2nd Grade SKILLS MAP Core Kingdom Club
• Beginning Benchmark August • Ask and Answer Fiction (RL.2.1) • Ask and Answer Nonfiction (RI.2.1) • Recount Stories (RL.2.2) September
• How characters respond (RL.2.3) October • Main Idea/ Details (RI.2.2)
• Words and Phrases in poetry (RL.2.4) November • Context Clues (nonfiction) (RI.2.4)
• Story Structure (RL.2.5) December • Text Features (RI.2.5)
• Mid-Year Benchmark January • Point of View (RL.2.6) • Author’s Purpose- ADE (RI.2.6) • Use illustrations (RL.2.7) February • Nonfiction Images (RI.2.7)
• Connections in historical, scientific, procedural (RI.2.3) March • Reasons Support Points (RI.2.8)
• Compare Versions of Stories (RL.2.9) April • Compare & Contrast points from two texts (RI.2.9)
• Read and Comprehend Literature (RL.2.10) May • Read and Comprehend Informational (RI.2.10) 2nd GRADE
COMPREHENSION SKILL: Ask and Answer Questions
GUIDED LESSON PRACTICE READING CENTERS • Introduce what “Ask and Guided Practice Whole Class “The Case of the Missing Task Cards Week 1 Answer Questions” means. Before Reading Questions: Puppy” leveled guided • Ask and Answer • Discuss WHY and WHEN • Introduce before readers. Questions readers ask and answer reading questions by questions. previewing “The Hoola- Meet with two groups and • Discuss the types of Hoopin’ Queen by Thelma complete “pre-reading” questions. (Who, what, Lynne Godin. activities.”
MONDAY when, where, why, and how). Guided Practice Whole Class Independent Reading Read pages 1-4 of “The Case During Reading Questions: • Choice text with a focus of the Missing Puppy” leveled • Introduce during reading on jotting questions guided readers. Complete questions through the before and during “During Reading” discussions. read aloud “The Hoola- reading. Hoopin’ Queen” by Thelma Lynne Godin. TUESDAY
Guided Practice Whole Class Independent Reading Read pages 5-9 of “The Case After Reading Questions: • Choice text with a focus of the Missing Puppy” leveled • Introduce after reading on jotting questions guided readers. Complete questions through the before and during, and “During Reading” discussions. read aloud “The Hoola- after reading. Hoopin’ Queen” by Thelma Lynne Godin. WEDNESDAY • Review why and when Independent Reading Reread the story “The Case students ask and answer • Choice text with a focus of the Missing Pup.” While questions on jotting questions students reread the story • Review types of before and during, and silently, begin assessing student questions. after reading. fluency with running records. Students work together to retell events in sequential order. THURSDAY
• Review why and when Assessment: Review the 5W’s and 1 H of students ask and answer Asking and Answering this story. questions Questions Exit Ticket • Review types of Students work independently questions. to complete the Asking and Answering Questions Graphic Organizer. As they work, FRIDAY complete fluency checks. 2nd GRADE
COMPREHENSION SKILL: Ask and Answer Questions
GUIDED LESSON PRACTICE READING CENTERS • Review what “Ask and Model Whole Class: Guided reading groups with Task Cards Week 2 Answer Questions” means. Answering Questions in the passages based on student • Ask and Answer • Review WHY and WHEN passage “Missing Emily”. level. Questions readers ask and answer questions. Day 1: Independent Reading • Review the types of Below Level: questions. (Who, what, “The Big Night”
MONDAY when, where, why, and how). Guided Practice Whole Class: Guided reading groups with Read and answer questions: passages based on student “Twin Troubles”. level.
Day 2: Below Level: “The Playground
TUESDAY Bully”
Partner Practice: Guided reading groups with Read and answer Questions: passages based on student “The rescue” level.
Day 3: On Level: “The Case of the Pencil Box Thief” WEDNESDAY Independent Practice: Select Guided reading groups with passage based on student’s passages based on student independent level. level.
Day 4: Above level: “The Water Park Adventure” THURSDAY
• Review why and when Assessment: “Lost Layla” and Independent Reading after students ask and answer “The Trouble with Tuesdays” assessment. questions • Review types of questions. FRIDAY COMPREHENSION SKILL: GRADE:
FRIDAY THURSDAY WEDNESDAY TUESDAY MONDAY LESSON PRACTICE READING GUIDED GUIDED CENTERS Sample Packet Contents • Sample Core Comprehension Passage • Digital Guided Reader • Sample Task Cards Answer Questions Name: ______Date: ______560L The Playground Bully “Recess is in just five minutes!” said Tamia. “Oh boy. I hope Mrs. Trish has indoor recess today,” sighed Trayton. “Are you crazy? It’s a beautiful day!” exclaimed Tamia. “Jayden in Mr. Farrow’s class has been chasing me and threatening to beat me up every day. I’m scared to go out there again,” explained Trayton. Five minutes later the recess bell rang. Trayton dreadfully dragged his feet in line for recess. He knew Jayden would be outside waiting for him. As the class excitedly ran to the swings and monkey bars, Trayton quietly ducked behind a bush. “Hopefully Jayden won’t find me here,” Trayton thought to himself. Soon after, Trayton felt a shove from behind. He toppled over into the dirt. “Ouch!” Trayton screamed.
© Julie Bochese Answer Questions He turned around to see Jayden standing behind him, laughing at him. “Stop it!” Trayton said firmly to Jayden, “That hurt!” Jayden continued to laugh and point at Trayton. Trayton could feel tears well up in his eyes. Suddenly Tamia sprinted over to the two boys. “What’s going on over here?” she questioned, out of breath. “Jayden is being a bully,” Trayton explained, “He pushed me and I was just telling him that he needed to LEAVE ME ALONE.” Tamia looked sternly at Jayden. “He said STOP!” Tamia stated firmly to Jayden, “I suggest you listen.” In an instant, the three children were surrounded by ten other second graders. They all began chiming in. They told Jayden to stop being a bully. Jayden’s face turned red. He stammered, “I was just playing around.” “Bullying is NOT playing around,” Trayton explained with confidence. “No one would play with me…,” complained Jayden. “If you’re looking for friends to play with, we will be happy to play with you. But we don’t push, chase, or bully,” explained Trayton. Jayden looked down at the ground. “I’m sorry,” Jayden stuttered. “It won’t happen again.” “Let’s go play Freeze Tag!” suggested Tamia. “Sounds like fun!” All the other children screamed as they began running to the field. Trayton grabbed Jayden’s hand to lead him towards the game that was beginning.
© Julie Bochese Answer Questions Answer the following Questions. Underline the text evidence in the color indicated. If there is no crayon next to the question, you will need to infer the answer. You should still look for text evidence to help you infer. 1. Where does this story take place? ______
2. Why does Trayton hope they have indoor recess? ______
3. How does Trayton feel as he heads out to recess? ______
4. What does Trayton do when Jayden pushes him? a. Trayton cries. b. Trayton tells Jayden to leave him alone. c. Trayton calls Tamia over to help him. d. Trayton invites Jayden to play Freeze Tag.
© Julie Bochese Answer Questions
5. When does Tamia come to help? a. Before Jayden pushes Trayton. b. After Jayden pushes Trayton. c. Before Jayden laughs at Trayton. d. After Trayton tells the teacher Jayden pushed him.
6. What does Tamia do to help Trayton? ______
7. Why is Jayden bullying Trayton? ______
8. How does Trayton react to Jayden at the end of the story? a. Trayton yells at Jayden. b. Trayton tells Jayden to leave him alone. c. Trayton invites Jayden to play with him. d. Trayton runs off to play with the other children and leaves Jayden alone.
© Julie Bochese GUIDED READER DIGITAL LINK
The Case of the Missing Pup (520L)
This is a sample in the middle of the 2nd & 3rd grade text complexity band. The full resource has the same story at three different levels and also includes a Google Slides version.
TIPS FOR USING DIGITAL READERS Audio Playback:
Audio playback is initiated on each page when students click the play arrow. The area of the playback controls have been minimized to reduce their impact on the surrounding text.
NOTE: Audio should not play automatically. If audio plays automatically, you must clear your browser cache or login to your browser as a guest.
Downloading PDF Versions:
PDF versions may be downloaded from the digital reader by clicking on the icon with the arrow pointing downward in the toolbar at the top of the screen.
Printing PDF Versions as Booklets:
To print the downloaded PFD as a booklet, open in Adobe, then select “print” or hit “ctrl p”.
From there, you can choose “booklet” under the “page sizing & handling” section of the print window.
Select “both sides” under booklet subset, and “left” under binding. Then hit “Print”.
The booklet will print so that it can be folded down the middle to form a printed reader! Like What You See? You can find all these resources and more in the Common Core Kingdom Store
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1. Centers 2. Scoot: Pass out one card for each student. Set a timer and say, “scoot!” when the timer goes off. Students move seats to the next card. They continue to rotate until they are back at their original seat. 3. Scavenger Hunt: Hide cards around the room. Students search for cards and answer them. 4. Jenga: Number Jenga blocks. Students stack the blocks, then take turns pulling blocks. Students answer the corresponding number card. 5. Whole class practice: Teacher displays card on the projector. Students answer on mini white boards. 6. Exit Tickets: Give each student a task card at the end of the lesson. Have them answer on a sticky note. 1. Answering Questions 2. Answering Questions Landon threw on her bright pink shirt. Her cabin mates at Camp Tikiwawa The old sign above the store read “Your Story Bookstore.” Ainsley peered inside. wore a pink shirt too. They huddled together and put their hands in the circle, one She did need a new book to read. She opened the door and went inside. The store clerk on top of the other. “Pink power!” they all shouted as they threw their hands in the welcomed her. She picked up a book from the shelf and opened it. Twinkly sparkles came out from the pages. The pages were blank. “That’s strange,” thought Ainsley. She opened air. They headed out the door for the most fun day of camp, “Color Wars”. Color another book. Its pages were empty. She opened another, and another, all had blank pages. Wars was a day when each cabin chose a color to wear and competed against the She looked at the clerk because she felt very confused. other cabins in events like the three-legged race, swimming, and canoeing. The very The clerk said, “This is a very special bookstore. Choose your book, and the book first event was going to be tug-of-war. Landon could not contain her excitement. will write your story inside.” Ainsley chose a book. She opened it, and there was the story of her life. In the middle of the book was a chapter about Ainsley going to the Your Story What will most likely happen next in the story? Bookstore. The rest of the pages; however, were blank. The story stopped at the moment a. Landon would become frustrated with her teammates and quit tug-of- that was happening now. war. Why were the rest of the pages most likely blank? b. Landon’s team would participate in the canoe race. a. The book was saving the rest of the pages for what happens next in c. Landon and her teammates will work together to try to win the tug-of- Ainsley’s life. war event. b. The book ran out of ink to write the rest of the story. d. Landon would call her parents to pick her up because she is homesick. c. The book was not working correctly. d. The book decided it did not want to write Ainsley’s story, after all.
3. Answering Questions 4. Answering Questions My name is Violet Carol Grubb. I know what your thinking; it is an On Fridays, my family has game night. We play all kinds of unusual name. It turns out it wasn’t quite as uncommon as I thought. On the third board games together while we laugh and tell stories. One night, during a very day of the third grade, we got a new student. She smiled as our teacher Miss Fox close game of Squirrel Rescue, my brother Henry rolled the dice, and it brought her to the front of the room. “Class, this is our new student, Violet Grubb,” landed on “one”. This meant he was going to fall even further behind the rest said Miss Fox. I was so surprised that my eyes almost popped out of my head! I of my family in the game and would probably lose. He looked at the board and raised my hand immediately. “Miss Fox, I think you are confused. I am Violet Grubb.” saw my sister Piper, my mom, and my dad’s game pieces far in front of his. Miss Fox shook her head and told me that she was not confused. She said that His eyebrows scrunched, and he frowned. He stood up from the table, threw although it was hard to believe, we were going to have two Violet Grubbs in our the dice across the room, stomped his feet as he ran to his room. He yelled, class. Miss Fox asked Violet to share about herself. As the other Violet talked, I “I’m not playing anymore! I quit” behind him. realized we had even more in common than our names. I couldn’t wait to get to know the other Violet. Why was Violet surprised? How was the narrator’s brother most likely feeling? a. Violet was surprised Miss Fox was being friendly. a. Frustrated b. Violet was shocked that there was a new student. b. Friendly
c. Violet was shocked that the new student had a different name. Bochese Julie c. Thrilled d. Violet was shocked someone else had the same name as her. © d. Nervous 5. Answering Questions 6. Answering Questions The playground was divided. On the monkey bars side was the boys. On the slide “ Jimena and Lucia, please come to the front desk in the office.” the side were the girls. The entire second grade had decided boys and girls could not be friends speaker announced. Jimena began to get nervous. She thought quickly about – no matter what. They played separately at recess and ate separately at lunch. One day what she might have done to get in trouble. She could not think of a single at lunch, Nina decided enough was enough. She stepped up onto her table and said, “My best friend is Oliver. I miss him. It doesn’t matter if he is a boy or a girl. I want to spend thing, at least not this week. The girls got up from their desks and went time with him. He makes me laugh, is my favorite person to play tag with, and knows so together to the school office. When they arrived, Miss Jenny, the school much about dinosaurs.” secretary, handed them an empty fishbowl with a note inside. The note read, One by one, students started to stand up. They shared the same feelings about “Please fill this fishbowl up with water and take it to Miss Howell. She has a playing separately at recess. Then and there, the second grade made a decision – together. surprise for your class.” The girls were a bit confused but did exactly what The next day at recess, the boys joined the girls’ kickball game. The girls played tag with the note asked. the boys, and boys and girls swung next to each other on the swings. Nina yelled, “Tag! You’re it!” as she tagged Oliver. What is most likely Miss Howell’s class surprise? What decision did the second grade make at the end of the story? a. A field trip a. Boys and girls should still not play together. b. Only Nina and Oliver could play together. b. A science experience c. Boys and girls should be able to play together at recess. c. A fish for a class pet d. Neither boys nor girls should play tag at recess. d. A new decoration for the classroom
7. Answering Questions 8. Answering Questions I peer out the bars of my cage and do my best to fluff my fur and Daisy arrives at her babysitting job, soaking wet from riding her look really cute. A family is here! They are searching for the perfect pet to bike in the rain. Jane and Jack scurry to greet her with big hugs as she complete their family. I just know it is me. I love all the kind humans who have taken comes into the door. She loves those kids! After their parents leave, they great care of me, but it is time I find my people, my new family to love. I wag my settle in for pizza and a movie. Then, the rain picks up and hits hard against tail excited as a tiny little girl walks by. Her big blue eyes pause when she notices the windows and the roof. Lighting crashes loudly. The power goes out, and me. She comes closer. She smiles and pets me through the bars. “Mama, it’s him! He Daisy and the kids are sitting in a pitch-black house. They can’t see anything! is the one. I know he is supposed to be ours. I just know it.” My heart beats so Then, they hear a horrible screech and a thud outside the living room hard with excitement. I know too, these are my people. Today, I’m going to be window. Daisy feels a chill go up her spine. adopted! It is the best day ever! What best describes the setting of the story? Who is telling the story? a. Enjoyable a. A family b. A young girl b. Entertaining c. A dog c. Frightening d. An animal shelter volunteer Bochese Julie d. Boring ©
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