2nd+Grade+Curriculum+Map

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) students perspective b) author (Tomie de Paola Narratives) || * students find and share cartoons showing point of view
 * ** Embedded Skill ** || ** Genre ** || ** Content ** || ** Skills ** || ** Modeled/Shared Activities ** || ** Guided/Independent Activities ** || ** Assessments ** Diagnotic (D)
 * ** 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 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 || Model "How to Put a Jacket On." Teacher follows the instructions that the students give exactly, until they add specific details || Students follow directions on a sheet to create something simple with specific, sequential directions || * evaluation of final product ||  ||
 * ** 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 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] ||  ||
 * ** 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 similies 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. ||  || written paragraph ||   || - 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. || complete sentences showing evidence of adding on details ||  || written piece reflecting the established point of view ||  || reads a book and stops every few pages. The students write or draw pictures to help them remember what happened in the story. Afterwards, students turn to each other and use their sheet to retell the story. || ability to retell a story with detail using notes ||  || Sentence structure Punctuation || Apply appropriate grammar, punctuation, and capitalization skills || Write a passage with mistakes in it. As a class, find the errors and use editing marks to correct them. || Students edit given passages in partners and then after Writer's Workshop sessions, they can edit their own pieces and someone else's. || evidence of editing on written pieces ||  ||
 * ** Construct a Thesis and Support with Fact ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Thesis ||  || Use an upside down traffic light as a model for paragraph writing. Green-topic sentence, Yellow-supporting details, red--closing sentence. Match topic sentences to paragraphs with missing topic sentences. Discuss why the topic sentence fits. || Provide topic sentence and brainstorm ideas. Students provide supporting details and a feeling sentence to end the paragraph. ||
 * ** Construct Fluent Sentences ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || 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 ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Critique || Evaluate according to a criteria ||  ||   ||   ||   ||
 * ** Establish Consistent Point of View in Writing ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Consistent Point of View in Writing ||  || Read The True Story of the Three Little Pigs from the perspective of the wolf. Discuss how his point of view differs from the pigs and record reasons and evidence. || Give a general situation such as, lunchtime in the cafeteria. Discuss how the students feel about that time and what they think about the rules. Afterwards, discuss how the teachers and lunch monitors feel during that time. Divide the class and have some write from one perspective and some from the other. Share. ||
 * ** Generate Ideas/Brainstorm ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Ideas || Produce ideas related to a topic || Tell students to think about people in your life, special occasions, vacations, school, and other topics. Model a chart with a couple of your own ideas under each topic. || Students fill in identical chart with topics to refer to throughout the year for writing. || class discussion and completion of graphic organizer ||  ||
 * ** Make Effective Word Choices ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Word Choice || Select words that create a feeling or vivid picture for the reader || Use a graphic organizer with the five senses at the top. Use a topic such as the beach and brainstorm and record feeling words. Afterwards, change some of the bland feeling words into "juicy" words. || Students complete a similar activity in pairs using another familiar topic such as the zoo. || evidence of editing in personal writing pieces ||  ||
 * ** Note-taking ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Note-taking || Choose and write important information while reading or listening || Model reading a story at stopping at certain points to record important information on a chart paper. Retell the story afterwards, using the notes taken on the chart. || Give students a paper folded into sections. The teacher
 * ** Organize Writing ** || Non-Fiction, poetry, myths mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Organization || State ideas in an order that makes sense || Use a brainstorming chart to choose an idea to write about. Then use a beginning, middle, and end graphic organizer or a sequencing organizer to plan a story. Model thinking about a problem, detailed events, and a solution. || Students choose a "small moment" and then plan out the sequence of their story using the same graphic organizer that was modeled by the teacher. || completed graphic organizer ||  ||
 * ** Recall Fact and Detail From 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 || Fact and Detail from Oral Text || Retrieve information about oral text from memory || Use a graphic organizer that looks like a hand to take notes on the listening passage. The palm is the main idea, the thumb is characters, and the fingers are details in sequential order. Read a story and model filling out the graphic organizer. || Read a short story to the students and they fill out the "hand" graphic organizer and then discuss. || completed graphic organizer and discussion ||  ||
 * ** 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 || Show cover of a book and ask students questions they have before we begin to read. Choose one or two to focus on and read. Stop in middle of the book and repeat. Discuss if the questions were ever answered. || Independently, have students write a question on a sticky note that they have before they begin listening to a story. While sharing, students can discuss their question and if it was answered for them. || think-pair-share ||  ||
 * ** Use Conventions of English Language ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Spelling
 * ** Using Effective Writer’s Voice ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || Voice || Apply your own words and personality to your writing || Use Greeting Cards to show different voices in writing and have students determine what the different tone of the writing is and why. Give a situation and model two different ways it could be written. || Students use a third "voice" to write about the same modeled situation, in partners. || written pieces and discussion/sharing ||  ||
 * ** Use 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 || Organize information through the use of graphic organizers to plan writing ||  ||   || completion of graphic organizers ||   ||
 * ** Use Sophisticated 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 || Utilize vocabulary knowledge in writing || Read __Thesaurus Rex__ to the students and discuss better vocabuary and synonyms. Show a piece of writing with bland vocabulary and choose three places where the words could be improved. || Students choose a piece from their own writing folder and replace at least three words with better vocabulary. They can use a thesaurus as a resource. || evidence of good vocabulary use in their 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 || Two students dress up in two different outfits, like a skiing outfit and a beach day. The class compares and contrasts different features of the outfits and places or situations where the outfits would be worn. Fill in a comparison matrix together as a class. || Read The Country Mouse and the City Mouse. Students can fill out a comparison matrix after reading the story. || evidence in writing piece and use of comparison matrix ||  ||
 * ** 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 || Display several items from the teacher's purse, school bag, or wallet. Teacher explains why each item is in their bag. The class discusses and determines which items are the three most important and which items could be removed. Use this model as an anchor lesson to refer back to often. || After reading __The Three Little Pigs,__ students brainstorm other materials the pigs could have used to build their houses, for example, stones, sand, flowers, etc. Fill a bracket in with these materials. Then have the students complete the bracket by choosing the materials they feel would be better. When the bracket is complete, the students should be able to give reasons why that is the winning material. || ability to give reasons for decisions through class discussion ||  ||
 * ** 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 || Read __A Bad Case of Stripes__ and discuss the lesson the little girl learned at the end of the story. || Pair students up and have them read a fable. After reading the fable, the students can determine the lesson, what is the fable trying to teach them? Share the fables and themes. || Discussion, think-pair-share ||  ||
 * ** 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. || 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 ||  || -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.
 * ** 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 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 || students complete graphic organizer ||  || 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 || The students can complete an IVF graphic organizer after reading a short George and Martha story. || graphic organizer and evidence in writing pieces ||  ||
 * ** Use Supporting Details ** || Non-Fiction, poetry, myths and legends, literary non-fiction,fairy tales, folktales, mystery, realistic fiction, short stories, science fiction/fantasy, historical fiction, biography || 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 ||  ||