ReadingCommon Core Standards2nd Grade
The research-based instructional trainings that Graves County teachers have participated in have proven to be of great value. Strategies learned should continue to be utilized when teaching students the new Kentucky Core Academic Standards. When creating lesson plans, teachers should keep in mind the following best practices:
Learning Targets – “I can…”, “Today I will…”
Rutherford’s Principles of Learning
- Congruency – Activity matches the learning target
- Overt Responses – All, Abundant, During
- Performance Feedback – Abundant, immediate, specific
- Locale Memory – Learning in 3D spatial area
- Conscious Attention – Gaining, keeping, & applying attention
- Personal Relevance – Linking to student survival or well-being
- Mental Models – 3 Levels; Level 1- Pictures + Words; Level 2 – Sensory representations + written/verbal label; Level 3 – Right + Left Hemisphere
21st Century Skills
- Communication
- Collaboration
- Creativity & Innovation
- Critical Thinking and Problem Solving
Silver and Strong/Thoughtful Ed Vocabulary Strategies
Formative Assessments – Assessment FOR Learning
Differentiation – Tiered Activities for ALL learners
GREAT RESOURCES :non-fiction reading passages; Graphic Organizers aligned with Standards;
Literature (RL)
Common Core Standard / Learning Targets / Vocabulary / ResourcesKey Ideas and Details
2.RL.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Ask -What if?
Retell/Summarize
According to the story….
I know this because…. / Identify key details in a text using who, what, when, where, why and how.
Describe key details of the text using who, what, where, when, why and how questioning.
Determine the answers of literary text using who, what, where, when, why and how questioning. /
- Who
- What
- When
- Where
- Why
- Infer
2.RL.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Theme- is the lesson about life from the story and does not
Use characters or names in the explanations. Theme- you
Have to infer, the author doesn’t come right out and tell you. / Identify fables and folktales from diverse cultures
Recall (give details orally) details from stories (e.g., fables and folktales)
Recount (tell in your own words what happened) details of a story (e.g., fables and folktales)
Determine the message, lesson or moral of a story (e.g., fables and folktales) /
- Moral
- Diverse
2.RL.3
Describe how characters in a story respond to major events and challenges.
How do they respond to the problem?
What did they do to solve the problem? / Define the terms character and major events
Identify major events or challenges found within a story.
Describe how characters respond to major events and challenges. /
- Challenge
- Problem
Craft and Structure
2.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.
What does the figurative language show the reader about the character or object? / Alliteration, Rhyme
Identify rhyming words, alliteration and other types of figurative language used in a story, poem or song.
Recognize regular beats and repeated lines in a story, poem, or song.
Recognize rhythm within a story, poem, or song.
Describe how words and phrases supply rhythm or impact meaning, in a story, poem, or song. / Robert Munsch Books
Pete the Cat
Figurative Language –Firework
2nd grade resources\second grade graphic organizer.pdf page 14
2.RL.5
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
How would the story be different if…
Genre
Fiction
Non-fiction
Drama/play / Identify the structure of the story, beginning, middle and end.
Describe how the beginning introduces the story, the action that takes place in the middle of the story and how the ending concludes the action /
- Structure
- Conclusion
2.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. / Point of View, Voice, Dialogue Identify characters in a story and the traits of each character.
Define the point of view of the story (first person, third person)
Recognize dialogue to determine who is speaking in a story.
Analyze character to know what type of voice to use when speaking the part.
Determine differences in each character’s point of view.
Read the dialogue in text using appropriate voices for different characters. / 2nd grade resources\second grade graphic organizer.pdf page 16
Integration of Knowledge and Ideas
2.RL.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Digital text – audio/visual
Beginning/Middle/End –picture walk before reading the story
Talk about “mood” anytime the opportunity presents itself. / Plot, Setting, Characters
Identify the plot of a story.
Recognize digital text and obtain information from illustrations and words in various types of text.
Explain characters, setting and plot, obtained from illustrations and words in print.
Understand characters, setting and plot obtained from illustrations and words in digital text. / 2nd grade resources\second grade graphic organizer.pdf page 17, 18, 19, 20, 21 and 22
2.RL.8 No Common Core Standard
2.RL.9
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
Compare/Contrast
Use Venn Diagram
T-chart / Recall details and events from two or more versions of a story by different authors.
Identify characters of two or more versions of a story by different authors.
Compare and contrast two or more versions of the same story by different authors representing different cultures. /
- Compare
- Contrast
Compare and contrast worksheet
Range of Reading and Level of Text Complexity
2.RL.10
By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. / Read and comprehend complex texts independently and proficiently at the 2-3 text complexity band.
Informational Text (RI)
Common Core Standard / Learning Targets / Vocabulary / ResourcesKey Ideas and Details
2.RI.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrateunderstanding of key details in a text.
Cite details from the text,
What if?
According to the (text, paragraph, selection, passage) / Ask questions to demonstrate understanding of key details in a text.
Answer questions to demonstrate understanding of key details in a text. /
- Who
- What
- When
- Where
- Why
- How
2.RI.2
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
Common core books- start out simple with 3 answers/choose 1
Website with passages where they write main idea. / Identify the main topic of a multiparagraph text.
Identify the focus of specific paragraphs within the text. /
- Main Topic
- Text
- Paragraph
- Multiparagraph
2.RI.3
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Consequences, school rules. How to, recipes, timelines
Look at Social Studies/Science standards / Describe the connection between a series of historical events in a text.
Describe the connection between a series of scientific ideas in a text.
Describe the connection between a series of scientific concepts in a text.
Describe the connection between steps in technical procedures in a text. /
- Describe
- Historical
- Scientific
- Timeline
Craft and Structure
2.RI.4
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
Pre teach vocabulary in selection
Prefix/suffix
Root words
What ending does a word have? / Determine the meaning of words in a text relevant to a grade 2 topic or subject area /
- Phrase
- Context Clues
2.RI.5
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate keyfacts or information in a text efficiently.( Titles, table of contents, chapter headings, italics, tables/charts )
Pull excerpts of examples/note text features / Know various text features to efficiently locate key facts. Use various text features to efficiently locate key facts.
Know various text features to efficiently locate information. Use various text features to efficiently locate information /
- Caption
- Title
- Bold Print
- Subheading
- Index
- Menu
- Table of Contents
- Heading
- Glossary
2.RI.6
Identify the main purpose of a text, including what the author wants to answer, explain, or describe. / Identify main purpose of text according to what the author wants to answer.
Identify main purpose of a text to answer what the author wants to explain.
Identify main purpose of text to answer what the author wants to describe. /
- Main Purpose
- Explain
- Describe
- Authors
- Purpose
Integration of Knowledge and Ideas
2.RI.7
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. (Use Charts and graphs.)
How do diagrams/pictures help you to understand the topics?
Keep picture/diagram off to see how they do.
Then add pictures/diagrams to show how it helped the understanding. / Explain how specific images contribute to a text.
Explain how specific images clarify a text /
- Explain
- Specific
- Labels
2.RI.8
Describe how reasons support specific points the author makes in a text.
I know this because….
According to the passage…
Text base/show it came straight from the story
Inferred responses with support from the text. / Describe how reasons support specific points the author makes in a text.
Use words to show comparisons, sequence, and cause and effect to demonstrate a connection between sentences and paragraphs in a text. /
- Describe
- Specific
2.RI.9
Compare and contrast the most important points presented by two texts on the same topic.
Two passages that are similar about the same topic.
Label the passages for them to reference.
Use graphic organizers. / Compare the most important points presented by two, same topic texts.
Contrast the most important points presented by two, same topic texts /
- Compare
- Contrast
Range of Reading and Level of Text Complexity
2.RI.10
By the end of year, read and comprehendinformational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. / Read informational text in the 2-3 text complexity band proficiently.
Comprehend informational text in the 2-3 text complexity band proficiently.
Scaffold informational text as needed at the high end of the range.
Foundational Skills (RF)
Common Core Standard / Learning Targets / Vocabulary / ResourcesPhonics and Word Recognition
2.RF.3 (No Common Core Standards for 2.RF.1 and 2.RF.2)
Know and apply grade-level phonics and word analysis skills in decoding words.
a)Distinguish long and short vowels when reading regularly spelled one-syllable words.
b)Know spelling-sound correspondences foradditional common vowel teams.
c)Decode regularly spelled two-syllable wordswith long vowels.
d)Decode words with common prefixes andsuffixes.
e)Identify words with inconsistent but commonspelling-sound correspondences.
f)Recognize and read grade-appropriate irregularly spelled words. / Know phonics skills when decoding words.
Apply phonics skills when decoding words.
Know word analysis skills when decoding words.
Distinguish long vowels when reading one-syllable words.
Distinguish short vowels when reading one-syllable words.
Know spelling-sound correspondences for common vowel teams
Decode two-syllable words with long vowels.
Decode words with common prefixes.
Decode words with common suffixes.
Identify words with inconsistent but common spelling-sound correspondences.
Recognize irregularly spelled words.
Read irregularly spelled words. /
- Distinguish
- Syllable
- Prefix
- Suffix
Fluency
2.RF.4
Read with sufficient accuracy and fluency tosupport comprehension.
a)Read on-level text with purpose andunderstanding.
b)Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c)Use context to confirm or self-correct word recognition and understanding, rereading as necessary. / Read on-level text orally with accuracy.
Read on-level text orally at the appropriate rate.
Read on-level text orally with expression.
Read with accuracy to support comprehension.
Read with fluency to support comprehension.
Read on-level text with purpose.
Read on-level text with understanding.
Use context to confirm word recognition.
Use context to self-correct word recognition.
Use context to confirm understanding.
Use context to self-correct understanding /
- Accuracy
- Expression
1
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards