Benchmark A. monitor own reading fluency strategies 2.A.4.1 demonstrate his/her reading fluency by reading fiction and non-fiction text silently and aloud with appropriate pacing, intonation, and expression Students are always practicing their oral reading skills either by reading a story from the basal, novel, guided reading book, social studies or science book. Partner up with another student and echo read. Students can chunk read having a partner/teacher listen. Read aloud science or social studies book. Fluency reading center. DIBELS Rubric
Benchmark B. demonstrate consistently pre-reading skill of previewing text, establishing a purpose for reading, and making simple predictions 2.B.4.1: practice the pre-reading strategies of browsing, observing, asking questions, making comments and predictions to establish the purpose for reading across the content areas Using a social studies book, teacher models how to read for important information/notes for a specific section in the social studies book. Using a story out of reading series students look through the book by just looking at pictures and asking questions, making comments/connections, and predictions to establish purpose for reading. Notes
Benchmark C. decode words 2.C.4.1: write, decode, and identify the meaning of unfamiliar multisyllabic words Making/breaking words, students will be given cards with one, two, three or four letters per card. They will have to find a partner/partners to make up a word. Then they need to find out the meaning by either looking it up, or learning it from one of their peers. Use the word in a sentence, and when the whole class is done with activity, the whole class shows their new word, tells the definition, and shares their sentence.
Benchmark D. make explicit mental pictures of concrete information 2.D.4.1: identify the 5Ws (who, what, where, when and why) in fiction and non-fiction material Using a social studies book, teacher will discuss a section of the book, making students identify who, what, where, when, and why. Class will discuss the importance of these items in both nonfiction and fiction books. Using a newspaper article, divide the class into 5 different groups with each group responsible for one of the 5 w s. (jigsaw). Each group comes back together and share their w with peers. Checklist
Benchmark E. determine meaning of unknown words 2.E.4.1: use context clues, dictionaries, and words in sentences to determine meaning Using a read aloud teacher will come to a word that students may not know. Teacher will pause, ask the students what the word means, after some discussion/guesses, teacher will reread the sentence with the unfamiliar word and model using context clues to figure out the meaning. Using a weekly spelling list, students will act out the meaning of the words, and any words they don t know, they are instructed to look up the meaning using a dictionary. Write a sentence demonstrating the meaning of the spelling word.
Benchmark F. demonstrates competence in vocabulary usage and word recognition 2.F.4.1: practice a variety of strategies to develop and expand reading vocabulary Students get in groups, teacher gives each group a set of words, students discuss the meaning of the word, then draw a picture representing the meaning of the word. Class comes back together and shows the rest of the class the pictures and class votes on which picture is the best representation of the word meaning. Pictures
Benchmark G. consistently confirm and revise simple predictions about the text 2.G.4.1: evaluate and revise predictions as new knowledge is understood Pre-reading activity with a story, teacher makes a list of student predictions on chart paper. As class reads story, we revisit our list and update our predictions. Reading journals