2014 New York CCLS - casamples.comcasamples.com/downloads/RCC_ELAGr2_NY_TRBsmplr.pdfEnglish Language...

Common Core Edition

2English Language Arts Teacher Resource Book

New York CCLS2014

Table of Contents

Ready® New York CCLS Program Overview A6

Supporting the Implementation of the Common Core A7Answering the Demands of the Common Core with Ready A8The Common Core Learning Standards’ Approach to Text Complexity A9Close-Up on Close Reading A10Genres and Themes in Ready A11Depth of Knowledge Levels in Ready A12Cognitive Rigor Matrix A13

Using Ready New York CCLS A14Teaching with Ready New York CCLS Instruction A16Connecting with the Ready Teacher Toolbox A18Using i-Ready® Diagnostic with Ready New York CCLS A20Features of Ready New York CCLS Instruction A22Supporting Research A31

Correlation ChartsCommon Core Learning Standards Coverage by Ready® Instruction A35Interim Assessment Answer Keys and Correlations A38

Lesson Plans (with Answers)

Unit 1: Key Ideas and Details in Informational Text

Lesson 1: Asking Questions About Key Details 1 CCLS Focus - RI.2.1 Additional Standards - RI.2.2, 4, 5, 8; W.2.2, 7, 8; SL.2.1, 3, 5; L.2.4.a, 5.a

Lesson 2: Finding the Main Topic 10 CCLS Focus - RI.2.2 Additional Standards - RI.2.1, 3, 4, 6, 7; W.2.2, 7, 8; SL.2.1, 2, 4, 5; L.2.4, 4.a; L.2.5.a

Lesson 3: Describing Connections Between Historical Events 19 CCLS Focus - RI.2.3 Additional Standards - RI.2.3, 4, 7, 8; W.2.2, 7, 8; SL.2.1, 4, 5; L.2.1.e, 2.e, 4.a, b

Lesson 4: Describing Connections Between Scientific Ideas 28 CCLS Focus - RI.2.3 Additional Standards - RI.2.1, 2, 4, 5, 7; W.2.3; SL.2.1, 2; L.2.1.e, 4, 4.a, 5.a, 6

Lesson 5: Describing Connections Between Steps 37 CCLS Focus - RI.2.3 Additional Standards - RI.2.1, 4, 5; W.2.2, 7, 11; SL.2.1, 1.b, 2; L.2.1.e, 4.a, c

Unit 1 Interim Assessment 46

Unit 2: Key Ideas and Details in Literature

Lesson 6: Asking Questions About Key Details 49 CCLS Focus - RL.2.1 Additional Standards - RL.2.1, 2, 3, 4, 6; W.2.1, 3, 7; SL.2.1, 2, 3, 5; L.2.1.e, 3.a, 4.a

Lesson 7: Recounting Stories 58 CCLS Focus - RL.2.2 Additional Standards - RL.2.1, 4; W.2.3, 11; SL.2.1.a, 4, 5, 6; L.2.1.d, 1.e, 4.a

Lesson 8: Determining the Central Message 67 CCLS Focus - RL.2.2 Additional Standards - RL.2.1, 2, 3, 11; W.2.3, 7, 11; SL.2.1,.4,.5; L.2.1.e, 4.a, 5.a

Lesson 9: Describing How Characters Act 76 CCLS Focus - RL.2.3 Additional Standards - RL.2.1, 2, 6, 7, 11; W.2.1, 3; SL.2.1, 1.a, 2, 4; L.2.2.c, 4.a, d, 5.b


Unit 3: Craft and Structure in Informational Text

Lesson 10: Unfamiliar Words 88 CCLS Focus - RI.2.4 Additional Standards - RI.2.1, 5, 6, 8; W.2.2, 3, 7; SL.2.1.b, 2, 4, 5; L.2. 4.c, d, 5.a, b

Lesson 11: Text Features, Part 1 (Captions, Bold Print, Subheadings) 97 CCLS Focus - RI.2.5 Additional Standards -RI.2.2, 4, 6, 8; W.2.2, 7; SL.2.1, 1.a, 2, 4; L.2.1.b, 4.d, 5.a, 6

Lesson 12: Text Features, Part 2 (Glossaries, Indexes, Electronic Menus) 106 CCLS Focus - RL.2.5 Additional Standards - RI.2.2, 4, 6, 8; W.2.1, 2, 7; SL.2.1, 1.a, 2, 4; L.2.1.e, 4, 4.a, 5.b, 6

Lesson 13: Author’s Purpose 115 CCLS Focus - RL.2.6 Additional Standards - RI.2.4, 5, 6; W.2.1, 2, 7; SL.2.2, 3, 4; L.2.1.f, 4, 4.a, 5, 5.a, 6


Unit 4: Craft and Structure in Literature

Lesson 14: Rhythm and Meaning in Stories 127 CCLS Focus - RL.2.4 Additional Standards - RL.2.1, 3, 5, 6; W.2.2, 3, 7; SL.2.1, 2, 4, 5; L.2.1.f, 4.a, 5.a, 6

Lesson 15: Rhythm and Meaning in Poems and Songs 136 CCLS Focus - RL.2.4 Additional Standards - RL.2.1, 2, 5, 6; W.2.1, 2, 3, 7; SL.2.1, 1.a, 1.b, 2, 4; L.2.1.e, 4, 4.a, 6

Lesson 16: Parts of a Story 145 CCLS Focus - RL.2.5 Additional Standards - RL.2.1, 4, 5, 6, 9; W.2.1.e; 2, 3; SL.2.1, 1.b, 1.c, 4; L.2.1.e, 2.c, 4.a, e, 6

Lesson 17: Point of View 154 CCLS Focus - RI.2.6 Additional Standards - RL.2.1, 2, 4, 5; W.2.1, 2, 3, 7; SL.2.1.a, 2, 3, 4; L.2.1.e, f, 2.a, 4, 4.a


Unit 5: Integration of Knowledge and Ideas in Informational Text

Lesson 18: Explaining How Images Support Text 166 CCLS Focus - RI.2.7 Additional Standards - RI.2.1, 2, 4, 6; W.2.2, 7; SL.2.1, 1.b, 2, 3; L.2.1.f, 4.a, e, 5.a, 6

Lesson 19: Describing How Reasons Support Key Points 175 CCLS Focus - RI.2.8 Additional Standards - RI.2.2, 4, 6, 7; W.2.1, 3, 7, 8; SL.2.1, 4, 5; L.2.1.c, e, 4.a, c

Lesson 20: Comparing and Contrasting Two Texts 184 CCLS Focus - RI.2.9 Additional Standards - RI.2.1, 2, 6; W.2.2, 3, 7, 11; SL.2.1, 1.b, c, 5; L.2.4, 4.a, c, 5.a


Unit 6: Integration of Knowledge and Ideas in Literature

Lesson 21: Connecting Words and Pictures 198 CCLS Focus - RL.2.7 Additional Standards - RL.2.1, 2, 3, 5, 6; W.2.3, 7; SL.2.1, 3, 4, 5; L.2.1.d, f, 2.c, 4.a

Lesson 22: Comparing and Contrasting Stories 207 CCLS Focus - RL.2.9 Additional Standards - RL.2.1, 2, 3, 4, 11; W.2.1, 3, 7; SL.2.1.a, b, 2, 4, 5 L.2.4.a, 4.c, d, 5.b


©Curriculum Associates, LLC Copying is not permitted.A8

Text Complexity: Students must engage with texts of sufficient complexity to prepare them for college and career.

All texts in Ready have been carefully leveled to meet Common Core requirements for complexity. See more on page A9.

Intentional, Close Reading: Careful, close readings of complex texts teach students how to gather evidence and build knowledge.

All Ready lessons contain activities requiring close reading, re-reading, and frequent interactions with text. On-page guidance models the good habits that successful readers employ. See more on page A10.

Text-based Evidence: Students’ interpretations and comprehension of the text must be supported by the words in the text.

All the questions and activities in Ready lessons require students to cite evidence directly from the text. Instruction and hints throughout the lesson reinforce the importance of quoting from the text to substantiate interpretations.

Wide Range of Genres, Emphasis on Nonfiction: Students must read a true balance of authentic literary and informational texts. Success in college and the real world requires that students master the skills needed to read a wide range of genres.

Ready passages encompass the range of genres and text types cited in the Common Core, including articles, poems, historical text, technical text, scientific text, and dramas. 50% of Ready lessons focus on informational texts. See more on page A11.

Building Content Knowledge: Students should view reading as an opportunity to learn new information. As much as possible, therefore, have students read text on related topics that allow them to deepen their understanding.

All passages in a Ready lesson are thematically linked. Many of the themes relate to grade-appropriate science and social studies content, others to high-interest, appealing topics. Theme activities provide opportunities for students to see relationships between topics and deepen their content knowledge.

High-Quality Texts: It’s important that students are exposed to well-crafted texts that are worth reading closely and exhibit exceptional craft and thought or provide useful information.

Ready lessons include authentic texts that students will see in the real world, including text and images from websites, and newspaper and magazine articles from such publications as The New York Times, National Geographic, and Highlights.

Integrated ELA Instruction: Use the texts as a source of rich language arts instruction, as opposed to isolated skill instruction.

Ready integrates Speaking & Listening, Writing, and Language activities with every Reading lesson.

Answering the Demands of the Common Core with Ready®

The DemAnDs of The Common Core how Ready® Delivers


The importance of Text ComplexityResearch has shown that the complexity levels of the texts in current classrooms are far below what is required for college- and career-readiness. A major emphasis of the Common Core Learning Standards is for students to encounter appropriately complex texts at each grade level in order to develop the mature language skills and conceptual knowledge they need for success in school and life. Instructional materials should meet this challenge with texts of appropriate complexity at each grade level.

A Three-Part model for measuring Text ComplexityNo single formula can provide an accurate measure of text complexity. For that reason, the CCLS has developed a balanced three-part model that takes into account the following three ways of assessing text complexity:

The Common Core learning standards’ Approach to Text Complexity

Text Complexity in Ready®All passages in Ready conform to the leveling criteria outlined by the CCLS. We used quantitative formulas to place texts within the grade-level bands recommended by the Standards, which are more rigorous than those of the past. We also had an experienced team of teachers and literacy specialists apply the qualitative and reader–task measures described above. Through the scaffolded instruction in Ready, students develop the strategies they will need to comprehend this challenging text.

Academic vocabularyThe CCLS categorize types of vocabulary in a three-tier model similar to the one developed by Beck, McKeown, & Kucan in Bringing Words to Life. (Beck, McKeown, & Kucan, 2002) Tier One Vocabulary are the words of everyday speech. Tier Two (which CCLS calls “general academic vocabulary”) are the words a reader encounters in rich, complex texts of all types. Tier Three (which CCLS calls “domain specific”) are the words particular to a field of study, such as science or history. While Tier Three words are often explicitly defined in a subject-area text, this is not the case with Tier Two words. Their meanings are often subtle, yet they are the most important words for students to learn, since they are generalizable, or applicable to a wide variety of texts.

Unlike reading programs of the past, in which difficult vocabulary was “pretaught” before reading, CCLS emphasizes the use of text-based strategies, such as context and word structure, to determine word meaning. Ready provides this type of instruction in the Teacher Resource Book lessons by identifying challenging Tier Two words in a passage and giving the teacher explicit text-based strategies to support students in unlocking their meanings.

Qualitative Measures: The purpose of the text, the structure and clarity of the language, and background knowledge demands

Quantitative Measures:Standard readability formulas, such as Lexile and Flesch-Kincaid

Reader–Task Consideration:Including the reader’s motivation and experience, as well as the complexity of the task assigned and questions posed


Close-Up on Close reading

what is Close reading?The purpose of a close reading is to unlock the meanings of a text and to probe an author’s motivations for writing it. To achieve these goals, readers must

• reread the text (in whole or in part),

• write down questions and observations relevant to the text’s meaning and purpose, and

• mark up the text to identify details that help answer those questions and develop those observations.

Internalizing and mastering such close-reading strategies prepares students for college and careers, which is a key goal of the Common Core: “[Research] links the close reading of complex text—whether the student is a struggling reader or advanced—to significant gains in reading proficiency.” (PARCC, 2011)

how Do we Apply Close reading instruction in Ready® New york CCLS?Short, rich, complex text: Readers use close-reading strategies with challenging text that are hard to fully comprehend on a first reading. It’s this type of complex text you’ll find in Ready. Ready uses short text because we agree with reading experts that “When students are introduced to a . . . strategy through close reading, it’s wise to use a short piece of text. Constraining the amount of text under investigation helps students see how to apply that . . . strategy and limits the amount of time required to teach [it].” (Fisher, Frey, & Lapp, 2012)

Multiple readings: In Guided Practice, we explicitly emphasize multiple readings (see page A26). For the first reading, students focus on literal comprehension. In the second reading, students apply close-reading strategies to unlock meaning and practice the lesson’s featured standard. Fisher, Frey, & Lapp describe the value of multiple readings: “Sophisticated readers understand that the nature of some text requires that they be read more than once. . . . First and foremost, close reading requires a willingness to return to the text to read part or even all of it more than once.” (Fisher, Frey, & Lapp, 2012)

Marking up the text: Our Close Reading activities guide students to mark up the text, helping them remember and make sense of what they read. We prompt students to mark specific evidence in the text that provide answers to the text-dependent questions they will need to answer. As Fisher, Frey, & Lapp describe it, “[b]y annotating texts . . . students learn to slow down their reading to mine the depths of the concepts, arguments, and metaphors used by the writer.” (Fisher, Frey, & Lapp, 2012)

Teaching for transfer: Students must take what they learn from the study of one text and apply it to the next. To encourage this transfer, we remove the scaffolds in our Common Core Practice section. See page A28 for a tip activating these metacognitive strategies.

monitoring student Progress in Ready® Instruction

These ongoing assessment features in the Ready program keep you informed about student progress:

Student Lesson

• Common Core Practice: Each lesson ends with Common Core Practice. Use these results to identify how well students mastered the specific standard. If students scored poorly, review the lesson and use reteaching support in the Teacher Resource Book.

• Interim Assessment: Use the Interim Assessments and Performance Tasks at the end of each unit to see how well students can integrate the skills and strategies covered in that unit.

Full-Length Assessments

• Ready Practice: Two full-length assessments allow you to benchmark student progress on each CCLS throughout the year.

Teacher Resource Book

• Error Alerts: This easy-to-use feature allows you to quickly identify and address common misconceptions students experience when applying the targeted standard.


1: Asking Questions About Key Details Animal Habitats Science Article

2: Finding the Main Idea The First Americans History Article

3: Describing Connections Between Historical Events

Two Worlds Meet Biography

4: Describing Connections Between Scientific Ideas

Life Cycles Science Article

5: Describing Connections Between Steps Weather Directions

6: Asking Questions About Key Details Adventures Adventure Fiction

7: Recounting StoriesStories From Around the World

Tall Tale

8: Determining the Central Message Learning From Each Other Folktale

9: Describing How Characters Act Overcoming Challenges Realistic Fiction

10: Unfamiliar Words How People Work Together Social Studies Article

11: Text Features, Part 1 Homes, Past and Present Social Studies Article

12: Text Features, Part 2 Getting From Place to Place Science Article

13: Author's Purpose The Food We Eat History Article

14: Rhythm and Meaning in Stories Animal Tales Fable

15: Rhythm and Meaning in Poems and Songs

The World Around Us Poetry

16: Parts of a Story Learning to Solve Problems Fantasy

17: Point of View Families and Friends Play

18: Explaining How Images Support Text Simple Machines Science Article

19: Describing How Reasons Support Key Points

Insects Science/Nature Writing

20: Comparing and Contrasting Two Texts Taking Care of Planet Earth Persuasive Essay

21: Connecting Words and Pictures Tales That Tickle Fantasy

22: Comparing and Contrasting Stories Stories That Connect Us Fable

lesson Theme Genres

Genres and Themes in Ready®To succeed in college and the world outside the classroom, students must master reading a wide range of genres. Ready® ensures students read rich texts linked in meaningful ways by including a variety of genres and by organizing each lesson under a theme. The following chart shows the themes and genres for grade 2 lessons.


Depth of Knowledge levels in Ready®The following table shows the Ready® lessons and sections with higher-complexity items, as measured by Webb’s Depth of Knowledge index.

Depth of Knowledge Levels for Higher-Rigor Items in Ready New York CCLS

Lesson Section Item DOK Lesson Section Item DOK

1 Common Core Practice 4 3 15 Common Core Practice 1 3




7 Common Core Practice 1 3 17 Guided Practice 3 3


9 Guided Practice 3 3 18 Guided Practice 3 3



11 Common Core Practice 4 3 20 Guided Instruction — 3







14 Guided Instruction — 3 21 Common Core Practice 3 3

14 Guided Practice 1 3 22 Guided Instruction — 3






15 Guided Instruction — 3 22 Common Core Practice 3 3

15 Guided Practice 1 3 22 Common Core Practice 4 4

15 Guided Practice 2 3


Cognitive rigor matrixThe following table combines the hierarchies of learning from both Webb and Bloom. For each level of hierarchy, descriptions of student behaviors that would fulfill expectations at each of the four DOK levels are given. For example, students can show how they evaluate by citing evidence or checking multiple sources, but there isn’t a lower-rigor (DOK 1 or 2) way of truly assessing this skill.

Depth of Thinking (webb) 1

Type of Thinking (revised Bloom)

DoK level 1 recall &

reproduction

DoK level 2 Basic skills & Concepts

DoK level 3 strategic Thinking

& reasoning

DoK level 4 extended Thinking

Remember• Recall, locate basic

facts, definitions, details, events

Understand

• Select appropriate words for use when intended meaning is clearly evident

• Specify, explain relationships

• Summarize

• Identify central ideas

• Explain, generalize, or connect ideas using supporting evidence (quote, text evidence, example . . .)

• Explain how concepts or ideas specifically relate to other content domains or concepts

Apply

• Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning

• Use content to identify word meanings

• Obtain and interpret information using text features

• Use concepts to solve non-routine problems

• Devise an approach among many alternatives to research a novel problem

Analyze

• Identify the kind of information contained in a graphic, table, visual, etc.

• Compare literary elements, facts, terms, events

• Analyze format, organization, & text structures

• Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text

• Analyze multiple sources or texts

• Analyze complex/ abstract themes

Evaluate

• Cite evidence and develop a logical argument for conjectures based on one text or problem

• Evaluate relevancy, accuracy, & completeness of information across texts/sources

Create

• Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept

• Generate conjectures or hypotheses based on observations or prior knowledge and experience

• Develop a complex model for a given situation

• Develop an alternative solution

• Synthesize information across multiple sources or texts

• Articulate a new voice, alternate theme, new knowledge or perspective

SBAC, 2012; adapted from Hess et al., 2009


Using Ready® New york CCLS

Because every standard in Ready New York CCLS has been addressed with a clear, thoughtful pedagogy, you can use the Ready program as the main structure of a year-long English language arts program. Any other materials aligned to the Common Core can be woven into the curriculum, using the four easy steps on this page as your map.

Using with a Balanced literacy/reading workshop Curriculum

If you are an i-Ready subscriber, you can administer the i-Ready Diagnostic as a cross-grade-level assessment to pinpoint instructional needs and address them with Ready New York CCLS Instruction. For more on this, see A20.

Using with i-Ready® diagnostic

The textbook you use in your classroom may not have been developed for the Common Core. It may not have all the resources you’ll need to meet these challenging standards. In addition, the passages in textbooks don’t reflect the levels of text complexity required by the Common Core, and the activities and questions don’t reflect their rigor. By supplementing with Ready, you’ll be able to address all of these gaps and deficiencies.

Using as a supplement to a Textbook

instruct2• Administer each Ready New York CCLS

Instruction lesson, using the Pacing Guide on page A15 as a guide.

• At any time during the instructional program, refer to the Teacher Toolbox to review prerequisite skills and access lessons from previous grades for remediation.

monitor Progress3• Use the Interim Assessments at the end of

each Ready Instruction unit to pinpoint student progress on the standards they have most recently learned and diagnose problem areas.

Differentiate instruction4 Provide differentiated instruction for your

students using the rich and varied resources in the Teacher Toolbox. Here you’ll find links to prerequisite skills from earlier grades of Ready, as well as links to highly interactive animated modules that will deepen students’ understanding of skills and strategies. See page A18 for more on using the Teacher Toolbox.

The Ready® program provides rigorous instruction on the Common Core Learning Standards using a proven-effective gradual-release approach that builds student confidence. It also prepares students for more complex assessment items with full-length practice tests and interim assessments. With the Teacher Resource Book, you get strong support, step-by-step lesson plans, and best-practice tips to learn new approaches to teaching the Common Core. The Teacher Toolbox gives you access to invaluable, easy-to-use resources to differentiate instruction with a host of online materials, all in one place.

measure Growth1• Use Practice Test 1 from Ready New York

CCLS Practice to establish a baseline for measurement and to focus instructional plans. Use Practice Test 2 to measure growth as students work through the program or use as a post test to measure year-long progress. These tests give students practice with more complex items that match the rigor of the Common Core.


week Ready® New york CCLS Instruction lesson minutes per Day

1 Practice Test 1 60 (2 days)

2 Lesson 1: Asking Questions About Key Details 30–45

3 Lesson 2: Finding the Main Topic 30–45

4 Lesson 3: Describing Connections Between Historical Events 30–45

5 Lesson 4: Describing Connections Between Scientific Ideas 30–45

6 Lesson 5: Describing Connections Between Steps 30–45

Unit 1 Interim Assessment 30–45 (1 day)

7 Lesson 6: Asking Questions About Key Details 30–45

8 Lesson 7: Recounting Stories 30–45

9 Lesson 8: Determining the Central Message 30–45

10 Lesson 9: Describing How Characters Act 30–45


11 Lesson 10: Unfamiliar Words 30–45

12 Lesson 11: Text Features, Part 1 (Captions, Bold Print, Subheadings) 30–45

13 Lesson 12: Text Features, Part 2 (Glossaries, Indexes, Electronic Menus) 30–45

14 Lesson 13: Author’s Purpose 30–45


15 Lesson 14: Rhythm and Meaning in Stories 30–45

16 Lesson 15: Rhythm and Meaning in Poems and Songs 30–45

17 Lesson 16: Parts of a Story 30–45

18 Lesson 17: Point of View 30–45


19 Lesson 18: Explaining How Images Support Text 30–45

20 Lesson 19: Describing How Reasons Support Key Points 30–45

21 Lesson 20: Comparing and Contrasting Two Texts 30–45


22 Lesson 21: Connecting Words and Pictures 30–45

23 Lesson 22: Comparing and Contrasting Stories 30–45


24 Practice Test 2 60 (2 days)

Year-Long Pacing Guide for Grade 2


Ready® New York CCLS Instruction was created to help students develop proficiency with the Common Core Learning Standards (CCLS). Each lesson uses scaffolded instruction, beginning with modeled and guided instruction, and then gradually releasing the student into fully independent practice of the skills and strategies behind the Common Core. Use in conjunction with the Teacher Toolbox, which allows you to access additional resources—see page A18 for more information.

Teaching with Ready® New york CCLS Instruction

Year-Long Sample Week, Ready New York CCLS Instruction

day 1 day 2 day 3 day 4 day 5

Core

Part 1: Introduction (20 minutes, includes Tap Students’ Prior Knowledge from TRB)

Part 2: Modeled Instruction (25 minutes)

Part 3: Guided Instruction (45 minutes, includes Answer Analysis discussion from TRB)

Part 4: Guided Practice (45 minutes, includes Answer Analysis discussion and Integrating Standards activities from TRB)

Part 5: Common Core Practice (45 minutes)

Part 5: Common Core Practice Answer Analysis: discussion of test results (20 minutes, from TRB)

Integrating Standards activities (25 minutes, from TRB)

Optional

Genre Focus (TRB)

Tier Two Vocabulary (TRB)

ELL Support (TRB)

Theme Connection (TRB)

Additional Activities (TRB)

Key:

Whole Class/Small Group

Individual

weekly PacingYear-Long Program: Use Ready New York CCLS Instruction as the foundation of a year-long English language arts program or a year-long supplement to your basal program. The Year-Long Sample Week (below) shows a model schedule for teaching one Reading lesson per week. Use the Year-Long Pacing Guide on page A15 for a specific week-to-week schedule.

Accelerated Program: Target Ready New York CCLS Instruction lessons based on Ready New York CCLS Practice results to focus learning throughout the year. The Accelerated Program chart on page A17 models teaching two Reading lessons (lessons A and B here) per week.


lessons Built for the Common CoreEach grade level in Ready® New York CCLS English Language Arts Instruction provides targeted instruction on the Common Core Learning Standards for ELA.

Ready Instruction, covers the following strands:

• Reading Standards for Literature: Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas

• Reading Standards for Informational Text: Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas

The correlations chart beginning on page A35 provides an in-depth look at how Ready New York CCLS Instruction correlates to the CCLS. The passages and questions in Ready Instruction reflect the rigor and complexity required by the Common Core.

day 1 day 2 day 3 day 4 day 5

In Class

Lesson A

Introduction(15 minutes)

Modeled Instruction(30 minutes)

Lesson A

Guided Instruction(15 minutes)

Guided Practice(30 minutes)

Lesson B

Introduction(15 minutes)

Modeled Instruction(30 minutes)

Lesson B

Guided Instruction(15 minutes)

Guided Practice(30 minutes)

Lesson AReview concepts and skills (20 minutes)

Lesson BReview concepts and skills (20 minutes)

Homework (optional)

Lesson A

Common Core Practice

Lesson B

Common Core Practice

Accelerated Program, Ready New York CCLS Instruction


Common Core learning standards Coverage by Ready® InstructionThe chart below correlates each Common Core Learning Standard to each Ready® New York CCLS Instruction lesson that offers comprehensive instruction on that standard. Use this chart to determine which lessons your students should complete based on their mastery of each standard.

Correlation Charts

New York State P-12 Common Core Learning Standards for ELA and Literacy ©2011. New York State Department of Education. All rights reserved.

Common Core Learning Standards for Grade 2—Reading Standards

Ready New York CCLS Student Lesson(s)

Additional Coverage in Teacher Resource

Book Lesson(s)

Reading Standards for Literature

Key Ideas and Details

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 6 7–9, 14–17, 21, 22

RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 7, 8 6, 9, 15, 17, 21, 22

RL.2.3 Describe how characters in a story respond to major events and challenges. 9 6, 8, 14, 21, 22

Craft and Structure

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

14, 15 6, 7, 16, 17, 22

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

16 14–17, 21

RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

17 6, 9, 12, 15, 16, 21

Integration of Knowledge and Ideas

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

21 9, 21

RL.2.8 (Not applicable to literature) N/A N/A

RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. 22 9, 16


RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Classroom Activity

RL.2.11 Make connections between self, text, and the world around them (text, media, social interaction). N/A 8, 9, 22

Reading Standards for Informational Text

Key Ideas and Details

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 1 2, 4, 5, 10, 13, 18

RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. 2 1, 4, 11, 12, 18, 19

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

3, 4, 5 2, 3


Common Core Learning Standards for Grade 2—Reading Standards

Ready New York CCLS Student Lesson(s)

Additional Coverage in Teacher Resource

Book Lesson(s)

Reading Standards for Informational Text (continued)

Craft and Structure

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 10 1–5, 11–13, 17–20

RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

11, 12 1, 4, 5, 10, 13, 20

RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. 13 2, 10, 11, 13, 14, 18–20


RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. 18 2, 3, 4, 19

RI.2.8 Describe how reasons support specific points the author makes in a text. 19 1, 3, 10–12

RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. 20 —

Range of Reading and Level of Text Complexity

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Classroom Activity

Additional Coverage of Common Core ELA Standards, Grade 2

Ready New York CCLS

Teacher Resource Book Lesson(s)

Writing StandardsText Types and Purposes

W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

6, 9, 12, 13, 15–18, 22

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 1–3, 5, 10–18, 20

W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

4, 6–10, 14–18, 20–22

Production and Distribution of WritingResearch to Build and Present Knowledge

W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

1–3, 5, 6, 8, 10–15, 17–22

W.2.8 Recall information from experiences or gather information from provided sources to answer a question. 1, 2, 3, 19

W.2.11 Create and present a poem, narrative, play, art work, or personal response to a particular author or theme studied in class, with support as needed. 5, 7, 8, 20

Speaking and Listening StandardsComprehension and Collaboration

SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

1–6, 8, 9, 11, 12, 14–16, 18–21

SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). 7, 9, 11, 12, 15, 17, 22


Additional Coverage of Common Core ELA Standards, Grade 2

Ready New York CCLS

Teacher Resource Book Lesson(s)

Speaking and Listening Standards (continued)Comprehension and Collaboration (continued)

SL.2.1.b Build on others’ talk in conversations by linking their comments to the remarks of others. 5, 10, 15, 16, 18, 20, 22

SL.2.1.c Ask for clarification and further explanation as needed about the topics and texts under discussion. 16, 20

SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

2, 4–6, 9–15, 17, 18, 22

SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. 1, 6, 13, 17, 18, 21

Presentation of Knowledge and Ideas

SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. 2, 3, 7–17, 19, 21, 22

SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

2, 3, 6–8, 10, 14, 15, 19–22

Language StandardsConventions of Standard English

L.2.1.a Use collective nouns (e.g., group). 10

L.2.1.b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). 11

L.2.1.c Use reflexive pronouns (e.g., myself, ourselves). 19

L.2.1.d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). 7, 20, 21

L.2.1.e Use adjectives and adverbs, and choose between them depending on what is to be modified. 3–8, 12, 15–17, 19

L.2.1.f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). 13, 14, 17, 18, 21

L.2.2.a Capitalize holidays, product names, and geographic names. 17

L.2.2.b Use commas in greetings and closings of letters. —

L.2.2.c Use an apostrophe to form contractions and frequently occurring possessives. 9, 16, 21

L.2.2.e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. 3

Vocabulary Acquisition and Use

L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. 4, 12, 13, 15, 17, 20

L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase. 1, 3–9, 12, 13–22

L.2.4.b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). 3, 20

L.2.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). 10, 19, 20, 22

L.2.4.d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). 9–11, 22

L.2.4.e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. 5, 16, 18

L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. 13

L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). 1, 2, 4, 8, 10, 11, 13, 14, 18, 20

L.2.5.b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). 9, 10, 12, 22

L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

4, 11–16, 18


interim Assessment Answer Keys and CorrelationsThe charts below show the answers to multiple-choice items in each unit’s Interim Assessment, plus the depth-of-knowledge (DOK) index, standard(s) addressed, and corresponding Ready® New York CCLS Instruction lesson(s) for every item. Use this information to adjust lesson plans and focus remediation.

1Depth of Knowledge measures:1. The item requires superficial knowledge of the standard.2. The item requires processing beyond recall and observation.3. The item requires explanation, generalization, and connection to other ideas.4. The item requires analysis, synthesis, or evaluation of multiple sources of texts.

Ready New York CCLS Interim Assessment Answer Keys and Correlations

Unit 1: Key Ideas and Details in Informational Text

Question Key DOK 1 Standard(s)Ready New York CCLS

Student Lesson(s)

1 A 2 RI.2.2 2

2 C 2 RI.2.2 2

3 D 1 RI.2.3 5

4 See page 47. 1 RI.2.3 4

5 D 2 RI.2.1 1

6 A 1 RI.2.1 1

7 See page 47. 2 RI.2.2 2

8 See page 47. 2 RI.2.3 3

Unit 2: Key Ideas and Details in Literature

Question Key DOK Standard(s)Ready New York CCLS

Student Lesson(s)

1 A 1 RL.2.1 6

2 A 1 RL.2.3 9

3 See page 86. 2 RL.2.2 8

4 A 1 RL.2.1 6

5 C 1 RL.2.2 7

6 See page 86. 3 RL.2.2 8

7 See page 86. 2 RL.2.1, RL.2.2, RL.2.3 6, 7, 9

Unit 3: Craft and Structure in Informational Text


Student Lesson(s)

1 D 2 RI.2.4 10

2 B 2 RI.2.5 11

3 D 3 RI.2.6 13

4 A 2 RI.2.5 11

5 D 2 RI.2.4 10

6 B 2 RI.2.5 11

7 A 3 RI.2.6 13

8 See page 125. 3 RI.2.4 10


Ready New York CCLS Interim Assessment Answer Keys and Correlations (continued)

Unit 4: Craft and Structure in Literature


Student Lesson(s)

1 D 1 RL.2.5 16

2 B 3 RL.2.4 14

3 See page 164. 2 RL.2.6 17

4 B 3 RL.2.4 15

5 A 1 RL.2.5 16

6 See page 164. 2 RL.2.6 17

7 See page 164. 2 RL.2.4 15

Unit 5: Integration of Knowledge and Ideas in Informational Text


Student Lesson(s)

1 B 2 RI.2.7 18

2 C 2 RI.2.7 18

3 B 2 RI.2.8 19

4 See page 196. 3 RI.2.8 19

5 See page 196. 4 RI.2.9 20

Unit 6: Integration of Knowledge and Ideas in Literature


Student Lesson(s)

1 A 2 RL.2.7 21

2 C 2 RL.2.7 21

3 B 2 RL.2.7 21

4 D 3 RL.2.9 22

5 B 3 RL.2.9 22

6 See page 219. 4 RL.2.9 22

7 See page 219. 4 RL.2.9 22

207©Curriculum Associates, LLC Copying is not permitted.

Theme: Stories That Connect Us

Comparing and Contrasting StoriesLesson 22 (Student Book pages 213–222)

LESSON OBJECTIVES• Compare two or more versions of similar stories by

different authors or from different cultures.

• Describe similarities and differences among characters, settings, problems, and endings.

THE LEARNING PROGRESSION• Grade 1: CCLS RL.1.9 requires students to compare

and contrast characters in stories, focusing on the characters’ adventures and experiences.

• Grade 2: CCLS RL.2.9 builds on the Grade 1 standard by requiring students to compare and contrast two or more similar stories. Students are asked to read versions of the same story by different authors or from different cultures and describe how they are alike and different.

• Grade 3: CCLS RL.3.9 requires students to compare and contrast different stories in a series that are about the same characters. Students are asked to analyze how themes, settings, and plots are alike and different.

PREREQUISITE SKILLSTo be proficient with this standard, students need to know the following skills and strategies:

• Understand that different authors and cultures can approach the same story in similar or different ways.

• Identify the characters, setting, problem, and ending in a story.

• Compare and contrast characters and their experiences.

TAP STUDENTS’ PRIOR KNOWLEDGE• Tell students they will be working on a lesson about

how stories are alike and different. Explain to students they will compare two similar stories to show how they are alike. Tell them they will also contrast the stories to show how they are different.

• First, read aloud two similar stories by different authors or from different cultures. For example, you might read “Cinderella” and “The Golden Sandal.” Before you read, inform students who the authors are or which cultures the stories come from. Also, tell students to listen carefully for similarities and differences between the stories.

• Then draw a two-column chart on the board, labeling each column with the title of one of the stories. Have students discuss each story. Ask: Who are the characters? When and where does the story take place? What problem do characters face? How does the story end? Write students’ responses in the appropriate column of the chart.

• Have students review the details you have listed in the chart. Invite volunteers to make connections between the stories by stating similarities and differences between them. Guide students to tell how the characters, settings, problems, and endings of the two stories are alike and different.

Teacher Toolbox Teacher-Toolbox.com

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Prerequisite Skills

RL.2.9

Ready Lessons

Tools for Instruction

Interactive Tutorials

CCLS Focus

RL.2.9: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

ADDITIONAL STANDARDS: RL.2.1; RL.2.2; RL.2.3; RL.2.4; RL.2.11; W.2.1; W.2.3; W.2.7; SL.2.1.a; SL.2.1.b; SL.2.2; SL.2.4; SL.2.5; L.2.4.a; L.2.4.c; SL.2.4.d; L.2.5.b (See page A35 for full text.)

L22: Comparing and Contrasting Stories208

Part 1: Introduction Lesson 22

©Curriculum Associates, LLC Copying is not permitted.

AT A GLANCEThrough illustrations, students are introduced to the idea of comparing and contrasting two versions of the same story. They will learn that this is a strategy they can use to better understand how different authors and cultures can affect how a story is told.

STEP By STEP• Read the first two paragraphs aloud. Write the word

version on the board and pronounce it for students. Tell students this is a useful word to use when talking about a story that is told by two or more authors or that comes from different cultures. Explain that a “culture” includes the ways of living (food, shelter, beliefs, work) shared by people in a certain place or time.

• Direct students’ attention to the illustrations. Briefly discuss the characters and plot of the story “Little Red Riding Hood.”

• Read aloud the definitions of compare and contrast.

• Tell students to look carefully at the characters and settings in the two pictures. Then have them circle two things that are similar in the pictures and draw a box around two things that are different. Discuss the similarities and differences that students identified.

• Reinforce how comparing and contrasting different versions of the same story is a valuable reading

strategy by sharing a time you used the strategy. Describe how it helped you understand how different authors and cultures affected the way the stories were told.

Literature: Folktale

Tell students that in this lesson they will read two folktales. Explain that a folktale is a fiction story that comes from a specific country or culture and usually reflects the customs or beliefs of the people. Folktales have these characteristics:

• The story has often been told and retold orally before being written down.

• The characters may be people or animals. Human characters may be ordinary people or may have superhuman qualities. Animal characters may have human traits.

• Folktales may contain a lesson or explain something in the natural world.

Based on these characteristics, ask students to share folktales they have read or heard (for example, “The Boy Who Cried Wolf” or “The Emperor’s New Clothes”). Who were the characters? What was the tale about? What was the lesson of the story?

Explain that folktales come from many different cultures. “The Three Little Pigs” is a folktale from England. “The Three Little Geese” is a version of this story from Italy. Both stories have animal characters who build homes and try to defend them from a wolf. Each folktale, however, is set in a different place, with different characters.

Genre Focus


L22: Comparing and Contrasting Stories

Part 1: Introduction

213

Comparing and Contrasting StoriesLesson 22

Theme: Stories That Connect Us

When different authors tell the same story in different ways, each telling is called a version. Each version has mostly the same plot, but there might be many differences. The characters, settings, or events may be changed.

For example, the story of Cinderella is told by many authors around the world. The characters have different names and the settings are different. But there is usually a kind girl, a mean person, and magical helpers.

Look at the pictures below. They come from two versions of the story “Little Red Riding Hood.”

When you compare stories, you look for ways they are alike. When you contrast stories, you look for ways they are different.

Circle two things that are alike in the pictures.

Now draw a box around two things that are different in the pictures.

You can compare and contrast versions of the same story to help you understand each story better.

CCLS RL.2.9: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

L22: Comparing and Contrasting Stories 209

Lesson 22Part 2: Modeled Instruction


AT A GLANCEStudents read a fable about a turtle and a rabbit. Students compare and contrast the actions of the two characters.

STEP By STEP• Remind students they just compared and contrasted

two versions of the same story.

• Tell students that in this part of the lesson they will learn how to compare and contrast the actions of two characters within the same story.

• Ask student volunteers to read aloud “The Turtle and the Rabbit.”

• Then read the question: “How does Turtle win the race against Rabbit?”

• Now tell students you will perform a Think Aloud to demonstrate a way of answering the question.

Think Aloud: In order to figure out how Turtle wins the race against Rabbit, I can reread parts of the story to remind myself of each character’s actions during the race. What does Turtle do that helps him win the race? What does Rabbit do that causes him to lose the race?

• Direct students to the chart. Tell them it shows a contrast between the way the two characters run the race.

• Have students fill in the missing words in the first and second columns of the chart, inviting them to reread parts of the story as needed.

Think Aloud: The first column describes Turtle’s actions during the race. The second column describes Rabbit’s actions. I can use the information in the two columns to contrast Turtle’s actions with Rabbit’s actions.

• Read the sentence under the chart. Ask students to supply words and phrases that will correctly complete the sentence. Invite them to tell in their own words how Turtle wins the race against Rabbit.

• Explain that an idiom is an expression or phrase that cannot be understood from the meanings of the individual words in it.

• Write the sentence “Turtle, on the other hand, did not stop for a minute,” and underline the phrase “on the other hand.” Guide students to an understanding that “on the other hand” is a way of introducing a second thing or idea that is the opposite of the first. Ask students for the meaning of the idiom in the context of the story. Ask: “What is Turtle doing that is unlike something else?”

• Have students write a sentence that contains the idiom “on the other hand.” (L.2.4.a)

ELL Support: Idioms

Lesson 22Part 2: Modeled Instruction



Explore how to answer this question: “How does Turtle win the race against Rabbit?”

Think about what each character does. Underline a sentence that tells something Rabbit does. Then circle a sentence that tells something Turtle does.

Read the chart. Then fill in the blanks to tell how Turtle wins the race.

Turtle’s Actions Rabbit’s Actions

He keeps going and does not . He takes a during the race.

He crosses the finish line first. He wakes up and runs as fast as he can.

Fill in the blanks in the sentence below to tell how Turtle wins the race against Rabbit.

When Rabbit stops to sleep, Turtle and

does not stop until he has crossed the .

Read this story about Turtle and Rabbit.

The Turtle and the Rabbit from Aesop

“No one in all the forest is faster than I am,” Rabbit said to the other

animals one day. “And I can prove it! Who wants to race me?”

No one spoke up except Turtle. “I will race you,” he said, rather slowly.

“You?” Rabbit said. “What a joke! I’ll run circles around you the whole way.”

As soon as the race started, Rabbit hopped away at great speed. After a while,

he was so far ahead that he decided to take a nap. Turtle, on the other hand, did

not stop for a minute but kept going. And going. When Rabbit finally woke up,

he saw Turtle nearing the finish line. Rabbit ran as fast as he could, but Turtle won!

“Steady wins the race,” Turtle said, rather slowly, as always.

Genre: Fable

stop nap

keeps going

finish line

210

Lesson 22Part 3: Guided Instruction

L22: Comparing and Contrasting Stories©Curriculum Associates, LLC Copying is not permitted.

AT A GLANCEStudents read another story about two characters who run a race. They compare and contrast the events in this story with those in “The Turtle and the Rabbit.”

STEP By STEP• Tell students they will read another story about a

race between two animals.

• Point out the two features to the left of the passage. Remind students to pay close attention to details in the text as they read. Close Reading will help students identify an important detail in the text. The Hint will help students contrast a character in this story with a character in the previous story and answer the question.

• Have students underline the sentence that answers the question in Close Reading.

• Have volunteers share the sentence they underlined. Ask why that sentence tells the reader whether Fox knows that Snail has hidden in his tail.

• Have students circle the correct answer to the question, using the Hint to help. Then have them respond to the prompt in Show Your Thinking. Partner students to respond to the Turn and Talk activity.

ANSWER ANALySISChoice A is incorrect. Neither story shows how Turtle or Snail feels about Rabbit or Fox.

Choice B is incorrect. Both Snail and Turtle hope to win. Snail wants to win so badly he cheats. Turtle keeps going and going without stopping.

Choice C is incorrect. Both Turtle and Snail are slow-moving creatures.

Choice D is correct. Snail does not run the race himself, but rides on Fox. Turtle, on the other hand, simply runs his race.

• Say “I decided to wear blue socks today.”

• Explain that when you decide to do something, you make up your mind to do it or you choose to do it. Ask students to tell about something they have decided to do in the last few days.

• Point out the word decided in the story. Ask what Fox decided to do instead of running. (take a nap)

• Have students use the word decided in a sentence. Invite students to share their sentences with the class. (L.2.4.c)

Tier Two Vocabulary: Decided

ERROR ALERT: Students who did not choose D may need to reread details from both stories in order to answer the question correctly. Have students carefully reread each possible answer and look back in both stories to help them understand that D is the only correct answer.

Lesson 22Part 3: Guided Instruction



Could Turtle have won his race in the same way that Snail did?

Imagine that Turtle and Snail meet each other. What do you think they would say to each other about their races with Rabbit and Fox?

Read this story about another race. Use the Close Reading and the Hint to help you answer the question.

Circle the correct answer.

What is one way that Snail in this story is different from Turtle in the first story?

A Snail likes Fox, but Turtle doesn’t like Rabbit.

B Snail wants to win his race, but Turtle doesn’t care.

C Snail can move quickly, but Turtle moves slowly.

D Snail uses a trick to win his race, but Turtle does not.

HintDoes Turtle walk the whole way to win his race?

The Fox and the Snail after Aesop

Fox asked Snail to run a race with him to the next

town. Fox took off running, but then he decided to take a

nap. When Snail saw the sleeping Fox, he climbed into

his bushy tail. When Fox woke up, he ran to the town’s

gate. He turned and called out, “Snail, where are you?”

Snail quietly dropped out of Fox’s tail. “I’m already

here!” Snail said from behind him. “What took you

so long?”

Does Fox ever know that Snail has hidden in his bushy tail? Underline a sentence that tells you that Fox does not know where Snail is.

Close Reading

Show your Thinking

Genre: Fable

Responses will vary.


Part 4: Guided Practice Lesson 22


AT A GLANCEStudents read the story “The Three Little Pigs” twice. After the first reading, ask three questions to check your students’ comprehension of the story.

STEP By STEP• Have students read the story silently without

referring to the Study Buddy or Close Reading text.

• Ask students the following questions to ensure comprehension of the text:

What materials do the three little pigs use to build their houses? (straw, wood, and bricks)

What happens when the first pig refuses to let the wolf in? (The wolf blows down the house and eats the pig for supper.)

What does the wolf do when he can’t blow down the third pig’s house? (He crawls down the chimney and falls into a pot of boiling water.)

• Then ask students to look at the Study Buddy think aloud. What does the Study Buddy help them think about?

• Have students reread the story. Tell them to follow the directions in the Close Reading.

• Say “This morning I discovered a new kind of flower in my yard. I think the flower was there yesterday, but I discovered it today. When you discover something, you see it or find out about it for the first time.”

• Direct students to the word discovered in the second paragraph. Ask students what the wolf discovered one day. (the straw house)

• Explain that scientists often discover important animals and plants that no one knew about before. Help students distinguish between a scientist discovering something that already existed and inventing something that did not exist before. (L.2.5.b)

Tier Two Vocabulary: DiscoveredTip: The Study Buddy tells students that it will read both stories and look for ways the two versions are similar and different. Finding similarities and differences between two versions of a story will help students better understand both stories.

Tip: As directed by Close Reading, students look for sentences that tell how the wolf is finally stopped. (But he couldn’t blow it down. So he crawled down the chimney. He fell into a pot of boiling water in the fireplace.) Students can contrast the results when the wolf tried to blow down the brick house with what happened when he blew down the straw and wood houses.

Lesson 22



Part 4: Guided Practice

Read the stories. Use the Study Buddies and the Close Reading to guide your reading.

The titles of the stories tell me that both versions are about three animals. As I read both stories, I’m going to look for other ways they are alike and for ways they are different.

The Three Little Pigs a folktale from England

1 Long ago, three little pigs grew up and left home.

One built a straw house. One built a wood house.

One built a brick house.

2 One day, a wolf discovered the straw house. “Let me

in!” he demanded.

3 “No!” the first pig refused.

4 “I’ll huff, I’ll puff, and I’ll blow your house in,” cried

the wolf. He blew down the house and gobbled up the

tasty little pig for supper.

5 Next, the wolf found the wood house. “Let me in!”

6 “No!” said the second pig.

7 “I’ll huff, I’ll puff, and I’ll blow your house in.” The

wolf blew down the house and ate another tasty pig.

8 Finally, the wolf came to the brick house. “Let me in!”

9 The third pig replied, “No!”

10 “I’ll huff, I’ll puff, and I’ll blow your house in,” the

wolf growled.

11 But he couldn’t blow it down. So he crawled down the

chimney. He fell into a pot of boiling water in the

fireplace. He never bothered any pigs again.

Underline a sentence that tells you what happens to the brick house when the wolf tries to blow it down.

Close Reading

Circle words that tell you what finally stops the wolf.

Genre: Folktale

212



AT A GLANCEStudents read another story about three animals and a wolf. Students read the story twice. After the first reading, ask three questions to check your students’ comprehension of the story.

STEP By STEPHave students read the story silently without referring to the Study Buddy or Close Reading text.

• Ask students the following questions to ensure comprehension of the text:

Why do the two younger sisters leave the oldest sister? (The oldest sister locks them out of the house and tells them to go away.)

Why does the youngest sister have a house made of stones? (She meets a man carrying stones who offers to build her a house.)

What happens to the wolf at the end of the story? (The youngest sister throws a pot of boiling water on him and kills him.)

• Have students reread the story. Tell them to follow the directions in the Close Reading.

Finally, have students answer the questions on page 218. When students have finished, use the Answer Analysis to discuss correct and incorrect answers.

• Display and read aloud the second sentence in paragraph 4, underlining the word swallowed. Then display and read the fourth sentence in that paragraph, underlining the word gulped.

• Explain that authors sometimes use synonyms, or words with a similar meaning, when a character repeats an action. Understanding the meaning of one word can help a reader figure out the meaning of its synonym.

• Ask students to predict the meaning of gulped based on their understanding of the meaning of swallowed. If necessary, have them check the meanings of both in a dictionary. (L.2.4.a; L.2.4.e)

ELL Support: Synonyms

Tip: The Study Buddy tells students that it will read to compare what happens to the three little geese with what happened to the three little pigs in the previous story. Comparing events in two versions of a story can help students keep track of events as they read.

Tip: Students are directed to look for words that tell who builds the youngest goose’s house. They then find a sentence in the story that tells how she gets rid of the wolf.

Lesson 22




Genre: Folktale

In the first story, only one pig escapes the wolf. I’m going to read the next story and see if the three geese have better luck!

The Three Little Geese a folktale from Italy

1 Once upon a time, three geese built a straw house.

But the oldest goose locked the door. She told her

sisters, “Go away!”

2 The two sisters built a house with hay. But the middle

goose locked the door. She told her sister, “Go away!”

3 The youngest goose met a man carrying stones.

The man felt sorry for her. He said, “I’ll build

your house.”

4 A greedy wolf came upon the first house. He blew it

down and swallowed the oldest goose. Then he blew

down the second house. And he gulped down the

middle goose.

5 The wolf tried and tried to blow down the stone

house. Frustrated, he persuaded the youngest goose to

make him supper. She pretended to cook noodles in a

pot. “Would you like a taste?” she asked.

6 She threw the pot of boiling water at the wolf. He fell

down dead with his mouth wide open! The clever goose

called out to her sisters. They jumped out of the wolf’s

stomach, and the sisters lived happily ever after.

Who builds the youngest goose’s house? Circle words that tell you.

Close Reading

Underline a sentence that tells you how the youngest goose gets rid of the wolf.




STEP By STEPHave students read questions 1–3, using the Hints to help them answer those questions.

• Discuss with students the Answer Analysis below.

ANSWER ANALySIS1 The correct choice is C. A hungry wolf appears in

both stories, and each is about three animals. Choice A is incorrect because only “The Three Little Geese” includes a sister locking others out. Only a pig makes a house of wood, so choice B is incorrect. Choice D is incorrect because only geese are rescued.

2 The correct choice is B. In paragraph 3 of “The Three Little Geese,” a man offers to build the house for the goose. Choice A is incorrect because neither house is the first built. Only the brick house is shown to have a fireplace, so choice C is incorrect. Choice D is incorrect because the wolf cannot blow down either the brick house or the stone house.

3 Sample response: Each story ends with a pot of boiling water that is used to overcome the wolf. At the end of both stories, the wolf is presumed dead.

RETEACHINGUse a graphic organizer to verify the correct answer to question 1. Draw the graphic organizer below, leaving the boxes blank. Work with students to fill in the boxes, using information from the passage. Sample responses are provided.

The Three Little Pigs

The Three Little Geese

Three animals leave home and each builds a house.

Two animals get locked out by an older sister.

Three animals build houses of straw, wood, and bricks.

Three animals build houses of straw, wood, and stone.

Three animals are visited by a hungry wolf.

Three animals are visited by a hungry wolf.

Two animals are eaten by a wolf and one survives.

An animal saves two other animals from a wolf.

Use these questions to further students’ understanding of “The Three Little Pigs” and “The Three Little Geese.”

1 What does the wolf do when he is unable to blow down the third little pig’s house? (RL.2.1)

The wolf tries to get to the little pig by crawling down the chimney.

2 How does the third little goose trick the wolf and save her sisters? (RL.2.2)

The third little goose pretends to cook noodles in a pot. She asks if the wolf would like a taste and then throws the pot of boiling water at him.

Integrating Standards

Tip: Encourage students to answer question 3 by retelling the ending of each story.

Lesson 22




1 Which sentence best tells how the plots of the two stories are alike?

A Both stories are about two animals who get locked out by an older sister.

B Both stories are about three animals who build houses of straw, wood, and stone.

C Both stories are about three animals who are visited by a hungry wolf.

D Both stories are about an animal who saves two other animals from a wolf.

2 How is the youngest goose’s stone house diff erent from the third pig’s brick house?

A It is the fi rst of the three houses built.

B A man built it instead of an animal.

C It has a fi replace for boiling water.

D The wolf cannot blow it down.

3 How are the endings of the two stories alike?

Remember that the plot is what happens in a story. Which sentence tells something that happens in both stories?

Hints

Who built the goose’s stone house? Who built the pig’s brick house?

What happens to the wolf in each story?

Use the Hints on this page to help you answer the questions.

See sample response.

214

Part 5: Common Core Practice Lesson 22


AT A GLANCEStudents independently read two passages and answer questions in a format that provides test practice.

STEP By STEP• Tell students to use what they have learned about

reading closely and paying attention to details in order to read the passages on pages 219–221.

• Remind students to underline or circle important words and sentences.

• Tell students to answer the questions on pages 221–222. For questions 1–3, they should circle the correct answer. For question 4, they should write the answers on the lines provided.

• When students have finished, use Answer Analysis to discuss correct responses and the reasons for them.

ANSWER ANALySIS1 Choice C is correct. Both the ugly duckling and the

ugly truckling are different from their siblings. The ugly duckling has bigger feet and darker feathers, and the ugly truckling has wings, a propeller, and only three wheels. Choice A is incorrect because the ugly truckling does not have gray feathers. Only the duckling lives by a pond, so choice B is incorrect. Choice D is incorrect because only the duckling makes a sound like a broken horn. (DOK 3)

Theme Connection

• How do all the stories in this lesson relate to the theme of stories that connect us?

• Choose your favorite story from the lesson and explain why you like it.

Lesson 22



Part 5: Common Core Practice

Read the stories. � en answer the questions that follow them.

� e Ugly Ducklingby Hans Christian Andersen,

retold by Nicole VanderLinden

1 Once upon a time, a baby duckling looked nothing like his brothers and sisters. His feet looked like big paddles, and his feathers were gray, like old dishwater.

2 The other ducklings at the pond laughed at him. They said that his quack sounded like a broken horn. So one day, the sad ugly duckling left the pond to find a new home.

3 Soon, the weather grew cold. Each time the duckling saw a bird, he asked, “Am I one of you?” But the birds told him he didn’t look anything like them.

4 The winter was long. But one spring morning, the duckling saw a group of beautiful birds. Their feathers were snow white. Their necks were long and graceful.

5 “I know I can’t be one of them,” the duckling sighed.

6 But one of the birds swooped down to where the duckling sat. “You are a swan, like me,” the bird said.

7 The duckling walked over to a puddle of water. That is when he saw that his ugly gray feathers were gone. He was snow white. His neck was long and graceful.

8 And so the duckling, really a swan, stretched out his great wings. He flew into the sky with his new friends.

Lesson 22




� e Ugly Trucklingby David Gordon, HarperCollins

1 Way out west, a mother truck admired her new trucklings. She smiled at their big, round wheels and their strong, flat beds.

2 But one of the trucklings was not like her brothers and sisters. This truckling’s wheels were small and narrow. She didn’t have a strong, flat bed. To make matters worse, two strange beams stuck out from the sides of her body.

3 The next morning the little trucklings followed their mother, carrying rocks and bricks and wood in their little truck beds.

4 But the ugly truckling could barely haul a small bale of hay or pull a log. All the other little trucklings laughed at her. “Why do you have three wheels instead of four?” asked one of her brothers.

5 “You’ll never be a good truck,” said another brother. The ugly truckling was very sad. She was afraid he was right.

6 So late one night, when the sky was black and starless, the ugly truckling sped away.

7 The next morning she met a tractor. “Good morning,” said the ugly truckling. Who are you?”

8 “I’m a tractor,” said the tractor.




2 Choice B is correct. Both the ducklings and the trucklings are described as laughing at the “ugly” ones. Choice A is incorrect because the ugly duckling does not try to do work. Neither story mentions trying to escape cold weather, so choice C is incorrect. Choice D is incorrect because the duckling and truckling have already left their families when they see themselves in ponds. (DOK 4)

3 Choice D is correct. The ugly duckling loses his gray feathers and grows into an adult swan, but the ugly truckling has been an airplane all along. Choice A is incorrect because the ugly duckling is not happy living with his family. Both the duckling and the truckling ask others about themselves, so choice B is incorrect. Choice C is incorrect because the story does not say the duckling is happy with how he looks. (DOK 3)

4 Sample response: One way the stories are alike: They are about characters who are not the same thing as their families. One way the stories are different: One is about a swan, and the other is about an airplane. (DOK 3)

Lesson 22




9 “Am I a tractor, too?”

10 “You’re no tractor. Tractors don’t have propellers on their noses.”

11 “Oh,” sighed the ugly truckling. And she sped away. The ugly truckling looked at her reflection in the pond. Suddenly she heard a loud roar overhead and looked up.

12 She wasn’t an ugly truckling after all. She was a beautiful airplane. And so she flew away with the other airplanes into a sky full of stars.

Circle the correct answer for each question.

1 What is one way the ugly duckling and the ugly truckling are alike?

A Both feel sad because they are gray like old dishwater.

B Both are happy living by a pond with their families.

C Both look very different from their brothers and sisters.

D Both make noises that sound like a broken horn.

Lesson 22




2 Both the ugly duckling and the ugly truckling leave their families. How are their reasons for leaving alike?

A Both fi nd it hard to do their work at home.

B Both are laughed at by those close to them.

C Both want to escape the cold winter weather.

D Both see what they really look like in a pond.

3 How is the ugly duckling different from the ugly truckling?

A He is happy living with his brothers and sisters.

B He asks others questions about who he really is.

C He likes the way he looks even when others don’t.

D He changes over time into something new and beautiful.

4 Tell one way that “The Ugly Duckling” and the “The Ugly Truckling” are alike and one way they are different.

One way the stories are alike:

One way the stories are different:

Go back and see what you can check off on the Self Check on page 203.Self Check



216



Use these questions and tasks as opportunities to interact with “The Ugly Duckling” and “The Ugly Truckling.”

1 Describe how both the ugly duckling and the ugly truckling react when they realize they are different from their brothers and sisters. (RL.2.3)

Both the ugly duckling and the ugly truckling react by leaving their families to find a new home with others like themselves.

2 In “The Ugly Duckling,” every time the ugly duckling sees another bird, he asks whether he is one of them. What does the repetition of this question and the answers from the birds he meets tell you about his search to find others like himself? (RL.2.4)

Because he repeats the question every time he sees another bird and he searches all winter, the search must have been long and difficult. It isn’t until spring that the ugly duckling realizes he has grown into a beautiful swan.

3 Imagine the ugly duckling and the ugly truckling meet while on their journeys. Write a paragraph telling what they might say to each other. (W.2.3)

Responses will vary.

4 What does the phrase “with a broken heart” mean as it is used in paragraph 3 of “The Ugly Duckling”? (L.2.4.a)

The duckling’s heart is not actually broken. But because he felt like he didn’t belong with the other ducklings and because they made fun of him, he felt very sad.

5 In small groups, discuss what you think is the central message of both stories. (RL.2.2; SL.2.1)

(Urge students to think about how both of the main characters start a journey. What do they think of themselves at the beginning? How do they feel at the end? What do they find out about themselves and their place in the world?) Both stories tell about finding out who we really are, and how difficult that can be.

Integrating Standards

L22: Comparing and Contrasting Stories

Lesson 22

217

Additional Activities


Writing Activities

LISTENING ACTIVITy (SL.2.2; SL.2.4)Listen Closely/Retell with Me

• Assign a story from the lesson to groups of three students.

• Explain that the first student in each group will tell what happens in the beginning of their story. The second repeats the first student’s retelling and adds what happens in the middle of the story. The third student repeats the first and second students’ retellings and adds what happens at the end.

DISCUSSION ACTIVITy (SL.2.1.a; SL.2.1.b)Talk in a Group/Discuss the Stories

• Review the lesson stories with students and write the titles on the board.

• Organize students into small groups. Tell them they will be discussing the following questions: What similarities can you find between all the stories you read in this lesson? What differences are there?

• Assign the role of recorder to one student from each group to report the group’s findings to the class.

MEDIA ACTIVITy (SL.2.5)Be Creative/Class Murals

• Assign a story from the lesson to small groups.

• Tell students they will work together to create an illustration that shows the events of the story. Provide class time for students to create their murals.

• Invite students in each group to share their mural with the class, explaining each section and the story event it represents.

RESEARCH/PRESENT ACTIVITy (RL.2.11; W.2.7)Research and Present/Give a Presentation

• Review “The Three Little Pigs” and “The Three Little Geese.” Call attention to each folktale’s country of origin. Ask students to choose one of the countries and do research about its culture.

• Have students give an oral presentation with the information they learned. They might include information about traditional foods, clothing, games, and so on.

• Students should include a visual display, such as pictures from the Internet, to accompany the presentation.

Write a Folktale (W.2.3; RL.2.2)

• Review the description of a folktale and how it applies to the folktales in this lesson.

• Tell students they will write their own version of one of the folktales, or they can choose another folktale. You may wish to read one or two “fractured” fairy tales to students.

• Tell students they should use the same plot, but that the characters and the setting of their story should be different from the original version. Make a class list of different kinds of characters and settings.

• Give students time to brainstorm, draft, and write their stories. Have students share their stories with the class.

Compound Words (L.2.4.d)

• Explain that a compound word is made up of two smaller words. If you know the meaning of the smaller words, you may be able to figure out the meaning of the compound word.

• Point out the compound word overhead in paragraph 11 of “The Ugly Truckling.” Ask students to identify the two small words within the word, the meaning of each smaller word, and the meaning of the compound word.

• Have students write a paragraph about an airplane, using three other compound words in the paragraph.

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