Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK
R1H
Standard Apply post-reading skills to respond to text:
a. answer basic comprehension questions b. identify the main idea and supporting details c. question to clarify d. retell e. reflect f. draw conclusions g. analyze
The What Post-reading skills
The How (DOK) • Identify • Question • Retell • Reflect • Draw conclusions • Analyze
Kid Friendly Objective • After reading I will be able to identify the main idea and supporting details in a text. • After reading I will use questions to understand what I read. • After reading I will be able to retell what I read. • After reading I will reflect on what I read. • After reading I will draw conclusions about what I read. • After reading I will analyze what I read.
Activity Have students record their thoughts about a narrative story in their response journals.
Activity During guided reading, retell by sequencing the story events.
Activity During read alouds discuss main ideas and details. Pose questions to guide understanding of the text.
Assessment of Kid Friendly Objectives • After reading a given text, students will identify the main ideas and supporting details by
answering multiple choice questions. • After reading a text, students will achieve proficient or advanced score on the district
comprehension scoring guide.
Academic Vocabulary Identify Supporting details Main idea Reflect Clarify Analyze Draw conclusions
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK R3A
Standard Locate and interpret information in illustrations, title, headings, captions, diagrams, charts and graphs.
The What Information in illustrations, titles, headings, captions, diagrams, charts, graphs
The How (DOK) • Locate • Interpret
Kid Friendly Objective • I will find and understand information in illustrations • I will find and understand information in titles • I will find and understand information in headings
Activity Use a non fiction text during guided reading.
Activity Help students to create an anchor chart about pictorial aids. Have students cut out examples from magazines and newspapers and discuss the information they contain.
Activity During shared reading, use text books (Science/Social Studies) to demonstrate how reader attend to captions, diagrams, pictures, and other pictorial aids to support meaning.
Assessment of Kid Friendly Objectives Students will be able to find and understand information in illustrations, titles, headings, and captions eighty percent of the time using a variety of provided resources.
Academic Vocabulary Illustrations Headings Charts Title Captions Graphs Headings Diagrams
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK R1E
Standard Develop vocabulary by reading, listening to, and discussing unknown words in stories using a. root words b. classroom resources c. context clues
The What • Unknown words • Stories • Root words • Classroom resources • Context clues
The How (DOK) • Develop • Reading • Listening • Discussing
Kid Friendly Objective • I will develop vocabulary from stories be using root words. • I will develop vocabulary from stories by using classroom resources • I will develop vocabulary from stories by using context clues.
Activity Sitton Spelling activities.
Activity Use dictionaries to find the meaning of an unknown word.
Activity During read alouds demonstrate how to figure out unknown words by using context clues.
Assessment of Kid Friendly Objectives Teacher observation/checklist
Academic Vocabulary Vocabulary Resources Root words Context clues
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK R1D
Standard Read grade-level instructional text with fluency, accuracy and expression
The What • Fluency • Accuracy • Expression
The How (DOK) Read
Kid Friendly Objective • While reading, I will read the words accurately. • While reading, I will read with fluency and expression.
Activity Shared reading of poetry
Activity Readers’ Theatre
Activity Partner read
Assessment of Kid Friendly Objectives • The student will achieve a minimum of 95% accuracy and a 1:3 self correction score on a
running record. • The student will achieve a proficient or advanced score on the district fluency expression scale.
Academic Vocabulary Fluency Accuracy Expression
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK W1A
Standard Follow a writing process to a. use a simple strategy in prewriting when appropriate b. compose a draft in written form on student-selected topic c. reread and revise for audience and purpose, ideas and content, organization and
sentence structure, and word choice, with assistance (refer to W2A, W2B, W2C, W2D) d. edit for conventions (refer to W2E) with assistance e. share writing
The What • Writing process • Strategy • Draft • Conventions
The How (DOK) • Use • Compose • Reread • Revise • Edit • Share
Kid Friendly Objective • I will use a simple strategy in prewriting. • I will compose a rough draft on my topic. • I will reread and revise for audience and purpose • I will reread and revise for ideas and content. • I will reread and revise for organization and sentence structure. • I will reread and revise for word choice. • I will edit for capitalization, punctuation, etc. • I will share my writing
Activity Students will share a piece of their writing with the class.
Activity During shared writing the teacher/students will reread, revise, and edit their shared writing.
Activity During shared writing teacher/students will compose a prewriting chart and draft on a class selected topic.
Assessment of Kid Friendly Objectives During writer’s workshop the teacher will observe students using the writing process. (Teacher can use appendix H in Scaffolding Your Writers to record student’s achievement.)
Academic Vocabulary Writing process Draft Conventions Simple strategy Content Prewriting Organization
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK IL1B
Standard Locate information on keywords and questions in provided resources, with assistance
The What • Information • Keywords • Questions • Resources
The How (DOK) Locate
Kid Friendly Objective • I will find information on keywords in resources. • I will find information about questions using resources.
Activity Use non-fiction text during guided reading.
Activity Use information in science/social studies text books to answer comprehension questions at the end of a unit.
Activity Use glossary and index in science and social studies text book to find meaning in key words.
Assessment of Kid Friendly Objectives With assistance, students will be able to locate information on keywords and question eighty percent of the time using a variety of provided resources.
Academic Vocabulary Locate Keywords Resources
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK R3B
Standard Explain examples of sensory details in nonfiction text.
The What Sensory details in non-fiction text
The How (DOK) Explain
Kid Friendly Objective I will explain the details in nonfiction text that used the five senses.
Activity Sound Unit Bottle/pitch activity.
Activity After reading about different animal groups, students will draw and describe the coverings an animal of their choice
Activity During the study of rocks and soil students will describe the characteristics of a rock using the five senses.
Assessment of Kid Friendly Objectives After reading a teacher selected passage, the students will be able to describe and illustrate a living or non-living object referring to the sensory details from the text.
Academic Vocabulary Sensory Nonfiction text
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK R3D
Standard Read and follow simple directions to perform a task
The What Follow directions
The How (DOK) • Read • Follow • Perform
Kid Friendly Objective I will read and follow directions to do a task.
Activity Students perform a task by independently reading a set of directions with assistance.
Activity Students create a picture by following teacher read directions.
Activity Teacher models following directions by creating a peanut butter and jelly sandwich following the recipe.
Assessment of Kid Friendly Objectives Students will complete a task following a writer set of directions with eighty percent accuracy.
Academic Vocabulary Directions Task
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK LS1B
Standard Demonstrate listening behaviors (e.g., prepares to listen, listens without interruptions, maintains eye contact)
The What • Listening • Behaviors
The How (DOK) • Demonstrate • Listen
Kid Friendly Objective • I will be ready to listen. • I will listen without interrupting. • I will watch the speaker while listening.
Activity Read aloud the storybook, “What if Everybody Did That?
Activity Students take turns role playing appropriate and inappropriate listening behaviors.
Activity Teacher/Students create an anchor chart describing traits of a good listener.
Assessment of Kid Friendly Objectives Teacher will document student listening behaviors through out the school day using checklist and anecdotal records.
Academic Vocabulary Listen Behaviors Demonstrate
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK R1G
Standard During reading, develop and utilize strategies to a. self-question and correct b. determine meaning of unknown words c. self-monitor comprehension d. question the text e. infer f. visualize
The What Reading strategies
The How (DOK) • Develop • Use • Self-quest and correct • Self-monitor • Question • Infer • Visualize
Kid Friendly Objective • I will reread for meaning if the text doesn’t make sense. • I will figure out unknown words (while reading). • I will check my understanding of the text while reading. • I will ask questions about the text while reading. • I will make inferences about the text while reading. • I will visualize about the text while reading.
Activity Have students draw a picture of the story setting or characters after a narrative read aloud.
Activity During guided reading discuss text to help students pose questions and reread for understanding and to make inferences.
Activity During read alouds demonstrate how to self question and correct and determine the meaning of unknown words while reading.
Assessment of Kid Friendly Objectives During reading students will use an open ended response page to recore their thoughts and questions.
Academic Vocabulary Self-question Comprehension Unknown words Infer Self-monitor Visualize
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK R2A
Standard Use details from text to locate and apply information in title, pictures and table of contents.
The What • Details form text • Information in title • Pictures • Table of contents
The How (DOK) • Locate • Apply • Use
Kid Friendly Objective • I will use details from text to find and use information in titles. • I will use details from text to find and use information in pictures. • I will use details from text to find and use information in tables of contents
Activity During shared reading teacher will model how to find and use information in titles, pictures, and table of contents.
Activity Use non-fiction and fiction text in guided reading groups to find information using the table contents.
Activity During guided reading, students will make prediction about the text through a book walk using the title and pictures with assistance.
Assessment of Kid Friendly Objectives Students will be able to find and understand information in the title, pictures, and table of contents eighty percent of the time using a variety of provided resources.
Academic Vocabulary Title Details Pictures Text Table of contents
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK R2C
Standard Use details from text to a. make basic inferences b. predict solution(s) c. identify events in logical sequence d. identify settings, characters, and problems
The What • Details • Inferences • Solutions • Events in logical sequence
The How (DOK) Level two • infer • predict • identify • use
Kid Friendly Objective • I will use details from text to make inferences. • I will use details from text to predict solutions. • I will use details from text to retell events in sequence.
Activity Students will create a story map to retell a story.
Activity During guided reading have students predict how the story problem will be solved.
Activity During read alouds make inferences about a narrative text.
Assessment of Kid Friendly Objectives During reading conferences students will respond to text using details to support inference, solutions, and sequencing of story events.
Academic Vocabulary Infer Inferences Sequence Predict Solutions Identify Events
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK IL1D
Standard Give credit, through discussion, for others’ ideas, images and information
The What • Discussion • Ideas • Images • Information
The How (DOK) • Discuss • Recognize
Kid Friendly Objective Through discussion I will give credit for other people’s ideas, images, and information.
Activity Teacher/Students create an anchor chart describing appropriate ways to give credit to other for their ideas and information.
Activity During writing celebrations students give compliments to other students.
Activity Discuss with students thought and feelings towards the author after a read a loud.
Assessment of Kid Friendly Objectives The students will follow a checklist that includes behaviors when giving credit to other for their ideas and input.
Academic Vocabulary Credit Images Information
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK IL1A
Standard Formulate keywords and questions, with assistance, to locate resources on topics of interest
The What • Key words • Resources • Topics of interest
The How (DOK) • Formulate • Locate
Kid Friendly Objective I will formulate questions to locate resources on a topic in which I am interested
Activity Chart different types of resources and give examples of information they provide.
Activity KWL chart
Activity Brainstorm words based on given topic.
Assessment of Kid Friendly Objectives With teacher assistance the students will locate resources about a topic of interest by finding key words and writing questions about the topic.
Academic Vocabulary Formulate Resources Keywords Topics of interest
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK R1F
Standard Develop and apply pre-reading strategies to aid comprehension:
a. access prior knowledge b. preview c. predict with evidence d. set a purpose for reading
The What • Pre-reading strategies • Prior knowledge • Preview • Predict purpose for reading
The How (DOK) Level two • develop • apply • access
Kid Friendly Objective • I will use prior knowledge to help my understanding. • I will preview a text to help my understanding. • I will predict a text to help my understanding. • I will set a purpose for reading to help my understanding.
Activity Using open ended response pages students make prediction and confirm text.
Activity During read alouds make predictions about the text and set a purpose for reading.
Activity During guided reading discuss prior knowledge of text subject matter and preview the text to aid comprehension.
Assessment of Kid Friendly Objectives During guided reading and Reader’s workshop conferences, teacher will use checklists to make anecdotal records while students access prior knowledge, set a purpose for reading, preview and predict the text.
Academic Vocabulary Prior knowledge Strategies Predict Comprehension Purpose
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK W2E
Standard In written text
a. space correctly between letters and words b. capitalize days of week, names of towns, cities, states c. use correct ending punctuation in declarative and interrogative sentences, comma in
dates, and comma in the greeting and closing of a letter d. correctly use describing words (adjective) and substitute pronouns for nouns e. spell word with simple patterns and high-frequency words correctly f. use transitional spelling, classroom resources, especially dictionary, and spelling
strategies g. write legibly
The What • Written text • Spacing between letters and words • Days of week, names of towns/cities • Correct punctuation • Declarative and Interrogative sentences • Commas in dates/letters • Describing words (pronouns) nouns • Simple patterns/high-frequency words • Transitional spelling • Classroom resources • Spelling strategies
The How (DOK) • Use • Capitalize • Identify patterns • Write
Kid Friendly Objective • I will use correct spacing between letters and words. • I will use capital letters for days of the week, names of towns, cities, states. • I will use correct ending punctuation in declarative and interrogative sentences. • I will use commas correctly in dates and in the greeting and closing of a letter. • I will use describing words correctly. • I will use correct pronouns for nouns. • I will spell words with simple patterns correctly. • I will spell high-frequency words correctly. • I will use letter sound to spell words correctly. • I will use classroom resources, especially a dictionary to spell word correctly. • I will use spelling strategies to spell words correctly. • I will use neat handwriting that is easy to read.
Academic Vocabulary Capitalize Comma Patterns Ending punctuation Greeting/closing of a letter High frequency words Declarative Describing words (adjectives) Dictionary Interrogative Pronouns/nouns Spelling strategies
Grade 2 Communication Arts
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Activity Daily oral language activities.
Activity Have students to brainstorms and create an anchor chart of describing words using the five senses.
Activity Sitton spelling activities
Assessment of Kid Friendly Objectives Student will achieve a proficient or advanced score on the district writing scoring guide.
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK R1I
Standard Identify relevant connections a. text to text (text ideas – similarities and differences in information and relationships in a. various fiction and non-fiction works) b. text to self (text ideas and own experiences) c. text to world (text ideas and the world, with assistance)
The What • Connections • Text to text • Text to self • Text to world
The How (DOK) Identify
Kid Friendly Objective • I will identify text-to-text connections. • I will identify text-to-self. • I will identify text-to-world.
Activity Response journal
Activity Students will share text-to text, text to self or text to world connections during a read aloud.
Activity Use read alouds to demonstrate text to text, text to self, text to world connections
Assessment of Kid Friendly Objectives Using a T-chart students will be able to make connection to the text, and identify the type of connection they have made 80% of the time
Academic Vocabulary Connections Text to self Text to text Text to world
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK R1C
Standard Develop and apply decoding strategies to “problem-solve” unknown words when reading grade level instructional text.
The What • Decoding strategies • Unknown words
The How (DOK) • Develop • Apply • Problem solve • Reading
Kid Friendly Objective • I will learn strategies to problem-solve unknown words. • I will use strategies to problem-solve unknown words.
Activity Use sentence strips with words that can be cut apart to demonstrate how words can be divided into chunks to decode.
Activity During shared reading model the use of context clues to decode unknown words.
Activity During guided reading assist students in using picture clues when decoding an unknown word.
Assessment of Kid Friendly Objectives Students will achieve a minimum of self correction ratio or 1:3 on a running record. The teacher will analyze errors using MSV codes.
Academic Vocabulary Describing strategies
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK W2B
Standard Compose text with a. a clear controlling idea b. relevant details/examples, with assistance
The What • Clear controlling idea • Relevant details • Examples
The How (DOK) Compose
Kid Friendly Objective • I will compose text with a clear controlling idea. • I will compose text with relevant details. • I will compose text with relevant examples.
Activity Small Moment Writing, Lucy Calkins.
Activity Framed Paragraph Step up to writing
Activity Expository writing using colored sentence strips. (Step up to Writing)
Assessment of Kid Friendly Objectives Students will achieve a proficient or advanced score on the district writing scoring guide on an expository writing.
Academic Vocabulary Compose Clear controlling idea Relevant details
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK W2C
Standard Compose text with a. evidence of beginning, middle and ending b. complete sentences or thoughts (declarative and interrogative)
The What • Beginning, middle,
ending • Complete sentences
The How (DOK) Compose
Kid Friendly Objective • I will compose text with a beginning, middle, and ending. • I will compose text using complete sentences or thoughts.
Activity Snowball writing.
Activity During Writers workshop collaborate with students to write a story with a clear beginning, middle, ending.
Activity Using a picture or illustration as a guide, write a declarative and interrogative sentence as a class.
Assessment of Kid Friendly Objectives Students will achieve a proficient or advanced score on the district writing scoring guide on a narrative writing. Students will independently write declarative and interrogative sentences with correct punctuation.
Academic Vocabulary Beginning, middle, ending Declarative Complete sentences Interrogative
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK W2D
Standard Compose text using words that are related to the topic, and some words that are specific and accurate
The What • Words related to topic • Specific words • Accurate words
The How (DOK) Compose
Kid Friendly Objective • I will compose text using words that are related to my topic. • I will compose text using words that are specific and accurate.
Activity With teacher assistance, students create a recipe using cooking terms. (example: Units of measurements)
Activity With teacher assistance, students will create written commercials using words to describe a product
Activity With teacher assistance, students will create posters using words that are related to the specific topic. Example: bookfair, fire safety.
Assessment of Kid Friendly Objectives Students will achieve a proficient or advanced score on the expository scoring guide on a paragraph of a teacher selected topic.
Academic Vocabulary Related to topic Specific words Accurate words
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK W2A
Standard Compose text showing awareness of audience
The What Awareness of audience
The How (DOK) Compose
Kid Friendly Objective I will compose text for a specific audience.
Activity Write a paragraph describing how to build a snowman.
Activity Write a paragraph on why you think students should or should not have homework
Activity Write a friendly letter to a classmate
Assessment of Kid Friendly Objectives • Students will achieve a proficient or advanced score on the letter writing scoring guide. • Students will achieve a proficient or advanced score on the expository scoring guide.
Academic Vocabulary Awareness of audience
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK IL2A
Standard Identify, with assistance, intended messages conveyed through oral and visual media
The What • Intended messages • Oral and visual media
The How (DOK) Identify
Kid Friendly Objective • I will identify intended messages in oral media. • I will identify intended messages in visual media.
Activity After watching an educational video students will write about three things they learned.
Activity After reading a Weekly Reader or Kind News students will answer questions about what they read.
Activity After listening to a book on tape, answer related comprehension questions.
Assessment of Kid Friendly Objectives With assistance, students will be able to identify three things they learned from an oral or visual media.
Academic Vocabulary Intended messages Oral and visual media
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK W3A
Standard Compose a. narrative, descriptive, expository, and/or persuasive texts, using appropriate text features b. thank-you notes, friendly letters, lists, invitations
The What • Narrative • Descriptive • Expository • Persuasive text • Text features • Thank-you notes • Friendly letters • Lists •Invitations
The How (DOK) Compose
Kid Friendly Objective • I will compose narrative text using text features. • I will compose descriptive text using text features. • I will compose expository text using text features. • I will compose persuasive text using text features. • I will compose a thank you note using text features. • I will compose a friendly letter using text features. • I will compose invitations using text features. • I will compose lists using text features.
Activity Students will write a personal narrative about an event in their life.
Activity Students will write a paragraph describing how to make a scarecrow.
Activity Students will write a letter about their weekend activities to their teacher.
Assessment of Kid Friendly Objectives Using the district scoring guides, students will achieve a proficient or advanced score on the following types of writing: narrative, expository and friendly letters.
Academic Vocabulary Narrative Persuasive Descriptive Text features Expository
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK LS1A
Standard Listen • for enjoyment • for information • to solve problems • for directions to complete a simple task
The What • Enjoyment • Information • Solve problems • directions • simple task
The How (DOK) • Listen • Complete
Kid Friendly Objective • I will listen for enjoyment. • I will listen for information. • I will listen to solve problems. • I will listen for directions to complete a simple task.
Activity Students will listen to clues to solve a riddle.
Activity Students will listen to read alouds without interruptions.
Activity Students will complete a picture following oral directions.
Assessment of Kid Friendly Objectives After listening to a set of oral directions, students will be able to complete a task.
Academic Vocabulary Simple task
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK LS2A
Standard Speak at an appropriate volume and maintain a clear focus when sharing ideas
The What • Appropriate volume • Clear focus
The How (DOK) • Speak • Sharing • Maintain
Kid Friendly Objective • I will speak at an appropriate level when sharing ideas. • I will stay focused when sharing ideas.
Activity Students will participate in Think-Pair-Share activities (cooperative learning)
Activity Students take turns role playing appropriate and inappropriate behaviors
Activity Teacher/student create an anchor chart describing traits of a good speaker
Assessment of Kid Friendly Objectives Teacher will document student speaking skills during share time using anecdotal records.
Academic Vocabulary Appropriate volume Clear focus
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK R3C
Standard Use details from text to
a. demonstrate comprehension skills previously introduced b. ask questions to clarify meaning c. answer questions d. identify main ideas and provide support e. retell sequence of events f. make basic inferences about problems and solutions g. identify problems and solutions
The What • Details from text • Comprehension skills • Questions • Main ideas • Sequence of events • Inferences about problems and • solutions
The How (DOK) • Level two • Infer • Show • Retell (summarize) • Cite evidence • Identify
Kid Friendly Objective a. I will use details from text to show my understanding of the text. b. I will use details from text to ask questions to better understand the text. c. I will use details from the test to answer questions. d. I will use details from the text to find and explain the main idea. e. I will use details from the test to retell sequence of events. f. I will use details from the text to make basic inferences about problems and
solutions. g. I will use details from the text to identify problems and solutions
Activity Student will read a story and answer multiple choice comprehension questions.
Activity Have students identify the problem and solution of a story in their response journals.
Activity During guided reading, students retell the story events.
Assessment of Kid Friendly Objectives After reading a given text, students will achieve a proficient or advanced score on the district comprehension scoring guides.
Academic Vocabulary Comprehension Details from text Retell Inferences Main idea Problem and solutions Clarify meaning Sequence of events
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK LS2B
Standard Give clear two-and-three oral directions to complete a simple task
The What • Oral directions • Simple task
The How (DOK) Organize
Kid Friendly Objective I will tell how to do a task using clear directions.
Activity Play “Simon Says”
Activity Student hides an object and then gives directions to the class on where to find it.
Activity Students give their partners oral directions on how to draw a snowman.
Assessment of Kid Friendly Objectives Teacher observation checklist.
Academic Vocabulary Oral directions Simple task
Grade 2 Communication Arts
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INSTRUCTIONAL DESIGN FRAMEWORK R2B
Standard Identify examples of rhythm, rhyme and alliteration
The What • Rhythm • Rhyme • Alliteration
The How (DOK) Identify
Kid Friendly Objective • I will find examples of rhythm. • I will find examples of rhyme. • I will find examples of alliteration.
Activity Students will highlight examples of rhyme and alliteration in a poem with teacher assistance.
Activity Students will choral read a poem with emphasis on the rhythm.
Activity After reading a poem teacher/students will make an anchor chart listing rhyming words.
Assessment of Kid Friendly Objectives • Student will identify rhyming words in a teacher provided poem. • Student will identify examples of alliteration in a teacher provided poem.
Academic Vocabulary Rhyme Rhythm Alliteration