CCSS.ELA-Literacy.2RF3: Know and apply phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.2RF4: Read grade-level text with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-Literacy.2L4a: Use sentence-level context as a clue to the meaning of a word or phrase.
What evidence do you see of transfer of knowledge and skills?
Students are to use reading skills with enough accuracy and fluency, as well as word analysis skills in order to comprehend what they are reading and what the text is about.
What are the big ideas that are being taught in the unit?
The big idea being taught in this unit is learning how to use context clues when reading a text to help students figure out the meaning of unfamiliar words.
How will students be able to use what they learned in future learning or in real-world situations?
Students will be able to use what they learned in future learning or real-world situations as they continue to move up in grade levels and become exposed to a variety of literature in multiple subject areas. These skills could be applied in school or outside of school when trying to make sense of and find meaning in unfamiliar words. Students will be able to expand their vocabulary and having meaningful conversations.
What evidence do you see of meaning-making?
Students will be able to make sense and find meaning of unfamiliar words as they decode words within the text, using surrounding phrases as support. This will help and allow students to use these new words in sentences and expand their vocabulary.
What important understandings will students take from their interaction with the content?
Students will understand and become familiarized with the meaning of context clues. Students will understand and be acquainted with looking back in the text to obtain information from sentences as support to help them figure out the meaning of a given unfamiliar word.
What evidence do you see of acquisition?
Students will know how to:
- read and comprehend a given text
- use context clues or supporting details in the text to decode unknown words
- understand how to use new vocabulary words in a sentence
What building blocks of knowledge and skills do you see that support meaning-making?
Prior to this segment, students were introduced to context clues and were taught how to apply the skill when reading across different texts. Students should have adequate reading accuracy and fluency in order to comprehend a text.
4) What suggestions would you make to improve each of these areas in the unit you selected?
I could probably suggest assessing students or having students provide feedback in each of these areas to have a better understanding of their level of comprehension and skill.
5) What question remains for you about acquisition, meaning, and transfer?
How should a student proceed when a text/story doesn't make any sense?