Reading - Literature
Content Description:
Related Ziptales Activities:
Key Ideas and Details
CCSS.ELA-Literacy.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Provide opportunities for students to ask and answer questions to demonstrate understanding of key details in a text using:
Extending Literacy link
Key Ideas and Details
CCSS.ELA-Literacy.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Assist students with determining the central message of a story using:
Students recount stories from diverse cultures and determine their moral using the
Junior Readers Stories From Long Ago
folktales and the
Main Library story and
Worksheets for the fable
Tails of Bears (
Comedy).
Key Ideas and Details
CCSS.ELA-Literacy.RL.2.3
Describe how characters in a story respond to major events and challenges.
Assist students with describing how characters respond to major events and challenges using:
Craft and Structure
CCSS.ELA-Literacy.RL.2.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
View the
Language Arts Lesson: Reading (Years 1 & 2)
Studying Poetry to explore alliteration, word repetition, rhyme and rhythm in poetry.
Use the
Rhyme Time Teacher Strategies and
Commentary information sheets for
Old Mother Hubbard and The House that Jack Built to explore how regular beats, rhymes and repeated lines supply meaning in these poems.
Discuss with students how repeated lines supply rhythm and meaning in a story using the four fairy tales from
Storytime and the
Junior Readers story
Wheels of Speed (Imaginary Worlds).
Craft and Structure
CCSS.ELA-Literacy.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Build students’ understanding of the overall structure of a story using:
Explore and identify the
Storytime and
Timeless Tales fairy tales that use the same beginning (
Once upon a time…)
and ending (
…and they lived happily ever after).
Students describe how the beginning introduces the story and the ending concludes the action using the
Junior Readers narrative texts e.g.
Pinky the Elephant (Imaginary Worlds) begins with
Pinky has a very long trunk - identifying the main character and potential problem and ends with
It is special and very, very useful – thus concluding the story with the main character realising it’s not a problem after all.
Craft and Structure
CCSS.ELA-Literacy.RL.2.6
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Develop students’ awareness of the different points of view of the characters in a story by:
- Listening to how the voiceover artist uses a different voice when the characters are speaking in Storytime, Timeless Tales and Junior Readers.
- Studying the visual layout of the Storytime stories and the Timeless Tales stories where text boxes are used for the narrator and speech bubbles are used for the characters.
- Identifying how quotation marks are used to show a character is speaking in the Junior Readers stories.
Provide opportunities for students to speak in a different voice for each character using scripts from:
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
View the
Language Arts Lesson: Writing (Years 1 & 2)
What’s in a Story? and the
Language Arts Lesson: Reading (Years 1 & 2)
Words and Pictures to explore how illustrations and words can help us better understand characters, setting and plot in a story.
Use
Junior Readers Worksheet #2 for the
Imaginary Worlds,
Stories From Long Ago and
People Like Me genre stories to demonstrate understanding of characters and plot.
Provide opportunities for students to demonstrate understanding of the story elements of a digital text by studying:
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.2.8
(RL.2.8 not applicable to literature)
Not applicable to Grade 2
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.2.9
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RL.2.10
By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading - Informational Text
Content Description:
Related Ziptales Activities:
Key Ideas and Details
CCSS.ELA-Literacy.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.
Provide opportunities for students to answer questions about key details in a text using the
Junior Readers Fun Facts Multiple Choice Question
Worksheets.
Key Ideas and Details
CCSS.ELA-Literacy.RI.2.2
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
Discuss with students the main topic of the
Junior Readers Fun Facts informative texts and the focus of specific paragraphs e.g.
Fun Facts about the Body Page 1 – 1st paragraph introduces the topic; 2nd paragraph tells us what the brain is made of.
Key Ideas and Details
CCSS.ELA-Literacy.RI.2.3
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Use the procedural text example ‘How to Make a Paper Plane’ from the
Specialised English Lesson: Writing (Years 1 & 2)
How are Texts Organized? to explore the connection between the steps in a technical procedure e.g. What would happen if you didn’t fold the paper as instructed? Why is it important to follow the steps in order?
Craft and Structure
CCSS.ELA-Literacy.RI.2.4
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
Students determine the meanings of words and phrases from informative texts using
Worksheet #1 for the
Junior Readers Fun Facts factual texts.
Craft and Structure
CCSS.ELA-Literacy.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.
Explore the features of informative texts using the
Language Arts Lesson: Reading (Years 1 & 2)
Reading Non-Fiction Books.
Study the features used for digital texts by viewing the
Language Arts Lesson: Reading (Years 1 & 2)
Reading e-Books.
Craft and Structure
CCSS.ELA-Literacy.RI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Discuss with students the main purpose of the informative texts from:
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.2.7
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
Study how images contribute to clarify a text using:
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.2.8
Describe how reasons support specific points the author makes in a text.
Students complete Task 4 from the Activities link of the
Language Arts Lesson: Oral Language (Years 1 & 2)
What do you think? After each book report presentation, discuss with the class the reasons the speaker used to support the points he/she made.
Use the opinion text from the
Language Arts Lesson: Writing (Years 1 & 2)
What are Texts? to describe how the reasons the author used aim to persuade people to visit Waterworld.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.2.9
Compare and contrast the most important points presented by two texts on the same topic.
Use Task 2 from the Activities link of the
Language Arts Lesson: Reading (Years 1 & 2)
Reading Non-Fiction Books to assist
students with comparing and contrasting important points by two texts on the same topic.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RI.2.10
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Prompt and support students as they read and comprehend the informational texts from
the Zip Stage 3
Junior Readers Fun Facts informative texts.
Reading - Foundational Skills
Content Description:
Related Ziptales Activities:
Phonics and Word Recognition
CCSS.ELA-Literacy.RF.2.3
Know and apply grade-level phonics and word analysis skills in decoding words.
-
CCSS.ELA-Literacy.RF.2.3.a
Distinguish long and short vowels when reading regularly spelled one-syllable words.
Refine students’ knowledge of short and long vowels using the
Easy Readers Short Vowels and Long Vowels stories and
Worksheets.
Assist students with distinguishing long and short vowels when reading by exploring the concepts presented in:
-
CCSS.ELA-Literacy.RF.2.3.b
Know spelling-sound correspondences for additional common vowel teams.
Reinforce knowledge of common vowel teams using the
Easy Readers Vowel Digraphs stories and
Worksheets.
Use a selected common vowel team to locate focus words in a
Storytime,
Junior Readers or
Timeless Tales story e.g. long e vowel teams ee/ea/ie – in
Wheels of Speed (Junior Readers – Imaginary Worlds) wheels, speed, please, see,
clean, believe, freezing, leaves, tree, creeping, really, cleaning, asleep, dreaming.
-
CCSS.ELA-Literacy.RF.2.3.c
Decode regularly spelled two-syllable words with long vowels.
Students explore how long vowels can be represented by different letter patterns in two-syllable words using examples from the
Storytime,
Junior Readers and
Timeless Tales stories e.g.
The Magic Suitcase (Imaginary Worlds - Junior Readers):
- Long a – ‘a-e’ (suitcase, fruitcake); ‘ay’ (birthday) and ‘ai’ (Daisy).
- Long e – ‘y’ (sparkly, grubby, happy, party, Daisy, Mummy, lovely, blotchy); ‘e’ (because); ‘ea’ – (really); ‘ee’ (sweetie, weekend) and ‘ie’ (believed).
-
CCSS.ELA-Literacy.RF.2.3.d
Decode words with common prefixes and suffixes.
Use the
Junior Readers,
Storytime and
Timeless Tales stories to locate examples of words with
common prefixes and suffixes for students to practice decoding e.g.
Pinocchio (
Timeless Tales):
- -ful suffix: wonderful, beautiful.
- -less suffix: endless, careless.
- -ness suffix: darkness.
- dis- prefix: disobey, disappeared.
-
CCSS.ELA-Literacy.RF.2.3.e
Identify words with inconsistent but common spelling-sound correspondences.
Explore examples of words with inconsistent but similar spelling-sound correspondences using:
-
CCSS.ELA-Literacy.RF.2.3.f
Recognize and read grade-appropriate irregularly spelled words.
Students practice recognizing irregularly spelled words by:
- Reading aloud flashcards with 10 irregularly spelled high-frequency words sourced from selected Storytime, Junior Readers, and Timeless Tales
stories e.g. Poor Little Rich Boy e.g. money, enough, special, because, right, wrong, watch, does, laughed, know.
- Completing Main Library Worksheet #1 for Galaxy Chase (Adventure).
Fluency
CCSS.ELA-Literacy.RF.2.4
Read with sufficient accuracy and fluency to support comprehension.
-
CCSS.ELA-Literacy.RF.2.4.a
Read grade-level text with purpose and understanding.
View the
Reading Tool Kit (F-2) webinar for a variety of practical activities for teaching reading comprehension strategies.
Use the
What’s My Ziptales Reading Level? reading engine on the Student Dashboard Home Page to determine each students’ reading ability in order to prompt and support them to read the stories as listed in their appropriate Zip Stage.
-
CCSS.ELA-Literacy.RF.2.4.b
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
-
CCSS.ELA-Literacy.RF.2.4.c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Reinforce effective reading strategies such as self-correction and rereading using the
Language Arts Lesson: Reading (Years 1 & 2)
Becoming a Better Reader.
Students use context to confirm word predictions using:
- Timeless Tales Worksheet #1: Which Word? activities.
- Fill the Gaps activities located at the end of the Zip Stage 4 stories, located here.
Writing
Content Description:
Related Ziptales Activities:
Text Types and Purposes
CCSS.ELA-Literacy.W.2.1
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
Clarify students’ understanding of opinion texts using the Language Arts Lesson: Writing (Years 1 & 2) What are Texts?
Reinforce knowledge of linking words using the Language Arts Lesson: Writing (Years 1 & 2) Getting Together (Conjunctions).
Provide opportunities for students to write opinion pieces using:
Text Types and Purposes
CCSS.ELA-Literacy.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.
Text Types and Purposes
CCSS.ELA-Literacy.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.
View the Language Arts Lesson: Writing (Years 1 & 2) How are Texts Organized? to assist students with planning and writing recounts and narratives.
Use the Language Arts Lesson: Writing (Years 1 & 2) What’s in a Story? to explore the elements of narrative texts.
Provide opportunities for students to write narratives using:
Production and Distribution of Writing
CCSS.ELA-Literacy.W.2.4
(W.2.4 begins in grade 3)
Not applicable to Grade 2.
Production and Distribution of Writing
CCSS.ELA-Literacy.W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
View the Language Arts Lesson: Writing (Years 1 & 2) Check Your Writing to encourage students to add details to strengthen their writing.
Use Junior Readers stories to springboard topics for writing e.g. Wheels of Speed (Imaginary Worlds):
- Narrative topics: The Junk Shop Treasure, My Magical Skateboard, The Secret Island, My Amazing Adventure to...
- Informative topics: Antarctica, king penguins, Africa, giraffes, lions, continents of the world.
- Opinion topics: Which season do you like best? What animal is the scariest?
Students retell a traditional tale of their choice after studying examples from the Junior Readers genre Stories from Long Ago and the Timeless Tales.
Production and Distribution of Writing
CCSS.ELA-Literacy.W.2.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Explore how to use digital tools to publish writing using the Language Arts Lesson: Writing (Years 1 & 2) Create a Digital Text.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.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; record science observations).
Use the activities from the
Language Arts Lesson: Writing (Years 1 & 2)
How Are Texts Organized? and the
Language Arts Lesson: Reading (Years 1 & 2)
Reading Non-Fiction Books as ideas for students to participate in shared research and writing experiences.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.2.8
Recall information from experiences or gather information from provided sources to answer a question.
Compose focus questions to springboard recount and report writing using ideas from
Junior Readers texts e.g.
Fun Facts About Fun (Fun Facts).
Recount:
Have you ever been to the circus/a theme park? What do you like doing for fun? Report: What can you find out about Ancient Greece? Do you know any famous clowns? How do merry-go-rounds work?
Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.2.9
(W.2.9 begins in grade 4)
Not applicable to Grade 2
Range of Writing
CCSS.ELA-Literacy.W.2.10
(W.2.10 begins in grade 3)
Not applicable to Grade 2
Speaking and Listening
Content Description:
Related Ziptales Activities:
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
-
CCSS.ELA-Literacy.SL.2.1.a
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Students participate in collaborative conversations by viewing then completing the activities from the
Language Arts Lesson: Oral Language (Years 1 & 2):
What Do You Think?
Build students’ awareness of the rules of discussion using the guidelines from the
Language Arts Lesson: Oral Language (Years 1 & 2)
Working Together.
-
CCSS.ELA-Literacy.SL.2.1.b
Build on others' talk in conversations by linking their comments to the remarks of others.
Provide opportunities for students to build on others’ talk in conversations by linking their comments to the remarks of others using
Language Arts Lesson: Oral Language (Years 1 & 2)
What Do You Think? activities;
-
CCSS.ELA-Literacy.SL.2.1.c
Ask for clarification and further explanation as needed about the topics and texts under discussion.
View the
Language Arts Lesson: Oral Language (Years 1 & 2)
Types of Questions to reinforce the importance of asking questions to clarify understanding of topics and texts under discussion.
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.2.2
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Provide opportunities for students to listen to texts read aloud and ask and answer questions about key details in the text using the
Junior Readers,
Timeless Tales and
Storytime stories.
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.2.3
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Expand students’ understanding of using different question types to gather additional information or clarify something using
Language Arts Lesson: Oral Language (Years 1 & 2)
Types of Questions.
Presentation and Knowledge of Ideas
CCSS.ELA-Literacy.SL.2.4
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
Use the
Language Arts Lesson: Oral Language (Years 1 & 2)
Learning to Speak to an Audience to equip students with the skills to tell a story or recount an experience to an audience.
Encourage students to share their own experiences and knowledge about the themes, ideas and information presented in the
Storytime,
Junior Readers and
Timeless Tales stories e.g.
The Gold Ring (People Like Me – Junior Readers)
Have you ever lost something special? What do you know about box kites? Do you have a special pet?
Presentation and Knowledge of Ideas
CCSS.ELA-Literacy.SL.2.5
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
Students create audio recordings using the
Storytime,
Junior Readers,
Timeless Tales and
Rhyme Time (Zip Stage 4) scripts located
here.
Provide opportunities for students to add drawings to visually represent stories or recounts using:
- Tasks 1 – 3 from the Activities link in the Language Arts Lesson: Oral Language (Years 1 & 2) What Do You Think?
- Junior Readers: Draw the main events to show the plot of a story from Imaginary Worlds, People Like Me or Stories From Long Ago and explain them to an audience.
Presentation and Knowledge of Ideas
CCSS.ELA-Literacy.SL.2.6
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 here for specific expectations.)
Explore oral language use appropriate to task and situation using the
Language Arts Lesson: Oral Language (Years 1 & 2)
Talking to Others.
Language
Content Description:
Related Ziptales Activities:
Conventions of Standard English
CCSS.ELA-Literacy.L.2.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
-
CCSS.ELA-Literacy.L.2.1.a
Use collective nouns (e.g., group).
Reinforce students’ knowledge of nouns using:
Find collective nouns for the animals mentioned in the
Junior Readers story
Fun Facts About Animals e.g. a swarm of bees, a herd of elephants.
-
CCSS.ELA-Literacy.L.2.1.b
Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
-
CCSS.ELA-Literacy.L.2.1.c
Use reflexive pronouns (e.g., myself, ourselves).
Assist students with identifying the reflexive pronouns in the
Junior Readers story
Fun Facts About the Body (Fun Facts)
i.e.
yourself, themselves. Students then create sentences about the topic using reflexive pronouns e.g.
I cannot tickle myself. We exercise keep
ourselves healthy.
The little girl could feel
herself about to sneeze. You can’t stand up by
yourself without your skeleton.
-
CCSS.ELA-Literacy.L.2.1.d
Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
-
CCSS.ELA-Literacy.L.2.1.e
Use adjectives and adverbs, and choose between them depending on what is to be modified.
Reinforce knowledge of adverbs using
Language Arts Lesson: Writing (Years 1 & 2)
What are Verbs?
Compare the use of adverbs and adjectives using the ‘Characters’ page from the
Language Arts Lesson: Writing (Years 1 & 2)
What’s in a Story?
Change the adjectives from
Timeless Tales Worksheet #1 for
Snow White into adverbs e.g.
The queen furiously went in search of Snow White.
-
CCSS.ELA-Literacy.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).
Use the
Language Arts Lesson: Writing (Years 1 & 2)
Check Your Writing to guide students with expanding a simple sentence.
View the
Language Arts Lesson: Writing (Years 1 & 2)
What is Grammar? and use Task 2 from the Activities link for students to practice producing, expanding and rearranging simple and compound sentences.
Conventions of Standard English
CCSS.ELA-Literacy.L.2.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
-
CCSS.ELA-Literacy.L.2.2.a
Capitalize holidays, product names, and geographic names.
Explore the use of capital letters for proper nouns using the
Language Arts Lesson: Writing (Years 1 & 2)
What are Nouns?
Study proper nouns using the
Junior Readers Fun Facts stories e.g.
- Fun Facts About Fun - holidays: Disneyland & Coney Island; geographic names - America, London, Florida, Paris, Tokyo etc.
- Brainstorm product names for the food mentioned in Fun Facts About Food e.g. apples – McIntosh, Red Delicious, Fuji etc.
-
CCSS.ELA-Literacy.L.2.2.b
Use commas in greetings and closings of letters.
-
CCSS.ELA-Literacy.L.2.2.c
Use an apostrophe to form contractions and frequently occurring possessives.
-
CCSS.ELA-Literacy.L.2.2.d
Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
Students explore and practice generalizing spelling patterns using:
-
CCSS.ELA-Literacy.L.2.2.e
Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Allow students to consult a beginning dictionary to check correct spelling using:
Knowledge of Language
CCSS.ELA-Literacy.L.2.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
-
CCSS.ELA-Literacy.L.2.3.a
Compare formal and informal uses of English.
Explore the difference between formal and informal use of English using the
Language Arts Lesson: Oral Language (Years 1 & 2)
Talking to Others.
Read or view the
Junior Readers story
Before, I was Bad (People Like Me) and
compare how the main character speaks to her family when she is ‘good’ and when she is ‘bad’.
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.2.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
-
CCSS.ELA-Literacy.L.2.4.a
Use sentence-level context as a clue to the meaning of a word or phrase.
View the
Language Arts Lesson: Reading (Years 1 & 2)
Learning New Words to explore the different ways we acquire new vocabulary.
Provide opportunities for students to use context clues using:
-
CCSS.ELA-Literacy.L.2.4.b
Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
Compose questions using words with known prefixes about characters from:
- The Junior Readers story Poor Little Rich Boy. How is Freddie lucky/unlucky? When is Freddy happy/unhappy & well/unwell?
- The Timeless Tales story Pinocchio. When is Pinocchio honest/dishonest? How does Pinocchio obey/disobey his father? What do you like/dislike about Pinocchio? When did you agree/disagree with Pinocchio’s behaviour?
-
CCSS.ELA-Literacy.L.2.4.c
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
Use examples from the Zip Stage 4
Main Library stories to study how root words give clues to meaning e.g.
The Exterminator (
Comedy) ‘or’ endings: exterminate – exterminat
or (refrigerator, escalator etc);
The Bogeyman (
Scary) ‘en’ endings: sweet – sweet
en (freshen, golden, wooden etc);
-
CCSS.ELA-Literacy.L.2.4.d
Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
Assist students with predicting the meaning of compound words using:
-
CCSS.ELA-Literacy.L.2.4.e
Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
Students select 5 – 10 difficult words from a
Timeless Tales or
Junior Readers story then
consult a dictionary to create their own glossary for that story e.g.
Fun Facts about the Body (Junior Readers – Fun Facts)
neurons, muscles, tendons, femur, melanin, keratin.
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.2.5
Demonstrate understanding of word relationships and nuances in word meanings.
-
CCSS.ELA-Literacy.L.2.5.a
Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
Students identify real-life connections between words and their use using vocabulary from the
Junior Readers texts. For example:
-
CCSS.ELA-Literacy.L.2.5.b
Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
Use word examples from the
Timeless Tales and
Junior Readers to brainstorm closely related verbs e.g.
Rapunzel (
Timeless Tales) Page 1:
- looking – glancing,, staring, gazing,, peering.
- spotted – saw, noticed, observed, recognized.
- growing – budding, blooming, developing, germinating.
- hungry – ravenous, starving, peckish, famished.
Provide an opportunity for students to distinguish shades of meaning among closely related adjectives by completing Task 1 from the
activities link in the
Language Arts Lesson: Writing (Years 1 & 2)
What’s in a Story? e.g.
- troll – hideous, ugly, monstrous, revolting, gruesome.
- witch – evil, villainous, sinister, wicked, fiendish.
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.2.6
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Students view the
Language Arts Lesson: Oral Language (Years 1 & 2)
Talking to Others and complete the activities. Encourage them to use words and phrases acquired from the vocabulary in the lesson to reflect on their experience whilst working in a small group e.g.
I tried to listen carefully when others were speaking. I felt happy when others encouraged me.
