Literary Indicator - Greenwood School District



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

|Second|2-1.8 Classify works of fiction (including fables, tall tales, and folktales,) and works of nonfiction (including biographies) by characteristics. |2-2.3 |2-2.6 Use graphic features (for example, illustrations, graphs, charts, maps, diagrams,) as sources of information. |

|Grade | |Distinguish | |

|– | |between facts |Writing Workshop |

|Fourth| |and opinions in|April |

|Nine | |informational |Poetry |

|Weeks | |texts. | |

| | | | |

| | |Social Studies | |

| | |2-5.1 Identify | |

| | |examples of | |

| | |markets and | |

| | |price in the | |

| | |local community| |

| | |and explain the| |

| | |roles of buyers| |

| | |and sellers in | |

| | |creating | |

| | |markets and | |

| | |pricing. | |

| | | | |

| | |Science Unit | |

| | |Animals – for | |

| | |the nine weeks | |

| | | | |

| | | | |

|Second|2-1.5 Analyze a narrative text to identify characters, setting, and plot. |Social Studies |2-2.5 Use headings, subheadings, and print styles to gain information. |

|Grade | |2-5.2 Summarize| |

|– |2-1.4 Find examples of devices of figurative language (including simile) and sound devices (including onomatopoeia and alliteration.) |the concept of |2-2.7 Use functional text features as sources of information. |

|Fourth| |supply and | |

|Nine | |demand and |Writing Workshop |

|Weeks | |explain its |April |

| | |effect on |Poetry |

| | |price. | |

| | |2-5.3 Recognize|May/June |

| | |that people’s |Research |

| | |choices about | |

| | |what they buy | |

| | |will determine | |

| | |what goods and | |

| | |services are | |

| | |produced. | |

| | | | |

| | |Science Unit | |

| | |Animals – for | |

| | |the nine weeks | |

Second Grade – Fourth Nine Weeks | 2-1.7, 2-2.4 Create responses to literary and informational texts through a variety of methods.

|2-6.1 Generate how and why questions about a topic of interest.

Social Studies

2-5.4 Identify the relationships between trade and resources both within and among communities, including natural, human, and capital resources.

Science Unit

Animals – for the nine weeks

|2-6.3 Create categories (for example, solids and liquids) to classify information

2-6.4 Use the Internet with the aid of a teacher.

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.

Writing Workshop

May/June

Research

|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.

|Locates and summarizes information found in a Venn diagram

Identifies the characteristics of informational magazines, dictionaries, manuals, journals, and lists.

Uses a bibliography to locate information in informational text. | | Generate/Create: Both fall under Level VI of Creating. |Research

• Accessing Information p. 72 T. Stead Good Choice

• Helping Children Locate Websites (p. 73 -76 T. Stead, Good Choice)

• Authenticating the Accuracy of Websites (p. 76 T. Stead ,Good Choice)

• Finding and Recording Specific Information (p. 77-78 T. Stead, Good Choice)

• Using the RAN (p. 78-80 T. Stead, Good Choice)

List of Websites p. 82-87 Good Choice

Responses

There are many options for creating responses to literary and informational texts. The following resource lists a number of ideas that students may choose from to share their learning including ideas such as :

Creating brochures

Constructing timelines

Writing poetry

Holding a debate

Making a model

Creating a portrait

See Good Choice by Tony Stead p. 149-156, 170-194

|How? by: Lee Bennett Hopkins, Spectacular Science, Illustrated by Virginia Halstead

The Daddy Longlegs by: Douglas Florian Insectlopedia |☺A New Coat for

Anna, Ziefert

and Lobel |Which search words would be best to use when looking for information about ____?

• Which question would lead to the most information about ____? (add any topic in the blank-ex: a spider’s role in the environment) PASS Sample Item grade 3

• Which source would provide the best information about different kinds of spiders in the U.S.? | |

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