second grade literacy planning map - john t....

Second Grade Literacy Planning Map

SY 2016-2017

SY2016-2017

Second Grade Literacy Planning Suggested Instructional Timeline: Quarter 1

Unit 1 9/6/2016 – 10/7/2016 (5 weeks)

Unit 2 10/11/2016 – 11/03/2016 (4 weeks)

Second Grade Literacy Quarter 1 – Unit 1

Common Core

Standards

Unpacking: What do these standards mean a child will know and be able to do?

Mastery of these skills

are evident when

students can do the

following: KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO

(Procedural, Application

and Extended Thinking)

RL.2.1 Ask and answer such

questions as who, what, where,

when, why and how to

demonstrate understanding of

key details in the text.

Week 1

9-6-16 to 9-9-16

Skill Coverage -1,2,3,4

Week 2

9-12-16 to 9-16-16

Skill Coverage - 5,6,7,8

Prediction

Inference

Background knowledge

Literary elements (e.g.,

character, setting, events)

5 W’s + H questions

(who, what, where, when,

why, and how)

Authors include

key details in

literary texts which

can help a reader

ask and answer

questions

Good readers use

the information

from a text as a

basis for answering

questions

Good readers

answer who, what,

where, when, why,

and how questions

about a text in

order to

demonstrate an

understanding of

key details

Make, test and revise

predictions as they read

Use background

knowledge and

explicitly stated

information to answer

questions they have as

they read

Demonstrate an

understanding of the

key details in a text

when answering

questions

Ask and answer

questions which begin

with who, what, where,

when, why, and how to

demonstrate

understanding of key

details in a text

Skill Coverage

1. Answer questions

(read aloud &

independently)

2. Ask questions

(Student generated)

5 W’s+H/ Blooms

question stems

3. Make and verify

predictions

4. Identify/understand

key ideas

5. Infer answers from

details and

background

information

6. Demonstrate

understanding

about characters,

setting and major

events and

determining fact


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and opinion

7. Identify relevant

and irrelevant

details

8. Support

answers/explain by

drawing from

personal

experience/text


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KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO




are evident when

students can do the

following:

RL. 2.3 Describe how characters

in a story respond to major

events and challenges.

Week 3

9-19-16 to 9-23-16

Skill Coverage-1,2,3

Week 4

9-26-16 to 9-30-16

Skill Coverage - 4,5

Literary texts

Key ideas

Important/supporting

details

Story & Play elements

Plot (e.g., events,

climax/turning point,

resolution)

Conflict (e.g.,

problem/solution)

Characters (traits,

motivations, words,

and feelings)

Setting (e.g., time,

place)

Authors create well-

developed

characters that

shape the events of

a story or play

Good readers

understand that the

actions of

characters in a

literary text

contribute to the

sequence of events

in a story or play

Identify the key ideas

and events in a story

or play

Sequence the key

ideas and events in a

story or play

Identify the

characters in a story

or play (e.g., traits,

motivations,

feelings)

Describe or

graphically represent

characters (their

thoughts, words and

actions) and events

in a story or play,

drawing on specific

details from the text

Describe and explain

how characters’

actions relate to the

sequence of events

Describe characters

in a story (e.g., their

traits, motivations, or

feelings) and explain

how their actions

contribute to the

sequence of events

Skill Coverage

1. Answer questions

about key details,

2. Describe character

events in order

3. Describe character

traits, feelings,

motivations, actions

and connections to

the text

4. Identify personal

connections to

characters

(compare &

contrast)

5. Support

answers/explain by

drawing from

personal

experience/text


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KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO




are evident when

students can do the

following:

RL. 2.7 Use information

gained from the illustrations and

words in a print or digital text to

demonstrate understanding of its

characters, setting, or plot.

Week 5

10-3-16 to 10-7-16

Skill Coverage – 1,2,3,4,5

How to use information

from illustrations to

demonstrate

understanding

Illustrations (e.g., photos,

pictures, drawings)

Versions of text (e.g.,

written, print, digital)

Story details (e.g.,

character, setting,

plot/events)

Authors choose

details and

illustrations to

include in a literary

text in order to

convey meaning

Good readers use

the details and

illustrations

available in a

literary text to

enhance


text(s)

Describe essential

details/information

from illustrations

Combine information

from illustrations

with words from the

literary text to make

meaning

Use details/

information gained

from the illustrations

and words in a print

or digital text to

demonstrate

understanding of its

characters, setting, or

plot

Skill Coverage

1. Use illustrations

along with print or

digital text to

describe

characters, settings

2. Determine key

details from print/

digital text

matched with

illustrations

3. Find clues in

illustrations and

related evidence in

text to develop

descriptions.

4. Use illustrations/

graphics to

support their

analysis of

characters, settings

and plot.

5. Analyze the

relationship

between visual

information and

written

information


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Second Grade Writing Quarter 1 – Unit 1

KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO




are evident when

students can do the

following:

W. 2.3 Write narratives in

which they recount a well-

elaborated event or short

sequence of events, include

details to describe actions,

thoughts, and feelings, use

temporal words to signal event

order, and provide a sense of

closure.

Narrative writing

Topic

Event(s) (topic and

situation-what happened.

For example, “My dog” is

a topic; “My dog ate my

homework” is an event)

Elaboration

Relevant details/examples

(e.g., actions, thoughts,

feelings)

Temporal/time order

words (e.g., first, next,

then)

Reaction/response (e.g.,

Why was the event

important? How did the

event make you feel?)

Order of events (e.g.,

beginning, middle, end)

Closure/ending/conclusion

Forms (e.g. stories,

journal entries, simple

poems)

Good authors use

narrative elements

to tell about events

and reflect upon

those events

Good authors

include details that

bring events/people

to life for the

reader

Good authors use

model/example

texts to guide them

as they compose

their own narrative

pieces

Select/identify an event

or short sequence of

events to tell about

Elaborate using details

about the event(s)

Organize writing with a

beginning, middle and

end, appropriately

sequencing events

Use temporal words to

signal event order and

transition from one

event to another

Provide a sense of

closure

Write narratives in

which they recount

well-elaborated event

or short sequence of

events, include

details to describe

actions, thoughts, and

feelings, use

temporal words to

signal event order, and

provide a sense of

closure

Writing skills should

be integrated with

reading skills

All writing activities

should be modeled

by the teacher


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Common Core

Standards



are evident when

students can do the

following: KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO



RL.2.1 Ask and answer such





Week 1

10-11-16 to 10-14-16

Skill Coverage - 1,2,3

Week 2

10-17-16 to 10-21-16


Week 3

10-24-16 to 10-28-16

Skill Coverage – 7,8

Prediction

Inference



character, setting, events)



why, and how)

Authors include

key details in

literary texts which

can help a reader

ask and answer

questions

Good readers use

the information

from a text as a

basis for answering

questions and

gaining an

understanding of

the text

Good readers

answer who, what,

where, when, why,

and how questions

about a text in

order to

demonstrate an

understanding of

key details

Make, test and revise


Use the combination of

background knowledge

and explicitly stated

information to answer

questions they have as

they read

Demonstrate an


key details in a text

when answering

questions about the text

Ask and answer



when, why, and how to

demonstrate


details in a text

Skill Coverage

1. Answer questions

(read aloud &

independently)

2. Ask questions

(Student generated)

5 W’s+H/ Blooms

question stems

3. Make and verify

predictions

4. Identify/understand

key ideas


details and

background

information

6. Demonstrate

understanding

about characters,

setting and main

events as well as

determining fact

and opinion


and irrelevant

details


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8. Support

answers/explain by

drawing from

personal

experiences/text


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KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO




are evident when

students can do the

following:

RL. 2.2 Recount stories,

including fables and folktales

from diverse cultures, and

determine their central message,

lesson, or moral.

Week 4

10-31-16 to 11-3-16

Skill Coverage- 1,2,3

Literary texts

How to recount literary

texts

Characteristics of fables

and folktales from diverse

cultures

Central message, moral,

lesson

Difference between

central ideas and key

details in a story

Characteristics of an

effective

retelling/recounting

Authors of literary

texts include details

that help readers

make sense of

stories

Good readers create

an effective

recounting or

retelling of literary

text(s) that includes

key ideas and

details (e.g.,

characters, settings,

problem/solution)

Recount/retell (or

graphically represent)

key details from

literary texts, including

fables and folktales

from diverse cultures

Determine central

message, lesson or

moral

Describe how key

details show a central

message, lesson or

moral

Recount stories,

including fables and

folktales from diverse

cultures and determine

their central message,

lesson or moral

Skill Coverage

1. Retell story events

from the beginning

to the end

recounting key

details about

characters, setting,

and plot in

sequential order

2. Determine message,

moral, lesson,

order, sequential,

main idea,

illustrator, and

author of story

3. Explain key words

to describe fables/

folktales:

Conclusion, crisis,

folktales, fables,

myth, plot, conflict,

fairy tale, legend,

fiction, non-fiction,

and narrator


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KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO




are evident when

students can do the

following:

W 2.3 Write narratives in

which they recount a well



some details regarding what

happened, use temporal words

to signal event order, and

provide some sense of closure.

Narrative writing, drawing,

dictating

Event(s) (topic and






(e.g., how things look, feel,

smell, sound, taste)

Reaction (e.g., How did the

event make you feel?)




Forms (e.g., Stories and

story boards, journal

entries)

Good authors of

narrative writing

inform and entertain

the reader by using

descriptive words,

putting them in the

midst of the action

Good authors use

model/example

texts to guide them

as they compose

their own narrative

pieces

With prompting and

support…


or several loosely linked


Select a form for the

narrative

Provide some details

about the event

Organize writing in the

order in which the

events occurred

Provide a reaction to the

event(s)

Provide some closure/

ending

Use a combination of

drawing, dictating, and

writing to narrate a

single event or several

loosely linked events,

tell about the events in

the order in which they

occurred, and provide a

reaction to what

happened


be integrated with

reading skills


should be modeled

by the teacher


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Second Grade Literacy Planning Map Suggested Instructional Timeline: Quarter 2

Unit 3 11/07/2016-12/09/2016 (5 weeks)

Unit 4 12/12/2016-2/02/2017 (6 weeks)


Common Core

Standards


Mastery of these skills are

evident when students can

do the following: KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO



RI.2.1 Ask and answer such





Week 1

11-7-16 to 11-10-16


Weeks 2

11-14-16 to 11-18-16

Skill Coverage -5,6,7

Texts

Questions

Answers

Key details

Predictions

Inferences



(who, what, where,

when, why and how)

Authors include

key details in

informational texts

which can help a

reader ask and

answer questions

Good readers know

a question is

different from a

statement and

requires an answer

Good readers

answer who, what,

where, when, why,

and how questions

about a text in

order to

demonstrate an

understanding of

key details

Make reasonable


Use information from

the text and


a to make inferences

Demonstrate


details in a text when

asking and answering

questions

Ask and answer



when, why, and how

Skill Coverage

1. Answer questions

(read aloud &

independently)

2. Ask questions

(Student generated) 5

W’s+H/ Blooms

question stems

3. Make and verify

predictions

4. Identify/understand/

key ideas


details/background

information

6. Identify relevant and

irrelevant details

7. Support answers by

drawing from

personal

experience/text


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KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO





do the following:

RI. 2.2 Identify the main topic

of a multi-paragraph text as

well as the focus of specific

paragraphs within the text.

Weeks 3&4

11-21-16 to 12-02-16

Skill Coverage- 1,2,3

Informational text (both

literary nonfiction and

expository/technical

texts)

Main topic

Difference between the

main topic and key

details

Focus of specific

paragraphs

Authors of

informational

text(s) include key

details in order to

help readers make

meaning of the text

Good readers use

key details in an

informational text

to identify the main

topic

Informational

texts can have

multiple paragraphs

that work together

to inform readers

about a topic

Identify the main topic

of a multi-paragraph

informational text

Identify the focus of

specific paragraphs

within an

informational text

Describe or

graphically represent

the relationship

between main topic

and focus of specific

paragraphs



text, as well as the

focus of specific

paragraphs within the

text

Skill Coverage

1. Identify topic and main

idea of text and specific

paragraphs

2. Identify supportive

details

3. Retell/restate details


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KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO





do the following:

RI.2.8 Describe how reasons

support specific points the

author makes in a text.

Week 5

12-05-16 to 12-09-16





texts)

How to describe

Main/key ideas/points

Supporting details

Relevant/important vs.

irrelevant/unimportant

details

Reasons/examples

Authors provide

reasons/examples

in informational

text to support their

points and ideas

Good readers

identify the

reasons/examples

an author uses to

support points and

ideas to enhance

their understanding

of an informational

text

Identify the author’s

key ideas/points

Identify (e.g., by

telling, writing,

graphically

representing)

reasons/examples that

support the author’s

key ideas/points

Differentiate between

relevant and irrelevant

reasons/examples/

details

Identify the relevant

reasons/examples an

author gives to support

points in a text

Describe how

reasons/examples

support specific points

the author makes in a

text

Skill Coverage

1. Identify topic and key

details associated

2. Ask and answer

questions about text

3. Search for and

identify reasons for

the specific points the

author makes.

4. Determine author’s

purpose

5. Describe how reasons

support various points

to determine whether

points the author

makes are supported

by facts or opinions


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KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO





do the following:

W.2.1 Write opinion pieces in

which they 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.

Persuasion and

argument

Reason(s)

Evidence (e.g.,

examples, facts)

Difference between

important and

unimportant

reasons/facts/

support/examples

Opinion

Resources (e.g. teacher

selected, UDLib/Search)

Effective introduction

(e.g. one that includes

the writer’s opinion)

Logical order of

supporting reasons (e.g.,

order of importance)

Linking/transition words

(e.g. first, next, finally)

to show order

Awareness of audience

Organizational pattern

(e.g. beginning, middle,

end)

Format choices (e.g.,

friendly letter,

advertisements)

Good persuasive

writers address the

needs of the

audience and build

an argument to

support an opinion

Good authors use

model/examples

texts to guide them

as they compose

their own

persuasive pieces

Form an opinion about a

topic or a text

Use resources including

teacher selected

materials to locate and

choose reasons based

on facts, examples,

and/or evidence

including an

appropriate variety

of reasons/evidence

Use/select an

appropriate writing

format



end

Write opinion pieces by:

Introducing a topic

Stating an opinion

Providing reasons

that support the

opinion

Ordering reasons

by importance

Providing a

concluding

statement and

Writing skills should be

integrated with reading

skills


should be modeled by

the teacher


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Effective conclusion/

concluding statement or

section (e.g., one that

moves beyond The End)

Using simple

transition words to

show order (e.g.,

first, next, finally)


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Common Core

Standards




do the following: KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO



RI.2.1 Ask and answer such





Week 1

12-12-16 to 12-16-16


Week 2

12-19-16 to 12-23-16


Texts

Questions

Answers

Key details

Predictions

Inferences



(who, what, where,

when, why and how)

Authors include

key details in

informational texts

which can help a

reader ask and

answer questions

Good readers know

a question is

different from a

statement and

requires an answer

Good readers

answer who, what,

where, when, why,

and how questions

about a text in

order to

demonstrate an

understanding of

key details

Make reasonable



the text and



Demonstrate




questions

Ask and answer



when, why, and how

Skill Coverage

1. Answer questions

read aloud and

indepently

2. Ask questions

(Student generated)

5 W’s+H/ Blooms

question stems


details and

background

information

4. Identify relevant and

irrelevant details

5. Support

answers/explain by

drawing from

personal

experience/text


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SY2016-2017

KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO




are evident when

students can do the

following:

RI.2.7 Explain how specific

images (e.g. diagrams

showing how a machine

works) contribute to and

clarify a text.

Week 3

1-9-17 to 1-13-17

Skill Coverage 1,2,3


explanation

Key ideas

Graphics/images/illustrations

(e.g., photographs, diagrams,

charts, graphs, maps)

Authors choose

details and

illustrations to

include in an

informational text

in order to convey

meaning

Good readers use

the details and

illustrations

available in an

informational text

to make meaning of

the text(s)

Identify the

information presented

in specific images

(e.g., photographs,

diagrams, charts,

graphs, maps)

Use information

from graphics/

illustrations/images

and words from the

text to make meaning

Explain how specific

images contribute to

and clarify a text

Skill Coverage

1. Identify information

presented in images

(photographs,

diagrams, charts,

graphs, maps)

2. Use information from

graphics/illustrations

and words from the

text to make meaning

3. Explain/Verify how

images contribute to

and clarify a text


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KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO





do the following:

RI. 2.5 Know and use various

text features (e.g., captions,

bold print, subheadings,

glossaries, indexes, electronic

menus, icons) to locate key

facts or information in a text

efficiently.

Week 4

1-17-17 to 1-20-17

Skill Coverage- 1,2,3,4




texts)

Various text features

(e.g., captions, bold

print, subheadings.

glossaries, indexes,

electronic menus, icons)

The characteristics of

key facts

How to locate

information in a text

efficiently

Authors create

informational texts

using various text

features to help

readers locate key

facts or information

in a text

proficiently

Good readers use

the overall structure

and text features of

an informational

text to make

meaning from their

reading

Identify text features

Identify essential

information from text

features to enhance

understanding of text

Use various text

features to locate key

facts or information in a

text efficiently

Know and use various

text features) to locate

key facts or information

in a text efficiently

Skill Coverage

1. Identify/describe text

features

2. Use/locate text

features for clarifying

and information

3. Understanding the

structural elements of

a text helps the reader

to locate key facts and

information

4. Define and explain the

use of the following

terms: captions, bold

print, subheadings,

glossary, icons, index,

and electronic menu


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KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO





do the following:

RI.2.6 Identify the main

purpose of a text, including

what the author wants to

answer, explain, or describe.

Week 5

1-23-17 to 1-27-17

Skill Coverage -1,2,3,4,5,6




texts)

How to identify

Author’s roles/purposes

(to inform, to persuade,

to explain how, to

entertain) for writing a

text

Authors have

different reasons

for writing texts

The author’s

purpose affects

what and how

he/she writes

Good readers

identify the main

purpose of a text


purpose purposes (to

inform, to persuade, to

explain how, to

entertain) for writing a

text

Tell how a text answers

a question

Tell how a text

persuades the reader

Tell how a text explains

an idea or process

Tell how a text

entertains the reader

Tell how a text

describes a place,

individuals or an event

Skill Coverage

1. Determine author’s

purpose

2. Identify

characteristics of

informational text

3. Ask and answering

questions to obtain

information

4. Make/clarify

predictions about the

purpose of the text

5. Examine illustrations

(charts, graphs, maps,

etc.) and key ideas to

find evidence

6. Tell how a text

describes a place,

individuals or an

event


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SY2016-2017

KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO





do the following:

RL.2.6 Acknowledges

differences in the points of

view of characters, including

by speaking in a different

voice for each character when

reading dialogue aloud.

Week 6

1-30-17 to 2-2-17

Skill Coverage -1,2

Literary text(s)

Point of View

Characters

Author’s purpose (e.g.,

to inform, to persuade,

to entertain, to describe,

to explain how) for

writing a text

Voice tone, rate, and

loudness

Dialogue

An author’s

purpose for writing

a piece of text

affects what he/she

writes

Good readers

recognize that who

tells a story (or a

part of a story)

affects what is told

and how it is told

Identify more than one

purpose for writing a

text

Recognize the author’s

purpose for writing a

text

Identify the points of

views of characters in a

text

Identify how the

“voice” of a character

could reflect his/her

point of view

Acknowledge

differences in point of

views of characters

Speak in a different

voice for each character

when reading dialogue

aloud

Skill Coverage

1. Identify whose

speaking in a story

and identify the point

of view of the

character

2. Acknowledges

differences in point of

views of characters

including speaking in

a different voice for

each character when

reading dialogue


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SY2016-2017


KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO





do the following:

W.2.2 Write informative/

explanatory texts in which they

introduce a topic, use facts and

definitions to develop points,

and provide concluding


Informative/explanatory

writing

Topic

Effective

introduction/hook (e.g.,

one that states the topic)

Relevant information

(e.g.,

facts, examples,

definitions)

Beginning, middle, end

Paragraphs

Definitions

Simple transitions (e.g.,

first, second, third)

Concluding statement or

section/ closure/

ending/conclusion (e.g.,

one that moves beyond

The End)

Good informative/

explanatory authors

provide information

to help the reader

understand a topic

Good authors use

informative/

explanatory writing

to communicate

information related

to real-world tasks

Good authors use

model/example

texts to guide them

as they compose

informative/

expository texts

Good readers and

writers write to

make meaning of

what they read

Select an interesting

topic for writing

Provide relevant

information (e.g.,

personal experiences,

facts, definitions,

examples) to elaborate

or clarify the subject



end

Use simple transition

words that show order

(e.g. first, next, finally)

most of the time

Use paragraphs to

transition between ideas

when appropriate

Provide a concluding

statement/section/

conclusion

Write informative/

explanatory texts to

introduce a topic, use

facts and definitions to

develop points, and

provide concluding

statement or section



skills



the teacher


SY 2016-2017

SY2016-2017


Unit 5 2/6/2017 – 3/10/2017 (5 weeks)

Unit 6 3/13/2017 – 4/6/2017 (4 weeks)

Second Grade Literacy Quarter 3– Unit 5

Common Core

Standards


Mastery of these

skills are evident

when students can do

the following:

KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO

(Procedural,

Application and

Extended Thinking)

RL. 2.1 Ask and answer such



demonstrate understanding of key

details in the text.

Week 1

2-6-17 to 2-10-17


Week 2

2-13-17 to 2-17-17

Skill Coverage – 5,6,7,8

Prediction

Inference



character, setting,

events)


(who, what, where,

when, why, and how)

Authors include key

details in literary texts

which can help a reader

ask and answer questions

Good readers use the

information from a text as

a basis for answering

questions and gaining an

understanding of the text

Good readers answer who,

what, where, when, why,

and how questions about a

text in order to

demonstrate an


details

Make, test and

revise predictions

as they read

Use background

knowledge and

explicitly stated

information to

answer questions

Demonstrate an

understanding of

the key details in a

text when

answering

questions

Ask and answer

questions which

begin with who,

what, where, when

why, and how to

demonstrate

understanding of

Skill Coverage

1. Answer questions

(read aloud &

independently)

2. Ask questions

(Student

generated) 5

W’s+H/ Blooms

question stems

3. Make and verify

predictions

4. Identify/

understand/key

ideas

5. Infer answers

from details

6. Demonstrate

understanding

about characters,

setting and main

events as well as


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key details in a text determining fact

and opinion


and irrelevant

details

8. Support

answers/explain

by drawing from

personal

experience/text


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KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO

(Procedural,

Application and

Extended Thinking)

Mastery of these

skills are evident


the following:

RL.2.3 Describe how characters

in a story respond to major events

and challenges.

Week 3

2-21-17 to 2-24-17


Literary texts

Key ideas

Important/supporting

details

Story & Play elements

Plot (e.g. events,

climax/turning

point, resolution)

Conflict (e.g.,

problem/solution)

Characters (traits,

motivations, words,

and feelings)

Setting (e.g., time,

place)

Authors create well-

developed characters that

shape the events of a story

or play

Good readers understand

that the actions of

characters in a literary text

contribute to the sequence

of events in a story or play

Identify the key

ideas and events in

a story or play

Sequence the key

ideas and events in

a story or play

Identify the

characters in a

story or play (e.g.,

traits, motivations,

feelings) and how

their actions

contribute to the

sequence of events

Describe or

graphically

represent characters

(their thoughts,

words and actions)

and events in a

story or play

Describe and

explain how

characters’ actions

relate to the

sequence of events

Skill Coverage

1. Answer questions

about key details,

2. Describe

character events

in order

3. Describe

character traits,

feelings,

motivations,

actions and

connections to

the text

4. Support

answers/explain

by drawing from

personal

experience/text


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KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO

(Procedural,

Application and

Extended Thinking)

Mastery of these

skills are evident


the following:

RL.2.5 Describe the overall

structure of a story, including

describing how the beginning

introduces the story and the

ending concludes the action.

Week 4

2-27-17 to 3-3-17


Literary text

How to describe

Story structure(e.g.,


The beginning of a story

introduces the action

The end of a story

concludes the action

Authors of literary texts use

various story structures


that knowing the

beginning, middle, and

ending of a story helps

them to make meaning of a

literary text


that the overall structure of

a text can help them make

meaning of what they read

Identify the

beginning middle,

and end of a story

Describe the overall

structure of a story,

including how the

beginning

introduces the story

and the ending

concludes the action

Skill Coverage

1. Identify the

beginning,

middle and end

of a story

2. Describe the

overall story

structure of a

story including

how the

beginning

introduces the

action and the

ending concludes

the action


SY 2016-2017

SY2016-2017

KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO

(Procedural,

Application and

Extended Thinking)

Mastery of these

skills are evident


the following:

RL. 2.7 Use information gained

from the illustrations and words

in a print or digital text to

demonstrate understanding of its

characters, setting, or plot.

Week 5

3-6-17 to 3-10-17

Skill Coverage - 1,2,3,4,5

How to use information

from illustrations to

demonstrate

understanding

Illustrations (e.g.,

photos, pictures,

drawings)

Versions of text (e.g.,

written, print, digital)

Story details (e.g.,

character, setting,

plot/events)

Authors choose details and

illustrations to include in a

literary text in order to

convey meaning

Good readers use the

details and illustrations

available in a literary text

to enhance understanding

of the text(s)

Describe essential

details/information

from illustrations

Combine

information from

illustrations with

words from the

literary text to

make meaning

Use details/

information gained

from the

illustrations and

words in a print or

digital text to

demonstrate

understanding of its


or plot

Skill Coverage

1. Use illustrations

along with print

or digital text to

describe

characters,

settings

2. Determine key

details from

print/digital text

matched with

illustrations

3. Find clues in

illustrations and

related evidence

in text to develop

descriptions.

4. Use illustrations/

graphics to

support their

analysis of

characters,

settings and plot

5. Analyze the

relationship

between visual

and written

information


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KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO

(Procedural,

Application and

Extended Thinking)

Mastery of these

skills are evident


the following:


which they recount a well-



details to describe actions,

thoughts, and feelings, use

temporal words to signal event

order, and provide a sense of

closure.

Narrative writing

Topic

Event(s) (topic and

situation-what

happened. For example,

“My dog” is a topic;

“My dog ate my


Elaboration

Relevant

details/examples (e.g.,

actions, thoughts,

feelings)

Temporal/time order

words (e.g., first, next,

then)

Reaction/response (e.g.,

Why was the event

important? How did

the event make you

feel?)



Closure/ending/

conclusion

Forms (e.g., stories,

journal entries, poems)

Good authors use narrative

elements to tell about

events and reflect upon

those events

Good authors include

details that bring

events/people to life for

the reader

Good authors use

model/example texts to

guide them as they

compose their own

narrative pieces

Select/identify an

event or short

sequence of events

to tell about

Elaborate using

details about the

event(s)

Organize writing

with a beginning,

middle and end,

appropriately

sequencing events

Use temporal words

to signal event

order and transition

from one event to

another

Provide a sense of

closure

Write narratives in

which they recount

a short sequence of

events including

details to describe

actions, thoughts,

feelings, and a

sense of closure

Writing skills

should be

integrated with

reading skills

All writing

activities should be

modeled by the

teacher


SY 2016-2017

SY2016-2017


Common Core

Standards


Mastery of these

skills are evident


the following: KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO

(Procedural,

Application and

Extended Thinking)

RL.2.1/ RI. 2.1

Ask and answer such questions

as who, what, where, when, why

and how to demonstrate

understanding of key details in

the text.

Week 1

3-13-17 to 3-17-17


Texts

Questions

Answers

Key details

Predictions

Inferences




why and how)

Authors include key

details in informational

texts which can help a

reader ask and answer

questions

Good readers know a

question is different

from a statement and

requires an answer

Good readers answer

who, what, where,

when, why, and how

questions about a text

in order to demonstrate

an understanding of key

details

Make reasonable

predictions as they

read


the text and

background

knowledge a to make

inferences

Demonstrate




questions

Ask and answer

questions which

begin with who,

what, where, when

why, and how

Skill Coverage

1. Answer

questions (read

aloud &

independently)

2. Ask questions

(Student

generated) 5

W’s+H/ Blooms

question stems

3. Understand/

Identify topic

and key ideas

4. Infer answers

from details and

support answers

by drawing from

personal

experience/text

5. Demonstrate

understanding

about characters,

setting and main

events


SY 2016-2017

SY2016-2017

KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO

(Procedural,

Application and

Extended Thinking)

Mastery of these

skills are evident


the following:

RI. 2.4 Determine the meaning

of words and phrases in a text

relevant to a grade 2 topics or

subject area.

Week 2

3-20-17 to 3-24-17


Informational text

Word choice

Words and phrases

Context clues

Non-linguistic images

(e.g. Picture/graphic

clues)

Strategies for identifying

and using context clues

Literal and non-literal

meaning

Simple figurative

language (e.g., simile,

metaphor)

Authors make

purposeful language

choices to create

meaning in

informational text(s)

Good readers actively

seek the meaning of

unknown

words/phrases to clarify

understanding of

informational text(s)

Read and reread other

sentences and non-

linguistic images in

the text to identify

context clues

Use context clues to

help unlock the

meaning of unknown

words/phrases

Determine the

appropriate definition

of words that have

more than one

meaning

Describe how

language choices

create meaning in

text

Recognize words and

phrases that have

literal and non-literal

meanings

Identify figurative

language

Determine the

meaning of words

and phrases in a text

relevant to a grade 2

topic or subject area

Skill Coverage

1. Use Context

clues to

determine

meaning

2. Determine/

identify multiple

word meanings

3. Determine/

interpret

connotative

meanings and

figurative

meanings

4. Identify words

that suggest

feeling or appeal

to the senses

5. Interpret literal

and non-literal

meanings in a

text from words

and phrases


SY 2016-2017

SY2016-2017

KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO

(Procedural,

Application and

Extended Thinking)

Mastery of these

skills are evident


the following:

RL 2.4 Describe how words and

phrases (e.g., regular beats,

alliteration, rhymes, repeated

lines) supply rhythm and

meaning in a story, poem, or

song.

Week 3

3-27-17 to 3-31-17


Literary text

How to describe

Word choice

Context clues

Literal and non-literal

meaning

Figurative language (e.g.,

simile, metaphor)

Literary devices (e.g.,

alliteration, repetition,

rhythm, rhyme, dialogue)

Feeling & sensory

words/mood

Authors make

purposeful language

choices to create

meaning in stories,

poems, and songs

Readers actively seek

the meaning of

unknown

words/phrases to clarify

understanding of

stories, poems, and

songs

Read and reread other

sentences and non-

linguistic images

(e.g., illustrations) in

the text to identify

context clues

Use context clues to

help unlock the

meaning of unknown

words/phrases

Determine the

appropriate definition

of words that have

more than one

meaning

Begin to recognize

words and phrases

that have literal and

non-literal meanings

Identify figurative

language and literary

devices

Describe how

language choices

supply rhythm and

create meaning in

stories, poems and

songs

Skill Coverage

1. Identify/

Describe terms

such as

alliteration,

rhyme, rhythm,

paragraph,

stanza, phrases,

repeating/repeti

tion and beats.

2. Describe how

words and

phrases supply

meaning in

stories, poems,

or song, and

explain

3. Determine what

words of

phrases will

change the

meaning of the

poem

4. Analyze a poem

or a song and

compare two

poems or songs,

identifying

examples of

alliteration,


SY 2016-2017

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rhyme,

repetition, and

rhythm

5. Describe the

author’s tone,

word choice,

and purpose for

writing and to

utilize the same

skills in their

own writing


SY 2016-2017

SY2016-2017

KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO

(Procedural,

Application and

Extended Thinking)

Mastery of these

skills are evident


the following:

RI. 2.8 Describe how reasons

support specific points the author

makes in a text.

Week 4

4-3-17 to 4-6-17

Skill Coverage - 1,2,3,4,5,6




texts)

How to describe

Main/key ideas/points

Supporting details

Relevant/important vs.

irrelevant/unimportant

details

Reasons/examples

Authors provide

reasons/examples in

informational text to

support their points and

ideas

Good readers identify

the reasons/examples

an author uses to

support points and

ideas to enhance their

understanding of an

informational text


key ideas/points

Identify (e.g., by

telling, writing,

graphically

representing)

reasons/examples

that support the

author’s key

ideas/points

Differentiate

between relevant

and irrelevant

reasons/examples/de

tails

Identify the relevant

reasons/examples an

author gives to

support points in a

text

Describe how

reasons/examples

support specific

points the author

makes in a text

Skill Coverage

1. Identify topic

and details

associated.

2. Determine the

key details in text

3. Ask and

answering

questions about

text

4. Search for and

identify reasons

for the specific

points the author

makes.

5. Determine

author’s purpose

6. Describe how

reasons support

various points to

determine

whether points

the author makes

are supported by

facts or opinions


SY 2016-2017

SY2016-2017


KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO

(Procedural,

Application and

Extended Thinking)

Mastery of these

skills are evident


the following:


which they 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.

Persuasion and argument

Reason(s)

Evidence (e.g., examples,

facts)

Difference between

important and

unimportant

reasons/facts/

support/examples

Opinion

Resources (e.g., teacher



(e.g., one that includes

the writer’s opinion)

Logical order of




(e.g., first, next, finally)

to show order



(e.g., beginning, middle,

end)


friendly letter,

Good persuasive writers

address the needs of the

audience and build an

argument to support an

opinion

Good authors use

model/examples texts

to guide them as they

compose their own

persuasive pieces

Form an opinion about

a topic or a text

Use resources

including teacher

selected materials to

locate and choose

reasons based on

facts, examples,

and/or evidence

differentiating

between relevant

and irrelevant

reasons/evidence

including an

appropriate

variety of

reasons/evidence

addressing the

needs of the

audience

Use/select an

appropriate writing

format

Organize writing with

a beginning, middle

and end

Writing skills

should be

integrated with

reading skills.

All writing

activities should

be modeled by the

teacher.


SY 2016-2017

SY2016-2017

advertisements)





Write opinion pieces

by:

Introducing a

topic

Stating an

opinion

Providing reasons

that support the

opinion

Ordering reasons

by importance

Providing a

concluding

statement or

section

Using simple

transition words

that show order

(e.g., first, next,

finally) and/or

connect opinion

or reasons


SY 2016-2017

SY2016-2017


Unit 7 4/17/2017 – 5/19/2017 (5 weeks)

Unit 8 5/22/2017 – 6/20/2017 (4 weeks)

Second Grade Literacy Quarter 4– Unit 7

Common Core

Standards



are evident when

students can do the

following: KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO



RI 2.1/RL 2.1 Ask and answer

such questions as who, what,

where, when, why and how to



Week 1

4-17-17 to 4-21-17

Skill Coverage – 1,2,3,4

Week 2

4-24-17 to 4-28-17


Texts

Questions

Answers

Key details

Predictions

Inferences




why and how)

Authors include key

details in

informational texts

which can help a

reader ask and

answer questions

Good readers know

a question is

different from a

statement and

requires an answer

Good readers

answer who, what,

where, when, why,

and how questions

about a text in order

to demonstrate an

understanding of

key details

Make reasonable



the text and



Demonstrate




questions

Ask and answer



when, why, and how

Skill Coverage

1. Answer questions

(read aloud &

independently)

2. Ask questions

(Student generated)

5 W’s+H/ Blooms

question stems

3. Make and verify

predictions

4. Identify/

understand/ key

ideas


details and

background

information


and irrelevant

details

7. Support

answers/explain by

drawing from


SY 2016-2017

SY2016-2017

personal

experience/text

8. Identify topic and

details associated


SY 2016-2017

SY2016-2017

KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO




are evident when

students can do the

following:

RI. 2.2 Identify the main topic

of a multi-paragraph text, as

well as the focus of specific

paragraphs within the text.

Week 3

5-1-17 to 5-5-17

Skill Coverage -1,2,3



expository/technical texts)

Main topic

Difference between the

main topic and key details

Focus of specific

paragraphs

Authors of

informational

text(s) include key

details in order to

help readers make

meaning of the text

Good readers use

key details in an

informational text

to identify the main

topic

Informational texts

can have multiple

paragraphs that

work together to

inform readers

about a topic



informational text

Identify the focus of

specific paragraphs

within an informational

text

Describe or graphically

represent the

relationship between

main topic and focus of

specific paragraphs



text, as well as the

focus of specific

paragraphs within the

text

Skill Coverage

1. Identify topic and

main idea of text and

specific paragraphs

2. Identify supportive

details

3. Retell/restate details


SY 2016-2017

SY2016-2017

KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO




are evident when

students can do the

following:

RL.2.2 Recount stories,

including fables and folktales

from diverse cultures, and

determine their central message,

lesson, or moral.

Week 4

5-8-17 to 5-12-17

Skill Coverage 1,2,3

Week 5

5-15-17 to 5-19-17

Skill Coverage 4,5

Literary texts

How to recount literary

texts

Characteristics of fables

and folktales from diverse

cultures

Central message, moral,

lesson

Difference between

central ideas and key

details in a story


effective

retelling/recounting

Authors of literary

texts include details

that help readers

make sense of

stories

Good readers create

an effective

recounting or

retelling of literary

text(s) that includes

key ideas and

details (e.g.,

characters, settings,

problem/solution)

Recount/retell (or

graphically represent)

key details from

literary texts, including

fables and folktales

from diverse cultures

Determine central

message, lesson or

moral

Describe how key

details show a central

message, lesson or

moral

Recount stories,

including fables and

folktales from diverse

cultures, and determine

their central message,

lesson, or moral

Skill Coverage

1. Retell story events

from the beginning

to the end

recounting key

details about


and plot in

sequential order

2. Demonstrate

retelling of setting,

characters

3. Determine message,

moral, lesson, order,

sequential, main

idea, illustrator, and

author of story

4. Explain key words

to describe fables/

folktales:

Conclusion, crisis,

folktales, fables,

myth, plot, conflict,

fairy tale, legend,

fiction, non-fiction,

and narrator

5. Identify whether the

story is a tall tale,

folktale/legend or a

narrative


SY 2016-2017

SY2016-2017

First Grade Writing Quarter 4 – Unit 7

KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO




are evident when

students can do the

following:


which they 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.

Persuasion and argument

Reason(s)

Evidence (e.g., examples,

facts)

Difference between

important and unimportant

reasons/facts/

support/examples

Opinion

Resources (e.g., teacher



(e.g., one that includes the

writer’s opinion)

Logical order of




(e.g., first, next, finally) to

show order



(e.g., beginning, middle,

end)


friendly letter,

advertisements)

Good persuasive

writers address the

needs of the

audience and build

an argument to

support an opinion

Good authors use

model/examples

texts to guide them

as they compose

their own

persuasive pieces

Form an opinion about a

topic or a text

Use resources including

teacher selected

materials to locate and

choose reasons based

on facts, examples,

and/or evidence

differentiating between

relevant and irrelevant

reasons/evidence

including an

appropriate variety of

reasons/evidence

addressing the needs of

the audience

Use/select an

appropriate writing

format



end

Write opinion pieces

by:

Introducing a topic

Stating an opinion


be integrated with

reading skills


should be modeled

by the teacher


SY 2016-2017

SY2016-2017





Providing reasons

that support

the opinion

Ordering reasons by

importance

Providing a

concluding


Using simple

transition words that

show order (e.g.,

first, next, finally)

and/or connect

opinion or reasons


SY 2016-2017

SY2016-2017

.

KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO




are evident when

students can do the

following:

W.2.2 Write informative/

explanatory texts in which they

introduce a topic, use facts and

definitions to develop points,

and provide concluding



writing

Topic

Effective

introduction/hook (e.g.,

one that states the topic)

Relevant information

(e.g., facts, examples,

definitions)


Paragraphs

Definitions




section/ closure/

ending/conclusion (e.g.,

one that moves beyond

The End)

Good informative/

explanatory authors

provide information

to help the reader

understand a topic

Good authors use

informative/explana

tory writing to

communicate

information related

to real-world tasks

Good authors use

model/example

texts to guide them

as they compose

informative/

expository texts

Good readers and

writers write to

make meaning of

what they read


topic for writing

Provide relevant

information (e.g.,


facts, definitions,

examples) to elaborate

or clarify the subject



end




most of the time

Use paragraphs to

transition between

ideas when appropriate


statement/section/

conclusion

Write informative/

explanatory texts in

which they introduce a

topic, use facts and

definitions to develop

points, and provide


section



skills


should be modeled by the

teacher


SY 2016-2017

SY2016-2017

KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO




are evident when

students can do the

following


which they recount two or more

appropriately sequenced

events, include some details

regarding what happened, use

temporal words to signal

event order, and provide some

sense of closure.

Narrative writing,

drawing, dictating

Event(s) (topic and






(e.g., how things look,

feel, smell, sound, taste)

Reaction (e.g., How did

the event make you feel?)




Forms (e.g., stories and

story boards, journal

entries)

Good authors of

narrative writing

inform and

entertain the reader

by using descriptive

words, putting them

in the midst of the

action

Good authors use

model/example

texts to guide them

as they compose

their own narrative

pieces

With prompting and

support…


or several loosely linked


Select a form for the

narrative

Provide some details

about the event

Organize writing in the

order in which the

events occurred

Provide a reaction to the

event(s)

Provide some closure/

ending

Use a combination of

drawing, dictating, and

writing to narrate a

single event or several

loosely linked events,

tell about the events in

the order in which they

occurred, and provide a

reaction to what

happened


be integrated with

reading skills



the teacher


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Common Core

Standards



are evident when

students can do the

following: KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO



RI. 2.1 Ask and answer such





Week 1

5-22-17 to 5-26-17


Week 2

5-30-17 to 6-2-17

Skill Coverage – 4,5

Week 3

6-5-17 to 6-9-17

Skill Coverage -6,7

Texts

Questions

Answers

Key details

Predictions

Inferences




why and how)

Authors include key

details in

informational texts

which can help a

reader ask and

answer questions

Good readers know

a question is

different from a

statement and

requires an answer

Good readers

answer who, what,

where, when, why,

and how questions

about a text in order

to demonstrate an

understanding of

key details

Make reasonable



the text and



Demonstrate




questions

Ask and answer



when why, and how

Skill Coverage

1. Answer questions

(read aloud &

independently)

2. Ask questions

(Student generated)

5 W’s+H/ Blooms

question stems

3. Make and verify

predictions

4. Identify/understand/

key ideas


details and

background

information


and irrelevant

details

7. Support

answers/explain by

drawing from

personal

experience/text


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KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO




are evident when

students can do the

following:

RI.2.9 Compare and contrast the

most important points presented

by two texts on the same topic.

Weeks 4 & 5

6-12-17 to 6-20-17

Skill Coverage -1,2,3,



expository/technical texts)

Compare

Contrast

Important points/main

ideas

Most important vs. least

important points

Authors of

informational text

provide information

on topics in

different ways

Good readers make

meaning of

informational texts

by identifying the

important points in

those texts, and by

comparing and

contrasting the

important points

presented in two

texts

Identify the most

important points

presented in texts

Compare by writing or

graphically

representing the most

important points

presented by two texts

on the same topic

Contrast by writing or

graphically

representing the most

important points

presented by two texts

on the same topic

Compare and contrast

the most important

points presented by two

texts on the same topic

Skill Coverage

1. Compare and

contrast the most

important points

presented by two

texts on the same

topic

2. Identify similarities

and differences in

key points of two

texts on the same

topic

3. Comparing and

contrasting key

points using

different resources

on the same topic


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. KNOW

(Factual)

UNDERSTAND

(Conceptual)

DO




are evident when

students can do the

following:

W.2.2 Write

informative/explanatory texts in

which they introduce a topic,

use facts and definitions to

develop points, and provide

concluding statement or section.


writing

Topic

Effective introduction/hook

(e.g., one that states the

topic)

Relevant information (e.g.,

facts, examples, definitions)


Paragraphs

Definitions




section/ closure/

ending/conclusion (e.g., one

that moves beyond The

End)

Good informative/

explanatory authors

provide information

to help the reader

understand a topic

Good authors use

informative/explanat

ory writing to

communicate

information related to

real-world tasks

Good authors use

model/example texts

to guide them as they

compose informative/

expository texts

Good readers and

writers write to make

meaning of what they

read


topic for writing

Provide relevant

information (e.g.,


facts, definitions,

examples) to elaborate or

clarify the subject



end




most of the time

Use paragraphs to

transition between ideas

when appropriate


statement/section/

conclusion

Write informative/

explanatory texts to

introduce a topic, use

facts and definitions to

develop points, and

provide concluding



be integrated with

reading skills.



the teacher.


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CCSS Question Stems by Standard – Second Grade – Literature RL 2. 1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RL 2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson or moral.

RL 2.3 Describe how characters in a story respond to major events and challenges.

1. Who is this story about? 2. Where did it take place? 3. Which of these details is really important to

the story? 4. How does knowing where the story takes

place, help us understand the story? 5. Can you outline the key details in the text? 6. Where in the passage did you find that key

detail? 7. How do you know that it is a key detail? 8. What might you want to know about…? Don’t forget to ask yourself/partner * What does this character want? * Who are the main characters? * What is the author trying to tell me? * What is the main message of the story?

1. What is the central message in this story,

fable, or folktale? 2. Determine and verbalize the

problem/conflict and resolution in the story, fable, or folktale.

3. What is the moral of the story? fable? folktale?

4. How is this story, fable, folktale different from what you already know?

5. Where does this story come from?

1. Retell the story in sequential order. 2. Who are the major and minor characters? 3. How do the major/minor characters respond to

important challenges in the story? 4. What effect do the events in the story have on

the characters? 5. What decision could the characters have

responded to differently? 6. How does the character change?


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RL 2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

RL 2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

RL 2.6 Acknowledge differences in points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

1. Can you identify words that rhyme? 2. What is difference between a word, a

phrase, or a sentence? 3. Find a sentence that shows an example of

alliteration. 4. Can you come up with a sentence where all

the words start with the letter _____? 5. Identify words that rhyme. 6. Identify and clap the rhythm in a stanza. 7. Do you see any repetition in this story, poem,

or song? 8. Why do you think the author repeated that

line? 9. How do you know this is a poem and not a

story?

1. Describe the beginning, middle, and end

of the story. 2. What are the character’s problems? 3. Read to your partner the section where

the character’s problem begins to be solved.

4. How does the character solve the problem?

5. Look at this section, why did the author add ______?

6. Analyze this paragraph, what is the author trying to tell you?

7. What information does the author include at the beginning of the story that helps you understand the rest of the story?

8. In which part of the story does most of the action occur?

1. Describe the difference between the two

character’s points of view. 2. Can you change your voice so it sounds like

how the character might sound? 3. What makes the characters speak or act

differently? 4. Why was it important for the author to use

dialogue? 5. How are the characters different or alike? 6. What contrast can you make between the

characters? 7. Would you think the same way as the

character does? Why? Why not?


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CCSS Question Stems by Standard – Second Grade – Literature RL 2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

RL 2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

RL 2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

1. What clues do the illustrations in the story

provide to help you understand the setting in the story?

2. What clues do the illustrations in the story provide to help you understand the characters in the story?

3. What clues do the illustrations in the story provide to help you understand the plot of the story?

4. Today you will use the computer to read this story.

5. When you use the computer station, you will be using this site to read some stories.

6. What did you learn about the characters, setting, or plot from the words the author used?

1. Why do you think the authors created

their own version of the same story? 2. What are some of the differences you

notice in the two stories? 3. Did the authors change the main ideas in

their versions of the story? 4. Compare and contrast the differences in

the authors’ interpretation. 5. Which culture (country) is represented in

this story? 6. What is the relationship between the two

stories? 7. What would have happened in the story if

the cultural setting were different?

1. Please keep track of the stories you are reading

at home by having your parents sign the sheet. 2. Have you read any poems, adventure stories,

or fairy tales lately? 3. Can you tell me what you have liked so far

about the text (prose/poetry)? 4. Does this story/poem remind you of any other

stories/poems we have read? 5. Compare this piece to other pieces of text you

have read. 6. Identify similarities between the two pieces. 7. What other stories or poems have you read

about _________? 8. Predict what you think will happen next in the

story. 9. What makes you think that will happen? 10. How do you know?


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RL 2.8 Not Applicable to CCSS Literature Standards

CCSS Question Stems by Standard – Second Grade– Informational RI 2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text

RI 2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

RI 2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

1. Asking yourself questions that will help you

understand the story, like: Who is this story about? Where did it take place? What is happening now?

2. Why do you think the author included that detail?

3. Where in the passage did you find that key detail?

4. How do you know that is a key detail? 5. What details are important in order to tell

the story? 6. How do the key details make a difference at

the end of the story?

1. What is the main idea of this text? 2. What is the topic sentence in this

paragraph? 3. What additional details does the author

give us in this paragraph that helps us understand the main topic?

4. Construct the main ideas of multiple paragraphs in a text.

5. Is there a map or graphic organizer you can use to keep track of the main ideas in each paragraph?

6. List some of the supporting details found in this multi-paragraph text.

7. What is the focus of this paragraph?

1. How did inventing ________ change history? 2. How did the life of (historical figure) affect -

people today? 3. Which step would you do first? Which would

you do last? 4. How has this __________ changed over time? 5. Show me how scientific ideas or concepts are

the same and how they are different? 6. Using a timeline, sequence the historical

events. 7. Compare the historical events to your present

life. Is the past important? What can we learn from the past?

8. Why is it important to do step 1 in a technical procedure before step 3?

9. What do you think would happen if you did not follow the steps in order?


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RI 2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

RI 2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

RI 2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

1. Explain and/or demonstrate how to look up

words in a dictionary using the first two letters of a word.

2. What will you do if you come to a word you don’t know?

3. Remember to look at our poster if you need help understanding a word.

4. What strategies can you use to help find out what a word means?

5. How does the particular meaning of the same word change in different contexts?

6. Explain the meaning of the word that includes a prefix or suffix from the text.

7. Did you try using the computer’s dictionary to find the meaning of the word?

1. Can you find_______ feature in the text? 2. Open you book. Find the index, glossary,

and heading. 3. Put your finger on the word that is in bold

print. 4. Are there any words that are written in

bold print? Why do you think the author wrote that word in bold print?

5. Where would you find a glossary or index in your book?

6. Retell key facts from text. 7. Under the subheading of_______, find a

key fact. 8. Why are icons important, and how do

they help us locate key facts? 9. On the computer, can you find the icon

that means undo, save, Internet Explorer? 10. I will show you some icons; you tell me

what they mean.

1. What is the author’s intent in this text? 2. What does the author explain or describe in

this passage? 3. Describe the information the author gives you

in the text. 4. After reading the text, what information did

the author describe to you? Summarize the author’s intent.

5. Determine the author’s _______ (description, explanation) from the text.

6. In the text we just read, is the author trying to explain, describe or answer something? What makes you think that?


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CCSS Question Stems by Standard – Second Grade – Informational RI 2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

RI 2.8 Describe how reasons support specific points the author makes in a text.

RI 2.9 Compare and contrast the most important points presented by two texts on the same topic.

1. How does reading the chart, diagram help

you understand what the author is trying to say?

2. What information did you gather from that _______ diagram that aided your understanding?

3. Restate the important facts from the chart or graph using the ________.

4. What examples can you find to ________? 5. What conclusions can you draw______? 6. How can you make use of these facts and

graphs?

1. What does the writer think about the

problem? 2. Explain in your own words the reasons

that support the author’s main purpose. 3. Why do you think the author wrote that? 4. What details did the author use to support

his/her main purpose? 5. Did the author justify his/her ideas? 6. Why did the author write this piece?

1. What is the text about? 2. What are the key details? 3. Read both texts. What is the difference between

them? (contrast) 4. How are the two pieces alike? (compare) 5. Can you fill in the Thinking Map showing the

similarities and differences between the two texts?

6. How were the illustrations used in both books? 7. What did the illustration in the books tell you? 8. Can you tell your partner what is the

same/different about what you are reading?


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RI 2.10

By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

1. Do you have any questions about what you are reading?

2. If you don’t understand, who can you ask to help you?

3. Did you use the illustrations/graphics to help you understand?

4. Point to a textual feature. Why do you think the author included it?

5. What graphics help you the most? 6. How is the informational text different from

______? 7. You might want to read this book about

_______. It has much useful information.


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second grade literacy planning map - john t....

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