SYRACUSE CITY SCHOOL DISTRICT

SYRACUSE CITY SCHOOL DISTRICT
Grade 02 Unit 01Reading
Special Education and Consultant Teacher Resource Guide
Teaching Points
(Lesson Objectives)
1.1* Readers pause after
reading a chunk of text
and tell back what they
know so far about the
characters.
1.2 Readers get to know
characters by thinking:
What is the
character saying or doing?
What does this tell me
about
the character as a person?
Scaffolds and Support



The Daily Five Fostering Literacy Independence in the Elementary Grades by Gail Boushey and
Joan Moser pages 64-65 teach a procedure for students to follow to Check for Understanding. See
graphic for a check mark to copy onto card stock and laminate. Students then have a visual cue to
check their understanding of text they have read or are listening to.
Using charts and pictures to introduce characters*
Graphic organizer to visually connect characters with their traits




Think, (Ink,) Pair, Share with question stems already prepared.
Students respond orally or in written form.
Questions are pre-empted prior to text being seen/heard
Use wordless books and have students use pictures as “text” evidence
1.3 Readers build
understanding by making
pictures in their minds


1.4 Readers make
predictions about
character (s ) by using
what they already know,
and the evidence from the
text. (e.g. Based
on what you know about
the character, what do you
think will
happen next? Why do you
think that?)
1.5 Readers retell a story
by describing the
characters, setting,
problem and solution.
1.6 Readers notice how
characters react to story
events and situations.
1.7 Readers relate their
own experiences to the
story. (e.g. Does this story
make you think about
anything in your own life?
How does that help you

Have students sketch pictures of the sequence of events in the text. Create a graphic organizer
with the appropriate number of boxes for each selection of text but it is suggested that you begin
with only three to represent the beginning, middle and end. See link to BME chart below
http://www.syracusecityschools.com/tfiles/folder711/ELA-Grade01-Unit02GraphicOrganBME.pdf
Read a book just up to the point of the final significant event*. Have students draw a picture of
what they think will happen next and write about their picture. A staff member may then re-write
for them using conventional spelling as necessary. Have students share out their drawings and
discuss the reasons for the differences among predictions.

Use the Reading, Writing, Listening graphic organizer

Partner talk/Think, Pair, Share using sentence starters: _____ behaved that way in the story
because _______.

Schema thinking stems: That reminds me of when I…, _____ and I are alike because…, etc *
understand the story)?
1.8 The author does not
always tell us how a
character feel but readers
have an idea from
studying the pictures and
the words.
1.9 Readers look for the
author’s lesson or
message by
asking…What did the
character learn about life?
1.10 Readers can also find
a message by
asking…What is the
author trying to teach me
about life?
1.11 Readers think deeply
about a character by
paying close attention to:
-When a character
changes?
-Why a character
changes? (What was
______ like at the
beginning of the story? At
the middle of the story?
At the end?)



Read wordless books to help children make inferences*
Have students create words for wordless picture books*
http://havefunteaching.com/worksheets/reading-worksheets/inferences-worksheets/

Expose students to fables where the moral is clearly stated. Then gradually release so that they
eventually infer the moral/lesson/message

See Scaffolds and Supports for 1.10



Multiple readings of familiar text so the students are very aware of the plot.
Teacher modeled “think alouds”
Kevin Henkes: Lilly’s Purple Plastic Purse, Julius, Baby of the World, Chester’s Way, Shiela Ray,
the Brave
http://www.uen.org/Lessonplan/preview?LPid=5702
http://www.brighthubeducation.com/lesson-plans-grades-3-5/62556-fantastic-mr-fox-bookactivities/
http://www.syracusecityschools.com/tfiles/folder713/ELA-Grade02-Unit02-AsISeeIt.pdf
Use comprehension cubes to ask relevant questions regarding the characters behavior: Why has
the character changed his/her mind? Why does _______ feel differently now? What was _____
like at the beginning of the story? What was ________ like in the middle? How was _______
different by the end of the story? What changed for _______?
http://www.mybookezzz.com/ebook.php?u=aHR0cDovL3d3dy5mb3J0aGV0ZWFjaGVycy5vcmc
vU3RyYXRlZ2llcyUyMGZpbGVzL0N1YmUlMjBUZW1wbGF0ZS5wZGYKQ3ViZSBUZW1w
bGF0ZSAocGRmKSAtIEZvciB0aGUgVGVhY2hlcnM=





1.12 Readers explain a
character’s behavior by
using examples from the
story.



1.13 Readers look for the
author’s lesson or
message by asking…
“What did the character
learn about life?” Using
details and relevant facts
to support their answer.




http://www.busyteacherscafe.com/literacy/comprehension_strategies.html
Use sticky notes to mark pages where the character is exhibiting changes in behavior (in well
known books) and have students explain the characters behavior using examples from pictures or
words.
Use sentence starters: _______________ is (happy, sad, afraid, nervous, etc) because
____________.
http://www.syracusecityschools.com/tfiles/folder713/ELA-Grade02-Unit02-AsISeeIt.pdf
See Scaffolds and Supports for 1.09 and 1.10
Increase the expectation that students will be able to provide text evidence to support their
position regarding the author’s moral/lesson/message.
Highlighter tape or Post-it notes to mark text evidence