Page 46 Collecting Student Information: RI.2.1/RI.2.2/RI.2.5 Comprehension and Text Feature Checklist (1 of 2) Use with oral responses in STEPs 1.4, 1.5, 1.6, 3.2, 3.3, 3.4, & 3.5. Standard RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Evidence Provides questions and answers to questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (1) Provides an identification of the main topic of a multi-paragraph text. (1) Provides an identification of the focus of specific paragraphs within a multiparagraph text (2). Demonstrates knowledge and use of text features (e.g. captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text. (1)
(2 of 2) Page 47 RI.2.1 RI.2.2 RI.2.5 Provides a fact from the text. Provides the specific focus of the section from which the fact came. Identifies the text feature in which the fact was located. Student Name Yes No Yes No Yes No Insert in the appropriate box.
Page 48 Collecting Student Information: RI.2.4 Vocabulary Rubric (1 of 2) Use with Student Resource: Functions of the Octopus s Suckers (p.54) in STEP 2.8. Standard RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Evidence Demonstrates the ability to determine the meaning of words or phrases in a text relevant to a grade 2 topic or subject area. (1)
(2 of 2) Page 49 Meeting Developing Emerging Responds to a prompt and demonstrates full and accurate understanding of the word function to describe the role of suckers as explained in the Monterey Bay Aquarium video. Responds to a prompt and demonstrates a limited understanding of the word function to describe the role of suckers as explained in the Monterey Bay Aquarium video. Does not demonstrate understanding of the word function to explain the role of suckers as explained in the Monterey Bay Aquarium video. Student Name Meeting Developing Emerging Insert in the appropriate box.
Page 50 Collecting Student Information: W.2.7/RI.2.1 Writing and Comprehension Checklist (1 of 2) Use with Student Resource: Small Places and Color (p.55) in STEP 3.6. Standard W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report, or record science observations). RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Evidence Participates in shared research and writing projects. Provides questions and answers to questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (1)
(2 of 2) Page 51 W.2.7 Participates in a shared research and writing project. RI.2.1 Question 1 Question 2 Question 3 Provides an answer to a what question to demonstrate understanding of key details. Provides an answer to a why question to demonstrate understanding of key details. Provides an answer to a how question to demonstrate understanding of key details. Student Name Yes No Yes No Yes No Yes No Insert in the appropriate box.
Page 52 Collecting Student Information: W.2.3 Writing Checklist (1 of 2) Use with independent writing in STEPs 4.5 & 5.1. Standard W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Evidence Recounts a well-elaborated event in a narrative writing. (1) Recounts a short sequence of events in a narrative writing. (2) Includes details to describe actions, thoughts, and feelings in a narrative writing. (3) Uses temporal words to signal event order in a narrative writing. (4)
(2 of 2) Page 53 W.2.3.1 W.2.3.2 W.2.3.3 W.2.3.4 Recounts a wellelaborated event in a narrative writing. Recounts a short sequence of events in a narrative writing. Includes details to describe actions, thoughts, and feelings in a narrative writing. Uses temporal words to signal event order in a narrative writing. Student Name Yes No Yes No Yes No Yes No Comments Insert in the appropriate box.
Page 54 Collecting Student Information: W.2.5 Writing Checklist (1 of 2) Use with the Student Resource: My Writing Checklist (p.56) during peer editing in STEP 5.2. Standard W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. Evidence Provides writing that is focused on a topic. (1) Strengthens writing as needed when revising and editing. (2)
(2 of 2) Page 55 Reads story to a partner. Student as Writer Thanks partner for a suggestion. W.2.5 Responds to the suggestion. Student as Listener Listens carefully to a story. Offers a suggestion to strengthen the writer s story. Student Name Yes No Yes No Yes No Yes No Yes No Insert in the appropriate box.
Page 56 Collecting Student Information: L.2.1/L.2.2 Knowledge of Language and Conventions Student Checklist Use with Student Resource: Small Places and Color (p.55) in STEP 3.6. Use with independent writing in STEP 4.5 and 5.1. Standard L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Date: CCSS Student Name: Yes No L.2.1.A L.2.1.B L.2.1.C L.2.1.D L.2.1.E L.2.1.F Uses collective nouns (e.g., group). Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). Uses reflexive pronouns (e.g., myself, ourselves). Forms and uses the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). Uses adjectives and adverbs, and chooses between them depending on what is to be modified. Produces, expands, and rearranges complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.2.A L.2.2.B L.2.2.C L.2.2.D L.2.2.E Capitalizes holidays, product names, and geographic names. Uses commas in greetings and closings of letters. Uses an apostrophe to form contractions and frequently occurring possessives. Generalizes learned spelling patterns when writing words (e.g., cage badge; boy boil). Consults reference materials, including beginning dictionaries, as needed to check and correct spellings. Insert in the appropriate box. Prepare individual student copies of this checklist.
Page 57 If RI.2.1 students have difficulty answering questions about key details/facts in the text RI.2.2 students struggle to retell key details RI.2.4 students are not using content-specific vocabulary orally or in writing RI.2.5 students are not able to locate information using specific text features W.2.3 student writing does not reveal the sequence of events with specific details If/Then Chart Then Continue lessons focused on recalling facts. Employ graphic organizers that emphasize locating and recording facts. Reread the particular pages to increase familiarity. Provide opportunities to read content with which the student is familiar to provide opportunities to see familiar answers in texts. Practice with student-created language experience informational texts. Provide prompting by showing the relevant pages from the book for students to recall key details. Practice with student-created language experience informational texts. Meet with the student(s) in a small group to implement similar lessons over time. Coach students to orally compose sentences using key vocabulary. Take dictation from students as they try to compose stories with key vocabulary. Meet with students in small, guided writing groups to talk about the text, using key vocabulary, and to write. Continue integrating discussion of where information is located in informational texts when reading additional texts. Project just one sentence from the book or a label to discuss information in the words. During dictation, engage the student in orally composing what he or she will write; follow by sharing the pen (both teacher and student write) to sketch, label, and/or draw. Engage in shared writing of a narrative based on research.
Page 58 If W.2.5 students have difficulty strengthening writing as needed when revising and editing W.2.7 students have difficulty participating in shared research projects Then Model the revision process. Engage the students in shared writing. Revise and edit the shared writing. Use an editing checklist. Have students read their writing out loud. The ear is a better editor than the eye. Provide editing resources such as a word wall and spelling dictionaries like Words I Use When I Write. Provide inquiry materials (books, magazines, etc.) at the child s independent reading level. Increase the level of teacher support. Use shared writing and scribing. Have students record facts learned from inquiry texts on colored-coded sticky notes.
Page 59 Student Resource: Functions of the Octopus s Suckers Use with RI.2.4 Vocabulary Rubric (p.47) in STEP 2.8. Name: What are the functions of the giant Pacific octopus s suckers as shown in the video from the Monterey Bay Aquarium?
Page 60 Student Resource: Small Places and Color Use with W.2.7 /RI.2.1 Writing and Comprehension Rubric (p.48) in STEP 3.6. Name: What do we call the places where a giant Pacific octopus hides? Why is the giant Pacific octopus able to fit into small places? How does the giant Pacific octopus use color to hide from its enemies?
Page 61 Student Resource: My Writing Checklist Use with independent writing in STEPs 4.5 & 5.1. Use with peer editing in STEP 5.2. A giant Pacific octopus sees a jar of clams that fell into the ocean with its lid still on it, but there are enemies nearby! How will the octopus get to the jar? What can it do to get the clams out of the jar? Where will it hide? Circle Yes or No for each statement. 1. I named and described my octopus character and the setting of my story. 2. I explained how my octopus character gets and eats the clams. 3. I described what my octopus character does about the enemies. 4. I ended my story with a description of how my character feels about the events in the story. 5. I used time words like first, next, before after, then, and soon to help my reader understand when events happen in my story. Yes Yes Yes Yes Yes No No No No No 6. I read my story to a partner. Yes No 7. I asked my partner for a suggestion. Yes No 8. I thanked my partner for the suggestion. Yes No 9. I used my partner s suggestion. Yes No My name My partner s name
Page 62 Performance Task Retrospective Journal Date What do I know about my class because of this performance task (including strengths/needs of the class relative to specific CCSS, as well as general information learned about my students)? What do I know about the strengths and needs of individuals or groups of students relative to specific CCSS? After reflecting on the outcomes of this performance task, these are the curricular/instructional actions I want to take: Comments: