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The unit emphasizes solving reading challenges through stopping when difficulty appears, applying an expanding set of word-solving strategies, and checking comprehension for accuracy. Instruction strengthens decoding and vocabulary understanding in increasingly complex texts, including how to maintain meaning across large portions of text while using multiple information sources to learn new words. 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This unit sets children up to be able to read increasingly complex texts with accuracy, comprehension, and fluency, all of which require the development of great problem solving skills. Children will learn to stop as soon as they encounter difficulty, draw from the strategies they've been accumulating to solve a problem, and then check to see that they got it right. The teacher will focus on strengthening and expanding students' word-solving strategies, adding more tools to their toolkits, and reminding students to draw from multiple sources of information in their problem solving. Children will learn how to use strategies in higher level texts, with longer, more complex words, maintaining meaning across large parts of text as well as strategies for developing an understanding of new vocabulary words.  \nThe decision to add this unit from the first grade series was to give students time to work with foundational skills and continue to practice reading strategies that will support them moving up reading levels.  \nFor additional information regarding the unit please see TCRWP User’s Guide and The Units of Study in Teaching Reading Grade 1 book 3.  \n\n| Overarching Standards Aligning with Grade 1 Unit 4, Readers Have Big Jobs to Do |  |  |  |  |\n| --- | --- | --- | --- | --- |\n| Session | Writing Standards | Reading Standards | Speaking & Listening Standards | Language Standards |\n| 1 | W.1.3 | RL.1.7, RL.1. 10, RF.1.2, RF.1.3, RF.1.4 | SL.1. 1, SL.1.6 | L.1. 1, L.1.4, L.1.6 |\n| 2 | W.1.3 | RL.1.1, RL.1. 2, RL.1.3, RL.1.7, RL.1. 10, RF.1.2, RF.1.3, RF.1.4 | SL.1. 1, SL.1.6 | L.1. 1, L.1.4, L.1.6 |\n| 3 | W.1.3 | RL.1. 1, RL.1. 2, RL.1.3, RL.1.4, Rl.1.7, RL.1. 10, RF.1.2, RF.1.3, RF.1.4 | SL.1. 1, SL.1.4, SL.1.6 | L.1. 1, L.1.4, L.1.6 |\n| 4 | W.1.3 | RL.1.1, RL.1. 2, RL.1.3, RL.1.4, Rl.1.7, RL.1. 10, RF.1.2, RF.1.3, RF.1.4 | SL.1. 1, SL.1.6 | L.1. 1, L.1.4, L.1.6 |\n| 5 | W.1.3 | RL.1.1, RL.1.2, RL.1.3, RL.1.7, RL.1. 10, RF.1.2, RF.1.3, RF.1.4 | SL.1.1, SL.1.4, SL.1.6 | L.1. 1, L.1.4, L.1.6 |\n| 6 | W.1.3 | RL.1.1, RL.1.2, RL.1.3, RL.1.4, RL.1.7, RL.1. 10, RF.1. 2, RF.1.3, RF.1.4 | SL.1.1, SL.1.4, SL.1.6 | L.1. 1, L.1.4, L.1.6 |\n| 7 | W.1.3 | RL.1. 1, RL.1. 2, RL.1.3, RL.1.4, RL.1.7, RF.1.2, RF.1.3, RF.1.4 | SL.1.1, SL.1.6 | L.1. 1, L.1.2, L.1.4, L.1.6 |\n| 8 | W.1.3 | RL.1. 1, RL.1. 2, RL.1.3, RF.1.2, RF.1.3, RF.1.4 | SL.1. 1, SL.1.6 | L.1. 1, L.1.2, L.1.4, L.1.6 |\n| 9 | W.1.3 | RL.1. 1, RL.1. 2, RL.1.3, RF.1.2, RF.1.3, RF.1.4 | SL.1. 1, SL.1.6 | L.1. 1, L.1.2, L.1.4, L.1.6 |\n| 10 | W.1.3 | RL.1. 1, RL.1. 2, RL.1.3, RF.1.2, RF.1.3, RF.1.4 | SL.1. 1, SL.1.6 | L.1. 1, L.1.2, L.1.4, L.1.6 |\n| 11 | W.1.3 | RL.1. 1, RL.1. 2, RL.1.3, RF.1.2, RF.1.3, RF.1.4 | SL.1.1, SL.1.6 | L.1. 1, L.1. 2, L.1.4, L.1.6 |\n| 12 | W.1.3 | RL.1. 1, RL.1. 2, RL.1.3, RL.1.7, RL.1. 10, RF.1.4 | SL.1.1, SL.1.2, SL.1.3, SL.1.4, Sl.1.6 | L.1. 1, L.1.6 |\n| 13 | W.1.3 | RL.1.1, RL.1.2, RL.1.3, RL.1.4, RL.1.7 | SL.1.1, SL.1.4, SL.1.6 | L.1. 1, L.1.5, L.1.6 |\n| 14 | W.1.3 | RL.1. 1, RL.1. 2, RL.1.3, RL.1.6, RF.1.4 | SL.1.1, SL.1.4, SL.1.6 | L.1. 1, L.1.6 |\n| 15 | W.1.3 | RL.1. 1, RL.1. 2, RL.1.3, RL.1.4, RL.1.7, RF.1.4 | SL.1. 1, SL.1.4, SL.1.6 | L.1. 1, L.1.4, L.1.5, L.1.6 |\n| 16 | W.1.3 | RL.1. 1, RL.1. 2, RL.1.3, RL.1.4, RL.1.6, RL.1.7, RL.1. 10, RF.1.2, RF.1.3, RF.1.4 | SL.1. 1, SL.1.6 | L.1. 1, L.1.4, L.1.5, L.1.6 |\n| 17 | W.1.3 | RL.1. 1, RL.1. 2, RL.1.3, RF.1. 2, RF.1.3, RF.1.4 | SL.1. 1, SL.1.4, SL.1.6 | L.1. 1, L.1. 2, L.1.6 |\n| 18 | W.1.3 | RF.1. 2, RF.1.3, RF.1.4 | SL.1.1, SL.1.6 | L.1. 1, L.1. 2, L.1.4, L.1.6 |\n| Read-Aloud | W.1.3 | RL.1.1, RL.1.2, RL.1.3, RL.1.4, RL.1.6, RL.1.7, RL1.10, RF.1. 1, RF.1.2, RF.1.3, RF.1.4 | SL.1.1, SL.1. 2, SL.1.3, SL.1.4, Sl.1.6 | L.1. 1, L.1. 2, L.1.4, L.1.6 |\n| Shared Reading | W.1.3 | RL.1. 1, RL.1. 2, RL.1.3, RL.1.4, RL.1.6, RL.1.7, RL.1.10, RF.1. 1, ","cbCailhJafJA58Mc","https://ap.wps.com/l/cbCailhJafJA58Mc","pdf",603715,26,"English","# Unit Overview\n## Readers Have Big Jobs to Do\n## Instructional Decision and Continuity\n## Overarching Standards Aligning with Grade 1 Unit 4, Readers Have Big Jobs to Do","[{\"question\":\"What is the main goal of this unit for children?\",\"answer\":\"Children learn that they are ready to take on big, important jobs as readers, developing independence to manage their own reading with growing accuracy, comprehension, and fluency.\"},{\"question\":\"How should students respond when they encounter difficulty while reading?\",\"answer\":\"Students should stop when they hit difficulty, use the strategies they have been collecting to solve the problem, and then check to confirm they got it right.\"},{\"question\":\"Which skills does the teacher focus on to support reading problem solving?\",\"answer\":\"The teacher strengthens and expands students’ word-solving strategies, adds more tools to their toolkits, and reminds students to draw from multiple sources of information.\"}]","2nd Grade Reading Unit 2 - Unit Overview, Strategies, and Grade 1 Standards | PDF",1790832010,66]