Elements of the Unit WES

1. Elements of the Unit WES

2. To Identify a Topic/Theme: • Consider what you are prioritizing for your first unit. • Think: • What type of text/type of thinking would allow me to dig deeply into these standards?

3. Examples: • Effective readers use specific strategies to help them better understand the text. • Different types of texts have different structures. • Understanding a text’s structure helps a reader better understand its meaning • An author develops a theme throughout the entirety of the text. • Some of the most important information in a text is never explicitly said. • A reader uses visual cues, context clues, and prior knowledge to decode efficiently. Consider: • Does this idea provide meaning? • Will the meaning be constructed by the student in the unit? • Is the idea transferable? Big Ideas

4. Examples: • How does a reader develop a rich understanding of the text? • How are texts structured? • Why do authors structure texts in different ways? • When is a theme revealed within a text? • How does an author reveal important information within a text? • What is required to decode a text efficiently? Consider: • Does the question stimulate inquiry? • Are there multiple plausible answers? • Does it raise further questions? • Does it spark discussion and debate? • Does it point to the big ideas? • Will the answers change as students develop new experiences? Essential Questions

5. Unpacking standards to big ideas AND essential questions. 6R9: Use established criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL) Big Ideas •We interpret information and draw conclusions both from what we read and experience in life. •Knowing the difference between fact and opinion and inferences can help you become more discerning. Essential questions •How do you determine if a main idea is believable? •How can we decide if what we read is true or accurate? •Facts, opinion and inferences, why do they matter?

6. Standards: • Copy and paste the standards that would fall into the unit from your teaching points or priority standard document. • Organize based on their strand. • Bold the priority standards.

7. READING STANDARDS • 2RF3: Know and apply phonics and word analysis skills in decoding words. • 2RF3a: Distinguish long and short vowels when reading regularly spelled one-syllable words (including common vowel teams). • 2RF3b: Decode short and long vowel sounds in two-syllable words. • 2RF3c: Decode regularly spelled two-syllable words. • 2RF3d: Recognize and identify root words and common suffixes and prefixes. • 2RF3e: Read all common high-frequency words by sight. Reading Standards 1/2

8. READING STANDARDS • 2RF3: Know and applyphonics and word analysis skills in decoding words. • 2RF3a: Distinguishlong and short vowels when reading regularly spelled one-syllable words (including common vowel teams). • 2RF3b: Decodeshort and long vowel sounds in two-syllable words. • 2RF3c: Decode regularly spelled two-syllable words. • 2RF3d: Recognize and identifyroot words and common suffixes and prefixes. • 2RF3e: Read all common high-frequency words by sight. Reading Standards 2/2

9. For this section you can pull the phonics skills or word study skills from Journeys that you would intend to work on in this unit. • Compare them to the foundational skill standards and what skills are expected of students/you planned for this unit. Phonics/ Word Study

10. Example 1: Example:

11. Pull from your standards that you listed at the start. • Include reading, speaking and listening, and language (if applicable). • You do not need to list the standards out completely, just the code. • You will identify teaching points in this section that would be for whole group instruction. Comprehension Skills and Strategies

12. Example 2: Example: Note: There are more this is a snippet

13. Copy and paste standards and teaching points from Comprehension Skills/Strategies that you would want to model as a teacher. • Add any additional teaching points that would apply to read aloud specifically. Read Aloud

14. Example 3: Example: Note: There are more this is a snippet

15. Copy and paste standards and teaching points from Comprehension Skills/Strategies that you would want to focus on in smaller groups. • Consider foundational skills that you would be teaching in this setting as well. • Add additional teaching points that would apply to small group work as opposed to whole class. Guided Reading

16. Example: Note: There are more this is a snippet

17. Copy and paste standards and teaching points from Comprehension Skills/Strategies • Consider foundational skills that you would be teaching in this setting as well. • Eliminate teaching points that you would not expect students to execute independently. • Consider if there are any additional pieces that you would need to teach students to be independent. Independent Reading

18. Example 3: Example: Note: There are more this is a snippet

19. Reasons to Differentiate: • Readiness • Interest • Learning Profile Areas to Differentiate • Resources • Student Groupings • Teaching Strategies • Learning Strategies Consider: • Engagement • Representation • Action & Expression (Tomlinson & McTighe, 2006); (Meyer & Rose) Differentiation

20. A starting point: Differentiation Starting Point 1

21. Differentiation Starting Point 2

22. Example with Differentiation: Example with Differentiation

23. Another Option: Another example of differentiation:

24. For this section, you should note what you currently use to teach this unit and any other resources you might want to consider, or have considered in creating the unit. Consider the resources you use/will use to write the lessons within this unit. Resources and Materials

25. Examples: • Writer's Workshop • How to give a speech • How to use a camera • Business center • Guided reading rotations etc. Different elements that a teacher will teach students to do that will be routinized. Protocols Protocols are your classroom routines. They are systems that you expect your students to be able to execute efficiently and easily for this unit. They will need to be taught.

26. Connecting Through Project Topics • Connecting through student interests • Connecting through student experiences • Connecting through significant issues Connecting Through Interaction • Improving the real world. • Relating to clients. • Interacting with assessors • Interacting with people who know Connecting to the Future • Learning adult work and life skills • Creating a body of work. • Creating images of the future. Connection to Real World Applications “A real-world connection means that students see a reason to do this project, other than the fact that you assigned it and they will get a grade on it… “I'm not talking about inane ‘story problems’ in which students figure out at what geographical point two airplanes will cross each other given starting points and flight speed. Nor am I talking about contrived simulations. What I now do with students is involve them in projects that make a difference in the lives of people and/or involve important research” (Simkins, Cole, Tavalin, Means, 2002).

27. Protocols and Real World Applications:

28. Students will demonstrate mastery in… • List the performance expectations for the unit • What will students demonstrate they can do on the assessment. • Should be connected to standards. Mastery will be measured using… • List the different means of assessment that will be used. Assessments What and How

29. Assessment of Standards: