Grade+2

Diagnotic (D) Formative (F) Summative (S) || ** Optional Resources ** || -what are the author's feelings and opinions? -how do the characters reveal the author's feelings and opinions? *The True Story of the Three Little Pigs (John Scieszka) a) student's perspective b) author (Tomie de Paola Narratives) || * students find and share cartoons showing point of view
 * [[file:2nd Grade Glossary.doc]] ||
 * ** Embedded Skill ** || ** Genre ** || ** Content ** || ** Skills ** || ** Modeled/Shared Activities ** || ** Guided/Independent Activities ** || ** Assessments **
 * ** Determine Author’s Point of View ** || Non-Fiction, Realistic Fiction, Short Stories, Fairy Tales, Poetry, Historical Fiction || Author's Point of View || To infer the author's viewpoint, perspective on the text. || [|Author's point of view teacher background]
 * teacher models author's point of view using literature (ex: narrative, poetry) and media (ex: advertisements)
 * teacher think-alouds
 * suggested titles:
 * The Wretched Stone (Chris Van Allsburg)
 * newspaper cartoons
 * 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)] ||  || -"Why did the author write this?" -inform, pursuade, entertain, opinion/feelings *Time for Kids 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. Students 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 students make inferences about pictures read, solve, discuss riddles [|suggested books (1)] [|suggested books (2)] ||  ||   || using clues from the text an schema || * think aloud/develop a story with a wordless picture books and comics *inferencing story 1,2,3 character. || * 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 -titles and labels -key, legend, or scale -format (ex: bar graph, circle, map, line graph) 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
 * ** Determine Author’s Purpose ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Author's Purpose || Identify whether an author wrote the text to entertain, persuade, inform, or express an opinion. || [|Author's Purpose- teacher background]
 * 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
 * Ranger Rick || * [|author's purpose assessment]
 * [|Powerpoint] ||  ||
 * ** Follow a Sequence of Instructions ** || Non-Fiction || Sequence of Instructions || Produce an end product based on the sequence of instructions || think aloud/develop a story with a wordless picture books and comics
 * inferencing story 1,2,3
 * graphic organizer
 * ** Identify Features of Electronic Text ** ||  || Features of Electronic Text ||   ||   ||   ||   ||   ||
 * ** Infer ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Infer || Interpret events and character feelings/actions
 * 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
 * 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] ||  ||
 * ** Interpret Character from Dialogue, Actions, Thoughts ** || poetry, myths and legends,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, || Character || Analyze dialogue,actions, and thoughts to determine personality and motivation of a
 * 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 ||  ||
 * ** Interpret Data, Charts, Graphs ** || Non-Fiction, literary non-fiction, biography || Data, Charts, Graphs || Analyze data on charts and graphs to summarize collected 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 Tea cher worksheets.com] || * given a chart, student responds to answers about chart
 * assessment and instruction can occur across all content areas
 * [|Super Teacher worksheets.com] ||  ||
 * ** Interpret Graphic Organizers ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Graphic Organizers || Analyze graphic organizers to summarize collected information || * teacher models how to use graphic organizer with literature or media presentation
 * 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) [|Author's Craft and Scholastic]
 * give each child unlabeled elements of a story and the student plugs the elements into the appropriate part of the organizer ||  ||
 * ** Interpret Literary Devices ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Literary Devices || Identify and/or construct effective use of literary devices in literature, such as similes and metaphors || * teacher will explore similes via a poetry presentation
 * [|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 similes (the apple is like.../The bear is as...) Given text- partners use highlight tape to identify similies || -student will highlight similes in a poem or story

-teacher reads a text, and students clap hands when they hear a simile ||  || 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? ||  || a) Drawing a picture that explains the word b) Write a sentence about the picture using the word
 * ** Interpret Poetry ** || poetry || Poetry || Analyze different features and language of a poem, such as structure, similes, and metaphors || * Teachers model and exposes to many different kinds of poetry
 * [|Poetryteachers.com]
 * [|Library.thinkquest]
 * ** Interpret Vocabulary ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Vocabulary || Infer the meaning of a word using context clues || Book resources: Bringing Words to Life: Robust Vocabulary Instruction by Isabel L. Beck || See practice activities from Book resource
 * 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 ||  || [|teachervision.fen.com]
 * ** Locate Stated Information ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Stated Information || Find specific details within a text ||

Teacher models with both fiction and nonfiction texts how to locate important information. a) answer "right there" questions b) highlight answers in the text ||  || a) visualization b) reciprocal teaching c) read-cover-remember-retell
 * "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
 * ** Recall Fact and Detail ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Fact and Detail || State information that is recalled from the text orally or in written form || * Teacher models with fiction and nonfiction material how to recall or retell information from reading through:

[|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) Also, refer to literary devices and inference embedded skills || 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? ||  || (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.
 * 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. ||  ||
 * ** Recognize Cause and Effect ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Cause and Effect || Identify the relationship between what happened and why in a text || * teacher demonstrates with props the cause/effect relationship (ex: bowling pins/ball, dominoes, making popcorn, science experiments)
 * 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 ||  ||
 * ** Recognize Different Levels of Meaning in Text ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Different Levels of Meaning || Identify different meanings of written and oral text when it is implied, explicit, literal, or figurative || * teacher demonstrates the difference between right there, think and search, and on my own information.
 * [|readwritethink.org]
 * [|Reading Strategies]
 * Small groups read short articles with questions. Students identify the types of questions.
 * Model/Guided Practice
 * ** Set a Purpose for Reading ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Purpose for Reading || Point out a reason to read further in the text ||
 * 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? ||  ||
 * ** Understand Text as a Whole ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Text as a Whole || Evaluate features of a text to help identify the genre and how they give meaning to the text || * 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) ||  || Pair fiction and nonfiction texts. Through think-alouds demonstrate how the nonfiction text can support understanding in the fiction text.
 * After the hunt, discuss what information those elements give you and how that helps
 * ** Understand Text Structures ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Text Structures || Interpret the reasoning behind different text structures || * Book Resource: **// Comprehension Shouldn't Be Silent by M. Kelly & N. Clausen-Grace //** || Model/Guided Practice

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. ||  || - The dog barks. (dog would be red for a noun and barks would be blue for a verb.) - The brown dog barks. (add a green word for an adjective) || Give each student a set of colored index cards with words written on them. The students will construct complete sentences using the parts of speech. ||  ||   || Sentence structure Punctuation || Apply appropriate grammar, punctuation, and capitalization skills ||  ||   ||   ||   || Have the students find the main idea and have them try to relate the details to main idea.
 * ** Construct a Thesis and Support with Fact ** ||  || Thesis ||   ||   ||   ||   ||   ||
 * ** Construct Fluent Sentences ** ||  || Sentence Fluency || Compose well built sentences with complete thoughts || Designate a color for each part of speech. Begin with nouns and verbs (subjects and predicates) for simple sentences. Add on other parts of speech to build sentences.
 * ** Critique ** ||  || Critique || Evaluate according to a criteria ||   ||   ||   ||   ||
 * ** Establish Consistent Point of View in Writing ** ||  || Consistent Point of View in Writing ||   ||   ||   ||   ||   ||
 * ** Generate Ideas/Brainstorm ** ||  || Ideas || Produce ideas related to a topic ||   ||   ||   ||   ||
 * ** Make Effective Word Choices ** ||  || Word Choice || Select words that create a feeling or vivid picture for the reader ||   ||   ||   ||   ||
 * ** Note-taking ** ||  || Note-taking || Choose and write important information while reading or listening ||   ||   ||   ||   ||
 * ** Organize Writing ** ||  || Organization || State ideas in an order that makes sense ||   ||   ||   ||   ||
 * ** Recall Fact and Detail From Oral Text ** ||  || Fact and Detail from Oral Text || retrieve information about oral text from memory ||   ||   ||   ||   ||
 * ** Recognize Different Levels of Meaning in Oral Text ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Different Levels of Meaning in Oral Text || Identify the different meanings in oral text, such as figurative, explicit, implied, literal. ||  ||   ||   ||   ||
 * ** Set Purpose for Listening ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Purpose for Listening || Point out a reason to listen for more information ||  ||   ||   ||   ||
 * ** Use Conventions of English Language ** ||  || Spelling
 * ** Using Effective Writer’s Voice ** ||  || Voice || Apply your own words and personality to your writing ||   ||   ||   ||   ||
 * ** Use Graphic Organizers ** ||  || Graphic Organizers || Organize information through the use of graphic organizers to plan writing ||   ||   ||   ||   ||
 * ** Use Sophisticated Vocabulary ** ||  || Vocabulary || Utilize vocabulary knowledge in writing ||   ||   ||   ||   ||
 * ** Compare and Contrast ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || *Character
 * Setting
 * Plot
 * Author's Purpose
 * Theme
 * Conventions
 * Word Choice
 * Text Structure || Analyze similarities and differences between two or more things ||  ||   ||   ||   ||
 * ** Determine Importance ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Determine Importance || Distinguish between relevant and irrelevant information ||  ||   ||   ||   ||
 * ** Determine Theme ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction || Theme || Extract a meaningful message from the text ||  ||   ||   ||   ||
 * ** Distinguish between Fact and Opinion ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Fact and Opinion || Determine whether information can be proven or is based on a feeling. ||  ||   ||   ||   ||
 * ** Paraphrase ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Paraphrase || Restate information in a different way || -Teacher Modeling - Use a paragraph or short article. Highlight important information and model paraphrasing it. Emphasize sequence of sentences.

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. ||  ||
 * ** Sequence ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Sequence || Arrange information in a logical order || 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 ||  || For example, The story __Polar Bears__ tells about large bears that live in the Arctic.
 * ** Summarize ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Summarize || Determine important information and restate in brief form || Use an IVF graphic organizer to write a summary. I - stands for "identify," v - stands for "verb," and f - stands for "fact or finish."

Add to the IVF statement with 3 supporting details. ||  ||   ||   ||
 * ** Use Supporting Details ** ||  || Supporting Details || Identify details to support the main idea || 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 ||  ||