GOOD HABITS, GREAT READERS © 2006 correlated to HAWAII LANGUAGE ARTS STANDARDS Grade 2
Hawaii’s Second Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
1
Second Grade Standards
Good Habits Great Readers Program Evidence
STRAND: READING
Standard 1: Reading: Conventions and Skills: Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational text for a variety of purposes.
Program Overview: • What the Research Says: pages 2-3 • The Five Domains of Reading: pages 8-9 • The 7 Habits of Great Readers: pages
10-11 • Skills Covered in Celebration Press
Reading: pages 18-20 • Literacy Centers: Audio Center and
Response Center: pages 26-27 Assessment Handbook:
• Setting Benchmark Expectations: pages 17
• Ongoing Assessment Tools: page 28-29 Assessment Card:
• When Are My Readers Ready to Move Up to the Next Guided Reading Group? Comprehension and Retelling
• What if My Readers Are Having Trouble? Comprehension
Hawaii’s Second Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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Topic: Alphabetic Understanding
Benchmark: LA.2.1.1 Use advanced phonic elements (e.g., diphthongs, diphthongs, diagraphs), special vowel spelling, and word endings when reading.
Shared Reading Titles: • Blueberries for Sal: Day 2 – Phonics:
Inflected Ending –ing: page 302 • Blueberries for Sal: Center Activities
– Word Study: page 299 • A Letter to Amy: Day 2 – Phonics:
Dipthongs ou, ow: page 356 • Dear Mr. Blueberry: Day 2 – Phonics:
Vowel Diagraphs aw, au, al, all: page 380
• Don’t Forget Fun: Day 2 – Phonics: Schwa and Silent Letter k (kn): page 392
Guided Reading Titles: • The Biggest Bear in the Woods: Focus
for Instruction – Phonics: Consonant Digraphs
• The Big Snow: Focus for Instruction – Phonics: Plurals –s, -es
• Shooting Star: Focus for Instruction – Phonics: Initial/Final Consonant Digraphs
Hawaii’s Second Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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Topic: Alphabetic
Understanding
Benchmark LA.2.1.2 Use structural clues to read compound words, contractions, possessives, and inflectional endings.
Shared Reading Titles: • My Grandmother’s Patchwork Quilt: Day
2 – Phonics: Compound Words: page 140 • I Can Read! I Can Read! Day 2 –
Phonics: Contractions: page 206 • I Can Read! I Can Read! Day 3 –
Vocabulary: Contractions: page 208 • Blueberries for Sal: Day 2 – Phonics:
Inflected Ending –ing: page 302 • Blueberries for Sal: Center Activities
– Word Study: page 299 Guided Reading Titles:
• Changing Shores: Additional Activities – Word Study: Compound Words
• Goldsworthy and Mort Blast Off: Focus for Instruction – Phonics: Inflected Endings –ed and –ing (with spelling change)
• Kyle’s First Kwanzaa: Focus for Instruction – Phonics: Contractions ‘s, ‘re, n’t, ‘ll, ‘ve
Topic: Alphabetic Understanding
Benchmark LA.2.1.3 Apply syllabication and knowledge of word structure to recognize two-and three syllable words.
No Evidence Found
Topic: Vocabulary and Concept Development Benchmark LA 2.1.4 Identify grade-appropriate high-frequency words.
Assessment Card: • What If My Readers Are Having Trouble?
Vocabulary Topic: Vocabulary and Concept Development Benchmark LA.2.1.5 Use new grade-appropriate vocabulary introduced in stories and informational texts.
Shared Reading Titles: • Tell Me a Story Grandpa: Day 3 –
Vocabulary Builder: page 107 • Ox-Cart Man: Vocabulary Builder: page
149 • A Letter to Amy: Vocabulary Builder:
page 353 • A Letter to Amy: Day 3- Vocabulary:
Descriptive Words: page 358
Hawaii’s Second Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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Guided Reading Titles: • The Ant and the Grasshopper: Focus for
Instruction – Vocabulary • Kyle’s First Kwanzaa: Before Reading:
Other Words to Know • Book of Space: Focus for Instruction –
Vocabulary Assessment Card:
• What If My Readers Are Having Trouble? Vocabulary
Topic: Vocabulary and Concept Development Benchmark LA.2.1.6 Identify relationships among common synonyms and antonyms.
Shared Reading Titles: • The Remarkable, Adaptable Turtle: Day
3 – Vocabulary: Synonyms: page 124 • Extraordinary Me: Day 3 – Vocabulary:
Synonyms: page 340 • Don’t Forget Fun: Center Activities:
Vocabulary Builder: page 389 • Don’t Forget Fun: Day 3 – Vocabulary:
Using a Thesaurus: page 394 Guided Reading Titles:
• The Great Skate Race: Additional Activities – Literary Device: Antonyms
• Kermy and Pepper: Additional Activities – Vocabulary: Synonyms
• Mr. and Mrs. Murphy and Bernard: Additional Activities – Literary Device: Synonyms
Topic: Fluency Benchmark LA.2.1.7 Read aloud a grade-appropriate text with fluency and expression.
Shared Reading Titles: • It’s Not Fair: Day 4 – Fluency:
Intonation: page 60 • Dear Mr. Blueberry: Day 4 – Fluency:
Expressive Reading: page 102 • Dear Juno: Day 4 – Fluency:
Appropriate Pace: page 180 Guided Reading Titles:
• Baby-sitting: Additional Activities – Fluency: Partner/Paired Reading
• Coral: Additional Activities – Fluency: Repeated Reading
• Help! I’m Stuck! Additional Activities – Fluency: Partner/Paired Reading
Hawaii’s Second Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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Assessment Card: • When Are My Readers Ready to Move Up
to the Next Guided Reading Group: Phonics and Vocabulary
• What If My Readers Are Having Trouble? Fluency
Topic: Location Sources/ Gathering Information Benchmark LA.2.1.8 Locate information in a variety of grade-appropriate resources.
Shared Reading Titles: • Tell Me a Story Grandpa: Day 3 –
Vocabulary Builder: page 107 • Tell Me a Story Grandpa: Day 3 –
Vocabulary: Using a Dictionary: page 328
• Don’t Forget Fun: Day 3 – Vocabulary: Using a Thesaurus: page 394
Second Grade Standards
Good Habits Great Readers Program Evidence
STRAND: READING
Standard 2: Reading Reading Comprehension: Use reading strategies to construct meaning from a variety of texts.
Program Overview: • What the Research Says: pages 2-3 • The Five Domains of Reading: pages 8-9 • The 7 Habits of Great Readers: pages
10-11 • Skills Covered in Celebration Press
Reading: pages 18-20 • Literacy Centers: Audio Center and
Response Center: pages 26-27 Assessment Handbook:
• Setting Benchmark Expectations: pages 17
• Ongoing Assessment Tools: page 28-29 Assessment Card:
• When Are My Readers Ready to Move Up to the Next Guided Reading Group? Comprehension and Retelling
• What if My Readers Are Having Trouble? Comprehension
Hawaii’s Second Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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Topic: Understanding Text Structures
Benchmark LA.2.2.1 Use title, table of contents, and chapter headings, to locate information in informational texts.
Shared Reading Titles: • Ants at Work: Day 1 – Preview and
Predict: page 246 • Keep it Simple: Day 5 – Main Idea and
Details • Animal Look Alikes: Day 1 – Use What
You Know: page 270 and Day 3 – Using Boldface Words and a Glossary: page 274
Guided Reading Titles: • Time to Celebrate: Focus for
Instruction – Reading Skill: Use Nonfiction Features: Contents, Index, Photographs, and Captions
• We Need Insects: Additional Activities – Nonfiction Feature: Inset Photographs
• Could We Live on the Moon? Additional Activities – Nonfiction Feature: Glossary
Topic: Constructing Meaning
Benchmark LA.2.2.2 Make, confirm, and modify predictions about a text.
Shared Reading Titles: • Table for Two: Introduce the Book –
Preview and Predict: page 30 • Don’t Forget Fun: Introduce the Book –
Preview and Predict: page 42 • Rashee and the Seven Elephants: Week
1: Making Predictions: page 82 Guided Reading Titles:
• Annie’s Secret Diary: Focus for Instruction – Reading Skill: Make Predictions
• The Musicians of Bremen: Focus for Instruction – Reading Skill: Make Predicitons
• Fergus and Bridey: Focus for Instruction – Reading Skill: Make Predictions
Assessment Card: • When Are My Readers Ready to Move Up
to the Next Guided Reading Group: Comprehension
• What If My Readers Are Having Trouble? Comprehension
Hawaii’s Second Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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Topic: Construction Meaning
Benchmark LA.2.2.2.3 Use previous experience and prior knowledge to make connections with subjects and idea encountered in texts.
Shared Reading Titles: • My Grandmother’s Patchwork Quilt: Talk
Together: page 140 • Ox-Cart Man: Talk Together: page 10 • Rudes: Review and Reflect: page 338
Guided Reading Titles: • Grandfather Horned Toad: Focus for
Instruction – Reading Skill: Make Connections: Text-to-Self, Text-to-World
• The Maple Thanksgiving: Focus for Instruction – Make Connections: Text-to-Self; Text-to-World
Assessment Card: • When Are My Readers Ready to Move Up
to the Next Guided Reading Group: Comprehension
• What If My Readers Are Having Trouble? Comprehension
Second Grade Standards
Good Habits Great Readers Program Evidence
STRAND: READING
Standard 3: Reading Literary Response and Analysis: Respond to literary texts from a range of stances: personal, interpretive, critical
Program Overview: • What the Research Says: Provide
opportunities for students to collaborate and talk about their learning: page 3
• The Five Domains of Reading: Comprehension: pages 8-9
• The 7 Habits of Great Readers: Great Readers Make Sense of Text: page 10
• Skills Covered in Celebration Press Reading: Literary Response, Analysis, and Appreciation: page 18-20
Assessment Handbook: • Setting Benchmark Expectations –
Retelling: page 17 & 19 • Retelling Rubric: page 33 • Story Frame: page 35 • Book Frame: page 36 • Checklist of Good Habits: pages 52-57
Hawaii’s Second Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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Assessment Card: • When Are My Readers Ready to Move Up
to the Next Guided Reading Group: Retelling
• What If My Readers Are Having Trouble? Comprehension
Topic: Interpretive Stance
Benchmark LA.2.3.1 Identify author’s message or underlying theme in fiction
Shared Reading Titles: • Dear Mr. Blueberry: Review and
Reflect: page 380 • Don’t Forget Fun: Review and Reflect:
page 394 & 398 Guided Reading Titles:
• Big, Bigger, Biggest: Focus for Instruction – Reading Skill: Recognize and Analyze Author’s Craft
• Deserts: Focus for Instruction – Reading Skill: Analyze Theme
• Wrong Way Reggie: Focus for Instruction – Reading Skill: Recognize Author’s Craft
Topic: Literary Elements
Benchmark LA.2.3.2 Identify the story elements of character, plot, and setting. Benchmark LA.2.3.2 (continued) Identify the story elements of character, plot, and setting.
Shared Reading Titles: • I Can Read! I Can Read! Lesson
Objective – Students will identify the problem and solution in a story: page 208
• I Can Read! I Can Read! Lesson Objective – Students will demonstrate an understanding of character’s relationship to the plot: page 212
• Blueberries for Sal: Lesson Objective – Students will listen to a guided retelling, focusing on setting: page 308
Guided Reading Titles:
• The Great Skate Race: Focus for Instruction – Reading Skill: Understand Plot
• Made’s Birthday: Focus for Instruction – Reading Skill: Analyze Setting
• Paloma’s Party: Focus for Instruction – Reading Skill: Analyze Character
Hawaii’s Second Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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Assessment Card: • When Are My Readers Ready to Move Up
to the Next Guided Reading Group: Comprehension
• What If My Readers Are Having Trouble? Comprehension
Topic: Literary Elements
Benchmark LA.2.3.3 Identify basic characteristics of familiar genres (e.g., stories, poems, textbooks).
Shared Reading Titles: • Table for Two: Guided/Independent
Reading Link: Extend the Lesson: page 31
• Dear Mr. Blueberry: Introduce the Book – Introduce Genre: page 96
• No Ordinary Grandma: Introduce the Book – Introduce Genre: page 312
Guided Reading Titles: • The First Fire: Guiding the Reading –
After Reading: Understand Genre • Lunka’s Trumpet: Guided the Reading –
After Reading: Understand Genre • Malawi, Keeper of the Trees: Guided
the Reading – After Reading: Understand Genre
Topic: Personal Connection
Benchmark LA.2.3.4 State a personal opinion about a fictional selection.
Shared Reading Titles: • Think-Pair-Share: page 16-17 • Using Sticky Notes: page 18-19 • Table for Two: Center Activities –
Writing Center: page 29 • My Grandmother’s Patchwork Quilt: Day
5 Guided Retelling: page 146 Guided Reading Titles:
• Grandfather Horned Toad: Focus for Instruction – Reading Skill: Make Connections: Text-to-Self, Text-to-World
• The Maple Thanksgiving: Focus for Instruction – Make Connections: Text-to-Self; Text-to-World
Assessment Card: • When Are My Readers Ready to Move Up
to the Next Guided Reading Group: Comprehension
Hawaii’s Second Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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Second Grade Standards
Good Habits Great Readers Program Evidence
STRAND: WRITING
Standard 4: Writing Conventions and Skills: Use the writing process and conventions of language and research to construct meaning and communicate effectively for a variety of purposes and audiences using a range of forms.
CORRELATOR’S NOTE: • The activities correlated do not
directly address the following standards; however they do provide natural opportunities to address those standards.
Program Overview: • Literacy Centers – Writing Center:
page 26 • Features of Your Shared Reading 5-Day
Planner: Center Activities – Writing Center: page 35
• Teaching a Guided Reading Lesson – Options for Further Instruction – Writing (1-3): page 43
Assessment Handbook: • Story Frame: page 35 • Book Frame: page 36 • Reading Log: page 49 • Home Reading Record: page 66
Topic: Range of Writing
Benchmark LA.2.4.1 Write in a variety of grade-appropriate formats for a variety of purposes and audiences, such as:
• Brief narratives with logical sequencing and some detail.
• Simple explanations of an event or circumstance.
Shared Reading Titles: • Ox-Cart Man: Center Activities –
Writing Center: page 149 • Dear Juno: Center Activities – Writing
Center: page 173 • Keep it Simple: Center Activities –
Writing Center: page 257 Guided Reading Titles:
• Baby-sitting: Additional Activities – Writing: Write a Narrative
• Catch the Cookie: Additional Activities – Writing: Write a Description
• Good Morning Grandma! Additional Activities – Writing: Write a Interview
Hawaii’s Second Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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Topic: Sentence Structure and Grammar Benchmark LA.2.4.2 Form and use the following grammatical constructions correctly when editing writing:
• Correct word order when constructing complete sentences.
• Declarative, interrogative, and exclamatory sentences.
• Plural forms of regular nouns
• Adjectives
Shared Reading Titles: • My Grandmother’s Patchwork Quilt:
Center Activities – Writing Center: page 137
• I Can Read! I Can Read! Center Activities – Writing Center: page 203
• Keep it Simple: Center Activities – Writing Center: page 257
Guided Reading Titles: • The Hat Maker: Additional Activities –
Writing: Write Procedural Text • Help! I’m Stuck: Additional Activities
– Writing: Write a Literary Response • Oscar’s Day: Additional Activities –
Writing: Write a Narrative Topic: Punctuation, Capitalization, Spelling, and Handwriting Benchmark LA.2.4.3 Spell grade-appropriate high-frequency words and words with basic short-vowel, long-vowel, and consonant-blend patterns.
Shared Reading Titles: • Goops: Center Activities – Writing
Center: page 215 • Fables from Around the World: Center
Activities – Writing Center: page 227 • Ant at Work: Center Activities –
Writing Center: page 245 Guided Reading Titles:
• Pandas: Additional Activities – Writing: Write a Description
• Puppets: Additional Activities – Writing: Write Procedural Text
• Puppy Power: Additional Activities – Writing: Write Nonfiction Narrative Text
Topic: Punctuation, Capitalization, Spelling, and Handwriting Benchmark LA.2.4.4 Edit writing to correct capitalization:
• Proper nouns
Shared Reading Titles: • Animal Look-Alikes: Center Activities
– Writing Center: page 269 • They Worked Together: Center
Activities – Writing Center: page 281 • Blueberries for Sal: Center Activities
– Writing Center: page 299 Guided Reading Titles:
• Rooroo, the Rooster: Additional Activities – Writing: Write to Summarize
Hawaii’s Second Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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• Three Billy Goats Gruff: Additional Activities – Writing: Write a News Story
• Billy, the Boy Who Had to Wear Glasses: Additional Activities – Writing: Write a Narrative
Topic: Punctuation, Capitalization, Spelling, and Handwriting Benchmark LA.2.4.5 Edit writing to correct use of following punctuation:
• Apostrophes in common contractions, including don’t, isn’t, and can’t.
• Question marks and exclamation points.
Shared Reading Titles: • No Ordinary Grandma: Center Activities
– Writing Center: page 311 • Tell Me a Story Grandpa: Center
Activities – Writing Center: page 323 • Rudes: Center Activities – Writing
Center: page 335 Guided Reading Titles:
• The First Fire: Additional Activities – Writing: Write a Narrative
• Lunka’s Trumpet: Additional Activities – Writing: Write a Literary Response
• Postcards From New York City: Additional Activities – Writing: Write a Postcard
Hawaii’s Second Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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Topic: Punctuation, Capitalization, Spelling, and Handwriting Benchmark LA.2.4.6 Print legibly and space letters, words, and sentences appropriately.
Shared Reading Titles: • A Letter to Amy: Center Activities –
Writing Center: page 353 • Animal Look-Alikes: Center Activities
– Writing Center: page 365 • Dear Mr. Blueberry: Center Activities
– Writing Center: page 377 Guided Reading Titles:
• The Ant and the Grasshopper: Additional Activities – Writing: Write an Alternative Ending
• Ashley’s World Record: Additional Activities – Writing: Write a Plan
• At the Top of the World: Additional Activities – Writing: Write a Journal Entry
Hawaii’s Second Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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Second Grade Standards
Good Habits Great Readers Program Evidence
STRAND: WRITING
Standard 5: Writing
Rhetoric: Use rhetorical devices to craft writing appropriate to audience and purpose.
CORRELATOR’S NOTE: • The activities correlated do not
directly address the following standards; however they do provide natural opportunities to address those standards.
Topic: Meaning Benchmark LA.2.5.1 Choose and maintain a focus in a single piece of writing.
Shared Reading Titles: • Table for Two: Center Activities –
Writing Center: page 29 • Don’t Forget Fun: Center Activities –
Writing Center: page 41 • Hooray A Piñata! Center Activities –
Writing Center: page 65 Guided Reading Titles:
• Balloons: Additional Activities – Writing: Write an Information Paragraph
• The Big Sheep Mix-Up: Additional Activities – Writing: Write an Advertisement
• Exploring Caves: Additional Activities – Writing: Write About Caves
Topic: Design Benchmark LA.2.5.2 Add details from personal experience to elaborate upon and amplify ideas.
Shared Reading Titles: • Rashee and the Seven Elephants: Center
Activities – Writing Center: page 83 • Dear Mr. Blueberry: Center Activities
– Writing Center: page 95 • Tell Me a Story Grandpa: Center
Activities – Writing Center: page 107 Guided Reading Titles:
• Let’s Play Soccer: Additional Activities – Writing: Write an Eyewitness Account
• The Maple Thanksgiving: Additional Activities – Writing: Write a Journal Entry
• Put on a Play 1, 2, 3: Additional Activities – Writing: Write Directions
Hawaii’s Second Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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Topic: Design Benchmark LA.2.5.3 Use a beginning, middle, and ending in a piece of writing. Benchmark LA.2.5.3 (continued) Use a beginning, middle, and ending in a piece of writing.
Shared Reading Titles: • I Can Read! I Can Read! Center
Activities – Writing Center: page 203 • Fables from Around the World: Center
Activities – Writing Center: page 227 • Blueberries for Sal: Center Activities
– Writing Center: page 299 Guided Reading Titles:
• We Need Insects: Additional Activities – Writing: Write a Persuasive Text
• The Dog Who Wanted to Be a Tiger: Additional Activities – Writing: Write an Eyewitness Account
• Hippo: Additional Activities – Writing: Write a News Story
Topic: Clarity Benchmark LA.2.5.4 Use specific nouns and adjectives to describe people, places, things, or events.
Shared Reading Titles: • No Ordinary Grandma: Center Activities
– Writing Center: page 311 • Rudes: Center Activities – Writing
Center: page 335 • Animal Look-Alikes: Center Activities
– Writing Center: page 365 Guided Reading Titles:
• Meet Erdene: Additional Activities – Writing: Write a Friendly Letter
• Good Morning Grandma! Additional Activities – Writing: Write an Interview
• Three Billy Goats Gruff: Additional Activities – Writing: Write a News Story
Hawaii’s Second Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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Topic: Clarity Benchmark LA.2.5.5 Add or replace phrases and parts of sentences to make meaning clearer or more logical.
Shared Reading Titles: • Hooray A Piñata: Center Activities –
Writing Center: page 65 • Rashee and the Seven Elephants: Center
Activities – Writing Center: page 83 • Tell Me a Story Grandpa: Center
Activities – Writing Center: page 107 Guided Reading Titles:
• The Big Snow: Additional Activities – Writing: Write a Literary Response
• Billy, the Boy Who Had to Wear Glasses: Additional Activities – Writing: Write a Narrative
• Catching the Wind: Additional Activities – Writing: Write an Informational Paragraph
Second Grade Standards
Good Habits Great Readers Program Evidence
STRAND: ORAL COMMUNCATION
Standard 6: Oral Communication Conventions and Skills: Apply knowledge of verbal and nonverbal language to communicate effectively in various situations: interpersonal, group, and public: for a variety of purposes.
CORRELATOR’S NOTE: • The activities correlated do not
directly address the following standards; however they do provide natural opportunities to address those standards.
Program Overview: • What the Research Says: Provide
opportunities for students to collaborate and talk about their learning: page 3
• The 7 Habits of Great Readers: Great Readers Make Sense of Text: page 10
• Skills Covered in Celebration Press Reading: Literary Response, Analysis, and Appreciation: page 19
Assessment Handbook: • Setting Benchmark Expectations –
Retelling: page 17 & 18 • Retelling Rubric: page 33 • Running Record: page 41 • Oral Language Behaviors Checklists:
page 47 • Checklist of Good Habits: page 52
Hawaii’s Second Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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Assessment Card: • When Are My Readers Ready to Move Up
to the Next Guided Reading Group: Comprehension and Retelling
• What If My Readers Are Having Trouble? – Comprehension
Topic: Discussion and Presentation
Benchmark LA.2.6.1 Use oral language to obtain information, complete a task, and share ideas with others.
Shared Reading Titles: • Table for Two: Center Activities:
Fluency Practice: page 29 • Dear Mr. Blueberry: Center Activities:
Fluency Practice: page 95 • The Remarkable, Adaptable Turtle:
Center Activities: Fluency Practice: page 119
Guided Reading Titles: • Clever Bird: Guiding the Reading –
After Reading: Discuss the Text • Crossing the Atlantic: One Family’s
Story: Guiding the Reading – After Reading: Make Predictions
• The First Fire: Guiding the Reading – After Reading: Understand Genre and Discuss the Text
Assessment Card: • When Are My Readers Ready to Move Up
to the Next Guided Reading Group: Comprehension and Retelling
• What If My Readers Are Having Trouble? Comprehension
Hawaii’s Second Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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Topic: Discussion and
Presentation
Benchmark LA.2.6.2 Give an oral presentation to share information with peers.
Shared Reading Titles: • Putting on a Play: Center Activities:
Fluency Practice: page 161 • Don’t Forget Fun: Center Activities:
Fluency Practice: page 41 • No Ordinary Grandma: Center
Activities: Fluency Practice: page 311
Guided Reading Titles: • Baby-sitting: Additional Activities:
Fluency: Partner/Paired Reading • The Musicians of Bremen: Additional
Activities: Fluency: Reader’s Theater • Puppets: Additional Activities:
Writing: Write a Procedural Text Topic: Discussion and
Presentation
Benchmark LA.2.6.3 Express ideas through drama activities (e.g., role playing, skits, puppetry, choral reading, story telling).
Shared Reading Titles: • Putting on a Play: Center Activities:
Fluency Practice: page 161 • Don’t Forget Fun: Center Activities:
Fluency Practice: page 41 • No Ordinary Grandma: Center
Activities: Fluency Practice: page 311
Guided Reading Titles: • The First Fire: Additional Activities
– Fluency: Choral Reading • Baby-sitting: Additional Activities:
Fluency: Partner/Paired Reading • The Musicians of Bremen: Additional
Activities: Fluency: Reader’s Theater Topic: Discussion and
Presentation
Benchmark LA.2.6.4 Use appropriate social conventions in various large and small group situations.
Shared Reading Titles: • My Grandmother’s Patchwork Quilt: Day
1 – Talk Together: page 138 • His Majesty the King: Center
Activities – Fluency Practice: page 191
• They Worked Together: Day 5 – Independent Retelling: page 290
Hawaii’s Second Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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Guided Reading Titles: • Puppets: Additional Activities –
Writing: Write Procedural Text • Puppy Power: Guiding the Reading:
Before Reading – Focus Attention • The Biggest Bear in the Woods:
Digging Deeper – Literary Device: Dialogue
Topic: Critical Listening
Benchmark LA.2.6.5 Give feedback to a speaker to promote mutual understanding.
Shared Reading Titles: • Don’t Forget Fun: Day 1 – Talk
Together: page 42 • Hooray a Piñata: Center Activities:
Fluency Practice: page 65 • Rashee and the Seven Elephants: Day
4: Talk Together: page 90 Guided Reading Titles:
• Baby-sitting: Additional Activities - Fluency: Partner/Paired Reading
• Coral: Additional Activities – Fluency: Repeated Reading
• Help! I’m Stuck: Additional Activities: Fluency: Partner/Paired Reading
Topic: Delivery Benchmark LA.2.6.6 Adjust pacing, volume, and intonation appropriate to content and purpose.
Shared Reading Titles: • Putting on a Play: Center Activities:
Fluency Practice: page 161 • His Majesty the King: Center
Activities – Fluency Practice: page 191
• Dear Mr. Blueberry: Center Activities: Fluency Practice: page 95
Guided Reading Titles: • Clever Bird: Guiding the Reading –
After Reading: Discuss the Text • The Ant and the Grasshopper: Guiding
the Reading – After Reading: Discuss the Text
Hawaii’s Second Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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Topic: Delivery Benchmark LA.2.6.7 Use simple gestures and eye contact to complement and enhance verbal messages.
Shared Reading Titles: • Tell Me a Story Grandpa: Day 1: Talk
Together: page 108 • Keep It Simple: Center Activities:
Fluency Practice: page 257 • Don’t Forget Fun: Day 1 – Talk
Together: page 390 Guided Reading Titles:
• Kermy and Pepper: Guiding the Reading – After Reading: Discuss the Text
• The Ant and the Grasshopper: Guiding the Reading – After Reading: Discuss the Text
Second Grade Standards
Good Habits Great Readers Program Evidence
STRAND: ORAL COMMUNCATION
Standard 7: Oral Communication Rhetoric: Adapt messages appropriately to address audience, purpose, and situation.
CORRELATOR’S NOTE: • The activities correlated do not
directly address the following standards; however they do provide natural opportunities to address those standards.
Program Overview: • What the Research Says: Provide
opportunities for students to collaborate and talk about their learning: page 3
• The 7 Habits of Great Readers: Great Readers Make Sense of Text: page 10
• Skills Covered in Celebration Press Reading: Literary Response, Analysis, and Appreciation: page 19
Assessment Handbook: • Setting Benchmark Expectations:
Retelling: page 17 & 18 • Retelling Rubric: page 33 • Running Record: page 41 • Oral Language Behaviors Checklists:
page 47 • Checklist of Good Habits: page 52
Hawaii’s Second Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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Assessment Card: • When Are My Readers Ready to Move Up
to the Next Guided Reading Group: Comprehension and Retelling
• What If My Readers Are Having Trouble? Comprehension
Topic: Meaning Benchmark LA.2.7.1 Add details and information to support ideas when speaking.
Shared Reading Titles: • Ox-Cart Man: Day 2: Talk Together:
page 152 • Putting on a Play: Day 4 Talk
Together: page 168 • Dear Juno: Day 5: Talk Together: page
182 Guided Reading Titles:
• Monsters of the Deep: Options for Further Instruction: Writing: Write a Description
• The Musicians of Bremen: Guiding the Reading: After Reading: Discuss the Text
• The Maple Thanksgiving: Digging Deeper Literary Device: Word Choice
Topic: Design Benchmark LA.2.7.2 Organize ideas in a simple organization pattern or logical sequence so listeners can understand them.
Shared Reading Titles: • I Can Read! I Can Read: Day 2: Talk
Together: page 206 • Fables from Around the World: Day 3:
Talk Together: page 227 • Ants at Work: Day 4: Talk Together:
page 252 Guided Reading Titles:
• The Biggest Bear in the Woods: Digging Deeper: Literary Device: Dialogue
• Book of Space: Questions and Answers: Focus for Instruction: Reading Skill: Ask and Answer Questions
• Present and Past: Guiding the Reading: Before Reading: Focus Attention
Hawaii’s Second Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
22
Topic: Clarity Benchmark LA.2.7.3 Use clear and specific vocabulary to convey the intended message.
Shared Reading Titles: • Keep It Simple: Day 1: Talk Together:
page 258 • Animal Look-Alikes: Day 2: Talk
Together: page 270 • They Worked Together: Day 3: Talk
Together: page 282 Guided Reading Titles:
• Fergus and Bridey: Guiding the Reading: Reread and Assess
• Paloma’s Party: Options for Further Instruction: Writing: Write a News Story
• Get Ready for Robots: Guiding the Reading: After Reading: Discuss the Text