Indicator/s &
Writing Workshop / Ongoing
Indicators / MAP
Mean (179-189) / Clarificationof
Bloom’s Verb / Reading Mini-Lesson or Guided Reading Notes / Poetry Connections / Interactive Read Alouds / Testing as a Genre/ Testing Notes
2nd Grade Third Nine Weeks Row 1 / 2nd Grade Third Nine Weeks Row 1
Second Grade – Third Nine Weeks / 2-1.1 Analyze the details that support the expression of the main idea in a given literary text.
. / 2-2.1 Analyze the central idea and supporting evidence in an informational text during classroom discussions.
Social Studies (These regions could be taught individually – with an integration of the standards 1.1-1.4)America’s Region’s by Newbridge is an excellent big book resource.
2-1.1 Recognize the basic elements that make up a cultural region in the United States, including language, customs, and economic activities.
2-1.2 Compare the historic traditions, customs, and cultures of various regions in the United States, including how traditions are passed between and among generations.
Science Unit
(for the nine weeks)
Matter / 2-2.5 Use headings, subheadings, and print styles to gain information.
2-6.3 Create categories to classify information.
Writing Workshop
January
How to Books (Two Weeks) / 2-3.3 Recognize high-frequency words in context.
2-1.7 Create responses to literary and informational texts through a variety of methods.
2-1.9-10 Read independently for extended periods of time to gain information and for pleasure.
2-6.6 Follow multi-step directions.
2-6.5 Use Standard American English when appropriate in conversations and discussions. / Locate information in a short literary passage or paragraph
Analyze literary text to identify a title to represent a main idea
Analyze short literary passage describing events and expresses main idea in the form of a phrase
Analyzes passages and rephrase main idea of literary text
Restates or summarizes facts and details in a literary text
Restates supporting details in a literary text
Identifies details in an informational text
Locates and paraphrases directions in an informational text
Order sentences into a paragraph that makes sense / Analyze:
Examine and break information into parts.
Which details support the main/central idea?
What is the main idea? / Main Idea
Richardson p. 216-217
Review previous scaffolds of using illustrations, sketching, determining who and what, and VIP. Add the following scaffolds:
VIP(Very Important Part) Internal
- Creating titles
- Important/Interesting
Richardson p. 218-219
Review previous scaffolds of using titles, headings, bold print and repeated words. Add the following scaffolds:
- Use visual information
Topics/Details Day 2
Main/Central Idea Day 1
Main/Central Idea Day 2
- Figure Out What’s Important (Primary Comprehension Toolkit K-2 – Lesson 16, Strategy Book 5)
Good Hot Dogs by: Sandra Cisneros
Poetry Speaks to Children, Illustrated byLove, Rasmussen,and Wendland
The Wind by: Robert Louis Stevenson A Child’s Garden of Verses, Illustrated by Brian Wildsmith / ☺The Keeping
Quilt, Polacco
- Jingle Dancer, Smith
- Henry and Mudge and the Funny Lunch, Rylant
- Henry and Mudge and the Family Tree, Rylant
- Annie and the Snowball and the Prettiest House, Rylant
- Earthquake, Lee
- Knuffle Bunny, Willems
- “Spiders” (Time for Kids – Comprehension Toolkit Grades K-2)
- “Totem Poles” (Comprehension Tookit Grades K-2)
- “Don’t Trash the Earth, Reduce, Reuse, and Recycle” (Comprehension Toolkit Grades K-2)
- Which detail is most important …
- What is the main problem …
- Which rule of volleyball is most important?
- Which sentence fits in the passage the best …
- What is the main reason
- What is probably most important …
Literary Indicator / Informational Indicator / Complementary
Indicator/s &
Writing Workshop / Ongoing
Indicators / MAP
Mean (179-189) / Clarification of
Bloom’s Verb / Reading Mini-Lesson or Guided Reading Notes / Poetry Connections / Interactive Read Alouds / Testing as a Genre/ Testing Notes
2nd Grade Third Nine Weeks Row 2 / 2nd Grade Third Nine Weeks Row 2
Second Grade – Third Nine Weeks / 2-1.9 Explain cause-and- effect relationships in literary texts. / 2-2.8 Explain cause- and- effect relationships in informational texts.
Social Studies
2-1.3 Summarize the cultural contributions of Native Americans, African Americans and immigrant groups in different regions of the United States.
Science Unit
(for the nine weeks)
Matter / 2-6.3 Create categories to classify information.
2-6.2 Use a variety of print sources (for example, books, pictures, charts, graphs, diagrams, and picture dictionaries) and non print sources to access information.
2-1.8 Classify works of fiction (including fables, tall tales, and folktales) and works of non-fiction (including biographies) by characteristics.
Writing Workshop
February
All About Books
Begin Fairy Tales / 2-3.3 Recognize high-frequency words in context.
2-1.7 Create responses to literary and informational texts through a variety of methods.
2-1.9-10 Read independently for extended periods of time to gain information and for pleasure.
2-6.6 Follow multi-step directions.
2-6.5 Use Standard American English when appropriate in conversations and discussions. / Makes predictions from informational text describing situations.
Determines the cause for a given effect using information supplied in a text
Distinguishes the most logical cause for a given event from other possible reasons
Gives a possible effect for a given action in an informational text / Explain (Understand)
Demonstrate an understanding of the facts in a passage. / Cause/ Effect
Richardson p. 226
Review previous scaffolds of creating “What caused” questions. (Step 1- Richardson)
Add the following scaffolds:
- Teacher flags the effect in a paragraph and students create a “What caused” question.(Step 2- Richardson p.226)
- Teacher flags the effect on the page and students create a “What caused” question.
- (Step 3-Richardson p. 226)
- Teacher flags the effect in the paragraph of an informational text and students create a “What caused” question.(Step 2-Richardson p. 226)
- Teacher flags the effect on the page of an informational text and students create a “What caused” question. (Step 3-Richardson p. 226)
(Use an illustration, graph, or chart)
- Flag an effect on the graphic feature.
- Write a “What caused” question.
- Have students form inferences about the causes and possible effects.
Mother’s Nerves by: X.J. Kennedy
A Child’s Anthology of Poetry
Spring Rain by Marchette Chute The Bill Martin Jr. Big Book of Poetry Illustrated by Derek Anderson
You Read to Me and I’ll Read to You, Very Short Fairy Tales, Hoberman / ☺A Picture Book
of Sacagawea,
Adler
- Uptown by Bryan Collier (African- American culture)
- Sleeping Beauty, Daniels
- Cinderella, Daniels
- Cinder-Edna, Jackson
- Adelita, DePaola
- The Egyptian Cinderella, Climo
- Cendrillon, Souci
- What is the effect …
- What happened to the …
- What caused…
- Why did…
Literary Indicator / Informational Indicator / Complementary
Indicator/s &
Writing Workshop / Ongoing
Indicators / MAP
Mean (179-189) / Clarification of
Bloom’s Verb / Reading Mini-Lesson or Guided Reading Notes / Poetry Connections / Interactive Read Alouds / Testing as a Genre/ Testing Notes
2nd Grade Third Nine Weeks Row 3 / 2nd Grade Third Nine Weeks Row 3
Second Grade - Third Nine Weeks / 2-1.2 Analyze a given literary text to make, revise, and confirm predictions. / 2-2.2 Analyze informational texts to draw conclusions and make inferences during classroom discussions.
Social Studies
2-1.4 Recall stories and songs about regional folk figures who have contributed to the development of the cultural history of the United States, including Pecos Bill, Brer Rabbit, Paul Bunyan, Davy Crockett, and John Henry.
Science Unit
(for the nine weeks)
Matter / 2-6.1 Create how and why questions about a topic of interest.
2-2.6 Use graphic features
( for example, illustrations, graphs, charts, maps, and diagrams) as sources of information.
2-1.8 Classify works of fiction (including fables, tall tales, and folktales) and works of non-fiction (including biographies) by characteristics.
Writing Workshop
March
Continue Fairy Tales / 2-3.3 Recognize high-frequency words in context.
2-1.7 Create responses to literary and informational texts through a variety of methods.
2-1.9-10 Read independently for extended periods of time to gain information and for pleasure.
2-6.6 Follow multi-step directions.
2-6.5 Use Standard American English when appropriate in conversations and discussions. / Makes predictions about what will happen next
Makes predictions and inferences from literary texts describing situations
Evaluates predictions
Makes inferences based upon supporting details
Draws conclusions based upon supporting details
Makes inferences about the contents of a book based upon the title / Analyze: Examine and break information into parts. Make inferences and find evidence to support generalizations.
Analysis most often includes: compare, contrast, motive, relationships, and distinguishing. / Prediction
(Richardson p. 205-206)
Reviewmaking, confirming and changing predictions with support from text.
Add the following scaffold for advanced readers:
- Teacher models how to write two or more predictions.
- Teacher records evidence from the text to support prediction.
- Students record two or more predictions with evidence from the text.
- Review the strategies of drawing conclusions and inferring with nonfiction texts from the 1st nine weeks (Tony Stead, Reality Checks p. 76-87)
- Evaluating Your Inferences (Tony Stead p. 87)
- Think about your inference.
- Rate your inference. Give reasoning for your rating.
- Choose inferences that have a 3 or 4 rating.
- Reword inferences to make them more likely.
- Forms and Sources of Visual Information p. 150 Tony Stead Reality Checks ( adapt to fit 2nd grade)
Grade / Predictions, Draw Conclusions, Inference
The Owl by Douglas Florian Zoo’s Who
Boa Constrictor by Shel Silverstein Where the Sidewalk Ends
The Inchwormby: Douglas Florian Insectlopedia / ☺John Henry,
Lester
- Pecos Bill, Kellogg
- Paul Bunyan, Kellogg
- Fly with a Butterfly (National Geographic – Comprhension Tookit Grades 2-3)
- The author would most likely agree …
- How does …
- What would happen …
- What can you conclude…
Richardsonrefers to the text The Next Step in Guided Reading, published 2009.