INSTRUCTIONAL DESIGN FRAMEWORK R1H€¦ · Grade 2 Communication Arts - 1 - INSTRUCTIONAL DESIGN FRAMEWORK . R1H . The What. Post. Standard Apply post-reading skills to respond to

Grade 2 Communication Arts

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INSTRUCTIONAL DESIGN FRAMEWORK

R1H

Standard Apply post-reading skills to respond to text:

a. answer basic comprehension questions b. identify the main idea and supporting details c. question to clarify d. retell e. reflect f. draw conclusions g. analyze

The What Post-reading skills

The How (DOK) • Identify • Question • Retell • Reflect • Draw conclusions • Analyze

Kid Friendly Objective • After reading I will be able to identify the main idea and supporting details in a text. • After reading I will use questions to understand what I read. • After reading I will be able to retell what I read. • After reading I will reflect on what I read. • After reading I will draw conclusions about what I read. • After reading I will analyze what I read.

Activity Have students record their thoughts about a narrative story in their response journals.

Activity During guided reading, retell by sequencing the story events.

Activity During read alouds discuss main ideas and details. Pose questions to guide understanding of the text.

Assessment of Kid Friendly Objectives • After reading a given text, students will identify the main ideas and supporting details by

answering multiple choice questions. • After reading a text, students will achieve proficient or advanced score on the district

comprehension scoring guide.

Academic Vocabulary Identify Supporting details Main idea Reflect Clarify Analyze Draw conclusions


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INSTRUCTIONAL DESIGN FRAMEWORK R3A

Standard Locate and interpret information in illustrations, title, headings, captions, diagrams, charts and graphs.

The What Information in illustrations, titles, headings, captions, diagrams, charts, graphs

The How (DOK) • Locate • Interpret

Kid Friendly Objective • I will find and understand information in illustrations • I will find and understand information in titles • I will find and understand information in headings

Activity Use a non fiction text during guided reading.

Activity Help students to create an anchor chart about pictorial aids. Have students cut out examples from magazines and newspapers and discuss the information they contain.

Activity During shared reading, use text books (Science/Social Studies) to demonstrate how reader attend to captions, diagrams, pictures, and other pictorial aids to support meaning.

Assessment of Kid Friendly Objectives Students will be able to find and understand information in illustrations, titles, headings, and captions eighty percent of the time using a variety of provided resources.

Academic Vocabulary Illustrations Headings Charts Title Captions Graphs Headings Diagrams


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INSTRUCTIONAL DESIGN FRAMEWORK R1E

Standard Develop vocabulary by reading, listening to, and discussing unknown words in stories using a. root words b. classroom resources c. context clues

The What • Unknown words • Stories • Root words • Classroom resources • Context clues

The How (DOK) • Develop • Reading • Listening • Discussing

Kid Friendly Objective • I will develop vocabulary from stories be using root words. • I will develop vocabulary from stories by using classroom resources • I will develop vocabulary from stories by using context clues.

Activity Sitton Spelling activities.

Activity Use dictionaries to find the meaning of an unknown word.

Activity During read alouds demonstrate how to figure out unknown words by using context clues.

Assessment of Kid Friendly Objectives Teacher observation/checklist

Academic Vocabulary Vocabulary Resources Root words Context clues


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INSTRUCTIONAL DESIGN FRAMEWORK R1D

Standard Read grade-level instructional text with fluency, accuracy and expression

The What • Fluency • Accuracy • Expression

The How (DOK) Read

Kid Friendly Objective • While reading, I will read the words accurately. • While reading, I will read with fluency and expression.

Activity Shared reading of poetry

Activity Readers’ Theatre

Activity Partner read

Assessment of Kid Friendly Objectives • The student will achieve a minimum of 95% accuracy and a 1:3 self correction score on a

running record. • The student will achieve a proficient or advanced score on the district fluency expression scale.

Academic Vocabulary Fluency Accuracy Expression


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INSTRUCTIONAL DESIGN FRAMEWORK W1A

Standard Follow a writing process to a. use a simple strategy in prewriting when appropriate b. compose a draft in written form on student-selected topic c. reread and revise for audience and purpose, ideas and content, organization and

sentence structure, and word choice, with assistance (refer to W2A, W2B, W2C, W2D) d. edit for conventions (refer to W2E) with assistance e. share writing

The What • Writing process • Strategy • Draft • Conventions

The How (DOK) • Use • Compose • Reread • Revise • Edit • Share

Kid Friendly Objective • I will use a simple strategy in prewriting. • I will compose a rough draft on my topic. • I will reread and revise for audience and purpose • I will reread and revise for ideas and content. • I will reread and revise for organization and sentence structure. • I will reread and revise for word choice. • I will edit for capitalization, punctuation, etc. • I will share my writing

Activity Students will share a piece of their writing with the class.

Activity During shared writing the teacher/students will reread, revise, and edit their shared writing.

Activity During shared writing teacher/students will compose a prewriting chart and draft on a class selected topic.

Assessment of Kid Friendly Objectives During writer’s workshop the teacher will observe students using the writing process. (Teacher can use appendix H in Scaffolding Your Writers to record student’s achievement.)

Academic Vocabulary Writing process Draft Conventions Simple strategy Content Prewriting Organization


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INSTRUCTIONAL DESIGN FRAMEWORK IL1B

Standard Locate information on keywords and questions in provided resources, with assistance

The What • Information • Keywords • Questions • Resources

The How (DOK) Locate

Kid Friendly Objective • I will find information on keywords in resources. • I will find information about questions using resources.

Activity Use non-fiction text during guided reading.

Activity Use information in science/social studies text books to answer comprehension questions at the end of a unit.

Activity Use glossary and index in science and social studies text book to find meaning in key words.

Assessment of Kid Friendly Objectives With assistance, students will be able to locate information on keywords and question eighty percent of the time using a variety of provided resources.

Academic Vocabulary Locate Keywords Resources


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INSTRUCTIONAL DESIGN FRAMEWORK R3B

Standard Explain examples of sensory details in nonfiction text.

The What Sensory details in non-fiction text

The How (DOK) Explain

Kid Friendly Objective I will explain the details in nonfiction text that used the five senses.

Activity Sound Unit Bottle/pitch activity.

Activity After reading about different animal groups, students will draw and describe the coverings an animal of their choice

Activity During the study of rocks and soil students will describe the characteristics of a rock using the five senses.

Assessment of Kid Friendly Objectives After reading a teacher selected passage, the students will be able to describe and illustrate a living or non-living object referring to the sensory details from the text.

Academic Vocabulary Sensory Nonfiction text


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INSTRUCTIONAL DESIGN FRAMEWORK R3D

Standard Read and follow simple directions to perform a task

The What Follow directions

The How (DOK) • Read • Follow • Perform

Kid Friendly Objective I will read and follow directions to do a task.

Activity Students perform a task by independently reading a set of directions with assistance.

Activity Students create a picture by following teacher read directions.

Activity Teacher models following directions by creating a peanut butter and jelly sandwich following the recipe.

Assessment of Kid Friendly Objectives Students will complete a task following a writer set of directions with eighty percent accuracy.

Academic Vocabulary Directions Task


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INSTRUCTIONAL DESIGN FRAMEWORK LS1B

Standard Demonstrate listening behaviors (e.g., prepares to listen, listens without interruptions, maintains eye contact)

The What • Listening • Behaviors

The How (DOK) • Demonstrate • Listen

Kid Friendly Objective • I will be ready to listen. • I will listen without interrupting. • I will watch the speaker while listening.

Activity Read aloud the storybook, “What if Everybody Did That?

Activity Students take turns role playing appropriate and inappropriate listening behaviors.

Activity Teacher/Students create an anchor chart describing traits of a good listener.

Assessment of Kid Friendly Objectives Teacher will document student listening behaviors through out the school day using checklist and anecdotal records.

Academic Vocabulary Listen Behaviors Demonstrate


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INSTRUCTIONAL DESIGN FRAMEWORK R1G

Standard During reading, develop and utilize strategies to a. self-question and correct b. determine meaning of unknown words c. self-monitor comprehension d. question the text e. infer f. visualize

The What Reading strategies

The How (DOK) • Develop • Use • Self-quest and correct • Self-monitor • Question • Infer • Visualize

Kid Friendly Objective • I will reread for meaning if the text doesn’t make sense. • I will figure out unknown words (while reading). • I will check my understanding of the text while reading. • I will ask questions about the text while reading. • I will make inferences about the text while reading. • I will visualize about the text while reading.

Activity Have students draw a picture of the story setting or characters after a narrative read aloud.

Activity During guided reading discuss text to help students pose questions and reread for understanding and to make inferences.

Activity During read alouds demonstrate how to self question and correct and determine the meaning of unknown words while reading.

Assessment of Kid Friendly Objectives During reading students will use an open ended response page to recore their thoughts and questions.

Academic Vocabulary Self-question Comprehension Unknown words Infer Self-monitor Visualize


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INSTRUCTIONAL DESIGN FRAMEWORK R2A

Standard Use details from text to locate and apply information in title, pictures and table of contents.

The What • Details form text • Information in title • Pictures • Table of contents

The How (DOK) • Locate • Apply • Use

Kid Friendly Objective • I will use details from text to find and use information in titles. • I will use details from text to find and use information in pictures. • I will use details from text to find and use information in tables of contents

Activity During shared reading teacher will model how to find and use information in titles, pictures, and table of contents.

Activity Use non-fiction and fiction text in guided reading groups to find information using the table contents.

Activity During guided reading, students will make prediction about the text through a book walk using the title and pictures with assistance.

Assessment of Kid Friendly Objectives Students will be able to find and understand information in the title, pictures, and table of contents eighty percent of the time using a variety of provided resources.

Academic Vocabulary Title Details Pictures Text Table of contents


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INSTRUCTIONAL DESIGN FRAMEWORK R2C

Standard Use details from text to a. make basic inferences b. predict solution(s) c. identify events in logical sequence d. identify settings, characters, and problems

The What • Details • Inferences • Solutions • Events in logical sequence

The How (DOK) Level two • infer • predict • identify • use

Kid Friendly Objective • I will use details from text to make inferences. • I will use details from text to predict solutions. • I will use details from text to retell events in sequence.

Activity Students will create a story map to retell a story.

Activity During guided reading have students predict how the story problem will be solved.

Activity During read alouds make inferences about a narrative text.

Assessment of Kid Friendly Objectives During reading conferences students will respond to text using details to support inference, solutions, and sequencing of story events.

Academic Vocabulary Infer Inferences Sequence Predict Solutions Identify Events


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INSTRUCTIONAL DESIGN FRAMEWORK IL1D

Standard Give credit, through discussion, for others’ ideas, images and information

The What • Discussion • Ideas • Images • Information

The How (DOK) • Discuss • Recognize

Kid Friendly Objective Through discussion I will give credit for other people’s ideas, images, and information.

Activity Teacher/Students create an anchor chart describing appropriate ways to give credit to other for their ideas and information.

Activity During writing celebrations students give compliments to other students.

Activity Discuss with students thought and feelings towards the author after a read a loud.

Assessment of Kid Friendly Objectives The students will follow a checklist that includes behaviors when giving credit to other for their ideas and input.

Academic Vocabulary Credit Images Information


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INSTRUCTIONAL DESIGN FRAMEWORK IL1A

Standard Formulate keywords and questions, with assistance, to locate resources on topics of interest

The What • Key words • Resources • Topics of interest

The How (DOK) • Formulate • Locate

Kid Friendly Objective I will formulate questions to locate resources on a topic in which I am interested

Activity Chart different types of resources and give examples of information they provide.

Activity KWL chart

Activity Brainstorm words based on given topic.

Assessment of Kid Friendly Objectives With teacher assistance the students will locate resources about a topic of interest by finding key words and writing questions about the topic.

Academic Vocabulary Formulate Resources Keywords Topics of interest


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INSTRUCTIONAL DESIGN FRAMEWORK R1F

Standard Develop and apply pre-reading strategies to aid comprehension:

a. access prior knowledge b. preview c. predict with evidence d. set a purpose for reading

The What • Pre-reading strategies • Prior knowledge • Preview • Predict purpose for reading

The How (DOK) Level two • develop • apply • access

Kid Friendly Objective • I will use prior knowledge to help my understanding. • I will preview a text to help my understanding. • I will predict a text to help my understanding. • I will set a purpose for reading to help my understanding.

Activity Using open ended response pages students make prediction and confirm text.

Activity During read alouds make predictions about the text and set a purpose for reading.

Activity During guided reading discuss prior knowledge of text subject matter and preview the text to aid comprehension.

Assessment of Kid Friendly Objectives During guided reading and Reader’s workshop conferences, teacher will use checklists to make anecdotal records while students access prior knowledge, set a purpose for reading, preview and predict the text.

Academic Vocabulary Prior knowledge Strategies Predict Comprehension Purpose


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INSTRUCTIONAL DESIGN FRAMEWORK W2E

Standard In written text

a. space correctly between letters and words b. capitalize days of week, names of towns, cities, states c. use correct ending punctuation in declarative and interrogative sentences, comma in

dates, and comma in the greeting and closing of a letter d. correctly use describing words (adjective) and substitute pronouns for nouns e. spell word with simple patterns and high-frequency words correctly f. use transitional spelling, classroom resources, especially dictionary, and spelling

strategies g. write legibly

The What • Written text • Spacing between letters and words • Days of week, names of towns/cities • Correct punctuation • Declarative and Interrogative sentences • Commas in dates/letters • Describing words (pronouns) nouns • Simple patterns/high-frequency words • Transitional spelling • Classroom resources • Spelling strategies

The How (DOK) • Use • Capitalize • Identify patterns • Write

Kid Friendly Objective • I will use correct spacing between letters and words. • I will use capital letters for days of the week, names of towns, cities, states. • I will use correct ending punctuation in declarative and interrogative sentences. • I will use commas correctly in dates and in the greeting and closing of a letter. • I will use describing words correctly. • I will use correct pronouns for nouns. • I will spell words with simple patterns correctly. • I will spell high-frequency words correctly. • I will use letter sound to spell words correctly. • I will use classroom resources, especially a dictionary to spell word correctly. • I will use spelling strategies to spell words correctly. • I will use neat handwriting that is easy to read.

Academic Vocabulary Capitalize Comma Patterns Ending punctuation Greeting/closing of a letter High frequency words Declarative Describing words (adjectives) Dictionary Interrogative Pronouns/nouns Spelling strategies


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Activity Daily oral language activities.

Activity Have students to brainstorms and create an anchor chart of describing words using the five senses.

Activity Sitton spelling activities

Assessment of Kid Friendly Objectives Student will achieve a proficient or advanced score on the district writing scoring guide.


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INSTRUCTIONAL DESIGN FRAMEWORK R1I

Standard Identify relevant connections a. text to text (text ideas – similarities and differences in information and relationships in a. various fiction and non-fiction works) b. text to self (text ideas and own experiences) c. text to world (text ideas and the world, with assistance)

The What • Connections • Text to text • Text to self • Text to world

The How (DOK) Identify

Kid Friendly Objective • I will identify text-to-text connections. • I will identify text-to-self. • I will identify text-to-world.

Activity Response journal

Activity Students will share text-to text, text to self or text to world connections during a read aloud.

Activity Use read alouds to demonstrate text to text, text to self, text to world connections

Assessment of Kid Friendly Objectives Using a T-chart students will be able to make connection to the text, and identify the type of connection they have made 80% of the time

Academic Vocabulary Connections Text to self Text to text Text to world


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Standard Develop and apply decoding strategies to “problem-solve” unknown words when reading grade level instructional text.

The What • Decoding strategies • Unknown words

The How (DOK) • Develop • Apply • Problem solve • Reading

Kid Friendly Objective • I will learn strategies to problem-solve unknown words. • I will use strategies to problem-solve unknown words.

Activity Use sentence strips with words that can be cut apart to demonstrate how words can be divided into chunks to decode.

Activity During shared reading model the use of context clues to decode unknown words.

Activity During guided reading assist students in using picture clues when decoding an unknown word.

Assessment of Kid Friendly Objectives Students will achieve a minimum of self correction ratio or 1:3 on a running record. The teacher will analyze errors using MSV codes.

Academic Vocabulary Describing strategies


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INSTRUCTIONAL DESIGN FRAMEWORK W2B

Standard Compose text with a. a clear controlling idea b. relevant details/examples, with assistance

The What • Clear controlling idea • Relevant details • Examples

The How (DOK) Compose

Kid Friendly Objective • I will compose text with a clear controlling idea. • I will compose text with relevant details. • I will compose text with relevant examples.

Activity Small Moment Writing, Lucy Calkins.

Activity Framed Paragraph Step up to writing

Activity Expository writing using colored sentence strips. (Step up to Writing)

Assessment of Kid Friendly Objectives Students will achieve a proficient or advanced score on the district writing scoring guide on an expository writing.

Academic Vocabulary Compose Clear controlling idea Relevant details


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INSTRUCTIONAL DESIGN FRAMEWORK W2C

Standard Compose text with a. evidence of beginning, middle and ending b. complete sentences or thoughts (declarative and interrogative)

The What • Beginning, middle,

ending • Complete sentences


Kid Friendly Objective • I will compose text with a beginning, middle, and ending. • I will compose text using complete sentences or thoughts.

Activity Snowball writing.

Activity During Writers workshop collaborate with students to write a story with a clear beginning, middle, ending.

Activity Using a picture or illustration as a guide, write a declarative and interrogative sentence as a class.

Assessment of Kid Friendly Objectives Students will achieve a proficient or advanced score on the district writing scoring guide on a narrative writing. Students will independently write declarative and interrogative sentences with correct punctuation.

Academic Vocabulary Beginning, middle, ending Declarative Complete sentences Interrogative


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INSTRUCTIONAL DESIGN FRAMEWORK W2D

Standard Compose text using words that are related to the topic, and some words that are specific and accurate

The What • Words related to topic • Specific words • Accurate words


Kid Friendly Objective • I will compose text using words that are related to my topic. • I will compose text using words that are specific and accurate.

Activity With teacher assistance, students create a recipe using cooking terms. (example: Units of measurements)

Activity With teacher assistance, students will create written commercials using words to describe a product

Activity With teacher assistance, students will create posters using words that are related to the specific topic. Example: bookfair, fire safety.

Assessment of Kid Friendly Objectives Students will achieve a proficient or advanced score on the expository scoring guide on a paragraph of a teacher selected topic.

Academic Vocabulary Related to topic Specific words Accurate words


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Standard Compose text showing awareness of audience

The What Awareness of audience


Kid Friendly Objective I will compose text for a specific audience.

Activity Write a paragraph describing how to build a snowman.

Activity Write a paragraph on why you think students should or should not have homework

Activity Write a friendly letter to a classmate

Assessment of Kid Friendly Objectives • Students will achieve a proficient or advanced score on the letter writing scoring guide. • Students will achieve a proficient or advanced score on the expository scoring guide.

Academic Vocabulary Awareness of audience


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INSTRUCTIONAL DESIGN FRAMEWORK IL2A

Standard Identify, with assistance, intended messages conveyed through oral and visual media

The What • Intended messages • Oral and visual media


Kid Friendly Objective • I will identify intended messages in oral media. • I will identify intended messages in visual media.

Activity After watching an educational video students will write about three things they learned.

Activity After reading a Weekly Reader or Kind News students will answer questions about what they read.

Activity After listening to a book on tape, answer related comprehension questions.

Assessment of Kid Friendly Objectives With assistance, students will be able to identify three things they learned from an oral or visual media.

Academic Vocabulary Intended messages Oral and visual media


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Standard Compose a. narrative, descriptive, expository, and/or persuasive texts, using appropriate text features b. thank-you notes, friendly letters, lists, invitations

The What • Narrative • Descriptive • Expository • Persuasive text • Text features • Thank-you notes • Friendly letters • Lists •Invitations


Kid Friendly Objective • I will compose narrative text using text features. • I will compose descriptive text using text features. • I will compose expository text using text features. • I will compose persuasive text using text features. • I will compose a thank you note using text features. • I will compose a friendly letter using text features. • I will compose invitations using text features. • I will compose lists using text features.

Activity Students will write a personal narrative about an event in their life.

Activity Students will write a paragraph describing how to make a scarecrow.

Activity Students will write a letter about their weekend activities to their teacher.

Assessment of Kid Friendly Objectives Using the district scoring guides, students will achieve a proficient or advanced score on the following types of writing: narrative, expository and friendly letters.

Academic Vocabulary Narrative Persuasive Descriptive Text features Expository


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INSTRUCTIONAL DESIGN FRAMEWORK LS1A

Standard Listen • for enjoyment • for information • to solve problems • for directions to complete a simple task

The What • Enjoyment • Information • Solve problems • directions • simple task

The How (DOK) • Listen • Complete

Kid Friendly Objective • I will listen for enjoyment. • I will listen for information. • I will listen to solve problems. • I will listen for directions to complete a simple task.

Activity Students will listen to clues to solve a riddle.

Activity Students will listen to read alouds without interruptions.

Activity Students will complete a picture following oral directions.

Assessment of Kid Friendly Objectives After listening to a set of oral directions, students will be able to complete a task.

Academic Vocabulary Simple task


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INSTRUCTIONAL DESIGN FRAMEWORK LS2A

Standard Speak at an appropriate volume and maintain a clear focus when sharing ideas

The What • Appropriate volume • Clear focus

The How (DOK) • Speak • Sharing • Maintain

Kid Friendly Objective • I will speak at an appropriate level when sharing ideas. • I will stay focused when sharing ideas.

Activity Students will participate in Think-Pair-Share activities (cooperative learning)

Activity Students take turns role playing appropriate and inappropriate behaviors

Activity Teacher/student create an anchor chart describing traits of a good speaker

Assessment of Kid Friendly Objectives Teacher will document student speaking skills during share time using anecdotal records.

Academic Vocabulary Appropriate volume Clear focus


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Standard Use details from text to

a. demonstrate comprehension skills previously introduced b. ask questions to clarify meaning c. answer questions d. identify main ideas and provide support e. retell sequence of events f. make basic inferences about problems and solutions g. identify problems and solutions

The What • Details from text • Comprehension skills • Questions • Main ideas • Sequence of events • Inferences about problems and • solutions

The How (DOK) • Level two • Infer • Show • Retell (summarize) • Cite evidence • Identify

Kid Friendly Objective a. I will use details from text to show my understanding of the text. b. I will use details from text to ask questions to better understand the text. c. I will use details from the test to answer questions. d. I will use details from the text to find and explain the main idea. e. I will use details from the test to retell sequence of events. f. I will use details from the text to make basic inferences about problems and

solutions. g. I will use details from the text to identify problems and solutions

Activity Student will read a story and answer multiple choice comprehension questions.

Activity Have students identify the problem and solution of a story in their response journals.

Activity During guided reading, students retell the story events.

Assessment of Kid Friendly Objectives After reading a given text, students will achieve a proficient or advanced score on the district comprehension scoring guides.

Academic Vocabulary Comprehension Details from text Retell Inferences Main idea Problem and solutions Clarify meaning Sequence of events


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INSTRUCTIONAL DESIGN FRAMEWORK LS2B

Standard Give clear two-and-three oral directions to complete a simple task

The What • Oral directions • Simple task

The How (DOK) Organize

Kid Friendly Objective I will tell how to do a task using clear directions.

Activity Play “Simon Says”

Activity Student hides an object and then gives directions to the class on where to find it.

Activity Students give their partners oral directions on how to draw a snowman.

Assessment of Kid Friendly Objectives Teacher observation checklist.

Academic Vocabulary Oral directions Simple task


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INSTRUCTIONAL DESIGN FRAMEWORK R2B

Standard Identify examples of rhythm, rhyme and alliteration

The What • Rhythm • Rhyme • Alliteration


Kid Friendly Objective • I will find examples of rhythm. • I will find examples of rhyme. • I will find examples of alliteration.

Activity Students will highlight examples of rhyme and alliteration in a poem with teacher assistance.

Activity Students will choral read a poem with emphasis on the rhythm.

Activity After reading a poem teacher/students will make an anchor chart listing rhyming words.

Assessment of Kid Friendly Objectives • Student will identify rhyming words in a teacher provided poem. • Student will identify examples of alliteration in a teacher provided poem.

Academic Vocabulary Rhyme Rhythm Alliteration

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INSTRUCTIONAL DESIGN FRAMEWORK R1H€¦ · Grade 2 Communication Arts - 1 - INSTRUCTIONAL DESIGN FRAMEWORK . R1H . The What. Post. Standard Apply post-reading skills to respond to