Grade 2: Let's Read It Again: Comprehension Strategies for English-Language Learners
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Common Core Standards
Reading for Literature
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.
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.
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.
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading Foundational Skills
RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
RF.2.4 (a) Read on-level text with purpose and understanding.
RF.2.4 (b) Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.2.4 (c) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
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).
Speaking and Listening
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.
SL.2.1 (c) Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Language
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.
L.2.4(a) Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.5(a) Identify real-life connections between words and their use (e.g. describe foods that are spicy or juicy).
Description of Lesson
This lesson plan titled “Let's Read It Again: Comprehension Strategies for English-Language Learners” is from readwritethink.org with an estimated ELA/Literacy instructional time of at least five 30-minute sessions. The emphasis of this lesson plan is to engage students who are English Language Learners (ELLs) and to help them comprehend and read English through repeated readings and retellings of appealing bilingual picture books. The grouping of lessons has Spanish-speaking students identify the main idea of the story, construct meaning from text and illustrations, and learn English words with a focus on building student’s academic vocabulary in context throughout instruction. The summative assessment elicits direct observable evidence of the degree to which a student can independently demonstrate the major targeted grade level CCSS standards by having each student write a poem and a retelling of the story.
Cautions
Connecticut teachers should be cautioned that teacher notes and preparation materials will require familiarity to be used effectively. Although there are assessment guidelines included, teachers using this lesson will need to create a CCSS-aligned rubric that provides sufficient guidance for interpreting student performance in all lesson standards. Student access to computers is necessary to complete this unit as intended.
Rationale for Selection
The lesson plan is a useful example of how to integrate appropriate supports in reading, writing, listening and speaking for students who are English Language Learners (ELLs). Lessons focus on building students’ vocabulary in context throughout instruction. Technology and media help to deepen learning. Worthwhile teacher notes and resources are included in the plan. This lesson (which can be adapted using bilingual books in other languages and for other ages) also has older struggling readers read with younger students. Finally, it encourages English-speaking students in mixed classrooms to learn Spanish words for familiar people and objects.