2ELA(Final)x

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1


Students need regular opportunities to grapple with the close, analytic reading of grade
-
level complex texts and to
construct increasingly sophisticated responses in writing. In
ELA/Literacy, these include the following areas:


Reading complex texts
:
This requires students to read and comprehend a range of grade
-
level complex
texts, including texts from the domains of ELA, science, history/social studies, technical subjects and th
e
arts. Because vocabulary is a critical component of reading comprehension, it will be assessed in the
context of reading passages. Both close, analytic reading and comparing and synthesizing ideas
.


Writing effectively when using and/or analyzing sources
:
This requires students to demonstrate the
interrelated literacy activities of reading, gathering evidence about what is read, and analyzing and
presenting that evidence in writing.


Conducting and reporting on research
:
This expands on “writing when ana
lyzing sources” to require
students to demonstrate their ability to gather resources, evaluate their relevance, and report on information
and ideas they have investigated (i.e., conducting research to answer questions or to solve problems).


Speaking and
listening
:
This requires students to demonstrate a range of interactive oral communication
and interpersonal skills, including (but not limited to) skills necessary for making formal presentations,
working collaboratively, sharing findings and listening ca
refully to the ideas of others.


Language use for reading, writing and speaking
:
This requires students to have a strong command of
grammar and spoken and written academic English.

2


Text Complexity and Lexile Measure



Lexile measure is a valuable piece
of information about either an individual's reading ability or the difficulty of a text. The Lexile measure is shown
as a number with an "L" after it


880L is 880 Lexile.


A Lexile text measure is based on two strong predictors of how difficult a text is to comprehend: word frequency and sentence

length. Many other
factors affect the relationship between a reader and a book, including its content, the age and interests of th
e reader, and the design of the actual
book.


The idea behind The Lexile Framework for Reading is simple: if we know how well a student can read and how hard a specific bo
ok is to
comprehend, we can predict how well that student will likely understand the

book.


When you receive a Lexile measure, try not to focus on the exact number. Instead, consider a reading range around the number.

A person's Lexile
range, or reading comprehension "sweet spot," is from 100L below to 50L above his or her reported Lexile

measure. Don’t be afraid to look at books
above and below someone's Lexile range. Just know that a reader might find these books particularly challenging or simple. I
f a student tackles
reading material above his or her Lexile range, consider what additi
onal instruction or lower
-
level reading resources might help. Ask him or her to
keep track of unknown words, and look them up together. Or take turns reading aloud to each other to chop up the reading expe
rience into smaller
portions. Likewise, you can rew
ard students with books that fall below his or her Lexile range for an easier reading experience.


Below are

Lexile bands to place texts in the following text complexity grade bands. The Common Core Standards advocate a "staircase" of

increasing text compl
exity, beginning in grade 2, so that students can develop their reading skills and apply them to more difficult texts. At the

lowest grade in each band, students focus on reading texts within that text complexity band. In the subsequent grade or grade
s wit
hin a band,
students must "stretch" to read a certain proportion of texts from the next higher text complexity band. This pattern repeats

itself throughout the
grades so that students can both build on earlier literacy gains and challenge themselves with t
exts at a higher complexity level. Lexile measures
and the Lexile ranges above help to determine what text is appropriate for each grade band and what should be considered "str
etch" text.




Grade

Band

Current

Lexile Band

"Stretch"

Lexile Band*

K

N

丯k

丯k

O

P

㐵が

㜲㕌

㐲が

㠲が

Q

R

㘴㕌

㠴㕌

㜴が

㄰㄰i

S

U

㠶が

㄰㄰i

㤲㕌

ㄱ㠵i

V
J


㤶が

ㄱㄵi

㄰㔰i

N㌳Ri



䍃o

㄰㜰i

N㈲Mi

ㄱ㠵i

N㌸Ri




3



AZ Standards for

SPEAKING AND LISTENING



To build a foundation for college

and career readiness, students
must have ample opportunities to take

part in a variety of
rich, structured conversations

as part of a whole class, in small groups, and with a partner.
B
eing productive members of
these conversations requires

that students contribute accurate, relevant in
formation; respond to

and develop what others
have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains.


Comprehension and Collaboration



Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on oth
ers’ ideas and expressing their
own clearly and persuasively.

Grade 2: Participate in collaborative conversations with diverse pa
rtners about
grade 2 topics and texts
with peers and adults in small and larger groups.

a. Follow agreed
-
upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time

about the topics and text
s
under discussion).

b. Build on others’ talk in conversations by linking their comments to the remarks of others.

c. Ask for clarification and further explanation as needed about the topics and texts under discussion.



Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Grade 2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other me
dia.



Ev
aluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Grade 2: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information
, or deepen understanding of a topic or
issue.


Pre
sentation of Knowledge and Ideas



Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organizat
ion, development, and style are
appropriate to task, purpose, and audience.

Grade 2: Tell a stor
y or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.



Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentat
ions.

Grade 2: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experi
ences when appropriate to clarify ideas,
thoughts, and feelings.



Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal English when indicated or appropriate.

Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.



4




AZ Standards for

Language



To build a foundation for
college

and career readiness in language, students must gain control over many conventions of standard English grammar,
usage, and mechanics

as well as learn other ways to

use language to convey meaning effectively. They must also be able to determine or c
larify the
meaning of grade
-
appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral
meanings, shadings of meaning, and relationships to other words; and expand their vocabulary

in the course of

studying content. The inclusion of
Language standards in their own strand should not be taken as an indication that skills related

to conventions, effective language use, and
vocabulary are unimportant to reading, writing, speaking, and listening; indeed,

they are inseparable from such contexts.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Grade 2: Demonstrate command of the conventions of standard English grammar and usage when writing or speakin
g.

a. Use collective nouns (e.g.,
group).

b. Form and use frequently occurring irregular plural nouns (e.g.,
feet, children, teeth, mice, fish).

c. Use reflexive pronouns (e.g.,
myself, ourselves).

d. Form and use the past tense of frequently

occurring ir
regular verbs (e.g.,
sat, hid,
and told
).

e. Use adjectives and adverbs, and choose between them depending on what is to be modified.

f. Produce, expand, and rearrange complete simple and compound sentences (e.g.,
The boy watched the movie; The little bo
y watched the movie; The action movie was watched by the little boy).

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Grade 2: Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.

a. Capitalize holidays, product names, and geographic names.

b. Use commas in greetings and closings of letters.

c. Use an apostrophe to form contractions and frequently occurring possessives.

d.

Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings
.

Knowledge of Language

Grade 2: Use knowledge of lang
uage and its conventions when writing, speaking, reading, or listening.

a. Compare formal and informal uses of English.

Vocabulary acquisition and Use

Grade 2:
Determine or clarify the meaning of unknown and multiple
-
meaning words and phrases based on
grade 2 reading and content,
choosing flexibly from an array of strategies.

a. Use sentence
-
level context as a clue to the meaning of a word or phrase.

b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g.,
happ
y/unhappy, tell/retell).

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g.,
addition, additional).

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g.,
birdhouse, li
ghthouse, housefly; bookshelf, notebook, bookmark).

e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrase
s.

Grade 2: Demonstrate understanding of word relationships and nuances in wor
d meanings.

a. Identify real
-
life connections between words and their use (e.g., describe foods that are
spicy
or
juicy).

b. Distinguish shades of meaning among closely related verbs (e.g.,
toss, throw, hurl)
and closely related adjectives (e.g.,
thin,
slender, skinny, scrawny).

Grade 2: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including

using adjectives and adverbs to describe (e.g.,
When other kids are
happy that makes me happy).

5


Seco
nd Grade Quality Language Development Arts Pacing Guide

August

Benchmarks



Formulate relevant questions about text in both informational and literary reading.



Describe how characters in a story respond to major events or challenges.



Follow rules for
discussion.



Recount key ideas from a text read aloud or information presented orally
.



Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking (irregular plurals).



Demonstrate command of the conventions of Stand
ard English capitalization and spelling when writing.



AZ Writing Standards: Write

an opinion piece about a text and edit and revise.



AZ ELP Language Standards: Identify and use common/proper nouns, articles, and convert singular nouns to plural nouns.


AIMSweb goals:

NWF (56); PSF (45); MAZE (4); R
-
CBM (60
)


Supplementary materials including
: Foss Science Readers, Harcourt Brace Social Studies series, Social Studies literature, trade books, and magazines such as:

Your Big Backyard, Ranger Rick,
Weekly
Reader, Appleseeds and Click (Cobble
stone Publishing) to name a few, may be used to enhance the Core Reading program.


Literature/Informational Text

Reading Foundations

Writing

Language

2. RL.1

Ask and answer such
questions as who, what, where,
when,
why, and how to
demonstrate understanding of key
details in a text.


2. RL.3

Describe how characters
in a story respond to major events
or challenges.
















These concepts should be embedded in work
students do on a daily basis.


2. RF.3

Know and apply grade
-
level phonics
and word analysis skills in decoding words.

a. Distinguish long
and short vowels when
reading regularly spelled one
-
syllable
words.

b. Know spelling
-
sound correspondences
for additional common vowel teams.

c. Decode regularly spelled two
-
syllable
words with long vowels. Decode words with
common prefixes and suffixes.

d
. Identify words with inconsistent but
common spelling
-
sound correspondences.

e. Recognize and read grade
-
appropriate
irregularly spelled words.



2. RF.4

Read with sufficient accuracy and
fluency to support comprehension.

a. Read on
-
level text with purpos
e and
understanding.

b. Read on
-
level text orally with accuracy,
appropriate rate, and expression on
successive readings.

c. Use context to confirm or self
-
correct
word recognition and understanding,
rereading as necessary.




2. W.1

Write opinion pieces
in which
students introduce the topic or book they
are writing about, state an opinion, supply
reasons that support the opinion, use
linking words (e.g., because, and, also) to
connect opinion and reasons, and provide
a concluding statement or section.


2.

W.5

With guidance and support from
adults and peers, focus on a topic and
strengthen writing as needed by revising
and editing.



2. L.1

Demonstrate command of the conventions
of standard English grammar and usage when
writing or speaking.

a.

Use collective nouns (e.g.,
group).

b.

Form and use frequently occurring
irregular plural nouns (e.g.,
feet,
children, teeth, mice, fish).


2. L.2

Demonstrate command of the conventions
of standard English capitalization, punctuation,
and spelling when writing.

a. Capitalize holidays, product n
ames,
and geographic names
.

d
. Generalize learned spelling patterns
when writing words (e.g., cage
-

badge;
boy
-

boil).


















The student will identify and apply
conventions of
Standard

English in his or
her communications.


II
-
W
-
2: HI
-
8
: Identify
and use common/proper
nouns, articles, and convert singular nouns to
plural nouns.


The student will analyze text for
expression, enjoyment, and
response to other related
content areas.


II
-
R
-
4
: HI
-
3

locating facts and
answering questions about text.


II
-
R
-
4
: HI
-
11

describing characters
from a literary selection.


II
-
R
-
4
: HI
-
12

describing the setting
from a literary selection.


II
-
R
-
4
: HI
-
14

identifying and
describing the plot in a literary
selection.

The student will identify and apply
conventions of Standard English in his or her
communications.


II
-
L
-
1(N)
: HI
-
2

explaining differences between
common and proper nouns in context (singular
and plural).


II
-
L
-
1(N)
: HI
-
3

converting a given singular noun
into plural noun, including irregular.


II
-
L
-
1(SC)
: HI
-
1

selecting a subject (singular or
plural) to complete a given sentence.



6


Literature/Informational Text

Reading Foundations

Writing

Language

2. RI.1

Ask and answer such
questions as who, what, where,
when, why, and how to
demonstrate
understanding of key
details in expository text.










































The student will analyze text for
expression, enjoyment, and
response to other related
content areas.


II
-
R
-
4:HI
-
4

asking questions to
clarify text.


II
-
R
-
4:HI
-
7

summarizing the main
idea and details from text, using
complete sentences.


II
-
R
-
4:HI
-
10

identifying cause and
effect of specific events in a literary
selection.

Students use the steps of the writing
process as a

writing piece moves toward
completion.


II
-
W
-
3
: HI
-
1

generating ideas through student
-
led prewriting activities (
e.g., advanced
graphic organizers, etc.
) and student recording
of the ideas
.


II
-
W
-
3
: HI
-
2

determining the purpose and
intended audience of a writing piece.

AZ ELP Writing


II
-
W
-
2: HI
-
6: Capitalize the pronoun (I), the
first word of a sentences, and names, days,
months, and titles
.

The student will identify and manipulate the
sounds of the English
language and decode
words, using knowledge of phonics,
syllabication, and word parts.


II
-
R
-
2:HI
-
9

reading regularly spelled multi
-
syllable
words by applying the most common letter
-
sound
correspondences, including the sounds
represented by single letters, consonant blends,
consonant/vowel digraphs (th, sh, ck) and
diphthongs (ea, ie, ee) and r
-
controll
ed vowels.


II
-
R
-
2
: HI
-
11

reading multi
-
syllabic words, using
syllabication rules.


II
-
R
-
2
: HI
-
12
identifying inflectional endings

(
-
s,
-
ed,
-
ing) and their functions (tense, plurality,
comparison and part of speech).


II
-
R
-
2
: HI
-
13

reading high frequency
words and
irregular sight words fluently.



The student will read with fluency and
accuracy.


II
-
R
-
3: HI
-
1

reading aloud (including high
frequency/sight words) with fluency demonstrating
automaticity.


7



AZ Standards for

SPEAKING AND LISTENING



To

build a foundation for college

and career readiness, students must have ample opportunities to take

part in a variety of rich,
structured conversations

as part of a whole class, in small groups, and with a partner. Being productive members
of these
conversations requires
that students contribute accurate, r
elevant information; respond to
and develop what others have said; make
comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains.



Comprehension and C
ollaboration

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on oth
ers’ ideas and expressing their own clearly
and persuasively.













As students participate in

class and partner

discussion, push for clarification and further explanation about the t
opics and texts under discussion.



Help students connect their ideas to comments made by others. Use stems such as:
I agree with… I disagree with… I would like to add…
. My idea is similar because…


At the beginning of the year as the teacher and
students are building classroom learning community, create a discussion poster (conversation map) with question stems
addressing on how to build on other’s comments.



Statement

Paraphrase


“So what you
are saying is…”

Disagree

“I disagree
with
_____because
…”

Add

“I agree and….”

“I also think
that…”

Clarify

“Are you
saying…?”

“What you
mean is…”


2.SL.1 Participate in collaborative conversations
with diverse partners about grade 2 topics and texts with peers and adults in small and larger
groups.


a.

Follow agreed
-
upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time

about the
topics and texts under discussion).

b.

Build on others’ talk in conversations by linking their comments to the remarks of others.



8





AZ 2010
ELA
Standards for

LITERATURE


Standards

Examples and Explanations

Sample Instructional Resources

Questions/Assessments


2. RL.1

Ask and answer
such questions
as who,
what, where, when, why,
and how

to demonstrate
understanding of key
details in a text.



Sample Objectives

Introductory

I can understand text by
asking
and answering
questions.


Continuous

I can ask and answer
questions to compare
key details of one text
(story) to another text
(story).


Rigorous

I can ask and answer
questions to draw
conclusions about the
key details of a text
.















After a read
-
aloud or shared reading, model asking
questions (
who, what, where, when, why, and how
) to elicit
student responses to story.

Encourage students to ask questions using
how, why
and
what if

to
encourage deeper critical thinking.


Include partner sharing: “
Let’s discuss what we just read.
Turn to your elbow buddy and take turns asking your buddy
questions beginning with the words on the board.”

Be sure
to be explicit about what you want students to talk about.


Have s
tudents practic
e formulating relevant qu
estions.
Provide samples to rehearse (e.g., “Who was in the story?”
“Where did the story take place?”).


After a
READ ALOUD
, have students create a
graphic
organizer (e.g. Tree Map)
. At the top they
should
write the
title of the story. Coming down from
that the students write:
who, what, where, when, why, and how. Under these they
answer the questions.



Author Study s
uggestions:

Laura Numeroff

Kevin Henkes

Leo Li
o
nni

Tomie de

Paola



Stories with reappearing characters across the series:

Marc Brown
(Arthur series)
: 340
-
400L

Arnold Lo
bel (Frog and Toad series)
: 300
-
400L

Mary Pope Osborne (Magic Tree House series)
: 370
-
730L



Harcourt Just For You, Theme 1

Mixed Up Chameleon
: 450L



http://www.primarygradesclasspage.com



Reading A
-
Z

http://www.readinga
-
z.com


Gordon Finds His Way
: 320L

(It’s the
first day at his new school. He knows
he is supposed to go to music class, but he
can’t remember how to get there.
This story
includes
an easily recognizable problem
together with a simple solution).



FCRR

Printable
Narrative Text Literacy Centers


http://www.fcrr.org/Curriculum/PDF/G2
-
3/2
-
3Comp_4.pdf


“Read and Ask”
pages 93
-
96


“Question Quest”

p
ages


97
-
99


“Ask and Answer”
p
ages

100
-
102



Harcourt Brace Social Stu
dies

Unit 1



Set the Scene with Literature



Poem “Sing a Song of People”



Foss Science

Physics of Sound: Science Readers

“Seeing” the World through Sound

Grandmother’s Hearing Test


What did ________ do in the story?


What is the setting of the story?


Recou
nt/Retell the plot of the story.



Why did ________ do that in the story?


Desc
ribe the character in the story.



Draw a p
icture of
________

in the story.



What part of the story did you connect with?
Explain why.



How might this story be differ
ent if …


How did the character change within the story?
Explain why.



Who is ________?


What do _____ and ______ have in common?


What does ________ look like?


Where does this story take place?


Where do the main events of th
e

story
take
place?


Why did
________?


What is the main event in this story?


What is the main problem in this story?


Wh
at will most likely happen next …


If _______, then how would the end
ing

be
different?


What makes this text an example of fiction?




Speaking and
Listening


2.SL.1 Participate in
collaborative
conversations with
diverse partners
about grade 2 topics
and texts with peers
and adults in small
and larger groups.


9



2. RL.3

Describe how
characters in a story
respond to major events
and challenges.



Sample
Objectives

Introductory

I can explain how a
character changes in a
story by ___________.


Continuous

I can predict how a
character will respond to
a major event.


Rigorous

I can compare

(character
)
to (
character)
by analyzing how they
respond to major events
in the story
.
















An author presents a character to the reader by using the
character’s actions, dialogue, description, or how other
characters may react to that character; this is called
characterization. Linking characterization to the events and
challenges throughout a s
tory is
a
critical piece

to
comprehension.



Provide several examples of descriptions of how characters
respond to events to serve as a guide to students. Have
students’ independently complete graphic organizers to
show the relationship between characters

and events in a
story.



Read
Sylvester and the Magic Pebble

by William Steig

(700L)
.

Have students respond to questions such as:
How
does Sylvester respond to being a rock? What thought
s go
through his mind as he lies

there? How do his parents
respond to the fact that he is missing? How do the pigs
respond when they hear the news? How does the author’s
use of illustrations, color, and the changing of the seasons
reflect Sylvester’s mood?



Introduce a book such as
Snow in Jerusalem
by
Deborah da
Costa
. Tell the students that they are going to read a book
about two children who were not friends, but have they
found something in common. As the story is read, have the
students focus on how the children find something i
n
common to make a friendship. Talk about how these two
characters faced a challenge and
had to make a hard
decision
.



Common Core Text Exemplar

Performance Task


Students
describe how the character
of “Bud” in Christopher
Paul Curtis’ story “
Bud, Not Buddy” responds
to a
major
event
in his life of being placed in a foster home.



Harcourt Just For You, Theme 1

Wilson Sat Alone



Reading A
-
Z

http://www.readinga
-
z.com


Changes
: 610L

(The story of a
young girl’s struggle to accept
change. She starts at a new school, her best
friend moves away, and she loses a beloved
pe
t).



FCRR

Printable
Narrative Text Literacy Centers

http://www.fcrr.org/Curriculum/PDF/G2
-
3/2
-
3Comp_1.pdf


Character Characteristics

http://www.fcrr.org/Curriculum/PDF/G2
-
3/2
-
3Comp_1.pdf


Compare
-
a
-
Character

http://www.fcrr.org/Curriculum/PDF/G2
-
3/2
-
3Comp_1.pdf




Science Related Trade Books



Cloudy with a Chance of Meatballs



Storm in the Night



The Big Balloon Race



Why Mosquitoes Buzz in People’s
Ears



Suggested Teacher Resource

Teaching Students to Read Like
Detectives

by Douglas Fisher, Nancy
Frey and Diane Lapp


What challenges did the main character
face in the story?


How did the main character react to the
challenges in the story?


How would you
react to the challenges
the character faced?


Did the character make good choices?


What could the character have done
differently?


How would ______ (another character)
react in the same story?


Did the character change in the story?


How would the story
have been different
if
the character would have ______
?


What did you learn about the character
from the way
he/she

acted?


Why
did

______?


Which word best describes

(
character
)
?









Speaking and
Listening


2.SL.1 Participate in
collaborative
conversations with
diverse partners
about grade 2 topics
and texts with peers
and adults in small
and
larger groups.


10



AZ 2010
ELA

Standards for

INFORMATIONAL TEXT


Standards

Examples
and Explanations

Sample Instructional

Resources

Questions/Assessments


2. RI.1

Ask and answer
such questions as

who,
what, where, when, why,
and
how
to demonstrate

understanding of key
details in expository text.




Sample
Objectives

Introductory

I can
understand
expository text by asking
and answering questions
.


Continuous

I can ask and answer
questions to draw
conclusions about the
key details of a text
.


DOK Level 2


Rigorous

I can ask and answer
questions to compare
key details of one text to
anothe
r text.

DOK Level 3













C
onnect this s
tandard
to Science or Social

Studies
.


Students create a
chart or table

in their journals with the
headings:

Who?,
What
?
,
Where?
,
Why?
,
When?
,
How?

A
fter reading informational text
, they record the facts under
the correct headings.


Before reading an informational text, students write
questions that they have. After reading, students return to
their journal and record the answers to their questions. If
a
question

w
as

not answered in the text, discuss other
resources that they could
use to find the answers.


Students work in teams or partners to write and exchange
questions. After reading, students locate the answers using
key words and text features, and

then
highlight, underline,
or

point to the answer
in the text.


Select an expository text. Give students the title of the text.
Have them generate three questions that they have about
the topic. Read the text. Have students answer their own
questions in a complete sentence.



Common Core Text Exemplar Performance

Task
:

Students read Aliki’s “
A Medieval Feast”
and
demonstrate
their
understanding
of all that goes into such an
event
by
asking questions
pertaining to
who
,
what
,
where
,
when
,
why
, and
how
such a meal happens and by
answering using
key details
.










Harcourt
Just for You, Theme

1

Get Up and Go



Reading A
-
Z

http://www.readinga
-
z.com


It’s About Time
: 690L

(
This informational book looks at clocks
that were used to tell time long ago, as
well as clocks used
today.)



FCRR

Printable Expository Text Literacy Centers

Questioning Center Activity

http://www.fcrr.org/FAIR_Search_Tool/PDFs/2
-
3C_028.pdf



Question cube for after reading

http://www.fcrr.org/FAIR_Search_Tool/PDFs/2
-
3C_027.pdf



“Strategic Strategies” Ask and Answer Q
s

http://www.fcrr.or
g/FAIR_Search_Tool/PDFs/2
-
3C_032.pdf




Harcourt Brace Social Studies

Unit 1

We Belong to Many Groups



Lesson 1:

Learning Together at School




Lesson 2:

Living at Home and in the

Neighborhood




Foss Science

Readers

Insects,
Air and Weather
,
Physics o
f Sound
“Animal Babble”


www.thelearningpad.net/readers_mini_lessons
.html


(Building a Reading Community)


www.trueflix.scholastic.com

(True Books for K
-
3)


www.geoliteracy.org




Who wrote the text and what do we know
about the author?



What did you learn?



What is the main idea of this text?

Name the supporting
details.



What would be a good title for this
selection?



What would you still like to find out
about?



What clues tell you that this story is non
-
fiction?



What makes this text an example of non
-
fictio
n?

Speaking and
Listening



2.SL.1 Participate in
collaborative
conversations with
diverse partners
about grade 2 topics
and texts with peers
and adults in small
and larger groups
.


11



AZ 2010
ELA

Standards for

WRITING



Language Standards

2.L.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a.

Use collective nouns (e.g.,
group).

b.

Form and use frequently occurring irregular plural nouns (e.g.,
feet, children, teeth, mice,

fish).


2.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Capitalize holidays, product names, and geographic names.

d
. Generalize learned spelling patterns when writing words (e.g.,

cage
-

badge; boy
-

boil).



2.W.1
Write opinion
pieces in which they
introduce the topic or
book they are writing
about, state and opinion,
supply reasons that
support the opinion, use
linking words to connect
opinions and reasons,
and provide a concluding
statement or section.



Sample
Objectives

Introductory

I can formulate and write
an opinion by reading a
text.


Continuous

I can support my idea by
supplying reasons cited
from the text.


I can use linking words to
connect my ideas in a
paragraph.


Rigorous

I can compare and
contrast op
inions by
analyzing my partner’s
opinion piece

on the
same topic
.

DOK Level 3


Use a
graphic organizer to help organize an opinion piece.


Use the organizer to write an opinion piece that has
an opening paragraph,
supporting
details and a

closure paragraph. Possible
t
opics

include:
The Best…
Color, Food, Subject in School, Game, Pet, etc.


Before students write their opinion piece, have them share their ideas with a partner (collaborative conversations). Have th
e students practice asking
and answering questions to connect back to RL.1 and RI.1.










Class

Discussion/Art Appreciation

Explain to the students that George Catlin was a famous artist who traveled out west on horseback during the 1800s to paint p
ictures of Native
Americans. Display several of his works.
Have students talk to their peers about the

following:




What do you notice in the paintings?



What can you learn by studying these paintings closely?



Why do you think these paintings are very important to history?



What
feelings and thoughts do you get from the paining?




What details from the art cause you to think or feel that way?



What is your opinion of the painting?



Speaking and Listening


2. SL.1

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in smal
l and larger groups.




AZ ELP Writing

II
-
W
-
2: HI
-
8: Identify and use common/proper nouns, articles,
and convert singular nouns to plural nouns.



AZ ELP Language Standards

Explain the differences between common nouns and proper
nouns in context.


Select articles

(a, an, the) for singular and plural nouns.


Convert singular nouns into plural nouns
.


12



2.W.5
With guidance and
support from adults and
peers
,
focus on a topic
and strengthen writing as
needed by revising and
editing.




Sample Objectives

Introductory and
Continuous

I can strengthen my
writing by revising and
editing with a
partner/teacher
.


Rigorous

I can strengthen my
writing by revising and
editing independently
.









Model refining a rough draft for clarity and effectiveness. To do this, evaluate the draft for use of ideas, content, organi
zation, voice, word choice, and
sentence fluency. Add details to the draft to more effectively accomplish the purpose. Rearrange
the words, word choice, sentences, and
paragraphs to clarify or enhance the meaning of the draft. Use a combination of sentence structures such as simple and compo
und sentences to
improve fluency.

Create tools or strategies such as peer review, checklists and rubrics to refine the draft. Have students use resources and r
eference materials to
select precise vocabulary. Also have them proofread the draft and correct it for appropri
ate conventions. They should conference with a teacher or
classmate for feedback.


2.L.2

Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing.



Model conventions and spelling patterns in isolation.



Identify conventions and spelling patterns in context as they appear in writing, speaking and literature.



Provide text with convention errors. Students will identify and correct errors.



Create a reso
urce wall of common conventions or spelling patterns for easy referral.



Have students highlight given conventions and spelling patterns in context.


Create

agreed upon procedures for revising and editing.

Collaborate with students in creating a rubric for

the selected writing standard.











AZ ELP Writing

II
-
W
-
2: HI
-
8: Identify and use
common/
proper nouns, articles, and
convert singular nouns to plural nouns.



AZ ELP Language Standards

Explain the differences between
common nouns and proper nouns in
context.


Select articles (a, an, the) for singular
and plural nouns.


Convert singular nouns i
nto plural nouns.



Speaking and Listening


2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults
in
small and larger groups
.




13


Second Grade Quality
Language Development Arts Pacing Guide

September

Benchmarks

•Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral
.

•Describe the overall structure of a story, including describing how

the beginning introduces the story and the ending concludes the action.

•Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

•Identify the main topic of a multi
-
paragraph text as well as the focus of speci
fic paragraphs within the text.

•Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking (collective nouns and
reflexive pronouns).

•Demonstrate command of the conventions of Standard English spelling when writ
ing.

•AZ Writing Standard: Wri
te informative/explanatory text and publish using digital tools.

•Arizona ELP Language Standard: Identify and use pronouns and verbs.


AIMSweb goals: NWF (57); PSF (47); MAZE (6); R
-
CBM (66)


Literature/Informational Text

Reading Foundations

Writing

Language


2.RL.2

Recount stories, including
fables and folktales from diverse
cultures, and determine their
central message, lesson, or moral.


2.RL.5

Describe the overall
structure of a story, including
describing how the
beginning
introduces the story and the
ending concludes the action.




These concepts should be embedded in work
students do on a daily basis.


2.RF.3

Know and apply grade
-
level phonics
and word analysis skills in decoding words.


a. Distinguish long and short v
owels
when reading regularly spelled one
-
syllable words.

b. Know spelling
-
sound correspondences
for additional common vowel teams.

c. Decode regularly spelled two
-
syllable
words with long vowels. Decode words
with common prefixes and suffixes.

d. Identify
words with inconsistent but
common spelling
-
sound
correspondences.

e. Recognize and read grade
-
appropriate
irregularly spelled words.


2.RF.4

Read with sufficient accuracy and
fluency to support comprehension.


a. Read on
-
level text with purpose and
understanding.

b. Read on
-
level text orally with
accuracy, appropriate rate, and
expression on successive readings.

c. Use context to confirm or self
-
correct
word recognition and understanding,
rereading as necessary.





2.
W.2

Write
informative/explanatory texts in
which they introduce a topic, use facts and
definitions to develop points, and provide a
concluding statement or section.


2.W.6

With guidance and support from adults,
use a variety of digital tools to produce and
publish
writing, including in collaboration with
peers.





2.
L
.
1 Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.

d
.
Form and use the past tense of
frequently occurring irregular verbs
(e.g.,
sat, hid,
and told
).



2.
L.
2

Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.

a. Capitalize holidays, product names,
and geographic names

b. Generalize learned spell
ing patterns
when writing words.

















The student will express his or her thinking
and ideas in a variety of writing genres.


II
-
W
-
1:HI
-
3
completing a written summary of
the key events or ideas of informational text
using simple sentences.



The student will identify and apply
conventions of standard English in his or
her communications.


II
-
W
-
2: HI
-
8
Use various subjects (common
nouns, singular and plural proper nouns,
pronouns possessive nouns & pronouns) in
sentences in a variety of
writing applications.


The student will analyze text for
expression, enjoyment, and
response to other related content
areas


II
-
R
-
4:HI
-
12

describing the setting
from a literary selection.


II
-
R
-
4:HI
-
14

identifying and
describing the plot in a literary
selection.

The student will
identify and apply
conventions of standard English in his or her
communications.


II
-
L(V)
-
1:HI
-
9
producing declarative, negative and
interrogative sentences using irregular simple past
tense verbs with subject
-
verb agreement.


II
-
L(SC)
-
1:HI
-
1
selecting a

subject (singular or
plural) to complete a given sentence.


II
-
L(SC)
-
1:HI
-
2
producing sentences using a
subject and a verb, with subject
-
verb agreem
ent

(S
-
V)
.


II
-
L(SC)
-
1:HI
-
3
producing sentences with
negative S
-
V construction, using a
pronoun

as the
s
ubject, with subject
-
verb agreement.


14


Literature/Informational Text

Reading Foundations

Writing

Language

2.RI.2
Identify the main topic of a
multi
-
paragraph text as well as the
focus of specific paragraphs within
the text.


2.RI.6
Identify the main purpose of
a text, including what the author
wants to answer, explain, or
describe.



I can orally describe or
recount
details after listening to a text.


I can orally retell key ideas from a
read aloud by describing details.





















The
student will analyze text for
expression, enjoyment, and
response to other related content
areas


II
-
R
-
4:HI
-
7

summarizing the main
idea and details from text, using
complete sentences.


II
-
R
-
4:HI
-
9

identifying the author’s
purpose for writing a book.

The student will integrate
elements of
effective writing to develop engaging and
focused text.


II
-
W
-
4:HI
-
2
writing relevant details that support
the main idea in a student generated text.


The student will identify and manipulate the
sounds of the English language and decode
words, using knowledge of phonics,
syllabication, and word parts.


II
-
R
-
2:HI
-
9

reading regularly spelled multi
-
syllable
words by applying the most common letter
-
sound
correspondences, including the sounds
represented by single letters, consonant blends,
consonant/vowel digraphs (th, sh, ck) and
diphthongs (ea, ie, ee) and r
-
controll
ed vowels.


II
-
R
-
2:HI
-
11

reading multi
-
syllabic words, using
syllabication rules.


II
-
R
-
2:HI
-
12
identifying inflectional endings

(
-
s,
-
ed,
-
ing) and their functions (tense, plurality,
comparison and part of speech).


II
-
R
-
2:HI
-
13

reading high frequency words and
irregular sight words fluently.



The student will read with fluency and
accuracy.


II
-
R
-
3:HI
-
1

reading aloud (including high
frequency/sight words) with fluency demonstrating
automaticity.


The student will identify and apply
conventions of standard English in his or
her
communications.



II
-
L(Q)
-
1:HI
-
1
producing questions, using
inflection when produced orally.


II
-
L(Q)
-
1:HI
-
2
producing Yes/No questions in
the simple present tense using “to do”.


II
-
L(Q)
-
1:HI
-
3
producing Yes/No questions
beginning with “to be” and
containing a
complement in a variety of verb tenses.



15



AZ Standards for

SPEAKING AND LISTENING



To build a foundation for college and career readiness, students must h
ave ample opportunities to take
part in a variety of rich, structured
conversations

as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires

that
students contribute accurate, relevant information; respond to

and develop what others have said; make comparisons an
d contrasts; and analyze
and synthesize a multitude of ideas in various domains.


CONTINUED SUPPORT

2.SL.1:
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in smal
l and larger groups
.


Comprehension and Collaboration

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

As students describe key ideas, make sure they include supporting details.










Presentation of Knowledge of Idea

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentat
ions.

Students add drawings and other visuals to clarify ideas, thoughts and feelings.

Students can audio record stories to check
for fluency in both reading and writing (complete sentences, complete thoughts, etc.).











Speaking and Listening



2.SL.2 Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.


Speaking and Listening



2.SL.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experienc
es when
appropriate to clarify ideas,
thoughts, and feelings
.



16



AZ 2010
ELA
Standards for
LITERATURE


Standards

Examples and Explanations

Sample Instructional

Resources

Questions/Assessments


2.RL.2
Recount stories,
including fables and
folktales
from diverse
cultures, and determine
their central message,
lesson, or moral.


Sample Objectives

Introductory

I can determine the
moral/message/lesson of
a story by recounting the
events.


Continuous

I can summarize the
moral/message/lesson to
my life by
making text
-
to
-
self connections
.


Rigorous

I can prove the
moral/message/lesson of
the story by citing
evidence from the text

and my own experiences
.

















Fables are excellent sources for students to
determine
lessons
. Short, easy fables are readily available.
When
working with fables, leave out the lesson or moral while
reading the fable
,
and support the students in their initial
attempts at figuring out what the lesson or the moral to the
fable is.


Introduce the
genre of
folk
tales by

explaining how they are
stories about a special kind of hero that is bigger than life.
Even though the story is based on a real person, the person
is exaggerated to be stronger or bigger than any real hero
can ever be. Read about a hero from the 1800s nam
ed John
Henry. As you read the story, challenge the students to think
about the part of the story that is so amazing we know it is
not really true. After the children have enjoyed the story, go
back through the story and have the students write down
one th
ing that might be real and one thing they think is
f
antasy. Ask questions such as,
Why do you think we have
this tall tale? Why do you think the story has a race between
a machine and a human? Why do you t
hink the man beats
the machine?


Have students work

in partners to recount event of stories,
fables, or folktales. At the conclusion of reading a fable,
folkt
ale or story have them answer:
What
mess
age/lesson/moral did we learn?

Use a graphic organizer to categorize elements from the
story. (e.g., lesson,
country of origin, genre).



Class Discussion/Literature

Invite speakers to read folktales from their home countries.
For example, invite someone from Cuba or the Caribbean to
read
Martina the Beautiful Cockroach: A Cuban Folktale
by
Carmen Agra Deedy. As

the visitor reads the story, have
students consider what message the folktale might teach.
When the story is over, the speaker could share some
information about the country from which the folktale comes.
Give an opportunity for students to ask questions
about the
folktale and the country.



Harcourt
Just for You, Theme 2



How the Mice Beat the Men
: 290L



How Glooskap Found Summer
: 280L



Aladdin and the Wonderful Lamp



Coyote and the Star
:
680L



Goldilocks and the Three Bears
: 370
-
1050L



The Enormous Turnip

(Folktale)



Reading A
-
Z

http://www.readinga
-
z.com




Aesop’s Fables

http://aesopfables.com/



A Dog’s Tale



Trade Book Legends



Tomie de Paola:
Legend of the Bluebonnet

(740L)
and
Legend of the Indian Paintbrush

(840L)



Paul Goble:
Mud Pony

(610L)
,
Buffalo
Woman

(590L)
,
and
Gift of the Sacred Dog

(670L)



“Fables”

by Arnold Lobel
: 540L



Uncle Remus Stories



Harcourt Brace
Social Studies

Unit 4, Lesson 1
:
American Indians

Teacher’s Guide, page 33B (READ ALOUD)

The Peacock’s Gift” adapted from an Aesop’s
Fable



Author Study

Kevin Henkes, Leo Lionni, Robert Munsch, Dana
Lehman, Shel Silverstein



Who did something wrong?


Why was this wrong?


What messag
e/lesson/moral did we
learn?


Who should learn the lesson?


What can you conclude the lesson is?


What other possible reasons…?


What was the author’s purpose for
writing this story?


What would you do differe
ntly if you
were in the story?


How would your decision affect the
outcome of the story?


What was the message of t
his story?
Defend your answer.


Identify the moral of the story by writing
two sentences.


Summarize the story by…











Speaking and Listening


2.SL.2 Recount or
describe key ideas or
details from a text read
aloud or
information
presented orally or
through other media.


17



2.RL.5
Describe the
overall structure of a
story, including
describing how the
beginning introduces the
story and the ending
concludes the action.


Sample Objectives

Introductory

I can describe the structure
of a story by putting events
in order
.


Continuous

I can
summarize

the major
events in a story by
writing a
paragraph
.

DOK Level 2


Rigorous

I can
create a narrative story
using elements (e.g.
introduction of characters,
setting & plot; climax;
dénouement and resolution.)

DOK Level 2



















Have students
read a story with a partner, and then fold a
piece of paper into
eighths

and
follow
these
directions:


1.

In one square, draw /write about the main character(s).


2.

In another square, draw/write what happens to the main
character(s) in the beginning to introduce the story.


3.

In the next square draw or write about how the characters
respond to what happens.


4.

In the next square draw/write the event that shows how the
ch
aracter(s) tried to solve the problem.


5.

In the next square, draw or write another way
they tried to
solve the problem

(if applicable)
.


6.

In the next square draw/write how the problem was finally
solved.


7.

In the last square draw/write the ending of the
story.

Tell
how the events led up to the ending.


Have students read a folktale with a partner (a stronger
reader could read to a weaker reader, or they could take
turns, or read chorally). When they are finished, have them

f
old
a

paper into
fourths

and follow
these
directions:

1.

Draw a picture of the main characters in one square.

2.

Draw the setting in another square.

3.

Draw your favorite part of the plot in another square.

4.

In the last square, write a few sentences describing what
you think the
folktale is teaching.


Common Core Text Exemplar

Performance Task

Students
describe the overall story structure
of “
The Thirteen
Clocks”
by James Thurber,
describing how
the interactions of the
characters of the Duke and Princess Saralinda
introduce the
be
ginning of the story
and how the suspenseful plot comes to an
end.


Other Suggestions



Use

four
-
square

to write a retelling of
a

folktale.



Create an
alternative ending to
a
story.



Compare the
characters/setting

and
beginning/ending

of
2

stories.




Harcourt Just For You, Theme 1

Days with
Frog and Toad

(See Teacher’s Edition for resources relating to
story structure/sequence)




Reading A
-
Z

http://www.readinga
-
z.com


Paul Bunyan and Babe the Blue Ox

(
In this
tall tale
, readers learn about

America’s favorite lumberjack.

After
leaving home to log the North Woods,
Paul found a blue ox and named him
Babe. They became fast friends and were
lifetime companions. Set during the time
when America needed wood for houses
and towns, and land cleared for crops.
Talk about trees in
preparation for reading

The Secret Life of Trees

).


Bird Goes Home
: Beginning Reader


Catching Santa
: 650L


Colleen and the Leprechaun




FCRR

http://www.fcrr.org/curriculum/PDF/G2
-
3/2
-
3Comp_1.pdf


“Story Line Up”

pages 8
-
9


“Story Book”

pages
10
-
12


“Story Element Sort”
pages
13
-
17




What happened in the beginning of the
story?


How does the narrator introduce the
story?


How does the story
end? How is the
problem resolved?


Explain what happened in the middle of
the story.


What happened before
_____?


What are the words/phrases that
transition the story?


How does the setting of the story allow
you to

understand the

(character, culture,
author’s perspective)?

Why does the au
thor include this
(setting,
character,
and plot
) in the narrative?

What is the purp
ose for having this _____
as part of the story?

How does the setting allow you to peer
inside another world?
What does this tell
you about the culture?

How does understanding the specific
genre you are reading help you anticipate
how the text is constructed/actions of the
author?





Speaking and Listening


2.SL.2
Recount or
describe key ideas or
details from a text read
aloud or information
presented orally or
through other media.



2.SL.5 Create audio
recordings of stories or
poems; add drawings or
other visual displays to
stories or recounts of
experiences when
a
ppropriate to clarify
ideas, thoughts, and
feelings.


18



AZ 2010
ELA

Standards for

INFORMATIONAL
TEXT


Standards

Examples and
Explanations

Sample Instructional

Resources

Questions/Assessments


2.R
I
.2
Identify the main
topic of a multi
-
paragraph
text as well as the focus
of specific paragraphs
within the text.


Sample Objectives

Introductory

I can identify the main topic
of a
paragraph by deciding
what the details are mostly
telling about
.


Continuous

I can identify the main topic
of a text by deciding what
the paragraphs are mostly
telling about.


Rigorous

I can identify the main topic
of a text by using specific
evidence from

the text.


I can summarize

the main
idea of an expository
passage by narrowing

the

topic and author’s purpose
for wr
iting
.



To introduce the work of organizing informational text,
choose books with a variety of text features and strong
paragraphs. Guide students to look closely at the way the
text is arranged (e.g., through the use of headings,
subheadings, and paragraphs.
)


Important Ideas



Pieces of text are often separated into parts called paragraphs.



Events or ideas about a topic are grouped together in a
paragraph to help a reader make sense of them.



Every paragraph is about a specific event

or idea.



Often, several paragraphs are associated with a single topic.


EXAMPLE

Using the paragraphs below,
conduct

a
THINK ALOUND

on how to
locate the topic.


First,
I am going to read the whole text to make sure I can read all of
the words. Then, I
will go through each sentence to circle words
that are repeated, synonyms or pronouns for those words. As I read
the first two sentences I see that the word “car” is repeated. I will
circle car and cars each time I see it because it keeps appearing. I
w
ill then circle trucks, vans and busses because they are types of
cars. As I read through both paragraphs, I now know that “cars” is
the topic. Now, I need to figure out what the narrow topic is so that
it is more specific about the topic. As I think ab
out the topic of cars
and what it tells me about cars is that how cars were invented.

After I locate the narrow topic, I need to identify one sentence that
will tell me what the whole text is about. I think that the last
sentence in these two paragraphs t
ells m
e what the text is all about:
That is h
ow cars were invented and made.


The car was invented not long after the bicycle. The first cars
looked a lot like bicycles. However, people didn’t need to do the
work with their feet to make cars move. Cars

used gas to move.
Soon after, trucks, vans and busses were invented too.

The first cars were made by hand and cost a lot of money. Then, a
man named Henry Ford found a fast way to make cars. Soon, other
people began making cars the same way as Henry Fo
rd. Cars,
trucks, vans and buses are different forms of transportation. They
make travel easy for many people. That is how cars were invented
and made
.


Select another controlled paragraph for guided practice and
independent practice for students in iden
tifying the main idea of a
paragraph.


Harcourt Just For You, Theme 3

Secret Life of Trees


Reading A
-
Z

ttp://www.readinga
-
z.com


Frogs and Toads
: 730L

(Headings and subheadings support a well
-
organized text
containing information about
frogs and toads; good non
-
fiction follow
-
up to
Harcourt’s “Days with Frog and Toad”
).



FCRR

“Keys to the Main Idea” Main Idea/Details
O
rganizer

http://www.
fcrr.org/FAIR_Search_Tool/PDFs/2
-
3C_013.pdf



“Main Idea Highlights”: H
ighlight key words;
use them to write the main idea

http://www.fcrr.org/FAIR_Search_Tool/PDFs/2
-
3C_015.pdf



“Simple Summary”
: F
ind main idea of
paragraphs and write a summary

http://www.fcrr.org/FAIR_Search_Tool/PDFs/2
-
3C_030.pdf



“Sum Summary”: F
ind main idea of paragraphs
and write a sum
mary

http://www.fcrr.org/FAIR_Search_Tool/PDFs/2
-
3C_031.pdf




Harcourt Brace Social Studies

Unit 1:
We Belong to Many Groups



Lesson 3 “In and Around the City



Lesson 4 “Our Country of
Many People”



Foss Science

Physics of Sound: Science Readers

“Seeing” the World through Sound



www.geoliteracy.org



What is this paragraph mostly telling about?


What are the details that tell about the topic?



What key words do I see in the paragraph?


Which of these is a main idea of the text?


How
do you know

what the main idea is?


What is

the main topic of a paragraph?

(specific answer)


How can you tell the difference between a
main idea and supporting details?



How do supporting details help a reader know
what the main idea is?



How do I use the main idea of paragraphs to
summarize a text?


What are the components of a paragraph in a
n
informational text?



Which of the following could be added as a
supporting detail
in

the p
aragraph
?


Which supporting detail does not belong in this
paragraph?


How does identifying the main topic of
paragraphs help us understand what the text is
mostly about?


What was the main point or points the author
made about this topic?


Justify how a detail supports a main idea.


Create a paragraph that includes a main
idea
and supporting details.


Compose supporting details that support the
main idea.



Speaking and Listening


2.SL.2 Recount or
describe key ideas or
details from a text read
aloud or information
presented orally
or
through other media.


19



2.R
I.6

Identify the main
purpose of a text,
including what the author
wants to
answer
,
explain
,
or
describe
.



Sample Objectives

I
ntroductory

I can tell the author’s

purpose by identifying the
main idea and supporting
details.


I can identify the purpose
of a text by deciding what
the author is trying to
answer, explain, or
describe.


Continuous

I can determine author’s
purpose by identifying the
main idea and
supporting
details from the text.


Rigorous

I can explain author’s
purpose by justifying with
details from the text
.







Read the book
Owen and M
a
zee: The True Story of a Remarkable
Friendship
by Isabella Hatkoff aloud. When you are finished
reading, have the students discuss what the author (a six
-
year old
girl) wanted to accomplish by publishing the
book, using questions
such as:
What did she want to explain? Describe? What questions
did she
want to answer? Why

are there so many photographs?

Ask

the students

to write a paragraph explaining how the two animals in
the story became friends.



When starting with expository (informative) text
,

ask students to
predic
t after the first two sentences

what type of text this will be?
Pick small paragraphs to evaluate rather than large information
books so that students can understand they are hearing facts and
should be asking questions

about what they are learning. Use
statements such as?



This text is

expository because the author i
s teaching me
about..
.



It is a fact that…



So, I know that the author wants
to describe

(to

explain, to
answer, to inform)
____
to me as the reader.



Use the text
How Do You Know Its Winter?

b
y Alan Fowler. Do not
show the
student the pictures as you read
. The goal is for students
to use just

the text to identify the author’s purpose.



Type small paragraphs of informational text for students to identify
the author’s purpose. Quick reads are a great resource for short
pa
ragraphs.



Type of Writing

Author’s
Purpose

Clues

A report





Magazine article
about
skateboards

To inform





To explain

The title is “Silly
Games” and the
author tells about
two races.


Explains how to
skateboard at a
skateboard park




Common
Core Text Exemplar Performance Task

Students read Selby
Beeler’s “
Throw Your Tooth on the Roof: Tooth
Traditions Around the World”
and
identify what
Beeler
wants to
answer
as well as explain the
main purpose of the text.



Harcourt Just for You, Theme 2

Helping Out

(Author’s purpose is to describe
how helping out can make a difference for you
and others.)


Reading A
-
Z

http://www.readinga
-
z.com


We Make Maple Syrup
: 470L

(
Author’s purpose is to explain the
process of making maple syrup though an
informational fictional text

in which a
family works together to make syrup
)
.


Totem Poles
: 1040L

(Author’s purpose is to
answer why

totem
poles are used and by whom, how they
are carved, and in what parts of the
United States they are found
. Good
follow
-
up to “Secret Life of Trees” and
preparation for Nati
ve American Day).


FCRR

Author’s Purpose Game

http://www.fcrr.org/FAIR_Search_Tool/PDFs/2
-
3C_023.pdf


Author’s Purpose Assessment

http://www.fcrr.
org/assessment/ET/routines/pdf
/instRoutines_2CIDAP.pdf


Read Works

Author’s Purpose Lesson

http://www.readworks.org/lessons/grade2/auth
ors
-
purpose/lesson
-
2


http://www.readworks.org/lessons/grade2/auth
ors
-
purpose/lesson
-
3


Harcourt B
race Social Studies

Unit 2

Where We Live

Lesson 6 “Caring for the Earth”

“Tree Musketeers”

(page 90)

(A
uthor’s
purpose is to

describe how some

kids planted trees in their town to make the
polluted air cleaner
).




What is the author trying to tell you?

What
is the author’s purpose?



Is the purpose of this text to inform,
persuade, or explain?


How do I identify
the purpose of a text?


Why do authors write different kinds of
text?


What is the author’s purpose for writing
the text? Provide three details from the
text to support your answer.



Which word or phrase best describes the
author’s
attitude/feelings abou
t __
_

in the
text?



What kinds of clues does the author give
that reveal the purpose of the text?



The au
thor’s purpose is to ___ because
___.





Speaking and
Listening


2.SL.2 Recount or
describe key ideas or
details from a text read
aloud or information
presented orally or
through other media.


20



AZ 2010

ELA

Standards for

WRITIN
G



Language Standard

2.L
.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking.

d.
Form and use the past tense of frequently occurring irregular verbs (e.g.,
sat, hid,
and told
).



2.L.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Capitalize holidays, product names, and geographic names

b. Generalize learned spelling patterns when writing words (e.g., cage
-

badge;
boy
-

boil).


2.
W.2
Write
informative/explanatory
texts in which they
introduce a topic, use
facts and definitions to
develop points, and
provide a concluding
statement or section.




Sample Objectives

Introductory

I can identify a topic by
listing facts

and details.


I can focus on a topic by
supporting my ideas with
details and examples
.


Continuous

I can organize information
by writing an informative
paragraph that includes a
topic sentence, facts, and a
conclusion.


Rigorous

I can support my
topic

by
citing evidence and
using
different strategies of
persuasion
.


I can
compare information
on my topic across text
passages
.

DOK Level 3


The emphasis of this standard includes non
-
fiction writing that describes, explains, informs, or summarizes ideas
and content. Informative or explanatory texts present
facts, opinions, define terms and provide examples to inform the reader. The writing can support research, observations, or e
xperiences.

Use topics from Social Studies
or Science Standards


Model the wr
iting process (e.g., pre
-
writing, writing, editing draft, and publishing). Create a rubric of expectations for the students (e.g. There should be a cl
early stated
topic sentence. The topic should be developed through facts, details, and relevant informatio
n and a concluding statement should be included). The use of graphic
organizers should be used (e.g. webs, T
-
charts, timelines) to assist students in organizing their information.


Structures of Informational Text Signal Words

Structure

Signal Words

Cause
-
Effect

Problem
-
Solution

Because, due to, since, as a results, consequently

Compare and Contrast

Like, just as, similar, both, also, too, unlike,
different, but

Time order

Chronological order

Sequence

Before, first, during, after, then, next,
finally, last,
now, when


Students choose an animal they are interested in learning about. They read easy books or look on the internet to find their i
nformation.

Before student write, have them
share their ideas with a partner (collaborative conversatio
n). The focus of their conversation should be on describing ideas with supporting detail.

Have students add drawings and other visuals to clarify ideas, thoughts and feelings.














Speaking and Listening

2.SL.1 Participate in collaborative conversations
with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.


2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media
.


2.SL.5 Create audio
recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate
to clarify ideas,
thoughts, and feelings.


21



2.
W.6
With guidance and
support from adults, use
a variety of digital
tools to
produce and publish
writing, including in
collaboration with peers.



Sample Objectives

Introductory

I can select an
appropriate digital tool to
publish my piece.


Continuous

I can publish my writing
using digital tools
.


Rigorous

I can use
digital tools to
present my writing to the
class.



.












CONTINUED SUPPORT

2.W.5:
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.


Students should learn basic keyboarding
skills so they are able to type the stories they want to publish. The
y should also learn how to cut,
copy and
paste for revising and publishing purposes. The
ir
peers, along with the teacher, can give editing suggestions.



Students can publish

their

writ
ing

by scanning the drawing and putt
ing it into a Power Point slide
. These slides and recordings could be posted on a
web page to be viewed by friends and relatives. Arrange the Power Point slides chronologically to reinforce the linking of id
eas.



Studen
ts publish their stories using Photo Story 3 for Windows.


2.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
.



Model conventions and spelling patterns in isolation.



Identify conventions and spelling patterns in context as they appear in writing, speaking and literature.



Provide text with convention erro
rs. Students will identify and correct errors.



Create a resource wall of common conventions or spelling patterns for easy referral.



Have students highlight given conventions and spelling patterns in context




Writing Connections

Create

agreed upon procedures for revising and editing.

Collaborate with students in creating a rubric for the selected writing standard.