grade: 2nd literacy document - pasco school district€¦ · grade: 2nd literacy document ... 5...

GRADE: 2nd Literacy Document

Board Approved 9/15/2009

Grade Level Expectation • Evidence of Learning/ELD Standard

Core Materials Leveled Literacy Library

Books throughout Pg #

Instructional Strategies

Balanced Literacy Throughout

Supplemental Materials Specific

to GLE Pg # Assessment

1.2.1 Apply reference skills to determine word meanings. • Use glossaries and dictionaries to find word

meanings. B: Use a picture dictionary to demonstrate understanding of the meaning of new words. AB: Use pictures to gain meaning of new words. I: Use beginning dictionaries to locate the meaning of new words. A: Use a variety of simple resources to determine new word meanings. T: Use a variety of simple resources to determine new word meanings

Guided Reading, Good First Teaching for All Children, Fountas and Pinnell, 1996

73-92

Read Aloud • Think Aloud • Discussion • Picture Response • Poetry

Discussion

Observation

Checklists

Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey Goudvis, 2007

130-137

Through the use of this Literacy Curriculum Guide, the literacy coaches, grade level teams and the curriculum department hope that you are better able to access our Core materials and locate those strategies that best meet the needs of our students. To use this curriculum guide…

• Locate the GLE • Find the Core material that best meets that GLE • Look up the strategies using the page numbers provided • Read for helpful strategies or theory to help guide your instruction

Core Materials of Pasco School District

Strategies from the

Core Materials

Ways to Assess the GLE

Supplemental with one copy in each

Building Professional Library.


2nd Grade Common Content Vocabulary


Core Materials – 2nd Grade Guided Reading, Good First Teaching for All Children, Fountas and Pinnell, 1996

Phonics Lessons, Grade 2, Letters, Words, and How They Work, Pinnell and Fountas, 2003

Word Matters, Teaching Phonics and Spelling in the Reading/Writing Classroom, Pinnell and Fountas, 1998

Reading With Meaning: Teaching Comprehension in the Primary Grades, Debbie Miller, 2002

Snapshots: Literacy Mini-Lessons Up Close, Linda Hoyt, 2000

Interactive Read-Alouds, Grades 2-3: Linking Standards, Fluency, and Comprehension, Linda Hoyt, 2007

Suggested Instructional & Supplemental Materials

Guided Reading Shared Reading Interactive Read Aloud Word Study Supplemental Books

• Book Boxes • Leveled Literacy

Library books • White Boards • Post it notes • Graphic Organizers • Magna doodles • Magnetic letters • Reading Logs • Response journals • Literacy center

materials

• Highlighting tape • Cover up tape • Word Masks • Pointers • Easels • Big Books • Poem Boards • Post it notes • Puppets or props

for retelling

• White boards • Easels • Easel pads • Charts • Post it notes

• Magnetic boards • Magnetic letters • Pocket charts • Environmental print • Easel • Chart paper

• The Café Book, Boushey & Moser, 2009

• Sing a Song of Poetry, Pinnell & Fountas, 2004

• Science & Technology for Children, (STC), National Science Resource Center, 2004

• Investigations, Dale Seymour Publications, 1998


2nd Grade Common Content Vocabulary


Math Language Arts Science Social Studies 1 attribute action verb animal features airport 2 bar graph adjective chart authority 3 centimeter apostrophe continent citizen 4 clock cause and effect cycle city park 5 coin character diversity of life construction 6 collect comma energy crop 7 compare comprehension environment desert 8 data contraction experiment duty 9 difference dialogue landform factory

10 estimate (tion) dictionary life cycle farming fishing 11 expression explain metamorphosis goods 12 faces of a shape goal mixture government 13 figure genre month highway 14 fraction glossary mountain hotel 15 hour main idea ocean houses of worship 16 inch past tense pitch housing 17 inequality possessive pronoun position hunger 18 meter prefix precipitation invention 19 meter stick prior knowledge predator leader 20 minute quotation mark prey local community 21 place value revise producers oral tradition 22 property rhyme reflect population 23 reasonable sequential order repel race 24 represent setting respiratory railroad 25 ruler subject/verb agreement rotation religion 26 set suffix Science rural region 27 sides theme Scientist senior citizen home 28 sum transitions solar system services 29 unit vocabulary sort shopping center 30 value word choice vibrate soup kitchen

surplus food timber

urban area vegetation volunteer

vote

GRADE: 2nd EALR 1: The student understands and uses different skills and strategies to read. 2nd-4

Component 1.1: Use word recognition skills and strategies to read and comprehend text.




Books throughout Page #




to GLE Page # Assessment

1.1.4 Apply understanding of phonics. • Use knowledge of phonics to read unfamiliar

words in grade-level text. • Read words in isolation and in context

containing complex letter patterns/word families (e.g., -ought, -aught).

• Use multi-syllabic decoding when reading two and three syllable words in isolation and in context (e.g., super follows v/cv pattern; supper follows vc/cv).

AB: Use knowledge of phonics associated with known sounds to read familiar words. I: Decode words following common vowel patterns. Recognize that sounds are represented by different single letters and combinations of letters (e.g., fish and rough). A: Use knowledge of phonics to read familiar words. Decode words following patterns, word families, etc. T: Use knowledge of phonics to read unfamiliar words. Read words containing complex letter patterns/word families. Apply multi-syllabic decoding when reading two and three syllable words.


163-176 “Learning About Letters and Words” Theory and Activities

Classroom Libraries * Scholastic Guided Reading Program, Fiction Focus, Levels A-Q * Scholastic Guided Reading Program en Espanol, Levels 1-12 (*new teachers) Alphabet Linking Chart, Letter Books

Pgs. 89-96 Running Records

Developmental Reading

Assessment (DRA)/Evaluacion del desarrollo

de la lectura (EDL): 81

Pg. 75 Anecdotal Records

22-36

169-170

Phonics is taught through: Reading Aloud, Shared Reading, Guided Reading, Independent Reading Shared Writing, Interactive Writing, Writing Workshop, Independent Writing

53-65 Literacy Centers

171-176 Letter/Word Activities


71-162 Teach, Apply, Share, Link Lessons for Letter/Sound Relationships

Pgs. 5-14 in Assessment

Guide

165-231 Teach, Apply, Share, Link Lessons for Spelling Patterns


Guide

303-414 Teach, Apply, Share, Link Lessons for Word Structure


Guide

Word Matters, Pinnell and Fountas, 1998

90-93 63,64

128-130

Definition, Role in Word Study

Pgs. 222-229 Running Records

Hearing and Recording

Pgs. 107; 118-119 Sounds in

Words

Appx. 15,16

Lists of phonograms, multi-syllable words

Appx. 34 List of Mini-lessons

42-53 Word Walls and Charts


Component 1.1: Use word recognition skills and strategies to read and comprehend text.









Snapshots, Linda Hoyt, 2000

97 107 120

Pattern Search Rimes in Action Mini-lesson Student

Response Reading With Meaning, Debbie Miller, 2002 49-52 Theory, Activities

The Café Book, Boushey & Moser, 2009

116 Small Group Pgs. 74,148

Conference 170-174 Whole Class


Component 1.2: Use vocabulary (word meaning) strategies to comprehend text.









1.2.1 Apply reference skills to determine word meanings. • Use glossaries and dictionaries to find word

meanings. B: Use a picture dictionary to demonstrate understanding of the meaning of new words. AB: Use pictures to gain meaning of new words. I: Use beginning dictionaries to locate the meaning of new words. A: Use a variety of simple resources to determine new word meanings. T: Use a variety of simple resources to determine new word meanings.


165 Mini-lessons and Application Personal Spelling

Dictionaries and Personal Word Walls

Pgs. 100,101, 107e

Appx. 34

List of mini-lessons “Using References”


165-166 Theory: Learning Vocabulary

Scholastic First Dictionary, J. Levey, 2006 (One dictionary for every two students)

All

Teacher Made Assessments

The CAFE Book, Boushey & Moser, 2009

190


Component 1.2: Use vocabulary (word meaning) strategies to comprehend text.









1.2.2 Apply vocabulary strategies in grade-level text. • Use prefixes, suffixes, inflectional endings, and

abbreviated words to determine the meaning of unknown words in grade-level text.

• Re-read to clarify, read on, ask for help, adjust reading rate, use knowledge of print conventions, and/or attempt alternative pronunciation for unknown words to determine meaning of unknown words; substitute familiar words for unknown.

• Use prior knowledge and context to predict and confirm meanings of unknown words.

• Use pictures, illustrations, and diagrams to clarify/expand word meaning.

B: Use pictures to gain meaning of new words from text read aloud. Identify pictures from written labels or identify text words from pictures.

I: Use pictures and letter clusters of unknown words to gain meaning of words.

A: Use prefixes and suffixes to determine the meaning of unknown words.

T: Use simple inflectional endings to determine the meaning of unknown words.


24-26 27-30 34-35 148

Cloze Procedure & Activities Mini-lesson Predicting Key Words

Pgs. 134-135


303-402 Teach, Apply, Share, Link Lessons on Word Structure

Sing a Song of Poetry, Pinnell & Fountas, 2004

As listed in lesson “link”.


Guide


96, Appx.

18 Contractions

Pgs. 105, 107

96, Appx.

20, 21,22

Affixes

Appx. 34

List of Mini-lessons – Word Solving Strategies

243 Prompts for Word Solving

Use Dictionary as Reference

Scholastic First Dictionary, J. Levey, 2006 (one dictionary for each two students)

All

Anecdotal Notes, Teacher Observation,

Teacher-Made Assessments


154-156 Strategies for Problem Solving New Words

Classroom Libraries Pgs. 89-96 Running Records

151-154 Strategies for Detecting and Correcting Error

The CAFÉ Book, Boushey & Moser, 2009

102 Whole Class

184-189

Pg. 84 Conference


Component 1.3: Build vocabulary through wide reading.









1.3.1 Understand and apply new vocabulary. • Use new vocabulary from

informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in own oral and written communication.

B: Produce one-word responses to simple questions or a prompt. AB: Use new vocabulary in simple sentences to discuss stories read aloud, including literary and informational texts. Use simple sentences to answer and ask questions and show understanding of new words. I: Increase oral and reading vocabulary by listening to and reading a variety of texts. A: Use new vocabulary in oral and written communication. T: Integrate new vocabulary from text into written and oral communication.


138-139 Teach Through Literature Discussion Groups

Pg. 135

141-142 Descriptive Word Use


235 Teaching for Word Solving Within Guided Reading

Pgs. 105, 107

191-202 Teach Through Interactive Writing

Teacher Observation

Reading With Meaning, Debbie Miller, 2002

84 Theory

. Student Response

107-109 Anchor Chart

98-103 Sticky Notes, Notebooks, Graphic Organizers

96-98 Book Clubs


141-150 Interactive Read-Aloud, Share the Reading, Readers Theatre

Pg. 32 in Guide to Interactive Read-Alouds

Guide to Interactive Read-Alouds, Hoyt, 2007 10-13

Turn & Talk, Thinking Partners, Share the Reading, Readers Theatre


165-166 Principles for Effective Vocabulary Instruction Classroom Libraries Pg. 61 Reading

Journals


Component 1.3: Build vocabulary through wide reading.









1.3.2 Understand and apply content/academic vocabulary. • Identify and define unfamiliar words that would

be important to know in order to read a new text with teacher guidance. Use new vocabulary in oral and written communication.

B: Produce one-word responses to simple questions or a prompt. Use gestures to participate in discussions of short, illustrated stories and show understanding of vocabulary. AB: Use simple sentences to answer and ask questions and show understanding of new words. I: Use descriptive sentences to discuss stories read aloud/ independently. A: Use new vocabulary in oral and written communication. T: Participate orally in discussions using academic content vocabulary by generating and answering questions, contributing, explaining and making comparisons.

Word Matters, Pinnell and Fountas, 1998 128

Teach Using Whole Group, Small Group, Partner, Independent

Pg. 107 Teacher

Observation

Guide to Interactive Read-Alouds Hoyt, 2007

10-13 in IRA

Guide- book

Turn & Talk, Thinking Partners, Share the Reading, Readers Theatre

Pg. 32 in Guide to Interactive Read-Alouds


84 Theory Science & Technology for Children, (STC), National Science Resource Center, 2004

Investigations, Dale Seymour Publications, 1998

Book Records, Science Center Notes, Response Journals

Student Response

98-103 Sticky Notes, Notebooks, Graphic Organizers

96-98 Book Clubs

107-109 Anchor Lessons

Snapshots, Linda Hoyt, 2000 133-146 Teach Through Literature

Discussion Groups Pg. 135


102 184-190

Pg. 84 Conference


Component 1.4: Apply word recognition skills and strategies to read fluently









1.4.1 Know common sight words appropriate to grade-level. • Read with automaticity an increasing number of

common sight words. B: Recognize sight words. AB: Read introduced sight words. Use simple sentences with introduced sight words. I: Read introduced sight words. A: Use and read an increased number of sight words.

Snapshots, Linda Hoyt, 2000 121-125

Mini-lessons, Guided Practice, Independent Practice


235-270 Teach, Apply, Share, Link Lessons on High Frequency Words

Sing a Song of Poetry, Pinnell & Fountas, 2004

As listed in lesson plan

“Link”


Guide


168-188 A Comprehensive Word Study System (Overview of strategies on Page 171)

Pgs. 116-120

88-89 Core Words Defined

Appx 5 500 High Frequency Words

Appx. 48 Frequently Used Words

42-53 Word Walls and Charts


171-173 Word Study Center, Word Wall, Sorting Words, Word Ladders

Pg. 77


181 Large Group











1.4.2 Apply fluency to enhance comprehension. • Read grade-level text aloud fluently with

expression. • Read aloud-unpracticed grade-level text with

fluency in a range of 90–100+ words correct per minute.

A: Begin to use natural speech patterns and punctuation to read fluently. T: Use natural speech patterns and punctuation to read fluently.


59-74 Performance Reading, Readers Theatre 59

173-174 Mini-lesson, Book Choice

Word Matters, Pinnell and Fountas, 1998 10-11 Theory


xxviix-xix Reader’s Theatre Index Readers Theatre books

in Literacy Libraries

Pgs. 33,35 in Guide to

Interactive Read-Aloud

299-304 305-309 311-314 315-319

Interactive Read-Aloud, Share the Thinking, Reader’s Theatre

Pgs. 300, 306, 312, 316


156 Fluency as it Relates to Comprehension Classroom Libraries Pgs. 80-

81Rubric

22-36

Fluency is Taught Through: Reading Aloud, Shared Reading, Guided Reading, Independent Reading

* Scholastic Guided Reading Program, Fiction Focus * Scholastic Guided Reading Program en Espanol,

(*new teachers)

Pgs. 89-96


Assessment (DRA)

Evaluacion del desarrollo de la lectura (EDL)

Pg. 81


97 Large Group

178-183

Pgs. 82-83 Conference











1.4.3 Apply different reading rates to match text. • Adjust reading rate to match purpose (e.g.,

speed up for pleasure reading, slow down to practice new skills or read unfamiliar text).

T: Use and adjust rate based on type of text that is being read and begin to build toward grade level rate.


62 Reader’s Theatre Pg. 59

72 Mini-lesson Pg. 73


xxxviixxix Reader’s Theatre Index


Interactive Read-Alouds


150-151 Theory Pgs. 80-81


182

GRADE: 2nd EALR 2: The student understands the meaning of what is read. 2nd-13

Component 2.1: Demonstrate evidence of reading comprehension









2.1.3 Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main idea, and supporting details in informational/expository text and/or literary/narrative text. W • Identify the main idea of an

informational/expository passage and support with text-based evidence with teacher guidance.

• Identify the theme/message in culturally relevant literary/narrative text and support with text-based evidence with teacher guidance.

• Complete graphic organizers with teacher guidance to organize main ideas and supporting details.

AB: Identify phrases that describe a picture or select a picture described by a phrase. W I: Identify the main idea and details in simple text. W A: Identify the main idea and details in simple text. W Use descriptive sentences to state the main idea and important details of text using specific story vocabulary. W T: Use specialized vocabulary to state the main idea and important details of grade level text. W


140

181-183

Graphic Organizer

Key Word Search

212-213 Key Words Pg. 214

220 Mini-lesson on Titling


141-151 Theory, Lessons, Notebooks

Pgs. 152-153

10-14

Teacher Modeling, Guided Practice, Independent Practice, Application


49, 53, 57, 107,

125, 275

Lessons:

Interactive Read-Aloud, Share the Reading, Readers Theatre

Booklinks for Alternate Titles ix Pgs. 50, 54,

108, 126, 276


136-147 Introducing Books Pgs. 89-95 Running Records


165











2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge/schema. • Explain connections between self and characters

and events encountered in culturally relevant text.

• Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text.

B: Draw picture to connect prior knowledge or experience to story read aloud. AB: Use words and/or phrases to connect prior knowledge or experience to story read aloud/shared. I: Use simple sentences to connect prior knowledge or experience to a simple story. A: Use descriptive sentences to connect and express own experience to a prompt taken from a story to be read aloud. T: Complete simple graphic organizers to comprehend text, organize ideas, and independently activate prior knowledge.


36-41 142

170-172 199-203

Group Think Aloud Graphic Organizer Independent Think Aloud Word Sorts

Pgs. 50-57 134


53-68 Thinking Aloud, Lessons, Anchor Chart, Making Connections

Pgs. 69-71

10-14


41 Theory


1-4 5-9

261-264

Lessons: Interactive Read-Aloud, Share the Reading, Readers Theatre

Booklinks for Alternate Titles ix Pgs. 2, 6


151 6-9

Theory

136-147 Introducing Books Pgs. 89-95 Running Records


158 188











2.1.5 Apply comprehension monitoring strategies before, during, and after reading: predict and infer. • Predict text content using prior knowledge and

text features. • Use text and prior knowledge to make inferences

about characters and/or predict events; confirm or reject predictions.

• Organize information that supports a prediction or inference in a graphic organizer to enhance comprehension of text.

B: Use gestures, pictures and one-word responses to predict what will happen based on pictures in text read aloud. W AB: Answer literal comprehension questions about simple sentences. (i.e., active, positive, present tense, statements with regular plurals). Use words and/or phrases to predict what will happen based on pictures in text read aloud. Indicate what will happen next in text composed of simple sentences (i.e. active, positive, present tense statements). A: Predict, confirm, and infer based on simple text. Respond to literal comprehension questions about text composed of sentences with irregular plurals, common irregular verbs, prepositional phrases, etc. Use descriptive sentences to predict, confirm, and infer based on pictures in story read aloud or during the reading process. T: Answer literal and inferential comprehension questions about grade level text. Use specialized vocabulary to make inferences using prior knowledge, predictions and text features.


36-41 170-172 199-203 210-211 222-223

Group Think Aloud Independent Think Aloud Word Sorts Predicting Pick a Word

Pgs. 50-57

134



Pgs. 117-120

10-14



33-36 29-32 37-40

262-263

Lessons: Interactive Read-Aloud, Share the Reading, Readers Theatre

Booklinks for Alternate Titles

ix in Core Pgs. 34,30,38


135-148 Book Introduction Pgs. 78-80


161-162 99-100 Whole Class




Grade Level Expectation Evidence of Learning/ELD Standard







2.1.6 Apply comprehension monitoring strategies. • Use monitoring strategies to increase

comprehension, including word recognition strategies, re-reading, and looking forward in the text.

I: Begin to use basic monitoring strategies to increase comprehension of text including picture cues and known words. A: Use basic monitoring strategies including picture cues and known words and begin to use rereading as a monitoring strategy while reading. T: Use descriptive sentences to identify and explain where and why comprehension was lost and use a comprehension repair strategy to regain meaning of text.


16-17 18-20 21-23 144

I Wonder Questions Fix It! Bookmark Strategy Cards Think Aloud

50-57 134


125-126 Anchor Lessons on Questioning

Pgs. 136-137 29-32 Mini-lesson

10-14



154-162 Theory, Teaching, Prompting Pg. 160


154,155156,176

Pg. 82 Conference











2.1.7 Apply comprehension monitoring strategies during and after reading: summarize informational/expository text and literary/narrative text. • Summarize the events or information in

informational/expository text with teacher guidance (e.g., the important characteristics of certain animals or plants presented in text).

• Summarize the plot/message in culturally relevant literary/narrative text with teacher guidance.

• Organize summary information from informational/expository text and/or literary/narrative text into a teacher-provided graphic organizer to enhance text comprehension.

I: Use simple sentences to state main idea and important details of simple literary and informational text. A: Use descriptive sentences to complete teacher generated graphic organizer to organize information taken from text.


159 Partner Retell

181-183 Key word Summary Student Response

212-213 Go For Gold Summary Pg. 214

216 Graphic Organizer



Pgs. 168-170 10-14




Booklinks for Alternate Titles ix Pg. 78


22-36

Comprehension is Taught Through: Reading Aloud, Shared Reading, Guided Reading, Independent Reading

Classroom Libraries * Scholastic Guided Reading Program, Fiction Focus, Levels A-Q * Scholastic Guided Reading Program en Espanol, Levels 1-12 (*new teachers)


Assessment (DRA)/

Evaluacion del desarrollo de la lectura

(EDL)

Pg. 81

7,79 Discussion After Reading


101 Whole Group

164

Pgs. 78-80 Conference

GRADE: 2nd EALR 2 The student understands the meaning of what is read. 2nd-18

Component 2.2: Understand and apply knowledge of text components to comprehend text.









2.2.1 Understand story sequence.

• Retell text focusing on the problem or events in sequence. (Note: Differences in story telling order exist between cultures. For example, some cultures tell the end of the story first.)

B: Draw pictures to represent the sequence and story elements of simple literary text. AB: Indicate the correct sequence in text composed of simple sentences (i.e. active, positive, present tense statements). Use words and/or phrases to verbally describe or draw pictures to represent the sequence and story elements of simple literary text. I: Identify the correct sequence and predict what will happen next in simple text. (also 2.1.5) Use simple sentences to retell story in sequence and to identify story elements. (also 2.1.5) T: Identify the correct sequence and predict what will happen next in grade level text.

Snapshots, Linda Hoyt, 2000 159 Partner Retells


89-93 135-140 95-100

101-106


Booklinks for Alternate Titles ix

Pgs. 90 34,35 in Guide to Interactive Read-Aloud


79 Retelling as Assessment


164

101 Whole Group




Grade Level Expectation Evidence of Learning/ELD Standard







2.2.2 Understand and apply features of printed and electronic text to locate and comprehend text.

• Identify and use grade-level-appropriate text features with teacher guidance.

• Interpret information from graphs and charts with teacher guidance.

• Identify and use icons and pull-down menus. B: Point to title, page numbers, table of contents and other text features. AB: Identify locations of title, page numbers, table of contents and other text features. I: Identify information orally from graphs and charts and use simple sentences to identify location of title, page numbers, table of contents and other text features. A: Identify information in simple sentences from charts and graphs. T: Apply and interpret information orally from charts and graphs across the content areas.


114-115 197

210-211 215

Mini-lesson Mini-lesson Table of Contents Predictions Skim & Scan It Checklist

Pgs. 50-57

134


142-143

148-150

Theory

Convention Notebooks Student

Response


163 119-122

Small Group











2.2.3 Understand story elements. • Describe physical traits of characters and tell

how they act. • Retell the important events of a story.

Describe the setting of a story. • Identify the speaker/narrator in a story. A: Use specific story vocabulary to describe and explain story elements while retelling a story in sequence.

T: Analyze and apply knowledge of story elements when retelling a grade level text using specialized vocabulary from the text.

Snapshots, Linda Hoyt, 2000 159-160 Partner Retell Student

Response


85-135 Story

Element Tab 121-

124


Booklinks for Alternate Titles ix At the end of

each lesson


79 Retelling as Assessment


62-66 100-101 163-164

Venn Diagram Story Map

Pgs. 99-100


157 167









Supplemental Materials

Specific to GLE Page # Assessment

2.2.4 Understand text organizational structures. • Recognize and use sentences, paragraphs, and

chapter structure to understand the organization in both informational/expository text and literary/narrative text.

• Identify text written in the text organizational structures of simple listing and sequential order.

A: Identify text written in sequential order. T: Identify text written in simple listing and sequential order.


110, 153

Dot to Dot and Cut Up Sentence (Do these at the sentence/paragraph level rather than the word level)

197 Mini-lesson

210-211 Table of contents Predictions

217 Graphic organizer Pg. 218


57-60 271-274

Interactive Read-Aloud, Share the Thinking, Reader’s Theatre

Pgs. 58, 272


117-134 Theory: Characteristics of Leveled Books


Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and information text.









2.3.1 Understand and analyze the relationship between and among informational/expository text and literary/narrative text.

• Compare and contrast literary/narrative text elements in one story or between two stories.

• Compare and contrast facts in one text or between two informational/expository texts.

• Explain simple cause and effect relationships in informational/expository text and literary/narrative text

B: Draw pictures to represent similarities in settings and common information in stories read aloud. AB: Answer questions about settings and basic information from pictures. Use phrases to identify similarities in characters and settings and common information found in texts read aloud. I: Use simple sentences to identify similarities and differences in settings and common information in texts read aloud. Answer questions about settings and common information from text consisting of simple sentences. A: Answer compare/contrast and cause/effect questions about written text. Use descriptive sentences to identify similarities and differences in settings, characters, and events of stories read aloud. T: Describe and explain similarities and differences in settings, characters, and events of stories read aloud or in text. A: Answer compare/contrast and cause/effect questions about written text. Use descriptive sentences to identify similarities and differences in settings, characters, and events of stories read aloud.


41-44 45--48 81-84 85-88

131-134 201-205 229-232



Pgs. 42, 46, 82, 86

31,32 in Guide to Interactive Read-Alouds


146-147 Book Introduction of Series (Amelia Bedelia)


62-66 100

Venn Diagram Two Column Note Form, Venn Diagram


168 169











2.3.2 Understand how to locate specific information.

• Use alphabetical and numerical systems to locate information in dictionary or book.

B: Draw and sort pictures to group objects with common attributes. AB: Name and categorize objects according to common attributes. Use words and/or phrases to label objects grouped by common attributes or to complete teacher generated graphic organizer. I: Categorize objects according to common attributes. Use simple sentences to identify the common attribute of a group of objects, characters, or ideas. Use simple sentences to discuss information found in general reference materials (e.g., dictionary, encyclopedia, and thesaurus). A: Use descriptive sentences to describe multiple common attributes of a sorted group of objects.


114 116-117

197 Mini lessons


57 255

Timeline Alpha boxes

Booklinks for Alternate Titles ix Student

Response


172-173 Word List, Word Walls

Scholastic First Dictionary, J. Levey, 2006 (one dictionary for every two students)

Reading With Meaning, Debbie Miller, 2002 148-150

Convention Notebooks for Index, Glossary, Table of Contents

Student Response


190











2.3.3 Understand literary/narrative devices.

• Recognize similes, alliteration, and onomatopoeia in literary/narrative passages.

I: Use simple sentences to identify literary devices within a text (e.g., dialogue and alliteration).

A: Demonstrate understanding of common idioms. Identify literary devices in text.

T: Identify literary devices in grade level text to indicate how they convey the author’s message. Use specialized vocabulary to explain meaning and author’s use of literary devices (e.g., irony, sarcasm, dialogue, humor, and symbol). W

AB: Use simple note-taking skills to begin to synthesize information from a variety of sources.


161-166 167-172 197-200


Booklinks for Alternate Titles ix Pgs.

162,168,198

Snapshots, Linda Hoyt, 2000 108 Alliteration Game Pg. 109


Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.









2.4.1 Understand how to draw simple conclusions and give a response to text.

• Give a personal or text-based response to a passage using a teacher-generated prompt.

• Draw a simple conclusion from grade-level text with teacher guidance.

AB: Use words or phrases to make generalizations and draw supported conclusions from text. I: Use simple sentences to make generalizations and draw supported conclusions from text. A: Use descriptive sentences to draw conclusions, make generalizations, and explain how to solve problems using information from a text.

Snapshots, Linda Hoyt, 2000 224 Shared Reading





7 Response After the Reading Pg. 61 Reading

Journals


99-100 160-163 164-167

Student Responses Anchor Lesson Synthesizing

Student

Response











2.4.2 Understand that there are purposes of writing.

• Identify common types of informational/expository text and literary/narrative text and explain why they are read.

I: Use simple sentences to identify facts that support the author’s word choice, purpose, tone, and use of persuasive devices. A: Use descriptive sentences to identify and explain the author’s use of word choice, sentence structure and length, and tone.


137 Literature Circle Poems

Pgs. 187-194 Conferencing

145 Literature Circle Newspapers

64-69 Readers Theatre Literary, Expository, Poetry

230-231 Note Writing, List Making Pg. 232

Interactive Read-Alouds (2-3),Linda Hoyt, 2007

125-129 261-315 Writing

Traits Tab


Booklinks for Alternate Titles ix At End of Each

Lesson


144-147 142-151 115-116

Venn Diagram Theory Non-fiction Lessons Read-Aloud


166

Pgs. 99-100 Student

Notebooks Written

Response











2.4.3 Understand there are facts and opinions. • Explain the difference between a fact and an

opinion with teacher guidance. I: Use simple sentences to distinguish between fact and opinion. (also 2.3.1) A: Identify the author’s purpose and answer fact/opinion questions about extended text. (also 2.3.1) T: Explain difference between facts and opinions with teacher guidance.




Snapshots, Linda Hoyt, 2000 141 Graphic Organizer Student

Response

GRADE: 2nd EALR 3: The student reads different materials for a variety of purposes 2nd-28

Component 3.1: Read to learn new information









3.1.1 Understand how to select and use appropriate resources.

• Identify print and non-print resource materials available to complete a task (with teacher assistance), such as informational text and/or illustrations and graphics.

• Identify one resource and use it to answer a question with teacher assistance.

I: Follow simple directions composed of single words and/or phrases from a text to perform a task.

A: Follow multi-step directions to perform a task at school, home, and work.

B: Match printed word with common school item. Use word, gesture or drawing to demonstrate comprehension of environmental print (e.g., school signs and labels in classroom).


9-15

103

197

215

Personal Strategy List

Reading Necklaces

Mini-lesson

Skim & Scan Checklist


8 Lesson Principle Chart


42-53 Interactive Word Walls and Charts

20,38 Theory

163-166 Teaching Children to Use Resources


173

31

Word Wall, Alphabet Books

Walls, Centers, Classroom Libraries

Reading With Meaning, Debbie Miller, 2002 149-151 Mini-lesson Pgs. 152-154


190


Component 3.2 Read to perform a task.









3.2.1 Understand information gained from reading to perform a specific task. • Use signs, labels, and instructions to answer

questions or complete a task using grade-level text.

• Identify and use important words in a text to perform a task (e.g., math problem solving, follow multi-step directions).

AB: Match phrase to label printed material (e.g., school signs, labels, environmental print). I: Use simple sentences to demonstrate comprehension of environmental print (e.g., school signs, labels, etc.). A: Use descriptive sentences to demonstrate comprehension of environmental print (e.g., school signs and labels in classroom).


114 Mini-lesson

210-211 Predict Using Table of Contents

217-218 Graphic Organizer Pg. 218


163-164

157,159

The Classroom Environment

Words Around the Room Search


45-46 Designing & Organizing the Learning Environment

Investigations, Dale Seymour Publications, 1998


148-150

152 Convention Notebooks for Labels

3.2.2 Understand a variety of functional documents. • Read and explain the information in functional

documents that are used in a home setting to communicate information (e.g., shopping lists, TV schedules, advertisements, telephone messages).

I: Choose or identify correct functional signs, labels, or written phrases. T: Demonstrate comprehension of grade level text directions.


175-177 Genre Logs

215 Skim & Scan Checklist

220 Newspaper Articles

230-231 Note Writing & List Making Pg. 232


39-40 Writing Briefcase


56-57

45, 164-165

Anchor Charts

Recommending Charts


Component 3.4: Read for literary/narrative experience in a variety of genres.









3.4.1 Understand different perspectives of family, friendship, culture, and traditions found in literature.

• Listen to, read, and discuss a variety of literature representing different perspectives of family, friendship, culture, and tradition, generating a personal and/or text-based response.

I: Use simple sentences to identify and discuss the culture and/or traditions described in a piece of literature.

A: Use descriptive sentences to identify and discuss the culture and/or traditions described in a piece of literature.


13-16 37-40 41-43

131-134 255-258

285






107-109 109-11 114-115

Anchor Chart Two Column Chart Student Generated Chart

Pgs. 99-100


108 Background on Book Choice

Classroom Libraries *Scholastic Guided Reading Program, Fiction Focus, Levels A-Q *Scholastic Guided Reading Program en Espanol, Levels 1-12 (*new teachers)

Pg. 61 Reading Journals

22-23

Teach Through: Reading Aloud, Shared Reading, Guided Reading, Independent Reading











3.4.2 Understand traditional and contemporary literature written in a variety of genres. • Identify and explain the characteristics of a

variety of genres. • Read and respond to literature from multiple

genres using teacher prompts appropriate to the text and content.

I: Use simple sentences to identify and explain the purposes of different types of text (e.g., fairy tales, fables, narrative trade books).

A: Use descriptive sentences to explain the purposes of different types of text (e.g., fairy tales, fables, informational trade books).


60,205 Poem Box

Pg. 61 Reading Journals 31,

110-111 Variety of Genres


85-88 229-255 Genre Tab



Assessment Follows Each

Lesson


36-41 Group Think Aloud/Poetry

145-146 Literature Circles Pg. 135

175-177 Genre Log Student Response

195-225 Strategies for Success in Content Areas

220 Newspaper Activity

Reading With Meaning, Debbie Miller, 2002 74-77 Coffeehouse Poetry Day











3.4.3 Understand a variety of literature representing different cultures and traditions. • Identify and discuss the culture and/or traditions

represented in a story with teacher guidance


13-16 37-40 41-43

131-134






107-109 109-11 114-115

Anchor Chart Two Column Chart Student Generated Chart

Pgs. 99-100


108 Book Choice


22-23

Taught by: Reading Aloud, Shared Reading, Guided Reading, Independent Reading

GRADE: 2nd EALR 4: The student sets goals and evaluates progress to improve reading. 2nd-33

Component 4.1: Assess reading strengths and need for improvement









4.1.1 Understand how to monitor own reading progress. • Explain what good readers do and identify own

good reader behaviors. • Graph progress (e.g., keep a fluency chart of rate

and accuracy). AB: Use words and/or phrases to explain what good readers do.

I: Use simple sentences to explain what good readers do

A: Use descriptive sentences to explain what good readers do.


9-15 Personal Strategy Lists

Pgs. 187-194 Conferencing

31-33 Personal Monitoring Log

47-53 Personal Reading Assessment

204 Expository Strategy Bookmarks

215 Skim & Scan Checklist


29-31, 33, 36-38

Mini-lesson Sticky Notes Sharing Pgs. 99-100


85,223 225

Record of Reading Progress


117-130 List of Behaviors for Guided Reading Levels


156

4.1.2 Understand how to set grade-level appropriate reading goals. • Set a reading goal and create a plan to meet that

goal with teacher assistance. A: Use descriptive sentences to set reading goals and track progress through use of charts, rubrics, and reading logs, and assessment tools and make adjustments and corrections as needed. T: Use descriptive sentences to set a reading goal and monitor progress through use of charts and graphs.


9-15 31-33 47-53

Personal Strategy Lists Personal Monitoring Log

Personal Reading Assessment

Student Response

Word Matters, Pinnell and Fountas, 1998 Appx. 41 Graphic Organizer


85,223, 225

Record of Reading Progress

Reading With Meaning, Debbie Miller, 2002 29-31 Mini-lesson Pgs. 99-100

GRADE: 2nd EALR 4: The student sets goals and evaluates progress to improve reading. 2nd-34

Component 4.2: Develop interests and share reading experience.









4.2.1 Understand that readers have favorite books. • Select favorite subjects, authors, and/or books to

share with others. • Self-select books at an instructional level and an

independent level. B: Use word, phrase or gesture to indicate preference for certain books read aloud.

AB: Use words and/or phrases to discuss favorite authors and texts read aloud.

I: Use simple sentences to indicate preference for certain books read aloud.

A: Use descriptive sentences to indicate preference for certain books read aloud.

T: Use specialized vocabulary to indicate preference for certain books read aloud.

Snapshots, Linda Hoyt, 2000 178-180 Book Reviews


107-116 Theory

Reading With Meaning, Debbie Miller, 2002 40-47

Book Talks, Sticky Notes, Read-Aloud, Recommending Charts, Pick One

Pg. 46 Conference


97-99 Whole Group

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