L.Wilson 2012

The Continuum of Literacy Learning Interactive Read Aloud Teaching Points

Aligned with the

Common Core Standards

*Second Grade*

Common Core / Teaching Points
RL. 1 Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Reading Skills and Strategies for Standard:
  • Making Predictions
  • Clarifying
  • Cause and Effect (What is happening? Why is it happening?)
  • Inferences-Taking clues from the story and stating what you think will happen, why something is happening, etc.
  • Drawing conclusions-Information is presented in the story and you must take information to tell what is going on, what will happen next, why something is happening, etc.
  • Plot
RI. 1 (Same objective with nonfiction text) /
  • Use evidence from the text to support predictions (I think… because…)
  • Make predictions using information from the text
  • Predict what will happen after the end
  • Self-monitor understanding and ask questions when meaning is lost
  • Identify the problem and solution in the story

RL. 2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Reading Skills and Strategies for Standard:
  • Main Idea
  • Details
  • Summarizing
  • Retell
  • Sequence
  • Inferences
  • Drawing Conclusions
RI. 2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
Reading Skills and Strategies for Standard:
  • Main Idea
  • Details
/
  • Notice and remember facts, concepts, or ideas from an informational text.
  • Provide an oral summary of a text
  • Retell stories including key details, and demonstrate understanding of the important message or lesson
  • Notice and remember the events of a story in sequence
  • Retell familiar stories including fables and folktales
  • Determine the central message, lesson, or moral from folktales or fables
  • Retell key information in a nonfiction text
  • Identify the main idea and details under each heading/subheading in a nonfiction text

RL. 3 Describehow characters in a story respond to major events and challenges
Reading Skills and Strategies for Standard:
  • Main Idea
  • Details
  • Summarizing
  • Sequencing
  • Activating Prior Knowledge
  • Characterization
  • Plot
  • Compare and Contrast
  • Mood
  • Tone
RI. 3- Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Reading Skills and Strategies for Standard:
  • Making Connections
  • Compare and Contrast
/
  • Provide an oral summary of a text
  • Notice and understand the problem of a story in sequence
  • Describe characters’ responses to events
  • Follow multiple events in a story to understand the plot
  • Bring background knowledge to understanding characters and their problems
  • Infer characters’ intentions or feelings
  • Infer characters’ feelings and motivations from description, what they do or say, and what others think about them
  • Compare and contrast traits of characters or setting
______
  • Make connections between two individuals, events, or texts.
  • Compare and contrast two individuals, events, ideas, or pieces of information in a text.

RL. 4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem or song.
Reading Skills and Strategies for Standard:
  • Context Clues, Apposition, Word Structure
  • Inferences
  • Characterization
  • Mode
  • Tone
RI. 4Determine the meaning of words and phrases in a text relevant to a grade 2 topics or subject area.
Reading Skills and Strategies for Standard:
  • Context Clues, Apposition, Word Structure
  • Clarify
/
  • Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
  • Recognize new meanings from known words by using context
  • Recognize and actively work to solve new vocabulary words
  • Identify sensory words and phrases in stories or poems
  • Notice the writer’s use of language (for example, word choice)
  • Use specific vocabulary to talk about texts: author, illustrator, cover, wordless picture book, picture book, character, problem, solution, series book, dedication, endpapers, book jacket, title page, chapters, main character, setting fiction informational book, literary nonfiction, and poetry.
  • Use word structure, apposition, and or context clues to determine the meaning of unknown words

RL. 5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Reading Skills and Strategies for Standard:
  • Fiction and Nonfiction
  • Various Genres
  • Compare and Contrast
  • Sequencing
RI.5 Know and use various text features (e.g., captions, bold print, subheading, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently
Reading Skills and Strategies for Standard:
  • Text Features
/
  • Recognize and identify some aspects of text structure, such as beginning, events in sequential order, most exciting point in a story and ending.
  • Develop new concepts and ideas from listening to and discussing texts
  • Recognize and explain the differences between books that tell stories or give information
  • Understand fiction stores that are not real and nonfiction as texts that provide real information
  • Understand realistic fiction as stories that could be real and fantasy as stores that could not be real
  • Understand biography as the story of a person’s life.
______
  • Use text features (see standard for various text features) to locate key facts or important information in the text
  • Know the importance of the text features
  • Know the various text features (see standard for various text features)

RL. 6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Reading Skills and Strategies for Standard:
  • Author’s Point of View
  • Compare and Contrast
RI. 6 Identify the main purpose of a text, including what the author wants to answer, explain or describe.
Reading Skills and Strategies for Standard:
  • Compare and Contrast
  • Text Features
  • Author’s Purpose
  • Fact and Opinion
  • Main Idea
/
  • Acknowledge the different points of view of characters
  • Infer characters’ feelings and motivations from description, what they do or say, and what others think about them
  • Know key words that signal author’s point of view
______
  • Form and state the basis for opinions about authors, illustrators, and texts (tell why)
  • Identify the main purpose of a text

RL. 7 Use information gained from the illustrations and words in a print or digital text to demonstrate understating of its characters, setting or plot.
Reading Skills and Strategies for Standard:
  • Inferences
  • Drawing Conclusions
  • Text Structure
  • Making Connections
  • Compare and Contrast
RI. 7 Explain how specific images (e.g., diagram showing how a machine works) contribute to and clarify a text.
Reading Skills and Strategies for Standard:
  • Text Features
  • Text Structure
/
  • Notice and derive information from pictures
  • Interpret illustrations and discuss how they make readers feel
  • Talk about the connections between the illustrations and text
  • Recognize how the writer or illustrator has placed ideas I the text and in graphics
  • Use text features to better understand the text.

RL. 8 Not applicable to literature
RL. 9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
Reading Skills and Strategies for Standard:
  • Compare and Contrast
  • Making Connections
  • Prior/Background Knowledge
RI. 9 Compare and contrast the most important points presented by two texts on the same topic.
Reading Skills and Strategies for Standard:
  • Compare and Contrasts
  • Main Idea
/
  • Compare and contrast information on a topic
  • Make connections to other texts by topic, major ideas, authors’ styles, and genres.
  • Compare and contrast two or more stores by different authors or from varied cultures.
  • Relate important ideas in the text to each other and to ideas in other texts
  • Discuss the characteristics of the work of some authors and illustrators.
  • Notice similarities and differences among texts that are by the same author or are on the same topic.
  • Compare different versions of the same story, rhyme, or traditional tale.
______
  • Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

RL. 10 Actively engage in group reading activities with purpose and understanding.

Teach:

  • Make connections between texts and their own life experiences/Specify the nature of connections
  • Recognize interesting new information and add it to their understandings (Schema/Building Background Knowledge)
  • Bring background knowledge to understanding the content of a text
  • Strategies to activate prior knowledge
  • Give reasons to support thinking/Have opinions about texts and state the basis for opinions (tell why)/Discuss specific examples from the text to support or justify the ideas they are expressing
  • Referencing the text
  • When joining in on refrains or repetitive text, mimic the teacher’s intonation and stress
  • Notice and respond to word stress and tone of voice while listening and afterward