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.? | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- ela unit of study
- summary writing rubric chino valley unified school district
- 7th grade ela yearly overview
- illinois learning standards for social science 6 8
- grade 2 standards ngss ca dept of education
- 6 ela unit 2 overview
- teks lesson plan unit plan
- second grade writing plans lesson 11
- literary indicator greenwood school district
Related searches
- wisconsin school district report cards
- university school district jobs
- texas school district report cards
- university place school district jobs
- tea school district report card
- university city school district calendar
- school district of university city
- school district report cards texas
- u city school district employment
- university city school district employment
- university city school district website
- university place school district employment