Page 38 Collecting Student Information: RI.2.2 Comprehension Checklist (1 of 2) Use with Oral Response in STEP 1.7. Standard RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. Evidence (Scoring tool uses bold evidence only) Provides an identification of the main topic of a multi-paragraph text. (1) Provides an identification of the focus of specific paragraphs within a multi-paragraph text. (2).
(2 of 2) Page 39 RI.2.2.2 Identifies the focus of specified paragraphs. Student Name Yes No Comments Insert in the appropriate box.
Page 40 Collecting Student Information: RI.2.6 Comprehension Checklist (1 of 2) Use with Student Resource: Author s Purpose (p.48) for a written response in STEP 1.8. Standard RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Evidence Provides an identification of the main purpose of a text, including what the author wants to answer, explain, or describe. (1)
(2 of 2) Page 41 RI.2.6 Identifies the main purpose of a text including that the author wants to describe Miss Moore s contribution to children s libraries. Student Name Yes No Comments Insert in the appropriate box.
Page 42 Collecting Student Information: L.2.1/L.2.2 Knowledge of Language and Conventions Student Checklist Use with Student Resource: Author s Purpose (p.48) in STEP 1.8. Use with Student Resource: How Did Miss Moore Make a Difference in Her Community? (p.50) in STEP 4.3. 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 Use collective nouns (e.g., group). L.2.1.B Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L.2.1.C Use reflexive pronouns (e.g., myself, ourselves). L.2.1.D Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). L.2.1.E Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.1.F Produce, expand, and rearrange 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 Capitalize holidays, product names, and geographic names. L.2.2.B Use commas in greetings and closings of letters. L.2.2.C Use an apostrophe to form contractions and frequently occurring possessives. L.2.2.D Generalize learned spelling patterns when writing words (e.g., cage badge; boy boil). L.2.2.E Consult 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 43 Collecting Student Information: L.2.4 Comprehension Checklist (1 of 2) Use with Oral Response in STEP 2.3 (trusted). Use with Oral Response in STEP 2.3 (pledge). Standard L.2.4 Determine the meaning of unknown or multiple meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. Evidence Demonstrates the ability to determine or clarify the meaning of unknown and multiple-meaning words and phrases by using sentence-level context as a clue to the meaning of a word or phrase. (1) A. Use sentence-level context as a clue to the meaning of a word or phrase.
(2 of 2) Page 44 L.2.4.1 Uses sentence level context to determine the meanings of trusted and pledge. trusted pledge Student Name Yes No Yes No Insert in the appropriate box.
Page 45 Collecting Student Information: RI.2.4 Vocabulary Checklist (1 of 2) Use with Student Resource: Defining Persuaded (p.49) in STEP 2.4. Standard RI.2.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. 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 46 RI.2.4 Demonstrates understanding of the meaning of persuaded. Student Name Yes No Comments Insert in the appropriate box.
Page 47 Collecting Student Information: RI.2.1 Comprehension Checklist (1 of 2) Use with Collaborative Writing (sticky note) in STEP 3.5. Standard RI.2.1 Ask and answer questions about key details in the text. 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)
(2 of 2) Page 48 RI.2.1 Collaborates to demonstrate understanding of key details by providing an answer to a why question. Student Name Yes No Comments Insert in the appropriate box.
Page 49 Collecting Student Information: W.2.2 Writing Checklist (1 of 2) Use with Student Resource: How Did Miss Moore Make a Difference in Her Community? (p.50) in STEP 4.3. Standard W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Evidence Introduces a topic in an informational or explanatory text. (1) Uses facts and definitions to develop points in an informational or explanatory text. (2) Provides a concluding statement or section in an informational or explanatory text. (3)
(2 of 2) Page 50 W.2.2.1 W.2.2.2 W.2.2.3 Uses facts and definitions to develop points in an informational or explanatory text. Introduces a topic in an informational or explanatory text. Provides a concluding statement or section in an informational or explanatory text. Student Name Yes No Yes No Yes No Insert in the appropriate box.
Page 51 Collecting Student Information: W.2.5 Writing Checklist (1 of 2) Use with Student Resource: How Did Miss Moore Make a Difference in Her Community? (p.50) during peer review process in STEP 5.3. 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 52 W.2.5.1 W.2.5.2 Provides writing that is focused Strengthens writing as needed in on the topic of how Miss Moore response to support from adults made a difference in her and/or a peer. community. Student Name Yes No Yes No Insert in the appropriate box.
Page 53 If/Then Chart If RI.2.1 students have difficulty asking and answering such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text RI.2.2 students struggle to identify the main topic of a multiparagraph text, as well as the focus of specific paragraphs within the text RI.2.4 students are not able to determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area RI.2.6 students struggle to identify the main purpose of a text, including what the author wants to answer, explain, or describe W.2.2 students struggle to write informational pieces in which they Then Reread texts to increase familiarity. Provide student-friendly definitions for words like how and why. Practice with student created language experience true story texts. Ask students to identify the topic of all new information text being read. Practice with familiar text to identify the specific focus of sections within a larger text. Meet with students in a small group to implement similar lessons over time. Engage students in conversations where they use specific words multiple times to describe experiences in other contexts. Model having a conversation with a student in front of the larger group. Ask the students to show a Thumbs Up when they hear you or your student partner use a vocabulary word that has been part of Focused Instruction. Discuss the authors purposes with additional texts you read aloud or use for small-group instruction. Start a chart that lists titles read and authors purposes for writing those titles. As new texts are read, discuss and add the title and author s purpose to this chart. During dictation, engage the student to orally compose what she or he will write and follow by sharing the pen (both teacher and student write). Continue modeling writing during whole-group
Page 54 If introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section W.2.5 students continue struggling to strengthen writing as needed by revising and editing Then and small-group instruction. Provide multiple opportunities for students to write topics and supporting details. Use familiar texts to practice identifying the focus in targeted passages. Use texts that are clearly divided by time to demonstrate how a focus changes over the course of a text. Continue modeling by sharing examples of student work, thinking aloud about the strengths of each piece, and eliciting responses about points for revision or editing. Confer with individual writers. Provide opportunities for peers to provide feedback on strengths and points for revision and editing. This can be as simple as saying, Check your partner s work. Did they begin each sentence with a capital letter?
Page 55 Student Resource: Author s Purpose Use with RI.2.6 Comprehension Checklist (p.39) in STEP 1.8. Use with L.2.1/L.2.2 Knowledge of Language and Conventions Student Checklist (p.40) in STEP 1.8. Name Why did the author want to tell this true story about Miss Moore?
Page 56 Student Resource: Defining Persuaded Use with RI.2.4 Vocabulary Checklist (p.42) in STEP 2.4. Name The Meaning of Persuaded In, what does the word persuaded mean? Why did Miss Moore persuade librarians to use the pledge she wrote?
Page 57 Student Resource: How Did Miss Moore Make a Difference in Her Community? Use with W.2.2 Writing Checklist (p.44) in STEP 4.2. Use with W.2.5 Writing Checklist (p.45) during the peer review process in STEP 5.3. Name How did Miss Moore make a difference in her community? Write your thoughts below. Be sure to include the following: a topic sentence facts from the text a concluding sentence
Page 58 Student Resource: Making Our Writing Stronger Use with W.2.5 Writing Checklist (p.45) during peer review in STEPs 5.2 and 5.3. My Name (the Writer) My Helper s Name 1. I read my paper to my Helper. 2. My Helper told me I stayed on topic. 3. My Helper told me I used facts from the book,. 4. My Helper told me I had a concluding sentence. 5. My Helper gave me a suggestion to make my writing stronger. 6. I used my Helper s suggestion to make my writing stronger. in the box Yes No
Page 58 Retrospective Journal Performance Task 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: