Targeted Skills Language Arts Grade 2

Transcription

1 /Literacy Strategies Targeted Skills Oral Reading Fluency Message Time Plus Multiple reading of the same text Read below level text Timed repeated readings Dictated experience stories Decoded strategies Read Alouds for Modeling: Shared Reading Partner Reading Choral Reading Mini Lessons : Cues of punctuation Phrasing and chunking Echo, Choral reading to support fluency Rereading of familiar text Appropriate intonation Audio taping to self assess phrasing and fluency Books on Tape to demonstrate fluency Recording to allow students to hear fluency Guided Reading to support the student and scaffold the learning capacity Word Walls to enable the students to practice high frequency words and support automaticity Suggested Resources Harcourt Trophies Created & charted messages from Message Time Plus Sight word/vocabulary flash cards Readers Theater (scripts) Recorder and Cassette Tapes Computer/Internet ( Listening centers with tape recorders Reading and Writing Grade by Grade (New Standards Reference Book) Read aloud books Leap Frog Word Walls Trophies Intervention Books Guided Reading Materials Leveled Books Poems On Solid Ground by Sharon Taberski Supporting Struggling Reader s and Writers by Dorothy Strickland, K. Ganske, J. Monroe Teaching Reading Strategies in the Primary Grades by Bette Bergeron & Melody Bradbury-Wolff

2 Retell Fluency Demonstrate retells that encompass key literary elements as part of Shared Book or read aloud experiences Good listening strategies Partner retelling Team retelling (teams of 3 or 4 students share responsibility for retelling pertinent aspects of the story structure) Cumulative retells (retell story using telephone format) Paper Bag Theater Storytelling at the overhead Read Aloud discussions and responses Guided Reading Groups for retelling strategies Summarizing stories using sticky note method Sequencing Story Events in small and whole group instruction Fluency Builder Activities (Harcourt) Reader s Theater to support fluency Harcourt Trophies Read Aloud Picture Books Paper bags Transparencies Overhead projector Flannel board with story figures Revisit, Reflect, Retell by Linda Hoyt Miscues Not Mistakes by M. Ruth Davenport Word Use Fluency Expand vocabulary (identify Tier 2 and 3 words prior to reading/lifting vocabulary prior to introducing story Encourage word and sentence use when speaking Teach new vocabulary words for each story Daily sight word activities reading Harcourt Trophies T.E. 5 day planner Message Time Plus message Sight word/vocabulary flashcards Classroom displays/posters Dictionary Word Walls Vocabulary games (matching word to definition) Read-Aloud Texts

3 Phoneme Segmentation Fluency Targeted Skills and writing Word wall activities Guided Reading Message Time Plus-inclusion of high frequency words Vocabulary Words Discuss meaning of new words encountered and provide multiple opportunities for word to be used in context Word sorts Echo reading Taped reading Manipulation of letters to create words(ex: Say it, Move It- Students repeat a target word, move a small disk or tile for each sound they say in the word, and after the word is segmented they then blend the word Word Factory(Harcourt) Letter Games(Harcourt) Make Mystery Words (Harcourt) Build Words( Harcourt) Letter Guess( Harcourt) Breaking words in syllables Sing songs Recite rhymes Making Words by Patricia Cunningham and Dorothy Hall Phonemic Awareness Songs & Rhymes by Kimberly Jordano and Trish Callella-Jones Comprehension The 7 Habits of Proficient Reader s: (schema, creating mental images, inferring, asking questions, Harcourt Trophies T.E. Venture Strategies Strategies That Work by Stephanie Harvey and Anne

4 determining importance, synthesizing information) Model, support and reinforce selfmonitoring of meaning across extended text. Model and support through the retelling of familiar stories Introduce and support story mapping Analysis of Text Picture walks to make predictions Ventures sequencing and compare and contrast strategies Ventures Effective Group Process Building prior knowledge and vocabulary Analyze literary elements: Title, lead, ending, time, setting, character, tone, personal connections, draw conclusions Filling in graphic organizers with information from text Think aloud strategies to model how to analyze text Model and discuss locating the Author s purpose and craft Goudvis (text & video set) Reading With Meaning by Debbie Miller Guided reading books Harcourt Trophies Ventures Strategies Experiential learning through field trips Assessments-Holistic assessments/district Smart Board activities Graphic organizers Literature Circles In The Company of Children by Joanne Hindley Writing: Response to Picture Prompt Observing/analyzing works of artsupport details and visualizing Use picture books to generate discussion and initiate writing ideas Write from picture prompt using NJPEP.com District TAP Class profile sheets Picture prompts with tasks( Writer s checklist

5 details to create a story Model America s Choice Strategies to Engage the Reader Model how to establish a situation, plot, setting and conflict Model how to create an organized structure Discuss pacing how to complete a story in 25 minutes Ventures Group Process Ventures TAPPS Mini-lessons on author s craft strategies Conferencing Teach students how to use rubrics and writer s checklists to analyze their work Exemplars of picture prompts-use examples to demonstrate effective writing techniques *Picture Prompt Formula for a 5 Provide opportunities for: Test-taking strategy application Previewing questions Before reading the passage Answering open-ended Questions first Read longer passages Read non-fiction articles Timed Tests Make and support Graphic organizers Holistic scoring rubric

6 Writing : Response to Poetry Prompt Targeted Skills Assertions about text through the use of textual evidence Compare/contrast (themes, characters, etc.) Evaluate writing strategies: Author s Craft Restate/summarize Make text connections Using prior knowledge: Self, Text and world Ask Higher Order inference questions based on Bloom s Taxonomy Text-to-self connection Model creating a response from a poem prompt Analyze poem situation and discuss Writing process Mini lessons on: Follow directions (step by Step procedure Think Aloud strategies for Use with interpreting poetry Focus on answering the Question- Stay on topic Poem prompts with task Writer s checklist Graphic organizers Holistic scoring rubric District TAP