Study program units

College of Education, SZB 5. Recommendations for Improving Literacy Instruction for Teachers Using Units of Study Many educators will still be expected to use Units of Study as the primary curriculum until states or school boards have time to make official changes.

Insufficient time devoted to phonics Ensure teachers provide explicit and systematic phonics instruction, including instructional routines for teaching letter sounds, decodable words, sight words, and reading to reinforce learned sounds and words.

Connect comprehension instruction so that phonics is not always taught in isolation. Sample lessons and instructional routines for first grade Sample lessons and instructional routines for second and third grade Use of the 3-step cueing system Avoid the use of cuing systems and instead teach students to decode words by looking at all the letters in a word see phonics recommendations above Guidance from Tim Shanahan Lack of challenging texts and appropriate text reading supports Although beginning readers K-1 should read many texts at their instructional level to master basic decoding, more advanced readers should be provided opportunities to read texts with a range of difficulties.

Support students before text reading by preteaching important vocabulary, setting a purpose for reading, and helping students decode when they make errors. Ensure students read a mixture of narrative and nonfiction books. Integrate multiple practice opportunities by having students use vocabulary words in discussion, reading, writing, brief games, and other engaging activities.

Embed instruction on morphemes, root words, prefixes, and suffixes so that students learn how to derive the meanings of unknown words on their own. Provide opportunities for peer conversations so students practice using academic vocabulary.

COMM COUN 7. COUN ECON 1. ECON 2. ECON GEOG 3. GEOG 7. HIST 5. HIST 8. HIST POLS 1. POLS 2. POLS PSYCH 3. PSYCH 4. Grades K—2 include one foundational unit and three other units to address reading fiction and informational texts. Grades 3—5 each include two units in reading fiction and two in reading informational texts.

Describes the essential principles, methods, and structures of effective reading workshop instruction. Available for separate purchase—ideal for administrators and coaches who are supporting implementation of Units of Study.

Large-format sticky notes help teachers create and evolve anchor charts across the units and preprinted sticky notes for grades K—2 highlight possible teaching points during read-alouds. Used as demonstration texts for teachers to model the skills and strategies students will try. Some of these books are also used for read-aloud and shared reading. A treasure chest of resources, including bibliographies, short texts, reproducible checklists, pre- and post-assessments, homework, mentor texts, videos, and Web links.

Spanish translations of resources such as teaching points, anchor charts, and student self-assessment resources are provided, along with lists of Spanish-language mentor texts.

In these video courses, Lucy Calkins and her colleagues provide an overview of the units along with tips and guidelines to help teachers get off to a good start. For more information, download the comprehensive overview! Check out the alignment to Common Core State Standards.

Purchase Recommendation: choose the bundle with the Trade Book Packs if your library does not already include the mentor texts referenced in the Units. These two additional book-length units fit tongue-and-groove with the original grades 1 and 3 units.

A copy of the appropriate Guide is included in your Units box. These Guides are offered as an optional purchase for administrators and coaches. Search Search. The 10 Essentials of Reading Instruction. Above all, good teachers matter. Readers need long stretches of time to read.