2nd+Grade



2nd Grade Curriculum Map

** Embedded Skills Activities **

To infer the author's viewpoint
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Author’s Point of View-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || [|Author's point of view teacher background] -what are the author's feelings and opinions? -how do the characters reveal the author's feelings and opinions?
 * teacher models author's point of view using literature (ex: narrative, poetry) and media (ex: advertisements)
 * teacher think-alouds
 * suggested titles:
 * The True Story of the Three Little Pigs (John Scieszka)
 * The Wretched Stone (Chris Van Allsburg)
 * newspaper cartoons

a) students perspective b) author (Tomie de Paola Narratives) || * students find and share cartoons showing point of view
 * note: tie in fact/opionion || * teacher sets purpose for reading/listening with question- "What are the author's feelings and opinions?"
 * graphic organizer- Head Thinking/Love Feeling
 * character or narrator analysis
 * independently complete author point graphic organizer with a new story

[|Character Trait Map] [|Character Map (girl)] [|Character Map (boy)] || Purpose-R //** To think about why the author wrote the text (to entertain, to inform, express an opinion, or persuade)
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Author’s
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || [|Author's Purpose- teacher background] -"Why did the author write this?" -inform, pursuade, entertain, opinion/feelings
 * teacher demonstrates author's purpose using literature, informational, poetry, or media
 * [|author's purpose media resources] || * teacher sets purpose for reading/listening with question
 * [|author's purpose practice]


 * informational/magazines
 * Time for Kids
 * Ranger Rick ||

To follow steps in order
 * [|author's purpose assessment]
 * [|Powerpoint] ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Follow a Sequence of Instructions-R //**
 * Definition **

** Synonyms **

** Scope and Sequence Level - D ** || * review sequencing words (ex: first, next, then, last) -share a piece of literature that demonstrates sequencing Cake (Maryannne MacDonald) or any "How- To..." books || * teacher models the sequence of a daily activity (ex: driving to work) || * arrange cut-up sections of a short story in order ||
 * Hedgehog Bakes a
 * partners role play a daily activity (ex: brushing teeth, packing lunch, pet care) using sequencing words by touching fingers on hand (thumb-first, pointer finger- next).
 * students choose a topic that they feel they know (expert) (riding a bike, setting the table. making a sandwhich) and write the sequential steps
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Identify Features of Electronic Text-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || || || || To use clues from the text and what you already know (schema) to make a good guess that is probably true
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Infer-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || * think aloud/develop a story with a wordless picture books and comics to use descriptions, dialogue, actions, thoughts, and the opinions to determine personality and motivation
 * record inferences while reading aloud, and write next to it what you put together from the text and what you know to make the inference
 * watch and interact with video clips about inferring
 * read, solve, discuss riddles
 * [|inferencing media resources]
 * [|suggested books (1 link)] [|2 link] || * take magazine pictures and cut out one part of the picture. Syudents make a guess about what is missing
 * gives students a picture from a wordless picture book and have them infer what is happening in the story
 * inferencing story 1,2,3
 * graphic organizer
 * students make inferences about pictures
 * read, solve, discuss riddles
 * [|suggested books (1)]
 * [|suggested books (2)] || * students make inferences about pictures
 * given a riddle, students will solve the riddle and identify the supporting clues from the riddle and their schema
 * [|online assessment] ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret character from Dialogue, Action, Thoughts-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || * teacher models through literature or media presentation how to interpret a character (what does the character say, do, think and look like?) -see, read, write, think Character through Images To understand and use data, charts, and graphs
 * Book selections- My Great Aunt Arizona
 * Media Suggestions: current movie/TV shows || * teacher provides guided practice with students using familiar character from a book (Ex: Curious George, Arthur, Fraklin stories)
 * see character map graphic organizer
 * Partners/small groups complete character maps on story they read || * after reading a story, student independently completes a character map ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Data, Charts, and Graphs-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || -titles and labels -key, legend, or scale -format (ex: bar graph, circle, map, line graph) to use the information
 * teacher demonstrates how to read charts and graphs
 * [|Make a Living Graph] || * guided practice: small groups take survey info (ex: # of pages read in a week) and each group shows results in a different kind of graph= group share
 * [|Super Teacher worksheets.com] || * given a chart, student responds to answers about chart
 * assessment and instruction can occur across all content areas
 * [|Super Teacher worksheets.com] ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Graphic Organizers-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || * teacher models how to use graphic organizer with literature or media presentation Guided Practice: Teacher reads 3 stories aloud. Students are then given completed story element cards (ex: setting, characters, problem, solution). Divide students by element. Then organize by story. Complete graphic organizer as a group. || Guided Practice: After reading a story, partners complete a story map graphic organizer. Option: swap organizers with another group who read a different story and see if students can retell the story using the organizer
 * Book: The Art Lesson by Tomie de Paola

[|Super Teacher worksheet.com story map] || * play concentration 1/2 the cards have a short story 1/2 the cards have completed story map information Students take turns flipping over cards to make matches (see short stories under reading comprehension @Super Teacher link) Things that make reading/writing interesting:
 * give each child unlabeled elements of a story and the student plugs the elements into the appropriate part of the orgainizer ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Literary Devices-R //**
 * Definition **
 * similies
 * rhythm/rhyme
 * parts of a story(setting, character, problem, solution)


 * Synonyms **

** Scope and Sequence Level - D ** || * teacher will explore similies via a poetry presentation [|Author's Craft and Scholastic]
 * [|Library.thinkquest]
 * Teacher Resource

Book Suggestion: Using Storybooks to Teach Literary Devices by Susan Hall || Guided Practice [|My Schoolhouse.com] Given colored pictures, partners complete similies (the apple is like.../The bear is as...) Given text- partners use highlight tape to identify similies || -student will highlight similies in a poem or story

-teacher reads a text, and students clap hands when they hear a simile || Understand the poem's meaning
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Poetry-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || * Teachers model and exposes to many different kinds of poetry Daily 5 min. poetry break Teacher reads a poem out loud and brief discussion about it || Lucy Calkins-primary Units of Study-Poetry "Learning to look through a poet's eyes" || Read a simple poem. a) Identify who is talking or what it is about b) How does the poem make you feel? || To understand the meaning of a word in a sentence or a story
 * [|Poetryteachers.com]
 * [|Library.thinkquest]
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Vocabulary-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || Book resources: Bringing Words to Life: Robust Vocabulary Instruction by Isabel L. Beck || See practice activities from Book resource a) Drawing a picture that explains the word b) Write a sentence about the picture using the word
 * vocabulary pyramid (partners)- using vocabulary
 * pictionary (partners)- using vocabulary
 * Connections Vocabulary Notebook:
 * play I have... Who has...using vocabulary cards
 * use powerpoint to play Jeopardy with vocabulary words || * verbally- uses the words appropriately

After numerous practice sessions, you could time the partners || To find details in the text
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Locate Stated Information-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - S ** || [|teachervision.fen.com]

Teacher models with both fiction and nonfiction texts how to locate important information. a) answer "right there" questions b) highlight answers in the text || Remember what you read or heard
 * "Right There" Questions
 * Rereading
 * Highlighting (tape and highlighters)
 * Characteristics of fiction and nonfiction || Guided Practice:
 * Graphic Organizers for fiction and nonfiction
 * Rereading with partners
 * Play "Go Fish" with cards set up for fiction and nonfiction characteristics || * Read a paragraph
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recall Fact and Detail-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || * Teacher models with fiction and nonfiction material how to recall or retell information from reading through: a) visualization b) reciprocal teaching c) read-cover-remember-retell

[|Explanation of reciprocal teaching] || Guided Practice: a) read a parpagraph b) cover paragraph with hand c) retell what read-if can't-reread d) repeat format with next paragraph || * Retelling Rubrics under guided reading in Reading A-Z.com (guided reading) What happened and why
 * students sketch what they remember from a text
 * Group/small groups follow reciprocal teaching format with fiction and nonfiction texts
 * Partners/Individuals
 * Partners read 2 different stories. Then they tell each other 3 facts/details from the story. ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recognize Cause and Effect-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || * teacher demonstrates with props the cause/effect relationship (ex: bowling pins/ball, dominoes, making popcorn, science experiments) To understand that written and oral text can have many meanings (right there, think and search, on my own)
 * vocabulary signaling cause/effect (ex: due to, because, therefore, so, because of, but, since, as a result)
 * [|Holt Graphic Organizers]
 * [|cause and effect] || Guided Practice:
 * give students props to act out cause/effect relationships
 * partners- read a short story and highlight words that signal cause/effect
 * [|cause and effect card game] || * stations of cause/effect examples- complete graphic organizers identifying cause/effects
 * given a problem (cause) on paper- student identifies or illustrates the effect ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recognize Different Levels of Meaning in Text-R //**
 * Definition **


 * Synonyms **

|| * teacher demonstrates the difference between right there, think and search, and on my own information.
 * Scope and Sequence Level - D **
 * [|readwritethink.org]
 * [|Reading Strategies]

Also, refer to literary devices and inference embedded skills ||
 * Small groups read short articles with questions. Students identify the types of questions.

Teacher/students read a short article and then generate right there questions with partners. The teacher selects a few of the questions to put into a worksheet. The next day the students answer their questions with the article available. Repeat this format with think & search and on my own questions. || * Written - 3 Questions 1. What is a right there question? 2. What is a think & search question? 3. What is an on my own question? || To know why you are listening to something or reading something
 * Model/Guided Practice
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Set Purpose for Reading-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || (Senario: The teacher shares that the principal has just told her to "find it" right away! The teacher frantically goes around the room searching for "it." The teacher asks the students to help her find "it." After a few moments, the teacher discusses with the students how if they knew what "it" was, it would be easier to find.) This can then lead to a discussion about listening/generating the reason to read/listen.
 * Teacher demonstrates how knowing what you are looking for makes it easier to find.

and nonfiction texts. || * Model Think-Aloud(s) (fiction/nonfiction) - Teacher surveys a passage and generates a question based on the survey. Teacher reads the passage and stops at point where answer is found.
 * The purpose for reading applies to fiction


 * Guided practice - Teacher/students generate a question from their survey. Teacher reads the story and students listen for the answer.


 * Guided practice - Partners survey and generate a question. Share question with another set of partners who listen to the story for the answer. Swap jobs.

Nonfiction/Fiction - If there are questions at the end of a passage, teach the students to READ THE QUESTIONS FIRST. || * One question - brief written response 1. Why do we listen to or read the question(s) first? || To know the kind of text and the things to look for to help understand what you are reading
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Understand Text as a Whole-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || * Book Resource: //**Comprehension Shouldn't Be Silent by M. Kelly & N. Clausen-Grace**//

[|Nonfiction Lesson Plan]

[|Genre Chart]

[|Genre Posters]

[|Fiction Lesson] || * Nonfiction/fiction characteristics treasure hunt with both types of books to understand text. || Give students a fiction and a nonfiction book. They must independently identify the type of book, elements of each, and how that can help with understanding the text. (oral or written) || To understand different kinds of text(narrative, informational, poetic) and how readers use different ways to understand each of those texts
 * After the hunt, discuss what information those elements give you and how that helps
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Understand Text Structures-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || * Book Resource: //**Comprehension Shouldn't Be Silent by M. Kelly & N. Clausen-Grace**// || Model/Guided Practice Pair fiction and nonfiction texts. Through think-alouds demonstrate how the nonfiction text can support understanding in the fiction text.

Assign partners to read fiction/nonfiction texts. Complete a comparison matrix using the two different texts. || Small groups read fiction & nonfiction books. Each group then creates a short play that incorporates what was learned from both genres.

Independently, students complete a comparison matrix on fiction/nonfiction texts. ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Construct a Thesis and Support with Fact-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || || || || Writing that sounds like talking
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Construct Fluent Sentences-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || || || || To tell or write what you are thinking and why with an example
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Critique-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Establish a Consistent Point of View in Writing-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Generate Ideas / Brainstorm-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - S ** || || || || Use words that create a feeling or vivid picture for the reader
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Make Effective Word Choices-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || || || || Choosing and writing important information when reading and listening
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Note-Taking-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || || || || To put your ideas in order so it makes sense to the reader
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Organize Writing-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || || || || Remember what you read or heard
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recall Fact and Detail from Oral Text-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - S ** || || || || To understand that written and oral text can have many meanings (right there, think and search, on my own)
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recognize Different Levels of Meaning in Oral Text-W //**
 * Definition **

** Scope and Sequence Level - D ** || || || || To know why you are listening to something or reading something
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Set Purpose for Listening-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || || || || Use capitals at the beginning of a sentence and for proper names. Use period, question mark & exlamation point at the ends of sentences. Each sentence is a complete thought.
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Conventions of English Language-W //**
 * Definition **

** Scope and Sequence Level - S ** || || || || Use your own words and personality in your writing
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Effective Writer’s Voice-W //**
 * Definition **
 * Synonyms **

** Scope and Sequence Level - D ** || || || || Use graphic organizers to plan and think about your writing
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Graphic Organizers-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || || || || To use "bigger" words to make writing interesting
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Sophisticated Vocabulary-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || || || || Telling how two of more things are alike (same) or different (compare is how they're different)
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Compare and Contrast //**
 * // R & W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || || || || To tell what is important and what is not important
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Importance //**
 * // R & W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || || || || What is the "big message"
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Theme //**
 * // R & W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || || || || A fact is true and can be proven, an opinion is a thought or feeling
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Distinguish Between Fact and Opinion //**
 * // R & W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || || || || Retell in your own words
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Paraphrase //**
 * // R & W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - I ** || || || || To understand and use beginning, middle, and end
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Sequence //**
 * // R & W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || Teachers can utilize the balanced literacy approach by having read alouds, shared reading, guided reading, and/or independent reading to teach sequencing. After reading a selected book the teacher can lead a discussion with think alouds about the time order of events.

Go over order words with students || - sequence story events on note card - look at cook book to see the steps that are needed to make somthing - write the steps needed to make a peanutbutter and jelly sandwich || Use sequencing graphic organizers Ob || To tell the important information in a brief way
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Summarize //**
 * // R & W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - D ** || -Teacher Modeling - Use a paragraph or short article. Highlight important information and model paraphrasing it. Emphasize sequence of sentences. Have the students find the main idea and have them try to relate the details to main idea.

Teacher Resources: [|Lesson Plan] [|Lesson Plan] [|Graphic Organizer] || Have students work with a partner or small group on a short story and write a summary. -Give students a rubric to evaluate their own summaries. Peer edit summaries -Have students verbally summarize what they did over the weekend -Have students use a graphic organizer to help them find the important information. -Have students read stories with a partner and practice retelling events in order orally. || students complete graphic organizer, then write paragraph using organizer. || Use details to support the main idea
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Supporting Details //**
 * // R & W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level - S ** || Teacher will orally read a news story to the class using the think aloud method to discuss the main idea and supporting details with the class

[|graphic organizer] || Students will be divided into small groups and each given a newspaper. Each group will choose one story/news article to study. Students will complete a graphic organizer to identify the main idea and 3 supporting details. || students complete graphic organizer ||

= Please use the space below to begin uploading lessons/activities. The embedded skills are listed below to help with organization. = = = = = Determine Author’s Point of View Determine Author’s Purpose

Follow a Sequence of Instructions

Identify Features of Electronic Text

Infer Interpret Character from Dialogue, Actions, Thoughts Interpret Data, Charts, and Graphs

Interpret Graphic Organizers

Interpret Literary Devices

Interpret Poetry

Interpret Vocabulary

Locate Stated Information

Recall Fact and Detail

Recognize Cause and Effect

Recognize Different Levels of Meaning in Oral Text

Set Purpose for Reading

Understand Text as a Whole

Understand Text Structures

Construct a Thesis and Support with Fact

Construct Fluent Sentences

Critique

Establish a Consistent Point of View in Writing

Generate Ideas/Brainstorm

Make Effective Word Choices

Note-taking

Organize Writing

Recall Fact and Details from Oral Text

Recognize Different Levels of Meaning in Oral Text

Set Purpose for Listening

Use Conventions of English Language

Use Effective Writer’s Voice

Use Graphic Organizers

Use Sophisticated Vocabulary

Compare and Contrast

Determine Importance

Determine Theme

Distinguish Between Fact and Opinion

Paraphrase

Sequence

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