Page 8 - Natl Into R Anchor Charts Brochure 16pp

Grade 2 Anchor Charts
Reading Workshop Anchor Charts
Introduce skills and the shared reading of a common text during whole-group minilessons.
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Story Structure
Stories often have a similar structure. Authors organize the plot in a way that will entertain readers.
MIDDLE
The events in the middle show the characters trying to solve the conflict.
Look for evidence, or clues in the text, to describe a story’s plot.
e
s
e
r
T
3)
x
F
e
a
t
t
u
BEGINNING
The events in the beginning include the conflict, or problem, the characters face.
END
The events at the end include the resolution, or how the characters solve the conflict.
Headings tell what part of a text is about. They can help you find information. heading
fact box
A fact box is a feature that tells special information about a topic.
Anchor Charts are included in Reading Tabletop Minilessons for small-group instruction.
Anchor Charts for Reading Strategies: Notice & Note Signposts
Help students annotate and read closely, developing their ability to read critically.
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A drama is a story that is written so it can be performed by actors for an audience.
What are the parts of a drama?
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picture caption
Elements of
Captions are words or sentences about a picture.
DRAMA
The dialogue is the words the characters speak.
The cast is the list of characters.
Characters are the people, animals, or things in the drama.
The setting is when and where the drama takes place.
Scenes are the parts of a drama. A new scene usually starts when the setting changes.
Authors choose text features to help explain ideas or to help readers locate information.
first
last
TIP
next
Take turns. Build on what others say. Use complete
sentences.
Speak loudly and clearly, use an appropriate pace, and be polite!
Recount an Experience
TIP
Listen to others with care.
Stay on topic.
first
last
TIP
1)
2)
?
2
?
?
?
?
1
3
?
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
8 | Grade 2 Anchor Charts
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Why might this memory be important?
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What’s the life lesson, and how might it affect the character?
Speak clearly. Give clear instructions, one step at a time.
Repeat the instructions, as needed.
SPEAKING TIPS
Use appropriate volume and clear language. Choose your language to fit the situation.
Memory Moment
Words of the Wiser
Word Gaps
Tell the steps in order. Use sequence words!
LISTENING TIPS
• Face the person. Keep your eyes focused. • Show interest. Nod as you listen.
• Ask questions to get more information.
Stay on topic. Don’t talk about other events or experiences.
Speak loudly, clearly, and in complete sentences so others understand you.
When you follow instructions: Listen carefully. Make eye contact
with the person giving instructions.
Listen for sequence words
like first, next, and last.
Ask questions about
steps you don’t understand.
Follow the instructions in order.
Informal Language
Use when talking to friends, family, and on social media. “Hey! Wait up!” “Hi, how are ya?”
Formal Language
Use when talking to most adults and when you present in class.
“Hello, how are you today?” “Mr. Thomas, may I please get a pencil?”
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When you recount an experience, you tell about something that happened to you.
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Again and Again
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• Do I know this word from someplace else?
• Does it seem like a word about this topic?
• Can I find clues in the sentence to help me understand the word?
Anchor Charts for Speaking and Listening Skills
Engage students in collaborative conversation, listening, and presentation of ideas.
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Give and Follow Instructions When you give instructions:
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COLLABORATIVE CONVERSAT IONS
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Social Communication
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Ask questions when you don’t understand. Answer questions with more than one word.
If you want someone to do something, decide if you should ask or tell.
Decide if you should use formal or informal language.
Ask
• Say as a question • Sounds polite like
a request
Tell
• Say as a statement
• Sounds like a demand
or order
Why might the author bring this up again and again?
Tell the events in order so listeners can follow along.
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Include interesting details and facts.
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Be prepared to answer questions about what you’ve shared.
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