Literary Indicator



|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 Second Nine Weeks Row 1 | |2nd Grade Second Nine Weeks Row 1 | |

|Second| 2-1.1Analyze the details that support the expression of the main idea in a given literary text. |2-2.1 Analyze |2-2.5 Use headings, subheadings, and print styles (for example, italics, bold, larger type) to gain information. |

|Grade | |the central | |

|– | |idea and | |

|Second| |supporting | |

|Nine | |evidence in an |Writing Workshop |

|Weeks | |informational |October |

| | |text during |Author’s as Mentors |

| | |classroom | |

| | |discussion. | |

| | | | |

| | |Social Studies |Writing Workshop |

| | |2-4.1 Identify |November/December |

| | |on a map the |Realistic Fiction with Revision |

| | |continents and |(one solid week of revision) |

| | |the major | |

| | |nation-states | |

| | |of the world | |

| | |and distinguish| |

| | |between the two| |

| | |entities. | |

| | |2-4.2 Summarize| |

| | |how | |

| | |nation-states | |

| | |interact with | |

| | |one another in | |

| | |order to | |

| | |conduct trade. | |

| | | | |

| | |Science | |

| | |(for the nine | |

| | |weeks) | |

| | |Weather | |

| | | | |

|Second| 2-1.9 Explain cause and effect relationships in literary texts. |2-2.8 Explain |2-2.6 Use graphic features (for example illustrations, graphs, charts, maps, and diagrams) |

|Grade | |cause and | |

|– | |effect |2-2.7 Use functional text features (including tables of contents and glossaries) as sources of information. |

|Second| |relationships | |

|Nine | |in | |

|Weeks | |informational | |

| | |texts. |Writing Workshop |

| | | |November/December |

| | |Social Studies |Realistic Fiction with Revision |

| | |.2-3.1 |(one solid week of revision) |

| | |Recognize | |

| | |different types| |

| | |of local laws | |

| | |and those | |

| | |people who have| |

| | |the power and | |

| | |authority to | |

| | |enforce them. | |

| | |2-3.2 Identify | |

| | |the roles of | |

| | |leaders and | |

| | |officials in | |

| | |local | |

| | |government, | |

| | |including law | |

| | |enforcement and| |

| | |public safety | |

| | |officials. | |

| | |(Invite mayor | |

| | |and city | |

| | |manager as | |

| | |guest speakers)| |

| | | | |

| | |Science | |

| | |(for the nine | |

| | |weeks) | |

| | |Weather | |

| | | | |

| | | | |

Second Grade – Second Nine Weeks |2-1.6 Explain the effect of the author’s craft (for example, word choice and the use of repetition) on the meaning of a given literary text.

2-1.4 Find examples of figurative language (including simile) and sound devices (including onomatopoeia and alliteration).

|Social Studies

2-3.3 Explain the ways that local and state governments contribute to the federal system, including law enforcement and highway construction.

Science

(for the nine weeks)

Weather

|2-3.4 Identify idioms in context.

Writing Workshop

November/December

Realistic Fiction with Revision

(one solid week of revision)

January

How to Books

|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 multistep directions.

2-6.5 Use Standard American English when appropriate in conversations and discussions.

|Indentifies the author’s specific purpose

Identifies the mood

Examines the author’s techniques that influence mood

Infers the meaning of figurative language

Analyze repetition used by an author to add emphasis

Identifies examples of rhyming words

Determines the meaning of a simile

Analyzes author’s use of dialogue

| |Explain (Understand)

Demonstrate an understanding

Identify:

Finding specific examples of various forms of figurative language |Literary text and Repetition:

Use the same text and sentences from Night in the Country as the first 9 weeks. Discuss Rylant’s use of repeating words (reek, reek) and sentence structures with the students. (short vs. long) How does her use of these specific techniques add to the meaning of the text? (ties sentences together rhythmically, adds interesting sounds to the text, simulating the actual sounds of a night in the country)

Use other texts with students and engage them in noticing and discussing why and how the author uses these specific craft elements.

Find examples of figurative language:

Teacher models through “think aloud” how each element - onomatopoeia, and alliteration (review from 1st grade) and simile (new for 2nd grade) adds meaning to the text and then identifies the device. Teacher and students create a class chart of types of figurative language.

Teacher flags the device in the sentence and supports students in identifying which device it is and how it adds to the meaning of the text.

Teacher flags the device in the paragraph and students locate the device in the paragraph, identify it and discuss how it adds to the meaning of the text.

Teacher flags the page and students locate the device, identify the device, and discuss its meaning. Eventually scaffolds are no longer needed as students become independent.

One method of introducing idioms in minilessons is through the use of the Amelia Bedelia series.

Teacher models through “think aloud” how to identify an idiom

Teacher creates three column chart

Idiom / What Amelia Thought / Meaning from Clues

Teacher flags idioms in sentences, then paragraph, then the page to scaffold students in locating idioms.

Students add idioms to chart, discuss what Amelia thought they meant and what the idioms really meant. Emphasize the importance of understanding idioms to the English language. See support document for more explanation of teaching idioms. |Author’s Craft, Figurative Language

Riding on The Train by: Eloise Greenfield

Honey, I Love Illustrated by Diane and Leo Dillon

The Park by James Tippett

The Bill Martin Jr. Big Book of Poetry Illustrated by James S. Tippett

Windshield Wipers by Rebecca Kai Dotlich Days to Celebrate Illustrated by Stephen Alcorn |☺D is for

Democracy: A

Citizen’s

Alphabet,

Grodin

• When I was Young in the Country, Rylant

• Saturdays and Teacakes, Laminack

• Alexander, Who Used to Be Rich Last Sunday, Viorst

• Christmas in the Country, Rylant

• Amelia Bedilia, Teach Us, Parrish

• Come On Rain

Idioms

• My Mama Likes to Say, Nelson

• My Teacher Likes to Say, Nelson

• Even More Parts: Idioms Head to Toe, Arnold

Alliteration

• Some Smug Slug, Edwards

• Four Famished Foxes, Edwards

• Aster Aardvark’s Alphabet Adventure, Kellogg

|The speaker compares a ____ to a _____.

• The speaker describes the ____ as ….

• Which sentence contains an example of a simile? | |

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