Grade 2: Close Reading – Charlie Anderson

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http://www.cpalms.org/Public/PreviewResourceLesson/Preview/59368

COMMON CORE STANDARDS

Reading Literature

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.

RL.2.3 Describe how characters in a story respond to major events and challenges.

Writing

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.

Speaking and Listening

SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

DESCRIPTION OF LESSON

This Grade 2 lesson titled “Close Reading: Charlie Anderson” cited on the CPALMS website is intended to be completed in 2-3 hours of ELA/Literacy instruction. In this lesson, students practice reading closely as they examine text evidence to build their understanding of concepts such as characters, setting and events. In the summative assessment, students use the text to write an informative paragraph that includes a topic sentence, at least two supporting sentences with text evidence, and a closing sentence.

CAUTIONS

Connecticut teachers should be cautioned that the teacher notes and preparation materials require familiarity to be used as intended. The read aloud text is not included in the lesson plan, although any text that requires students to read closely and examine text evidence could be substituted. The lesson plan lists its standards with Florida labels; while the standards listed above use the Common Core labeling – but the wording remains the same.

RATIONALE FOR SELECTION

This lesson is an exemplary example of how to provide all students with multiple opportunities to engage with a text of appropriate complexity and scaffolding. It cultivates student interest and engagement in reading, writing, speaking and listening about a text in order to draw evidence to produce clear and coherent writing. Instruction integrates supports for students who are ELL, have disabilities or read well below the grade level text band. An aligned rubric provides sufficient guidance for interpreting student performance and informing instruction. Extension activities are included.