Contents · A Monster Wrote Me a Letter is a humorous story about a mix-up that results in a visit between a boy and a monster . This text presents further opportunities for students

© 2014 Scholastic Canada Ltd. Literacy Place for the Early Years—Grade Two 1

Contents

Inside a Story Unit Support Teacher Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Preparing for the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Inside a Story Plan-at-a-Glance Chart . . . . . . . . . . . . . . . . . . 6

Part 1: Launching the Inquiry Introduce the Inquiry

Favourite Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Explore the Topic

Read Aloud: My Rows and Piles of Coins . . . . . . . . . . . . . . . 13

Shared Reading: A Monster Wrote Me a Letter . . . . . . . . . . . . . 17

First Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Second Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Third Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Shared Reading: An Interview with Tololwa M . Mollel . . . . . . . . 25

First Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Second Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Third Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Reflect on Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Part 2: Extending the Inquiry Researchers’ Workshop: . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Option 1: Independent Reading . . . . . . . . . . . . . . . . . . . . . 35

Option 2: Whole-Class Inquiry . . . . . . . . . . . . . . . . . . . . . 38

Option 3: Student-Led Inquiry . . . . . . . . . . . . . . . . . . . . . 43

Resource List for Inside a Story . . . . . . . . . . . . . . . . . . . . . . . 47

Possible Ways to Share Learning . . . . . . . . . . . . . . . . . . . . . . . 52

2 Literacy Place for the Early Years—Grade Two © 2014 Scholastic Canada Ltd.TABLE OF CONTENTS

Inside a Story BLMs KWHLAQ Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Somebody, Wanted, But, So, Then Chart . . . . . . . . . . . . . . . . . . 54

Character Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

A Monster Wrote Me a Letter BLMs . . . . . . . . . . . . . . . . . . . . . 56

Story Boxes Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Alphaboxes Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Word Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Inquiry Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Assessment Tools Inquiry Process Skills Checklist . . . . . . . . . . . . . . . . . . . . . . . 64

Inquiry-Based Literacy Skills Checklist . . . . . . . . . . . . . . . . . . . 65

Culminating Task Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Inquiry Circles Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Student-Led Inquiry: Collaboration Skills Checklist . . . . . . . . . . . . 68

Student Self-Assessment of Inquiry Groups . . . . . . . . . . . . . . . . 69

Student Reflection of the Inquiry Unit . . . . . . . . . . . . . . . . . . . 70

Grade Two Oral Language Assessment Scale . . . . . . . . . . . . . . . . 71

Oral Language Development Checklist – Grade Two . . . . . . . . . . . 73

High-Frequency Words Record Sheet . . . . . . . . . . . . . . . . . . . . 76

Word Solving and Building Record Sheet . . . . . . . . . . . . . . . . . . 77

Language Predictability Record Sheet . . . . . . . . . . . . . . . . . . . . 80

© 2014 Scholastic Canada Ltd. Literacy Place for the Early Years—Grade Two 3 TABLEOFCONTENTS

Summary:The Inside a Story unit is an inquiry into stories and what authors and illustrators do to create a great story . In this unit, students come to understand the key elements of a good story, how to evaluate the author’s craft, and learn strategies that will help them to write a good story, too . The framing question inspires inquiry into a variety of stories and the use of analysis and evaluation to determine the key components of narrative fiction, to identify the qualities of “good writing,” and to assess author’s craft . The unit also provides an opportunity for students to apply these new ideas and write their own stories, self-assess based on what they have learned about story writing, and celebrate their work with authentic audiences .

Big IdeasBig ideas are the broad, enduring understandings that should be retained long after students have forgotten many of the details of something they have studied . They go beyond discrete facts or skills or fragments of knowledge and focus on larger concepts, principles, or processes that develop over time and support students in future learning endeavours . The big ideas in the Inside a Story unit include:

• Narrative elements (setting, characters, problem, events, solution)

• Understanding author’s craft

• Evaluating literature

Framing Question

A critical thinking approach is stimulated when a key question focuses our thoughts . This framing question can cause us to ask new questions, to seek possible answers, to weigh options, and to determine the best solutions . It draws us deeper into an issue and helps us to make connections . The framing question for this unit is, “What makes a story great?”

Culminating Task

The culminating task is an open-ended possibility for students to respond to their learning and to share their findings in reference to the framing question . The culminating task of the inquiry unit can incorporate work completed by the whole class or written by small groups, partners, or individual students . Students should be given choice about how to present their learning .

Task: You have been asked by the Library Association to share what you know about what makes a story great. You will begin by creating a great story as a model for other writers. You can choose the method you think would be most effective to share your story with your classmates, the school, or with your community.

Unit Texts

In this unit, the Read Aloud, My Rows and Piles of Coins, is a realistic story set in Tanzania about a boy’s desire to buy a bicycle of his own . This realistic story provides an opportunity to engage the students with the inquiry topic by asking them to think

Inside a Story Unit SupportTeacher Background

For more about guided inquiry, see Inquiry Units in Grade Two in the online Inquiry Tools.

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2//images/pdfs/inquirytools/inquiryunits_gradetwo.pdf


about what makes a story interesting . As they analyze and evaluate this narrative, the students will determine the key components of narrative fiction and the qualities that make it interesting for the reader .

The Shared Reading texts in this unit present opportunities for students to explore the components of a story, the qualities of good writing, and what authors do to craft a good story in a whole-group setting and re-visit in small-group settings using the smaller copies of the text and/or the Audio CD .

A Monster Wrote Me a Letter is a humorous story about a mix-up that results in a visit between a boy and a monster . This text presents further opportunities for students to explore the qualities of good writing and continue to analyze these components and characteristics .

An Interview with Tololwa M. Mollel is an interview with the author of My Rows and Piles of Coins . This talented author is invited to share his opinions about what makes a story great . This interview develops and expands students’ thinking about what makes a great story and helps them to understand what an author does to write a great story that engages an audience .

Literacy Skill Development in this Unit

This unit stimulates and enhances several areas of literacy skill development: reading, oral language, critical thinking, writing, and working with words .

Reading/Viewing Skills Oral Communication Skills• usepre-readingstrategies

• identifymainideasandsignificantdetails

• gatherandrecallinformationfrommorethanoneplace(synthesize)

• sequenceandsummarizeinformationtohelpinsense-making

• evaluateinformation

• discussinterpretationsofthetext

• citeevidencetosupportopinions

• readwithfluency

• applyavarietyofreadingstrategiestounderstandthetextatadeeperlevel

• listenactivelyandcarefullytoothers

• respectdifferingideas

• askforclarification

• respondtootherstudents’questions

• engagesuccessfullyinpartner,small-group,andwhole-groupdiscussions

• stateideasclearly

• agreeanddisagreeconstructively

• useterminologyspecifictotheinquirytopic

© 2014 Scholastic Canada Ltd. Literacy Place for the Early Years—Grade Two 5 TABLE OF CONTENTS

Critical Thinking Skills Writing Skills• askquestions

• generateideasabouttheframingquestion

• supportideaswithrelevantevidence

• respondtootherstudents’ideas,questions,andarguments

• compareandcontrastideas

• gatherinformationpriortowriting

• takejot-notesaboutinformationintexts

• useorganizerstorecordthinking

• writeastorywithasetting,characters,aproblem,events,andasolution

• begintouseadjectivesandadverbstoenrichdescription

Working with Words

• userimepatternstoread,spell,andcreatenewwords

• gainexposuretoawiderangeofvocabularypertinenttothetopic


Scheduling

The time you take to explore this inquiry topic will depend on your preferences and the needs of your students . The Literacy Place for the Early Years guided inquiry units are designed to be flexible . The whole-group sessions in the “Launching the Inquiry” section of the unit will take approximately three weeks to implement . Depending on your choice for extending the inquiry, students may be involved in the inquiry process for another two to three weeks .

For details about the unit, see the Inside a Story Plan-at-a-Glance Chart .

Note: For descriptions of the Oral Language Activities, see the online Toolkit .

Preparing for the Unit

Inside a Story Plan-at-a-Glance ChartComponent Modelling or

Guided PracticeReading Strategy Focus

Oral Language Activities

Critical Thinking

Part 1: Launching the Inquiry

Introduce the Inquiry: Favourite Stories – Session 1

• modellingtheKWHLAQChart

• whole-groupdiscussion

• Think-Pair-Share• Brainstorming

• synthesizeandmakeconnections

Explore the Topic: My Rows and Piles of Coins– Session 2

• modellingtheSomebody,Wanted,But,So,ThenChart

Comprehension:• MakingConnections• Analyzing• Inferring• Evaluating

WordSolving:• topic-specific

vocabulary


• TurnandTalk• partnerdiscussions

• interpretinformationanddrawconclusions


A Monster Wrote Me a Letter – Session 3

• analyzingstoryelementsusingtheSomebody,Wanted,But,So,ThenChart

Comprehension:• Analyzing• Predicting• Inferring• Evaluating


• TurnandTalk• Think-Pair-Share



• modellingtheCharacterMap

Comprehension:• Analyzing• Predicting• Inferring

• SharingCircle• whole-group

discussion• Small-Group

Discussions

• compareandcontrastinformation

• examinealternatepointsofview


• listeningcarefullytoapartnerandpresentinghisorherideas

• modellingtheStoryBoxesOrganizer

• analyzingcharactersusingaCharacterMap

Comprehension:• Evaluating• Analyzing

WordSolving• rhymingword

patterns• compoundwords

• PairedInterview• whole-group

discussion• partnerdiscussions• Think-Pair-Share




Materials Needed

TeacherMaterials:

• Teacher’s Inquiry Notebook to be used for modelling the collections of information during Inquiry (You could use chart paper, an Interactive Whiteboard, or an iPad connected to a data projector .)

• Enlarged version of the KWHLAQ Chart (See Session 1)

• Enlarged version of the Inquiry Process for Student Investigations to display in the classroom . (See the online Inquiry Tools .)

StudentMaterials: (One each per student . See Inquiry Organizers in the online Inquiry Tools .)

• Inquiry Folder to organize various material used during the inquiry

• Inquiry Notebook to gather information while engaging in inquiry

• KWHLAQ Chart to access prior knowledge and to develop a plan for investigation during the inquiry unit

Inside a Story Plan-at-a-Glance Chart (continued)

Component ModellingorGuidedPractice

ReadingStrategyFocus

OralLanguageActivities

CriticalThinking

An Interview with Tololwa M. Mollel – Session 6

• generatingquestionsrelatedtothetopic

Comprehension:• Analyzing• MakingConnections• Synthesizing


• Small-GroupDiscussions

• FocusedReporting• Brainstorming

• synthesizesandmakesconnectionstoframingquestion


• generatingquestionsrelatedtothetopic

Comprehension:• Analyzing• Makingconnections• Synthesizing

• TurnandTalk• whole-group

discussion

• synthesizesandmakesconnectionsbetweeninformationandtoframingquestion


• howtointeractinaKnowledgeBuildingCircle

Comprehension:• Evaluating• Analyzing• Synthesizing

WordSolving:• topic-specific

vocabulary• compoundwords


• KnowledgeBuildingCircle

• synthesizesinformation

• evaluatesauthor’scraft

Reflecting on Learning – Session 9

• using3-2-1thinkingroutine

• partnerandwhole-groupdiscussions

• SharingCircle

Part 2: Extending the Inquiry

Researchers’ Workshop: Choose an option for Extending the Inquiry that best meets the needs of your students.

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/images/pdfs/inquirytools/io_kwhlaq_chart.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/images/pdfs/inquirytools/blms/inq_processtudentinvest_blm.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/images/pdfs/inquirytools/io_inquiryfolder.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/images/pdfs/inquirytools/io_inquirynotebooks.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/images/pdfs/inquirytools/io_kwhlaq_chart.pdf


Monitoring Progress

Using the guided inquiry model, the whole class is usually involved in Read Aloud and Shared Reading sessions; therefore, detailed diagnostic work is not viable . For observational assessment, which is best suited to these instructional approaches, you can choose two to three students to focus on each day and select one or two specific areas to observe during each session . This makes assessment more manageable and provides valuable data about skill development . For example, during one session, you might observe for one or two of the following:

• comprehension of ideas – by listening to students’ participation in oral discussions and responses to questions about texts . Does the student:

- make appropriate predictions about content? - express emotion (e .g ., laugh and look sad in the appropriate places)? - respond appropriately to questions about content? - initiate questions or comments about the text? - link the text to experiences, other texts, or world events? - have opinions about the content? - support opinions using evidence from the text?

• oral language – by listening to the clarity of oral expression and the listening skills demonstrated as students discuss and respond to texts . Does the student:

- listen or watch attentively? - show respect to others? - express ideas with clarity? - use grammatically correct speech? - participate in group discussions?

• critical thinking skills – by listening to students’ participation during group discussions or partner situations . Does the student:

- compare and contrast ideas? - effectively analyze and evaluate evidence? - examine perspectives and alternate points of view? - synthesize and make connections between information?

Prior to starting the unit, you may want to access and prepare the following inquiry assessment tools .

• The Inquiry Process Skills Checklist (see page 64) provides a checklist for you to observe and note student engagement with, and understanding of, the inquiry topic as well as the inquiry skills students develop through the process . If the same tool is used during each unit, you will be able to monitor student growth over time .

• The Inquiry-Based Literacy Skills Checklist (see page 65) enables you to observe the development of specific reading, writing, oral language, and critical thinking skills over the progression of the inquiry unit .

• The Culminating Task Rubric (see page 66) provides a scoring guide for the evaluation of students’ responses to the learning . The criteria for quality work should be shared (or created) with students throughout the inquiry unit .

• The Inquiry Circles Checklist (see page 67) provides a checklist for you to observe and note students’ use of inquiry and oral language skills during Inquiry Circles .

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/inqu_processchklist.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/inqu_basedchklist.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/culminatingtaskrubric.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/inquirycircleschklist.pdf


• The Student-Led Inquiry: Collaboration Skills Checklist (see page 68) enables you to observe students’ ability to function successfully in, and contribute to, collaborative groups .

• The Student Self-Assessment of Inquiry Groups (see page 69) provides a tool for students to evaluate their participation in the inquiry unit .

• The Student Reflection of the Inquiry Unit (see page 70) enables students to reflect on the success of the inquiry process .

There are other assessment tools for teacher and student use which can be accessed during specific times during the unit .

• The Grade Two Oral Language Assessment Scale (see pages 71–72) can be used to quickly observe and note oral language behaviours . Or, you may choose to use the Oral Language Development Checklist – Grade Two (see pages 73–75) for a more detailed monitoring of progress of students needing support in this area .

• Working with Words Checklists: High-Frequency Words Record Sheet (see page 76); Word Solving and Building Record Sheet (see pages 77–79); Language Predictability Record Sheet (see page 80) can be used to record observed development in knowledge of high-frequency words, word solving and building skills, and the use of context (language predictability) .

ELL NoteAlthough some of the descriptive vocabulary and concepts may be difficult for some, the topic of the Inside a Story unit will be accessible for most ELLs . In An Interview with Tololwa M. Mollel, the author speaks of the importance of writing about one’s own experiences; this could be an excellent opportunity for students from other countries to share personal stories about their own countries or cultural backgrounds .

You may want to enlist the help of parent volunteers or students fluent in the ELLs’ language . They can partner with the ELLs and together they can discuss the stories and interview in their own languages and work together on the activities . While listening to the words of the Shared Reading texts on the Audio CD, the ELLs’ partners can point to the written words, establishing the link to spoken and written language .

ELLs could be encouraged to practise reading the Shared Reading text, A Monster Wrote Me a Letter, to develop an awareness of vocabulary and oral reading fluency . They could use Wikki Stixs to circle and underline rhyming words or to match words and pictures . Encourage ELLs to choose a monster mask to take the role of the monster in the story as they read . Alternatively, ELLs can use the masks to demonstrate their comprehension of the story by acting out the story while it is being read to them .

Include a variety of wordless books in the unit resources . They can be used for repeated retellings of a story, with a language focus that can be differentiated depending on the levels and needs of various students, in order to develop and support students’ understanding of narrative elements and story structure .

You may choose to modify the assessment rubric by reducing the number of outcomes/criteria to be covered . The wording of the outcomes can also be modified to read, “begins to respond appropriately to questions,” and so on .

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/studentledinquirychklist.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/studentselfassessment.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/studentreflection.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/gr2orallangassessmentscale.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/oralangdevelopchklist.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/highfrequwordsrecord.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/wordsolvbuildrecord.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/langpredictrecordsheet.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/langpredictrecordsheet.pdf

10 Literacy Place for the Early Years—Grade Two © 2014 Scholastic Canada Ltd.TABLEOFCONTENTS

approximately 30 minutes

• classroom collection of favourite storybooks

• large sticky notes and markers

• chart paper with heading “Our Favourite Stories”

• enlarged version of KWHLAQ Chart (see page 53) This chart can be replicated on chart paper or displayed using an Interactive Whiteboard .

• chart paper for concept map—post framing question in the middle

• chart paper with heading “Ways to Find Information”

• Inquiry Notebooks (one per student)

whole class, partners, and individuals

• In preparation for beginning the inquiry unit, ask students to select a favourite storybook that they have read . Encourage students to bring a book from home or to select one from the classroom library prior to beginning the lesson . Prepare a special display area in the classroom where these books can be shared for the duration of the inquiry unit .

• Introduce the inquiry topic by asking students to think about the question, “What makes the story one of your favourites?”

• Model the thinking with a storybook that you have already read to the class . Focus on characteristics such as descriptive detail, personal connections, an introduction that catches the reader’s attention, funny characters, or a satisfying conclusion .

Part 1: Launching the InquiryIntroduce the InquirySESSION 1

FavoUrITE STorIES

Time:

Materials:

Grouping:

Reading Strategy Focus


Critical Thinking


• Think-Pair-Share

• Brainstorming

• synthesizeandmakeconnections

FoSTEr CUrIoSITY

Today we are going to discuss something that is important to all of us—reading, especially stories that we enjoy. I want you to think about the story you chose and be ready to share one reason why it is a favourite.

I have selected the book Pete the Sheep-Sheep. This is one of my favourite stories because Pete was such an interesting character. He didn’t act like the other sheep or like the sheepdogs who herded the sheep.

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/kwhlaqChartBLM.pdf



• Create an “Our Favourite Stories” classroom chart to record students’ ideas . Give each student a large sticky note to record his or her response (including student’s name and book title) . You may choose to have the students write on the sticky notes and then post them on a chart or you may complete the chart as students are sharing orally . The sticky notes can be placed on the books and displayed for students to reread throughout the inquiry unit . Encourage students to add other book titles and what they liked about the books to the chart through the unit . Alternatively, students could keep a list in their Inquiry Notebooks .

Activate and Build Background Knowledge

• Access students’ prior knowledge of the inquiry topic using an enlarged version of the KWHLAQ Chart (see page 53) . Allow time for students to do a Think-Pair-Share about information they think to be correct about the topic .

• Record each idea on a large sticky note and place it on the KWHLAQ Chart in the “What do I think I know?” column (see the example on the next page) . Explain to students that as the class researches the topic, ideas on the sticky notes will be confirmed and moved to the “What have I learned?” column . Explain that in order to research a topic, it is important to ask questions and put them in the “What do I want to learn?” column and then think about ways to find the answers and put them in the “How do I find out?” column . New information that is gained through the investigation is posted in the “What have I learned?” column and plans for how to use the information will be recorded in the “What action will I take?” column and questions raised from the new information and actions will be added to the “What new questions do I have?” column .

I shared why Pete the Sheep-Sheep is one of my favourites. Now I want you to take turns sharing your favourite books and telling one thing that you like best about the book. Then we will record your ideas.

Name Title of Book What I Liked About the Book…

�Mrs.�Sing �Pete�the�Sheep-Sheep Pete�was�an�interesting�character�–�he�didn’t�act�like�other�sheep�or�like�sheepdogs

Before we explore a topic, it is a good idea to make connections to what we already know. We have shared our favourite stories and talked about why we liked those stories. Now I want you to discuss this question with a partner, “What do you think you know about what is important in a story?” and then we will record your ideas.



http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/images/pdfs/toolkit/tk_ol_activities/tk_thinkpairshare.pdf


• Explain the purpose of the inquiry and introduce the framing question .

• Hold a Brainstorming session so that students can pose initial questions or topics which might be helpful in answering the framing question . Create a concept map to record students’ initial thinking about the topic .

KWHLAQ Chart

WhatdoIthinkIknow?

WhatdoIwantto

learn?

HowdoIfindout?

WhathaveIlearned?

WhatactionwillItake?

Whatnewquestionsdo

Ihave?

It’s�important�to�have�interesting�characters

*adaptedfromWhy Are School Buses Always Yellow?byJohnBarell

Observe and make note of the information provided by the students to assess interests, knowledge, and needs .

Tip: Teaching

ProvIDE THE FraMING QUESTIoNDuring our inquiry, we will explore many aspects of stories to find solutions to the question, “What makes a story great?” If we are to solve this problem, what do we need to find out? How can we find out answers to this question?

Possible Responses for Concept Map (maybeverysparseinitially)

interestingcharacters

action makesmethink

makesyouwanttoreaditagain

Doeseveryonelikethesamestories? partsthatare

funny

Itremindsmeofsomethingthathappenedtome.

colourfulillustrations

Whatkindsofstoriesaregreat?

Whatmakesastorygreat?

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/images/pdfs/toolkit/tk_ol_activities/tk_brainstorming.pdf


• Ask students to brainstorm various ways to investigate answers to this question (e .g ., picture books, wordless books, magazines, books about writing, videos, authors’ Websites, writing resources, blogs, talking to experts, field trips, guest speakers, talking together, etc .) . Post their thinking on a chart entitled “Ways to Find Information .” Throughout the unit, students can make additions to the list .

• Explain to students that throughout the inquiry unit they will be gaining information about what makes a story great . At the end of the inquiry process, they will share their learning and their own stories with others .

Written by Tololwa M. Mollel, Illustrated by E. B. Lewis

Text Type: Fiction: Narrative—Realistic Story

Summary: My Rows and Piles of Coins is a realistic story set in Tanzania and about a boy’s desire to buy a bicycle of his own .

Text Features Visual Literacy

• text in italic type • illustrations

• Author’s Note

• glossary


• My Rows and Piles of Coins

• enlarged version of the Somebody, Wanted, But, So, Then Chart (see page 54)

• individual copies of the Somebody, Wanted, But, So, Then Chart

• “What makes a story great?” concept map (from Session 1)

• chart paper with heading “Collecting Good Ideas”

• class version of the KWHLAQ Chart (from Session 1)

• large sticky notes and markers (optional)

• students’ Inquiry Notebooks (from Session 1)

whole class and partners

INTroDUCE THE CULMINaTING TaSK

You have been asked by the Library Association to share what you know about what makes a story great. You will begin by creating a great story as a model for other writers. You can choose the method you think would be most effective to share your story with your classmates, the school, or with your community.

Explore the Topic

SESSION 2

rEaD aLoUD: MY rowS aND PILES oF CoINS

Time:

Materials:

Grouping:

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/somebodywantedchart.pdf


ModellingorGuidedPracticeOpportunities:

• modelling the Somebody, Wanted, But, So, Then Chart

AssessmentOpportunities:

• contributions to whole-group and partner discussions

• Provide background information about the book . Read the Author’s Note on page 32 to the class and discuss what life is like in Tanzania and how it is different than life in Canada .

Set a Purpose for Reading

• Provide a purpose for reading by discussing the importance of organizing ideas to make a story interesting and understandable to the reader .

• Have students Turn and Talk with a partner to identify important features that should be included in a great story (e .g ., characters, setting, problem, solution) .

• Introduce the Somebody, Wanted, But, So, Then Chart (see page 54) and explain that you will be using this chart to discuss the story and record the important features after reading .



Critical Thinking

Comprehension:

• MakingConnections

• Analyzing

• Inferring

• Evaluating

WordSolving:

• topic-specificvocabulary


• TurnandTalk

• partnerdiscussions



BEForE rEaDING

Making connections

Today you are going to listen to a narrative story called My Rows and Piles of Coins. The author of this book is Tololwa M. Mollel. He writes about a boy who lives in Tanzania and really wants to have a bicycle. Listen to what the author has to say about life in Tanzania.

Analyzing

Narrative stories are written in an organized way to engage the readers and help them understand the message of the story. What are some important features that are included in narrative stories?

Here is an example of how important features or elements in a narrative story can be organized. This organizer helps writers to plan a story in a way that is interesting for the reader. Listen carefully as I read the book and think about these key ideas so we can retell or summarize the story.



http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/toolkit_pdfs/tk_turnandtalk.pdf


• As you read the book to the class, pause on each page to examine the illustrations and discuss what is happening in the story . Alternate between asking students to discuss as a whole group and with partners . Prompts for discussion could include:

- Why do you think the title is My Rows and Piles of Coins?

- Who are the main characters?

- What do you think Saruni will do with his money?

- What is Saruni’s problem?

- Do you think Saruni will be able to save enough money for a new bike?

- Have you ever had to save money for something you really wanted? How does it feel to have to wait?

- How did Saruni feel when he couldn’t buy the new bike?

- How did his father help him?

- Why do you think his parents gave him back his money?

- Why do you think Saruni was saving his money at the end of the story?

- How would you describe Saruni? Why?

• The author includes some Swahili and Maasai words in the story . Point out these words in the story and discuss what they mean in context .

- Page 5 – Saruni - Page 6 – chapati, sambusa - Page 9 – Yeyo - Page 12 – Murete - Page 26 – Oi - Page 27 – pikipiki, tuk-tuk-tuk-tuk-tuk

Note: See the Author’s note on page 32 for definitions for these words as well as correct pronunciations .

Revisit the Purpose for Reading

• Ask students to think about the key features of the story and share their ideas as you work together to complete the Somebody, Wanted, But, So, Then Chart .

SomebodyWhoisthemain

character?

WantedWhatdidthemain

characterwant?

ButWhatistheproblem?

SoHowdidthemain

charactertrytosolvetheproblem?

ThenWhatwastheresolutionor

outcome?Howdidthestoryend?

DUrING rEaDING

Analyzing

Analyzing

Inferring

Analyzing

Inferring

Making connections

Evaluating

Analyzing

Analyzing

Analyzing

Evaluating/synthesizing

aFTEr rEaDINGHow does the organization of the story help to make it a good story?


Possible Responses:

• Review the Somebody, Wanted, But, So, Then Chart . Discuss how this organizer can help when reading to find the main ideas and to summarize the story . Provide individual copies of the chart for students to use during independent reading of books selected from the classroom collection of favourite storybooks . Charts can be kept in the students’ Inquiry Notebooks .

• Review the “What makes a story great?” concept map from Session 1 . Ask students if they think that My Rows and Piles of Coins included any of these characteristics . Add any new characteristics to the concept chart based on student reactions to the story . Use a different coloured marker when adding new ideas .

Link to the Framing Question

• Refer to the framing question, “What makes a story great?” Ask: - Was there anything surprising or interesting in the book? - Was there anything confusing or hard to understand? - What did you like about the story? - Would you change anything? - What did the illustrations make you feel? - Do you think the author wrote a great story? Why or why not?

• Begin a “Collecting Good Ideas” anchor chart and record students’ suggestions about ways to share learning . The chart can be referenced and added to throughout the unit .

• Return to the class version of the KWHLAQ Chart and review ideas in the “What do I think I know?” column . Have students decide whether the ideas have been confirmed and move the sticky notes to the “What have I learned?” column and also add new information learned here . Record any new questions and ways to find answers and place the sticky notes in the “What do I want to learn?” and the “How do I find out?” columns . Add suggestions to the “What actions will I take?” column .


character?


characterwant?


SoHowdidthemain




Saruni Saruni�wanted�to�buy�a�new�red�and�blue�bike.

He�doesn’t�have�enough�money.

He�saves�all�the�coins�he�earns�helping�his�mother�at�the�market.He�practisesriding�his�father’s�bike.

After�a�long�time,�he�still�doesn’t�have�enough�money�to�buy�the�new�bike.His�father�gives�him�his�old�bike.

What makes this story great?

Evaluating


Written by Nick Bland

Text Type: Fiction: Narrative—Humorous story

Summary: This is a humorous story about a mix-up that results in a visit between a boy and a monster .


• point of view identified • illustrations

• word in capital letters for emphasis


• A Monster Wrote Me a Letter (Big Book)

• class version of Somebody, Wanted, But, So, Then Chart (from Session 2)



Modelling or Guided Practice Opportunities:

• analyzing story elements using the Somebody, Wanted, But, So, Then Chart

Assessment Opportunities:

• participation in and contributions to partner and whole-group discussions

SESSION 3

SHarED rEaDING: a MoNSTEr wroTE ME a LETTEr

The teaching plans for each Shared Reading text have been divided into multiple sessions focusing on three separate readings of the text to develop students’ fluency and deeper understanding of the content and author’s message . These sessions are numbered sequentially but you may choose to revisit each text at various times over the course of the unit . Select ideas from the “Further Readings” section (e .g ., Comprehension and/or Working with Words) based on the needs of your students . Rereadings can occur with a whole-class group or in small groups . If you have students who need more support, consider a small-group session using the small versions of the texts to provide more individualized assistance .

Tip: Teaching

FIrST rEaDING

Time:

Materials:

Grouping:



Critical Thinking

Comprehension:

• Analyzing

• Predicting

• Evaluating


• TurnandTalk





• Explain that the class will be reading a funny story called A Monster Wrote Me a Letter by Nick Bland . Show the students the cover of the book and ask them if they think this story could be true . Compare the book to My Rows and Piles of Coins and ask students if they think the stories will be similar or different .


• Ask students to read the story with you and look for the specific story features . Review the Somebody, Wanted, But, So, Then Chart to reinforce the important features in organizing a story .

• As you read the text together, pause on each page to examine the illustrations and discuss what is happening in the story . Alternate between asking students to discuss as a whole group and having them Turn and Talk with partners . Provide prompts for discussion .

- Read the back cover together . Discuss the questions as presented .

- Read page 4 together and look at the picture on page 5 . Provide time for students to study the picture and think about what they know about the story so far . Have partners discuss what they see and discuss what they know about the story so far (characters, setting, plot) .

- Read pages 6 and 7 together and ask: - What does the boy think about the monster? Why? - What do you think he will write in his letter to the monster?

- Read pages 8–11 together and ask: - What is the mistake or problem? - How does the monster feel about meeting the boy? - What do you think is going to happen when they meet? - What are you noticing about the illustrations?

- Read pages 12–15 together and have the students discuss what the boy is doing to prepare for the monster’s visit .

BEForE rEaDING

Do you think this story could really happen? (Give students a chance to respond). Both this book and My Rows and Piles of Coins are examples of narrative fiction. How do you think they might be different? How do you think they might be the same?

AnalyzingWe used the Somebody, Wanted, But, So, Then Chart to identify the important story features in My Rows and Piles of Coins. Let’s read this new story together and look for the important story features.

DUrING rEaDING

Predicting

Analyzing/synthesizing

InferringPredicting

AnalyzingInferring

PredictingAnalyzing

Synthesizing



- Read pages 16 and 17 together and discuss what the monster is doing to prepare for his visit to the boy’s house . Then ask:

- What is surprising about the characters and their actions so far? - Describe how each character is feeling? - What do you think will happen when they meet?

- Read pages 18–21 together and discuss further what the boy is doing to prepare for the monster’s visit .

- Read pages 22 and 23 together and discuss how the boy felt when he met the monster .

- Read pages 24–29 together and ask students to discuss what the monster and the boy are doing together . Ask:

- How did the boy treat the monster? - How did the monster react? - What happened to the boy’s little sister?

- Read to the end of the story together and ask: - How was the problem resolved? - Why do you think the boy and his little sister were sleeping together in the

living room? - Do you think the illustrations made the story more interesting or appealing?

Why or why not?


• Review the story elements or features using the Somebody, Wanted, But, So, Then Chart and ask students to help you complete each section .

• Use the Think-Pair-Share strategy to have students discuss how the story was organized . Compare the organization of this story to the organization found in My Rows and Piles of Coins.

EvaluatingInferring

Predicting

Analyzing

Inferring

EvaluatingEvaluating

Inferring

EvaluatingInferring

Evaluating

aFTEr rEaDING


character?


characterwant?


SoHowdidthemain




A�monster,�a�boy,�and�his�little�sister

The�monster�wanted�to�visit�his�cousin�Fred�who�lived�in�the�boy’s�house.

The�boy�got�the�letter�and�thought�the�monster�was�going�to�visit�him.

The�boy�wrote�back�and�invited�the�monster�to�visit.

The�boy�and�the�monster�had�fun�together.�The�monster�stayed�and�lived�with�his�cousin�under�the�boy’s�bed.

Let’s compare this story, A Monster Wrote Me a Letter, with the text, My Rows and Piles of Coins. How are they similar? How are they different? Which one did you like the best? Why?

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/toolkit_pdfs/tk_thinkpairshare.pdf



• Hold a whole-group discussion to help students link the information learned so far to the framing question . Use the following prompts to guide the discussion:

- What did we learn about story features from this text? - Why are interesting characters important? - How does the plot help make a great story? - Why are an interesting problem and satisfying solution important to a great

story?

• Add sticky notes to the class KWHLAQ Chart to record new understandings, possible actions, and new questions .



• enlarged Character Map (see page 55)

• A Monster Wrote Me a Letter BLMs (see pages 56–59) One per student .


whole class, small groups, partners or individuals


• modelling the Character Map


• contributions to whole-group and small-group discussions

• ability to analyze characters in small groups

SESSION 4


SECoND rEaDINGTime:

Materials:

Grouping:



Critical Thinking

Comprehension:

• Analyzing

• Predicting

• Inferring

• SharingCircle



• compareandcontrastinformation

• examinealternatepointsofview

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/charactermapblm.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/monsterwroteblms.pdf



• Explain that stories are often told by one of the characters in the story (the narrator) . We learn about the other characters, the problem, events, and solution from this person’s point of view . Explain that authors develop a specific “voice” for the narrator . This helps us to better understand that character and how she or he thinks and feels .

• Review My Rows and Piles of Coins and use a Sharing Circle to give students a chance to think back to the story and discuss what they learned about Saruni’s character through his voice and point of view (e .g ., he was hopeful, hardworking, and determined) .

• Explain that A Monster Wrote Me a Letter is narrated by two different characters—the boy and the monster . Show them pages 4, 8, 12, and 16 and ask them to point out how the author helps us to identify who is telling the story on these pages .


• As they read, ask students to think about each character’s voice and think about what it tells us about these characters and their feelings .

• As you read the text together, identify the change in narrator on pages 4, 8, 12, and 16 . Pause on each page to discuss the narrator’s voice and discuss how this helps us to understand the characters . Prompts for discussion could include:

- What is the character saying and doing?

- What does this tell us about how the character looks (appearance) and how the character feels (emotions)?

- How will the boy’s actions and appearance affect the monster?

- How will the monster’s actions and appearance affect the boy?

BEForE rEaDING

When we read a good story we can hear the voice of the narrator. For example, in My Rows and Piles of Coins the narrator was the little boy, Saruni. We learned about his problem, the other characters in the story, and what he did to solve his problem through his voice. We learned a lot about his character and his feelings by how he told the story.

The point of view tells through whose perspective the story is viewed . The first person point of view uses “I .” The narrator, often the main character, tells the story in his or her own words . This point of view allows the writer to show the character’s personality because every thought, feeling, and opinion expressed in the narrative comes from that character . The author must know the main character very well before starting the story; an undeveloped character will not hold the reader’s interest . The narrative voice is the way in which a writer expresses the character’s personality . The way a character speaks, thinks, and feels, along with his or her specific strengths and weaknesses will affect how the story is told .

Tip: Teaching

InferringIn A Monster Wrote Me a Letter there are two characters that act as narrators. The author has identified the narrator for us on certain pages. As we read, I want you to think about each character’s “voice” and how this helps us understand these characters and their feelings. Be ready to share your ideas.DUrING rEaDING

Analyzing

Analyzing/inferring

Predicting

Predicting

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/toolkit_pdfs/tk_sharingcircle.pdf



• Display an enlarged version of the Character Map (see page 55) and explain each section of the map (“Actions,” “Says,” “Feelings,” “Appearance,” and space for a drawing) .

• Divide the class into small groups (3 or 4 students) to complete a character map for the monster . Provide support as needed as groups work together in Small-Group Discussions . Bring the students back together and give each group a chance to share their completed character maps .

• Use the completed character maps to have students discuss how the author developed each character’s voice .

• Invite students to think about other ways that a monster might respond to the letter from the boy . Provide each student with a copy of a monster mask (see A Monster Wrote Me a Letter BLMs on pages 56–59) and allow time for students to individualize the masks . In partners or individually, students can use the masks to think about what the monster might say, feel, and do if he got a letter to visit someone . Encourage the students to respond in a way that really shows the monster’s personality (thoughts, feelings, actions, etc .) .


• Help students link the information learned so far to the framing question by asking, “What did we learn in this text about developing a character’s voice that would be helpful when answering our framing question, ‘What makes a story great?’”


approximately 30 minutes (plus extra time for optional Further Readings)


• class version of the Somebody, Wanted, But, So, Then Chart (from Session 2)


• class “Collecting Good Ideas” chart (from Session 2)

• Story Boxes Organizer (see page 60) (optional)

• individual copies of the Character Map (see page 55)

• Inquiry Folders (one per student; optional)

whole class, small groups, partners, and individuals

aFTEr rEaDING

Analyzing

Character maps can help us identify important information about the boy and the monster in our story. Let’s work together to complete a character map for the boy.

SESSION 5


THIrD rEaDINGTime:

Materials:

Grouping:


http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/monsterwroteblms.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/storyboxorganizerblm.pdf


http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/toolkit_pdfs/tk_smallgroupdisc.pdf





• listening carefully to a partner and presenting his or her ideas

• modelling the Story Boxes Organizer

• analyzing characters using the Character Map


• contribution of ideas to whole-group and partner discussions

• recall and presentation of partner’s ideas


• Use the Paired Interview oral language activity and ask the students to think about their favourite part of the story and be prepared to tell why it is their favourite .


• Tell students that you will be rereading the story together to examine what the author did to make the story interesting to read .

• As you read the text together, pause on each page to discuss what the students like, why they like it, and what the author did to make the story interesting . Alternate between asking students to discuss as a whole group and with partners . Prompts for discussion could include:

- How does the introduction “hook” us into reading more? - How does the rhyme and rhythm of the writing make us feel as we are reading? - What type of descriptive words does the author use to paint pictures of what

is happening in the story? How does this help the reader understand the story better?



Critical Thinking

Comprehension:

• Evaluating

• Analyzing

WordSolving:

• rhymingwordpatterns• compoundwords

• PairedInterview


• partnerdiscussions




BEForE rEaDING

The goal of a Paired Interview is to have students pay close attention to their partner so that they can report back their partner’s ideas in the sharing circle .

Tip: Teaching

Analyzing/evaluating

DUrING rEaDING

Evaluating

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/images/pdfs/toolkit/tk_ol_activities/tk_pairedinterview.pdf


- The author tells the story from two different points of view . How does this keep us interested in the story?

- How does the conclusion of this story make us feel? Do you think this is a good way to end the story? Why?


• Using a Think-Pair-Share activity, ask students to decide on what they think are the two most important things the author did to make this a great story .

• Add any new ideas to the class KWHLAQ Chart .


• Focus on the question, “What makes a story great?” and ask students to think about what they now know and how they can share this knowledge with others . Add ideas to the class “Collecting Good Ideas” chart .

• Return to the class version of the KWHLAQ Chart and review ideas in the “What do I think I know?” column . Have students decide whether the ideas have been confirmed and move the sticky notes to the “What have I learned?’ column and also add new information learned here . Record any new questions and ways to find answers and place the sticky notes in the “What do I want to learn?” and the “How do I find out?” columns . Add suggestions to the “What actions will I take?” column .

Working with Words

• Have students reread the text to look and listen for words with a rhyming pattern . Each page has several examples of rhyming word patterns . To explore these with the students, divide the students into partners or small groups to “hunt” through the book to find word patterns . They can also add other words that fit the same pattern . Some common rimes that you may want to reinforce include:

- “ay” on pages 4 and 8 - “ite” and “ight” on pages 6 and 10 - “ea” and “ee” on pages 12, 13, and 23 - “ace” and “ase” on page 21

• Incorporate these rimes into your Working with Words centre . Students can build words with selected patterns .

aFTEr rEaDING

EvaluatingThink about how the author made this a great story, then share your ideas with your partner. Together, decide on what you think are the two most important things and be ready to share your ideas with the class.

We have been gathering ideas about what makes a great story. How might you share this information with others?

FUrTHEr rEaDINGS

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/toolkit_pdfs/tk_thinkpairshare.pdf


• Tell students that the story contains some compound words . If this is the first time in teaching compound words, explain that compound words are two smaller words put together to make a new word such as “upstream” (“up” and “stream”) . Discuss how to approach a compound word when reading—break the word into the two smaller parts . Explain that to understand the word, it is helpful to think about the meanings of the small parts; however, sometimes this does not always work (e .g ., “fireflies”) .

• Reread the text together . Instruct students to raise their hand when they read a compound word . Write the two parts on a Compound Words chart . Have students work in small groups to brainstorm other examples of compound words . Add these examples to the Compound Words chart .

Comprehension

• Review the class version of the Somebody, Wanted, But, So, Then Chart and have students practise retelling or summarizing the story in small groups .

• Introduce the Story Boxes Organizer (see page 60) and point out how it is similar to or different than the Somebody, Wanted, But, So, Then Chart . Students can work with partners or in small groups to review the story and complete the Story Boxes Organizer . Provide support as needed .

• Provide individual versions of the Character Map (see page 55) for students to use to analyze main characters in stories they are reading independently . Provide time and opportunities for students to share these with the class . Copies can be kept in the students’ Inquiry Folders .

Written by Tara Harte

TextType: Non-fiction: Retell—Interview

Summary: This information text is an interview with the author of My Rows and Piles of Coins, Tololwa M . Mollel, who shares his ideas about what makes a good story . This text encourages students to learn more about an author’s craft and to consider what makes a story great .

Both of these organizers are helpful for reading and writing. When you are reading and retelling a story, the organizers can help you include all the important information. When you are writing your own story, the organizers can help you plan your story well.

After several rereadings, the Big Book, six small books, and the Audio CD of the fluent reading of the text can be placed at a centre . They can be used for rereading, for building fluency of an increasingly familiar text, and for extending comprehension .

Tip: Teaching

SESSION 6

SHarED rEaDING: aN INTErvIEw wITH ToLoLwa M. MoLLEL

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/storyboxorganizerblm.pdf





• question-and-answer format • photograph

• bold text for questions • illustration with caption


• An Interview with Tololwa M. Mollel (Big Version)

• chart paper and markers

• “What makes a story great?” concept map (from Session 1)

• class “Ways to Find Information” chart (from Session 1)


whole class, small groups, and partners


• generating questions related to the topic


• participation in and contributions to partner and whole-class discussions

• ability to link ideas to the framing question


• Explain that the class will be reading an interview with Tololwa M . Mollel, the author of My Rows and Piles of Coins, to gather more information about the inquiry topic . Discuss the features of an interview and compare it to reading another type of book or watching a video .

• Display the first page of the text and read the title . Then display the full text to demonstrate that the interview consists of questions and answers .

FIrST rEaDING

Time:

Materials:

Grouping:



Critical Thinking

Comprehension:

• Analyzing


• Synthesizing



• FocusedReporting

• Brainstorming

• compareandcontrast

• synthesizeandmakeconnectionstoframingquestion

BEForE rEaDING

What might you see in an interview? Why might an interview with an author be a good resource to gather information about our topic?

How do you think this interview will help us learn about what makes a story great?


• Divide the class into groups of 4 or 5 students for Small-Group Discussions . Assign roles (e .g ., manager, recorder, encourager, reporter) and provide a question for group members to discuss their ideas, for example:

- What would you like to ask an author about what makes a story great? or

- What would you like to ask an author about how to create good stories?

• Hold a whole-group discussion to share thinking from the small-group sessions . Use the Focused Reporting method of sharing where each group shares two important points and passes off to the next group to share their ideas . Record students’ questions on a chart .


• Ask students to read with you to find out if any of their questions were answered .

• Read the questions first and then compare them to the questions that the students had asked prior to reading the interview .

• Read the interview questions again with the answers . Discuss each answer separately so that students understand what the author thinks makes a great story and what he does to write a great story .


• Refer to the class “What makes a story great?” concept map from Session 1 and review how the class’s ideas connect to the questions and answers in the interview .

• Invite students to Brainstorm other ideas for how to learn from other authors about what makes a story great . This may include ideas such as reading and analyzing books, visiting an author’s Website, writing to an author, or inviting an author to come to speak to the class . Add students’ suggestions to the class “Ways to Find Information” chart, if not already included .


• As a whole class, discuss what information was learned from this text that might help to answer the framing question .

• Add sticky notes to the class KWHLAQ Chart to record new understandings, possible actions, and new questions about the topic .

Analyzing

Let’s read to find out if any of our questions are answered in this interview.

DUrING rEaDING

aFTEr rEaDING

Making connections/synthesizing

Synthesizing

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/toolkit_pdfs/tk_focusreporting.pdf


http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/toolkit_pdfs/tk_brainstorming.pdf




• class chart of questions to ask an author (from Session 6)



• generating questions related to the topic


• contributing to whole-group and partner discussions

• ability to link to the framing question

• ability to link ideas to the Framing Question


• Review with students what they learned about writing good stories from the interview with Tololwa M . Mollel . Ask students to Turn and Talk with a partner to discuss the following question, “How can we learn more about what authors do to write great stories?”


• Ask students to read the text with you to review questions to ask in an interview and to consider other questions that they could ask an author .

SESSION 7


SECoND rEaDING

Time:

Materials:

Grouping:



Critical Thinking

Comprehension:

• Analyzing


• Synthesizing

• TurnandTalk


• synthesizeandmakeconnectionsbetweeninformationandtotheframingquestion

BEForE rEaDING

Analyzing/making connections

Let’s read the text together so we can think about more good questions to ask an author to help us learn more about how writers create a great story.



• Read and discuss the questions and answers in the text

Revisit the Purpose for Reading • Review the chart of students’

questions for an author and invite them to add any further questions they would like to ask .


• Help students link the information learned so far to the framing question by asking, “How does asking good questions help us to find out what an author thinks makes a great story?”


approximately 30 minutes (plus extra time for optional Further Readings)


• class Somebody, Wanted, But, So, Then Chart (from Session 2)

• chart paper and markers

• enlarged version of the Alphaboxes Chart (see page 61)

• individual copies of the Alphaboxes Chart (optional)

• enlarged version of the Word Map (see page 62)

• individual copies of the Word Map

• Inquiry Folders (from Session 5; optional)

whole class

DUrING rEaDING

aFTEr rEaDING

Have any new questions about writing great stories come to mind after reading this interview? Would you like to add any more questions to the chart?

Synthesizing

SESSION 8


THIrD rEaDING

Time:

Materials:

Grouping:



Critical Thinking

Comprehension:

• Analyzing

• Synthesizing

• Evaluating

WordSolving:

• topic-specificvocabulary


• KnowledgeBuildingCircle

• synthesizeinformation

• evaluateauthor’scraft

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/alphaboxeschart.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/worldmapblm.pdf



• how to interact in a Knowledge Building Circle


• ability to evaluate author’s craft


Activate and Build Background Knowledge • Reread My Rows and Piles of Coins and the Author’s Note to the students . Review

the organization of the text using the class Somebody, Wanted, But, So, Then Chart .


• Tell students they will be reading the interview with Tololwa M . Mollel to review the things he thinks are important to make a story great .

• As you read the interview together, record a list of what things the author feels are important to make a great story (e .g ., begins with a good idea, plot that jumps right into the story, a good ending, based on peoples’ experiences, good characters) .


Revisit the Purpose for Reading • Hold a Knowledge Building Circle to enable students to consider how Tololwa M .

Mollel included the things that he feels are important to make a story great in his book, My Rows and Piles of Coins . Ask students to sit in a circle facing one another and you take your place in the circle as a co-learner .

• Explain that in a Knowledge Building Circle everyone learns from, and contributes to, each other’s understandings . Establish expectations for behaviour and mutual respect .

BEForE rEaDING

Analyzing/synthesizing

What are this author’s ideas for what makes a good story?

DUrING rEaDING

aFTEr rEaDING


Let’s talk about how we should interact in a Knowledge Building Circle. I am going to pass the Talking Stick around the circle. When it comes to you, share your ideas or pass if you need more time to think. Show respect to others by listening attentively and thinking about what the person has said.

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/toolkit_pdfs/tk_knowledgebuild.pdf


• Provide prompts to stimulate discussion:

- Do you think this story may have been based on the author’s experiences?

- Does the story have a good plot? Does it jump right into the story?

- Does it have a good ending? Why or why not?

- Were the characters interesting? Did they make things happen?

- Do you think My Rows and Piles of Coins is a great story?


• Hold a whole-group discussion to help students link the information learned to the framing question . Use the following prompts to guide the discussion:

- What have we learned about story features? - Why are interesting characters important? - How does the plot help make a great story? - Why are an interesting problem and satisfying solution important to a great story?

• Return to the class version of the KWHLAQ Chart and review ideas in the “What do I think I know?” column . Have students decide whether the ideas have been confirmed and move the sticky notes to the “What have I learned?’ column and also add new information learned here . Record any new questions and ways to find answers and place the sticky notes in the “What do I want to learn?” and the “How do I find out?” columns . Add suggestions to the “What actions will I take?” column .


Working with Words • Have students reread the text to find words related to writing a great story . Create

an enlarged version of the Alphaboxes Chart (see page 61) and record students’ suggestions from the readings (e .g ., characters, plot, problem, life experiences, ending) .

The goal of a Knowledge Building Circle is to have students speak and respond to each other in a conversational manner . It is wise to begin with a talking piece (e .g ., stick, rock, microphone) that can be passed to the next speaker so that the circle is not teacher directed; however, over time students can learn to wait for the person who has just spoken to choose the next speaker .

Tip: Teaching

Inferring

Evaluating

Evaluating


Evaluating

FUrTHEr rEaDINGS

You may want to provide students with their own Alphaboxes Chart to record topic-related vocabulary . The chart could be kept in students’ Inquiry Folders for easy reference .

Tip: Teaching

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/alphaboxeschart.pdf


• Model how to create a Word Map (see page 62) for one of the writing words . Demonstrate how to choose a word, define it, provide a comparison (synonym) and a contrasting word (antonym), and use the word in a sentence (see the example below) .

• Have students work with a partner to choose one of the words on the Alphaboxes Chart . Together they create a word map for their chosen word . In small groups, have students present their word maps and post them near the Alphaboxes Chart . Words can be reviewed and used so that students can remember them and store them in their background knowledge .

• Tell students that the text contains some compound words . Reread the text together and ask students to raise their hand when they read a compound word . Identify the two parts and write the word on a Compound Words chart . Have students work in small groups to brainstorm other examples of compound words . Add these examples to the Compound Words chart .

Word Map

VocabularyWord:plot

Wherewasthewordfound?(Writethesentencewhereitwasfound.)

A good plot also brings the story to an end.

Definition:the problem and events that solve it

SimpleSynonym:story action Picture

After several rereadings, the Big Version, six small versions, and the Audio CD of the fluent reading of the text can be placed at a centre . They can be used for rereading, for building fluency of an increasingly familiar text, and for extending comprehension .

Tip: Teaching

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/worldmapblm.pdf



• students’ Inquiry Notebooks (from Session 1)


individuals, partners, and whole class

Personal Reflection

• Engage students in a 3-2-1 thinking routine to reflect on their learning to this point .

• Have students think about the big ideas from the texts they have read and discussed . In their Inquiry Notebooks, have students create a list of things they find interesting, important, or insightful .

• Explain the 3-2-1 thinking routine . First, students think about three important ideas they have learned about great stories from the inquiry . Next, they think about two strategies they can use to improve their own writing . Then, students think of one question they still have about the topic .

• Model an example of the 3-2-1 thinking routine: 3 things I have learned about great stories 2 strategies that I can use to write a great story 1 question I still have

• Continue the reflection process by asking students to reflect on their thinking about the topic and to identify how their ideas have developed over time .

• Provide time for students to record ideas in their Inquiry Notebooks and then introduce the second part of the reflection activity .

SESSION 9

rEFLECT oN LEarNING

Time:

Materials:

Grouping:



Critical Thinking

• partnerandwhole-groupdiscussions

• SharingCircle

When we began our inquiry unit, you all had some initial ideas about the topic and what it was all about. Take a minute to think back to when we started and remember what kind of ideas you once had. Write what you used to think about writing, starting off with the words, “I used to think….”

Now, I want you to think about how your ideas about our topic have changed as a result of what we’ve been reading and discussing. Write a few ideas to show where you are now in your thinking, starting with the words, “Now, I think….”


• Provide time for students to record their impressions and then have students share their writing with a partner . Hold a large-group sharing session where students begin with “I used to think… but now I think…” statements .

GroupReflection

• Review the information contained in the “What have I learned?” and “What actions will I take?” columns on the class version of the KWHLAQ Chart . Examine the “What new questions do I have” column and sort and group similar questions together .

• Hold a whole-group Sharing Circle to encourage decisions about the next steps in the inquiry process . Use the following prompts to guide this discussion:

- Now that we have some information about writing great stories what do you think we should do with it?

- How will this help you write your own great story? - Do you think anyone else should know about it? Who? - Which questions or wonderings would you like to find out more about? Which

questions are interesting to you? - What do you think we can do as a class to help each other write great stories?

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/toolkit_pdfs/tk_sharingcircle.pdf


The Inside a Story unit explores many ideas and concepts related to great stories, appreciating what makes a story interesting to readers, and understanding what authors do to write great stories that engage their readers . During the reflection activities, students may have indicated a desire to learn more about a topic of particular interest or to pursue the answer to a question .

Points of InquiryPoints of inquiry are sub-topics derived from the preliminary exploration of the general topic . The points of inquiry help narrow the focus for research . Some of the points of inquiry cultivated in this unit include: • story elements such as setting, characters, problem, events, and problem

resolution • interesting characters—examining their appearance, actions, feelings and what

they say • story narration—understanding voice and point of view • story beginnings and endings, and how they connect • use of interesting words to help the reader visualize the story • plot development • illustrations • adding details to make the story clear and interesting • writing from personal experience • using humour

Possible QuestionsOf course, students may already have a researchable question that they are interested in finding an answer for . If not, possible questions include: • How does an interesting opening “catch” the reader’s attention? • How do details help to make a story great? • How do different types of characters help to develop the plot? • How does a good ending solve the problem? • Do funny stories make the best stories? • How do illustrations help to make a story great? • Does writing about things you know and have experienced help you to create a

great story?

In this option, students follow the procedures and behaviours already established for Independent Reading . They choose “just right” texts to read independently, read for a sustained period of time, respond to the text, and meet with others to discuss what they have read . The only change you will make to your regular Independent Reading session is to provide a collection of resources based on the points of inquiry or the questions students have posed . As usual, the collection of reading materials should include both fiction and non-fiction texts . Ensure a wide range of readability in the materials so they are appropriate for the range of readers in the classroom . For specific

Part 2: Extending the Inquiryresearchers’ workshop

option 1: Independent reading


titles pertinent to the Inside a Story inquiry unit, see the Resource List for Inside a Story on pages 47–52 .

As students will be extending their understanding of what makes a great story through inquiry-based reading, have students choose a question to answer and focus their text selection and research on answering their question . Students then write a great story and share it along with their findings .

During your literacy block, follow the lesson framework for Independent Reading which includes: Mini-Lesson, Text Talk, Reading Time, and Sharing and Reflection .

Conduct mini-lessons to provide timely support to meet students’ needs . The mini-lessons that you choose for each stage of the Inquiry Process are located in the online Inquiry Tools . Mini-lessons for Independent Reading support can be found in the Grade 2 Reading Guide.

Process Teacher’s Role Student’s Role Teacher SupportMini-Lesson

(5–10min.)

• Conductmini-lessonstoassiststudentsinworkingproductivelyduringIndependentReadingtimeandtoperforminquiry-basedreadingsuccessfully.

• Reviewthe“WhatdoIwanttoknow?”and“WhatquestionsdoIstillhave?”sectionsoftheclassKWHLAQChart.

• Helpstudentstochooseaquestiontoanswerthroughtheirreading.Ifstudentsneedassistance,youmaywanttolistthepointsofinquiryorpossiblequestionsfromthissectiontogetthemstartedwitharesearchtopic.

• ProvidestudentswithindividualKWHLAQCharts.

• Reviewhowtousethechartastheyreadavarietyoffictionandnon-fictiontexts.Informationtheylearncanbepostedinthe“WhathaveIlearned”column?andideasforhowtousetheinformationcanbepostedinthe“WhatactionwillItake?”column.

• Providestickynotesforrecordingideasgainedthroughresearch.

• Chooseatopicandquestiontoresearch(withteacherassistance).

InquiryTools:-InquiryMini-Lessons

LPEYGuides:-IndependentReadingMini-LessonsintheGrade 2 Reading Guide

UnitSupport:-KWHLAQChart(foreachstudent)

ClassResources:-classversionoftheKWHLAQChart

-stickynotesforeachstudent


http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/inquirytools/inquiryminilessons.html


Process Teacher’s Role Student’s Role Teacher SupportText Talk

(3–5min.)

• IntroducethecollectionofInside a Storytexts.Ensurethatthecollectioncontainsarangeoftextssuitableforreaderswithintheclassandenablesstudentstoreadavarietyoffictionandnon-fictionmaterialspertainingtothetopic.

• Demonstratehowtochooseasetoftextstohelpanswerthequestion.Forexample,ifthetopicofinterestisvoiceorpointofview,youcouldchooseseveralpicturebookstoreadandanalyzeandauthorinterviewsorWebsitestolearnmoreaboutthetopic.

• Listencarefullytofindinterestingtextsabouthisorhertopic

Unit Support:-ResourceListonpages47–52

Class Resources:-ClassroomCollectionofFavouriteBooks(SeeSession1)andotherresourcesgatheredfortheunit

Reading Time

(20–30min.)

• Providetimeforstudentstoperusethetextcollection.

• Havestudentschoose“justright”textsfromthecollection.YoumaywanttosuggestthatstudentschooseseveralpicturebooksandaWebsitetobegintheirresearch.

• Modelhowtoanalyzeapicturebook,forexample,forpointofviewusingaCharacterMap.

• Provideampletimeforstudentstoreadindependently,torecordinformationgainedabouttheirtopic/questionandrespondtotheirtext.

• InstructstudentstologthetextstheyarereadingintheirReadingLogs.

• Conferwithindividualstudentsorconductguidedreadinggroups.

• Choosetextsthatwillhelptoanswertheirquestion.

• RecordwhattheythinktheyknowaboutthetopicandpostideasontheirKWHLAQCharts.

• Readindependentlyforasustainedperiodoftime.

• RecordtextsreadonLogSheet.

• ConfirmfactsandrecordinformationfromtextsonKWHLAQchart.

Unit Support:-CharacterMap

Note:I Wanna IguanabyKarenOrloffisanexcellentexampleofpointofviewthatcouldbeusedformodelling.

LPEY Guides:-ReadingLogBLMintheGrade 2 Reading Guide

-IndependentReadingObservationsandConferenceRecordSheetintheGrade 2 Independent Reading Guide

Class Resources:-students’KWHLAQCharts



Concluding the Unit: • After several days of Independent Reading, review the Culminating Task (see

page 3) and refer to the framing question, “What makes a great story?”

• Hold a class discussion about how students might share their stories and information . (See Possible Ways to Share Learning on page 52 .) Confer with individual students about what they would like to do .

• Host a sharing event so students can share their stories and celebrate their learning . The sharing event can be informal in nature such as publishing their stories for a classroom collection or a more formal event such as an Author Celebration where students share their stories orally with another class .

This option continues the guided inquiry model . During whole-group sessions, students will gain necessary skills and tools for self-initiated inquiries by being guided through the inquiry process . Often students don’t have the necessary background knowledge to pose their own questions or they lack understanding in identifying a question worthy of investigation so a large-group approach is helpful . The whole-group approach prepares students to work collaboratively, to listen and respond to each other, and to ask good questions . It gradually leads students to independent learning .

From the topics explored in the whole-group sessions in Part 1: Launching the Inquiry, students discuss the areas they would like to pursue in more depth and then come to an agreement on a topic of interest for a whole-class inquiry . For example, during the readings, students may have become interested in great beginnings for stories and would like to delve deeper into this topic . Together, students would pose a question about what makes a great story beginning . Students would then conduct research, for example, by reading and analyzing a variety of story beginnings and by requesting an author’s opinion on the question . Students can then use their findings to write stories modelling great beginnings and present their stories with their findings .

You will conduct a variety of mini-lessons to provide timely support to the whole class . The mini-lessons that you choose for each stage of the Inquiry Process are located in the online Inquiry Tools . The following chart outlines introductory steps for extending the whole-class inquiry .

Process Teacher’s Role Student’s Role Teacher SupportSharingandReflection

(5–10min.)

• Havestudentsmeetwithapartnertodiscusswhattheyarereadingandwhattheyhavelearnedabouttheirtopic/question–meetingtimebuildsaccountability.

• Remindpartnerstoaskclarifyingandprobingquestionstoensuredepthofconversation.

• Meetwithapartnertodiscusslearning.

• Listencarefullytopartnerandaskquestionstoclarifyorprobe.

UnitSupport:-OralLanguageActivities

AssessmentTools:-Inquiry-BasedLiteracySkills

Checklist

-CulminatingTaskRubric

option 2: whole-Class Inquiry



http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/images/pdfs/toolkit/tk_ol_activites.pdf


Inquiry Process Teacher’s Role Student’s Role Teacher SupportChooseaGoodQuestion • Say,“Sofar,wehave

exploredmanyaspectsaboutwhatmakesastorygreat.”

• Asktheclass,“Whatdoyouwanttolearnmoredeeplyabout?”Liststudents’suggestionsand,asagroup,decideonatopicwhichfallsundertheumbrellaofthe“framingquestion”(seePointsofInquiryonpage35).Thewholeclasswillresearchthistopictogether.

• Havestudentsbrainstormwonderingsorquestionsforthistopicandrecordthemonchartpaper.

• Conductamini-lessonforchoosingagoodquestion—onethatisresearchable.

• Havestudentschooseaquestiontheywouldliketoresearch.

• Reviewpossiblewaysofgatheringinformationbyreferringtothe“HowwillIfindout?”columnoftheclassKWHLAQchartandthe“WaystoFindInformation”chart.Helpstudentsthinkofotherwaystogatherinformationandaddthosetothechart.

• Promotetheideaofa“communityoflearners”whereeachstudentcontributestotheknowledgebaseofothersandtothedevelopmentandexchangeofideas.

• AssessmentStrategy:contributionsandparticipationinwhole-groupsessions

• Helptochooseatopicfortheclasstoresearchtogether.

• Brainstormquestionsforthetopic.

• Chooseaquestiontoresearch.

• Participateinwhole-groupmini-lessons.

UnitSupport:-PointsofInquiryonpage35


AssessmentTools:-InquiryProcessSkills

Checklist

-Inquiry-BasedLiteracySkillsChecklist(OralLanguagesection)

ClassResources:-classKWHLAQChart

-“WaystoFindInformation”chart(createdinSession1)





Inquiry Process Teacher’s Role Student’s Role Teacher SupportInvestigateMyQuestion

Note:YoumaywanttocontinuewithReadAloudand/orSharedReadingsessionstoinvestigatethechosentopic.

• Collectavarietyoffictionandnon-fictionresourcesabouttheclasstopicandsharethemwithstudents.Ensurearangeofmaterialssoallstudentscanreadorviewsomethingonthetopic.

• Demonstratehowtoperuseresourcesforreadabilityandchooseafewwithwhichtobegin.

• Teachamini-lesson,forexample,onhowtoreadwithaquestioninmind.

• Provideampletimeforstudentstoperusethedisplayedresourcesandthenchoosesomethingpertinenttotheclasstopicandtheirquestion.

• Modelhowtorecordinformationgatheredduringresearch.UseyourInquiryNotebookandoneofthenarrativetextsfromtheunit.

• Demonstratehowtousestickynotesandadouble-entryjournalformattocollectinformationwhilereadingtorecordandrespond.Setuptwocolumnswiththeheadings“FromtheText”and“MyThinking.”

• Demonstratehowtousejotnotestorecordinformation.

*Alternatively,studentscouldusetheirKWHLAQChartstocollectandorganizeinformation.

• AssessmentStrategy:observestudentsandexamineworksamplesfornote-takingskills

• Participateinthewhole-groupmini-lessons.

• Chooseatextandbeginresearchingthetopic.

• RecordinformationgatheredonstickynotesintheirInquiryNotebooksusingadouble-entryformatwithtwocolumns:“FromtheText”and“MyThinking”asorganizersforjotnotes.

Possiblestickynoteannotations:! neworinteresting

connections?questions

UnitSupport:-ResourceListonpages47–52


ClassroomResources:-Teacher’sInquiryNotebook

-booksfromClassroomCollectionofFavouriteBooksorotherresourcesgatheredfortheunit

-students’InquiryNotebooks

-stickynotesforeachstudent

-students’KWHLAQCharts

AssessmentTools:-InquiryProcessSkillsChecklist

-Inquiry-BasedLiteracySkillsChecklist(ReadingandWritingsections)





Inquiry Process Teacher’s Role Student’s Role Teacher SupportAnalyzeandInterpretMyFindings

• Teachbasicinquiryskillsthathelpstudentstointerpretfactsandorganizeideas(e.g.,recall,summarize,paraphrase,andextend).

• Havestudentsreadinpairstosupporteachother’sunderstandingofthetexts.

• DivideclassintoInquiryCircles(4studentsineachgroup)topractisecollaborationskillsnecessaryformoreindependentinquiry.

• ModelexpectationsandbehavioursforinvolvementduringInquiryCircleconversations.

• Assignrolestostudentsineachgroupwhenreadingnon-fictiontexts:Messenger,QuizKid,Connector,andInterpreter.Therolesrepresentoneaspectofinquirythatstudentsneedtopractise.

• ProvidetimeforstudentstodiscussthetextstheyhavereadduringInquiryCircles.

• AssessmentStrategy:participationinInquiryCircles

• Participateinwhole-grouplessonsoninquiryskills.

• Applytheskillswhileresearching.

• Ask,“Whatdoesitmean?Whyisitimportant?”

• Readtextswithapartneranddiscussinformationandfindings.

• ParticipateinanInquiryCircleusingtheassignedroletopractiseinquiryskills.

• Collaboratewithotherstodiscussfindings


UnitSupport:-InquiryCircles


Checklist

-Inquiry-BasedLiteracySkillsChecklist

-InquiryCirclesChecklist

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/inquirycirclesblm.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/insideastory_pdfs/inquirycircleschklist.pdf





Inquiry Process Teacher’s Role Student’s Role Teacher SupportShareMyLearning • ReviewtheCulminating

Task(seepage3).

• Holdadiscussionaboutvariouswaysstudentscouldsharetheirstoriesandanswertheframingquestion.Refertothe“WhatactionswillItake?”columnoftheclassKWHLAQchartandthe“CollectingGoodIdeas”chart.

• Assiststudentsinchoosingoneoftherepresentationsoftheirlearning.Youmaywanttonarrowthechoicesorhaveallstudentscompleteasimilarproject,dependingonwhetherstudentsrequiremodellinganddirectionforcompletingthetask.Individualstudentscouldwritetheirowngreatstoryortheclasscouldworktogethertocreateonegreatstorythroughsharedwriting.

• Conductappropriatemini-lessons,dependingontypeofpresentations.

• HoldaneventsuchasanAuthorCelebrationtosharelearning(couldbewithanotherclassorschool-wideevent).

• AssessmentStrategy:creationofprojectandparticipationinsharingevent

• Considervariouswaystosharelearning.

• Chooseawaytosharelearning.

• Participateincelebrationoflearningevent.

UnitSupport:-PossibleWaystoShareLearningonpage52


ClassroomResources:-classKWHLAQChart

-“CollectingGoodIdeas”chart(createdinSession2)

LPEYGuides:-WritingText-TypeStudiesinGrade 2 Writing Guide

AssessmentTools:-CulminatingTaskRubric




In this option, students make the most of the decisions and work collaboratively with partners or in small groups on independent investigations . They select their own questions and co-operatively conduct research, write stories, and share their stories and findings with others . Although inquiry is student-led, it is teacher supported and facilitated through direct instruction of mini-lessons, conferencing with groups and individuals, and monitoring of student progress .

The mini-lessons that you choose for each stage of the inquiry process are located in the online Inquiry Tools . Observe and assess students as they work through the inquiry process to provide timely support through mini-lessons for the whole class or specific groups . You can also encourage students to request mini-lessons when they feel the need for specific help .

Inquiry Process Teacher’s Role Student’s Role Teacher SupportReflectonMyLearning • Providestrategiesandtools

forstudentstoself-assesstheirparticipationintheinquiryunit.

• Conductmini-lessonsonreflectingonlearning.

• HoldaKnowledgeBuildingCircletodiscuss,“Whathaveyoulearned?Whatwasyourgreatestchallenge?Whatwouldyoudodifferentlynexttime?”

• AssessmentStrategy:reflectionactivitiesandparticipationinaKnowledgeBuildingCircle

• Reflectonlearningduringtheinquiryunit.

• ParticipateintheKnowledgeBuildingCircle

InquiryTools:-InquiryMini-lessons



Checklist

-StudentSelf-AssessmentofInquiryGroups

-StudentReflectionoftheInquiryUnit

LPEYGuides:-StudentSelf-Assessmentofownwriting.SeetheGrade 2 Writing Guideforexamplesofwritingself-assessmentsforvarioustypesofwriting.

option 3: Student-Led Inquiry






http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/images/pdfs/toolkit/tk_ol_activities/tk_knowledgebuild.pdf


Inquiry Process Teacher’s Role Student’s Role Teacher SupportChooseaGoodQuestion • Negotiatepointsofinquiry

withclasssothatthecombinedresearchfromgroupshelpsanswertheframingquestion.

• Forminquirygroupsbasedonstudentswhoareinterestedineachofthepointsofinquiry(4or5studentspergroup).

• Ensuregroupshavearesearchablequestion.Helpstudentstorefinetheirquestion.

• Postchartswithstudents’questionsasareference.

• Providetimeforstudentstomeetingroupstodiscusstheirformativethinking.

• Conductmini-lessonstoaidstudentsinfindingaresearchablequestion.

• AssessmentStrategy:contributionstowhole-groupandsmall-groupsessions

• Contributetodiscussionsaboutpointsofinquiry.

• Decideonapointofinquirythatispersonallyinteresting.

• Workwithgroupmemberstoidentifyaquestionforinquiry.

• Meetwithgroupmemberstodecideonresponsibilities(e.g.,Whowillresearchusingbooks,interviews,Websites,etc.?Willyouworkindividuallyorwithapartner?)

UnitSupport:-PointsofInquiryonpage35



-Inquiry-BasedLiteracySkillsChecklist(OralLanguagesection)





Inquiry Process Teacher’s Role Student’s Role Teacher SupportInvestigateMyQuestion • Collectavarietyofresearch

materialsincluding:picturebooks,authorWebsites,etc.forpointsofinquiryanddisplayintheclassroom.

• Assistgroupswithchoosingresources.

• Conferwitheachgrouptoensurestudentshaveappropriatematerials(readableandavarietyofresources).

• Dialoguewithstudentsaboutwaysoflearningmoreaboutthetopic(e.g.,talkingwithexperts,readingstories,doinginterviews,etc.).Refertothe“HowwillIfindout?”columnoftheKWHLAQChartandthe“WaystoFindInformation”chart.

• Helpstudentstorefineandadjustinitialplans.

• Conductmini-lessonstoassiststudentsinhoningtheirinquiryfocusandworkingcollaboratively.

• AssessmentStrategy:participationwithgroupandexamineworksamples

• Collectavarietyofresourcespertinenttogroupfocus/topic.

• Evaluatesourcesforusefulness.

• Createanactionplantohelpindelineatinggroupresponsibilitiesandtimelineforresearch.

• Read,listen,talk,andviewtogaininformationaboutchosentopic.

• Compileinformationfromdiversesourcesandinarangeofways.

• RecordinformationinInquiryNotebooks.

• Dialogueaboutpossiblewaystolearnmoreaboutthetopic.Ask,“DoIhaveenoughinformation?DoIunderstandmynotes?AmIstillwonderingaboutanything?”

• Connectcurrentthinkingtoframingquestion.

UnitSupport:-ResourcesListonpages47–52

InquiryTools:-InquiryMini-lessons

ClassResources:-students’InquiryNotebooks

-classKWHLAQChart

-students’KWHLAQCharts

-“WaystoFindInformation”chart(createdinSession1)


-Inquiry-BasedLiteracySkillsChecklist(ReadingandWritingsections)

-Student-LedInquiry:CollaborationSkillsChecklist

AnalyzeandInterpretMyFindings

• Conferwitheachgroupastoprogresstheyaremakingwithresearch.

• Encouragesharing,participation,andco-operationwithothers.

• Strategicallyteachmini-lessonsthattargetstudents’needswithrespecttodescribingstoryelements,analyzinginformation,anddrawingconclusionsfromavarietyofsources.

• AssessmentStrategy:participationininquirygroupsandexamineworksamples

• Sharefindingswithgroupmembersonanongoingbasis,supportingeachotherintheirresearch.

• Analyzeandinterpretinformation.

• Synthesizeinformationtoformaconclusion.

• Refertotheframingquestion.

• Self-assessparticipationininquirygroup.



-Inquiry-BasedLiteracySkillsChecklist

-Student-LedInquiry:CollaborationSkillsChecklist

-StudentSelf-AssessmentofInquiryGroups











Inquiry Process Teacher’s Role Student’s Role Teacher SupportShareMyLearning • ReviewtheCulminating

Task(seepage3).

• Holdadiscussionaboutqualityworkinregardstotheculminatingtaskandco-constructcriteriawithstudents.

• Conferwitheachgroupanddiscusshowstudentsaregoingtosharetheirlearninginauniqueandpersonalway.Refertothe“WhatactionwillItake?”columnoftheKWHLAQChartandthe“CollectingGoodIdeas”chart.

• Conductmini-lessonsonwritingandpublishingstories,creatingproducts(i.e.,postersorbrochures),presentationsordemonstrations,dependingonstudents’needs.

• Providelargeblocksoftimeforstudentstoworkontheculminatingtask.

• Helpgroupstofindanaudiencefortypeofpresentation,demonstration,orproduct.

• Teachpresentationskills,ifnecessary.

• Createopportunitiesforstudentstocelebratetheirlearning(e.g.,AuthorCelebration,MeettheAuthorsEventfortheschool,screeningofavideopresentation).

• AssessmentStrategy:projectcreatedandsharingoflearning

• Ifappropriate,co-constructassessmentcriteriafortheculminatingtask.

• Decidehowtheywilldemonstratetheirlearningandsharetheirfindings.

• Createaproduct,performance,ordemonstration,tosharelearningwithothers.

• Presentstoriesandresearchfindingsinasuitableform.

• Planandpublicizeeventstocelebratethelearningjourney(dependingonhowtheyaresharinglearning).

UnitSupport:-PossibleWaystoShareLearningonpage52


ClassResources:-“CollectingGoodIdeas”chart(fromSession2)

LPEYGuides:-WritingText-typeStudiesinGrade 2 Writing Guide

AssessmentTools:-CulminatingTaskRubric




In LPEY MaterialsGrade2ReadAloud

• A Touch of the Zebras – realistic story

• Coyote Sings to the Moon – humorous story

• Me and Mr. Mah – realistic story

• My Rows and Piles of Coins – realistic story

• Peg and the Yeti – humorous story

• Pete the Sheep-Sheep – humorous story

• Ruler of the Courtyard – realistic story

• The Wolf Who Cried Boy – fractured fairy tale

Grade2SharedReading

• A Monster Wrote Me a Letter – humorous story

• Antonio’s Music – biography

• “Come to the Pow-wow!” – realistic story

• Goldie Locks and the Three Bears – rhyming play

• How Anansi Outsmarted Snake – traditional tale

• The Thing I Saw Last Night – fantasy story

Inquiry Process Teacher’s Role Student’s Role Teacher SupportReflectonMyLearning • UseaSharingCircleto

debrieftheprocessusedininquiryandaskwhatthingsstudentsorgroupswoulddodifferentlynexttime.

• Usestrategiesandtoolsforself-reflectionandgroupreflection.

• HoldaKnowledgeBuildingCircletodiscusstheimportanceofthelearningintheInside a Storyunittostudents’understandingofeffectivestories.

• AssessmentStrategy:reflectionactivitiesandparticipationintheSharingCircleandtheKnowledgeBuildingCircle

• Reflectontheinquiryprocess.

• Considerhowtheirthinkinghaschangedoverthecourseoftheunit.

• Setgoalsforfurtherlearning.




Checklist

-StudentReflectionoftheInquiryUnit

LPEYGuides:-WritingDevelopmentChecklistintheGrade 2 Writing Guide

-StudentSelf-Assessmentofownwriting.SeetheGrade 2 Writing Guideforexamplesofwritingself-assessmentsforvarioustypesofwriting.

resource List for Inside a Story





http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/images/pdfs/toolkit/tk_ol_activities/tk_sharingcircle.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/images/pdfs/toolkit/tk_ol_activities/tk_knowledgebuild.pdf


Grade 2 Wordless Narratives

• Beaver is Lost

• Where’s Walrus?

Grade 2 Guided Reading

• Adam in Net – realistic story (Level E)

• The Lost Tooth – mystery story (Level E)

• Baseball Mom – realistic story (Level F)

• Justin’s New Bike – realistic story (Level F)

• From Seeds to Sunflowers – realistic story (Level G)

• The Country Mouse and the City Mouse – fable (Level H)

• The North Wind and the Sun – fable (Level H)

• Messy is Nice – humorous story (Level H)

• A Most Unusual Pet – humorous story (Level I)

• Aunt Maud’s Mittens – humorous story (Level I)

• Going Fishing – realistic story (Level I)

• Just Cheese, Please! – humorous story (Level I)

• Ali Runs With the Pack – realistic story (Level J)

• Ants Belong Outside – humorous story (Level J)

• Hickory’s Problem – fantasy story (Level J)

• Out in Space – science fiction story (Level J)

• Why Is It Called Moose Meadow? – realistic story (Level J)

• Zest for Life – account (Level J)

• Big Cousin Harold – fractured fairy tale (Level K)

• Dominic’s Aquarium – realistic story (Level K)

• Mr. Fix-It – humorous story (Level K)

• The Spider and the Honey Tree – folk tale (Level K)

• A Playground for Lisa – realistic story (Level L)

• Dr. Bufflehead Explores Energy – fantasy story (Level L)

• Kaput! – humorous story (Level L)

• Mr. Bert’s Story Time – realistic story (Level L)

• Bill Bruin Shovels His Roof – fantasy story (Level M)

• Jurassic Kick – fantasy story (Level M)

• Olivia Yun and the Horrible Historian – mystery story (Level M)

• Rag Doll Rescue – realistic story (Level M)

• Joe’s Big Surprise – biography (Level N)

• Sidney Saves the Day – fantasy story (Level N)

• Sidney, The Grade-Three Mouse – fantasy story (Level N)

• Slam Dunk Robot – realistic story (Level O)

• Why Snow Is White: A Story for Holi – fantasy story (Level O)

• The Desk – realistic story (Level P)


Picture BooksAdventure:

• The Adventures of Taxi Dog by Debra & Sal Barracca

• The Secret Shortcut by Mark Teague

• Sneakers, the Seaside Cat by Margaret Wise Brown

• Where the Wild Things Are by Maurice Sendak

Fantasy:

• Bark George by Jules Feiffer

• Bear Snores On by Karma Wilson

• Click, Clack, Moo: Cows That Type by Doreen Cronin

• Don’t Let the Pigeon Drive the Bus! by Mo Willems

• Edward the Emu by Sheena Knowles

• Edwina the Emu by Sheena Knowles

• Emma’s Eggs by Margriet Ruurs

• Morris the Moose by Bernard Wiseman

• Pete the Cat: I Love My White Shoes by Eric Litwin

• Scaredy Squirrel by Mélanie Watt

• Stellaluna by Janell Cannon

• Sylvester and the Magic Pebble by William Steig

• The Subway Mouse by Barbara Reid

• The Tale of Peter Rabbit by Beatrix Potter

• The Three Pigs by David Wiesner

• Thud! by Nick Butterworth

Mystery:

• I Want My Hat Back by Jon Klassen

• This Is Not My Hat by Jon Klassen

Realistic:

• The Best Beekeeper of Lalibela: A Tale from Africa by Cristina Kessler

• A Chair for My Mother by Vera B . Williams

• The Giving Tree by Shel Silverstein

• Knuffle Bunny: A Cautionary Tale by Mo Willems

• Limpopo Lullaby by Jane Jolly and Dee Huxley

• The Little House by Virginia Lee Burton

• The Other Side by Jacqueline Woodson

• Owl Moon by Jane Yolen

• No, David! by David Shannon

• Sadie and the Snowman by Allen Morgan

• The Snowy Day by Ezra Jack Keats


• The Stray Dog by Marc Simont

• Wilfred Gordon McDonald Partridge by Mem Fox

• Yo! Yes? by Chris Raschka

Traditional Tales:

• The Cow Who Wouldn’t Come Down by Paul Brett Johnson

• Extra Yarn by Mac Barnett

• The Gingerbread Baby by Jan Brett

• Goldilocks and the Three Dinosaurs by Mo Willems

• Little Red Riding Hood by Paul Galdone

• The Mitten by Jan Brett

• The Paper Bag Princess by Robert Munsch

• Something from Nothing by Phoebe Gilman

• Strega Nona by Tomie dePaola

• The True Story of the Three Little Pigs by A. Wolf by Jon Scieszka

• Why Mosquitoes Buzz in People’s Ears: A West African Tale by Verna Aardema

Wordless:

• Tuesday by David Wiesner

• Flotsam by David Wiesner

• The Lion and the Mouse by Jerry Pinkney

Rhyming/Rhythmic Stories:

• Dogku by Andrew Clements (story told in haiku)

• Goodnight Moon by Margaret Wise Brown

Great Storylines:

• Click, Clack, Moo: Cows That Type by Doreen Cronin

• The Cow Who Wouldn’t Come Down by Paul Brett Johnson

• I Want My Hat Back by Jon Klassen

• Something from Nothing by Phoebe Gilman


• Thud! by Nick Butterworth

• Where the Wild Things Are by Maurice Sendak

Great Characters:

• Edward the Emu by Sheena Knowles

• Wilfred Gordon McDonald Partridge by Mem Fox (Read Aloud)

• The Best Beekeeper of Lalibela: A Tale from Africa by Cristina Kessler


Unexpected Twists:

• The Mitten by Jan Brett

• The Gingerbread Baby by Jan Brett

• Goldilocks and the Three Dinosaurs by Mo Willems

• The Paper Bag Princess by Robert Munsch


Picture Books About Writing:

• Library Mouse by Daniel Kirk

• Click Clack Moo: Cows That Type by Doreen Cronin

• The Best Story by Eileen Spinelli

• Mr. Putter & Tabby Write the Book by Cynthia Rylant

• Rocket Writes a Story (Rocket and the Little Yellow Bird) by Tad Hills

• What Do Authors Do? by Eileen Christelow

• Show Me a Story: Writing Your Own Picture Book by Nancy Loewen

authors’ websites

• www .janbrett .com – official website for Jan Brett

• http://www .katedicamillo .com – official website for Kate diCamillo

• http://www .tomie .com – official website for Tomie DePaola

• http://www .cynthiarylant .com – official website for Cynthia Rylant

• http://www .readingrockets .org – video interviews with various children’s authors (see “Children’s Books and Authors”)

Note: There are many other websites (including YouTube) that have interviews with children’s authors who share their ideas about writing .

writing websites

• www .readwritethink .org – lessons/units that focus on writing and interactive templates for students to use when writing

• http://www .ralphfletcher .com – see “Tips for Young Readers” for writing tips

• http://www .ttms .org/writing_quality/writing_quality .htm – What is good writing?

Interviews

• Conduct interviews with local writers, older students, parents, or teachers to share information about what makes a great story and what they do when they are writing (this could be done in person or through letters or emails) .

www.janbrett.com

http://www.katedicamillo.com

http://www.tomie.com

http://www.cynthiarylant.com

http://www.readingrockets.org

www.readwritethink.org

http://www.ralphfletcher.com

http://www.ttms.org/writing_quality/writing_quality.htm


Field Trips or Excursions

• Arrange visits to a local library to discuss “great” stories with the librarian .

Experts/Guest Speakers

• Invite guest speakers (authors and/or storytellers) to visit the classroom .

• Arrange for a local children’s author to visit the classroom . Students can prepare for the visit by reviewing their brainstormed questions to ask an author (from Session 6) and selecting several to ask during the visit .

• Learning Alive – Document the learning through photos, videos, posters, class books, and individual books .

• Published Stories – Students publish their stories and donate them to the school library for other students to borrow and read .

• School Assembly – Students present at a School Assembly and share the stories that have been written as well as what they learned about writing great stories throughout the inquiry .

• Action Plan – Students develop a plan to celebrate writing across the school . The class can share the steps that they took in this inquiry and support all classes in preparing for a school-wide Author Celebration or promote other opportunities to display and present student writing regularly .

• Hear It All – Students create a news program for an audio or video podcast to present tips for great writing as well as to share the great stories that they have written .

• Read All About It – Students create a newspaper including articles outlining writing tips and the stories that they have written during the inquiry . The newspaper can be distributed throughout the school and community .

• Meet the Authors Event – Students organize an event to share their stories and provide an opportunity for a question-and-answer session between the audience and authors . This allows students to share their learning by interacting with a live audience .

• Video Presentation – Screening of a video presentation of student’s doing dramatic readings of their stories .

Possible ways to Share Learning


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hat

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Draw a picture of the character in the middle of the page and complete the chart using evidence from the story.

Actions: Says:

Feelings: Appearance:

Character Map

Name: Date:


A Monster Wrote Me a Letter BLMs


A Monster Wrote Me a Letter BLMs (continued)






Story Boxes organizer

Name: Date:

Characters Setting

Problem Event

Event Solution


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Inquiry CirclesInquiry Circles are small groups of students who have read the same non-fiction text or non-fiction texts based on the same topic. The jobs represent one aspect of inquiry that students need to learn in order to proceed with independent investigations. Jobs can be rotated to give students an opportunity to try out each role. When the Inquiry Circle meets, the students have a number of ways to look at the source of information.

Title TaskMessenger - Summarize the big ideas

and main points in the text- Manage the group’s discussion

Quiz Kid - Raise questions

Connector - Make connections between self, other texts, and the world

Interpreter - Ask, “What does it mean?” and “Why is it important?”

*adapted from Guided Inquiry: Learning in the 21st Century by Carol C. Kuhlthau, Leslie K. Maniotes, Ann K. Caspari, Libraries Unlimited, Westport: CT, 2007, p. 43.


Inquiry Process Skills Checklist

Inquiry Process Skills Emerging Developing Well- Developed

Choose a Good Question: • Activates prior knowledge specific to a topic • Asks questions related to the topic • Identifies a question worthy of investigation Investigates Own Question: • Selects pertinent resources • Uses effective search strategies • Gathers and records information using a variety of tools • Differentiates main ideas from supporting details • Uses Internet safely and responsibly • Works with others in gathering and recording information Analyze and Interpret My Findings: • Analyzes details (visual, textual, oral) to support an idea or opinion • Recalls and summarizes information from more than one place • Interprets research and makes connections • Collaborates with others to exchange ideas and develop new understandings • Synthesizes information to form a conclusion Share My Learning: • Organizes information in a meaningful way • Creates a product, presentation, or demonstration that highlights new understandings • Chooses an effective medium for sharing learning • Shares learning with an audience • Participates as an appreciative audience member Reflect on My Learning: • Reflects on the inquiry process • Sets goals for further learning • Demonstrates understanding of the whole inquiry and applies learning to the world

Name: Date:


Inquiry-Based Literacy Skills Checklist

Skill Not Observed Occasionally Often Usually

Reading and Viewing Skills• Uses pre-reading strategies• Reads “just right” texts with fluency• Identifies main idea and significant details• Gathers and recalls information from

more than one source (synthesizes)• Sequences and summarizes information to

help in sense-making• Evaluates information in texts

• Discusses interpretation of text with a partner

• Cites evidence to support opinions• Reads with fluency• Applies a variety of reading strategies to

understand text at a deeper level

Oral Language Skills• Listens actively and carefully to others• Respects different ideas• Asks questions to clarify or probe deeper

• States ideas clearly• Uses terminology specific to the topic Writing Skills

• Takes jot notes to record information from texts

• Uses organizers to record thinking• Expresses opinions and tries to justify with

evidence Critical Thinking Skills• Asks questions

• Interprets information and draws conclusions

• Examines alternative perspectives

• Compares and contrasts information

• Makes an informed decision

• Understands cause and effect

• Synthesizes and makes connections between information

Name: Date:


Culminating Task rubric

Culminating Task Emerging Approaching Target

On Target

Exceeds Expectations

Product/Presentation/Demonstration: • Information is organized in a meaningful way

• Information included has been compiled from several relevant sources

• Format is appropriate for audience selected

• New understandings are highlighted in the project

• Project has a clear goal related to the framing question

Sharing of Learning: • Speaks clearly and fluently (if applicable)

• Includes topic-specific terminology from the unit

• Engages audience – information presented is convincing and useful

• Is fully prepared for sharing session

• Reflects on sharing session

Name: Date:


Inquiry Circles Checklist

Inquiry Skills: Not Observed Occasionally Often Usually

Product/Presentation/Demonstration: • Summarizes the big ideas and main

points in the text

• Raises questions

• Makes connections between self, other texts, and the world

• Asks about meaning and importance of information in text

Oral Language Skills: • Makes relevant contributions to Inquiry

Circles

• Listens respectfully and takes turns

• Speaks clearly and stays focused on the topic

• Appreciates the contributions of others

Group Member Names: Date:


Student-Led Inquiry: Collaboration Skills Checklist

The student… Observations

• makes relevant contributions in group situations

• appreciates the contributions of others

• takes a leadership role to help the group

• manages and resolves conflict in a positive way

• stays focused on group tasks

• shares and takes turns

•

Observe students while they are interacting in their Inquiry Groups.

Other comments:

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__________________________________________________________________________

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__________________________________________________________________________

Name: Date:


Student Self-assessment of Inquiry Groups

Choose the face that applies to each statement.

I helped my group.

I listened to others and learned from them.

I treated others with respect.

I asked questions when I was curious or puzzled.

I was interested in the inquiry and learned a lot.

I’ll do better next time Okay Strong

I am proud of _________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Name: Date:

KEY:


Student reflection of the Inquiry Unit

What have you learned in this unit?

__________________________________________________________________________

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__________________________________________________________________________

__________________________________________________________________________

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What was your greatest challenge?

__________________________________________________________________________

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__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

What would you do differently next time?

__________________________________________________________________________

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__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Name: Date:


Grade Two oral Language assessment Scale

1 = Not observed, 2 = Occasionally, 3 = Often, 4 = Usually

LANGUAGE FOR SOCIAL RELATIONSHIPS 1 2 3 4 • Listens and responds appropriately in conversations and discussions • Initiates and joins in with conversations and discussions • Takes turns appropriately in discussions • Uses appropriate social registers (e.g., tone, intonation, and volume) in a variety of contexts • Uses appropriate non-verbal social behaviour in discussions (e.g., looks at the speaker, makes eye contact in conversations, uses suitable facial expressions) and interprets other people’s expressions and gestures accurately • Sustains extended conversations (e.g., listens and responds to others, clarifies points, questions, and adds to others’ ideas) • Is beginning to invite others to give opinions in discussions (e.g., “I wonder what you’re thinking?” or “Do you have any ideas to add?”) • Disagrees without inciting arguments • Is aware of other people’s viewpoints • Uses language to problem solve • Uses social language conventions (e.g., Please, Thank You, Excuse me, Sorry, May I…) • Uses language that is not hurtful to others

LANGUAGE FOR LEARNING • Listens attentively when a wide range of texts of increasing length and complexity are read aloud (e.g., books, poetry, newspaper articles, directions) • Listens carefully in a wide range of contexts and social settings (e.g., when watching a play, in group discussions, listening to an audio recording, listening to directions in the playground or gym or announcements at an assembly) • Transfers information from one context to another (e.g., uses ideas, phrases, and vocabulary from books and uses them in discussions, retells stories and compares to personal experience) • Retells stories maintaining the clear sequence of ideas

continued next page

Name: Date:


LANGUAGE FOR LEARNING (continued) 1 2 3 4 • Retells factual information (e.g., from books, Websites, experiences, movies, TV) • Asks questions to request information and clarify details • Responds to questions by providing appropriate details • Explains events and actions experienced in the past and present time periods • Compares information (alike/different)

• Understands cause-and-effect relationships (e.g., “It happened because…”) • Is beginning to delve more deeply into ideas and explanations (e.g., explores further when offered prompts such as “Can you tell me more?” or “What do you think she means?”) • Understands concrete humour and jokes • Follows directions involving several steps • Provides directions for others to follow (e.g., in games, class projects) LANGUAGE STRUCTURES • Uses language that is understood by others

• Has clear speech that is readily understandable (may have occasional errors related to later developing sounds, e.g., s, z, th, sh, ch, j, r, l ) • Uses a variety of simple, compound, and complex sentences • Uses a wide range of vocabulary and is aware that words and expressions can have more than one meaning • Controls most verb tenses with occasional errors with irregular past tenses (e.g., “I builded it”) • Controls plural forms with only occasional overgeneralizations (e.g., sheeps, mouses) • Uses connectives to explain relationships between ideas (e.g., so, because, next, before)

Comments:

Grade Two oral Language assessment Scale (cont.)

© 2014 Scholastic Canada Ltd. Literacy Place for the Early Years—Grade Two 73 TABLE OF CONTENTS87Literacy Place for the Early Years – Grade One © 2006 Scholastic Canada Ltd.

Oral Language Development Checklist – Grade Two

Language for Social Relationships

• listens and responds appropriately in conversations and small-group discussions

• initiates conversations with classmates, teachers,members of the school community, and visitors

• takes turns in conversations without interrupting others

• begins to ask for clarification/help (e.g., “What does that mean?”)

• uses appropriate non-verbal behaviours when listening and speaking (e.g., turns towards the speaker, makes eye contact in conversations, and does not put off a speaker with inappropriate facial expressions)

• joins in appropriately in small-group and whole-class discussions

• sustains extended conversations on a topic

• disagrees without inciting arguments

• uses appropriate social register (tone, intonation, and volume) for the playground and classroom

• uses language to help to diffuse conflict and to think of solutions

• uses social language conventions (e.g., please, thank you, excuse me, could we…, sorry…)

• begins to use language that is sensitive to the feelings of others

Name: Date:

74 Literacy Place for the Early Years—Grade Two © 2014 Scholastic Canada Ltd.TABLE OF CONTENTS88 © 2006 Scholastic Canada Ltd. Literacy Place for the Early Years – Grade One

Oral Language Development Checklist – Grade Two (cont.)

Language for Learning

• listens attentively when a wide range of texts ofincreasing length and complexity is read aloud (e.g., books, poetry, newspaper articles, directions,letters, and flyers)

• uses phrases and vocabulary from stories read aloud,shared reading, guided reading, and independent books

• uses ideas from books and links them to personal experiences, other curriculum areas, and other texts,including media (e.g., favourite movies and TV shows)

• retells stories maintaining a clear sequence of ideas

• retells factual materials from non-fiction books and links details to the main topic (e.g., “Some of the things it says about crocodiles are…”)

• asks questions to request information and clarify details

• responds to questions by providing appropriate details

• listens attentively in familiar whole-class and small-group settings

• explains events and actions experienced in present and past experiences

• problem solving becoming more internal but uses self-talk when encounters difficulty

• understands concrete humour and jokes

• is more aware that words and expressions may mean more than one thing

• follows directions involving several steps

• provides directions for others in games, projects, and other classroom activities (may need prompts to clarify steps)

• talks about cause-and-effect relationships (e.g., “It happened because…”)

• compares people, objects, and events but sometimes in parallel ways

© 2014 Scholastic Canada Ltd. Literacy Place for the Early Years—Grade Two 75 TABLE OF CONTENTS 89Literacy Place for the Early Years – Grade One © 2006 Scholastic Canada Ltd.

Oral Language Development Checklist – Grade Two (cont.)

Language Structures

Comments:

• uses speech that is understood by most children and adults

• has clear speech that is readily understandable, with only occasional articulation errors related to later developing sounds (e.g., s, z, th, sh, ch, j, r, l )

• uses a variety of simple, compound, and complex sentences and is learning to monitor their use for different purposes (e.g., short, clear sentences to give a quick response and more complex structures in discussions)

• uses a wide range of vocabulary and learns new word concepts from classroom content

• controls most verb tenses, with only occasional errors for irregular past tenses (e.g., “I seen it.”)

• controls plural forms with only occasional overgeneralizations (e.g., sheeps)

• uses connectives to explain relationships between ideas (e.g., so, when, next, before)


High-Frequency words record SheetName: Date:

Reading

Observations

Observations

Writing

Behaviours and Strategies

•recognizesallclassmembers’namesandmanynamesofotherschoolpersonnel(e.g.,theprincipalandotherteachers’names)

•recognizeswordsonavarietyofchartsandlabelsaroundtheroomandschool

•recognizesarangeofhigh-frequencywordsincludingthoselistedforkindergartenthroughgradetwo


•printsnamesoffamily,friends,andotherpeopleandthingsinclassroomandcommunitycontexts

•spellsallthehigh-frequencywordslistedforkindergartenandgradeone,andmostofthegradetwowords

Prompts

•Labelsondoorshelpusout.Whatdothoselabelssay?

•Whosenameisthat?•Canyoudeliverthisnoteto–––

(pointtothenameandaskwhoitisaddressedto)?

•Wheredoesittellusthat?•Canyoureadthatparttome?•Canyoufindthatwordonthechart?•Whatisthatword?•Great!YourecognizedtheWordWall

word!(Reinforcement)

FortheGrade2WordWall:•IsthataWordWallword?•CantheWordWallhelpyouthere?

TocheckpreviousWordWallwords:•Thesearesomewordsyouhadon

yourWordWalllastyear.Canyoureadthemtome?

Prompts

•Canyouwritetheirnames?•Youseethatonthegasstationsign

downtheroad.Canyouspellgas?•Good,youspelledlettuce.Didyou

rememberitfromthefoodlistontherabbit’scage?

•Doesyourspellinglookright?CheckitwiththeWordWall.

•Good,youspelledthatWordWallwordcorrectly.(Reinforcement)

•Thesearesomewordsfromlastyear’sWordWall.Canyouwritethem?


word Solving and Building record SheetName: Date:

Reading

ObservationsBehaviours and Strategies

•associatessoundstosingleconsonantsandmanyconsonantclusters(e.g.,br, str, sl, ch)

•associatessoundstomostvowels(e.g.,short,long,andsomeofthelessfamiliaronessuchas“oi/oy,”“ou,”andin“look”)

•readswordswithsilentletters(e.g.,couldandlamb)

•useswordpatternstosolveunfamiliarwords(e.g.,knows“rice”andworksout“twice”)

•readswordswithinflectedendings

•readswordswithr-controlledvowels

•isawarethatsomewordssoundthesamebuthavedifferentmeaningsandspellings:homophones(e.g.,sail/sale)

•readscommoncontractions(e.g.,I’m, can’t, don’t)

Prompts

•Whatsounddoesthatlettermake(orwhatsoundsdothoselettersmakeforconsonantclusters)?

•Whatsound(s)wouldyouexpectatthebeginningorendofthisword?

•Doesthatsoundright?•Checkthelettersinthemiddleofthe

word•Itrhymeswith“oil.”Doesthathelpyou

workitout?(“boil”)

•Whatwouldmakesensethere?Wouldthatsoundright?

•That’sright,wedon’tsayallofthelettersinthisword.Thosetwoaresilent.(Reinforcement)

•Ispartofthiswordlikeanotherwordyouknow?Doyouseeachunkyourecognize?

•Doyouseeapatternyouknow?•Checkalltheletters.Doesthatsound

right/lookright?

•Lookattheendoftheword.•Rereadthatandchecktheendofthis

word.Doesthatsoundbetter?

•Itrhymeswith“car.”Whatwouldmakesensehere?(“star”)

•Thispartlooksthesameas“ur”in“fur.”Doesthathelpwithreading…(“burst”)?

•Yestheysoundthesame,buttheydon’tlookthesame,andtheydon’tmeanthesamething.

•Let’slookatthosetwowords.What’sthesameaboutthem?What’sdifferent?

•It’stwowordsthathavebeenshortened.Let’slook,(write“I’m”and“Iam.”)Howhastheauthorshortenedthem?

•Youpausedatthatword(“I’m”).Whatsurprisedyou?


word Solving and Building record Sheet (cont.)

Writing

Reading

Observations

Observations


•readsmanycompoundwords

•readstwo-tothree-syllablewords


•usesconsonantandconsonantclusterletter-soundassociationsinspellings

•isrefiningknowledgeofvowelsoundsinspellings

•usessomevisualpatternsforspellings

•useswordpatternstoworkoutspellingsofunfamiliarwords(e.g.,knows“thing”andworksouthowtospell“sting”)

Prompts

•Youworkedoutthattwowordswereputtogetherthere.Ilikedthewayyourereadthatsentence.Doesitmakesensenow?

•It’stwowordsputtogether…Doesthathelpyouworkitout?

•Ilikethewayyoupausedandworkedoutthatwordbysayingitinchunks.Runthechunkstogether?Doesitmakesensenow?

•Lookatalltheletters?Canyouchunkthem?

Prompts

•Thinkofthefirstsoundintheword––––.

•Saythewordslowly.Whatareyouhearingatthebeginning/inthemiddle/attheend?Writedownthesoundsyouhear.

•Whenyousaythewordslowly,whatvowelsoundareyouhearinginthemiddle?

•Thinkofanotherwordwiththatpattern…

•Doesthatlookright?

•Doesitlooklikeawordyouknow?•Lookatthepatternattheendofthe

word.Doesitlookright?

•Thinkofawordyouknowwiththatpattern.

•Doesitlookright?Whichpartdoyouhavedoubtsabout?


word Solving and Building record Sheet (cont.)

Writing

ObservationsBehaviours and Strategies

•isbeginningtobeawareofdifferentspellingsforhomophonesinwriting

•usesafewcontractions(e.g.,I’m, can’t)

•spellssomecompoundwords

•usesinflectedendings(e.g.,-ing, -ed)

•usesregularplurals(addingan“s”)andisbeginningtousepluralsforwordsendingin“s,”“x,”“ch,”“sh,”and“ss”(adds“es”)

Prompts

•Isthereanotherwayofspelling“pair”whenitmeansafruit?

•You’vewritten“too.”Whenwemeananumber,howdowespellit?Yes,it’sthemeaningthatmakesthedifference!

•It’sgreatthatyou’vewrittenacontraction(“I’m”).Whatdoweincludetoshowthere’samissingletter?

•Great!You’verememberedtheapostrophetoshowlettersaremissing!(Reinforcement)

•You’veputtwowordstogethertomakeacompoundword…“snowball.”(Reinforcement)

•Weputthosetwowordstogethertomakeacompoundword.

•Doesthatsentencemakesense?Whatendingdoyouneedon“walk”?

•Rereadthesentenceyouwroteandthinkaboutwhatendingyouneedforthatword.

•Whenyouhave“ch”attheendofaword,youoftenadd“es”whenthere’smorethanone.Youhavethree“bunchs”offlowers,soitwouldbe“bunches.”

•Rereadyoursentenceandlookattheendofthisword.Istheresomethingmissing?


Language Predictability record SheetName: Date:

Writing

Reading

Observations

Observations

Prompts

•Whathelpedyouworkoutwhatthatwordmeant?

•Wasthereaclueinthestory/inthepicture?

•Remember,wordshavetomakesenseandsoundright.

•Doesthatmakesense?•Isthatawordyouknow?•Doesthatsoundright?•Canyousayitthatway?

•Doesitmakesense,anddoesitcheckout?

•Lookatthewordending,andthenthinkwhatwouldmakesenseandsoundright.

•Good!Thatmadesenseanditchecksout.(Reinforcement)

•Readaheadandseewhatwouldmakesense.

•Rereadthatpartandseewhatwouldsoundrightandmakesense.

•Ilikethewayyoupausedandwentbackwhenthatworddidn’tmakesense.(Reinforcement)

Prompts

•Wordsstartingwith“q”almostalwayshavea“u”thatfollowsthe“q.”

•Thatwordneedsavowelinthemiddle.Remember,allwordsweusehavevowelsinthem.


•usescontexttoworkoutwordmeaningsbutalsocheckspicturecuesinallreadingsituations

•predictsmeaningfulandgrammaticallyappropriatewordsforclozegapsinallreadingcontexts

•integratesmeaningandgrammaticcueswitharangeofvisual-soundcues(e.g.,initial,middle,andfinalletters,onsetsandrimes,inflectedendings)forcontextualwordpredictionsinreading

•useslanguagestrategies(e.g.,readsaheadandrereadstosupportpredictionsforunfamiliarwordsincontext)


•isbuildingarangeoflanguagegeneralizations(e.g.,wordsalwaysincludevowels,“q”isusuallyfollowedby“u,”“e”isusuallydroppedwhen“ing”or“ed”areaddedtoaverb)

Documents

Contents · A Monster Wrote Me a Letter is a humorous story about a mix-up that results in a visit between a boy and a monster . This text presents further opportunities for students