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

|Second|2-1.1 Analyze 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 to gain information. |

|Grade | |the central | |

|– |. |idea and | |

|Third | |supporting |2-6.3 Create categories to classify information. |

|Nine | |evidence in an | |

|Weeks | |informational |Writing Workshop |

| | |text during |January |

| | |classroom |How to Books (Two Weeks) |

| | |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 | |

| | | | |

|Second|2-1.9 Explain cause-and- effect relationships in literary texts. |2-2.8 Explain |2-6.3 Create categories to classify information. |

|Grade | |cause- and- | |

|– | |effect |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 |

|Third | |relationships |information. |

|Nine | |in | |

|Weeks | |informational |2-1.8 Classify works of fiction (including fables, tall tales, and folktales) and works of non-fiction (including biographies) by characteristics. |

| | |texts. | |

| | | |Writing Workshop |

| | |Social Studies |February |

| | |2-1.3 Summarize|All About Books |

| | |the cultural |Begin Fairy Tales |

| | |contributions | |

| | |of Native | |

| | |Americans, | |

| | |African | |

| | |Americans and | |

| | |immigrant | |

| | |groups in | |

| | |different | |

| | |regions of the | |

| | |United States. | |

| | | | |

| | |Science Unit | |

| | |(for the nine | |

| | |weeks) | |

| | |Matter | |

| | | | |

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)

Review making, 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.

Inference/Draw Conclusions

Review the strategies of drawing conclusions and inferring with nonfiction texts from the 1st nine weeks (Tony Stead, Reality Checks p. 76-87)

☺Steps to Inferring with Informational Text 2nd Grade

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.

(This same strategy should be used with additional lessons that include graphic features (illustrations, maps, charts, graphs, diagrams)

Forms and Sources of Visual Information p. 150 Tony Stead Reality Checks ( adapt to fit 2nd grade)

☺Facts and Inferences with Poetry 2nd

Grade

|Predictions, Draw Conclusions, Inference

The Owl by Douglas Florian Zoo’s Who

Boa Constrictor by Shel Silverstein Where the Sidewalk Ends

The Inchworm by: Douglas Florian Insectlopedia |☺John Henry,

Lester

• Pecos Bill, Kellogg

• Paul Bunyan, Kellogg

Additional text resources for mini-lessons

• 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…

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