Read Well

Language Arts
2
nd
Grade

Stage 1 Desired Results
Goals/Big Ideas:
1. Students will develop critical skills they need to become successful readers.
2. Students will be able to read with confidence and comprehension.

Essential Questions:
1. How will students become better readers through the implementation of the Read Well
curriculum?
2. Will this curriculum help students to grow as readers that can comprehend what the author is
saying?
3. Will students learn to make inferences?
4. Will students be challenged to critically think about what they are reading?
5. What kinds of skills will students develop to make them better readers?
6. Will this program encourage students to attain better reading skills and develop a love for
reading?

Common Core Standards:
English Language Arts Standards Reading: Foundational Skills Grade 2
Phonics and Word Recognition:
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.

Fluency:
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.
English Language Arts Standards Reading: Literature Grade 2
Key Ideas and Details:
CCSS.ELA-Literacy.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.

CCSS.ELA-Literacy.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central
message, lesson, or moral.

CCSS.ELA-Literacy.RL.2.3
Describe how characters in a story respond to major events and challenges.

Craft and Structure:
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 how the beginning introduces the story
and the ending concludes the action.

CCSS.ELA-Literacy.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.

Integration of Knowledge and Ideas:
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.2.8
(RL.2.8 not applicable to literature)

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.



Range of Reading and Level of Text Complexity:
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.

English Language Arts Standards Reading: Informational Text Grade 2
Key Ideas and Details:
CCSS.ELA-Literacy.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.

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

Craft and Structure:
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.

Integration of Knowledge and Ideas:
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.

Range of Reading and Level of Text Complexity:
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.
Skill Acquisition:
1. Students will demonstrate the ability to read fluently with understanding.
2. Students will demonstrate their ability to decode words.

Stage 2 Assessment Evidence
Performance Tasks:
1. Students will be reading aloud in a guided reading group at their tested levels.
2. Students will be reading from an exercise book with the teacher as a guide through the
exercise.
3. Students will be reading from a story book as a group and individually with the teacher as a
facilitator. (Also included in this portion of the lesson: vocabulary development,
comprehension, inferring, story retell, personal connections, etc)

I will be assessing students throughout the guided reading group activity and at the end of each unit individually.

Other Evidence:
1. Students will be working independently on their activity books which are correlated with the
stories theyve read in their guided reading groups.
2. Students will be writing a reflection on the story they read for the day. It could be a summary, a
lesson theyve learned, or a question they may have. This is an open-ended activity with
guidelines for minimum expectations.

Self-Assessments:
1. Students can check understanding and set future goals by practicing what the teacher
suggests and monitoring their own progress, such as their ability to complete their activity
book without the constant need for guidance.
2. Students can use timers to set word per minute, and accuracy and fluency goals.

Stage 3 Learning Plan
Learning Activities:
1. Students will be participating in a guided reading group, a story retelling center, and activity
workbook center.
1) Guided Reading
a. Teacher is the facilitator using a script.
b. Students follow the teachers directions as she prompts them.
2) Activity Book Center
a. Students complete the assigned pages in their activity books that supplement
what theyve read in their guided reading groups.
3) Story Reflection Center
a. Students reflect on what theyve read in their guided reading groups
4) Partner Reading Center
a. Students practice reading with a partner in a variety of ways to achieve fluency
and comprehension.
Resources Needed:

1. Read Well Teachers Guide
2. Read Well Exercise Books
3. Read Well Story Books
4. Read Well Activity Books
5. Composition Books (story reflections)
6. Pencils
7. Erasers
8. Crayons
9. Colored Pencils

Differentiated Instruction:
1. The Read Well curriculum differentiates through testing students and placing them in the
specific unit that will support their growth at their own pace.