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Language Arts Curriculum Guide - page 25 / 70

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ALL TEXT: Recreational, Textual & Functional

Link to State Standard

2.0 READING COMPREHENSION: Structural Features of Informational Materials and Comprehension and Analysis of Grade Level Appropriate Text. 3.0 LITERARY RESPONSE AND ANALYSIS: Narrative Analysis of Grade-Level-Appropriate Text

GRADE 2: READING ACROSS THE CURRICULUM

CUSD Standards: Levels of Inquiry

Sample Questions (What we think aloud)

INITIAL UNDERSTANDING

  • Specific Detail

  • Action, Reason,

Sequence

Reading The Lines Specific Detail

  • What? Where? When? Define the word…Describe…*How did…do…? *Identify the stated main idea. *Identify passage details. *Identify stated character traits. *Recognize stated word meanings. *Locate information in titles, tables of contents, and chapter headings. *Restate facts or details

Action, Reason, Sequence

  • When? *What happened first? *What happened next? *What happened last? *What happened between…? *What happened while…? *Which of these events happened first? *What happened after…? *Identify the sequence of details. *Put events in order. *Identify parts of simple directions *Given a set of story boxes, fill an empty box. *Why? *Identify characters’ motives.

INTERPRETATIO N

  • Inference

  • Extended

Meaning

Reading Between The Lines Inference

  • Infer the main idea of a paragraph or passage. *Interpret the meaning of a phrase. *Interpret figurative language. *Infer a sequence of events. The paragraph tells mainly *What is the main idea of this passage? * Implied, not stated: Who? What? Where? When? Why? What if? *Interpret character traits, actions, and motives. *They probably did…because… *Recognize cause and effect relationships. These directions tell you how to—This article shows you how to--? *Who is telling the story? *Who is the narrator? *Identify problems and solutions. Follow two-step instructions.

Extended Meaning

What is a good title *Predict outcomes The paragraph suggests that…You can tell that--, by? *A good nickname for the main character might be…? There is enough information in the story to…The paragraph establishes that? *What evidence can you find to support…? *Which sentence could you add to the…paragraph? *If you were to add a sentence to the end of the story, which would you add? *Make generalizations. *Predict outcomes. It is most likely that? From the story you cannot tell—Distinguish supporting details from main idea. *Interpret or apply simple directions to a situation or action.

*Determine what characters are like by what they say or do. and graphs. *Apply directions or rules.

*Interpret information from diagrams, charts

CRITICAL ANALYSIS

Reading Beyond The Lines Critical Analysis

  • Identify literary terms and devices *Distinguish common forms of literature (poems, drama, fiction, nonfiction). *Identify sound and word patterns (Alliteration or onomatopoeia). *Why would you read this passage? (reader’s purpose) What is the author’s point of view? *What is the author’s purpose? *The purpose of this article is to? *These directions will help you to--? *How are…and…alike? *How are…and …different? *If…then what? *Now that we have studies this, what can we conclude about…? *Which of these is a fact? Which of these is an opinion? Distinguish real from unreal…Distinguish true from untrue.

STRATEGIES

Strategies

  • Identify resources. *complete graphic organizers. *Complete outlines, webs, story boxes. *Locate

information in an index, table of contents or bibliography *State strategy used to answer a question.

Created by Dr. Virginia Boris, Associate Superintendent. Clovis Unified School District

Recreational (Fiction)

Textual (Non-Fiction)

Functional (Real World)

Types of Text Reading

Analysis of Literature; *Compare and contrast plots, setting, characters and different versions of the same story *Generate alternative endings Literary Terms: Plot, setting, character, and theme(s) Poetry: Identify use of rhythm, rhyme and alliteration

Text Features *Fonts and Effects Titles, Headings, Bold Face Print, Color Print, Italics. Bullets, Captions, and Labels *Cue Words and Phrases

For example, in fact, in conclusion, but, therefore, such as *Graphics Diagrams, tables, graphs, charts, maps, word bubbles, overlays

*Text Organizers Index, preface, table of contents, glossary, appendix

*Text Structures Cause & effect, problem & solution, question & answer, compare & contrast, description & sequence

Sour ces *Directions (2-step) *Recipes *Brochures *Handbooks *Schedules *Reference Charts *Advertisements

*Games Rules

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