2nd Grade Reading Literature
RL.2.7
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Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting or
plot.
Strategy/Lesson Suggestions
Story Maps. Students use a graphic organizer to write the beginning, middle
and end of the plot of the story. They may illustrate the parts of the book
which should contain characters and setting.
Open-minded Portraits. If the students understand the character and his
motivation they will develop deeper meaning. This strategy helps clarify what
things/thoughts are important to the character. Students draw and color a
large portrait of the head and neck of a character. Attach some paper to the
back so students can write about the characters’ thoughts on the second
page. Attach at the top with a staple. Students share the portraits with
classmates and talk about the words or pictures they chose to include in the
mind of their characters. For more information:
http://emu1967.tripod.com/portraits.htm
Sketch to Stretch. A teacher can read a selection of a book focusing on one of
the elements in the standard such as setting. As a suggestion, the teacher
may not show the illustrations in the text. Students respond to what they
have heard by creating a drawing or sketch. Students are encouraged to focus
on unfamiliar concepts and to try and share them in an illustration. Once
completed, students then explain to classmates what their illustrations
meant. (Cunningham, Moore, Cunningham & Moore, 2012)
Formative Assessment Suggestions
Wanted Poster. Students create a wanted poster for each of the main
characters in the story. In the description, students identify traits and
qualities of the characters that would place them on a wanted poster. This
will demonstrate their understanding of each character. Grouping: small or
individual
Setting Illustration. Students draw a picture of the setting in the story. Be
sure they know to include background details. Grouping: partner or
individual
White Board Setting Activity. Using interactive software, post sound effects
and pictures on the interactive white board and some items that are not
sensory images. Discuss what we can hear, see, smell etc. Separate the
items into two groups either in a t-chart or a Venn diagram. Grouping:
whole or small
Recipe Card. Have students create a recipe card for a main character in the
story or for the setting of the story that lists the qualities and characteristics
as the ingredients for that character or setting. For example Little Red Riding
Hood might have 2 c. of kindness and a pound of courage. Grouping: partner
or individual
After reading a story, have students complete the story map or story map #2
to show understanding of the text. Grouping: partner or individual
References:
Create a scrap book page showing the key details in the text, while making
reference to the characters, setting, and events in the story.
th
Cunningham, P., Moore, S.A., Cunningham, J., & Moore, D. (2000) Reading and writing in elementary classrooms: Strategies and observations (4 edition). New York, NY: Longman.
2nd Grade Reading Literature
Beginning
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Middle
End
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