Unit 3 – Look Again
Grade - Second
Subject – ELA (Reading)
Stage 1—Desired Results
Established Goals
ELA2R1: The student quickly applies knowledge of letter-sound correspondence and spelling
patterns to decode unfamiliar words.
ELA2R2: The student demonstrates the ability to read orally with speed, accuracy, and
expression.
ELA2R3: The student acquires and uses grade-level words to communicate effectively.
ELA2R4: The student uses a variety of strategies to gain meaning from grade-level text.
Enduring Understandings
Students will understand that…
-Effective readers use specific strategies to
better understand text.
-Building vocabulary increases one’s ability to
read, write, and communicate effectively.
-Effective readers use phonics and spelling
patterns to decode words.
Essential Questions
-How do you decode/figure out unfamiliar
words?
-How can we prove that we understand setting,
plot, and characters in stories we read?
-How can we figure out what the author wants
us to learn?
-Why should we read literature?
-Good readers read with fluency.
-Why do good readers use chapter headings?
-Reading practice increases reading fluency.
Students will know that…
Students will be able to…
-Plot is the events or actions in the story.
ELA2R1a-Reads words containing blends.
-Characters are the people or animals in a
story.
ELA2R2b-Automatically recognizes additional
high frequency and familiar words within text.
-Setting is the time and place in which a story
occurs.
ELA2R3d-Determines the meaning of
unknown words on the basis of context.
-Facts can be proven.
ELA2R4f-Distinguishes fact from fiction in a
text.
-Fiction is to entertain rather than to explain.
-The author’s purpose may be to entertain,
persuade, or inform.
-Good readers use context clues to understand
vocabulary.
ELA2R4l-Recognizes plot, setting, and
character within text, and compares and
contrasts these elements among text.
ELA2R4o-Recognizes the author’s purpose.
ELA2R4n-Uses chapter headings to locate
information quickly and accurately and to
preview text.
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Stage 2------Performance Tasks-ELA2R4l
Task 1 - After reading “How to Hide an
Octopus” the student will construct a chart to
compare and contrast at least 2 sea animals and
their setting to at least 2 land animals and their
setting in “I See Animals Hiding”.
------------------------------------------------------Other Assessment Evidence (chapter test,
quizzes, observations)
Reading Formal Assessments
Selections Assessments for each lesson –
Pg.2-5, 6-9, 10-13, 14-17, 18-21, 22-25
Weekly spelling tests
Criteria:
Exceeds standard: Compares and contrasts
more than 2 sea and land animals and their
settings.
Meets standard: Compares and contrasts 2 sea
and land animals and their settings.
Need improvement: Compares and contrasts
less than 2 sea and land animals and their
settings.
ELA2R4f
Task 2 – After completing Unit 3 in teacher
lead small groups, the students will distinguish
Stage 3 Learning Activities
Task 1 activities:
Lesson 1 (ELA2R1a, ELA2R2b, ELA2R4l)
1-Comprehension skills (compare and contrast)
2-Inquiry Journal pg 55 chart
3-Compare and Contrast Challenge pg. 247
Lesson 4 - Science Connection pg. 311E
fact from fiction by sorting 10 sentence cards
that contain fact and fiction statements from
the stories in Unit 3.
Task 2 activities
Lesson 4 (ELA2R4o, ELA2R4f)
Criteria: Exceeds standard – Distinguishes 10
1-Comprehension skills (Author’s Purpose and
fact and fiction cards correctly.
Fact and Opinion)
Meets standard – Distinguishes at least 7 fact
and fiction cards correctly.
Needs improvement – Distinguishes less than 7
fact fiction cards correctly.
Other objectives to meet elements:
Context clues (ELA2R3d)
--Complete selection Vocabulary with each
lesson.
Headings (ELA2R4n)
--Complete comprehension skills
for lesson 6