ࡱ> '` bjbj$$ 5FF5+_LLL`h:h:h:8:D;`ò;:&<&<&<&<===$h n,QL@==@@,&<&<}FFF@f8&<L&<F@FF4Lj&<; pVBh:AHҮ40òyByjjyL~T=>F>S?;===,,pF^===ò@@@@```)/d ```/``` Literary IndicatorInformational IndicatorComplementary Indicator/s & Writing WorkshopOngoing IndicatorsMAP Mean (179-189) Clarification of Blooms VerbReading Mini-Lesson or Guided Reading NotesPoetry ConnectionsInteractive Read AloudsTesting as a Genre/ Testing Notes2nd Grade Fourth Nine Weeks Row 1 2nd Grade Fourth Nine Weeks Row 1Second Grade Fourth Nine Weeks2-1.8 Classify works of fiction (including fables, tall tales, and folktales,) and works of nonfiction (including biographies) by characteristics. 2-2.3 Distinguish between facts and opinions in informational texts. Social Studies 2-5.1 Identify examples of markets and price in the local community and explain the roles of buyers and sellers in creating markets and pricing. Science Unit Animals for the nine weeks 2-2.6 Use graphic features (for example, illustrations, graphs, charts, maps, diagrams,) as sources of information. Writing Workshop April Poetry 2-3.3 Recognize high-frequency words in context. 2-1.7 Create responses to literary and informational texts through a variety of methods. 2-1.9-10 Read independently for extended periods of time to gain information and for pleasure. 2-6.6 Follow multistep directions. 2-6.5 Use Standard American English when appropriate in conversations and discussions. Classify statements as fact or opinion in informational text Distinguishes between facts and propaganda(term not used) in advertisements Makes inferences to determine an authors bias or viewpoint Classify / Distinguish: (Analyzing) Examine and break information into parts. Looking at the properties or statements within a text to determine the genre of a piece or to determine if statements should be categorized as a fact or opinion. Map includes a reference to authors bias which is closely aligned with fact and opinion. The craft of combining facts and opinions leads to the creation of persuasive texts. Fact/Opinion Review fact and opinion from 1st 9 weeks (A fact is what is known and can be proven. An opinion is a statement that cannot be proven true or false. It is what a person feels or thinks about something.) Opinion/Proof (Richardson p. 244) Create a 2-column chart with the following headings: opinion / proof from text Teacher selects a sentence from the text and adds it to the chart, with evidence to support thinking from the text. Teacher flags a sentence from text that is an opinion and students provide evidence from the text. Teacher flags the paragraph, locates the opinion and provides evidence. Students are given a paragraph to locate an opinion and provide evidence. Teacher flags the page, locates the opinion and provides evidence. Follow the same procedure with students. Example using The Emperors Egg by Martin Jenkins with selected sentences Opinion Proof from the Text Female emperor penguins spend most of the time swimming about, getting as fast as they can and generally having a very nice time. Nice is a judgment word that shows how the mother penguin feels about swimming. Fact/Opinions 2 column chart Create a 2-column chart with the following headings: Students should be able to distinguish facts and opinions from paragraphs and then the page. Fact and Opinion The Tiger Who Wore White Gloves OR, What You Are You Are by: Gwendolyn Brooks Poetry Speaks to Children, Illustrated by Love, Rasmussen,and Wendland Which is the Best? by : James Stevenson Poetry Speaks to Children, Illustrated by Love, Rasmussen, and Wendland :& HYPERLINK "http://www2.gwd50.org/curriculum/second/2G_4N_1R_Grandpa's%20Corner%20Store.doc" Grandpa s Corner Store, Disalvo-Ryan Grandpa s Corner Store by DyAnne DiSalvo-Ryan  Which of the sentences from the passage is not a fact? Which of the sentences from the passage is an opinion? This text is an example of which genre?  Literary IndicatorInformational IndicatorComplementary Indicator/s & Writing WorkshopOngoing IndicatorsMAP Mean (179-189) Clarification of Blooms VerbReading Mini-Lesson or Guided Reading NotesPoetry ConnectionsInteractive Read AloudsTesting as a Genre/ Testing Notes2nd Grade Fourth Nine Weeks Row 22nd Grade Fourth Nine Weeks Row 2Second Grade Fourth Nine Weeks2-1.5 Analyze a narrative text to identify characters, setting, and plot. 2-1.4 Find examples of devices of figurative language (including simile) and sound devices (including onomatopoeia and alliteration.) Social Studies 2-5.2 Summarize the concept of supply and demand and explain its effect on price. 2-5.3 Recognize that peoples choices about what they buy will determine what goods and services are produced. Science Unit Animals for the nine weeks 2-2.5 Use headings, subheadings, and print styles to gain information. 2-2.7 Use functional text features as sources of information. Writing Workshop April Poetry May/June Research 2-3.3 Recognize high-frequency words in context. 2-1.7 Create responses to literary and informational texts through a variety of methods. 2-1.9-10 Read independently for extended periods of time to gain information and for pleasure. 2-6.6 Follow multistep directions. 2-6.5 Use Standard American English when appropriate in conversations and discussions Infers the meaning of figurative language. Determines the meaning of a simile. Analyzes authors use of dialogue. Compare and contrast characters in a literary text. Analyze how characters are introduced in a literary text. Indentifies the setting, main characters, and characters feelings. Analyze: Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations. Often includes the strategies of: contrast, compare, determine motive, identifying relationships, and inferring. Characters, Setting, Plot Analyzing Character Feelings, Richardson p. 228 Actions- Characters Traits, Richardson p. 228-229 Character Trait Web, Richardson p. 230 ( Literary Interviews- Inferring, Stead Figurative Language within a Narrative Text With a shared text or read aloud, teacher highlights a part of the text where the author has used figurative language (alliteration, simile or onomatopoeia) to help the reader understand more about the characters, setting or plot. Teacher creates a 3-column chart : Type of Figurative Language/ Example from Text/ Meaning Within Text Teacher flags a paragraph where the author has used figurative language. Students complete the 3-column chart using the language from the paragraph the teacher flagged. Students include other examples and discuss how they help the reader understand the characters, setting or plot more clearly. Examples: The tail jerked heavily like a long white snake. The author uses a simile to show that the kite tail was flipping in all directions. We went to Grandmas cozy kitchen to cook cookies. The author uses alliteration to show that Grandmas kitchen was a nice place to be. Night frogs who sing songs for you every night: Reek, reek, reek , reek. The author uses onomatopoeia to show that the pond was noisy. Character, Setting, Plot, Figurative Language Okay, Brown Girl, Okay by: James Berry Poetry Speaks to Children, Illustrated by Love, Rasmussen,and Wendland St. Brigid and the Baker by: Tony Milton Plum Illustrated by Mary GrandPre Wynken, Blynken, and Nod by: Eugene Field Poetry Speaks to Children, Illustrated by Love, Rasmussen, and Wendland A Kick in the Head by: Joan Bransfield Graham A Kick in the Head Illustrated by Chris Raschka :& HYPERLINK "http://www2.gwd50.org/curriculum/second/2G_4N_2R_Abuelas%20Weave.doc" Abuelas Weave, CastanedaWhich of these best describes ___ feelings? Which sentence best shows how ____ feelings have changed? The word ___ most likely means _____. What type of figurative language is used in these lines? Literary IndicatorInformational IndicatorComplementary Indicator/s & Writing WorkshopOngoing IndicatorsMAP Mean (179-189) Clarification of Blooms VerbReading Mini-Lesson or Guided Reading NotesPoetry ConnectionsInteractive Read AloudsTesting as a Genre/ Testing Notes2nd Grade Fourth Nine Weeks Row 32nd Grade Fourth Nine Weeks Row 3Second Grade Fourth Nine Weeks 2-1.7, 2-2.4 Create responses to literary and informational texts through a variety of methods. 2-6.1 Generate how and why questions about a topic of interest. Social Studies 2-5.4 Identify the relationships between trade and resources both within and among communities, including natural, human, and capital resources. Science Unit Animals for the nine weeks 2-6.3 Create categories (for example, solids and liquids) to classify information 2-6.4 Use the Internet with the aid of a teacher. 2-6.2 Use a variety of print sources (for example books, pictures, charts, graphs, diagrams, and picture dictionaries) and non-print sources to access information. Writing Workshop May/June Research 2-3.3 Recognize high-frequency words in context. 2-1.7 Create responses to literary and informational texts through a variety of methods. 2-1.9-10 Read independently for extended periods of time to gain information and for pleasure. 2-6.6 Follow multistep directions. 2-6.5 Use Standard American English when appropriate in conversations and discussions. Locates and summarizes information found in a Venn diagram Identifies the characteristics of informational magazines, dictionaries, manuals, journals, and lists. Uses a bibliography to locate information in informational text.  Generate/Create: Both fall under Level VI of Creating. Research Accessing Information p. 72 T. Stead Good Choice Helping Children Locate Websites (p. 73 -76 T. Stead, Good Choice) Authenticating the Accuracy of Websites (p. 76 T. Stead ,Good Choice) Finding and Recording Specific Information (p. 77-78 T. Stead, Good Choice) Using the RAN (p. 78-80 T. Stead, Good Choice) List of Websites p. 82-87 Good Choice Responses There are many options for creating responses to literary and informational texts. 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