1. Welcome
Family
Literacy Night
Amber Montgomery

2. Something to think about…
The man who doesn’t read good books has no advantage over the man who can’t read them.
-Mark Twain

3. 2nd Grade Reading Goals Comprehension Fluency End of Year: Level 22
Understanding, remembering, and applying what was read
Using reading strategies to deepen understanding
Fluency
Smooth, automatic reading
Using expression and intonation
End of Year: Level 22
August – 17
October - 18
December – 19
March – 21
May – 22

4. Literature
CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding
CCSS.ELA-LITERACY.RL.2.2 Recount stories, (fables and folktales from diverse cultures,) determine their central message or moral
CCSS.ELA-LITERACY.RL.2.3 Describe how characters in a story respond to major events and challenges.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RL.2.5 Describe the overall structure of a story, including describing beginning, middle, end
CCSS.ELA-LITERACY.RL.2.6 Acknowledge differences in the points of view of characters, by speaking in a different voice for each character when reading dialogue aloud.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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.

5. Informational Text
CCSS.ELA-LITERACY.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding
CCSS.ELA-LITERACY.RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
CCSS.ELA-LITERACY.RI.2.3 Describe connection between a series of historical events, scientific ideas, or steps in technical procedures.
CCSS.ELA-LITERACY.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
CCSS.ELA-LITERACY.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
CCSS.ELA-LITERACY.RI.2.8 Describe how reasons support specific points the author makes in a text.
CCSS.ELA-LITERACY.RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.
CCSS.ELA-LITERACY.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.

6. Foundational Skills
CCSS.ELA-LITERACY.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.2.3.A Distinguish long and short vowels when reading regularly spelled one-syllable words.
CCSS.ELA-LITERACY.RF.2.3.B Know spelling-sound correspondences for additional common vowel teams.
CCSS.ELA-LITERACY.RF.2.3.C Decode regularly spelled two-syllable words with long vowels.
CCSS.ELA-LITERACY.RF.2.3.D Decode words with common prefixes and suffixes.
CCSS.ELA-LITERACY.RF.2.3.E Identify words with inconsistent but common spelling-sound correspondences.
CCSS.ELA-LITERACY.RF.2.3.F Recognize and read grade-appropriate irregularly spelled words.
CCSS.ELA-LITERACY.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.RF.2.4.A Read grade-level text with purpose and understanding.
CCSS.ELA-LITERACY.RF.2.4.B Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
CCSS.ELA-LITERACY.RF.2.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

7. Yates’ Reading Groups Group Placement Small Group Instructional Level
Running Record
Accuracy
Comprehension (begins at a 15)
Small Group
Instructional Level
Teacher Directed
Reinforcement at home (YOU!) 

8. Nightly Readings Read 3 ways: Quality time Model fluent reading
To them, With them, To you
Quality time
Model fluent reading
What was your favorite book?
Share it with your child!

9. Strategies Think: What words do I already know?
Think: What makes sense?
Look at the pictures.
Get my mouth ready.
Read it again.
Look for a chunk. C[at]
Read on…
Sound out the word.
Ask for help.

10. “iPick” Book Read a page from the middle of book.
Use the five-finger rule.
0-1 too easy
2-3 Just Right
4-5 too challenging

11. Questioning: BEFORE reading
What do you think this book will be about…Why?
What characters do you think might be in this story?
What do you know about the topic of this book?
Does the topic of this book remind you of anything you’ve done or seen before?
What questions would you like to ask the author before you read this book?
What are you wondering about as you look at the cover and back of your book?

12. Questioning: DURING reading
What do you think will happen next…Why?
How do you think the character will handle this situation?
Why do you think the character did ___________?
What must have happened here that the author didn’t tell us?
What emotions is the character feeling? How do you know?
What would you have done if you were the character?
Has anything like this ever happened to you?
Do you know someone like this character?
How are you like/different than this character?
As you’ve been reading, what pictures have been in your mind?

13. Questioning: DURING reading (cont.)
If you were in the story, what would you hear, taste, smell or feel?
Can you put what you’ve just read in your own words?
What’s happened to this character so far?
Tell me the most important things you read today in order of how they happened.
Do you think it will be important to remember this? Why?
What parts of what you read help you predict what will happen next?
Are there some parts of this story that are more important than others? Which ones? Why are they most important?
What’s the big idea in what you’ve read today?

14. Questioning: AFTER reading
If this story had a sequel, what do you think it would be about?
What is the main message of this book?
What questions would you like to ask the author right now?
If you wrote this book, would you change the ending?
Which character in the book is most like you and why?
Tell me the story in your own words.
Did you learn any new words or facts from the story?
What was the problem in the book and how was it solved?
Would you change anything about the book…why?
What was your favorite part and why?

15. Thank you for coming tonight… HAPPY READING!
This presentation will be posted on the Yates’ website.