Common Core Reading Grade 2 Compare

Transcription

2014
Common Core
Reading Teacher Resource Book 2
Table of Contents
Ready® Common Core Program Overview
A6
Supporting the Implementation of the Common Core
A7
Answering the Demands of the Common Core with ReadyA8
The Common Core State Standards’ Approach to Text Complexity
A9
Close-Up on Close Reading
A10
Genres and Themes in ReadyA11
Depth of Knowledge Levels in ReadyA12
Cognitive Rigor Matrix
A13
Using Ready Common CoreA14
Teaching with Ready Common Core Instruction
Connecting with the Ready Teacher Toolbox
Using i-Ready® Diagnostic with Ready Common Core
Features of Ready Common Core Instruction
Supporting Research
A16
A18
A20
A22
A31
Correlation Charts
Common Core State Standards Coverage by Ready® Instruction
Interim Assessment Answer Keys and Correlations
A35
A38
Lesson Plans (with Answers)
Unit 1: Key Ideas and Details in Informational Text
Lesson 1: Asking Questions About Key Details
1
CCSS Focus - RI.2.1 Additional Standards - RI.2.2, 4, 5, 8; W.2.2, 7, 8; SL.2.1, 3, 5; L.2.4.a, 5.a
Lesson 2: Finding the Main Topic
10
CCSS Focus - RI.2.2 Additional Standards - RI.2.1, 3, 4, 6, 7; W.2.2, 7, 8; SL.2.1, 2, 4, 5; L.2.4, 4.a; L.2.5.a
Lesson 3: Describing Connections Between Historical Events
19
CCSS Focus - RI.2.3 Additional Standards - RI.2.3, 4, 7, 8; W.2.2, 7, 8; SL.2.1, 4, 5; L.2.1.e, 2.e, 4.a, b
Lesson 4: Describing Connections Between Scientific Ideas
28
CCSS Focus - RI.2.3 Additional Standards - RI.2.1, 2, 4, 5, 7; W.2.3; SL.2.1, 2; L.2.1.e, 4, 4.a, 5.a, 6
Lesson 5: Describing Connections Between Steps
37
CCSS Focus - RI.2.3 Additional Standards - RI.2.1, 4, 5; W.2.2, 7; SL.2.1, 1.b, 2; L.2.1.e, 4.a, c
Unit 1 Interim Assessment
46
Unit 2: Key Ideas and Details in Literature
49
CCSS Focus - RL.2.1 Additional Standards - RL.2.1, 2, 3, 4, 6; W.2.1, 3, 7; SL.2.1, 2, 3, 5; L.2.1.e, 3.a, 4.a
Lesson 7: Recounting Stories
58
CCSS Focus - RL.2.2 Additional Standards - RL.2.1, 4; W.2.3; SL.2.1.a, 4, 5, 6; L.2.1.d, 1.e, 4.a
Lesson 8: Determining the Central Message
67
CCSS Focus - RL.2.2 Additional Standards - RL.2.1, 2, 3; W.2.3, 7; SL.2.1,.4,.5; L.2.1.e, 4.a, 5.a
Lesson 9: Describing How Characters Act
76
CCSS Focus - RL.2.3 Additional Standards - RL.2.1, 2, 6, 7; W.2.1, 3; SL.2.1, 1.a, 2, 4; L.2.2.c, 4.a, d, 5.b
85
Unit 3: Craft and Structure in Informational Text
Lesson 10: Unfamiliar Words
88
CCSS Focus - RI.2.4 Additional Standards - RI.2.1, 5, 6, 8; W.2.2, 3, 7; SL.2.1.b, 2, 4, 5; L.2. 4.c, d, 5.a, b
Lesson 11: Text Features, Part 1 (Captions, Bold Print, Subheadings)
97
CCSS Focus - RI.2.5 Additional Standards -RI.2.2, 4, 6, 8; W.2.2, 7; SL.2.1, 1.a, 2, 4; L.2.1.b, 4.d, 5.a, 6
Lesson 12: Text Features, Part 2 (Glossaries, Indexes, Electronic Menus)
106
CCSS Focus - RL.2.5 Additional Standards - RI.2.2, 4, 6, 8; W.2.1, 2, 7; SL.2.1, 1.a, 2, 4; L.2.1.e, 4, 4.a, 5.b, 6
Lesson 13: Author’s Purpose
115
CCSS Focus - RL.2.6 Additional Standards - RI.2.4, 5, 6; W.2.1, 2, 7; SL.2.2, 3, 4; L.2.1.f, 4, 4.a, 5, 5.a, 6
124
Unit 4: Craft and Structure in Literature
Lesson 14: Rhythm and Meaning in Stories
127
CCSS Focus - RL.2.4 Additional Standards - RL.2.1, 3, 5, 6; W.2.2, 3, 7; SL.2.1, 2, 4, 5; L.2.1.f, 4.a, 5.a, 6
Lesson 15: Rhythm and Meaning in Poems and Songs
136
CCSS Focus - RL.2.4 Additional Standards - RL.2.1, 2, 5, 6; W.2.1, 2, 3, 7; SL.2.1, 1.a, 1.b, 2, 4; L.2.1.e, 4, 4.a, 6
Lesson 16: Parts of a Story
145
CCSS Focus - RL.2.5 Additional Standards - RL.2.1, 4, 5, 6, 9; W.2.1.e; 2, 3; SL.2.1, 1.b, 1.c, 4; L.2.1.e, 2.c, 4.a, e, 6
Lesson 17: Point of View
154
CCSS Focus - RI.2.6 Additional Standards - RL.2.1, 2, 4, 5; W.2.1, 2, 3, 7; SL.2.1.a, 2, 3, 4; L.2.1.e, f, 2.a, 4, 4.a
163
Unit 5: Integration of Knowledge and Ideas in Informational Text
Lesson 18: Explaining How Images Support Text
166
CCSS Focus - RI.2.7 Additional Standards - RI.2.1, 2, 4, 6; W.2.2, 7; SL.2.1, 1.b, 2, 3; L.2.1.f, 4.a, e, 5.a, 6
Lesson 19: Describing How Reasons Support Key Points
175
CCSS Focus - RI.2.8 Additional Standards - RI.2.2, 4, 6, 7; W.2.1, 3, 7, 8; SL.2.1, 4, 5; L.2.1.c, e, 4.a, c
Lesson 20: Comparing and Contrasting Two Texts
184
CCSS Focus - RI.2.9 Additional Standards - RI.2.1, 2, 6; W.2.2, 3, 7; SL.2.1, 1.b, c, 5; L.2.4, 4.a, c, 5.a
195
Unit 6: Integration of Knowledge and Ideas in Literature
Lesson 21: Connecting Words and Pictures
198
CCSS Focus - RL.2.7 Additional Standards - RL.2.1, 2, 3, 5, 6; W.2.3, 7; SL.2.1, 3, 4, 5; L.2.1.d, f, 2.c, 4.a
Lesson 22: Comparing and Contrasting Stories
207
CCSS Focus - RL.2.9 Additional Standards - RL.2.1, 2, 3, 4; W.2.1, 3, 7; SL.2.1.a, b, 2, 4, 5 L.2.4.a, 4.c, d, 5.b
218
Answering the Demands of the Common Core with Ready®
The Demands of the Common Core
How Ready® Delivers
Text Complexity:
Students must engage with texts of sufficient
complexity to prepare them for college and career.
All texts in Ready have been carefully leveled to meet
Common Core requirements for complexity. See
more on page A9.
Intentional, Close Reading:
Careful, close readings of complex texts teach
students how to gather evidence and build
knowledge.
All Ready lessons contain activities requiring close
reading, re-reading, and frequent interactions with
text. On-page guidance models the good habits that
successful readers employ. See more on page A10.
Text-based Evidence:
Students’ interpretations and comprehension of the
text must be supported by the words in the text.
All the questions and activities in Ready lessons
require students to cite evidence directly from the
text. Instruction and hints throughout the lesson
reinforce the importance of quoting from the text to
substantiate interpretations.
Wide Range of Genres, Emphasis on Nonfiction:
Students must read a true balance of authentic
literary and informational texts. Success in college
and the real world requires that students master the
skills needed to read a wide range of genres.
Ready passages encompass the range of genres and
text types cited in the Common Core, including
articles, poems, historical text, technical text,
scientific text, and dramas. 50% of Ready lessons
focus on informational texts. See more on page A11.
Building Content Knowledge:
Students should view reading as an opportunity to
learn new information. As much as possible,
therefore, have students read text on related topics
that allow them to deepen their understanding.
All passages in a Ready lesson are thematically
linked. Many of the themes relate to gradeappropriate science and social studies content, others
to high-interest, appealing topics. Theme activities
provide opportunities for students to see
relationships between topics and deepen their
content knowledge.
High-Quality Texts:
It’s important that students are exposed to wellcrafted texts that are worth reading closely and
exhibit exceptional craft and thought or provide
useful information.
Ready lessons include authentic texts that students
will see in the real world, including text and images
from websites, and newspaper and magazine articles
from such publications as The New York Times,
National Geographic, and Highlights.
Integrated ELA Instruction:
Use the texts as a source of rich language arts
instruction, as opposed to isolated skill instruction.
Ready integrates Speaking & Listening, Writing, and
Language activities with every Reading lesson.
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©Curriculum Associates, LLC Copying is not permitted.
The Common Core State Standards’ Approach to Text Complexity
The Importance of Text Complexity
Research has shown that the complexity levels of the texts in current classrooms are far below what is
required for college- and career-readiness. A major emphasis of the Common Core State Standards is for
students to encounter appropriately complex texts at each grade level in order to develop the mature
language skills and conceptual knowledge they need for success in school and life. Instructional materials
should meet this challenge with texts of appropriate complexity at each grade level.
A Three-Part Model for Measuring Text Complexity
No single formula can provide an accurate measure of text complexity. For that reason, the CCSS has
developed a balanced three-part model that takes into account the following three ways of assessing text
complexity:
Qualitative Measures:
The purpose of the text, the
structure and clarity of the
language, and background
knowledge demands
Quantitative Measures:
Standard readability formulas,
such as Lexile and FleschKincaid
Reader–Task Consideration:
Including the reader’s motivation
and experience, as well as the
complexity of the task assigned
and questions posed
Text Complexity in Ready®
All passages in Ready conform to the leveling criteria outlined by the CCSS. We used quantitative
formulas to place texts within the grade-level bands recommended by the Standards, which are more
rigorous than those of the past. We also had an experienced team of teachers and literacy specialists
apply the qualitative and reader–task measures described above. Through the scaffolded instruction in
Ready, students develop the strategies they will need to comprehend this challenging text.
Academic Vocabulary
The CCSS categorize types of vocabulary in a three-tier model similar to the one developed by Beck,
McKeown, & Kucan in Bringing Words to Life. (Beck, McKeown, & Kucan, 2002) Tier One Vocabulary are
the words of everyday speech. Tier Two (which CCSS calls “general academic vocabulary”) are the words
a reader encounters in rich, complex texts of all types. Tier Three (which CCSS calls “domain specific”)
are the words particular to a field of study, such as science or history. While Tier Three words are often
explicitly defined in a subject-area text, this is not the case with Tier Two words. Their meanings are often
subtle, yet they are the most important words for students to learn, since they are generalizable, or
applicable to a wide variety of texts.
Unlike reading programs of the past, in which difficult vocabulary was “pretaught” before reading,
CCSS emphasizes the use of text-based strategies, such as context and word structure, to determine
word meaning. Ready provides this type of instruction in the Teacher Resource Book lessons by
identifying challenging Tier Two words in a passage and giving the teacher explicit text-based strategies
to support students in unlocking their meanings.
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Close-Up on Close Reading
What Is Close Reading?
The purpose of a close reading is to unlock the meanings of a text and to probe an author’s motivations for
writing it. To achieve these goals, readers must
•reread the text (in whole or in part),
•write down questions and observations relevant to the text’s meaning and purpose, and
•mark up the text to identify details that help answer those questions and develop those observations.
Internalizing and mastering such close-reading strategies prepares students for college and careers, which is a key
goal of the Common Core: “[Research] links the close reading of complex text—whether the student is a
struggling reader or advanced—to significant gains in reading proficiency.” (PARCC, 2011)
How Do We Apply Close Reading Instruction in Ready® Common Core?
Short, rich, complex text: Readers use close-reading strategies with challenging text that are hard to fully
comprehend on a first reading. It’s this type of complex text you’ll find in Ready. Ready uses short text because
we agree with reading experts that “When students are introduced to a . . . strategy through close reading, it’s
wise to use a short piece of text. Constraining the amount of text under investigation helps students see how
to apply that . . . strategy and limits the amount of time required to teach [it].” (Fisher, Frey, & Lapp, 2012)
Multiple readings: In Guided Practice, we explicitly emphasize multiple readings (see page A26). For the
first reading, students focus on literal comprehension. In the second reading, students apply close-reading
strategies to unlock meaning and practice the lesson’s featured standard. Fisher, Frey, & Lapp describe the
value of multiple readings: “Sophisticated readers understand that the nature of some text requires that they
be read more than once. . . . First and foremost, close reading requires a willingness to return to the text to
read part or even all of it more than once.” (Fisher, Frey, & Lapp, 2012)
Marking up the text: Our Close Reading activities guide students to mark up the text, helping them
remember and make sense of what they read. We prompt students to mark specific evidence in the text that
provide answers to the text-dependent questions they will need to answer. As Fisher, Frey, & Lapp describe
it, “[b]y annotating texts . . . students learn to slow down their reading to mine the depths of the concepts,
arguments, and metaphors used by the writer.” (Fisher, Frey, & Lapp, 2012)
Teaching for transfer: Students must take what they learn from the study of one text and apply it to
the next. To encourage this transfer, we remove the scaffolds in our Common Core Practice section.
See page A26 for a tip activating these metacognitive strategies.
Monitoring Student Progress in Ready® Instruction
These ongoing assessment features in the Ready program keep you informed about student progress:
Student Lesson
Full-Length Assessments
•Common Core Practice: Each lesson ends with
Common Core Practice. Use these results to identify
how well students mastered the specific standard. If
students scored poorly, review the lesson and use
reteaching support in the Teacher Resource Book.
•Ready Practice: Two full-length assessments
allow you to benchmark student progress on
each CCSS throughout the year.
•Interim Assessment: Use the Interim
Assessments and Performance Tasks at the end of
each unit to see how well students can integrate
the skills and strategies covered in that unit.
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Teacher Resource Book
•Error Alerts: This easy-to-use feature allows you
to quickly identify and address common
misconceptions students experience when
applying the targeted standard.
Genres and Themes in Ready®
To succeed in college and the world outside the classroom, students must master reading a wide range of genres.
Ready® ensures students read rich texts linked in meaningful ways by including a variety of genres and by
organizing each lesson under a theme. The following chart shows the themes and genres for grade 2 lessons.
Lesson
Theme
Genres
1: Asking Questions About Key Details
2: Finding the Main Idea
3: Describing Connections Between
Historical Events
4: Describing Connections Between
Scientific Ideas
5: Describing Connections Between Steps
6: Asking Questions About Key Details
Animal Habitats
The First Americans
Science Article
History Article
Two Worlds Meet
Biography
Life Cycles
Science Article
Weather
Adventures
Stories From Around the
World
Learning From Each Other
Overcoming Challenges
How People Work Together
Homes, Past and Present
Getting From Place to Place
The Food We Eat
Animal Tales
Directions
Adventure Fiction
Folktale
Realistic Fiction
Social Studies Article
Social Studies Article
Science Article
History Article
Fable
The World Around Us
Poetry
Learning to Solve Problems
Families and Friends
Simple Machines
Fantasy
Play
Science Article
Insects
Science/Nature Writing
7: Recounting Stories
8: Determining the Central Message
9: Describing How Characters Act
10: Unfamiliar Words
11: Text Features, Part 1
12: Text Features, Part 2
13: Author's Purpose
14: Rhythm and Meaning in Stories
15: Rhythm and Meaning in Poems
and Songs
16: Parts of a Story
17: Point of View
18: Explaining How Images Support Text
19: Describing How Reasons Support
Key Points
20: Comparing and Contrasting Two Texts
21: Connecting Words and Pictures
22: Comparing and Contrasting Stories
Tall Tale
Taking Care of Planet Earth Persuasive Essay
Tales That Tickle
Fantasy
Stories That Connect Us
Fable
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Depth of Knowledge Levels in Ready®
The following table shows the Ready® lessons and sections with higher-complexity items, as measured by Webb’s
Depth of Knowledge index.
Depth of Knowledge Levels for Higher-Rigor Items in Ready Common Core
Lesson
Section
Common Core Practice
Item
DOK
Lesson
DOK
4
3
15
Section
Item
1
1
3
2
4
3
15
2
3
3
4
3
15
3
3
6
3
3
15
4
3
7
1
3
17
Guided Practice
3
3
8
4
3
17
4
3
9
Guided Practice
3
3
18
Guided Practice
3
3
10
4
3
18
4
3
11
Guided Practice
3
3
19
Guided Practice
3
3
11
4
3
20
Guided Instruction
—
3
12
4
3
20
Guided Practice
1
3
13
Guided Practice
1
3
20
Guided Practice
2
3
13
Guided Practice
3
3
20
Guided Practice
3
3
13
1
3
20
1
3
13
2
3
20
2
3
13
4
3
20
3
3
14
Guided Instruction
—
3
21
3
3
14
Guided Practice
1
3
22
Guided Instruction
—
3
14
Guided Practice
2
3
22
Guided Practice
1
3
14
Guided Practice
3
3
22
Guided Practice
2
3
14
1
3
22
Guided Practice
3
4
14
2
3
22
1
3
14
3
3
22
2
3
15
Guided Instruction
—
3
22
3
3
15
Guided Practice
1
3
22
4
4
15
Guided Practice
2
3
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Cognitive Rigor Matrix
The following table combines the hierarchies of learning from both Webb and Bloom. For each level of hierarchy,
descriptions of student behaviors that would fulfill expectations at each of the four DOK levels are given. For
example, students can show how they evaluate by citing evidence or checking multiple sources, but there isn’t
a lower-rigor (DOK 1 or 2) way of truly assessing this skill.
Depth of Thinking
(Webb) 1
Type of Thinking
(Revised Bloom)
DOK Level 1
Recall &
Reproduction
DOK Level 2
Basic Skills
& Concepts
DOK Level 3
Strategic Thinking
& Reasoning
DOK Level 4
Extended Thinking
Remember
•Recall, locate basic
facts, definitions,
details, events
Understand
•Select appropriate
•Specify, explain
words for use when
relationships
intended meaning
•Summarize
is clearly evident
•Identify central
ideas
•Explain, generalize, •Explain how
or connect ideas
concepts or ideas
using supporting
specifically relate to
evidence (quote,
other content
text evidence,
domains or
example . . .)
concepts
•Use concepts to
solve non-routine
problems
Apply
•Use language
•Use content to
structure (pre/
identify word
suffix) or word
meanings
relationships
•Obtain and
(synonym/
interpret
antonym) to
information using
determine meaning
text features
•Identify the kind of
information
contained in a
graphic, table,
visual, etc.
•Analyze or interpret •Analyze multiple
author’s craft (e.g.,
sources or texts
literary devices,
• Analyze complex/
viewpoint, or
abstract themes
potential bias) to
critique a text
Analyze
•Compare literary
elements, facts,
terms, events
•Analyze format,
organization, &
text structures
Evaluate
Create
•Brainstorm ideas,
•Generate
concepts, problems,
conjectures or
or perspectives
hypotheses based
related to a topic or
on observations or
concept
prior knowledge
and experience
SBAC, 2012; adapted from Hess et al., 2009
•Devise an approach
among many
alternatives to
research a novel
problem
•Cite evidence and
develop a logical
argument for
conjectures based
on one text or
problem
•Evaluate relevancy,
accuracy, &
completeness of
information across
texts/sources
•Develop a complex
model for a given
situation
•Synthesize
information across
multiple sources or
texts
•Develop an
alternative solution
•Articulate a new
voice, alternate
theme, new
knowledge or
perspective
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Using Ready® Common Core
The Ready® program provides rigorous instruction on the Common Core State Standards using a proven-effective
gradual-release approach that builds student confidence. It also prepares students for more complex assessment
items with full-length practice tests and interim assessments. With the Teacher Resource Book, you get strong
support, step-by-step lesson plans, and best-practice tips to learn new approaches to teaching the Common Core.
The Teacher Toolbox gives you access to invaluable, easy-to-use resources to differentiate instruction with a host of
online materials, all in one place.
Using as a Supplement to a Textbook
The textbook you use in your classroom may not have
been developed for the Common Core. It may not have
all the resources you’ll need to meet these challenging
standards. In addition, the passages in textbooks don’t
reflect the levels of text complexity required by the
Common Core, and the activities and questions don’t
reflect their rigor. By supplementing with Ready, you’ll be
able to address all of these gaps and deficiencies.
Using with a Balanced Literacy/Reading
Workshop Curriculum
Because every standard in Ready Common Core has
been addressed with a clear, thoughtful pedagogy, you
can use the Ready program as the main structure of a
year-long English language arts program. Any other
materials aligned to the Common Core can be woven
into the curriculum, using the four easy steps on this
page as your map.
Using with i-Ready® Diagnostic
If you are an i-Ready subscriber, you can administer
the i-Ready Diagnostic as a cross-grade-level
assessment to pinpoint instructional needs and address
them with Ready Common Core Instruction. For more
on this, see A20.
1
• Use Practice Test 1 from Ready Common Core
Practice to establish a baseline for
measurement and to focus instructional plans.
Use Practice Test 2 to measure growth as
students work through the program or use
as a post test to measure year-long progress.
These tests give students practice with more
complex items that match the rigor of the
Common Core.
2
Instruct
• Administer each Ready Common Core
Instruction lesson, using the Pacing Guide
on page A15 as a guide.
• At any time during the instructional program,
refer to the Teacher Toolbox to review
prerequisite skills and access lessons from
previous grades for remediation.
3
Monitor Progress
• Use the Interim Assessments at the end of
each Ready Instruction unit to pinpoint
student progress on the standards they
have most recently learned and diagnose
problem areas.
4
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Measure Growth
Differentiate Instruction
Provide differentiated instruction for your
students using the rich and varied resources
in the Teacher Toolbox. Here you’ll find links
to prerequisite skills from earlier grades of
Ready, as well as links to highly interactive
animated modules that will deepen students’
understanding of skills and strategies. See page
A18 for more on using the Teacher Toolbox.
Year-Long Pacing Guide for Grade 2
Week
Ready® Common Core Instruction LessonMinutes per Day
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
Practice Test 1
Lesson 2: Finding the Main Topic
Lesson 3: Describing Connections Between Historical Events
Lesson 4: Describing Connections Between Scientific Ideas
Lesson 5: Describing Connections Between Steps
Lesson 7: Recounting Stories
Lesson 8: Determining the Central Message
Lesson 9: Describing How Characters Act
Lesson 10: Unfamiliar Words
Lesson 11: Text Features, Part 1 (Captions, Bold Print, Subheadings)
Lesson 12: Text Features, Part 2 (Glossaries, Indexes, Electronic Menus)
Lesson 13: Author’s Purpose
Lesson 14: Rhythm and Meaning in Stories
Lesson 15: Rhythm and Meaning in Poems and Songs
Lesson 16: Parts of a Story
Lesson 17: Point of View
Lesson 18: Explaining How Images Support Text
Lesson 19: Describing How Reasons Support Key Points
Lesson 20: Comparing and Contrasting Two Texts
Lesson 21: Connecting Words and Pictures
Lesson 22: Comparing and Contrasting Stories
Practice Test 2
24
60 (2 days)
30–45
30–45
30–45
30–45
30–45
30–45 (1 day)
30–45
30–45
30–45
30–45
30–45 (1 day)
30–45
30–45
30–45
30–45
30–45 (1 day)
30–45
30–45
30–45
30–45
30–45 (1 day)
30–45
30–45
30–45
30–45 (1 day)
30–45
30–45
30–45 (1 day)
60 (2 days)
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Teaching with Ready® Common Core Instruction
Ready® Common Core Instruction was created to help students
develop proficiency with the Common Core State Standards (CCSS).
Each lesson uses scaffolded instruction, beginning with modeled
and guided instruction, and then gradually releasing the student
into fully independent practice of the skills and strategies behind
the Common Core. Use in conjunction with the Teacher Toolbox,
which allows you to access additional resources—see page A18 for
more information.
Weekly Pacing
Year-Long Program: Use Ready Common Core Instruction as the foundation
of a year-long English language arts program or a year-long supplement to
your basal program. The Year-Long Sample Week (below) shows a model schedule
for teaching one Reading lesson per week. Use the Year-Long Pacing Guide on
page A15 for a specific week-to-week schedule.
Accelerated Program: Target Ready Common Core Instruction lessons based
on Ready Common Core Practice results to focus learning throughout the year.
The Accelerated Program chart on page A17 models teaching two Reading
lessons (lessons A and B here) per week.
Year-Long Sample Week, Ready Common Core Instruction
Day 1
Day 2
Day 3
Part 2: Modeled
Part 1:
Introduction Instruction
(25 minutes)
(20 minutes,
includes Tap
Students’ Prior
Knowledge
from TRB)
Part 3: Guided
Instruction
(45 minutes,
includes Answer
Analysis
discussion from
TRB)
Part 4: Guided
Practice
(45 minutes,
includes Answer
Analysis
discussion and
Integrating
Standards
activities from
TRB)
Part 5: Common Part 5: Common
Core Practice
Core Practice
(45 minutes)
Answer Analysis:
discussion of test
results
(20 minutes,
from TRB)
ELL Support
(TRB)
Theme
Connection
(TRB)
Core
Genre Focus
(TRB)
Optional
Tier Two
Vocabulary
(TRB)
Day 4
Day 5
Integrating
Standards
activities
(25 minutes,
from TRB)
Additional
Activities
(TRB)
Key:
Whole Class/Small Group
Individual
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Lessons Built for the Common Core
Each grade level in Ready® Common Core English Language Arts Instruction provides targeted
instruction on the Common Core State Standards for ELA.
Ready Instruction, covers the following strands:
• Reading Standards for Literature: Key Ideas and Details, Craft and Structure,
Integration of Knowledge and Ideas
• Reading Standards for Informational Text: Key Ideas and Details, Craft and Structure,
The correlations chart beginning on page A35 provides an in-depth look at how Ready Common Core
Instruction correlates to the CCSS. The passages and questions in Ready Instruction reflect the rigor and
complexity required by the Common Core.
Accelerated Program, Ready Common Core Instruction
Day 1
In Class
Homework
(optional)
Day 2
Day 3
Lesson A
Lesson A
Lesson B
Introduction
(15 minutes)
Guided Instruction Introduction
(15 minutes)
(15 minutes)
Modeled
Instruction
(30 minutes)
Guided Practice
(30 minutes)
Modeled
Instruction
(30 minutes)
Day 4
Lesson B
Lesson A
Review concepts
Guided Instruction and skills
(15 minutes)
(20 minutes)
Guided Practice
Lesson B
(30 minutes)
Review concepts
and skills
(20 minutes)
Lesson A
Lesson B
Common Core
Practice
Common Core
Practice
Day 5
A17
Correlation Charts
Common Core State Standards Coverage by Ready® Instruction
The chart below correlates each Common Core State Standard to each Ready® Common Core Instruction lesson
that offers comprehensive instruction on that standard. Use this chart to determine which lessons your students
should complete based on their mastery of each standard.
Ready Common Core
Student Lesson(s)
Additional Coverage
in Teacher Resource
Book Lesson(s)
RL.2.1 A
sk and answer such questions as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
6
7–9, 14–17, 21, 22
RL.2.2 R
ecount stories, including fables and folktales from diverse cultures,
and determine their central message, lesson, or moral.
7, 8
6, 9, 15, 17, 21, 22
9
6, 8, 14, 21, 22
RL.2.4 D
escribe how words and phrases (e.g., regular beats, alliteration,
rhymes, repeated lines) supply rhythm and meaning in a story,
poem, or song.
14, 15
6, 7, 16, 17, 22
RL.2.5 D
escribe the overall structure of a story, including describing how
the beginning introduces the story and the ending concludes the
action.
16
14–17, 21
RL.2.6 A
cknowledge differences in the points of view of characters,
including by speaking in a different voice for each character when
reading dialogue aloud.
17
6, 9, 12, 15, 16, 21
21
9, 21
N/A
N/A
22
9, 16
Common Core State Standards for
Grade 2—Reading Standards
Reading Standards for Literature
Key Ideas and Details
RL.2.3 D
escribe how characters in a story respond to major events and
challenges.
Craft and Structure
RL.2.7 U
se information gained from the illustrations and words in a print or
digital text to demonstrate understanding of its characters, setting,
or plot.
RL.2.8 (Not applicable to literature)
RL.2.9 C
ompare and contrast two or more versions of the same story (e.g.,
Cinderella stories) by different authors or from different cultures.
RL.2.10 B
y 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.
Classroom Activity
Reading Standards for Informational Text
Key Ideas and Details
RI.2.1
A
sk and answer such questions as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
1
2, 4, 5, 10, 13, 18
RI.2.2
I dentify the main topic of a multiparagraph text as well as the focus
of specific paragraphs within the text.
2
1, 4, 11, 12, 18, 19
RI.2.3
escribe the connection between a series of historical events,
D
scientific ideas or concepts, or steps in technical procedures in a
text.
3, 4, 5
2, 3
Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council
of Chief State School Officers. All rights reserved.
A35
Common Core State Standards for
Grade 2—Reading Standards
Ready Common Core
Student Lesson(s)
Additional Coverage
in Teacher Resource
Book Lesson(s)
Reading Standards for Informational Text (continued)
Craft and Structure
RI.2.4
etermine the meaning of words and phrases in a text relevant to a
D
grade 2 topic or subject area.
10
1–5, 11–13, 17–20
RI.2.5
now and use various text features (e.g., captions, bold print,
K
subheadings, glossaries, indexes, electronic menus, icons) to locate
key facts or information in a text efficiently.
11, 12
1, 4, 5, 10, 13, 20
RI.2.6
I dentify the main purpose of a text, including what the author wants
to answer, explain, or describe.
13
2, 10, 11, 13, 14, 18–20
RI.2.7
xplain how specific images (e.g., a diagram showing how a
E
machine works) contribute to and clarify a text.
18
2, 3, 4, 19
RI.2.8
escribe how reasons support specific points the author makes in a
D
text.
19
1, 3, 10–12
RI.2.9
Compare and contrast the most important points presented by two
texts on the same topic.
20
—
Range of Reading and Level of Text Complexity
y the end of year, read and comprehend informational texts,
RI.2.10 B
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.
Classroom Activity
Additional Coverage of Common Core ELA Standards, Grade 2
Ready
Common Core
Teacher Resource
Book Lesson(s)
Writing Standards
Text Types and Purposes
W.2.1
rite opinion pieces in which they introduce the topic or book they are writing about, state an
W
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.
6, 9, 12, 13, 15–18, 22
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.
1–3, 5, 10–18, 20
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.
4, 6–10, 14–18, 20–22
Production and Distribution of Writing
Research to Build and Present Knowledge
W.2.7
articipate in shared research and writing projects (e.g., read a number of books on a single topic to
P
produce a report; record science observations).
W.2.8
ecall information from experiences or gather information from provided sources to answer a
R
question.
1–3, 5, 6, 8, 10–15,
17–22
1, 2, 3, 19
Speaking and Listening Standards
Comprehension and Collaboration
SL.2.1 P
articipate in collaborative conversations with diverse partners about grade 2 topics and texts with
peers and adults in small and larger groups.
SL.2.1a F
ollow 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).
SL.2.1.bBuild on others’ talk in conversations by linking their comments to the remarks of others.
SL.2.1.c Ask for clarification and further explanation as needed about the topics and texts under discussion.
A36
1–6, 8, 9, 11, 12,
14–16, 18–21
7, 9, 11, 12, 15, 17, 22
5, 10, 15, 16, 18, 20,
22
16, 20
Additional Coverage of Common Core ELA Standards, Grade 2
Ready
Common Core
Teacher Resource
Book Lesson(s)
Speaking and Listening Standards (continued)
Comprehension and Collaboration (continued)
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media.
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.
2, 4–6, 9–15, 17, 18,
22
1, 6, 13, 17, 18, 21
Presentation of Knowledge and Ideas
SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
2, 3, 7–17, 19, 21, 22
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.
2, 3, 6–8, 10, 14, 15,
19–22
Language Standards
Conventions of Standard English
L.2.1.a Use collective nouns (e.g., group).
10
L.2.1.b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
11
L.2.1.c Use reflexive pronouns (e.g., myself, ourselves).
19
L.2.1.d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
7, 20, 21
L.2.1.e Use adjectives and adverbs, and choose between them depending on what is to be modified.
3–8, 12, 15–17, 19
roduce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the
L.2.1.f P
movie; The little boy watched the movie; The action movie was watched by the little boy).
13, 14, 17, 18, 21
L.2.2.a Capitalize holidays, product names, and geographic names.
17
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.e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
9, 16, 21
3
Vocabulary Acquisition and Use
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.
L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase.
etermine the meaning of the new word formed when a known prefix is added to a known word
L.2.4.b D
(e.g., happy/unhappy, tell/retell).
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).
4, 12, 13, 15, 17, 20
1, 3–9, 12, 13–22
3, 20
10, 19, 20, 22
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).
9–11, 22
L.2.4.e U
se glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning
of words and phrases.
5, 16, 18
L.2.5
Demonstrate understanding of word relationships and nuances in word meanings.
13
L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
1, 2, 4, 8, 10, 11, 13,
14, 18, 20
L.2.5.b D
istinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related
adjectives (e.g., thin, slender, skinny, scrawny).
9, 10, 12, 22
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).
4, 11–16, 18
A37
Interim Assessment Answer Keys and Correlations
The charts below show the answers to multiple-choice items in each unit’s Interim Assessment, plus the
depth-of-knowledge (DOK) index, standard(s) addressed, and corresponding Ready® Common Core Instruction
lesson(s) for every item. Use this information to adjust lesson plans and focus remediation.
Ready Common Core Interim Assessment
Answer Keys and Correlations
Unit 1: Key Ideas and Details in Informational Text
Key
DOK 1
Standard(s)
Ready Common Core
Student Lesson(s)
1
A
2
RI.2.2
2
2
C
2
RI.2.2
2
3
D
1
RI.2.3
5
4
See page 47.
1
RI.2.3
4
5
D
2
RI.2.1
1
6
A
1
RI.2.1
1
7
See page 47.
2
RI.2.2
2
8
See page 47.
2
RI.2.3
3
Question
Unit 2: Key Ideas and Details in Literature
Question
Key
DOK
Standard(s)
Ready Common Core
Student Lesson(s)
1
A
1
RL.2.1
6
2
A
1
RL.2.3
9
3
See page 86.
2
RL.2.2
8
4
A
1
RL.2.1
6
5
C
1
RL.2.2
7
6
See page 86.
3
RL.2.2
8
7
See page 86.
2
RL.2.1, RL.2.2, RL.2.3
6, 7, 9
Unit 3: Craft and Structure in Informational Text
Question
Key
DOK
Standard(s)
Ready Common Core
Student Lesson(s)
1
D
2
RI.2.4
10
2
B
2
RI.2.5
11
3
D
3
RI.2.6
13
4
A
2
RI.2.5
11
5
D
2
RI.2.4
10
6
B
2
RI.2.5
11
7
A
3
RI.2.6
13
8
See page 125.
3
RI.2.4
10
1Depth
of Knowledge measures:
1. The item requires superficial knowledge of the standard.
2. The item requires processing beyond recall and observation.
3. The item requires explanation, generalization, and connection to other ideas.
4. The item requires analysis, synthesis, or evaluation of multiple sources of texts.
A38
Ready Common Core Interim Assessment
Answer Keys and Correlations (continued)
Unit 4: Craft and Structure in Literature
Question
Key
DOK
Standard(s)
Ready Common Core
Student Lesson(s)
1
D
1
RL.2.5
16
2
B
3
RL.2.4
14
3
See page 164.
2
RL.2.6
17
4
B
3
RL.2.4
15
5
A
1
RL.2.5
16
6
See page 164.
2
RL.2.6
17
7
See page 164.
2
RL.2.4
15
Unit 5: Integration of Knowledge and Ideas in Informational Text
Question
Key
DOK
Standard(s)
Ready Common Core
Student Lesson(s)
1
B
2
RI.2.7
18
2
C
2
RI.2.7
18
3
B
2
RI.2.8
19
4
See page 196.
3
RI.2.8
19
5
See page 196.
4
RI.2.9
20
Unit 6: Integration of Knowledge and Ideas in Literature
Key
DOK
Standard(s)
Ready Common Core
Student Lesson(s)
1
A
2
RL.2.7
21
2
C
2
RL.2.7
21
3
B
2
RL.2.7
21
4
D
3
RL.2.9
22
5
B
3
RL.2.9
22
6
See page 219.
4
RL.2.9
22
7
See page 219.
4
RL.2.9
22
Question
A39
Lesson 22
(Student Book pages 213–222)
Comparing and Contrasting Stories
Theme: Stories That Connect Us
LESSON OBJECTIVES
TAP STUDENTS’ PRIOR KNOWLEDGE
•Compare two or more versions of similar stories by
different authors or from different cultures.
•Tell students they will be working on a lesson about
how stories are alike and different. Explain to
students they will compare two similar stories to
show how they are alike. Tell them they will also
contrast the stories to show how they are different.
•Describe similarities and differences among
characters, settings, problems, and endings.
THE LEARNING PROGRESSION
•Grade 1: CCLS RL.1.9 requires students to compare
and contrast characters in stories, focusing on the
characters’ adventures and experiences.
•Grade 2: CCLS RL.2.9 builds on the Grade 1
standard by requiring students to compare and
contrast two or more similar stories. Students are
asked to read versions of the same story by
different authors or from different cultures and
describe how they are alike and different.
•Grade 3: CCLS RL.3.9 requires students to compare
and contrast different stories in a series that are
about the same characters. Students are asked to
analyze how themes, settings, and plots are alike and
different.
PREREQUISITE SKILLS
To be proficient with this standard, students need to
know the following skills and strategies:
•Understand that different authors and cultures can
approach the same story in similar or different ways.
•First, read aloud two similar stories by different
authors or from different cultures. For example, you
might read “Cinderella” and “The Golden Sandal.”
Before you read, inform students who the authors
are or which cultures the stories come from. Also,
tell students to listen carefully for similarities and
differences between the stories.
•Then draw a two-column chart on the board,
labeling each column with the title of one of the
stories. Have students discuss each story. Ask: Who
are the characters? When and where does the story take
place? What problem do characters face? How does the
story end? Write students’ responses in the
appropriate column of the chart.
•Have students review the details you have listed in
the chart. Invite volunteers to make connections
between the stories by stating similarities and
differences between them. Guide students to tell
how the characters, settings, problems, and endings
of the two stories are alike and different.
Teacher Toolbox
•Identify the characters, setting, problem, and ending
in a story.
•Compare and contrast characters and their
experiences.
Ready Lessons
Tools for Instruction
Interactive Tutorials
Teacher-Toolbox.com
Prerequisite
Skills
RL.2.9
✓
✓
✓✓
✓
CCLS Focus
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.
ADDITIONAL STANDARDS: R L.2.1; RL.2.2; RL.2.3; RL.2.4; RL.2.11; W.2.1; W.2.3; W.2.7; SL.2.1.a; SL.2.1.b; SL.2.2; SL.2.4; SL.2.5;
L.2.4.a; L.2.4.c; SL.2.4.d; L.2.5.b (See page A35 for full text.)
207
Part 1: Introduction
Lesson 22
At a Glance
Through illustrations, students are introduced to the
idea of comparing and contrasting two versions of the
same story. They will learn that this is a strategy they
can use to better understand how different authors and
cultures can affect how a story is told.
Lesson 22
Part 1: Introduction
Comparing and Contrasting Stories
CCLS
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.
Theme: Stories That Connect Us
When different authors tell the same story in different ways, each telling is
called a version. Each version has mostly the same plot, but there might
be many differences. The characters, settings, or events may be changed.
Step By Step
•Read the first two paragraphs aloud. Write the word
version on the board and pronounce it for students.
Tell students this is a useful word to use when talking
about a story that is told by two or more authors or
that comes from different cultures. Explain that a
“culture” includes the ways of living (food, shelter,
beliefs, work) shared by people in a certain place or
time.
•Direct students’ attention to the illustrations. Briefly
discuss the characters and plot of the story “Little Red
Riding Hood.”
•Read aloud the definitions of compare and contrast.
•Tell students to look carefully at the characters and
settings in the two pictures. Then have them circle
two things that are similar in the pictures and draw a
box around two things that are different. Discuss the
similarities and differences that students identified.
•Reinforce how comparing and contrasting different
versions of the same story is a valuable reading
For example, the story of Cinderella is told by many authors around the
world. The characters have different names and the settings are different.
But there is usually a kind girl, a mean person, and magical helpers.
Look at the pictures below. They come from two versions of the story
“Little Red Riding Hood.”
When you compare stories, you look for ways they are alike. When you
contrast stories, you look for ways they are different.
Circle two things that are alike in the pictures.
Now draw a box around two things that are different in the pictures.
You can compare and contrast versions of the same story to help you
understand each story better.
L22: Comparing and Contrasting Stories
©Curriculum Associates, LLC
Copying is not permitted.
213
strategy by sharing a time you used the strategy.
Describe how it helped you understand how different
authors and cultures affected the way the stories
were told.
Genre Focus
Literature: Folktale
Tell students that in this lesson they will read two
folktales. Explain that a folktale is a fiction story that
comes from a specific country or culture and usually
reflects the customs or beliefs of the people. Folktales
have these characteristics:
•The story has often been told and retold orally
before being written down.
•The characters may be people or animals. Human
characters may be ordinary people or may have
superhuman qualities. Animal characters may have
human traits.
Based on these characteristics, ask students to share
folktales they have read or heard (for example, “The
Boy Who Cried Wolf” or “The Emperor’s New
Clothes”). Who were the characters? What was the
tale about? What was the lesson of the story?
Explain that folktales come from many different
cultures. “The Three Little Pigs” is a folktale from
England. “The Three Little Geese” is a version of this
story from Italy. Both stories have animal characters
who build homes and try to defend them from a wolf.
Each folktale, however, is set in a different place, with
different characters.
•Folktales may contain a lesson or explain
something in the natural world.
208
Lesson 22
Part 2: Modeled Instruction
At a Glance
Students read a fable about a turtle and a rabbit.
Students compare and contrast the actions of the two
characters.
Step By Step
Part 2: Modeled Instruction
Read this story about Turtle and Rabbit.
Genre: Fable
The Turtle and the Rabbit
from Aesop
“No one in all the forest is faster than I am,” Rabbit said to the other
animals one day. “And I can prove it! Who wants to race me?”
No one spoke up except Turtle. “I will race you,” he said, rather slowly.
•Remind students they just compared and contrasted
two versions of the same story.
•Tell students that in this part of the lesson they will
learn how to compare and contrast the actions of two
characters within the same story.
Lesson 22
“You?” Rabbit said. “What a joke! I’ll run circles around you the whole way.”
As soon as the race started, Rabbit hopped away at great speed. After a while,
he was so far ahead that he decided to take a nap. Turtle, on the other hand, did
not stop for a minute but kept going. And going. When Rabbit finally woke up,
he saw Turtle nearing the finish line. Rabbit ran as fast as he could, but Turtle won!
“Steady wins the race,” Turtle said, rather slowly, as always.
•Ask student volunteers to read aloud “The Turtle and
the Rabbit.”
Explore how to answer this question: “How does Turtle win the race against Rabbit?”
•Then read the question: “How does Turtle win the
race against Rabbit?”
Read the chart. Then fill in the blanks to tell how Turtle wins the race.
•Now tell students you will perform a Think Aloud to
demonstrate a way of answering the question.
Think Aloud: In order to figure out how Turtle wins
the race against Rabbit, I can reread parts of the story to
remind myself of each character’s actions during the
race. What does Turtle do that helps him win the race?
What does Rabbit do that causes him to lose the race?
•Direct students to the chart. Tell them it shows
a contrast between the way the two characters run
the race.
•Have students fill in the missing words in the first
and second columns of the chart, inviting them to
reread parts of the story as needed.
Think Aloud: The first column describes Turtle’s actions
during the race. The second column describes Rabbit’s
actions. I can use the information in the two columns to
contrast Turtle’s actions with Rabbit’s actions.
•Read the sentence under the chart. Ask students to
supply words and phrases that will correctly
complete the sentence. Invite them to tell in their
own words how Turtle wins the race against Rabbit.
Think about what each character does. Underline a sentence that tells something
Rabbit does. Then circle a sentence that tells something Turtle does.
Turtle’s Actions
He keeps going and does not
Rabbit’s Actions
stop
He crosses the finish line first.
.
He takes a
nap
during the race.
He wakes up and runs as fast as he can.
Fill in the blanks in the sentence below to tell how Turtle wins the race against Rabbit.
When Rabbit stops to sleep, Turtle
does not stop until he has crossed the
214
keeps going
finish line
and
.
ELL Support: Idioms
•Explain that an idiom is an expression or phrase
that cannot be understood from the meanings of
the individual words in it.
•Write the sentence “Turtle, on the other hand, did
not stop for a minute,” and underline the phrase
“on the other hand.” Guide students to an
understanding that “on the other hand” is a way of
introducing a second thing or idea that is the
opposite of the first. Ask students for the meaning
of the idiom in the context of the story. Ask: “What
is Turtle doing that is unlike something else?”
•Have students write a sentence that contains the
idiom “on the other hand.” (L.2.4.a)
209
Lesson 22
Part 3: Guided Instruction
At a Glance
Part 3: Guided Instruction
Students read another story about two characters who
run a race. They compare and contrast the events in
this story with those in “The Turtle and the Rabbit.”
Read this story about another race. Use the Close Reading and
the Hint to help you answer the question.
Genre: Fable
Close Reading
Step By Step
•Tell students they will read another story about a
race between two animals.
•Point out the two features to the left of the passage.
Remind students to pay close attention to details in
the text as they read. Close Reading will help
students identify an important detail in the text. The
Hint will help students contrast a character in this
story with a character in the previous story and
answer the question.
•Have students underline the sentence that answers
the question in Close Reading.
•Have volunteers share the sentence they underlined.
Ask why that sentence tells the reader whether Fox
knows that Snail has hidden in his tail.
•Have students circle the correct answer to the
question, using the Hint to help. Then have them
respond to the prompt in Show Your Thinking.
Partner students to respond to the Turn and Talk
activity.
Answer Analysis
Choice A is incorrect. Neither story shows how Turtle or
Snail feels about Rabbit or Fox.
Choice B is incorrect. Both Snail and Turtle hope to win.
Snail wants to win so badly he cheats. Turtle keeps
going and going without stopping.
Choice C is incorrect. Both Turtle and Snail are slowmoving creatures.
Choice D is correct. Snail does not run the race
himself, but rides on Fox. Turtle, on the other hand,
simply runs his race.
Lesson 22
The Fox and the Snail
Does Fox ever know
that Snail has hidden
after Aesop
Fox asked Snail to run a race with him to the next
in his bushy tail?
Underline a sentence
town. Fox took off running, but then he decided to take a
that tells you that Fox
does not know where
his bushy tail. When Fox woke up, he ran to the town’s
nap. When Snail saw the sleeping Fox, he climbed into
gate. He turned and called out, “Snail, where are you?”
Snail is.
Snail quietly dropped out of Fox’s tail. “I’m already
here!” Snail said from behind him. “What took you
so long?”
Circle the correct answer.
Hint
Does Turtle walk the
whole way to win
his race?
What is one way that Snail in this story is different from Turtle
in the first story?
A Snail likes Fox, but Turtle doesn’t like Rabbit.
B Snail wants to win his race, but Turtle doesn’t care.
C Snail can move quickly, but Turtle moves slowly.
D Snail uses a trick to win his race, but Turtle does not.
Show your Thinking
Could Turtle have won his race in the same way that Snail did?
Responses will vary.
Imagine that Turtle and Snail meet each other. What do you think they would
say to each other about their races with Rabbit and Fox?
215
Tier Two Vocabulary: Decided
•Say “I decided to wear blue socks today.”
•Explain that when you decide to do something,
you make up your mind to do it or you choose to
do it. Ask students to tell about something they
have decided to do in the last few days.
•Point out the word decided in the story. Ask what
Fox decided to do instead of running. (take a nap)
•Have students use the word decided in a sentence.
Invite students to share their sentences with the
class. (L.2.4.c)
ERROR ALERT: Students who did not choose D may
need to reread details from both stories in order to
answer the question correctly. Have students
carefully reread each possible answer and look back
in both stories to help them understand that D is the
only correct answer.
210
Lesson 22
Part 4: Guided Practice
At a Glance
Students read the story “The Three Little Pigs” twice.
After the first reading, ask three questions to check
your students’ comprehension of the story.
Read the stories. Use the Study Buddies and the Close Reading to guide your reading.
Genre: Folktale
The Three Little Pigs
Step By Step
•Have students read the story silently without
referring to the Study Buddy or Close Reading text.
•Ask students the following questions to ensure
comprehension of the text:
What materials do the three little pigs use to build
their houses? (straw, wood, and bricks)
What happens when the first pig refuses to let the
wolf in? (The wolf blows down the house and eats the
pig for supper.)
What does the wolf do when he can’t blow down the
third pig’s house? (He crawls down the chimney and
falls into a pot of boiling water.)
•Then ask students to look at the Study Buddy
think aloud. What does the Study Buddy help
them think about?
Lesson 22
a folktale from England
The titles of the
stories tell me that
both versions are
about three animals.
As I read both
stories, I’m going
to look for other
ways they are alike
and for ways they
are different.
1
Long ago, three little pigs grew up and left home.
One built a straw house. One built a wood house.
One built a brick house.
2
One day, a wolf discovered the straw house. “Let me
in!” he demanded.
3
4
“No!” the first pig refused.
“I’ll huff, I’ll puff, and I’ll blow your house in,” cried
the wolf. He blew down the house and gobbled up the
tasty little pig for supper.
5
Next, the wolf found the wood house. “Let me in!”
6
“No!” said the second pig.
7
“I’ll huff, I’ll puff, and I’ll blow your house in.” The
wolf blew down the house and ate another tasty pig.
Close Reading
that tells you what
happens to the brick
house when the wolf
tries to blow it down.
8
Finally, the wolf came to the brick house. “Let me in!”
9
The third pig replied, “No!”
Circle words that tell
you what finally stops
the wolf.
11
216
10
“I’ll huff, I’ll puff, and I’ll blow your house in,” the
wolf growled.
But he couldn’t blow it down. So he crawled down the
chimney. He fell into a pot of boiling water in the
fireplace. He never bothered any pigs again.
Tip: The Study Buddy tells students that it will read
both stories and look for ways the two versions are
similar and different. Finding similarities and
differences between two versions of a story will help
students better understand both stories.
•Have students reread the story. Tell them to follow
the directions in the Close Reading.
Tip: As directed by Close Reading, students look
for sentences that tell how the wolf is finally
stopped. (But he couldn’t blow it down. So he crawled
down the chimney. He fell into a pot of boiling water in
the fireplace.) Students can contrast the results when
the wolf tried to blow down the brick house with
what happened when he blew down the straw and
wood houses.
Tier Two Vocabulary: Discovered
•Say “This morning I discovered a new kind of
flower in my yard. I think the flower was there
yesterday, but I discovered it today. When you
discover something, you see it or find out about it
for the first time.”
•Direct students to the word discovered in the
second paragraph. Ask students what the wolf
discovered one day. (the straw house)
•Explain that scientists often discover important
animals and plants that no one knew about
before. Help students distinguish between a
scientist discovering something that already
existed and inventing something that did not exist
before. (L.2.5.b)
211
Lesson 22
At a Glance
Students read another story about three animals and a
wolf. Students read the story twice. After the first
reading, ask three questions to check your students’
comprehension of the story.
Lesson 22
Genre: Folktale
The Three Little Geese
a folktale from Italy
1
Step By Step
Have students read the story silently without referring
to the Study Buddy or Close Reading text.
•Ask students the following questions to ensure
comprehension of the text:
Why do the two younger sisters leave the oldest
sister? (The oldest sister locks them out of the house and
tells them to go away.)
Why does the youngest sister have a house made of
stones? (She meets a man carrying stones who offers to
build her a house.)
What happens to the wolf at the end of the story?
(The youngest sister throws a pot of boiling water on
him and kills him.)
Tip: The Study Buddy tells students that it will read
to compare what happens to the three little geese with
what happened to the three little pigs in the previous
story. Comparing events in two versions of a story can
help students keep track of events as they read.
•Have students reread the story. Tell them to follow
the directions in the Close Reading.
Tip: Students are directed to look for words that tell
who builds the youngest goose’s house. They then
find a sentence in the story that tells how she gets
rid of the wolf.
Finally, have students answer the questions on
page 218. When students have finished, use the Answer
Analysis to discuss correct and incorrect answers.
212
Once upon a time, three geese built a straw house.
But the oldest goose locked the door. She told her
In the first story, only
one pig escapes the
wolf. I’m going to read
the next story and
see if the three geese
have better luck!
sisters, “Go away!”
2
The two sisters built a house with hay. But the middle
goose locked the door. She told her sister, “Go away!”
3
The youngest goose met a man carrying stones.
The man felt sorry for her. He said, “I’ll build
your house.”
Close Reading
Who builds the
youngest goose’s
4
A greedy wolf came upon the first house. He blew it
down and swallowed the oldest goose. Then he blew
house? Circle words
that tell you.
down the second house. And he gulped down the
middle goose.
5
The wolf tried and tried to blow down the stone
house. Frustrated, he persuaded the youngest goose to
make him supper. She pretended to cook noodles in a
pot. “Would you like a taste?” she asked.
that tells you how the
youngest goose gets
rid of the wolf.
6
She threw the pot of boiling water at the wolf. He fell
down dead with his mouth wide open! The clever goose
called out to her sisters. They jumped out of the wolf’s
stomach, and the sisters lived happily ever after.
217
ELL Support: Synonyms
•Display and read aloud the second sentence in
paragraph 4, underlining the word swallowed.
Then display and read the fourth sentence in that
paragraph, underlining the word gulped.
•Explain that authors sometimes use synonyms, or
words with a similar meaning, when a character
repeats an action. Understanding the meaning of
one word can help a reader figure out the meaning
of its synonym.
•Ask students to predict the meaning of gulped
based on their understanding of the meaning of
swallowed. If necessary, have them check the
meanings of both in a dictionary. (L.2.4.a; L.2.4.e)
Lesson 22
Step By Step
Have students read questions 1–3, using the Hints to
help them answer those questions.
Lesson 22
Use the Hints on this page to help you answer the questions.
Hints
Tip: Encourage students to answer question 3 by
Remember that the
plot is what happens
retelling the ending of each story.
in a story. Which
sentence tells
1
A Both stories are about two animals who get locked out
by an older sister.
something that
happens in
•Discuss with students the Answer Analysis below.
Which sentence best tells how the plots of the two stories
are alike?
B Both stories are about three animals who build houses
of straw, wood, and stone.
both stories?
C Both stories are about three animals who are visited by
a hungry wolf.
Answer Analysis
D Both stories are about an animal who saves two other
1 The correct choice is C. A hungry wolf appears in
both stories, and each is about three animals.
Choice A is incorrect because only “The Three
Little Geese” includes a sister locking others out.
Only a pig makes a house of wood, so choice B is
incorrect. Choice D is incorrect because only geese
are rescued.
animals from a wolf.
Who built the goose’s
stone house? Who
built the pig’s
brick house?
Reteaching
Use a graphic organizer to verify the correct answer to
question 1. Draw the graphic organizer below, leaving
the boxes blank. Work with students to fill in the
boxes, using information from the passage. Sample
responses are provided.
The Three
Little Pigs
The Three
Little Geese
Three animals leave home Two animals get locked
and each builds a house.
out by an older sister.
Three animals build
houses of straw, wood,
and bricks.
Three animals build
houses of straw, wood,
and stone.
Three animals are visited
by a hungry wolf.
Three animals are visited
by a hungry wolf.
Two animals are eaten by
a wolf and one survives.
An animal saves two
other animals from a wolf.
How is the youngest goose’s stone house diﬀerent from
the third pig’s brick house?
A It is the first of the three houses built.
B A man built it instead of an animal.
C It has a fireplace for boiling water.
D The wolf cannot blow it down.
What happens to the
wolf in each story?
2 The correct choice is B. In paragraph 3 of “The
Three Little Geese,” a man offers to build the house
for the goose. Choice A is incorrect because neither
house is the first built. Only the brick house is
shown to have a fireplace, so choice C is incorrect.
Choice D is incorrect because the wolf cannot blow
down either the brick house or the stone house.
3 Sample response: Each story ends with a pot of
boiling water that is used to overcome the wolf. At
the end of both stories, the wolf is presumed dead.
2
218
3
How are the endings of the two stories alike?
See sample response.
Integrating Standards
Use these questions to further students’ understanding
of “The Three Little Pigs” and “The Three Little Geese.”
1 What does the wolf do when he is unable to
blow down the third little pig’s house? (RL.2.1)
The wolf tries to get to the little pig by crawling
down the chimney.
2 How does the third little goose trick the wolf
and save her sisters? (RL.2.2)
The third little goose pretends to cook noodles in a
pot. She asks if the wolf would like a taste and then
throws the pot of boiling water at him.
213
Lesson 22
Part 5: Common Core Practice
Lesson 22
The Ugly Truckling
Read the stories. Then answer the questions that follow them.
The Ugly Duckling
by David Gordon, HarperCollins
by Hans Christian Andersen,
retold by Nicole VanderLinden
1
1
strong, flat beds.
Once upon a time, a baby duckling looked nothing
2
She didn’t have a strong, flat bed. To make matters worse,
The other ducklings at the pond laughed at him. They
two strange beams stuck out from the sides of her body.
said that his quack sounded like a broken horn. So one day,
3
the sad ugly duckling left the pond to find a new home.
Soon, the weather grew cold. Each time the duckling
truck beds.
4
him he didn’t look anything like them.
The winter was long. But one spring morning, the
her. “Why do you have three wheels instead of four?” asked
one of her brothers.
snow white. Their necks were long and graceful.
5
“I know I can’t be one of them,” the duckling sighed.
6
But one of the birds swooped down to where the
right.
6
The duckling walked over to a puddle of water. That is
7
snow white. His neck was long and graceful.
And so the duckling, really a swan, stretched out his
The next morning she met a tractor. “Good morning,”
said the ugly truckling. Who are you?”
8
great wings. He flew into the sky with his new friends.
So late one night, when the sky was black and starless,
the ugly truckling sped away.
when he saw that his ugly gray feathers were gone. He was
8
“You’ll never be a good truck,” said another brother.
The ugly truckling was very sad. She was afraid he was
duckling sat. “You are a swan, like me,” the bird said.
7
But the ugly truckling could barely haul a small bale
of hay or pull a log. All the other little trucklings laughed at
duckling saw a group of beautiful birds. Their feathers were
5
The next morning the little trucklings followed their
mother, carrying rocks and bricks and wood in their little
saw a bird, he asked, “Am I one of you?” But the birds told
4
But one of the trucklings was not like her brothers
and sisters. This truckling’s wheels were small and narrow.
paddles, and his feathers were gray, like old dishwater.
3
Way out west, a mother truck admired her new
trucklings. She smiled at their big, round wheels and their
like his brothers and sisters. His feet looked like big
2
Lesson 22
219
220
“I’m a tractor,” said the tractor.
At a Glance
Answer Analysis
Students independently read two passages and answer
questions in a format that provides test practice.
1 Choice C is correct. Both the ugly duckling and the
ugly truckling are different from their siblings. The
ugly duckling has bigger feet and darker feathers,
and the ugly truckling has wings, a propeller, and
only three wheels. Choice A is incorrect because the
ugly truckling does not have gray feathers. Only the
duckling lives by a pond, so choice B is incorrect.
Choice D is incorrect because only the duckling
makes a sound like a broken horn. (DOK 3)
Step By Step
•Tell students to use what they have learned about
reading closely and paying attention to details in
order to read the passages on pages 219–221.
•Remind students to underline or circle important
words and sentences.
•Tell students to answer the questions on pages 221–
222. For questions 1–3, they should circle the correct
answer. For question 4, they should write the
answers on the lines provided.
•When students have finished, use Answer Analysis to
discuss correct responses and the reasons for them.
214
Theme Connection
•How do all the stories in this lesson relate to the
theme of stories that connect us?
•Choose your favorite story from the lesson and
explain why you like it.
Lesson 22
9
“Am I a tractor, too?”
10
“You’re no tractor. Tractors don’t have propellers on
Lesson 22
2
their noses.”
11
Lesson 22
Both the ugly duckling and the ugly truckling leave their families.
How are their reasons for leaving alike?
A Both find it hard to do their work at home.
B
“Oh,” sighed the ugly truckling. And she sped away.
Both are laughed at by those close to them.
The ugly truckling looked at her reflection in the pond.
C Both want to escape the cold winter weather.
Suddenly she heard a loud roar overhead and looked up.
D Both see what they really look like in a pond.
12
She wasn’t an ugly truckling after all. She was a
beautiful airplane. And so she flew away with the other
3
airplanes into a sky full of stars.
How is the ugly duckling different from the ugly truckling?
A He is happy living with his brothers and sisters.
B
He asks others questions about who he really is.
C He likes the way he looks even when others don’t.
D He changes over time into something new and beautiful.
4
Tell one way that “The Ugly Duckling” and the “The Ugly Truckling”
are alike and one way they are different.
One way the stories are alike:
Circle the correct answer for each question.
1
One way the stories are different:
What is one way the ugly duckling and the ugly truckling are alike?
A Both feel sad because they are gray like old dishwater.
B
Both are happy living by a pond with their families.
C Both look very different from their brothers and sisters.
D Both make noises that sound like a broken horn.
Self Check Go back and see what you can check oﬀ on the Self Check on page 203.
221
2 Choice B is correct. Both the ducklings and the
trucklings are described as laughing at the “ugly”
ones. Choice A is incorrect because the ugly
duckling does not try to do work. Neither story
mentions trying to escape cold weather, so choice C
is incorrect. Choice D is incorrect because the
duckling and truckling have already left their
families when they see themselves in ponds.
(DOK 4)
222
4 Sample response: One way the stories are alike:
They are about characters who are not the same
thing as their families. One way the stories are
different: One is about a swan, and the other is
about an airplane. (DOK 3)
3 Choice D is correct. The ugly duckling loses his
gray feathers and grows into an adult swan, but the
ugly truckling has been an airplane all along.
Choice A is incorrect because the ugly duckling is
not happy living with his family. Both the duckling
and the truckling ask others about themselves, so
choice B is incorrect. Choice C is incorrect because
the story does not say the duckling is happy with
how he looks. (DOK 3)
215
Lesson 22
Integrating Standards
Use these questions and tasks as opportunities to
interact with “The Ugly Duckling” and “The Ugly
Truckling.”
3 Imagine the ugly duckling and the ugly truckling
meet while on their journeys. Write a paragraph
telling what they might say to each other. (W.2.3)
1 Describe how both the ugly duckling and the ugly
truckling react when they realize they are different
from their brothers and sisters. (RL.2.3)
Both the ugly duckling and the ugly truckling react by
leaving their families to find a new home with others
like themselves.
2 In “The Ugly Duckling,” every time the ugly
duckling sees another bird, he asks whether he is
one of them. What does the repetition of this
question and the answers from the birds he meets
tell you about his search to find others like
himself? (RL.2.4)
216
Because he repeats the question every time he sees
another bird and he searches all winter, the search
must have been long and difficult. It isn’t until spring
that the ugly duckling realizes he has grown into a
beautiful swan.
Responses will vary.
4 What does the phrase “with a broken heart” mean
as it is used in paragraph 3 of “The Ugly
Duckling”? (L.2.4.a)
The duckling’s heart is not actually broken. But
because he felt like he didn’t belong with the other
ducklings and because they made fun of him, he felt
very sad.
5 In small groups, discuss what you think is the
central message of both stories. (RL.2.2; SL.2.1)
(Urge students to think about how both of the main
characters start a journey. What do they think of
themselves at the beginning? How do they feel at the
end? What do they find out about themselves and
their place in the world?) Both stories tell about
finding out who we really are, and how difficult that
can be.
Lesson 22
Additional Activities
Writing Activities
Write a Folktale (W.2.3; RL.2.2)
•Review the description of a folktale and how it applies to the folktales in this lesson.
•Tell students they will write their own version of one of the folktales, or they can choose another folktale.
You may wish to read one or two “fractured” fairy tales to students.
•Tell students they should use the same plot, but that the characters and the setting of their story should be
different from the original version. Make a class list of different kinds of characters and settings.
•Give students time to brainstorm, draft, and write their stories. Have students share their stories with the class.
Compound Words (L.2.4.d)
•Explain that a compound word is made up of two smaller words. If you know the meaning of the smaller
words, you may be able to figure out the meaning of the compound word.
•Point out the compound word overhead in paragraph 11 of “The Ugly Truckling.” Ask students to identify the
two small words within the word, the meaning of each smaller word, and the meaning of the compound word.
• Have students write a paragraph about an airplane, using three other compound words in the paragraph.
Listening Activity (SL.2.2; SL.2.4)
Media Activity (SL.2.5)
Listen Closely/Retell with Me
Be Creative/Class Murals
•Assign a story from the lesson to groups of three
students.
•Assign a story from the lesson to small groups.
•Explain that the first student in each group will
tell what happens in the beginning of their story.
The second repeats the first student’s retelling and
adds what happens in the middle of the story. The
third student repeats the first and second students’
retellings and adds what happens at the end.
Discussion Activity (SL.2.1.a; SL.2.1.b)
Talk in a Group/Discuss the Stories
•Review the lesson stories with students and write
the titles on the board.
•Organize students into small groups. Tell them
they will be discussing the following questions:
What similarities can you find between all the
stories you read in this lesson? What differences
are there?
•Assign the role of recorder to one student from each
group to report the group’s findings to the class.
•Tell students they will work together to create an
illustration that shows the events of the story.
Provide class time for students to create their murals.
•Invite students in each group to share their mural
with the class, explaining each section and the
story event it represents.
Research/Present Activity
(RL.2.11; W.2.7)
Research and Present/Give a Presentation
•Review “The Three Little Pigs” and “The Three
Little Geese.” Call attention to each folktale’s
country of origin. Ask students to choose one of
the countries and do research about its culture.
•Have students give an oral presentation with the
information they learned. They might include
information about traditional foods, clothing,
games, and so on.
•Students should include a visual display, such as
pictures from the Internet, to accompany the
presentation.
217

Common Core Reading Grade 2 Compare

Transcription

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