Unit 2/Week 1 at a Glance - Benchmark Education …blresources.benchmarkeducation.com/pdfs/G2U2W1_Instrctn.pdfDay One 4 Benchmark Literacy • Grade 2 • Unit 2/Week 1 ©2011 Benchmark

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LiteracyB e n c h m a r k

Teacher’s Guide Grade 2 • Unit 2 1Unit 2/Week 1 at a Glance

Day Mini-Lessons

ONE • Introduce the Comprehension Strategy: Analyze Character

• Think Aloud and Use the Metacognitive Strategy: Visualize

• Analyze Characters from a Picture

• Connect Thinking, Speaking, and Writing

• Reflect and Discuss

TWO • Review the Metacognitive Strategy: Visualize

• Use the Comprehension Strategy: Analyze Character

•Connect Thinking, Speaking, and Writing

•Reflect and Discuss

THREE • Extend the Comprehension Strategy: Analyze Character

• Observe and Prompt for Strategy Understanding


FOUR • Read and Summarize

• Answer Text-Dependent Comprehension Questions: Analyze Character (Level 3: Prove It!)


FIVE • Metacognitive Self-Assessment

• Constructed Written Response

• Ongoing Comprehension Strategy Assessment

Week

Visualize/Analyze Character

® B e n c h m a r k e d u c a t i o n c o m p a n y

Can’t Sleep!

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The Park Pond

Ting’s Trait: helpfulClues: Ting helps her mom pull weeds and pick up trash from the water.

Ting’s Feelings: worriedClues: Ting asks if the trash and slime make the frogs sick.

Mom’s Traits: optimistic and positive Clues: She says that after they clean the pond, the frogs will be singing again.

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Ting’s mom was a gardener at the park. One Saturday, Ting went to help her mom. In the morning, they pulled weeds. Later they went to the pond and found it full of slime and trash.

“Use these gloves,” said Ting’s mom. “You can pick up the trash and put it in the bags. I will scoop the slime out of the water.”

“Do the trash and slime make the frogs sick?” asked Ting.

“Yes, but they will be singing ‘ribbit, ribbit’ when the pond is clean again!”

Little Duck’s Traits:

Clues:

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Other Ducks’ and Animals’ Traits:

Little Duck’s Feelings: Changes:

Clues: Clues: Clues:

Little Duck wanted friends. Little Duck swam down the river. The ducks said, “Go away. You are ugly!”

Little Duck swam north to the forest. The animals said, “Go away. You are a funny-looking duck.”

Little Duck was sad. Little Duck swam south to the lake. He saw some swans. “Swans are so pretty,” said Little Duck.

Then Little Duck went to sleep. Little Duck slept for a long, long time.

Little Duck woke up and looked at himself in the lake.

“I do not believe what I am seeing,” he said.

The swans saw Little Duck, too. The swans said, “You are not a duck. You are a pretty swan. We always knew you were beautiful.”

Little Duck

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Little Red Riding Hoodie Rides AgainLittle Red Riding Hoodie had a

basket of hot food. The food was for her sick grandmother. Little Red wanted to get to Granny’s house before the food got cold. Little Red took a shortcut through the woods. A wolf stopped her.

“What’s in your basket?” asked the wolf. Little Red knew better than to talk to strangers. Little Red kept walking.

The wolf tried again. He said, “I love your hoodie. Where did you get it?”

Little Red did not answer. She started to run. The wolf ran after her. Little Red ran out of the woods. The wolf followed her.

Luckily, the number 12 bus came by. Little Red got on the bus. The wolf did not have exact change.

The bus took Little Red to Granny’s house. They ate happily ever after.

Day One

Benchmark Literacy • Grade 2 • Unit 2/Week 1 ©2011 Benchmark Education Company, LLC2

Can’t Sleep!

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Lesson Objectives

Students will:

• Analyze characters though their actions, words, thoughts, and feelings.

• Visualize to deepen understanding of characters.

• Use academic sentence frames to discuss strategies.

Related Resources

• Whiteboard CD-ROM

• Home/School Connections (BLM 1)

About the Strategy

• A character is a person, an animal, or a thing in a work for literature.

• Examining a character’s actions, feelings, thoughts, and words—and what others say and think about him or her—allows readers to make inferences about the character.

• Understanding characters in a story helps readers better understand the story.

Read-Aloud (10 minutes)

Select a favorite fiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Visualize.” Use the sample read-aloud lessons and suggested titles in the Benchmark Literacy Overview.

Mini-Lessons (20 minutes)

Introduce the Comprehension Strategy: Analyze Character

Say: Tears rolled down Lucy’s cheeks. Her mom had just told her they were moving to a new city. “I will miss my friends, my teachers, and my school!” cried Lucy. She ran to her room and hugged Freddy, the teddy bear her best friend had given her.

Ask: How does Lucy feel? How do you know?

Turn and talk. Ask students to turn to a partner and tell about something that once made them sad. What did they say? What did they do? Ask a few students to share with the whole group.

Explain: The description your partner shared lets you figure out, or infer, that he or she was sad. When you look closely at how a person acts, and what he or she says and thinks, you use clues to make inferences about that person’s character. Writers do this, too. Good readers know how to infer what a character is like from the writer’s details and what they know about people. We’re going to practice analyzing characters this week.

Think Aloud and Use the Metacognitive Strategy: Visualize

Display Poster 1.

Draw students’ attention to the picture of the man. (Whiteboard users can use the highlighter tool.)

Explain: When I look at this picture, the first thing I need to do is figure out what it is trying to show me. One way I can do that is by visualizing. When I visualize, I picture something in my head. I think about what I know about the drawing, and I use that information to make an image in my mind. Let me show you how I do it.

Comprehension Anchor Poster 1

Day One

©2011 Benchmark Education Company, LLC Benchmark Literacy • Grade 2 • Unit 2/Week 1 3

Make Content Comprehensible for ELLsUse the following strategies to help ELLs understand the poster content and acquire academic language.

BeginningRead the title of the poster. Demonstrate the different strategies people use to fall asleep. For example, say:

Some people count sheep when they can’t sleep. Count sheep – 1 sheep, 2 sheep, 3 sheep.

Some people read when they can’t sleep. Role-play reading.

Point to and name objects in the photograph: man, sheep, bed, book.

Beginning and IntermediateDraw and label, or have ELLs draw, other things they do when they can’t sleep.

Home/School ConnectionsOn Day 1, distribute copies of Home/School Connections (BLM 1). Each day during the week, assign one of the six home/school connection activities for the students to complete. Ask them to bring their completed assignments to class the following day. Make time at the beginning of each day for students to share their ideas.

Think aloud: The man in this picture can’t fall asleep. In my mind, I see, or visualize, how he has tried to fall asleep, first by reading, and then by counting sheep. He feels frustrated because nothing is working. By visualizing his problem and all the solutions he’s trying, I can better understand how the man feels.

Write what you visualized on chart paper. Ask students to generate other visualizations about this picture, and add these to the chart paper.

Post these visualizations on the wall as a Visualize anchor chart, or have students write them in their reading journals or notebooks to use in the future.

Analyze Characters from a Picture

Ask students to use the picture to analyze characters.

Remind students to pay attention to how the characters look, act, think, and feel.

Provide the following academic sentence frames to support ELLs and struggling students:

The man feels .I can tell he feels this way because .

Connect Thinking, Speaking, and Writing

Write down students’ analysis of the man in the poster and reread it as a group. Give students the opportunity to expand on their shared writing.

Reflect and Discuss

Ask and discuss the following questions:•Whyisitimportanttoanalyzecharacters?Howdoesthishelpyouas

a reader?•Howdidvisualizinghelpyouunderstandthepicture?•Whatcluesinthepicturehelpedyouvisualize?

Connect and transfer. Say: When you read in small group or on your own, remember to analyze characters by paying attention to how they act, look, feel, and think. Also pay attention to what they say and what others say about them.

Home/School Connections (BLM 1)

Name Date

Benchmark Literacy • Grade 2 • Unit 2/Week 1 ©2010 Benchmark Education Company, LLC

BLM 1

Home/School Connections:Analyze Character

1. Make Text-to-World Strategy ConnectionsSelect a member of your family. Write his or her name on a sheet of paper. With help from that family member, list clues about his or her character traits. What does he or she do, think, feel, and say? Repeat with a second family member. How are the family members alike? How are they different? Bring your lists to school to share with your class.

2. Make Text-to-Text Strategy ConnectionsFind one or more examples from stories or articles of clues about what characters are like. Remember, the examples may include what a character says, does, thinks, feels, or what others say or think about the character. Highlight or circle clues about the character. Bring your example(s) to school to share with the class.

3. Make a Strategy Connection to Social StudiesThink of someone who works in your neighborhood, such as the mail carrier, grocer, bank teller, etc. Draw the person and write a caption that tells what the worker is like.

4. Make a Strategy Connection to the ArtsThink about an artist (e.g., painter, musician, actor, etc.) you are learning about in school. How does know what the artist is like help you better understand his or her art?

5. Make a Character ChartThink of your favorite character. It may be someone from a book, movie, or TV show. On a character chart, list clues about the character—what he or she says, looks like, feels, thinks, and what others think or say about him or her. You can ask a family member to help you. Sign your name and your family member’s name on your chart. Bring your chart to class to share.

6. Think and Write About the StrategyThink about how learning about analyzing characters has helped you become a more strategic reader. Write about how and when you use this strategy to help you understand what you are reading.

Day One


Comprehension Quick-CheckObserve whether students are able to analyze the man in the poster. If they have difficulty, use the following additional explicit instruction.

Draw the analyze character web on chart paper.

In the middle, write man.

Say: The man is the main character. To understand, or analyze, a character, we think about what he says, thinks, does, and feels.

In one of the surrounds circles, write can’t sleep.

Say: I can tell that the man can’t sleep because of his behaviors, or what he is doing, such as counting sheep and reading.

Say: Now you find other character traits for the man.

Support Special Needs LearnersSupport visual learners and students with attention issues by projecting the whiteboard version of the posters. Allow students to come to the whiteboard and circle, underline, or highlight characters’ actions, feelings, thoughts, and words in the text. Invite them to label what they see.

Access the graphic organizer provided on the whiteboard. Record character traits with students.

Provide opportunities for active involvement. For example, assign students the roles of the characters, and let them retell the content of each poster.

Access the image bank for enlarged images that students can use to practice visualizing and analyzing character.

Small-Group Reading Instruction (60 minutes)

Based on students’ instructional reading levels, select titles that provide opportunities for students to practice analyzing characters. See the list provided on the Unit at a Glance chart.

Use the before-, during-, and after-reading instruction provided in the Teacher’s Guide for each text.

Individual Student Conferences (10 minutes)

Confer with individual students on their text selections and application of strategies. Use the Reading Conference Note-Taking Form to help guide your conferences.

Phonics Workshop (20 minutes)

Use the Day 1 instruction provided in SpiralUp Phonics Skill Bag 4.

Day Two


The Park Pond

Ting’s Trait: helpfulClues: Ting helps her mom pull weeds and pick up trash from the water.

Ting’s Feelings: worriedClues: Ting asks if the trash and slime make the frogs sick.

Mom’s Traits: optimistic and positive Clues: She says that after they clean the pond, the frogs will be singing again.

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Ting’s mom was a gardener at the park. One Saturday, Ting went to help her mom. In the morning, they pulled weeds. Later they went to the pond and found it full of slime and trash.

“Use these gloves,” said Ting’s mom. “You can pick up the trash and put it in the bags. I will scoop the slime out of the water.”

“Do the trash and slime make the frogs sick?” asked Ting.

“Yes, but they will be singing ‘ribbit, ribbit’ when the pond is clean again!”

Lesson Objectives

Students will:




Related Resources



• Comprehension Anchor Poster 2 (BLM 2)


Select a favorite fiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Visualize.” Use the sample read-aloud lessons and suggested titles in the Benchmark Literacy Overview.


Review the Metacognitive Strategy: Visualize

Display Poster 2 with annotations hidden and/or distribute BLM 2 and read aloud the title.

Read aloud the text with students.

Explain: Yesterday when I looked at the poster of the man who could not fall asleep, I pictured what happened in my head. Visualizing helps me better understand characters. To visualize, I think about what I know from picture and/or text clues and use this information to create a picture in my mind. I’ll show you how I do this.

Reread paragraphs 1 and 2. Think aloud: I read that Ting helped her mom at the park. In my mind, I see Ting working hard with her mom and pulling weeds. I also see them wearing gloves and pulling slime and trash from the pond. I picture them working very hard.

Reread paragraph 3. Think aloud: Ting’s question helps me infer that Ting is concerned about the frogs. In my head, I see Ting looking worriedly at the frogs as they try to hop over the trash. From this image in my mind, I can tell that Ting is worried.

Build academic oral language: Reread paragraph 4. Ask students to visualize Ting and her mom proudly standing by a sparkling clean pond with frogs happily singing on lily pads. Encourage students to think aloud. Then ask students to describe their process of visualizing. Reinforce the idea that good readers visualize using pictures and text clues to deepen their understanding of characters in a story. Support ELLs and struggling readers with the following sentence frames:

I can see Ting and her mom in my mind. What I see is .The clues that helped me visualize include .

Comprehension Anchor Poster 2 (BLM 2)


Day Two


BeginningRead aloud the poster title and passage. Point to the frogs as you summarize the end of the story.

Say, The frogs will be singing again when the pond is clean.

Beginning and IntermediateAsk students to look around the park or playground at school. Discuss how they keep it clean.

If you have students whose first language is Spanish, share these English/Spanish cognates: gardener/el jardinero, park/el parque.

All LevelsPair ELLs with fluent English speakers during partner discussions and activities.

Model the use of academic sentence frames to support ELLs’ academic vocabulary and language development. (See suggested sentence frames provided.)

Use the Comprehension Strategy: Analyze Character

Reread the poster text with students, annotations still hidden.

Say: Now think about what Ting does, thinks, and says to better understand her and the story.

If necessary, point out that the author describes Ting’s actions and uses Ting’s words to help readers understand her better.

Say: Let’s look more closely at the text and find clues that help us understand Ting. What does Ting do? What does she say in this story?

List clues about Ting. Then reveal the Clues annotations. Say: Did we find all the clues about what Ting does and says? Let’s compare lists.

Build academic oral language. Say: To analyze a character, we pay attention to what a character thinks, says, feels, and does. We use this information to make inferences about the character. We also need to be aware of what other characters say about the character. Let’s use the clues we found to help us analyze Ting. What was one clue you found? (Ting helps her mom at the park.) What does this tell us about Ting? (She is helpful.)

Connect Thinking, Speaking, and Writing

Prompt students to identify clues about Ting’s mom and what these clues tell us about her character.

Record students’ findings on chart paper. Then reveal the annotation.

Say: Let’s compare our list to the lists on the poster. Allow time for discussion.

Reflect and Discuss

Ask and discuss the following questions:•Whatdoesitmeantovisualize,andhowdoesthishelpyouasa

reader?•Howdoclueshelpyouanalyzecharacter?

Connect and transfer. Ask: How will you use what we have practiced today when you read on your own?

Ting’s Traits: helpful

Clues: Ting helps her mom pull weeds and pick up trash from the water.

Ting’s Feelings: worried

Clues: Ting asks if the trash and slime make the frogs sick.

Mom’s Traits: optimistic and positive

Clues: She says that after they clean the pond, the frogs will be singing again.

Comprehension Anchor Poster 2 Sample Annotations


Day Two

Comprehension Quick-CheckTake note of which students can or cannot contribute to the discussion of Poster 2 analyze character. Use the following activity to provide additional explicit instruction for these students.

Use an additional real-world example to help students grasp the idea of analyzing a character. For example, have students describe one of their parents, or another adult they look up to, by saying what he or she does, says, thinks, and feels. Record the traits on a graphic organizer. Then write them as a paragraph. Ask students to underline what the person does, circle what he or she says, and put a square around what the character thinks or feels.

Oral Language ExtensionDuring independent workstation time, pair students to construct oral character analyses related to a character from a story they’ve read in class. Partner A states a character’s name. Partner B provides at least two traits to describe the character. Then partners switch roles. Tell students to be ready to report on their character analyses during individual conference time.

Home/School ConnectionsAt the beginning of the day, make time for students to share their ideas based on the activity they completed the previous night.

At the end of the day, ask students to complete another home/school connection activity from BLM 1 and bring their assignment to class the following day.


Based on students’ instructional reading levels, select titles that provide opportunities for students to practice analyzing characters. See the list provided on the Unit at a Glance chart.








Clues:

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Little Duck’s Feelings: Changes:

Clues: Clues: Clues:

Little Duck wanted friends. Little Duck swam down the river. The ducks said, “Go away. You are ugly!”

Little Duck swam north to the forest. The animals said, “Go away. You are a funny-looking duck.”

Little Duck was sad. Little Duck swam south to the lake. He saw some swans. “Swans are so pretty,” said Little Duck.

Then Little Duck went to sleep. Little Duck slept for a long, long time.

Little Duck woke up and looked at himself in the lake.

“I do not believe what I am seeing,” he said.

The swans saw Little Duck, too. The swans said, “You are not a duck. You are a pretty swan. We always knew you were beautiful.”

Little Duck

Lesson Objectives

Students will:




Related Resources




Day Three


Select a favorite nonfiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Visualize.” Use the sample read-aloud lessons and suggested titles in the Benchmark Literacy Overview.


Extend the Comprehension Strategy: Analyze Character

Display Poster 3 and/or distribute BLM 3 and read aloud the title.

Say: Today you’re going to practice reading and analyzing characters in a text. Remember to use what you’ve learned. You can visualize as you read to help you understand.

Read aloud the passage or have students read the passage independently or with a partner. Tell them to locate and write clues about each character in the correct box. Instruct them to use the clues to identify the characters’ traits, including feelings and changes, and to write those in the boxes, too. Tell students to underline, circle, or flag key information as they read.

Have individual students or partners share the clues they identified and their character analyses. Record students’ findings on the poster or on chart paper. See the sample annotations.

Observe and Prompt for Strategy Understanding

While using the poster, observe those who demonstrate understanding of the concepts and those who struggle. Use appropriate responsive prompting to provide additional support or to validate students who demonstrate mastery.



Day Three


BeginningPoint to the poster illustration and provide the language for what you see, for example: Little Duck, river, sad. Invite ELLs to point and name with you.

Beginning and IntermediateIf you have students whose first language is Spanish, share these English/Spanish cognates: north/el norte, lake/el lago.

Intermediate Describe the poster content in your own words. For example, say: This is Little Duck. Little Duck is sad because the animals say mean things about how he looks. Encourage students to add their own comments about the poster.


Model the use of academic sentence frames to support ELLs’ discussion of analyzing characters. (See suggested sentence frames provided.)

Comprehension Quick-CheckThe responsive prompts on pages 8–9 are designed to help you meet the needs of individual students. Based on your observations, identify students who may need additional explicit reinforcement of the strategy during small-group instruction or intervention time. Use similar responsive prompts during small-group instruction to scaffold students toward independent use of the strategy.

Goal Oriented•I am going to read slowly and reread if necessary to locate clues about

the characters’ actions, words, thoughts, and feelings.•I am going to use clues to make inferences about and analyze the

characters.•At first, Little Duck feels . The clues that tell me that are .•The animals tell Little Duck . This tells me they are .•At the end of the story, the swans say . This makes Little Duck feel

.

Directive and Corrective Feedback• What clues help you to make inferences and analyze the characters? • What else can you tell about the characters? • What clues in the text helped you to make inferences so you could

analyze the characters?

Self-Monitoring and Reflection • What could you do to help you make inferences? • What questions could you ask yourself?• How does identifying clues help you analyze the characters?

Validating and Confirming• You really understand the characters.• You really picked up on the clues to help you make inferences about and

analyze characters. Great job!• I like the way you visualized to help you analyze the characters.

Build academic oral language. Ask students to share what they visualized to help them analyze the characters.


Day Three


At the end of the day, ask students to complete another home/school connection activity from BLM 1 and bring their assignment to class the following day.

Reflect and Discuss

Ask and discuss the following questions:•Whatkindsoftextshaveyoureadthatincludecharacters?•Wouldafictionalstoryhavecharacters?Explain.•Doesanewspaperarticleshavecharacters?•Howdoesanalyzingthecharactersdeepenyourunderstandingof

an article?

Connect and transfer. Say: Remember that most fiction has characters. You can use what you have learned to help you analyze characters. This strategy will help you when you read nonfiction, too.


Based on students’ instructional reading levels, select titles that provide opportunities for students to practice analyzing character. See the list provided on the Unit at a Glance chart.







lonely

Clues:

wanted friends


mean

Clues:

ducks say, “Go away. You are ugly.”animals say, “Go away. You are a funny-looking duck.”

Little Duck’s Feelings:

sad

Clues:

kept swimming away from the animals that were mean.

Changes:

Little Duck becomes a swan.

Clues:

Swans said, “You are not a duck. You are a pretty swan.”



Lesson Objectives

Students will:

• Identify and analyze character traits.

• Answer text-dependent character questions.

• Use academic vocabulary to discuss strategies.

Related Resources




• Comprehension Questions (BLM 5)

Day Four


Select a favorite nonfiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Visualize.” Use the sample read-aloud lessons and suggested titles in the Benchmark Literacy Overview.


Read and Summarize

Display Poster 4 and/or distribute BLM 4.

Based on the needs and abilities of your students, read aloud the passage or have students read independently or with a partner. Remind students to visualize to help them understand what they read.

Build academic oral language. Ask what Little Red Riding Hoodie is like and why they think this. Encourage ELLs or struggling readers to use this frame: Little Red Riding Hoodie is because she .

Answer Text-Dependent Comprehension Questions: Analyze Character (Level 3: Prove It!)

Say: Sometimes you need to answer questions about a passage you’ve read. And some questions require you to analyze characters. Today we’re going to read and answer questions. Some of the questions will ask you to analyze characters.

Distribute BLM 5 and read Question 1 together. (“Which clue tells you that Little Red is a caring person?”)

Ask: How should we answer this question? If students don’t know, ask: Should we identify a sequence of events, analyze character, or use a different strategy? (analyze character) Why? (The question is about a character trait.)

Say: Let’s find clues that show Little Red is caring. I read that she is taking a basket of food to her sick grandmother. That is a caring thing to do. The exact answer was not in the text, but by paying attention to what the character did and thought, I figured out that she was caring. So I’ll choose B.

Ask students to work independently or with a partner to answer additional text-dependent questions on BLM 5.

Review students’ answers and use the poster as needed to model analyzing questions and rereading to figure out the answers.


Home/School ConnectionsAt the end of the day, ask students to complete another home/school connection activity from BLM 1 and bring their assignment to class the following day.

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Little Red Riding Hoodie Rides AgainLittle Red Riding Hoodie had a

basket of hot food. The food was for her sick grandmother. Little Red wanted to get to Granny’s house before the food got cold. Little Red took a shortcut through the woods. A wolf stopped her.

“What’s in your basket?” asked the wolf. Little Red knew better than to talk to strangers. Little Red kept walking.

The wolf tried again. He said, “I love your hoodie. Where did you get it?”

Little Red did not answer. She started to run. The wolf ran after her. Little Red ran out of the woods. The wolf followed her.

Luckily, the number 12 bus came by. Little Red got on the bus. The wolf did not have exact change.

The bus took Little Red to Granny’s house. They ate happily ever after.


Day Four

Make Content Comprehensible for ELLs

BeginningSupport the concept of a villain by pointing to the word wolf in the story and repeating the word wolf.

Beginning and IntermediateIf you have students whose first language is Spanish, share these academic English/Spanish cognates: number/número, bus/el autobús.

Reflect and Discuss the Comprehension Strategy

Ask and discuss the following:•Whatstrategydidweusetoanswerquestionsaboutthetext?•Howdidcluesaboutthecharacterhelpusunderstandher?•Noticehowpayingattentiontowhatacharacterdoesandthinkscan

help you understand and answer questions about characters.

Connect and transfer. Say: Practice analyzing characters. This strategy can help you answer questions in all your subjects.


Based on students’ instructional reading levels, select titles that provide opportunities for students to practice analyzing characters. See the list provided on the Unit at a Glance chart. Use the before-, during-, and after-reading instruction provided in the Teacher’s Guide for each text.

Use the Comprehension Question Card for each title and the Comprehension Teacher Flip Chart to practice answering Level 3 text-dependent comprehension questions.





Comprehension Quick-CheckNote whether students are able to analyze each Level 3 text-dependent comprehension question and return to the text to find the information they need to answer the question correctly. If students have difficulty, use small-group reading time for additional practice answering these kinds of questions.

Little Red Traits: caring

Clues: She is taking food to her sick grandmother.She took a shortcut to get food to her grandmother before it got cold.

Wolf Traits sly; tricky

Clues: He asks Little Red about what’s in the basket. He tells Little Red he loves her hoodie.

Relationships: Little Red does not like the wolf. The wolf wants to catch Little Red.

Clues: Little Red does not talk to the wolf.

Little Red starts running. The wolf follows her.


Comprehension Questions (BLM 5)

Name Date


BLM 5

Little Red Riding Hoodie Rides Again:

Comprehension QuestionsDirections: Use information from the poster to answer questions 1–4.

1. Which clue tells you that Little Red is a caring person?

A She won’t talk to the wolf.

B She is taking hot food to her sick Grandmother.

C She takes the number 12 bus.

2. Little Red won’t talk to strangers. What does this tell you about her character?

A She’s smart.

B She’s silly.

C She’s fast.

3. What does the wolf say in this story that tells you he’s tricky?

A “What’s in your basket?”

B “What big eyes you have!”

C “I love your hoodie. Where did you get it?”

4. Which action shows that Little Red is scared?

A She wears a hoodie.

B She runs.

C She has a basket of hot food.


Lesson Objectives

Students will:

• Reflect orally on their strategy use.

• Create a character traits chart and write a paragraph based on it.

• Answer multiple-choice and short-answer questions.

Related Resources



• Constructed Written Response (BLM 6)

• Comprehension Strategy Assessments, Grade 2

Day Five


Revisit the week’s read-alouds to make text-to-text connections and provide opportunities for reader response. Use the suggested activities in the Benchmark Literacy Overview, or implement ideas of your own.

Assessment (20 minutes)

Metacognitive Self-Assessment

Ask students to reflect on their use of metacognitive and comprehension strategies this week. What did they learn? How will they use the strategies in the future? What do they still need to practice, and how can they do this?

Have students share their reflections in one of the following ways: conduct a whole-class discussion, have students turn and talk to a neighbor and then share their ideas with the class, or ask students to record their thoughts in their journals or notebooks.

Constructed Written Response

Distribute copies Constructed Written Response (BLM 6) and ask students to think about a character from a story they recently read. Prompt them to list three traits based on what the character says, does, thinks, or feels in the story or from what others say about the character.

Work with students individually. Using their graphic organizers, ask them to write a paragraph describing the character.

Read aloud the checklist at the bottom of BLM 6 to help students evaluate their work.

Challenge activity. Students who are able to may also write or ask a text-dependent comprehension question for a partner to answer based on the paragraph. The question should focus on character analysis.

Support activity. If students cannot write a paragraph, encourage them to tell you about the character. They can use these sentence frames: The character says . The character does . The character thinks

. The character feels . Others think the character . Reinforce the fact that these reasons are details.

Constructed Written Response (BLM 6)


Name Date

BLM 6

Constructed Written Response: Analyze Character

Analyze Character Writing Checklist

_____ I identified a character from a story.

_____ I included at least 3 character traits.

_____ I included clues or examples of each character trait.

Character

��


Make Assessments Accessible for ELLsUse the following strategies to help ELLs demonstrate their understanding of the strategies.

BeginningUse Constructed Written Response (BLM 6) with ELLs at the beginning proficiency level.

Beginning and IntermediateUse the Comprehension Strategy Assessment as a listening comprehension assessment and scaffold students’ understanding of the text. As an alternative, allow students to analyze characters in one of the Comprehension Anchor Posters you have used during the week.

Intermediate and AdvancedSupport ELLs with academic sentence frames during the metacognitive self-assessment. Possible sentence frames to use are:

Visualizing the text helps us so that .

I will analyze characters when I .



Ongoing Comprehension Strategy Assessment

Distribute one of the Analyze Character Comprehension Strategy Assessments from the Grade 2 Comprehension Strategy Assessment book (“Annie Oakley, Shooting Star,” page 32, or “A Hero Named Jackie Robinson,” page 33). Ask students to read the passage and use the information to answer the questions.

Use the results of this assessment to determine students who need additional work with the strategy.

Record students’ assessment scores on the Strategy Assessment Record (page 88) so that you can monitor their progress following additional instruction or intervention.

Provide additional modeling and guided practice during small-group reading instruction using the recommended titles in this Teacher’s Guide.


Based on students’ instructional reading levels, select titles that provide opportunities for students to practice analyzing character. See the list provided on the Unit at a Glance chart.



Confer with individual students on their text selections and applications of strategies. Use the Reading Conference Note-Taking Form to help guide your conferences.



Day Five

Documents

Unit 2/Week 1 at a Glance - Benchmark Education …blresources.benchmarkeducation.com/pdfs/G2U2W1_Instrctn.pdfDay One 4 Benchmark Literacy • Grade 2 • Unit 2/Week 1 ©2011 Benchmark