 Recognize and read text feature to find information
 Utilize narrative text structure to write personal narrative
with correct English conventions
 Integrate information about different habitats to create a
visual representation
Culminating Task
Students will work in pairs to write a narrative including an animal character, setting, plot, problem, and solution. Students will
use the app Toontastic to create their story. Students could also write their stories using paper and pencil. The partners will
then present to their tables. Students will use the provided SL rubric to grade each other.
What will mastery/success look like?
Narrative Text will include
 Text structure with characters, setting, problem,
and solution
 Sequenced with beginning, middle, and end
 Correct English conventions and language usage
Indicators?
 Personal Narrative will include temporal words, sequenced
events and details per Narrative Rubric.
 Students score a 3 on Speaking and Listening rubric based
on their sharing of their narrative.
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Standards
Reading (List standards)
Student Outcomes
LITERATURE
RL 2.1; RL 2.2; RL 2.3; RL 2.5; RI 2.1; RI 2.2; RI 2.5 Structure
RL 2.1 Ask and answer questions to demonstrate
of Text
understanding of key details in a text.
 Define the words why, who, what, when, where, and how.
RL 2.3 How characters respond to major events and challenges.
 Cite evidence in the text to answer who, what, when,
RL 2.5 Story structure, how the beginning introduces the story
where, why, and how.
and the ending concludes the action.
 Create who, what, when, where, why, and how questions
from the text.
INFORMATIONAL
 Explain the central message of the text.
RI 2.1 Ask and answer questions about key details in the text
 Identify and describe the characters in the story.
RI 2.2 Identify the main topic of a multi-paragraph text and the
 Explain the characters reaction based on the events of a
paragraphs within the text
story.
RI 2.5 Know and use various text features (e.g., captions, bold
 Explain how structure of a story helps me understand that
print, subheadings, glossaries, indexes, electronic menus, icons)
a beginning introduces a story and an ending concludes a
to locate key facts or information in a text efficiently.
story.
 Sequence the beginning, middle, and end using structure
and specific details from the story.
 Use text structure to locate and identify the main idea of a
text or paragraph.
 Use text features (captions, illustrations, diagrams, bold
words, etc.) to help me understand information in text.
FOUNDATIONAL SKILLS
RF 2.3 Know and apply grade-level phonics and word analysis RF 2.3; RF 2.4 Phonics and word recognition and fluency
skills in decoding words.
 Apply the final –e for reading long vowel words.
a. Distinguish long and short vowels when reading regularly
 Apply vowel team rules for reading long vowel words.
spelled one-syllable words.
 Apply cvc vowel rule for reading short vowel words.
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b. Know spelling-sound correspondences for additional
common vowel teams.
c. Decode regularly spelled two-syllable words with long
vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spellingsound correspondences.
f. Recognize and read grade-appropriate irregularly spelled
words.
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RF 2.4 Read with sufficient accuracy and fluency to support
comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level text orally with accuracy, appropriate
rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition
and understanding, rereading as necessary.
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Writing (List standards)
WRITING (Text Types and Purposes, Production and
Distribution of Writing, Research to Build and Present
Knowledge, Range of Writing)
W 2.3 Write narratives to recount an event or a short
Match spelling/sound of vowel teams.
Read two syllable words with long vowel sounds.
Identify prefixes in the beginning of a word.
Read words with prefixes.
Identify suffixes at the end of a word.
Read words with suffixes.
Memorize and read words that are irregularly spelled.
Read words that don’t always sound the way they are
spelled.
Know and apply the different sounds a vowel team can
make.
Tell why I am reading a selection.
Ask myself/answer questions before, during, and after
reading.
Use strategies to sound out and read words without
mistakes.
Read like I am talking.
Use my voice to show expression and meaning. (tone,
emotion, punctuation, mood, etc.)
Think about what I am reading.
Reread if it doesn’t make sense.
W 2.3; W 2.5; W 2.6 Writing, Revising, Editing, and
Publishing Our Writing
 Write about an event that I was a part of.
 Use supporting details to develop my story.
 Write a story that includes a beginning, middle, and an
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sequence of events including details, feelings, temporal
words, and a closure.
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.
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end.
Re-read my writing and make any changes to make my
writing make sense and say everything I want it to.
Reread to find and make any changes in grammar,
spelling, and punctuation.
Ask others to read my writing to find any mistakes.
Choose an appropriate digital tool to develop a published
product.
SPEAKING AND LISTENING
SL 2.1 Participate in conversation with peers in small and large
groups.
SL 2.2 Recount key details 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.
SL 2.6 Produce complete sentences when appropriate to task and
situation in order to provide requested detail or clarification. (See
grade 2 Language standards 1 and 3 for specific expectations.
SL 2.1; SL 2.2; SL 2.3; SP 2.6 Comprehension and
Collaboration, Presentation of Knowledge and Ideas
 Come prepared to discuss a set topic.
 Be an active listener and add appropriate comments to
the discussion.
 Take turns and speak one at a time.
 Ask and answer questions that are important to clarify my
understanding.
 Retell information that I have heard.
 Produce complete sentences to support my thinking about
a topic.
LANGUAGE
L 2.1 Show a command of the conventions of grammar in
writing and speaking
a. Use collective nouns (e.g., group).
Form and use frequently occurring irregular plural
nouns (e.g., feet, children, teeth, mice, fish).
Use reflexive pronouns (e.g., myself, ourselves).
L 2.1; L 2.2; L 2.3; L 2.6 Conventions of Standard English,
Knowledge of Language, Vocabulary Acquisition and Use
 Match and use singular words with their irregular plurals.
 Use pronouns correctly when I write.
 Use irregular past tense correctly in writing and speaking.
 Use adjectives to describe people, places, things, or
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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.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently
occurring possessives.
d. Generalize learned spelling patterns when writing words
(e.g., cage → badge; boy → boil).
e. Consult reference materials, including beginning
dictionaries, as needed to check and correct spellings.
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animals.
Use adverbs to describe how, when, where, or how much.
Identify the word being described by an adjective or
adverb.
Begin proper nouns with capital letters.
Combine words together to make contractions using an
apostrophe to mark the missing letters. (e.g. can’t, won’t,
etc.)
Use learned spelling patterns to spell words.
Add new words that I have learned through reading and
conversations.
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).
Integrated Instructional Framework:
Theme: Animal Habitats
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Unit Connection to Science
Throughout this unit the students will study about animal
habitats in different regions of the world. They will learn
what animals need to survive and adapt.
Students will use organizational structures of text to
understand central ideas or information presented. In
writing the focus will be on narrative text structure and
how the structure helps communicate meaning.
Science themes
Week 1: animal habitats
Week 2: habitat regions
Week 3: what animals need
Week 4: animal adaptations
Culminating Task
Students will work in pairs to write a narrative including an animal
character, setting, plot, problem, and solution. Students will use the
app Toontastic to create their story. Students could also write their
stories using paper and pencil. The partners will then present to their
tables. Students will use the provided SL rubric to grade each other.
Interactive Read Aloud (RL.2.1, RL.2.3, RL.2.5)
Instructional Practice
Teacher Read-Alouds demonstrate the power of stories. By showing students how to engage with text, we give them energy for
learning how reading works. By showing them how to search for meaning, we introduce strategies of understanding we can
reinforce in shared, guided, and independent reading.
Week
Text
Instructional Focus
1
Introduction of character
Afternoon on the Amazon by Mary Pope
Introduction of narrative structure
Osborne (Magic Tree House series): 1 chapter
per day as you model think aloud
2
Continue with Afternoon on the Amazon
Tracking the character’s thoughts, actions, and words
3
Continue with Afternoon on the Amazon
Noticing how the author uses information in a narrative text
4
Continue with Afternoon on the Amazon
How does the character react to a major event and challenge
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Interactive Read Aloud Structure
1. Introduce the book
2. Preview & Predict
3. Read Aloud- Pausing for interaction: Teacher Think Aloud: Model student objective, Student think pair share, Vocabulary
discussed
4. Wrap Up & Relate: Student connect teacher modeling and student share out to objective
For Detailed Tasks, Assessments, and Resources check:
These resources include question stems, graphic organizers, anchor charts, video links, resource links
 Daily Check-In & Integrated Cluster Task: RL 2.3, RL 2.5, RL 2.7, RI 2.5, RI 2.6
 Cluster Standards: RL 2.1, RL 2.10, RI 2.1, RI 2.2, RI 2.10, SL.2.1, SL.2.3, SL.2.3, SL.2.6
Resources:
https://readingrecovery.org/images/pdfs/Conferences/NC11/Handouts/Miller_Cathy.pdf
Handout explains Read Aloud structure. Includes questions, prompts, and planning resources.
http://www.readingrockets.org/article/seven-strategies-teach-students-text-comprehension
Comprehension strategies are conscious plans — sets of steps that good readers use to make sense of text. Comprehension strategy
instruction helps students become purposeful, active readers who are in control of their own reading comprehension. These seven
strategies have research-based evidence for improving text comprehension.
Shared Reading with a Close Reading Focus (RI.2.1, RI.2.2, RI.2.5, RF.3, RF.2.4)
Instructional Practice
The purpose of shared reading is to model fluency and build on foundational reading skills. This framework also incorporates close
reading structure of revisiting the text for deeper understanding.
Week
1
Text (Articles found in resource folder)
African Animals
Focus
Evidence of what the text says about the topic
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2
Welcome to the Rain Forest
Text structure
3
Where Will I Live?
Text structure
4
Saving the Rain Forest
Author’s purpose
K-2 Weekly Template Shared Reading with Close Reading Focus
Introduce Text
Foundational Skills
Close Reading
Vocabulary
Read for Evidence
Development
Picture Walk
Read the text, model
Read the text, model
introducing the text.
fluency and point to
fluency and point to
Focus on genre,
words. Invite students words. Invite students
structure, and book
to join in the reading.
to join in the reading.
elements.
Model read with
Model read with
Vocab – work on
expression.
expression.
context clues in the
All read with
All read with
text.
expression together
expression together
pointing to words.
pointing to words.
Vocabulary:
Choose 1 below as an
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instructional focus to
Reread the passage
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support
foundational
looking for
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skills:
_____________________
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 Sight words – work (lens/focus).
Have students
on recognition in
Read the book, model
highlight text evidence.
context, spelling.
fluency and point to
Chart student
words. Invite students  Spelling Patterns
responses in the first
(phonics) in the
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Close Reading
Look For Patterns
Read the text, model
fluency and point to
words. Invite students
to join in the reading.
Close Reading
Developing a new
understanding
Read the text, 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.
Model read with
expression.
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.
Student Response –
First I was thinking
to join in the reading.
Model reading with
expression.
All read together with
expression pointing to
words.
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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
column of an anchor
chart.
Chart the patterns you
find in the second
column of your anchor
chart.
______ now I am
thinking _____
because….
For Detailed Tasks, Assessments, and Resources check:
These resources include question stems, graphic organizers, anchor charts, video links, resource links
 Daily Check-In & Integrated Cluster Task: RL 2.3, RL 2.5, RL 2.7, RI 2.5, RI 2.6
 Cluster Standards: RL 2.1, RL 2.10, RI 2.1, RI 2.2, RI 2.10, SL.2.1, SL.2.3, SL.2.3, SL.2.6
Resources
Falling in Love with Close Reading: Lessons for Analyzing Texts- Life by, Christopher Lehman *See your IS to get book
http://www.readworks.org/
Website provides teachers research proven tools that support what students need to improve comprehension. It provides research
based units, lessons, and authentic leveled nonfiction and literary texts.
https://www.learninga-z.com/commoncore/close-reading.html
Website explains Close Reading and helpful instructional strategies.
http://youngteacherlove.blogspot.com/2015/01/understanding-close-reading-last-of.html
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Blog gives student friendly examples, anchor charts, and suggested routine
http://www.readingrockets.org/content/pdfs/SharedReading.pdf
Handout explains shared reading structure. Includes description, setting, resources, types of materials, and process.
Guided Reading (RF.2.3, RF.2.4, L.2.1, L.2.2)
Students participate in small group differentiated instruction.
Groups and texts are determined based on student reading level
and strategy needs. Use assessment data to help form small
instructional groups, including DRA, Quick Assessments,
DIBELS/IDEL, Running Records, Anecdotal Notes, etc.. Students
move through the different reading levels based on running
records and anecdotal notes. These groups are flexible and
students move when they are ready.
Resources
http://www.janrichardsonguidedreading.com
Jan Richardson website includes many resources including
printable lesson plans, visuals, word work activities, videos, and
student work samples.
Differentiated Centers
 Independent Reading
 Writing About Reading
 Word Sorts (Words Their Way)
 Sight Word Fluency Games
 Technology: Lexia, Imagine Learning, iStations, etc.
Resources
Jan Richardson, The Next Steps in Guided Reading, chapter. 1 pp.
6-37 Chapter explains how before small group instruction you
must set up independent practices through center rotations.
http://www.theschoolbell.com/Links/Dolch/Contents.html
Sight Word Fluency Games and Activities
https://www.thedailycafe.com/daily-5
The website introduce the Daily 5 structure for center rotation:
Read to Self, Read to Someone, Work on Writing, Word Work,
and Listening/Technology
http://teacher.scholastic.com/reading/bestpractices/guidedrea
ding.htm
Scholastic website authored by Gay Su Pinnel, leading researcher
in guided reading. Provide background information, leveled book Assessment:
recommendations, and classroom structure.
 Bi-Weekly Running Records
 Anecdotal Notes
For guided reading presentations and more resources go to
 DRA at the end of the 9 week period
lcps.blackboard.comlog in go to LCPS all elementary PD 
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Click on left menu “Elementary PD”  Click on “Guided Reading”
and see all the available resources.
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
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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 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.
Writing: Writing Workshop-Independent Writing (W.2.3, W.2.5, W.2.6)
Writing Calendar
Essential Question: How do I find the
Daily Writing Workshop (45-50 min) Assessment
stories in my life I want to tell?
Mini-Lesson 10 min
Students will write a personal narrative
What elements are included in a good
Guided Practice 5 min
based on Nancy Fetzer or a “small
narrative story?
Independent Writing 20-30 min
moment” (based on Lucy Calkins) based
Share 5 min.
on the theme for the week. CCSS: W.2.3
LCPS Narrative Writing Rubric
Genre:
Personal
Narrative
Week 1-4
Monday
Tuesday
Wednesday
Thursday
Friday
Mini-Lesson:
Teachers orally
models telling a
personal story.
Draft Day
Mini-Lesson: Teacher
models writing their story
from their organizer on
chart paper. Model how to
segment the sounds in a
unfamiliar word and write
the sounds that you hear
Revision
Mini-Lesson: Model using
organizer retell your
story orally. What details
would make this story
even better? Model
adding 2 or 3 details
orally to your story.
Edit
Anchor Chart
1) Captial
Letters in
names and
beginning of
sentences.
2) Periods at
Publish
Mini-Lesson: Model
publishing supplies such
as fancy paper, minibooks. Show how you will
use care with pictures and
writing to publish your
story.
Students practice in
pairs telling their
own stories orally.
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(inventive spelling).
Then Teacher retells
her story as she fills
out the stage 2
organizer (use
pictures only.)
Independent
Workshop: Working
with their partner.
Plan their story
using pictures and
the stage 2
organizer.
Share: Back at
carpet, select 2 or 3
students to share
their organizer.
Have students practice
segmenting the sounds in
an unfamiliar word and
writing the sounds they
here with their carpet
partner.
Independent Workshop:
Students use their
organizer to write their
own stories.
Mid-Teaching Point:
Remind students
segmenting the sounds in
an unfamiliar word and
writing the sounds they
here with their carpet
partner.
Revisit your writing
piece. Model revising a
section by adding more
details.
Have students turn to
partners and tell their
story. Have them retell
story adding 2 details to
make it better.
Independent Workshop:
Students go back and
revise their stories to
include new details.
Share: Back at carpet,
have students turn to
partner and share where
they added details to
their story.
end of
sentences.
3) Does my
story make
since?
Mini-Lesson: Model
using Editing List
with your own
writing.
Independent Workshop:
Student’s publish their
story.
Share: Publishing Party to
read each others stories.
With their writing
partners together
read the story and
use the editing list on
your stories.
Share: Back at
carpet, Share with
someone not your
partner what you
edited.
Share: Back at carpet,
select 2 or 3 students to
share.
Whole Group Instruction: Shared Writing
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.
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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
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