Collecting Student Information: RL.2.2 Comprehension … ·  · 2016-01-20RL.2.9.1 Compares and contrasts two versions of the ... L2.1.E Uses adjectives and adverbs, ... It will

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Collecting Student Information: RL.2.2 Comprehension Checklist Use with oral responses in STEPs 1.5 & 1.6.

Standard Evidence (Scoring tool uses bold evidence)

RL.2.2 Recount

stories, including fables and folktales from diverse cultures,

and determine their central message or

moral.

Provides a recounting of stories, including fables and folktales from diverse cultures. (1)

Provides an identification of the central message, lesson or moral in a text. (2)

RL.2.2.1

Provides a recounting of

major event(s) in the Ant

and Grasshopper by Luli

Gray.

Student Name Yes No Comments

Insert ✓ in the appropriate box.

Prepare additional copies of this checklist to collect information on the entire class.

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Collecting Student Information: RL.2.3 Comprehension Checklist Use with Oral Response in STEP 1.8.

Standard Evidence (Scoring tool uses bold evidence)

RL.2.3 Describe how characters in a story respond to major events and

challenges.

Provides a description of how characters in a story respond to major events. (1)

Provides a description of how characters in

a story respond to challenges. (2)

RL.2.3.2

Provides a description

of how characters in a story respond to challenges.

Student Name Yes No Comments

Insert ✓ in the appropriate box.

Prepare additional copies of this checklist to collect information on the entire class.

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Collecting Student Information: RL.2.6 Comprehension Checklist

Use with Oral and Written Response on Student Resource: The Difference Between Characters’ Points of View in Ant and Grasshopper by Luli Gray (p.49) in STEP 2.5.

Optional: Additional dialogue reading on digital pages 6 and 10.

Standard Evidence (Scoring tool uses bold evidence)

RL.2.6 Acknowledges

differences in the points of view of characters, including

by speaking in a different voice for each character when reading dialogue aloud.

Provides a statement about the differences

in the points of view of characters. (1)

Speaks in different voice for each character when reading dialogue aloud to show

understanding of the difference in the point of view of characters. (2)

RL.2.6.1 RL.2.6.2

Provides a

statement about the differences in

the characters’ points of view.

Reads dialogue aloud to show understanding

of the differences in

characters’ points of view.

Student Name Yes No Yes No Comments

Insert ✓ in the appropriate box.

Prepare additional copies of this checklist to collect information on the entire class.

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Collecting Student Information: RL.2.2/RL.2.3 Comprehension

Checklist Use with Student Resource: Small Group Comic Strip Instructions (p.50) in STEP 3.4

and/or STEP 4.1.

Standard Evidence (Scoring tool uses bold evidence)

RL.2.2 Recount

stories, including fables

and folktales from

diverse cultures, and

determine their central

message or moral.

Provides a recounting of stories, including fables and

folktales from diverse cultures. (1)

Provides an identification of the central message, lesson

or moral in a text. (2)

RL.2.3 Describe how

characters in a story

respond to major

events and challenges.

Provides a description of how characters in a story respond to

major events. (1)

Provides a description of how characters in a story

respond to challenges. (2)

RL.2.2.1 RL.2.3.2 RL.2.2.2

Provides a recounting

of the story.

Provides a

description of how a

character responds to a challenge.

Provides an

identification of the moral.

Student Name Yes No Yes No Yes No Comments

Insert ✓ in the appropriate box.

Prepare additional copies of this checklist to collect information on the entire class.

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Collecting Student Information: RL.2.9 Comprehension Checklist Use with Student Resource: Comparing Two Versions (pp. 51-52) in STEP 5.1.

Standard Evidence (Scoring tool uses bold evidence)

RL.2.9 Compare and contrast two or more

versions of the same story (e.g., Cinderella

stories) by different authors or from different cultures.

Provides a comparison and contrast of two or

more versions of the same story written by different authors. (1)

Provides a comparison and contrast of two or more versions of the same story written from different cultures. (2)

RL.2.9.1

Compares and contrasts

two versions of the same story written by different authors.

Student Name Yes No Comments

Insert ✓ in the appropriate box.

Prepare additional copies of this checklist to collect information on the entire class.

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Collecting Student Information: W.2.1 Writing Checklist Use with Student Resource: Opinion Writing Checklist (p.53) with in STEP 5.2.

Standard Evidence

W.2.1 Write opinion pieces in

which they introduce the topic

or book they are writing about,

state an opinion, supply

reasons that support the

opinion, use linking words

(e.g., because, and, also) to

connect opinion with reasons,

and provide a concluding

statement or section.

States an opinion in writing. (1)

Includes the topic of the book they are writing

about when sharing an opinion in writing. (2)

Supplies supportive reasons when sharing an

opinion in writing. (3)

Uses linking words to connect an opinion with

reasons when sharing an opinion in writing. (4)

Provides a concluding statement or section when

sharing an opinion in writing. (5)

W.2.1.2 W.2.1.1 W.2.1.3 W.2.1.4 W.2.1.5

Includes a

topic. States an

opinion.

Supplies

supportive

reasons.

Uses linking

words to connect

the opinion.

Provides a

concluding

statement.

Student Name Yes No Yes No Yes No Yes No Yes No

Insert ✓ in the appropriate box.

Prepare additional copies of this checklist to collect information on the entire class.

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Collecting Student Information: L.2.1/L.2.2 Knowledge of

Language and Conventions Student Checklist Use with Written Response in STEP 5.2.

L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Date:

CCSS Student Name: Yes No

L2.1.A Uses collective nouns (e.g., group).

L2.1.B Forms and uses frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

L2.1.C Uses reflexive pronouns (e.g., myself, ourselves).

L2.1.D Forms and uses the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

L2.1.E Uses adjectives and adverbs, and choose between them depending on what is to be modified.

L2.1.F

Produces, expands, and rearranges complete simple and compound sentences (e.g., The boy watched the movie; The

little boy watched the movie; The action movie was watched by the little boy).

L2.2.A Capitalizes holidays, product names, and geographic names.

L2.2.B Uses commas in greetings and closings of letters.

L2.2.C Uses an apostrophe to form contractions and frequently

occurring possessives.

L2.2.D Generalizes learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

L2.2.E Consults reference materials, including beginning dictionaries, as needed to check and correct spellings.

Insert ✓ in the appropriate box.

Prepare individual student copies of this checklist.

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If/Then If… Then

RL.2.2

students have difficulty recounting stories, and

determining their central message, lesson, or

moral

Use props, costumes, or puppets.

Practice with student-created language experience stories

Have students practice with story events on sentence strips in a pocket chart.

Meet with students in small groups to

implement similar lessons over time. Practice finding the central messages with

stories with overt central messages like “The Boy Who Cried Wolf”.

RL.2.3

students have difficulty

describing how characters in a story

respond to major events and challenges

Reread the story to increase familiarity.

Practice with read aloud books.

Practice with small group reading books. Practice with familiar stories.

Practice with language experience stories. Have students match picture cards depicting

characters, settings, and story events with descriptive phrases in a pocket chart.

Have students role play the story events.

RL.2.6

students have difficulty

in determining a characters’ point of view

Provide opportunities for students to

participate in Reader’s Theatre (Glossary).

Direct students to specific events in a story and help student take that character’s point of

view. Practice with expressive reading in continuous

dialogue, beginning with familiar stories.

RL.2.9

students have difficulty comparing and

contrasting two or more versions of the same

story by different authors

or from different cultures

Compare and contrast common objects.

Engage the students in dramatizing the stories.

Engage the class in a shared writing of a Venn diagram or T chart comparing two characters.

Create a cut and paste sort for two familiar

story characters. Practice with familiar stories.

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If… Then

W.2.1 students have difficulty

writing opinion pieces

Provide additional opportunities to express opinions.

Provide practice using opinion polls. Read opinion mentor texts.

Express opinions about read aloud books. Write opinion pieces using shared writing.

Engage children in language experience stories in which they express opinions.

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Student Resource: Discussion Cards Use Discussion Card #1 in STEPs 2.2 and 2.3. Use Discussion Card #2 in STEP 2.4.

Discussion Card #1

1. How did Ant respond to the story’s challenge?

2. Why did Ant respond that way? What was he thinking? What did he believe was the right thing to do?

3. How would you explain Ant’s point of view?

Discussion Card #2

1. How did Grasshopper respond to the story’s

challenge? 2. Why did Grasshopper respond that way?

What was he thinking? What did he believe was the right thing to do?

3. How would you explain Grasshopper’s point of view?

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Student Resource: The Difference Between Characters’ Points of View in Ant and

Grasshopper by Luli Gray Use with RL.2.6 Comprehension Checklist in STEP 2.5.

Name ______________________________

1. Identify and draw the character to match the speech bubble. 2. Write the name of the character on the line below and write his point of view.

After writing and drawing, 3. Read the dialogue in the speech bubbles to a partner. Read each character’s dialogue in a voice that shows

how each feels and reflects the difference in their points of view.

_______________’s point of view is

_____________________

_____________________

_______________’s point of view is

_____________________

_____________________

“Come and dance—I’ll play

for you!”

“You should be storing up food

for the winter…”

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Student Resource: Small Group Comic Strip Instructions Use with RL.2.2/RL.2.3 Comprehension Checklist (p.42) for oral and written responses in STEP 3.4 and/or STEP 4.1.

Instructions for the Group’s Comic Strip

1. Decide on the major events.

It will be helpful to make a list of the major events before beginning to draw the comic strip.

2. Create one drawing for each event.

Draw one event in each box. Use speech bubbles for each character so the

character can “say” how he is responding to the story’s challenge.

Leave room at the bottom of each drawing to write an explanation of the drawing (Step 3 will explain).

Each person must draw at least one event in the comic strip.

3. Explain the drawing.

Group members must write an explanation below their drawings. Their explanations should include the character’s point of view.

4. Decide on a moral for the fable. The group decides the moral together.

One person writes it at the bottom of the comic strip.

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Student Resource: Comparing Two Versions Use with RL.2.9 Comprehension Checklist (p.43) for in STEP 5.1.

Group Members

Story #1: Ant and Grasshopper retold by Luli Gray

Story #2: “The Ant and the Grasshopper” retold by Ann McGovern

Compare and Contrast Character Responses in Two Stories

Character responses

to challenges

that are the SAME in both

stories

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

Character responses

to

challenges that are

DIFFERENT

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

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Group Members Story #1: Ant and Grasshopper retold by Luli Gray

Story #2: “The Ant and the Grasshopper” retold by Ann McGovern

Compare and Contrast Morals in Two Stories

How the morals are

the SAME

in both stories

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

How the morals are

DIFFERENT

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

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Student Resource: Opinion Writing Checklist Use with Written Response in STEP 5.2.

If second grade students can only read one version of this fable next year, which one should the teacher have students read? Why is the version you choose better for second graders to read?

As you write your opinion, place a ✓ in the box to show

you have included the information in your letter.

Name ____________________________

In my letter to the teacher, ✓

1. I introduce the topic of my opinion. □ 2. I supply reasons why I have this opinion. □

3. I use linking words to connect my opinion to my reasons, words such as because, and, also, etc. □

4. I end my letter with a closing statement or section. □

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Teacher Resource: Tips for Conversations Sample Anchor Chart Optional use with conversations in STEPs 1.5, 2.4, 3.4, 4.2, and 5.1.

SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger

groups.

SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Tips for Conversations

1. Contribute to the discussion. This means partners

should take turns talking.

2. Encourage your partner to talk.

You might say:

Tell me more about that idea. What are you thinking?

3. Try to show that you are listening by making

connections to what your partner said. You might say: I agree…

I would like to add… I have a different idea.

4. When you do not understand what your partner is saying, ask a question like:

Can you say more about that? Could you say that again?

Could you explain what you mean by that?

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Teacher Resource: “Two Versions of the Same Story”

Sample Chart Use during class discussions on Days One through Five.

Story Traits Ant and Grasshopper-

Gray

The Ant and Grasshopper-

McGovern

MAJOR EVENTS

What happened in the

story?

CHARACTERS

How do characters

respond to

challenges?

What is the point of

view of each

character?

MORAL

What is the moral of

the story?

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Retrospective Journal

Performance Task____________________________Date_______________

What do I know about my class because of this performance task (including

strengths/needs of the class relative to specific CCSS, as well as general information learned about my students)?

What do I know about the strengths and needs of individuals or groups of students relative to specific CCSS?

Based on this experience, these are the instructional actions I want to take:

Comments: