Reading– Grade 2 North ason School District Homepage2年级的阅读–北梅森学区的主页.docVIP

By the end of second grade, students become fluent as readers and apply comprehension and vocabulary strategies to a wide variety of literary and informational text. They demonstrate comprehension by participating in discussions, writing responses, and using evidence from text to support their thinking. Reading for pleasure continues to be an enjoyable habit. EALR 1: The student understands and uses different skills and strategies to read. Component 1.1 Use word recognition skills and strategies to read and comprehend text. Grade 2 Grade Level Indicator: 1.1.4 Apply understanding of phonics. Performance Expectations: Use knowledge of phonics to read unfamiliar words in grade-level text. Read words in isolation and in context containing complex letter patterns/word families (e.g., -ought, -aught). Use multi-syllabic decoding when reading two and three syllable words in isolation and in context (e.g., super follows v/cv pattern; supper follows vc/cv). Teaching Strategies Guided Reading Interactive writing Modeling Primary Resources from the Literacy Box Phonographix/Superspeller Basal--Window to…/Make A splash Guided Reading Coaching Tool Month by Month Phonics for Second Easy Lessons for Word Families Interactive Writing Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Grade Level Indicator: 1.2.1 Apply reference skills to determine word meanings Performance Expectations: Use glossaries and dictionaries to find word meanings Teaching Strategies Direct Instruction Modeling Primary Resources from the Literacy Box Text Forms and Features Guided Reading Children’s Dictionaries Grade Level Indicator: 1.2.2 Apply vocabulary strategies in grade-level text. Performance Expectations: Use prefixes, suffixes, inflectional endings, and abbreviated words to determine the meaning of unknown words in grade-level text. Re-read to clarify, read on, ask for help, adjust reading rate, use knowledge of print conventions, and