Reading Lesson Planning Guide-Literary | Second Grade
Reading Process Throughout the Year
Strand 1: Reading Process
Concept 6: Comprehension Strategies
PO1. Predict what might happen next in a reading selection.

Make/revise/confirm predictions (e.g., text structure, events, action, problem, solution).
PO2. Compare a prediction about an action or event to what actually occurred within text.
PO3. Ask relevant questions (to predict, make connections, summarize, monitor comprehension, & reformat) in order to comprehend text.
PO4. Relate information and events in a reading selection to life experiences and life experiences to text (and text to text connections).
GESDPO5. Answer inferential questions about text using justification.
GESDPO6. Monitor comprehension of words, sentences, events, topics, and directions.
GESDPO7. Summarize a written selection by highlighting, retelling, or writing key events of a narrative or the main idea and relevant details of an expository.
A.V.
Summarize
Instructional Period 2
Topic: Literary Text Comprehension - Prose and Poetry
Strand 2: Literacy Text Comprehension
Comprehending Literary Text identifies the comprehension strategies that are specific in the study of a variety of literature.
Concept 1: Literary Elements
Students need to identify, analyze, and apply knowledge of the structure and elements of literature.
Essential Questions: How did the author develop the characters? Why did the author write this? Does the setting influence the story? What type of conflict is present?
How does this story/poem connect to my own life? Is this story like any other story that I have read or seen?
Big Idea: Authors weave stories with the artful use of the elements.
Performance
Objective
Process Integration
(skills to use)
Explanations and Examples
Resources
Assessment
S2C1PO4.
Identify cause and
effect of specific
events in a literary
selection.
R-S1C6PO3.
Ask relevant questions (to predict,
make connections, summarize,
monitor comprehension, & reformat)
in order to comprehend text.
Explanation:
The students will determine the cause and effect relationships in
specific story events. Determining cause and effect can help you
understand why story events happen and what makes characters
act the way they do.
Introduction
Lessons:
 StoryTown,
Theme 6, pp.
T34 & 35 Use
the following
transparencies
(short stories)
to teach this
lesson: R
136, and R
143
Storytown, Weekly
Lesson Tests
Copying Masters,
pgs. 286-287
R-S1C6PO4.
Relate information and events in a
reading selection to life experiences
and life experiences to text (and text
to text connections).
1
Content Knowledge:
Signal words for cause and effect: because; so; if then; as a
result; therefore; for this reason
Authors, too, rely on this text structure to explain, show order,
change character behavior, and create plot.
Glendale Elementary School District 3/12/2016
Reading Lesson Planning Guide-Literary | Second Grade
R-S1C6GESDPO5.
Answer inferential questions about
text using justification.
W-S1C1PO1.
Generate ideas through prewriting
activities (e.g., brainstorming,
webbing, drawing, writer’s notebook,
group discussion).
.
A.V.
Cause
Effect
Three types of cause/effect relationships
1. stated,
2. unstated, and
3. sequential
Stated cause/effect relationships are clearly stated in the text and
often involve signal words.
Unstated relationships require that students make an inference In
sequential cause/effect relationships, effects may be part of a
chain in which one effect goes on to cause a second effect, and
so on.
Key Vocabulary:
Cause: the reason an event or action happened
Effect: what happens as a result of an action of event
Example:
Mini Lesson- Define Cause and Effect using the multi-flow map
as an anchor chart
Causes- why something
happened
Why did this happen?
Effect- What happened
as a result of the
event
What happened
because of the event?
Event
Clue Words: such as; because; so;
consequently; therefore; thus; since
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Glendale Elementary School District 3/12/2016
Supplemental
Resources:
 Teacher
Resources for
Making
Inferences,
Using Context
Clues,
Reading Lesson Planning Guide-Literary | Second Grade
Start out with using examples from the student’s background
knowledge to create a single sided multi-flow map. Students help
generate the effects of an event. Also create an opposite graphic
organizer with the students creating causes for an event.
Team won
the game
Maria hit
the ball
She ran
the bases
Then proceed to connecting cause and effect relationships to
reading comprehension with teaching Stated Cause and Effect
Relationship first with the story, The Runaway Bunny by
Margaret Wise Brown.
After many exposures to stated cause and effect teach Unstated
Cause and Effect Relationship (children will have to read
between the lines) with the story, Tops and Bottoms by Janet
Stevens and or Legend of the Persian Carpet by Tomie de Paola.
Once children are flexible and fluent with stated cause and effect
and unstated cause and effect teach Reciprocal Cause and
Effect Relationship (One effect will cause a second effect and so
on) with the stories If You Give a Mouse a Cookie by Laura
Numeroff and The Day Jimmy’s Boa Ate the Wash by Trinka
Hakes Noble.
S2C1PO5.
Identify words that
an author selects
to create a graphic
visual experience.
R-S1C6PO4.
Relate information and events in a
reading selection to life experiences
and life experiences to text (and text
to text connections).
W- S2C3PO1.
Show awareness of the audience
through word choice and style
3
Explanation:
An author uses words related to the 5 senses and figurative
language to create mental images for a reader. Students should
be able to recognize these words and label the technique.
Content Knowledge:
Visualization is the ability to build mental pictures or images while
reading. It is evident that our own visualizations, when reading the
script, would greatly depend upon our prior knowledge and
engagement with the topic (Manning, 2002; Keene & Zimmerman,
Glendale Elementary School District 3/12/2016
Introduction
Lessons:
 Storytown,
Theme 2; pg.
T41 (Using the
Big Book of
Rhymes
poem, Soccer
Feet, have the
students
Assessment:
Reading Lesson Planning Guide-Literary | Second Grade
W- S2C3PO2.
Write text that is expressive,
individualistic, engaging and lively.
W- S2C4 PO1.
Select words that convey the
intended meaning and create a
picture in the reader’s mind.
A.V.
Visual experience
1997). Helping our students gain visualization skills is an
important way to foster greater comprehension when reading. It
allows students the ability to become more engaged in their
reading and use their imagery to draw conclusions, create
interpretations of the text, and recall details and elements from the
text (Keene & Zimmerman, 1997).
Keene and Zimmerman (1997), in their book Mosaic of Thought,
offer some key ideas on why teachers should help their learners
evoke images when reading. They include:



Mental images emerge from all five senses, as well as
emotions, and are secured to a reader's prior
knowledge.
Using images helps immerse students in rich details.
The details help students become engaged and make
the text more impressive.
Readers who adapt their visualization in response to
images from other readers are considered more
proficient.
Example:
Visualization can be developed through a variety of activities and
lessons. A first step is to provide a model and explanation about
generating mental images for the students using author’s word
choice.
Instruct that mental images are created by the author’s word
choice. An author uses sensory details and figurative language to
create images. Lift text from various sources to use as example.
Using Mailing May by Michael Tunnell, think aloud identifying the
words used to create your mental image and label the technique.
Then teach a visualization mini-lesson, where the students close
their eyes and listen carefully as the story is read. Using a twocolumn graphic organizer have the students draw their mental
image in the first column and state the words used to construct the
mental image in the second column.
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Glendale Elementary School District 3/12/2016

identify the
words that
signal action in
the poem.)
Storytown,
Theme 2, pg.
T14, Play Ball!
(poem) Read
the poem and
have the
students draw
a picture of the
visual that the
poem created
in their heads.
Reading Lesson Planning Guide-Literary | Second Grade
Mental Image


Word Choice
Sensory details
 Adjectives
Figurative language
Repeat several times throughout the story. (preplan your stopping
points where word choice is creating a strong mental image)
Poetry is great for identifying word choice creating mental images!
S2C1PO6.
Identify words that
the author selects
to create a rich
auditory
experience (i.e.,
alliteration,
onomatopoeia,
assonance,
consonance) in a
literary selection.
R-S1C6PO3.
Ask relevant questions (to predict,
make connections, summarize,
monitor comprehension, & reformat)
in order to comprehend text.
R-S1C6PO4.
Relate information and events in a
reading selection to life experiences
and life experiences to text (and text
to text connections).
W- S2C3PO1
Show awareness of the audience
through word choice and style
W- S2C3PO2.
Write text that is expressive,
individualistic, engaging and lively.
5
Explanation:
Students should be able to orally and visually locate words that
the author uses in a text to develop rich word/sound relationships.
Content Knowledge:
Many literary techniques overlap.
Key vocabulary:
Alliterations: the repetition of the same sounds or of the same
kinds of sounds at the beginning of words.
Onomatopoeia: a figure of speech in which the sound of a word is
imitative of the sound of the thing which the word represents.
Assonance: is the repetition of vowel sounds anywhere in words.
Consonance: is the repetition of consonant sounds anywhere in
words.
Glendale Elementary School District 3/12/2016
Introduction
Lessons:
 For alliteration:
Storytown,
Theme 5, pg.
T367
 For
onomatopoeia:
Storytown,
Theme 4, pg.
T226
Supplemental
Resources:
Picture Books to
Teach Literary
Techniques
http://shutta.com/litt
echniqueswithPBs.
pdf
 Laughing
Tomatoes and
Assessment:
Reading Lesson Planning Guide-Literary | Second Grade
A.V.
Auditory experience
Alliteration
Onomatopoeia
Example:
Use a tree map to define and categorize techniques that an author
uses to create an auditory experience. Explicitly teach one
category at a time.

Auditory Experiences
Alliteration
Onomatopoeia
Consonance
Assonance
Definition
Examples
from Text
Use the following picture/poetry books to pull specific examples of
Alliteration:
 Jamberry by Bruce Deden
 Eating the Alphabet, Fruits and Vegetables by Lois Ehlert
 Sing a Song of Popcorn by Beatrice Schenk de Regniers
Onomatopoeia:
 That’s Good! That’s Bad! by Cuyler
 ZZZing, ZZZing, ZZZing A Yourba Tale by Gershator
Assonance:
 Stromple and the Super-Huge Temper Tantrum
 Raccoon Tune by Howard Fine
Consonance:
 Emily Bronte's No Coward Soul Is Mine,
 Lord Byron's She Walks in Beauty,
 Gary Snyder's Rip Rap,
 Ralph Waldo Emerson's Concord Hymn,
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Glendale Elementary School District 3/12/2016
Other Spring
Poems. By
Francisco X.
Alarcon.
Nathaniel
Talking. By
Eloise
Greenfield
Reading Lesson Planning Guide-Literary | Second Grade



Shel Silversteins's Sarah Sylvia Cynthia Stout Would Not
Take the Garbage Out,
Lanston Hughe's The Weary Blues,
Wilfred Owens' Dulce et Decorum Est
Read more: http://curricula-bygrade.suite101.com/article.cfm/alliteration_activities
#ixzz0RIZCxiHQ
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Glendale Elementary School District 3/12/2016