Curriculum Resources
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Flip Charts

Grade 2 Common Core: Strategies Language Arts

English Language Arts, Grade 2

 
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GRADE 2 GRADE 2 C B A Copyright © NewPath Learning. All rights reserved. www.newpathlearning.com 32-2000 Charts Charts \|xiBAHBDy01905tz] Comprehensive coverage of the key standards! R GR G GR G G GR R R G GR GR R RADE RADE RADE RADE 2 E E 2 E E E E E E 2 2 E E E E E A A A A coverage of the key verage of the key Compre p of the key hensive f h coverage of the key coverage of the key stand verage of the key dards! of the key coverage of the key h Ch C C Ch C Ch C Ch h Ch h h C Ch Ch Ch har har har har ts ts ts ts 32-2000 \|xiBAHBDy01905tz] \|xiBAHBDy01905tz] www .newpathlearning.com www Copyright © NewPath Learning. earning.com hle All rights reserved. © Ne ewPath Learning. .newpathlearning.com All rights reserved.
Common Core ELA Curriculum Mastery® Flip Charts provide comprehensive coverage of key standards-based concepts in an illustrated format that is visually appealing, engaging and easy to use. Curriculum Mastery® Flip Charts can be used with the entire classroom, with small groups or by students working independently. This Curriculum Mastery® Flip Chart Set features 10 double-sided laminated charts that introduce reading standards and write-on/wipe off activities for student use or for small group instruction Built-in sturdy free-standing easel for easy display Spiral bound for ease of use Activity Guide with blackline masters of the charts for students to use in centers or independently Ideal for In class instruction for interactive presentations and demonstrations Hands-on student use Teaching resource to supplement any program Learning Centers Stand alone reference for review of key ELA concepts HOW TO USE Classroom Use Each Common Core Curriculum Mastery® Flip Chart can be used for enhancing reading comprehension instruction. The front page of each flip chart contains a colorful graphic for visually organizing information related to topics and strategies of reading comprehension. The flip side pages provide classroom examples for completing the graphic organizer at the primary and intermediate levels. Note: Be sure to use an appropriate dry-erase marker and to test it on a small section of the chart prior to using it. The Activity Guide included provides a black-line master of each Flip Chart which students can use to fill in before, during or after instruction. For each chart, there is a suggested list of instructional lessons. Thinking GraphicallyTM About Reading Comprehension Flip Charts are a great supplement to any reading program. While the activities in the guide can be used in conjunction with the flip chart, they can also be used individually for review or as a form of assessment or in combination with other related classroom activities. Learning Centers Each Flip Chart provides students with a variety of opportunities to visually comprehend what they have read. Students may use these Flip Charts in small group settings along with the corresponding activity pages contained in the guide to learn or review comprehension topics or strategies already covered during guided instruction. Independent Student Use Students can use the hands-on flip charts to practice and learn independently by creating their own graphic organizer using a book they have read. The graphic organizers are also ideal for assessment of topic or strategy understanding and application. Reference/Teaching Resource Curriculum Mastery® Flip Charts are a great visual supplement to any curriculum or they can be used in conjunction with NewPath’s Curriculum Mastery® Games. Phone: 800-507-0966 Fax: 800-507-0967 www.newpathlearning.com NewPath Learning® products are developed by teachers using research-based principles and are classroom tested. The company’s product line consists of an array of proprietary curriculum review games, workbooks, charts, posters, visual learning guides, interactive whiteboard software and other teaching resources. All products are supplemented with web-based activities, assessments and content to provide an engaging means of educating students on key, curriculum-based topics correlated to applicable state and national education standards. Copyright © 2013 NewPath Learning. All Rights Reserved. Printed in the United States of America. Curriculum Mastery® and NewPath Learning® are registered trademarks of NewPath Learning LLC. Common Core C C B B AA Common Core Curriculum Mastery® Flip Charts developed by content expert Lynn Gatto, illustrated by Margaret Pence. Understanding Key Details in a Story Fables & Folktales Understanding Character’s Responses Describing the Story Structure Differentiating Characters' Points of View Comparing & Contrasting Versions of Stories Comparing & Contrasting Important Points Connections between Events, Concepts & Procedures Identifying the Purpose of Text Understanding Textual Information Chart # 1: Chart # 2: Chart # 3: Chart # 4: Chart # 5: Chart # 6: Chart # 7: Chart # 8: Chart # 9: Chart #10:
How do readers demonstrate they understand key details in a story? COMMON CORE: COMMON CORE: STRATEGIES STRATEGIES Visit www.newpathlearning.com for Online Learning Resources. © Copyright MMXIII NewPath Learning. All Rights Reserved. 91-4337 They know who the story is about. They know what the important events are. They know when the problem occurs. They know how the problem gets solved. They know why the author wrote the story. They know where the story takes place. The Little Red Hen and her friends. On a farm where wheat grows. When the animals won’t help do any of the work. The Little Red Hen does the work herself. To teach a lesson - you have to do the work to earn the rewards. The Little Red Hen asks for help making bread. None of her friends will help. She does all the work herself. The other animals do not get any bread.
Who is the story about? What important events take place? When does the problem occur? How does the problem get solved? Why did the author write this story? (Choose one.) Where does the story take place? Name of the text: ________________________________________ To entertain To persuade To inform To describe To teach a lesson Can you demonstrate that you understand key details in a story? COMMON CORE: COMMON CORE: STRATEGIES STRATEGIES Visit www.newpathlearning.com for Online Learning Resources. © Copyright MMXIII NewPath Learning. All Rights Reserved. 91-4337
FIN I S H They identify the main character(s). They recount the major events. They identify the central message, lesson or moral. “Slow and steady wins the race.” “Don’t be too over confident.” the tortoise the hare How do readers retell fables and folktales from diverse cultures? COMMON CORE: COMMON CORE: STRATEGIES STRATEGIES Visit www.newpathlearning.com for Online Learning Resources. © Copyright MMXIII NewPath Learning. All Rights Reserved. 91-4338
They identify the main character(s). They identify the central message, lesson or moral. They recount the major events. Name of fable or folktale: __________________________________ Can you retell fables and folktales from diverse cultures? COMMON CORE: COMMON CORE: STRATEGIES STRATEGIES Visit www.newpathlearning.com for Online Learning Resources. © Copyright MMXIII NewPath Learning. All Rights Reserved. 91-4338
How are the characters responding to major events and challenges? What are the differences in the points of view of characters? What voice would I use to portray the character if I read aloud? What do the illustrations tell me about the characters? What do the descriptive words tell me about the characters? “I love to go to grandmother’s house.” “Mother said to hurry through the woods.” “My, what big ears you have!” “The better to hear you, my dear.” “Her picnic basket looks tasty!” What questions do readers ask to identify character’s responses to major events and challenges? COMMON CORE: COMMON CORE: STRATEGIES STRATEGIES Visit www.newpathlearning.com for Online Learning Resources. © Copyright MMXIII NewPath Learning. All Rights Reserved. 91-4339
Name of the text: _________________________________________ Do you use questions to identify character’s responses to major events and challenges? COMMON CORE: COMMON CORE: STRATEGIES STRATEGIES Visit www.newpathlearning.com for Online Learning Resources. © Copyright MMXIII NewPath Learning. All Rights Reserved. 91-4339
In what ways do readers describe the overall structure of a story? The Three Little Pigs Introduction: Events: Conclusion: Each pig built their own house. The wolf blew down the straw house. The wolf blew down the twig house. The pigs ran to the brick house. The wolf could not blow down the brick house, so the pigs lived happily together in the brick house. COMMON CORE: COMMON CORE: STRATEGIES STRATEGIES Visit www.newpathlearning.com for Online Learning Resources. © Copyright MMXIII NewPath Learning. All Rights Reserved. 91-4340
Can you describe the overall structure of a story? Introduction: Events: Conclusion: Name of the text: ________________________________________ COMMON CORE: COMMON CORE: STRATEGIES STRATEGIES Visit www.newpathlearning.com for Online Learning Resources. © Copyright MMXIII NewPath Learning. All Rights Reserved. 91-4340
“Her picnic basket looks tasty!” “I love to go to grandmother’s house.” “I’m bringing some tasty treats because I love her.” “I’m going to follow her.” How do readers acknowledge differences in the points of view of characters? Red Riding Hood The Wolf COMMON CORE: COMMON CORE: STRATEGIES STRATEGIES Visit www.newpathlearning.com for Online Learning Resources. © Copyright MMXIII NewPath Learning. All Rights Reserved. 91-4341
Can you acknowledge the differences in the points of view of characters? Character’s Name Character’s Name COMMON CORE: COMMON CORE: STRATEGIES STRATEGIES Visit www.newpathlearning.com for Online Learning Resources. © Copyright MMXIII NewPath Learning. All Rights Reserved. 91-4341
How are the stories alike? How are they different? Older sisters were mean to their younger sister. They both became beautiful. Magic is important to the stories. They both have to pass a test. They both married the man they loved and lived happily ever after. Cinderella & Rough-Face Girl Rough-Face Girl loved an invisible man, Cinderella loved a prince. Rough-Face Girl was burned by tending fires. Cinderella had to clean and sweep up cinders in the fireplace. Cinderella had a fairy godmother, Rough-Face Girl did not. The Rough-Face Girl by Rafe Martin © In what ways do readers compare and contrast versions of the same story? COMMON CORE: COMMON CORE: STRATEGIES STRATEGIES Visit www.newpathlearning.com for Online Learning Resources. © Copyright MMXIII NewPath Learning. All Rights Reserved. 91-4342
How are the stories alike? Names of Stories & Characters How are they different? Can you compare and contrast versions of the same story? COMMON CORE: COMMON CORE: STRATEGIES STRATEGIES Visit www.newpathlearning.com for Online Learning Resources. © Copyright MMXIII NewPath Learning. All Rights Reserved. 91-4342
Planting a Rainbow by Lois Ehlert © From Seed to Plant by Gail Gibbons © How are they the SAME? How are they DIFFERENT? How are they DIFFERENT? Plants grow from seeds. Plants also grow from bulbs. A lot of different flowers grow to make a colorful garden. Tells how to grow a bean plant. Seeds germinate in a moist, dark place. How do readers compare and contrast the most important points presented by two texts on the same topic? COMMON CORE: COMMON CORE: STRATEGIES STRATEGIES Visit www.newpathlearning.com for Online Learning Resources. © Copyright MMXIII NewPath Learning. All Rights Reserved. 91-4343
Text: _____________________ Text: _____________________ How are they the SAME? How are they DIFFERENT? How are they DIFFERENT? Can you compare and contrast the most important points presented by two texts on the same topic? COMMON CORE: COMMON CORE: STRATEGIES STRATEGIES Visit www.newpathlearning.com for Online Learning Resources. © Copyright MMXIII NewPath Learning. All Rights Reserved. 91-4343
Name of Text: Egg to Chick After 4-12 hours the chick is free from the shell. The egg tooth breaks the shell. The chick develops inside the egg shell. The chick begins as a single cell inside the hen. 1 2 3 4 How do readers describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text? COMMON CORE: COMMON CORE: STRATEGIES STRATEGIES Visit www.newpathlearning.com for Online Learning Resources. © Copyright MMXIII NewPath Learning. All Rights Reserved. 91-4344
1 2 3 4 Name of text: ____________________________________________ Can you describe the connection between on a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text? COMMON CORE: COMMON CORE: STRATEGIES STRATEGIES Visit www.newpathlearning.com for Online Learning Resources. © Copyright MMXIII NewPath Learning. All Rights Reserved. 91-4344
Describe Persuade Inform Entertain Answer Explain The Three Little Pigs How do readers identify the purposes of a text? The three little pigs each built a house. One was made of straw, the next was wood, and the last was brick. “My house will never fall down,” said the first little pig. “It could,” said the second pig. “It’s only made of straw.” “I like to eat pigs,” said the wolf. “They are very tasty.” The first two pigs played while the last pig finished his house of brick. The wolf wanted to catch the pigs so he decided to blow down their houses. He easily blew down the first two houses. He could not blow down the last house because it was made of brick and very strong. COMMON CORE: COMMON CORE: STRATEGIES STRATEGIES Visit www.newpathlearning.com for Online Learning Resources. © Copyright MMXIII NewPath Learning. All Rights Reserved. 91-4345
Describe Persuade Inform Entertain Answer Explain Name of the text: ________________________________________ Can you identify the purpose of a text? COMMON CORE: COMMON CORE: STRATEGIES STRATEGIES Visit www.newpathlearning.com for Online Learning Resources. © Copyright MMXIII NewPath Learning. All Rights Reserved. 91-4345
SAM Name of Text: The Little Red Hen Illustrations Words Characters “Who will help me make some bread,” said the Little Red Hen. “Not I,” said the dog. “Not I,” said the cat. “Not I,” said the pig. “Then I will,” said the Little Red Hen. And she did, all by herself. Setting Plot Information gained from Information gained from Farm animals can act like humans. on a farm where wheat grows The hen is working all by herself. Characters Setting Plot The hen is working hard. The other animals are lazy. on a farm The hen is trying to get everyone to help her make some bread. What textual information do readers use to understand the characters, setting, or plot? “Not I.” COMMON CORE: COMMON CORE: STRATEGIES STRATEGIES Visit www.newpathlearning.com for Online Learning Resources. © Copyright MMXIII NewPath Learning. All Rights Reserved. 91-4346
Name of Text: ____________________________________ Illustrations Words Characters Setting Plot Information gained from Information gained from Characters Setting Plot Can you use textual information to understand the characters, setting, or plot? COMMON CORE: COMMON CORE: STRATEGIES STRATEGIES Visit www.newpathlearning.com for Online Learning Resources. © Copyright MMXIII NewPath Learning. All Rights Reserved. 91-4346
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