standard 3-2 the student will read and comprehend a variety...

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Standard 2-2 The student will read and comprehend a variety of informational texts in print and nonprint formats.

Students in grade two read informational

(expository/persuasive/argumentative) texts of the following types:

informational trade books, textbooks, magazine articles. They also read directions, maps, time lines, graphs, tables, charts, schedules, recipes, and photos embedded in informational texts.

Teachers should continue to address earlier indicators as they apply to more

difficult text.

Indicator 2-2.3 Distinguish between facts and opinions in informational texts.

Definition of Revised Bloom’s Verb Distinguish: Distinguishing relevant from irrelevant parts or important from

unimportant parts of presented material.

Explanation of Indicator

A fact is what is actually known. You can prove it to be true or false. For example, a bat is a mammal. Students can research criteria for mammals and then look at

characteristics of bats. An opinion cannot be proven true or false. It is what a person thinks or feels about

something. It is a personal opinion. Not everyone will share the same opinion. For example, this statement is an opinion: “Bats are scary.” (Scary is an ‘opinion’

word—does everyone in the class agree that bats are scary?) Instructional Progression

The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for facts differ at each grade level.

What do students need to know before they can understand the difference between fact and opinion in an informational text?

Students may be familiar with listening to stories read aloud. However, some students may have more experience with print

than others. By first grade, students should be familiar with the purpose of a

fictional text and the purpose of a nonfiction text.

Students may vary in beginning reading skills that support reading comprehension such as fluency, phonemic awareness,

phonics, and vocabulary. Students should know the definition of a fact and be able to

provide an example.

Students may have many opinions, but they are knowledgeable that these thoughts are opinions.

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Students should be familiar with contextual clues and be able to critically think about these details.

What do students need to know before they can distinguish

fact and opinion? Second grade students should have a clear definition of fact and opinion from previous grades and be able to identify fact and opinion

within a given text. They should begin to note the author’s craft and how the author’s choice of words can affect the meaning of the text.

Within fact and opinion, what have students been taught and what will they be taught in the future?

The words in bold indicate a change from grade to grade. K-2.3 Exemplify facts in texts read aloud.

1-2.3 Understand the difference between facts and opinions. 2-2.3 Distinguish between facts and opinions in informational texts. 3-2.3 Distinguish between facts and opinions in informational texts.

4-2.3 Analyze informational texts to locate and identify facts and opinions.

5-2.3 Analyze a given text to detect author bias by locating indicators such as unsupported opinions.

6-2.3 Understand indicators of an author’s bias such as the omission of relevant facts and statements of unsupported opinions.

When teaching fact and opinion, what connections, links, or

ties can be made to other indicators and/or content areas? 2-1.5 Understand the effect of the author’s craft, such as word

choice and the use of repetition, on the meaning of a given

literary text. 2-2.1 Analyze the central idea and supporting evidence during

classroom discussion of an informational text. 2-2.2 Analyze informational texts to draw conclusions and make

inferences during classroom discussions.

2-2.3 Distinguish between facts and opinions in informational texts. 2-2.4 Create responses to informational texts through a variety of

methods such as drawings, written works, and oral presentations.

2-2.5 Carry out independent reading for extended periods of time to

gain information. 2-2.6 Understand that headings, subheadings, and print styles (e.g.,

italics, bold, larger type) provide information to the reader. 2-2.7 Use graphic features such as illustrations, graphs, charts, maps,

and diagrams as sources of information.

2-2.8 Use functional text features (including tables of contents and glossaries).

2-2.9 Understand cause-and-effect relationships presented in informational texts.

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2-5.1 Create written communications such as directions and instructions to inform a specific audience.

2-5.2 Create narratives such as stories and journal entries that follow a logical sequence of events.

2-5.3 Create written pieces that describe objects, people, places, or events and that use words that appeal to the senses.

2-6.1 Generate how and why questions about a topic of interest.

2-6.2 Use a variety of print sources such as books, pictures, charts, graphs, diagrams, and picture dictionaries and nonprint media

to access information. 2-6.3 Create categories such as solids and liquids to classify

information.

2-6.4 Use the Internet with the aid of a teacher. 2-6.5 Use Standard American English when appropriate in

conversations and discussions. 2-6.6 Understand and follow multistep directions.

Classroom Assessment Students should be taught and assessed using similar methods. Students should be

challenged to identify relevant from irrelevant information. In grade 2, fact and opinion may be assessed during one-on-one reading conferences, during small

group discussions, or as a written assessment. When it is time for assessment, students should be asked to show what they have learned in the same way they were taught using cold text. For example, students may read an informational text

about weather. The text may contain facts and opinions about hurricanes. Students should be able to read the text for a specific purpose of locating important facts or

opinions mentioned in the article. For example, the following statement is an example of a fact: “Hurricanes are rated by the Saffir-Simpson Scale.” Or students may explain why this statement is an opinion: “Hurricanes are the most destructive

storms.” While hurricanes can be destructive, other storms such as tornadoes can be equally destructive.

Students’ understanding of fact and opinion may also be assessed within their writing. Second grade students can write a variety of texts containing facts and

opinions. Students may be asked to respond to a text or discussion about a given topic. The teacher may ask students to provide facts or opinions, depending on the

purpose of writing. Students should be able to read a text and separate the important details from the non-essential details. Students must then be able to see how the facts and opinions relate to the overall meaning of the text.

According to the Revised Bloom’s Taxonomy, “distinguishing” involves

differentiating. The primary focus of assessment for fact and opinion is to determine if students can read a text and distinguish the factual statement from the author’s opinions. Using worksheets that ask students to read the statement and classify the

item as a fact or an opinion is not suggested. Students’ reading and comprehending could be assessed using a sample informational text with multiple choice or

constructed response questions. Other assessment ideas for grade 2 are writing and illustrating a factual sentence,

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dictating a sentence that contains a fact or opinion, and answering teacher-made questions.

Suggested Instructional Resources

Professional Texts Beck, Isabel L. and Margaret G. Mckeown. Improving Comprehension with

Questioning the Author. New York: Scholastic, 2006.

Dorn, Linda J. Dorn and Carla Soffos. Teaching for Deep Comprehension.

Portland, ME: Stenhouse Publishers, 2005.

Keene, Ellin Oliver and Susan Zimmermann. Mosaic of Thought Teaching

Comprehension in a Reader’s Workshop. Portsmouth, NH: Heinemann,

1997.

Taberski, Sharon. On Solid Ground, Strategies for Teaching Reading k-3.

Portsmouth, NH: Heinemann, 2000

Nonprint Materials http://www.readwritethink.org

Reading Rainbow This program explores reading for children. It is available through SC Educational

Television. Refer to the book list and correlate it to the Program Title.

For additional Internet sources, use the following search terms: fact and opinion grade 2

http://www.readwritethink.org/

11/4/2011 1

Standard 2-1 The student will read and comprehend a variety of literary texts in print and nonprint formats.

Students in grade two read four major types of literary texts: fiction, literary

nonfiction, poetry, and drama. In the category of fiction, they read the

following specific types of texts: historical fiction, contemporary realistic fiction, picture books, folktales, fables, tall tales, and fantasy. In the category of literary nonfiction, they read autobiographical and biographical sketches. In the category

of poetry, they read narrative poems, lyrical poems, humorous poems, and free verse.

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Indicator 2-1.5 Understand the effect of the author’s craft, such as word choice and the use of repetition, on the meaning of a given literary text.

Definition of Revised Bloom’s Verb

Understand: Construct meaning from instructional messages, including oral, written, and graphic communication.

Explanation of Indicator Author’s craft refers to the specific techniques that an author chooses to relay an

intended message (e.g., figurative language, flashback, imagery, irony, word choice, and dialogue). Author’s craft is best taught in the context of guided

literature conversations, shared reading discussions, and reading aloud time. Example: After reading and discussing the author’s craft in Cloudy With A Chance of Meatballs by Judi Barrett, the students can write their own version of the book

using the same author’s craft. For example, their story could be Cloudy With A Chance of Chocolate Chip Cookies or Cloudy With A Chance of Moth Balls.

Instructional Progression of Indicator The level of difficulty of the text increases at each grade level. Additionally, some

areas of focus for the author’s craft differ at each grade level.

What do students need to know before they can understand author’s craft?

Students need to know that pictures are sources of information

that give us clues to words. Students need to know that the meaning of a story and the text

will make sense and have structure (sounds right). Students need to understand that print conveys meaning. Students need to know that pictures usually support the text

and that activating their schema to a storyline will give clues to the meaning of words. (e.g., when listening to a story about

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cats, children should have the expectation that it will contain words associated with cats, such as tail, purr, and whiskers.

Students need to know that authors use a certain craft to make their reading and writing more interesting.

Within context clues, what have students been taught and what will they be taught in the future?

The words in bold indicate a change from grade to grade. K-1.5 Understand how the author’s choice of words affects the

meaning of the text. 1-1.5 Understand how elements of the author’s craft such as word

choice affect the meaning of a given literary text.

2-1.5 Understand the effect of the author’s craft, such as word choice and the use of repetition, on the meaning of a given

literary text. 3-1.5 Understand the effect of the author’s craft, such as word

choice and sentence structure, on the meaning of a given

literary text. 4-1.5 Understand the effect of an author’s craft—such as word

choice, sentence structure, the use of figurative language, and the use of dialogue—on the meaning of literary texts.

5-1.5 Understand the effect of an author’s craft—such as tone and the use of figurative language, dialogue, and imagery—on the meaning of literary texts.

When teaching author’s craft, what connections, links, or ties

can be made to other indicators and/or content areas? 2-1.1 Analyze a given literary text to make, revise, and confirm

predictions.

2-1.3 Exemplify devices of figurative language (including simile) and sound devices (including onomatopoeia and alliteration).

2-2.6 Understand that headings, subheadings, and print styles (e.g., italics, bold, larger type) provide information to the reader.

2-2.7 Use graphic features such as illustrations, graphs, charts,

maps, and diagrams as sources of information. 2-3.1 Use context clues to determine the meaning of unfamiliar

words. 2-4.3 Create a paragraph that follows a logical sequence and uses

transitional words.

2-5.1 Create written communications such as directions and instructions to inform a specific audience.

2-5.2 Create narratives such as stories and journal entries that follow a logical sequence of events.

2-5.3 Create written pieces that describe objects, people, places, or

events and that use words that appeal to the senses. 2-5.4 Create written pieces such as rhymes, poems, and songs to

entertain others.

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Classroom Assessment Students should be taught and assessed using similar methods. For example, the

verb is “understand.” Students should be challenged to construct meaning from author’s craft and to demonstrate how the author’s craft contributes to the overall

meaning of the text. When it’s time for assessment, students should be asked to show what they have learned in the same way they were taught, using cold text (text the student has not previously experienced).

The primary focus of assessment for author’s craft is to determine if students

understand the effect of author’s craft on reading and writing and if they can transfer that knowledge to their own reading and writing. Sample assessments may include

teacher observations, classroom discussions during read alouds,

reading and writing conferences, literature discussions, and shared reading discussions.

In order to be consistent with the indicator, the expectation on any assessment

strategy is that students must demonstrate they can understand the author’s craft when reading and writing.

Suggested Instructional Resources Professional Texts

Fletcher, Ralph and Joann Portalupi. Craft Lessons: Teaching Writing K-8. Portland,

ME: Stenhouse, 1998.

---. Writing Workshop: The Essential Guide. Portsmouth, NH: Heinemann, 2001.

Pinell, Gay Su and Patricia L. Scharer. Teaching for Comprehension in Reading:

Grades K-2. New York: Scholastic, 2003.

Portalupi, Joann and Ralph Fletcher. Nonfiction Craft Lessons Teaching Information

Writing K-8. Portland, ME: Stenhouse, 2001.

Ray, Katie Wood. Wondrous Words. Urbana, IL: National Council of Teachers of

English, 1999.

Taberski, Sharon. On Solid Ground, Strategies for Teaching Reading K-3.

Portsmouth, NH: Heinemann, 2000.

11/4/2011 4


Reading Rainbow

This program explores reading for children. It is available through SC Educational Television. Refer to the book list and correlate it to the Program Title.

http://www.unitedstreaming.com

For additional Internet sources, use the following search terms: author’s craft grade 2

http://www.readwritethink.org/http://www.unitedstreaming.com/

10/7/2011 1

Standard 2-2 The student will read and comprehend a variety of informational texts in print and nonprint formats.

Students in grade two read informational

(expository/persuasive/argumentative) texts of the following types: informational trade books, textbooks, magazine articles. They also read directions,

maps, time lines, graphs, tables, charts, schedules, recipes, and photos embedded in informational texts.

The teacher should continue to address earlier indicators as they apply to more

difficult texts.

Indicator 2-2.2 Analyze informational texts to draw conclusions and make

inferences during classroom discussions. Definition of Revised Bloom’s Verb

Analyze Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose. Other

verb terminology that speaks to the notion of analyzing might be differentiating, organizing, and attributing.

Explanation of Indicator Making inferences is the act or process of drawing a conclusion or making a

prediction based on what one already knows either from prior knowledge, observations, or evidence found in the text. When making an inference, ideas and facts are implied or suggested rather than stated outright.

Instructional Progression

The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for drawing conclusions and making inferences differ at each grade level.

What do students need to know before they can understand

drawing conclusions and making inferences? Students should understand the meaning of “reading between the

lines” and that sometimes readers have to make educated guesses in order to make meaning from the text. Students should know that these educated guesses should be based on evidence that comes from

their prior knowledge, observations, and the text itself.

Within the study of making inferences, what have students been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade.

K-2.2 Analyze texts during classroom discussions to make inferences. 1-2.2 Analyze informational texts to draw conclusions and make

inferences during classroom discussions.

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2-2.2 Analyze informational texts to draw conclusions and make inferences during classroom discussions.

3-2.2 Analyze informational texts to draw conclusions and make inferences.

4-2.2 Analyze informational texts to draw conclusions and make inferences.

5-2.2 Analyze informational texts to draw conclusions and make

inferences.

When teaching drawing conclusions and making inferences, what connections, links, or ties can be made to other indicators?

2-1.2 Analyze a given literary text to make, revise, and confirm predictions.

2-1.7 Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).

2-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral

presentations). 2-2.6 Use graphic features (for example, illustrations, graphs,

charts, maps, and diagrams) as sources of information. 2-5.2 Create narratives (for example, stories and journal entries)

that follow a logical sequence of events.


2-5.4 Create written pieces (for example, rhymes, poems, and songs) to entertain others.

Classroom Assessment Students should be assessed in the same ways they are taught. During instruction

and assessment, students should make inferences from informational text. Assessments may include but are not limited to teacher observations, classroom discussions, reading and writing conferences, and student artifacts.


Professional Texts Cunningham, Andie and Ruth Shagoury. Starting With Comprehension: Reading

Strategies for the Youngest Learners. Portland, ME: Stenhouse, 2005.

Harvey, Stephanie and Anne Goudis. Strategies That Work: Teaching

Comprehension to Enhance Understanding. Portland, ME: Stenhouse, 2007.

10/7/2011 3

Keene, Ellin and Susan Zimmerman. Mosaic of Thought, Second Edition.


Keene, Ellin. To Understand: New Horizons in Reading Comprehension. Portsmouth,

NH: Heinemann, 2008.

Miller, Debbie. Reading With Meaning: Teaching Comprehension in the Primary

Grades. Portland, ME: Stenhouse, 2002.

Owocki, Gretchen. Comprehension: Strategic Instruction for K-3 Students.


Student Texts

There are many titles that teachers and students may select to better understand drawing conclusions and making inferences. Library Media Specialists from the

South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match

the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While

each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are

encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts: http://scasl.pbwiki.com/ELA%20Standards.

Ranger Rick magazine National Geographic Kids magazine

Slugs by Anthony Fredericks Nonprint Materials

http://www.readwritethink.org

Best Practices http://ed.sc.gov/agency/offices/cso/standards/ela/index.html

http://scasl.pbwiki.com/ELA%20Standardshttp://ed.sc.gov/agency/offices/cso/standards/ela/index.html

10/10/2011 1



nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: historical fiction, contemporary realistic fiction,

picture books, folktales, fables, tall tales, and fantasy. In the category of literary nonfiction, they read autobiographical and biographical sketches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, and free

verse.


Indicator 2-1.4 Find examples of devices of figurative language (including

simile) and sound devices (including onomatopoeia and

alliteration).

Explanation of Indicator Figurative Language refers to language that is enriched by word meanings, figures of speech such as simile, and sound devices such as onomatopoeia and alliteration.

It refers to writing or speech that is not meant to be taken literally. Writers use figurative language to state ideas in vivid and imaginative ways. Onomatopoeia is

the use of words whose sounds suggest their meaning. Examples of onomatopoeias are “grr,” “hiss,” or “buzz.” Alliteration is the repetition of the initial sounds or stressed syllables in neighboring words. An example of alliteration is “We went to

Wal-Mart to win a watermelon.” Simile is a device of figurative language that is a stated comparison between two unlike things using the word “like” or “as.”

Examples of a simile are in the poem, “Willow and Ginkgo” by Eve Merriam.

The willow is like an etching,

Fine-lined against the sky. The ginkgo is like a crude sketch,

Hardly worthy to be signed.

Instructional Progression The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for the study of figurative language differ at each grade level.

What do students need to know before they can understand

figurative language? Students need to know that authors use sound devices

intentionally to make reading and writing more interesting.

Figurative language is used to create vivid pictures in the reader’s mind in order to make writing emotionally intense.

It is also used to state ideas in new and unusual ways to satisfy the reader’s imagination.

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The teacher can provide a variety of experiences in reading (sports pages in newspaper), writing (poetry), listening (music),

and speaking (recitation of poetry) that demonstrate to students that they already are familiar with many elements of figurative

language. Begin reviewing the figurative language that students have been

taught in previous grades by having students identify and

explain examples from literary text.

Within figurative language, what have students been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade.

K-1.4 Find examples of sound devices (including onomatopoeia and alliteration) in texts read aloud.

1-1.4 Find an example of sound devices (including onomatopoeia and alliteration) in texts read aloud.

2-1.4 Find examples of devices of figurative language (including

simile) and sound devices (including onomatopoeia and alliteration).

3-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and

sound devices (including onomatopoeia and alliteration). 4-1.4 Distinguish among devices of figurative language (including

simile, metaphor, personification, and hyperbole) and sound

devices (including onomatopoeia and alliteration). 5-1.3 Interpret devices of figurative language (including simile,

metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

When teaching figurative language, what connections, links, or ties can be made to other indicators?

Students in grade two will use figurative language as they interact with other indicators such as: 2-1.7 Create responses to literary texts through a variety of methods

(for example, writing, creative dramatics, and the visual and performing arts).

2-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).

2-5.1 Create written communications (for example, directions and instructions) to inform a specific audience.

2-5.2 Create narratives (for example, stories and journal entries) that follow a logical sequence of events.

2-5.3 Create written pieces that describe objects, people, places, or

events and that use words that appeal to the senses. 2-5.4 Create written pieces (for example, rhymes, poems, and songs)

to entertain others.

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Classroom Assessment Students should be taught and assessed using similar methods. For example, the

verb is “find.” Students should be challenged to construct meaning from figurative language and to demonstrate how the figurative language contributes to the overall

meaning of the text. When it’s time for assessment, students should be asked to show what they have learned in the same way they were taught. For example, in either the learning or the assessing, students should not be given a list of terms to

match with definitions because this does not allow them the opportunity to demonstrate exemplifying. Students learn the different types of figurative language

when they use them, not when they are required to memorize definitions out of context.

The primary focus of assessment for figurative language should be to determine if students understand the effect of figurative language on reading and writing and if

they can transfer that knowledge to their own reading and writing. Sample assessments may include

teacher observations/anecdotal records,

classroom discussions during read alouds, reading and writing conferences, and

student writing samples.

In order to be consistent with the indicator, the expectation on any assessment strategy is that students must demonstrate they can find examples of sound devices and similes in their own reading and writing and in the writings of others.


Professional Texts Avery, Carol. And With A Light Touch. Portsmouth, NH: Heinemann, 2002.

Daniels, Harvey and Marilyn Bizar. Teaching The Best Practice Way, Methods That

Matter, K-12. Portland ME: Stenhouse, 2005.

Diller, Debbie. Literacy Work Stations Making Centers Work. Portland, ME:

Stenhouse, 2003.

Dorn, Linda and Carla Soffos. Shaping Literate Minds. Portland, ME: Stenhouse,

2001.

Fountas, Irene C. and Gay Su Pinnell. Guided Reading. Portsmouth, NH:

Heinemann, 1996.

Routman, Regie. Reading Essentials. Portsmouth, NH: Heinemann. 2003.

10/10/2011 4

Student Texts There are many titles that teachers and students may select to better understand

figurative language. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department

of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read

alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the

needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts http://scasl.pbwiki.com/ELA%20Standards.

Figurative Language/Word Play

Brown Bear, Brown Bear by Bill Martin, Jr. Caleb and Kate by William Steig Chocolate Mouse for Dinner by Fred Gwyune

Double Trouble in Walla Walla by Andrew Clements Feathers and Fools by Mem Fox

I Love You the Purplest by Barbara Joosee King Who Rained by Fred Gwyune

Pictures In the Fire by Charles Lonsbury Possum Magic by Mem Fox Rosie’s Walk by Pat Hutchins

Storm Boy by Paul Owen Lewis The Enormous Watermelon by Brenda Parks and Judith Smith

The Lotus Seed by Tatsura Kiuchi The Old Man and His Door by Gary Soto The Old Woman Who Named Things by Cynthia Rylant

The Storm by Marc Harshman The Three Billy Goats Gruff by Brenda Parks and Judith Smith

Wilman Unlimited: How Wilma Rudolph Became the World’s Fastest Woman by Kathleen Krull Yo! Yes? by Chris Raschka

Alliteration

Alligator Arrived with Apples: A Potluck Alphabet Feast by Crescent Dragonwagon Dia’s Story Cloth: The Hmong People’s Journey of Freedom by Cha, Di

Onomatopoeia

Double Trouble in Walla Walla by Andrew Clements Froggy Goes to Bed by Jonathan London Froggy Goes to School by Jonathan London

Froggy Plans Soccer by Jonathan London Little Red Cowboy Hat by Susan Lowell

Mama and Me and Model T. by Faye Gibbons Old Devil Wind by Bill Martin

http://scasl.pbwiki.com/ELA%20Standards

10/10/2011 5

One Duck by Hazel Hutchins The Grumpy Morning by Pamela Duncan Edwards

The Little Engine That Could by Watty Piper

Simile Black Cat by Christopher Myers Chanticleer and the Fox by Geoffrey Chaucer

Hide and Seek Fog by Alvin Tresselt Little Island by Golden MacDonald

Monster Mama by Liz Rosenberg Nettie’s Trip South by Ann Turner Owl Moon by Jane Yolen

The Girl Who Loved Horses by Paul Gobel Umbrella by Tara Yashima

White Snow, Bright Snow by Alvin Tresselt

Poetry Books

A light In the Attic by Shel Silverstein Something Big Has Been Here by Jack Prelutsky

There’s A New Kid On The Block by Jack Prelutsky Where The Sidewalk Ends by Shel Silverstein


Reading Rainbow

This program explores reading for children. It is available through SC Educational Television. Refer to the book list and correlate it to the Program Title.

United Streaming http://www.unitedstreaming.com

Best Practices http://ed.sc.gov/agency/offices/cso/english_la/elabestpractice.html

http://www.readwritethink.org/http://www.unitedstreaming.com/http://ed.sc.gov/agency/offices/cso/english_la/elabestpractice.htmlhttp://ed.sc.gov/agency/offices/cso/english_la/elabestpractice.html

10/10/2011 1

Standard 2-3 The student will use word analysis and vocabulary strategies to read fluently.

Indicators for this standard in kindergarten through grade two focus on

beginning reading skills and strategies and support the five components—comprehension, fluency, phonemic awareness, phonics, and vocabulary—

delineated by the National Reading Panel as central to a child’s learning to read. These indicators will be assessed by the classroom teacher.

At second grade, the five components are supported. However, the comprehension component is specifically addressed under standards 1 and 2.

Phonemic awareness, although not explicitly stated, should be addressed with individual students as needed.


Instructional appendixes are provided as the baseline expectations for

instruction and are not intended to be all-inclusive documents.

Indicator 2-3.4 Identify idioms in context.

Definition of Revised Bloom’s Verb

Identify Locating knowledge in long term memory that is consistent with presented material.

Explanation of Indicator Idioms are common phrases that use words that cannot be understood by their

literal or ordinary meanings. They are a type of figurative language. The English language is full of idiomatic expressions. If students don’t understand

the culture behind the idiom, they may be baffled by the idiom. This is why foreigners find the English language difficult to master. Fluent English speakers use

idioms in everyday conversation. For example, if it is raining very hard outside, we may say, “It is raining cats and dogs outside!” Now, cats and dogs are not falling from the sky. The expression simply means it is raining very hard outside. If

someone says “Henry just kicked the bucket,” Henry did not walk into a room and kick a bucket with his foot. This expression is used to explain that Henry has died.

Some other familiar idioms are

“I smell a rat!” (Meaning the speaker is convinced that something is wrong or

not right.) “You are pulling my leg!” (Meaning someone must be joking or fooling the

speaker.) “I got it straight from the horse’s mouth!” (Meaning the speaker heard the

information from the main source.)

10/10/2011 2

In grade two, students are introduced to idioms. Second grade students have learned to read and are now beginning to build their vocabularies. Students should

be introduced to idioms by definition and provided simple examples. It is important that students identify idioms when they encounter them in text. Teachers should

think aloud during the explanation.

English language learners may have a difficult time learning idioms. An idiom isn’t like other types of figurative language because the meaning of the expression can

not be determined through guessing. ESL students may need an in depth explanation of the idiom. Using idioms during conversation may have a positive impact on understanding an idiom in a text.

Instructional Progression of Indicator

The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for idioms differ at each grade level.

What do students need to know before they can interpret the meaning of idioms encountered in texts?

Students should understand that language can have meaning

beyond the literal.

Within idioms, what have students been taught and what they will be taught in the future? K-3.3 Use vocabulary acquired from a variety of sources (including

conversations, texts read-aloud, and the media). 1-3.3 Use vocabulary acquired from a variety of sources (including

conversations, texts read-aloud, and the media). 2-3.4 Identify idioms in context. 3-3.3 Interpret the meaning of idioms encountered in texts.

4-3.3 Interpret the meaning of idioms encountered in texts. 5-3.3 Interpret the meaning of idioms and euphemisms

encountered in texts. When teaching idioms, what connections, links, or ties can be

made to other indicators? 2-1.2 Analyze a given literary text to make, revise, and confirm

predictions. 2-1.4 Find examples of devices of figurative language (including

simile) and sound devices (including onomatopoeia and alliteration).

2-1.6 Explain the effect of the author’s craft (for example, word

choice and the use of repetition) on the meaning of a given literary text.

2-1.7 Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).

10/10/2011 3

2-1.8 Classify works of fiction (including fables, tall tales, and folktales) and works of nonfiction (including biographies) by

characteristics. 2-1.10 Read independently for extended periods of time for pleasure.

2-3.1 Use context clues to determine the meaning of unfamiliar words.

2-4.5 Revise the organization and development of content and the

quality of voice in written works (see Instructional Appendix: Composite Writing Matrix.)


2-5.4 Create written pieces (for example, rhymes, poems, and

songs) to entertain others.

Classroom Assessment Students should be assessed in the same ways they are taught. To teach idioms in grade two, encourage class discussions when idioms arise in the text. The teacher

should model and think aloud, demonstrating the meaning of he idiom. Sample assessments may also include

formal teacher observations, classroom discussion during,

reading and writing conferences (teacher may select a text containing an idiom to see if the student can recognize the idiom during reading), and

student writing samples (students may write a story containing an idiom).


Professional Text Cunningham, Patricia M. Phonics They Use. Boston, MA: Allyn & Bacon, 2004.

Diller, Debbie. Literacy Work Stations Making Centers Work. Portland, ME:

Stenhouse, 2003.

Fletcher, Ralph. Craft Lessons. New York, NY: Steinhouse, 2002.

Harvey, Stephanie, and Anne Goudvis. Strategies That Work. Portland, ME:

Stenhouse, 2007.

Ray, Katie Wood. Wondrous Words. Urbana, IL: National Council of Teachers of

English, 1999.

Routman, Regie. Invitations Changing as Teachers and Learners K-12. Portsmouth,

NH: Heinemann, 1991.

Routman, Regie. Conversations. Portsmouth, NH: Heinemann, 2000.

10/10/2011 4

Although these are student books, these two books are outstanding to find examples of idioms:

Terban, Marvin. In a Pickle. New York, Boston: MA, Clarion Books, 2007.

Terban, Marvin. Scholastic Dictionary of Idioms: Reed Business Information, 1998.


using vocabulary from a variety of sources. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match

the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be

used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read

the texts prior to using them in class. Use the following link for the SCASL suggested texts. http://scasl.pbwiki.com/ELA+Standards.

Nonprint Materials http://www.idiomsbykids.com/

http://www.englishdaily626.com

http://www.englishdaily626.com/idioms.php

http://scasl.pbwiki.com/ELA+Standardshttp://www.idiomsbykids.com/http://www.englishdaily626.com/http://www.englishdaily626.com/idioms.php

January 26, 2009

1


Indicators for this standard in kindergarten through grade two focus on beginning

reading skills and strategies and support the five components—comprehension, fluency, phonemic awareness, phonics, and vocabulary—delineated by the

National Reading Panel as central to a child’s learning to read. These indicators will be assessed by the classroom teacher.




Instructional appendixes are provided as the baseline expectations for instruction

and are not intended to be all-inclusive documents.

Indicator 2-3.2 Construct meaning through a knowledge of base words,

prefixes (including un-, re-, pre-, bi-, mis-, dis-) and suffixes (including -er, -est, -ful) in context.

Definition of Revised Bloom’s Verb The term “construct meaning” is a synonym for the verb – understand. In this

case, take the language of the indicator literally. No further interpretation is necessary.

Explanation of Indicator A study of base words and affixes offers an effective tool for teachers to nurture

students’ vocabulary development. Base words and affixes provide students with an understanding of word parts. Students then take the knowledge of the individual

word parts to determine the meanings of unfamiliar words. Instruction should begin fostering an interest in word exploration. The study of word parts should not be

done merely as an exercise in memorization but as a way to connect words with other words that have the same affixes. Teachers should immerse students in rich oral and written language that promotes effective word study. Students can then

apply their knowledge of known words to unfamiliar words.

The purpose of vocabulary instruction is to make students stronger readers and writers. A review of the affixes used in previous grades is essential for students. Following that review, teachers can begin the teaching of the new affixes through

mini-lessons.

January 26, 2009

2

Instructional Progression of the Indicator

The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for the study of prefixes and suffixes differ at each grade level.

What do students need to know before they can understand prefixes and suffixes? Students must have knowledge of inflectional endings.

Students must have knowledge of word structure such as base words and suffixes.

Students need to understand that prefixes, base words, and suffixes have meaning. When joined together, they create new words.

Students should understand that prefixes come at the beginning of words and suffixes come at the end of words.

Students should begin to understand that meanings of words are often grounded in our history.

Within prefixes and suffixes, what have students been taught and what will they be taught in the future?

In elementary school, students analyze the meaning of words by using knowledge of base words and affixes. In grade five, a study of Greek

and Latin roots and affixes begins. The intent in any grade is not to assign roots and affixes to memorize, but to develop a deeper strategic approach to developing and expanding meaning through

analysis.

The words in bold indicate a change from grade to grade. K-3.2 Create a different form of a familiar word by adding an –s or –

ing ending.

1-3.2 Identify base words and their inflectional endings (including -s, -es, -ing, -ed, -er, and -est).

3-3.2 Use base words and affixes to determine the meanings of words.

4-3.2 Use base words and affixes to determine the meanings of

words. 5-3.2 Use base words and affixes to determine the meanings of

words within texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.)

When teaching prefixes and suffixes, what connections, links, or ties can be made to other indicators and/or

content areas? 2-3.1 Use context clues to determine the meaning of unfamiliar

words.

2-3.9 Analyze spelling patterns in context and parts of multisyllabic words (for example, onsets and rimes).

January 26, 2009

3

Vocabulary should also transfer into student writing and link to Standards 4 and 5. Research in content area vocabulary has

demonstrated the effectiveness of teaching affixes especially for struggling readers.

Many of the affixes listed in Appendix on Prefixes and Suffixes-Kindergarten through Grade 4 connect to other content area academic

standards. Every attempt was made to list an affix at a grade level where connections could be made to other content areas while keeping

the number of affixes reasonable.

Classroom Assessment

Students should be taught and assessed using similar methods. Students need multiple opportunities and ways to demonstrate their knowledge of words. If

vocabulary instruction is to be rich and authentic then the way in which we assess vocabulary must also change. Ideally, teachers will observe students using vocabulary strategies in authentic contexts (including writing and reading

conferences related to independent, shared, or guided reading) to unlock the meaning of unfamiliar words.

The verb phrase “construct meaning” is the ability to use previously learned

material in new situations. This means that the learning should be applied to material the student is not likely to have encountered or have a different slant. In order for instruction and assessment to be aligned, students must “construct

meaning” through a knowledge of base words and affixes, combining them to read and comprehend new words.


Allen, Janet. Words, Words, Words. Portland, ME: Stenhouse, 1999.

---. Yellow Brick Roads. Portland, ME: Stenhouse, 2000.

Bear, Donald, et al. Words Their Way. Upper Saddle River, NJ: Merrill, 2000.

Beck, Isabelle, Margaret McKeown, and Linda Kucan. Bringing Words to Life: Robust

Vocabulary Instruction. New York: Gilford, 2002.

Beers, Kylene. When Kids Can’t Read What Teachers Can Do. Portsmouth, NH:

Heinemann, 2003.

Newton, Rick and Evangeline Newton. A Little Latin and A Lot of English. Adolescent

Literacy in Perspective. The Ohio Resource Center, 2005.

January 26, 2009

4

Rasinski, Tim, Nancy Padak, Rick Newton, and Evangeline Newton. Building

Vocabulary from Word Roots. Huntington Beach, CA: Beach City Press, 2007


affixes. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of

Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds,

shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each

classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts. http://scasl.pbwiki.com/ELA+Standards

Nonprint Materials

http://teachers.net/lessons/posts/4159.html

http://www.resourceroom.net/comprehension/idavocab2004.asp http://www.tasaliteracy.com/rpe/instruction/vocab.html#teachprefixes

http://www.adlit.org/article/19692

http://www.localschooldirectory.com/include/teachers/lesson_plan.php/lesson_plan_id/12

http://www.collaborativelearning.org/suffixconnect4.pdf

http://www.tv411.org/lessons/cfm/vocabulary.cfm?str=vocabulary&num=10&act=1

http://books.google.com/books?id=Fzqb3c59VOgC&pg=PA96&lpg=PA96&dq=teachi

ng+affixes+to+elementary+children&source=web&ots=dUD2E7DVMP&sig=6W8eI9KS2Ba57hBw4Un-566g24E&hl=en

http://www.kent.k12.wa.us/ksd/MA/resources/greek_and_latin_roots/transition.html

http://www.geocities.com/CapeCanaveral/Hangar/7594/roots.html http://www.espindle.org/roots.html#up

http://www.factmonster.com/ipka/A0907017.html

http://www.quia.com/jg/65969.html

http://scasl.pbwiki.com/ELA+Standardshttp://teachers.net/lessons/posts/4159.htmlhttp://www.resourceroom.net/comprehension/idavocab2004.asphttp://www.tasaliteracy.com/rpe/instruction/vocab.html#teachprefixeshttp://www.adlit.org/article/19692http://www.localschooldirectory.com/include/teachers/lesson_plan.php/lesson_plan_id/12http://www.localschooldirectory.com/include/teachers/lesson_plan.php/lesson_plan_id/12http://www.collaborativelearning.org/suffixconnect4.pdfhttp://www.tv411.org/lessons/cfm/vocabulary.cfm?str=vocabulary&num=10&act=1http://www.tv411.org/lessons/cfm/vocabulary.cfm?str=vocabulary&num=10&act=1http://books.google.com/books?id=Fzqb3c59VOgC&pg=PA96&lpg=PA96&dq=teaching+affixes+to+elementary+children&source=web&ots=dUD2E7DVMP&sig=6W8eI9KS2Ba57hBw4Un-566g24E&hl=enhttp://books.google.com/books?id=Fzqb3c59VOgC&pg=PA96&lpg=PA96&dq=teaching+affixes+to+elementary+children&source=web&ots=dUD2E7DVMP&sig=6W8eI9KS2Ba57hBw4Un-566g24E&hl=enhttp://books.google.com/books?id=Fzqb3c59VOgC&pg=PA96&lpg=PA96&dq=teaching+affixes+to+elementary+children&source=web&ots=dUD2E7DVMP&sig=6W8eI9KS2Ba57hBw4Un-566g24E&hl=enhttp://www.kent.k12.wa.us/ksd/MA/resources/greek_and_latin_roots/transition.htmlhttp://www.geocities.com/CapeCanaveral/Hangar/7594/roots.htmlhttp://www.espindle.org/roots.html#uphttp://www.factmonster.com/ipka/A0907017.htmlhttp://www.quia.com/jg/65969.html

10/10/2011 1

Standard 2-5 The student will write for a variety of purposes and audiences.

Students in grade two create written communications that include a beginning, a

middle, and an end. They use revision strategies to improve the organization and

development of ideas and use proofreading to edit for Standard American English conventions in writing.

Teachers should continue to address earlier indicators as they apply to more difficult text.

Indicator 2-5.1 Create written communications (for example, directions

and instructions) to inform a specific audience.

Definition of Revised Bloom’s Verb Create: Put elements together to form a coherent or functional

whole

Explanation of Indicator Creating informational pieces of writing requires a different approach to composing.

This type of writing is more authentic, is about knowledge that the writer has to share, gives information to explain realities or ideas, has a purpose that is related

to a real-life situation, and is written for a specific audience. Various techniques can be used to convey information. For example, directions and instructions for how to perform a certain classroom activity can be created by the student, such as the

routine for the morning meeting. These directions should be created to inform a specific audience, such as rising second grade students.

Instructional Progression The level of difficulty of the writing increases at each grade level. Additionally, some

areas of focus differ at each grade level.

What do students need to know before they can create informational pieces? Students may be familiar with writing. However, some students

may have more experience than others. By second grade, students should be familiar with creating a

written communication for a specific audience. Students may vary in writing skills. Students may be able to write directions and instructions, but must

be able to do so in a manner to inform.

Second grade students should be able to create written communications, and be able to create these for a specific audience.

10/10/2011 2

Within informational writing, what have students been taught

and what will they be taught learn in the future? The words in bold indicate a change from grade to grade.

K-5.1 Use symbols (drawings, letters, and words) to create written communications (for example, notes, messages, and lists) to inform a specific audience.

1-5.1 Create written communications (for example, thank you notes) for a specific audience.

2-5.1 Create written communications (for example, directions and instructions) to inform a specific audience

3-5.1 Create written communications (for example, friendly

letters that include a greeting, body, closing, and signature and invitations that include the time,

date, and place of the event). 4-5.1 Create informational pieces (for example, postcards,

flyers, letters, and e-mails) that use language

appropriate for the specific audience. 5-5.1 Create informational pieces (for example, book

reviews and newsletter articles) that use language appropriate for the specific audience.

When teaching informational writing, what connections, links, or ties can be made to other indicators?

2-1.7 Create responses to literary texts through a variety of methods

(for example, writing, creative dramatics, and the visual and performing arts).

2-2.4 Create responses to informational texts through a variety of

methods (for example, drawings, written works, and oral presentations).

2-3.10 Spell frequently used irregular words correctly (for example, was, were, says, said, who, what, why).

2-3.11 Spell basic short-vowel, long-vowel, r- controlled, and

consonant-blend patterns correctly. 2-3.12 Spell high-frequency words. (See Instructional Appendix: High-

Frequency Words.) 2-4.1 Generate ideas for writing using prewriting techniques (for

example, creating lists, having discussions, and examining

literary models). 2-4.2 Use complete sentences (including simple sentences with

compound subjects and predicates) in writing. 2-4.3 Create a paragraph that follows a logical sequence (including a

beginning, middle, and end) and uses transitional words.

2-4.4 Use grammatical conventions of Standard American English, including

• personal pronouns, • common and proper nouns,

10/10/2011 3

• singular and plural nouns, • proper adjectives, and

• conjunctions (and, but, or). (See Instructional Appendix: Composite Writing Matrix.)

2-4.5 Revise the organization and development of content and the quality of voice in written works. (See Instructional Appendix: Composite Writing Matrix.)

2-4.6 Edit for the correct use of written Standard American English, including

• capitalization – proper nouns, – initials of a person’s name,

– courtesy titles (Mr., Ms.), – days of the week,

– months of the year, and – titles of books, poems, and songs;

• punctuation – apostrophes in contractions,

– commas in a series, – commas in dates, and

– quotation marks to show someone is speaking; and • spelling

– words that do not fit regular spelling patterns (for

example, was, were, says, said), – high-frequency words, and

– basic short-vowel, long-vowel, r- controlled, and consonant-blend patterns.

(See Instructional Appendix: High-Frequency Words.)

2-4.7 Use appropriate spacing between words when writing on a page. 2-4.8 Use correct letter formation when using manuscript or

cursive writing. 2-6.6 Follow multistep directions.

Classroom Assessment Students should be taught and assessed using similar methods. For example, in this

indicator, the verb is “create.” In second grade, written communications may be assessed during one-on-one writing conferences, during small group discussions, or as a written assessment. When it is time for assessment, students should be asked

to show what they have learned in the same way they were taught.

Students’ understanding of written communications may also be assessed within their writing. Second grade students can write a variety of texts, some containing information. The teacher may ask students to create directions or instructions,

depending on the purpose of writing. Students should be able to write a piece including the important details. The primary focus of assessment for written

communications is to determine if students can write an informational piece.

10/10/2011 4


Professional Texts Harvey, Stephanie, and Anne Goudvis. Strategies That Work. Portland, ME:

Stenhouse, 2007.

Portalupi, Joann and Ralph Fletcher. Nonfiction Craft Lessons. New York:

Stenhouse, 2001.

Student Texts

There are many titles that teachers and students may select to better understand informational writing. Library Media Specialists from the South Carolina Association

of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media

specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read

and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using

them in class. Use the following link for the SCASL suggested texts http://scasl.pbwiki.com/ELA+Standards.

Nonprint Materials http://www.teachersdesk.org/news.html

This site provides ideas on using newspapers in the classroom. http://www.pbs.org/wgbh/globalconnections/multimedia/strategies.html

http://readwritethink.org

http://www.teachersfirst.com

http://streaming.discoveryeducation.com Discovering Language Arts: Nonfiction (Grades 3-5).

http://streaming.discoveryeducation.com Discovering Language Arts: Fiction (Grades 6-8).

http://scasl.pbwiki.com/ELA+Standardshttp://www.teachersdesk.org/news.htmlhttp://www.pbs.org/wgbh/globalconnections/multimedia/strategies.htmlhttp://readwritethink.org/http://www.teachersfirst.com/http://streaming.discoveryeducation.com/http://streaming.discoveryeducation.com/

January 29. 2009

1

Standard 2-6 The student will begin to access and use information from a variety of sources.

Indicator 2-6.1 Generate how and why questions about a topic of

interest. Definition of Revised Bloom’s Verb

Generate: Coming up with alternative hypotheses based on criteria

Explanation of Indicator Before any formal research process can begin, students must understand the concept of inquiry or wondering about something; for example, “Why is the sky

blue?” Young students begin this process by learning how to develop and ask how and why questions about a topic of interest both formally and informally. Oral

discussions and conversations should still be used as a way to continue this process with second grade students.

Instructional Progression The level of difficulty of the text increases at each grade level. Additionally, some

areas of focus for generating questions differ at each grade level.

What do students need to know before they can understand how to generate how and why questions? Students need to be curious and ask questions about things in their world in

which they are interested. This can be done during read alouds and classroom discussions lead by the teacher.

Students need to know the difference between questions that ask how

and questions that ask why.

Students need to experience asking and answering questions of others.

Students need to understand that questions provide information. Students must feel comfortable participating in conversations and

discussions in both large and small groups.

Students must learn how to actively and appropriately participate in conversations and discussions.

Within how to generate how and why questions, what have students been taught and what will they be taught in the future?

The words in bold indicate a change from grade to grade.

K-6.1 Generate how and why questions about a topic of interest. 1-6.1 Generate how and why questions about a topic of interest. 2-6.1 Generate how and why questions about a topic of interest.

3-6.1 Generate a topic for inquiry. 4-6.1 Clarify and refine a research topic.

5-6.1 Clarify and refine a research topic.

January 29. 2009

2

When teaching how to generate how and why questions, what connections, links, or ties can be made to other indicators?

2-1.1 Analyze the details that support the expression of the main idea

in a given literary text. 2-1.2 Analyze a given literary text to make, revise, and confirm

predictions.

2-1.6 Explain the effect of the author’s craft (for example, word choice and the use of repetition) on the meaning of a given literary

text. 2-1.7 Create responses to literary texts through a variety of methods

(for example, writing, creative dramatics, and the visual and

performing arts). 2-1.11 Read independently for extended periods of time for pleasure.

2-2.1 Analyze the central idea and supporting evidence in an informational text during classroom discussion.

2-2.2 Analyze informational texts to draw conclusions and make

inferences during classroom discussions. 2-2.3 Distinguish between facts and opinions in informational texts.

2-4.4 Use grammatical conventions of Standard American English, including

• personal pronouns, • common and proper nouns, • singular and plural nouns,

• proper adjectives, and • conjunctions (and, but, or).

(See Instructional Appendix: Composite Writing Matrix.) 2-2.5 Use headings, subheadings, and print styles (for example,

italics, bold, larger type) to gain information.

2-2.6 Use graphic features (for example, illustrations, graphs, charts, maps, and diagrams) as sources of information.

2-2.7 Use functional text features (including tables of contents and glossaries) as sources of information.

2-2.9 Read independently for extended periods of time to gain information.

2-6.2 Use a variety of print sources (for example, books, pictures,

charts, graphs, diagrams, and picture dictionaries) and nonprint sources to access information.

2-6.4 Use the Internet with the aid of a teacher.

2-6.5 Use Standard American English when appropriate in conversations and discussions.

Classroom Assessment Students should be taught and assessed using similar methods. For example, in this

indicator, the verb is “generate” This indicator addresses one part of a larger whole in which students will ultimately participate. At this grade level, students should

only be assessed based upon that what the indicator is asking of them, in this case generating questions about a topic of interest using the words how and why as

January 29. 2009

3

guiding language. The questions students generate and the topics they choose to inquire about should become more complex at his grade level. Students must learn

and expand upon the foundational components of the total research process before demonstrating their knowledge of the total process in later grades. Conferencing

with students is an excellent way to assess understanding of this indicator.

Suggested Instructional Resources Research is not taught in isolation. Students need to know how they can find out

about things they don’t know, and they need to know how to share what they’ve learned with others. Suggested texts are listed below; however, what you use

depends on topics of interest. Students ask the best how and why questions about topics that interest them and are thereby able to later clarify and refine research about that topic.

Professional Texts

Buzzeo, Toni. Collaborating to Meet Standards: Teacher/Librarian Partnerships for

K-6. Worthington, OH: Linworth Publishing Co., 2007.

Fisher, Bobbi. Joyful Learning in Kindergarten. Portsmouth,

NH: Heinemann. 1998.

Johnson, Doug. Learning Right From Wrong in the Digital Age: An Ethics Guide for

Parents, Teachers, Librarians, and Others Who Care About Computer-Using

Young People. Worthington, OH: Linworth Publishing Co., 2003.

Koechlin, Carol, and Sandi Zwaan. Build Your Own Information Literate School. Salt

Lake City: Hi Willow Research and Publishing, 2003.

Koechlin, Carol, and Sandi Zwaan. Info Tasks for Successful Learning. Portland, ME:

Pembroke Publishers, 2001.

Loertscher, David V., and Blanche Wools. Information Literacy. 2nd ed. San Jose,

CA: Hi Willow Research and Publishing, 2002.

Loertscher, David V., Carol Koechlin, and Sandi Zwaan. Ban Those Bird Units: 15

Models for Teaching and Learning in Information-Rich and Technology-Rich

Environments. Salt Lake City: Hi Willow Research & Publishing, 2005.

January 29. 2009

4

Ryan, Jenny, and Steph Capra. Information Literacy Toolkit. Chicago: American

Library Association, 2001.

Thompson, Helen M, and Susan A. Henley. Fostering Information Literacy:

Connecting National Standards, Goals 2000, and the SCANS Report.

Englewood, CO: Libraries Unlimited, Inc., 2000.

Valenza, Joyce Kasman. Power Research Tools: Learning Activities and Posters.

Chicago: American Library Association, 2003.

Whitley, Peggy, Catherine Olson, and Susan Goodwin. 98 Jumpstarts to Research:

Topic Guidelines for Finding Information on Current Issues. Englewood, CO:

Libraries Unlimited, 2001.

Student Texts There are many titles that teachers and students may select to better understand clarifying and refining a research topic. Library Media Specialists from the South

Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the

indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on

the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read

the texts prior to using them in class. Use the following link for the SCASL suggested texts: http://scasl.pbwiki.com/ELA%20Standards

Nonprint Materials

Alewine, Martha. “The Simple Four: An Information Problem-Solving Model.” School Library Media Services, South Carolina Department of Education,

9 Sept 2007.

http://martha.alewine.googlepages.com/thesimplefour

Baker, Frank. “Media Literacy Clearinghouse.” 28 Sept. 2007.

http://www.frankwbaker.com/

http://scasl.pbwiki.com/ELA%20Standardshttp://martha.alewine.googlepages.com/thesimplefourhttp://www.frankwbaker.com/

January 29. 2009

5

DISCUS. 2007. South Carolina State Library. 28 Sept. 2007.

http://www.scdiscus.org/databases/discus-kids/

Magic Schoolbus The program is based on science facts. It is available through SC Instructional Televisions and through Streamline SC. Refer to the list of

programs available and correlate those to what is being taught in the classroom.

http://www.itv.scetv.org/ Reading Rainbow

This program explores reading for children. It is available through SC Educational Television. Refer to the program listings to correlate

programming to classroom instruction. http://www.itv.scetv.org/

ReadWriteThink. 27 Sept. 2007. IRA/NCTE. 28 Sept. 2007.

http://www.readwritethink.org

StreamlineSC. 2007. ETV. Sept. 28. http://www.myetv.org/education/streamlinesc/index.cfm

"The Four Phases of Instruction in an I-Search Unit: Phase 1: Becoming

Immersed in a Topic and Generating a Question

Literacy Matters. 23 Aug.2007. Education Development Center, Inc.

http://www.scdiscus.org/databases/discus-kids/http://www.itv.scetv.org/http://www.itv.scetv.org/http://www.readwritethink.org/http://www.myetv.org/education/streamlinesc/index.cfm

January 30, 2009 1


Indicators for this standard in kindergarten through grade two focus on

beginning reading skills and strategies and support the five components—comprehension, fluency, phonemic awareness, phonics, and vocabulary—

delineated by the National Reading Panel as central to a child’s learning to read. These indicators will be assessed by the classroom teacher.




Instructional appendixes are provided as the baseline expectations for

instruction and are not intended to be all-inclusive documents.

Indicator 2-3.1 Use context clues to determine the meaning of unfamiliar

words. Definition of Revised Bloom’s Verb

Use Applying a procedure to an unfamiliar task

Explanation of Indicator Context clues provide students multiple ways of understanding the meanings of new and unknown words they may encounter in texts. When good readers

encounter unknown words, they use the words or sentences around the words (the context) to predict word meanings.


areas of focus for context clues differ at each grade level.

What do students need to know before they can understand context clues?

Students need to know that texts make sense. Students need to know that it is not unusual to encounter words

that we do not know when reading.

Students need to know that when good readers get “stuck” on a problem during reading, they stop and figure out how to fix the

problem. Students need to know that, when good readers find unfamiliar words,

they use the surrounding words or sentences (the context) to predict

word meanings.

January 30, 2009 2

Students need to know that reading, writing, listening, and speaking demonstrate they are already using context as they construct meaning.

Within context clues, what have students been taught and what

will they be taught in the future? The words in bold indicate a change from grade to grade.

K-3.1 Use pictures and context to construct the meaning of unfamiliar words in texts read aloud.

1-3.1 Use pictures, context, and letter-sound relationships to read unfamiliar words.


3-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues.

4-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues (for example, those that provide an example or a definition).

5-3.1 Use context clues (for example, those that provide an example, a definition, or a restatement) to generate the

meanings of unfamiliar and multiple-meaning words.

When teaching context clues, what connections, links, or ties can be made to other indicators? Students in grade 2 will use context clues as they interact with other

indicators such as:


2-3.2 Construct meaning through a knowledge of base words,

prefixes(including un-, re-, pre-, bi-, mis-, dis-) and suffixes (including -er, -est, -ful) in context. (See Instructional Appendix:

Prefixes and Suffixes.) 2-3.3 Recognize high-frequency words in context. (See Instructional

Appendix: High-Frequency Words.)

2-3.4 Identify idioms in context. 2-3.5 Recognize synonyms, antonyms, and homonyms in context.

2-3.6 Use knowledge of individual words to determine the meaning of compound words.

January 30, 2009 3

Classroom Assessment Students should be taught and assessed using similar methods. In this indicator,

the verb is “use”; students should be challenged to construct meaning from using context clues and to demonstrate how that process contributes to the

understanding of text and to determining meanings for unknown words. When students are assessed, they should be asked to show what they have learned in the same way they were taught. In either the learning or the assessing, students

should not be given a list of terms to match with definitions because this does not allow them the opportunity to use context.

Students learn the different types of context clues as they use them, not when they are asked to memorize definitions out of context. If students have the opportunity

to read and write with an expectation of understanding, analyzing, interpreting, and using context clues, then assessment should also focus on these levels of thinking.

In order to be consistent with the indicator, the expectation of any assessment strategy is that students must demonstrate they can use context clues to determine the meaning of unfamiliar words in texts. In grade 2, conversations, reading and

teacher observations about the ways students read, discuss, problem-solve and respond to texts in writing or conversation are effective ways to teach and to

assess the use of context clues in order to determine the meaning of unfamiliar words.

Examples of strategies to assist students with using context clues and teachers when observing students include:

Search pictures for information beyond what is presented in texts. Search pictures for specific information about the text.

Stop during read-alouds, shared readings or independent readings to talk about or think about what is known, so far, about the context of the story. Refer to that information as the reading continues and unfamiliar words are

encountered. Use post-it notes to mark words that are identified as unknown or difficult.

After one reading, return to the post-its to use the information from the context of the reading to problem-solve the word meanings.

Reread the sentences before or after the unknown words to listen for hints

about the word’s meaning. Use teacher prompts to integrate multiple sources of information, such as,

“That word sounds right, but does it make sense in this story?” or “That makes sense, but does it look right?”

Use the CLOZE method to read text up to the unfamiliar word to predict what

kinds of words would make sense within the given context.

Suggested Instructional Resources Professional Texts Harvey, Stephanie and Anne Goudvis. Strategies That Work. Portland, ME, 2000.

Keene, Ellin Oliver. To Understand. Portsmouth, NH: Heinemann, 2008.

Miller, Debbie. Reading With Meaning. Portland, ME: Stenhouse, 2002.

January 30, 2009 4

Pinnell, Gay Su and Patricia L. Scharer. Teaching for Comprehension in Reading.

Grades K-2. New York, NY: Scholastic Professional Books.

Rasinski, Timothy and Nancy Padak. Effective Reading Strategies. Upper Saddle River, NJ: Pearson/ Merrill Prentice Hall, 2004.

Routman, Regie. Invitations. Portsmouth, NH: Heinemann, 1991.

Taberski, Sharon. On Solid Ground. Portsmouth, NH: Heinemann, 2000. Student Texts

There are many titles that teachers and students may select to better understand the use of context clues. Library Media Specialists from the South Carolina

Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their

library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list

has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the

texts prior to using them in class. Use the following link for the SCASL suggested texts http://scasl.pbwiki.com/ELA%20Standards.

Reading a wide range of books of different genres, topics, and purposes will give students opportunities to learn to use context clues in many different kinds of

settings and situations, all for the ultimate purpose of more clearly understanding an author’s message.


http://www.literacymatters.org/content/readandwrite/vocab.htm

http://pbskids.org/read/

http://scasl.pbwiki.com/ELA%20Standardshttp://www.readwritethink.org/

February 2, 2009 1



nonfiction, poetry, and drama. In the category of fiction, they read the following

specific types of texts: historical fiction, contemporary realistic fiction, picture books, folktales, fables, tall tales, and fantasy. In the category of literary nonfiction, they read autobiographical and biographical sketches. In the category of poetry, they

read narrative poems, lyrical poems, humorous poems, and free verse.


Indicator 2-1.1 Analyze the details that support the expression of the main idea

in a given literary text. Definition of Revised Bloom’s Verb

Analyze Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose.

Other verb terminology that speaks to the notion of analyzing might be differentiating, organizing, and attributing.

Explanation of Indicator Details are the individual bits of information about a subject or topic. Main idea is the major topic of a passage or work that may be stated directly or inferred.

Finding the Main Idea

Teaching the strategy of how to find the main idea is important. Once the subject of the paragraph is discovered, the main idea (what the author wants the reader to remember) will be determined by analyzing the details.

Subject

+ What the author says about the subject Main Idea

Stated Main Idea Locating important details in a passage is an important key in the process of isolating

the main idea or the main point the author wants his readers to understand. The main idea may be found anywhere in a passage but is often stated in the first sentence followed by the details or in the last sentence after the author has given an

explanation of the details.

February 2, 2009 2

Implied Main Idea If the main idea is not directly stated by the author, the reader must think about how

the details in the text connect to the main subject or topic and decide what the author wants his readers to remember most. Establishing a plan of action is

important for a successful analysis of the details in a passage. Separating important details from non-essential details is another critical skill. Asking the question, “What do the details tell me about the subject?’ and/or including an organizer is part of the

process. These steps will enable students to better analyze details in order to determine the main idea.


areas of focus for main idea and details differ at each grade level.

What do students need to know before they can understand main idea and details in a literary text?

Students should understand that main idea is the “big idea” of a

single paragraph or an entire work. The main idea is what the author wants the reader to remember

most. Details will provide the specific information the reader will

analyze. Within the study of main idea and details, what have students

been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade.

K-1.1 Summarize the main idea and details from literary texts read aloud. 1-1.1 Summarize the main idea and supporting evidence in literary text

during classroom discussion. 2-1.1 Analyze the details that support the expression of the main idea in a

given literary text. 3-1.1 Analyze the details that support the expression of the main idea in a

given literary text.

4-1.1 Analyze the details that support the expression of the main idea in a given literary text.

5-1.6 Analyze the details that support the expression of the main idea in a given literary text.

6-1.6 Compare/contrast main ideas within and across literary texts.

February 2, 2009 3

When teaching main idea and details, what connections, links, or ties can be made to other indicators?

2-1.7 Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing

arts). 2-1.10 Read independently for extended periods of time for pleasure. 2-2.1 Analyze the central idea and supporting evidence in an informational

text during classroom discussion. 2-2.4 Create responses to informational texts through a variety of methods

(for example, drawings, written works, and oral presentations). 2-2.9 Read independently for extended periods of time to gain information. 2-4.3 Create paragraphs that include a topic sentence with supporting details

and logical transitions. 2-5.1 Create written communications (for example, directions and

instructions) to inform a specific audience. 2-5.2 Create narratives (for example, stories and journal entries) that follow

a logical sequence of events.


2-5.4 Create written pieces (for example, rhymes, poems, and songs) to entertain others.

2-6.2 Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, and thesauri) and nonprint sources (for example, pictures, photographs, video, and

television) to access information.

Classroom Assessment Students should be taught and assessed using similar methods. In this indicator, the verb is “analyze”. In grade 2, analysis of details and how they express the author’s

main idea, should be assessed as they were taught. For example, if the students were instructed to use a graphic organizer to identify important details during

instruction, then a graphic organizer should also be used during assessment. Students should demonstrate their understanding of the concept by reading cold text (text the students have not previously experienced) to find the important details and

establish the main idea based on their analysis of those details.

Students could also demonstrate an understanding of the details and main idea through their own writing. Students should be able to read a text, separate the important details from the non-essential details, explain the analysis, and determine

the main idea in their own writing.

The primary focus of assessment for the analysis of details supporting the author’s expression of the main idea is to determine if students can choose the essential details, complete an analysis of those details and comprehend what the author wants

the reader to remember most. Students’ reading and comprehension could be assessed using a sample literary text or cold text, with multiple choice or constructed

response questions or through teacher observations and conferences.

February 2, 2009 4


Harvey, Stephanie, and Anne Goudis, Strategies That Work, Portland, ME:

Stenhouse, 2007 Portalupi, Joann and Ralph Fletcher, Craft Lessons, New York: Stenhouse, 2001.

Reader’s Handbook: A Student Guide for Reading and Learning, Wilmington, MA:

Great Source Education Group, 2002.

(Although this is a student book it has excellent examples of reading strategies and skills.)

Student Texts There are many titles t

standard 3-2 the student will read and comprehend a variety...

Documents