2nd ELA


Unit 5: Reading Bigger Books Mean Amping Up Reading Power

In this unit, children will practice reading with more alertness to the intent that an author brings to a particular book, whether a story or an informational book. They’ll use their own voices, inflections and gestures to bring out the author's intent and will also work to read with a smooth, steady, confident voice. They’ll do this both on their own and with a partner. They will tackle tricky words and new vocabulary with greater understanding. In more complicated books where they are encountering both words that are hard to read and ones that are hard to understand—i.e., new vocabulary. Throughout this part of the unit, they will learn strategies for what to do when this happens, and they will practice applying these to the books that they read. Then the students will learn the many purposes behind rereading, such as, to clarify confusing parts, to understand how two parts fit together, to connect the beginning (or an earlier part) with the ending (or a later part). Finally children will sort themselves, coach and support one another in one of three goal clubs: Fluency, Literary Language, or Keeping Track of Longer Books, based on common goals.


Unit 5: Poetry

The poetry unit is divided into three bends, each one deepening children's understanding of poetry. Major goals: Children will use their “poets’ eyes” to see the world and write poetry. They will make intentional choices about interesting words. Children will write poems that clearly look and sound different than stories. Also, they will react positively to each other’s writing. Children will have opportunities to dive into mentor texts and play with language. They will study all aspects of poetic language and poetry structures. The final bend will end with children revising their poems for careful language, edit and celebrate their poems in a variety of ways.