Provides a description of how characters in a Teacher-created story respond to challenges. RL.2.6-Acknowledge differences in the points of view of Performance Task-Optional characters, including by speaking in a different voice for each Demonstrates understanding of characters, character when reading dialogue aloud. Show students a variety of signs and have them demonstrate what setting, or plot of a or digital text by using they mean. information gained from the illustrations and RL.2.7-Use information gained from the illustrations and words of the text. Option for Reteaching words in a print or digital text to demonstrate understanding Progress Monitoring Respond to Assessment- T378 of its characters, setting, or plot. Demonstrates knowledge and use of text Scaffold Close Reading –T324 features (e.g. captions, bold subheadings, (Teacher-led Small Group or Whole Group) glossaries, indexes, electronic menus, icons) to First Read-Think Through the Text locate key facts or information in a text. Second Read-Analyze the Text Independent Reading Sample Objectives (I can): Describe how different characters respond to the Text-Dependent Questions challenges caused by the Norman’s signs. What kinds of words did the signmaker put on his signs? Use different voices when reading different (general understanding) characters. What does ordinary mean on page 128? (vocabulary) Use illustrations and other graphic features to How does the principal’s response to school being closed differ help make meaning in the text The Signmaker’s from the students’ responses? (text structure) Assistant. Based on the illustrations on and text on page 145, how is Norman feeling at this point in the story? (inference) On page 147, the townspeople say that they were for obeying the signs without thinking. What do you think they meant by that? Support your response with examples from the text. Leveled Readers Advanced: Too Many Signs, (Lexile 450) On-Level: Finding the Party, (Lexile 300)- Building Knowledge and Intervention Struggling Readers: Aldo and Abby-Building Knowledge and Intervention Vocabulary Reader: Signs Are Everywhere (Lexile 380)- Building Knowledge and Intervention English Language Support: Sam Finds the Party (Lexile 460) Literacy Station Activities
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. 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. Provides a description of how characters in a story respond to challenges. Demonstrates understanding of characters, setting, or plot of a or digital text by using information gained from the illustrations and words of the text. Demonstrates knowledge and use of text features (e.g. captions, bold subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text. Sample Objectives (I can): Describe how different characters respond to the challenges caused by the Norman’s signs. Use different voices when reading different characters. Use illustrations and other graphic features to help make meaning in the text The Signmaker’s Assistant. Teacher-created Performance Task-Optional Show students a variety of signs and have them demonstrate what they mean. Option for Reteaching Progress Monitoring Respond to Assessment- T378 Scaffold Close Reading –T324 (Teacher-led Small Group or Whole Group) First Read-Think Through the Text Second Read-Analyze the Text Independent Reading Text-Dependent Questions What kinds of words did the signmaker put on his signs? (general understanding) What does ordinary mean on page 128? (vocabulary) How does the principal’s response to school being closed differ from the students’ responses? (text structure) Based on the illustrations on and text on page 145, how is Norman feeling at this point in the story? (inference) On page 147, the townspeople say that they were for obeying the signs without thinking. What do you think they meant by that? Support your response with examples from the text. Leveled Readers Advanced: Too Many Signs, (Lexile 450) On-Level: Finding the Party, (Lexile 300)- Building Knowledge and Intervention Struggling Readers: Aldo and Abby-Building Knowledge and Intervention Vocabulary Reader: Signs Are Everywhere (Lexile 380)- Building Knowledge and Intervention English Language Support: Sam Finds the Party (Lexile 460) Literacy Station Activities
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