collecting student information: rl.2.2 comprehension … · · 2016-01-20rl.2.9.1 compares and...
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Fable Duo
Page 39
Collecting Student Information: RL.2.2 Comprehension Checklist Use with oral responses in STEPs 1.5 & 1.6.
Standard Evidence (Scoring tool uses bold evidence)
RL.2.2 Recount
stories, including fables and folktales from diverse cultures,
and determine their central message or
moral.
Provides a recounting of stories, including fables and folktales from diverse cultures. (1)
Provides an identification of the central message, lesson or moral in a text. (2)
RL.2.2.1
Provides a recounting of
major event(s) in the Ant
and Grasshopper by Luli
Gray.
Student Name Yes No Comments
Insert ✓ in the appropriate box.
Prepare additional copies of this checklist to collect information on the entire class.
Fable Duo
Page 40
Collecting Student Information: RL.2.3 Comprehension Checklist Use with Oral Response in STEP 1.8.
Standard Evidence (Scoring tool uses bold evidence)
RL.2.3 Describe how characters in a story respond to major events and
challenges.
Provides a description of how characters in a story respond to major events. (1)
Provides a description of how characters in
a story respond to challenges. (2)
RL.2.3.2
Provides a description
of how characters in a story respond to challenges.
Student Name Yes No Comments
Insert ✓ in the appropriate box.
Prepare additional copies of this checklist to collect information on the entire class.
Fable Duo
Page 41
Collecting Student Information: RL.2.6 Comprehension Checklist
Use with Oral and Written Response on Student Resource: The Difference Between Characters’ Points of View in Ant and Grasshopper by Luli Gray (p.49) in STEP 2.5.
Optional: Additional dialogue reading on digital pages 6 and 10.
Standard Evidence (Scoring tool uses bold evidence)
RL.2.6 Acknowledges
differences in the points of view of characters, including
by speaking in a different voice for each character when reading dialogue aloud.
Provides a statement about the differences
in the points of view of characters. (1)
Speaks in different voice for each character when reading dialogue aloud to show
understanding of the difference in the point of view of characters. (2)
RL.2.6.1 RL.2.6.2
Provides a
statement about the differences in
the characters’ points of view.
Reads dialogue aloud to show understanding
of the differences in
characters’ points of view.
Student Name Yes No Yes No Comments
Insert ✓ in the appropriate box.
Prepare additional copies of this checklist to collect information on the entire class.
Fable Duo
Page 42
Collecting Student Information: RL.2.2/RL.2.3 Comprehension
Checklist Use with Student Resource: Small Group Comic Strip Instructions (p.50) in STEP 3.4
and/or STEP 4.1.
Standard Evidence (Scoring tool uses bold evidence)
RL.2.2 Recount
stories, including fables
and folktales from
diverse cultures, and
determine their central
message or moral.
Provides a recounting of stories, including fables and
folktales from diverse cultures. (1)
Provides an identification of the central message, lesson
or moral in a text. (2)
RL.2.3 Describe how
characters in a story
respond to major
events and challenges.
Provides a description of how characters in a story respond to
major events. (1)
Provides a description of how characters in a story
respond to challenges. (2)
RL.2.2.1 RL.2.3.2 RL.2.2.2
Provides a recounting
of the story.
Provides a
description of how a
character responds to a challenge.
Provides an
identification of the moral.
Student Name Yes No Yes No Yes No Comments
Insert ✓ in the appropriate box.
Prepare additional copies of this checklist to collect information on the entire class.
Fable Duo
Page 43
Collecting Student Information: RL.2.9 Comprehension Checklist Use with Student Resource: Comparing Two Versions (pp. 51-52) in STEP 5.1.
Standard Evidence (Scoring tool uses bold evidence)
RL.2.9 Compare and contrast two or more
versions of the same story (e.g., Cinderella
stories) by different authors or from different cultures.
Provides a comparison and contrast of two or
more versions of the same story written by different authors. (1)
Provides a comparison and contrast of two or more versions of the same story written from different cultures. (2)
RL.2.9.1
Compares and contrasts
two versions of the same story written by different authors.
Student Name Yes No Comments
Insert ✓ in the appropriate box.
Prepare additional copies of this checklist to collect information on the entire class.
Fable Duo
Page 44
Collecting Student Information: W.2.1 Writing Checklist Use with Student Resource: Opinion Writing Checklist (p.53) with in STEP 5.2.
Standard Evidence
W.2.1 Write opinion pieces in
which they introduce the topic
or book they are writing about,
state an opinion, supply
reasons that support the
opinion, use linking words
(e.g., because, and, also) to
connect opinion with reasons,
and provide a concluding
statement or section.
States an opinion in writing. (1)
Includes the topic of the book they are writing
about when sharing an opinion in writing. (2)
Supplies supportive reasons when sharing an
opinion in writing. (3)
Uses linking words to connect an opinion with
reasons when sharing an opinion in writing. (4)
Provides a concluding statement or section when
sharing an opinion in writing. (5)
W.2.1.2 W.2.1.1 W.2.1.3 W.2.1.4 W.2.1.5
Includes a
topic. States an
opinion.
Supplies
supportive
reasons.
Uses linking
words to connect
the opinion.
Provides a
concluding
statement.
Student Name Yes No Yes No Yes No Yes No Yes No
Insert ✓ in the appropriate box.
Prepare additional copies of this checklist to collect information on the entire class.
Fable Duo
Page 45
Collecting Student Information: L.2.1/L.2.2 Knowledge of
Language and Conventions Student Checklist Use with Written Response in STEP 5.2.
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Date:
CCSS Student Name: Yes No
L2.1.A Uses collective nouns (e.g., group).
L2.1.B Forms and uses frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
L2.1.C Uses reflexive pronouns (e.g., myself, ourselves).
L2.1.D Forms and uses the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
L2.1.E Uses adjectives and adverbs, and choose between them depending on what is to be modified.
L2.1.F
Produces, expands, and rearranges complete simple and compound sentences (e.g., The boy watched the movie; The
little boy watched the movie; The action movie was watched by the little boy).
L2.2.A Capitalizes holidays, product names, and geographic names.
L2.2.B Uses commas in greetings and closings of letters.
L2.2.C Uses an apostrophe to form contractions and frequently
occurring possessives.
L2.2.D Generalizes learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
L2.2.E Consults reference materials, including beginning dictionaries, as needed to check and correct spellings.
Insert ✓ in the appropriate box.
Prepare individual student copies of this checklist.
Fable Duo
Page 46
If/Then If… Then
RL.2.2
students have difficulty recounting stories, and
determining their central message, lesson, or
moral
Use props, costumes, or puppets.
Practice with student-created language experience stories
Have students practice with story events on sentence strips in a pocket chart.
Meet with students in small groups to
implement similar lessons over time. Practice finding the central messages with
stories with overt central messages like “The Boy Who Cried Wolf”.
RL.2.3
students have difficulty
describing how characters in a story
respond to major events and challenges
Reread the story to increase familiarity.
Practice with read aloud books.
Practice with small group reading books. Practice with familiar stories.
Practice with language experience stories. Have students match picture cards depicting
characters, settings, and story events with descriptive phrases in a pocket chart.
Have students role play the story events.
RL.2.6
students have difficulty
in determining a characters’ point of view
Provide opportunities for students to
participate in Reader’s Theatre (Glossary).
Direct students to specific events in a story and help student take that character’s point of
view. Practice with expressive reading in continuous
dialogue, beginning with familiar stories.
RL.2.9
students have difficulty comparing and
contrasting two or more versions of the same
story by different authors
or from different cultures
Compare and contrast common objects.
Engage the students in dramatizing the stories.
Engage the class in a shared writing of a Venn diagram or T chart comparing two characters.
Create a cut and paste sort for two familiar
story characters. Practice with familiar stories.
Fable Duo
Page 47
If… Then
W.2.1 students have difficulty
writing opinion pieces
Provide additional opportunities to express opinions.
Provide practice using opinion polls. Read opinion mentor texts.
Express opinions about read aloud books. Write opinion pieces using shared writing.
Engage children in language experience stories in which they express opinions.
Fable Duo
Page 48
Student Resource: Discussion Cards Use Discussion Card #1 in STEPs 2.2 and 2.3. Use Discussion Card #2 in STEP 2.4.
Discussion Card #1
1. How did Ant respond to the story’s challenge?
2. Why did Ant respond that way? What was he thinking? What did he believe was the right thing to do?
3. How would you explain Ant’s point of view?
Discussion Card #2
1. How did Grasshopper respond to the story’s
challenge? 2. Why did Grasshopper respond that way?
What was he thinking? What did he believe was the right thing to do?
3. How would you explain Grasshopper’s point of view?
Fable Duo
Page 49
Student Resource: The Difference Between Characters’ Points of View in Ant and
Grasshopper by Luli Gray Use with RL.2.6 Comprehension Checklist in STEP 2.5.
Name ______________________________
1. Identify and draw the character to match the speech bubble. 2. Write the name of the character on the line below and write his point of view.
After writing and drawing, 3. Read the dialogue in the speech bubbles to a partner. Read each character’s dialogue in a voice that shows
how each feels and reflects the difference in their points of view.
_______________’s point of view is
_____________________
_____________________
_______________’s point of view is
_____________________
_____________________
“Come and dance—I’ll play
for you!”
“You should be storing up food
for the winter…”
Fable Duo
Page 50
Student Resource: Small Group Comic Strip Instructions Use with RL.2.2/RL.2.3 Comprehension Checklist (p.42) for oral and written responses in STEP 3.4 and/or STEP 4.1.
Instructions for the Group’s Comic Strip
1. Decide on the major events.
It will be helpful to make a list of the major events before beginning to draw the comic strip.
2. Create one drawing for each event.
Draw one event in each box. Use speech bubbles for each character so the
character can “say” how he is responding to the story’s challenge.
Leave room at the bottom of each drawing to write an explanation of the drawing (Step 3 will explain).
Each person must draw at least one event in the comic strip.
3. Explain the drawing.
Group members must write an explanation below their drawings. Their explanations should include the character’s point of view.
4. Decide on a moral for the fable. The group decides the moral together.
One person writes it at the bottom of the comic strip.
Fable Duo
Page 51
Student Resource: Comparing Two Versions Use with RL.2.9 Comprehension Checklist (p.43) for in STEP 5.1.
Group Members
Story #1: Ant and Grasshopper retold by Luli Gray
Story #2: “The Ant and the Grasshopper” retold by Ann McGovern
Compare and Contrast Character Responses in Two Stories
Character responses
to challenges
that are the SAME in both
stories
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
Character responses
to
challenges that are
DIFFERENT
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
Fable Duo
Page 52
Group Members Story #1: Ant and Grasshopper retold by Luli Gray
Story #2: “The Ant and the Grasshopper” retold by Ann McGovern
Compare and Contrast Morals in Two Stories
How the morals are
the SAME
in both stories
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
How the morals are
DIFFERENT
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Fable Duo
Page 53
Student Resource: Opinion Writing Checklist Use with Written Response in STEP 5.2.
If second grade students can only read one version of this fable next year, which one should the teacher have students read? Why is the version you choose better for second graders to read?
As you write your opinion, place a ✓ in the box to show
you have included the information in your letter.
Name ____________________________
In my letter to the teacher, ✓
1. I introduce the topic of my opinion. □ 2. I supply reasons why I have this opinion. □
3. I use linking words to connect my opinion to my reasons, words such as because, and, also, etc. □
4. I end my letter with a closing statement or section. □
Fable Duo
Page 54
Teacher Resource: Tips for Conversations Sample Anchor Chart Optional use with conversations in STEPs 1.5, 2.4, 3.4, 4.2, and 5.1.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger
groups.
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Tips for Conversations
1. Contribute to the discussion. This means partners
should take turns talking.
2. Encourage your partner to talk.
You might say:
Tell me more about that idea. What are you thinking?
3. Try to show that you are listening by making
connections to what your partner said. You might say: I agree…
I would like to add… I have a different idea.
4. When you do not understand what your partner is saying, ask a question like:
Can you say more about that? Could you say that again?
Could you explain what you mean by that?
Fable Duo
Page 55
Teacher Resource: “Two Versions of the Same Story”
Sample Chart Use during class discussions on Days One through Five.
Story Traits Ant and Grasshopper-
Gray
The Ant and Grasshopper-
McGovern
MAJOR EVENTS
What happened in the
story?
CHARACTERS
How do characters
respond to
challenges?
What is the point of
view of each
character?
MORAL
What is the moral of
the story?
Fable Duo
Page 61
Retrospective Journal
Performance Task____________________________Date_______________
What do I know about my class because of this performance task (including
strengths/needs of the class relative to specific CCSS, as well as general information learned about my students)?
What do I know about the strengths and needs of individuals or groups of students relative to specific CCSS?
Based on this experience, these are the instructional actions I want to take:
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