2nd+Grade

F & P Word Study, WM7 (Pgs. 297-300) Wiki – Collaborating the Curriculum http://wsdgrade3.wikispaces.com/ Click “Assessment” PSSA Multiple Meaning Words PowerPoint [|Prefixes Suffixes Multiple Meaning] ||  || WM 1 (p. 273) WM 2 (p. 277) WM 3 (p. 281)
 * R3.A COMPREHENSION AND READING SKILLS **
 * ** Eligible Content ** || ** Lessons/Resources ** || ** Progress Check/Exit Ticket ** ||
 * ** R3.A.1.1.1 ** Identify and/or interpret meaning of multiple-meaning words used in text. || MM, GR, SR
 * ** R3.A.1.1.2 ** Identify and/or interpret a synonym or antonym of a word used in text. || F & P Word Study:

Synonym PowerPoint

[|Antonym PowerPoint] ||

For additional resources, please see Resource Binder. || Note: Affixes will be limited to prefixes: re-, pre-, in-, un-, dis-, mis-, non-; suffixes: -ful, -less, -ble, -ly, -or, -ness, -ment. Target words should have either a prefix or a suffix, but not both. If a target word has a prefix, it will not also have an inflectional ending (-ing, -ed). || Wiki – Collaborating the Curriculum http://wsdgrade3.wikispaces.com/ Click “Assessment” PSSA
 * ** R3.A.1.2.1 ** Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix.

[|prefixes and suffixes]

[|Prefixes Suffixes Multiple Meaning]

[|Prefix and Suffix 3] ||  ||
 * ** R3.A.1.2.2 ** Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences. || MM, SR, GR // - teachers should regularly include in instruction. // ||   ||
 * ** R3.A.1.3.1 ** Make inferences and/or draw conclusions based on information from the text. || MM Units 1, 2, 3, 4, 5, 7

SR, GR - // teachers should regularly include in instruction. // || || __ Note __ : **Items may target specific paragraphs**. Items might ask about information in the text that is most important or helpful for understanding a particular fact or idea. Items may require recalling key information stated in text. || MM Units 6, 7
 * ** R3.A.1.4.1 ** Identify and/or explain stated or implied main ideas and relevant supporting details from text.

SR, GR - // teachers should regularly include in instruction. // || || __ Note __ : narrative and **poetic** text  || BAW Unit 6
 * ^  || ** Items may target specific paragraphs - **// teachers should regularly include in instruction. // ||   ||
 * ** R3A.1.5.1 ** Summarize the key details and events of a fictional text as a whole. || MM, SR, GR - //teachers should regularly include in instruction.// ||   ||
 * ** R3.A.1.6.1 ** Identify the author’s intended purpose of text.

MM

Wiki – Collaborating the Curriculum http://wsdgrade3.wikispaces.com/ Click “Assessment” PSSA

** Use the words “entertain, persuade, and inform ** ” - //teachers should regularly include in instruction.// ||   ||
 * **R3.A.2.1.1** Identify and/or interpret the meaning of multiple-meaning words used in text. || MM, F & P Word Study, WM7 (Pgs. 297-300) ||  ||
 * **R3.A.2.1.2** Identify and/or interpret the meaning of content-specific words used in text. || MM, GR, SR - //teachers should regularly include in instruction.// ||  ||

** R3.B INTERPRETATION AND ANALYSIS OF FICTIONAL AND NON-FICTIONAL TEXT ** Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix. __ Note __ : Affixes will be limited to prefixes: re-, pre-, in-, un-, dis-, mis-, non-; suffixes: -ful, -less, -ble, -ly, -or, -ness, -ment. Target words should have either a prefix or a suffix, but not both. If a target word has a prefix, it will not also have an inflectional ending (-ing, -ed). || Wiki – Collaborating the Curriculum http://wsdgrade3.wikispaces.com/ Click “Assessment” PSSA
 * ** Eligible Content ** || ** Lessons/Resources ** || ** Progress Check/Exit Ticket ** ||
 * ** R3.A.2.2.1 ** **NONFICTION**

[|prefixes and suffixes]

[|Prefixes Suffixes Multiple Meaning]

[|Prefix and Suffix 3] ||  || Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences. || MM, GR, SR - //teachers should regularly include in instruction.// ||  ||  Make inferences and/or draw conclusions based on information from text. || MM Units 1, 2, 3, 4, 5, 7
 * ** R3.A.2.2.2 NONFICTION **
 * ** R3.A.2.3.1 ** **NONFICTION**

SR, GR - // teachers should regularly include in instruction. // ||  || __ Note __ : **Items may target specific paragraph**s. Items might ask about information in the text that is most important or helpful for understanding a particular fact or idea. Items may require recalling key information stated in text. || MM Units 6, 7
 * ** R3.A.2.4.1 ** **NONFICTION** Identify and/or explain stated or implied main ideas and relevant supporting details from text.

SR, GR - // teachers should regularly include in instruction. // ||  || __ Character __ (may also be called **narrator, speaker, subject** of a biography): Identify, explain, interpret, compare, and/or describe character actions, motives, dialogue, emotions/feelings, traits, and relationships among characters within fictional or literary nonfictional text. Identify, explain, interpret, compare, and/or describe the relationship between characters and other components of text. __ Setting: __ Identify, explain, interpret, compare, and/or describe the setting (when or where a story or personal narrative takes place); __ Plot __ (**may also be called action**): Identify, explain, interpret, compare, and/or describe elements of the plot (**conflict/**problem, sequence of events, cause and effect relationships in the plot, how the problem was solved). __ Note: __ Items may use the terms //event// or //solution//. Items will not use the word //plot//. Items will ask what happened first, next, last, etc. || MM Unit 4
 * ^  || ** Items may target specific paragraphs - **// teachers should regularly include in instruction. // ||   ||
 * ** R3.A.2.5.1 ** **NONFICTION** Summarize the major points, processes, and/or events of a nonfictional text as a whole. || MM, SR, GR - //teachers should regularly include in instruction.// ||   ||
 * ** R3.B.1.1.1 ** Identify, interpret, compare, and/or describe components of fiction and literary nonfiction.

SR, GR - // teachers should regularly include in instruction. // || || __ Note: __ In grade 3 items focusing on opinion are generally worded, “Which of these is an opinion (not a fact)?”  || BAW Unit 4
 * ^  || ** Narrator, Speaker, Subject - **// teachers should regularly include in instruction. // ||   ||
 * ** R3.B.1.2.1 ** Identify, explain, interpret, compare and/or describe connections between texts || MM Units 3, 4, 6, 7 ||   ||
 * ** R3.B.2.1.1 ** Identify, explain, and/or interpret examples of personification in text. || BAW Unit 6 ||   ||
 * ** R3.B.3.1.1 ** Identify and/or interpret statements of fact and opinion in nonfictional text.
 * ** R3.B.3.1.1 ** Identify and/or interpret statements of fact and opinion in nonfictional text.

MM Unit 6

Wiki – Collaborating the Curriculum http://wsdgrade3.wikispaces.com/ Click “Assessment” PSSA || ||
 * ** R3.B.3.2.1 ** Identify, explain, and/or interpret exaggeration (bias) where present in nonfictional text. || BAW Unit 4

MM Unit 6

Wiki – Collaborating the Curriculum http://wsdgrade3.wikispaces.com/ Click “Assessment” PSSA ||  || [|Text Organization (Scholastic)]
 * ** R3.B.3.3.1 ** Identify, explain, and/or interpret text organization, including sequence, question/answer, comparison/contrast, cause/effect or problem/solution. || MM

Wiki – Collaborating the Curriculum http://wsdgrade3.wikispaces.com/ Click “Assessment” PSSA

SR, GR - // teachers should regularly include in instruction. // || ||
 * ** R3.B.3.3.2 ** Use headings to locate information in a passage, or identify content that would best fit in a specific section of text. || BAW Unit 4

MM Unit 6

SR, GR - // teachers should regularly include in instruction. // ||  ||
 * ** R3.B.3.3.3 ** Interpret graphics and charts and/or make connections between text and the content of graphics and charts. || BAW Unit 4

MM Unit 6

Wiki – Collaborating the Curriculum http://wsdgrade3.wikispaces.com/ Click “Assessment” PSSA

SR, GR - // teachers should regularly include in instruction. // ||  || ** (search “Sequence”) ** ||   ||
 * ** R3.B.3.3.4 ** Identify, compare, and/or explain the sequence of steps in a list of directions. || [|**SMART Tech**]