Unit of Study: Comprehension of main events in text

Gabriella
Grade Level: 2
Dates:
Common Core State Standards
(CCSS)
What standards are addressed in this unit?

CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.RI.2.6 Identify the main purpose of a text,
including what the author wants to answer, explain, or describe.
CCSS.ELA-Literacy.RI.2.4 Determine the meaning of words and
phrases in a text relevant to a grade 2 topic or subject area.
CCSS.ELA-Literacy.RI.2.8 Describe how reasons support specific
points the author makes in a text.

Goals
Write in student friendly language: I can, I
will, The teacher will, etc. Should be at
least 4-6.

Bends in the Road

What are the bends that need to be taught
to meet the goals? What are the
foundational skills that need to be in place
in order to meet the goals?

Mini Lessons
What are the specific lessons that need to
be taught for those foundational skills
(bends)?

1. I can retell main events in order

2. I can rename main characters or themes in text
3. I can state the central message or lesson in text
4.I can predict future events that will happen based off of text that
was read
5. I can determine the meaning of words from the text
1.Readers will use pictures to understand the text
2. Readers will be able to name sequence of events from text
3. Readers will be able to pick out main events from text
3.Readers will be able to make connections
Bend 1 Readers can identify the meaning, and main events of texts
during and after reading.
1. Readers will look at pictures from text and identify the meaning of
the story.
2. Readers will retell main events in appropriate vocabulary.
Readers will practice Graffiti Vocab- Readers create a drawing to
explain the definition of the vocabulary word.
3. Readers take a story and come up with their own pictures to
depict the sequence of events from the text that was read.
Bend 2 Readers can summarize text by using a sequence of events
using signal words such as beginning, then, next and finally.
1. Readers use signal words such as beginning, then, next and
finally when retelling a story.
2. Readers write down the growing stages of a pumpkin. Students
will pick out these stages based off of text that will be read about a
pumpkin.
3. Readers will summarize text in 25 words or less.
Bend 3 Readers can connect to characters and events from text.
1. Readers will identify their connections using a WOW page. This
page is used for students to explain a moment where they
connected to the story/ character
2. Readers will use a thought string and tie a knot in their string
every time they feel a connection to the text. When the text is
finished they will share their connections and thoughts.
3. Readers will use their connections to the text to portray the
characters they are reading in text.

Classroom Library

A variety of non fiction and fiction books about sequence of

events particularly the growth process of a pumpkin. These

Classroom Library
What does the classroom library have to
have for this unit?

Materials and Resources

Workshop Structure
Other Literacy Components

A variety of non fiction and fiction books about sequence of

events particularly the growth process of a pumpkin. These
books also need to have pictures to help students with
comprehension.
1. A classroom library to consist of a variety of levels, and
genres as well as books on tape.
2. Paper to write down thoughts, connections, opinions or
strategies that they will learning
3. Pencils to write down their thoughts and ideas
4. Visuals such as posters, quotes that emphasize the
importance of reading and writing.
5. Videos that emphasize the stages of growth
STATIONS, DAILY 5, CAF, WRITERS WORKSHOP
1. Finding the right book
2. Writing, Readers need to understand that writing is involved
in not only reading but understanding text.

Work Students are Doing

What are student expectations? What
reading behaviors or habits are expected?

Support for Struggling Readers

How will you support ALL learners (UDL)?

Support for Strong Readers

How will you support ALL learners (UDL)?

Home/School
What can be done to foster the connection
between home and school?

Assessments
Formative? Summative?

Celebrations
How will you celebrate with students? Is
there a way to involve parents? Is there a
way to share your celebration with the
school?

3. Vocabulary, Readers need to have a wide range of

vocabulary to improve in their reading.
Readers are expected to fluently read and comprehend grade level
text. I think that the students habits and behavior will change
depending on the specific mini lesson. We will work on forming
positive behaviors towards reading as well as instill the habit of
reading and writing every day.
Students will not only be given written text but visuals and audio
options as well. Students will also be able to participate in hands on
activities that will keep students learning in a kinesthetic way.
Strong students will be given differentiated text. These texts will
have the same theme but more complex expectations such as,
asking questions about the character that are more complex.
To work on sequencing to retell parts of text, students will be asked
to write down a sequence of events that happens within their
household. When writing students are expected to identify the event,
and then list the steps taken to complete the event using signal
words.
Students will be assessed through a summative assessment. This
could be done with written responses to chapters, tests about texts
and sequencing.
During the course of this unit plan students will be growing their own
flower seeds in class. At the end of the unit plan students will show
the class their plant as well as list the stages of development that the
flower has is and will be going through.