Exemplar/ Complex Text: _______________________________________Genre: _ _____________
Planning for Rigorous Reading Lessons in Grade: 2
Instructional Tools
Identify Core Literal: ___________________________________________________________________________
Understanding
&
Inferential:________________________________________________________________________
Key Ideas of
the Text
Analytical: _______________________________________________________________________
Common Core State
Standards At-aGlance
Identify the
Primary
Standard
Task Cards
Question-Answer
Relationships
Develop a
Performance
Task
Question:
CCSS Task Cards
Identify the
Secondary
Standards:
Common Core State
Standards At-aGlance
Identify the
Ongoing
Standards
Task Cards
Common Core State
Standards At-aGlance
Identify
Language
Standards
( Vocabulary, Literal/
Nonliteral Language
& Sentence Syntax/
Structure) to Clarify
during the Close
Read.
Tools:
Context Clues
Chart
Task Cards
Vocabulary:
Context Clues:______________________________________________________________________
Synonyms:_________________________________________________________________________
Antonyms:_________________________________________________________________________
Prefixes:___________________________________________________________________________
Suffixes:___________________________________________________________________________
Base Words:________________________________________________________________________
Multiple Meaning:___________________________________________________________________
Academic Words:____________________________________________________________________
__________________________________________________________________________________
Common Prefixes Analyze the use of Literal & Non-literal Language:
List
Common Suffixes
List
Figurative
Language Chart
1
Analyze Sentence Syntax & Structure to Clarify Meaning:
Create TextDependent
Sequential
Questions
(Star or highlight
questions which may
be so rigorous that a
lesson could be
developed around it
& it may become a
Guiding Question to
be answered in
writing at the end of
the lesson.)
Tools:
QuestionAnswer
Relationships
CCSS Task
Cards
2
Foundational
Skills:
Phonological
& Phonemic
Awareness
Standard – Concepts of Print:
Tools:
Phonological &
Phonemic
Awareness
Continuum
__ L to R, T to B, P by P
__ Spoken words represented by letters
__ Words separated by spaces
__ Recognize /name upper & lower case letters
__ First word of a sentence/ last word
Phonological/ Phonemic Awareness:
__Rhyme: Recognition or Production
__Alliteration: Initial Sounds
__Sentence Segmenting
__Syllables Blending/Segmenting/Deletion
__Onset/Rimes: Blending
__Phoneme: Matching/Isolating Initial, Sound, Final Sounds, Medial
Sounds
__Phoneme Manipulation: Initial/Final Phoneme Deletion, Blend
Deletion, Phoneme Substitution, Second Phoneme in Blend Deletion
Foundational
Skills:
Letter-sound
Correspondence
Phonics
Consonant
Letter Names
Tools:
Phonics
Continuum
Phonics
Continuum
Defined
Common
Syllable
Patterns
Spot & Dot
Foundational
Skills:
Consonant
Letter Sounds
Vowel Letter
Names
Short & Long
Vowel Sounds
Hard & Soft
c and g (city,
cup, giant, gate)
Multiple Sounds
of x and s
(excite, mix, exit,
runs)
Consonant
Blends &
Diagraphs
Consonant
Diagraphs
(sh, th, wh, ch,
ph)
Consonant
Blends (st, bl,
str, gr, nt, mp,
nd, st)
Variant Vowels
Syllable
Patterns
Structural
Analysis
Closed
(cat, tent, picnic)
Compound
Words (cowboy,
cupcake)
Open
(he, hi, baby)
Picture Cards
High Frequency
Words:
Inflectional
Suffixes
(s, es, ing, ed)
Vowel Diagraphs
(ea, igh, ue, oo,
ie)
VCe (Silent e)
(tape, like,
compete)
Diphthongs
(oi, oy, ou, ow)
R Controlled
(car, for, stir,
her)
Base & Root
Words
Vowel Team
(sail, seem,
eight, look)
Derivational
Suffixes (-ian, ity, -ible/able)
Final Stable
(maple, picture,
station)
Chameleon
Prefixes (in-, ad, ob-)
Silent Letters/
Oddities
(-mb, kn-, -lk,
qu)
Elkonin Boxes &
Chips
Prefixes (pre-,
re-, un-, dis-)
Opportunities to Reread:

With purpose & understanding

Accuracy (Correctness)

Rate (Speed)

Expression (Tone & Intonation)

Reread to Confirm/Self-Correct
Fluency
3