Ant and Grasshopper (Luli Gray version) Grade 2 Literary ... · This set of formative tools...

Ant and Grasshopper (Luli Gray version) “Ant and Grasshopper” (McGovern version)

Grade 2 Literary Text Set Recommended Second Half of Year

a

Enduring

Understanding

Essential

Question(s)

Vocabulary

From the text Vocabulary

Needed to talk about the text Focused

Instruction

Fast

Instruction

The choices we make

affect ourselves and

others.

How do the

characters’ choices

affect themselves and

others?

fiddling around

playing a fiddle

storeroom

storing up

counts (as in

something that

matters)

characters

compare and

contrast

conclusion

fable

linking words

major events

moral

opinion

reasons

speech bubbles

Days At-A-Glance DAY ONE DAY TWO DAY THREE DAY FOUR DAY FIVE

Discuss vocabulary and

then read aloud Ant and

Grasshopper by Luli

Gray. Support students

to identify major events

in the story and enter on

a class chart, “Two

Versions of the Same

Story.” Ask students to

identify the challenge in

the story and to

describe Ant’s responses

to that challenge. Close

by discussing the

Essential Question.

Discuss point of view

and read aloud the Gray

version for a second

time. Work with

students to identify

Ant’s point of view and

form collaborative

groups to determine

Grasshopper’s point of

view. Discuss and decide

on the moral of the Gray

version.

Invite students to

independently read “Ant

and Grasshopper,” an

Aesop fable retold by

Ann McGovern. Form

collaborative groups to

create a comic strip

about the McGovern

version that depicts the

major events, the

characters’ responses,

their points of view and

the story’s moral.

Finish comic strips (if

not finished on Day

Three). Ask students to

come to agreement to

enter events, character

responses to challenge,

points of view, and

moral on to the “Two

Versions of the Same

Story” class chart. Allow

time for groups to share

their comic strips with

others in the class.

Close by discussing the

Essential Question.

Ask students to write

individually to compare

the character responses

and morals in the two

versions. Invite students

to write an opinion letter

to the teacher, choosing

which of the two ant and

grasshopper versions they

recommend for next

year’s second graders.

Tally number of students

who chose each version

and allow students time

to share their thinking.

CI

CCSS

Student

Work

Product

CI

CCSS

Student

Work

Product

CI

CCSS

Student

Work

Product

CI

CCSS

Student

Work

Product

CI

CCSS

Student

Work

Product

RL.2.2

RL.2.3

Oral Response

Oral Response

RL.2.6 Written

Response RL.2.2

RL.2.3

Oral & Written

Response

RL.2.2

RL.2.3

Oral & Written

Response

RL.2.9

W.2.1

L.2.1

L.2.2

Written

Response

Written

Response

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K-2 Formative Tools Grade 2 Performance Task: Literary Text Set

Ant and Grasshopper retold by Luli Gray Margaret K. McElderry Books, 2011

“The Ant and the Grasshopper” from Aesop’s Fables

retold by Ann McGovern Scholastic, 2013

THE CHOICES WE MAKE AFFECT OURSELVES AND OTHERS

Table of Contents Performance Task Overview ................................................................... 3

Time of Delivery ................................................................................ 3 Enduring Understanding ..................................................................... 3 Essential Question ............................................................................. 3 Text Summary .................................................................................. 3 Rationale for Text Selection ................................................................ 3 Text Considerations ........................................................................... 4 Targeted Word Study/Vocabulary ........................................................ 4 Opportunities to Collect Information ..................................................... 5 Scoring Tools .................................................................................... 5 Sample Student Work Products ........................................................... 6 Instructional Next Steps ..................................................................... 6 Reflecting on the Formative Performance Task ...................................... 6 Days At-A-Glance .............................................................................. 7 CCSS Alignment Chart ........................................................................ 9 Get Ready, Get Set, Go! ................................................................... 12

DAY ONE ........................................................................................... 14 DAY TWO .......................................................................................... 22 DAY THREE ........................................................................................ 29

“The Ant and the

Grasshopper” from Aesop’s

Fables

Retold by Ann McGovern

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DAY FOUR ......................................................................................... 32 DAY FIVE ........................................................................................... 35 Collecting Student Information: RL.2.2 Comprehension Checklist ............... 39 Collecting Student Information: RL.2.3 Comprehension Checklist ............... 40 Collecting Student Information: RL.2.6 Comprehension Checklist ............... 41 Collecting Student Information: RL.2.2/RL.2.3 Comprehension Checklist ..... 42 Collecting Student Information: RL.2.9 Comprehension Checklist ............... 43 Collecting Student Information: W.2.1 Writing Checklist .......................... 44 Collecting Student Information: L.2.1/L.2.2 Knowledge of Language and Conventions Student Checklist ............................................................. 45 If/Then .............................................................................................. 46 Student Resource: Discussion Cards ..................................................... 48 Student Resource: The Difference Between Characters’ Points of View in Ant and Grasshopper by Luli Gray .............................................................. 49 Student Resource: Small Group Comic Strip Instructions ......................... 50 Student Resource: Comparing Two Versions .......................................... 51 Student Resource: Opinion Writing Checklist .......................................... 53 Teacher Resource: Tips for Conversations Sample Anchor Chart ............... 54 Teacher Resource: “Two Versions of the Same Story” Sample Chart ......... 55 Sample Student Work Product #1: STEP 2.5 .......................................... 56 Sample Student Work Product #2: STEP 3.4 .......................................... 57 Sample Student Work Product #3: STEP 5.1 .......................................... 58 Sample Student Work Product #4: STEP 5.2 .......................................... 59 Sample Student Work Product #5: STEP 5.2 .......................................... 60 Retrospective Journal .......................................................................... 61

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Performance Task Overview

Time of Delivery Based on text and task complexity, this formative tool is recommended for use during the second half of second grade.

Enduring Understanding The choices we make affect ourselves and others.

Essential Question How do the characters’ choices affect themselves and others?

Text Summary This set of formative tools contains two different retellings of Aesop’s the ant and the grasshopper fable. In Luli Gray’s retelling, the ant is a hard worker, but he is irritated by the constant singing and fiddling of the grasshopper who is not busy preparing for winter. Over time, the ant begins to think more and more about music. He even has a dream that he is on stage but cannot sing because of a booing audience. In the end, he finds the grasshopper lying in the snow on his doorstep and befriends him. In the second shorter version, retold by Ann McGovern, the ant works hard all summer preparing for the winter when food will be scarce. However, the grasshopper plays and sings during this time. When winter comes, the grasshopper has no food to eat.

Rationale for Text Selection Aesop’s Fables are a collection of classic, timeless, and international stories that have been a part of our consciousness for about 2,000 years. These important stories should be part of every child’s repertoire of known stories. The reason we read and talk about fables is to present core societal and moral values in a way that children can understand and enjoy. It is no wonder that these stories have been around for millennia. One of the stories in this formative task presents a departure from the traditional ending, giving students the opportunity to question conventional wisdom and draw their own conclusions.

Ann McGovern’s retelling of “The Ant and the Grasshopper” was selected because it is true to Aesop’s version, yet accessible to most second graders. It fits into the text complexity range appropriate for the grade level. Luli Gray’s retelling, Ant and Grasshopper, is told mostly from the ant’s perspective (although, also in third person like the classic version of the tale) and reveals how the ant responds to the challenge of the irritating grasshopper. The alternative ending provides opportunities for critical thinking, opinion writing, and rich discussion.

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Text Considerations The Ann McGovern retelling of the ant and the grasshopper is succinct (like all fables) and does not contain any illustration. Students will have to construct meaning from the text without support from illustrations. The Luli Gray retelling of the ant and the grasshopper uses creative spelling, words with multiple meanings, colloquialisms, and idioms.

Targeted Word Study/Vocabulary The texts chosen for the K-2 Formative Tools were selected because of their rich vocabulary. The terms Focused or Fast Instruction1 used in conjunction with vocabulary refer to the allocation of time and amount of instruction.

Focused Instruction refers to those vocabulary words that are needed to carry meaning forward and, therefore, require more time. Fast Instruction refers to words that will likely be scaffolded by the text and illustrations or will require only brief support from the teacher. Neither approach requires isolated instruction, and students will benefit most from hearing and learning the words in the context of the story.

In both Focused and Fast Instruction the goal is not for students to memorize an exact dictionary definition of a term or phrase. Activities will build deep understanding within the context of a text over the course of multiple days.

Vocabulary in the text (Focused Instruction) • fiddling around • playing a fiddle • storeroom • storing up

Vocabulary in the text (Fast Instruction) • counts (meaning someone who matters)

Vocabulary needed for the task: • characters • compare and contrast • conclusion • dialogue • fable

1 Blachowicz, C. L. Z., Baumann, J. F., Manyak, P., & Graves, M. (2015). Flood, Fast, Focus: Integrating Vocabulary in the Classroom. In K. Wood, J. Paratore, B. Kissell, & R. McCormack (Eds.), What's New in Literacy Teaching? Weaving Together Time-Honored Practices with New Research (Chapter 2). Newark, DE: International Literacy Association.

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Vocabulary needed for the task (continued): • introduction • linking words • major events • moral • opinion • points of view • reasons • speech bubbles

Opportunities to Collect Information CI Opportunities to collect information are embedded throughout the performance task. These opportunities are designed to fit within the instructional experiences and to be invisible to the student. The student work products collected within this task may be oral responses, gestures or written responses. Scoring Tools Scoring tools are provided to help educators analyze student responses and plan instructional next steps. The scoring tools incorporate evidence from the PARCC Evidence Statements which describe the knowledge and skills that a task requires. The evidence(s) listed in each of the standards-aligned checklists targets what the teacher needs to observe, analyze, and consider when planning instruction. The scoring tools used in this performance task are checklists that may reflect one or more standards. In this task, the RL.2.9 Comprehension Checklist is an example of a single standard checklist. The RL.2.2/RL.2.3 Comprehension Checklist is an example of a combination checklist used when the student recounts a major event (RL.2.2.1), tells how the character responds to a challenge (RL.2.3), and identifies the moral in a text (RL.2.2.2). Teachers unfamiliar with the use of these types of tools may find initially that they are more confident in using only a single part of a multi-part tool for scoring or that it is best to apply all parts of a multi-part tool, but to a small group, rather than the whole class. As teachers learn to use these types of tools, they may expand the application of the tools with their classes. Over the course of the first year of implementation of the formative tasks, teachers should develop a greater understanding of how these scoring tools allow for the collection of information on student performances in relation to the standards. They will become better poised to provide refined feedback to students and parents and to more efficiently alter instruction based on information collected.

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Sample Student Work Products For each written student work product created in the task, a sample student work product is provided.

Sample student work products include a/an: • Description of the task/prompt • Facsimile of the student work product • Excerpt from the standards-aligned scoring tool • Scoring rationale • Bulleted list of possible next steps

Materials needed to collect information and to analyze student work products are noted as CI within the Step-by-Step Directions. Instructional Next Steps The If/Then Chart, embedded within each performance task, is a resource that may be used as teachers consider instructional next steps. The chart lists the standards that have been areas of focus within the performance task, offering suggestions for engaging with students who need more support, practice, and/or instruction with a particular standard. The If/Then Chart is not intended to be an exhaustive list and it is not intended to return students to the same performance task. Rather, the If/Then Chart offers some suggestions that teachers may find helpful as they go forward with standards-aligned instruction in new tasks and new texts. Reflecting on the Formative Performance Task The Retrospective Journal consists of a series of questions to guide the reflective process after the completion of the performance task. These questions are intended to promote thinking and planning of standards-aligned instruction for primary grade students. Responses to these questions may be helpful for teachers as they reflect independently and for teachers working collaboratively as part of a professional learning community.

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Days At-A-Glance Times are approximate. Teachers should use professional judgment to determine the actual time needed for their students.

Day Duration Description

Day One

45 min

• Discuss the meaning of version, fable, compare, and contrast.

• Introduce the class chart, “Two Versions of the Same Story.” • Read aloud Ant and Grasshopper by Luli Gray. • Collaborate with students to identify the first two story events

and enter on the “Two Versions of the Same Story” class chart. • Form collaborative student groups for students to independently

identify the remaining major events, share with the class, and enter on the class chart.

• Collect student information using the RL.2.2 Comprehension Checklist (p.39).

• Ask students to identify the challenge in the story. • Describe Ant’s and Grasshopper’s responses to the story’s

challenge. • Collect information using the RL.2.3 Comprehension Checklist

(p.40). • Post and discuss the essential question in collaborative groups.

Day Two

50 min

• Discuss point of view. • Present second read-aloud of Luli Gray version. • Use Discussion Card #1 (p.48) for a whole class discussion of

the challenge Ant faced and his point of view, then add both statements on the class chart, “Two Versions of the Same Story” (p.55).

• Form students into collaborative groups using Discussion Card #2 for small group discussions to describe the challenge Grasshopper faces and his point of view.

• Share small group work with the class, agree on statements about Grasshopper’s response to the challenge of finding food for the winter and his point of view, then enter on the class chart.

• Distribute individual copies of Student Resource: The Difference Between Characters’ Points of View in Ant and Grasshopper by Luli Gray (p.49).

• Ask students to acknowledge the differences in the points of view of Ant and Grasshopper and read the dialogue to reflect those differences.

• Collect information using the RL.2.6 Comprehension Checklist (p.41).

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Day Duration Description

• Post, discuss, and consider revising the moral in the Luli Gray version and enter a statement on the class chart.

Day Three 60 min

• Distribute individual copies of “The Ant and the Grasshopper” retold by Ann McGovern.

• Introduce and assign independent reading activity—“The Ant and the Grasshopper” retold by Ann McGovern.

• Distribute the Student Resource: Small Group Comic Strip Instructions (p.50) and explain directions for collaboratively creating a comic strip that depicts the McGovern version’s story events, character responses, points of view, and moral.

• Collect information using the RL.2.2/RL.2.3 Comprehension Checklist (p.42).

Day Four

50 min

• Finish creating comic strips (started on Day Three in STEPs 3.3 & 3.4).

• Use the RL.2.2/RL.2.3 Comprehension Checklist (p.42) to continue collecting information for comic books strips if not completed on Day Three.

• Collaborate with student groups to enter events, character descriptions, points of view, and moral on the McGovern column of the class chart, “Two Versions of the Same Story.”

• Provide an opportunity for each collaborative student group to share their completed comic strip, either with another group or with the whole class.

• Display and discuss the Essential Question in relationship to the McGovern version: How do the characters’ choices affect themselves and others?

Day Five

60 min

• Prepare and support students to discuss and write what is the same and what is different in the two versions of the ant and grasshopper fables using the Student Resource: Comparing Two Versions (pp.51-52).

• Invite students to write an opinion letter to the teacher choosing which of the two ant and grasshopper versions would be better for next year’s second grade students.

• Distribute the Opinion Writing Checklist (p.53) to guide students’ opinion writing.

• Take a tally to record which version of the ant and the grasshopper was chosen by more students.

• Invite students to share their individual choices with a partner, including the reasons for their choice.

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CCSS Alignment Chart Day. Step Standard Evidence

Student Work

Product Scoring Tools If/The

n

1.5 p.18

RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message or moral.

Provides a recounting of stories, including fables and folktales from diverse cultures. (1)

Oral Response

RL.2.2 Comprehension Checklist p.39

RL.2.2 p.46

1.7 p.19 1.8 p.20

RL.2.3 Describe how characters in a story respond to major events and challenges.

Provides a description of how characters in a story respond to challenges. (2)

Oral Response


RL.2.3 p.46

3.4 p.31

&/or

4.1 p.33



Provides a recounting of stories, including fables and folktales from diverse cultures. (1) Provides an identification of the central message, lesson or moral in a text. Provides a description of how characters in a story respond to major events. (2)


Written and Drawn Response

RL.2.2/RL.2.3 Comprehension Checklist p.42

RL.2.2 p.46

RL.2.3 p.46

2.5 p.27

RL.2.6 Acknowledges differences in the points of view of characters, including speaking in a different voice for each character when reading dialogue aloud.

Provides a statement about the differences in the points of view of characters. (1) Speaks in a different voice for each character when reading

Written Response Oral Response


RL.2.6 p.46

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Day. Step Standard Evidence

Student Work


n

dialogue aloud to show understanding of the difference in the point of view of characters. (2)

5.1 p.37

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.

Provides a comparison and contrast of two or more versions of the same story written by different authors. (1)

Written Response


RL.2.9 p.46

5.2 p.38

W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

States an opinion in writing (1) Includes the topic of the book they are writing about when sharing an opinion in writing. (2) Supplies supportive reasons when sharing an opinion in writing. (3) Uses linking words to connect an opinion with reasons when sharing an opinion in writing. (4) Provides a concluding statement or section when sharing an opinion in writing. (5)

Written Response

W.2.1 Writing Checklist p.44

W.2.1 p.47

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Day. Step Standard Evidence

Student Work


n

5.2 p.38

L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

N/A Written Response

L.2.1/L.2.2 Knowledge of Language and Conventions Student Checklist p.45

N/A

(#) Evidence identified in PARCC Grade 2 Evidence Tables

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Get Ready, Get Set, Go!

Get Ready

• Read the two versions of the ant and the grasshopper fable, “The Ant and the Grasshopper” retold by Ann McGovern and Ant and Grasshopper by Luli Gray.

• Read all Step-by-Step Directions for each day before beginning the performance task.

• Determine whether each day’s activities can be accomplished within the time estimated and plan additional sessions as needed.

• Determine access to the text for all students (e.g., digital text, document camera, standard sized book).

• Determine grouping options for each activity (e.g., whole-group, small groups, partners).

• Determine location for each activity (e.g., whole-group meeting area, a small-group meeting area, or one-to-one conferences); in particular, the space needed to create a comic book strips on Day Three.

• Read all checklist headings to become familiar with descriptors for student responses.

• Refer to the Glossary as needed.

Get Set

Day One • Create a class chart titled, “Two Versions of the Same Story”

(see p.55). • Secure paper to display the Essential Question: “How do

characters’ choices affect themselves and others?” • Decide student assignments for small collaborative groups

with 3-4 students each. • Create a class chart, titled “Tips for Conversations” (see p.54)

or post/review norms for conversation established previously. • Prepare and copy as needed: RL.2.2 Comprehension Checklist

(p.39) • Prepare and copy as needed: RL.2.3 Comprehension Checklist

(p.40).

Day Two • Make copies of two discussion cards for each student

(Student Resource: Discussion Cards (p.48). • Make individual copies of Student Resource: The Difference

Between Characters’ Points of View in Ant and Grasshopper by Luli Gray (p.49).

• Make class chart with moral statement from the Luli Gray version, Ant and Grasshopper saying, “Everyone counts.”

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Get Set

Continued

• Prepare and copy as needed: RL.2.6 Comprehension Checklist (p.41).

Day Three • Download and prepare individual copies of the McGovern

version, The Ant and the Grasshopper for each student. • Make one copy for each student (or one copy per group) of

the Student Resource: Small Group Comic Book Instructions (p.50) or reproduce the instructions on a class chart.

• Secure writing utensils (crayons, markers, etc.) and writing materials (large construction, roll paper, etc.) for drawing comic strips.

• Prepare and copy as needed: RL.2.2/RL.2.3 Comprehension Checklist (p.42).

Day Four • Prepare all materials needed to complete comic strips (if

students are still creating). See materials list on Day Three. Day Five

• Make one copy per collaborative group of the Student Resource: Comparing Two Versions (pp.51-52).

• Make one copy per student of the Student Resource: Opinion Writing Checklist (p.53).

• Secure lined paper for each student’s opinion letter. • Prepare and copy as needed: RL.2.9 Comprehension Checklist

(p.43) and the W.2.1 Writing Checklist (p.44).

Go! Begin DAY ONE.

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DAY ONE Estimated time needed 45 minutes If needed to sustain student engagement, divide the day into multiple sessions. Materials needed for Day One

• Ant and Grasshopper by Luli Gray digital text • Class chart, titled “Two Versions of the Same Story” (See Teacher

Resource: Two Versions of the Same Story Sample Chart [p.55]): STEPs 1.2, 1.4, 1.5, 1.7, and 1.8

• Student assignments for collaborative student groupings: STEPs 1.5, 1.6, and 1.8.

• Class chart (optional) “Tips for Conversations” (see Teacher Resource: Tips for Conversations Sample Anchor Chart [p.54]): STEP 1.5

• Large sheet for posting the Essential Question “How do characters’ choices affect themselves and others?”: STEP 1.9

• RL.2.2 Comprehension Checklist (p.39): STEP 1.5 • RL.2.3 Comprehension Checklist (p.40): STEPs 1.7 and 1.8

Key T=Teacher alone T+S=Teacher & students S+S=Student & student S=Student alone CI=Collect information on student performance Step-by-Step Directions

Tips for Teacher Language and Student Engagement CCSS STEP 1.1 T Discuss the meaning of version and fable. You might say: We’re going to read two versions of the same story. When I say there are two versions, I mean that two different authors have each written the same story. Even though the two stories are the same in many ways, they also have some differences.

RL.2.2 RL.2.9

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Tips for Teacher Language and Student Engagement CCSS STEP 1.1 Continued The two stories we’re going to read are both fables. Fables are stories that try to teach readers a lesson about something. When we’re done reading, we’re going to discuss what we’ve learned.

RL.2.2 RL.2.9

STEP 1.2 T Introduce the class chart “Two Versions of the Same Story.” You might say: As we read two versions of the same story, we’ll write what’s alike and what’s different on a class chart to help us compare and contrast the two versions.

Display the class chart. See Teacher Resource: “Two Versions of the Same Story” Sample Chart. (p.55). Note: Decide whether multiple class charts side-by-side would allow more room to write.

When we write what’s the same, we’re comparing the two versions. When we write what’s different, we’re contrasting the two versions. Confirm that students understand what it means to compare and contrast two versions of the same story.

RL.2.9

STEP 1.3 T Read aloud the first version, Ant and Grasshopper by Luli Gray.

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Tips for Teacher Language and Student Engagement CCSS Read without interruption, use expression as needed. Consider singing words that are written as song lyrics.

STEP 1.4 T+S Collaborate with students to write the first two events on the class chart. Note: Work collaboratively with students to identify the first two events; students will work independently to identify the remaining events. While writing events on the class chart, project the first two pages of the story and invite students to join you in determining what will be written as the first two events. Confirm students are familiar with the phrase major event. To begin, you might say: When I want to identify the major events in a story, I start by thinking back to the beginning of the story. I ask myself, “Was there an important thing that happened at the beginning—during spring?” What was Ant doing? What sentence could we write as the first major event? What’s the second event in this story? What sentence could we write for the second major event?

The first two major events may be entered as:

1. Ant gathers and counts food in the spring and summer.

2. Ant refuses Grasshopper’s invitation to play.

RL.2.2

STEP 1.5 T S+S

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Tips for Teacher Language and Student Engagement CCSS CI RL.2.2 Comprehension Checklist (p.39) CI Oral responses STEP 1.5 Continued Form small, collaborative, student groups to work independently to identify the remaining major events in the story.

T Introduce guidelines for collaboration. Use Teacher Resource: Tips for Conversations (p.54). Post existing class norms for working together collaboratively.

Explain students will decide on the remaining events during collaborative group discussions and will report out so the events can be entered on the class chart, “Two Versions of the Same Story.” Remind students of class norms for working collaboratively. S+S Form students into small groups and ask them to identify the remaining events in the story. Circulate as students discuss in their groups, prompting all students to work collaboratively. Listen as students recount the major events. T+S Regroup to complete the list of events for the Luli Gray version.

Prompt students to contribute events to the class chart, reporting what they discussed during their collaborative group discussions. It may be helpful to add student initials after contributions are made to the chart.

Although students may list additional events, the list should include variations of:

RL.2.2 SL.2.1

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Tips for Teacher Language and Student Engagement CCSS • Ant has a nightmare about singing. • Ant finds Grasshopper shivering in the snow. • Ant takes cares of Grasshopper. • Grasshopper teaches Ant to sing.

STEP 1.5 Continued As often as possible, use students’ own wording when writing events on the class chart. CI Use RL.2.2 Comprehension Checklist to collect information on how students recount major events during their group discussions and as they contribute to the class chart.

RL.2.2

STEP 1.6 T S+S T+S Support students to identify the challenge in the Luli Gray version of the ant and grasshopper story. T Pose this question to students: What was the challenge that both Ant and Grasshopper faced in this story? S+S Form students into collaborative groups to discuss the question. T+S Regroup and invite a class discussion of the challenge in this story. Confirm that students understand the challenge to be a variation of having enough food for winter or preparing for the winter or preparing for the future, etc.

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Tips for Teacher Language and Student Engagement CCSS STEP 1.7 T T+S CI RL.2.3 Comprehension Checklist (p.40) CI Oral Response Use vocabulary from the text to describe Ant’s response to the challenge in the story. T Display the words storeroom and storing up. Read the sentences on digital pages 3 and 6 that contain the words storeroom and storing up. STEP 1.7 Continued T+S Ask students to answer these two questions about the words storeroom and storing up:

1. What do the words mean in the story (encourage using illustrations)?

2. How do the words help you describe Ant’s response to the story’s challenge?

Have a class discussion about the meaning of the words and how they help to describe Ant’s response. Come to agreement on Ant’s response to the story’s challenge (e.g., worked hard to gather food into his storeroom to save for winter, etc.)

Enter a description of Ant’s response to the challenge on the class chart. Leave room for three additional entries in that cell: a description of Grasshopper’s response, and two points of view (one for each character).

CI Collect information on students using the RL.2.3 Comprehension Checklist as they contribute to the class discussion and to the statement entered on the class chart.

L.2.4d RL.2.7 RL.2.3

L.2.4d RL.2.7 RL.2.3

RL.2.3

STEP 1.8 T

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Tips for Teacher Language and Student Engagement CCSS S+S T+S CI RL.2.3 Comprehension Checklist (p.40) CI Oral Response Use vocabulary from the text to describe Grasshopper’s response to the events and challenges in the story. T Display the words playing a fiddle and fiddling around. Read the sentences on digital pages 5 and 6 that contain the words playing a fiddle and fiddling around. STEP 1.8 Continued S+S Form students in pairs to answer the same two questions about the words:

1. What do the words playing a fiddle and fiddling around mean in the story? Encourage using illustrations.

2. How do the words help you describe Grasshopper’s response to the story’s challenge?

Circulate as students collaborate to describe the Grasshopper’s response to the story’s challenge. Listen for descriptions that are text-based. T+S Regroup and ask each collaborative group to share their description of Grasshopper’s response to the story’s challenge (e.g., decided to play the fiddle and sing instead of gathering food, etc.)

Come to agreement on one statement to describe Grasshopper’s response to the story’s challenge. Leave room for two points of view (one to be written after each character’s response to the challenge).

L.2.4d RL.2.7 RL.2.3

L.2.4d RL.2.7 RL.2.3

RL.2.3

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Tips for Teacher Language and Student Engagement CCSS CI Collect information on students using the RL.2.3 Comprehension Checklist during their collaborative group discussions and as they contribute to the statement entered on the class chart.

STEP 1.9 S+S T+S Close by displaying the essential question, prompting students to discuss it as it relates to this version. S+S Form students into pairs for Turn & Talk. STEP 1.9 Continued

Post the essential question on a class chart: “How do the characters’ choices affect themselves and others?”

T+S Listen to conversations and prompt as needed. After a few minutes, call on a few groups to share their thinking with the whole class. Responses do not have to be entered on the chart. Note: This chart will be used again on Day Four.

RL.2.1 RL.2.2

RL.2.1 RL.2.2

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DAY TWO Estimated time needed 50 minutes If needed to sustain student engagement, divide the day into multiple sessions. Materials needed for Day Two

• Ant and Grasshopper by Luli Gray digital text • Class chart created on Day One “Two Versions of the Same Story”:

STEPs: 2.4 and 2.6 • Optional: Chart created on Day One, “Tips for Conversations”: STEP 2.5 • Individual copies, projected version, or class chart with questions from

the Student Resource: Discussion Card #1 (p.48): STEPs 2.3 and 2.4 • One copy per collaborative group of Student Resource: Discussion Card

#2 (p.48): STEPs 2.5 and 2.6 • Individual copies of Student Resource: The Difference Between

Characters’ Points of View in Ant and Grasshopper by Luli Gray (p.49): STEP 2.5

• Chart paper for “Ant and Grasshopper Moral-Luli Gray”: STEPs 2.6-2.9 • RL.2.6 Comprehension Checklist (p.41): STEP 2.5 • Sample Student Work Product #1 (p.56): STEP 2.5


Tips for Teacher Language and Student Engagement CCSS STEP 2.1 T+S Discuss point of view. Discuss the process for determining Ant’s point of view in the Luli Gray version. Students have to:

• Identify the challenge Ant faced and describe his response. • Consider why Ant responded that way—what he was thinking

or what he believed. • Explain Ant’s point of view.

RL.2.3 RL.2.6

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Tips for Teacher Language and Student Engagement CCSS STEP 2.1 Continued Note: Although this can be explained/discussed, working their way through the process may be necessary to create an understanding of point of view. STEP 2.2 T Card #1, Student Resource: Discussion Cards (p.48) Read aloud Luli Gray’s Ant and Grasshopper a second time to prepare for a discussion of Ant’s point of view.

Distribute individual copies of Discussion Card #1 (Student Resource: Discussion Cards.)

Introduce the activity by saying: As we read the story a second time, think about the questions on Discussion Card #1 and be ready to answer them. Read through each question. Explain that answering these three questions will help them determine Ant’s point of view in this story. Read aloud the Luli Gray version without interruption.

RL.2.3 RL.2.6

STEP 2.3 T+S Card #1, Student Resource: Discussion Cards (p.48) Support a class discussion to determine Ant’s point of view. Question 1: How did Ant respond to the story’s challenge? Prompt students to review their description of Ant’s response to the story’s challenge as it is written on the class chart. Ask students whether hearing the story a second time makes them want to revise any part of the description of Ant’s response.

RL.2.3 RL.2.6

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Tips for Teacher Language and Student Engagement CCSS STEP 2.3 Continued Question #2: Why did Ant respond that way? What was he thinking? What did he believe was the right thing to do? Begin by asking students to respond to the questions, prompting them by asking: Why do you think Ant wanted to store food for the winter? Why did he work so hard in the Spring and the Summer? What was he thinking? What did he believe was the right thing to do? If students need additional support, consider providing a think-aloud (Glossary) to help students understand that Ant believed you should work hard to prepare for the future, or prepare for the future, etc. Question #3: How would you explain Ant’s point of view? Work with students to develop a statement that explains Ant’s point of view. Reinforce students’ understanding that Ant’s point of view is a result of how he thinks about the story’s challenge—what he believes is the right thing to do about that challenge.

Enter Ant’s point of view on the class chart directly under the description of his response to the challenge. Use a contrasting color marker.

Confirm that students understand the relationship between Ant’s point of view and his response to the challenge—the way he responded to a challenge was because of his point of view.

RL.2.3 RL.2.6

STEP 2.4 T S+S Card #2 Student Resource: Discussion Cards (p.48) Form collaborative student groups to independently use Discussion Card #2 to determine Grasshopper’s point of view.

RL.2.3 RL.2.6

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Tips for Teacher Language and Student Engagement CCSS STEP 2.4 Continued

Distribute individual copies of Discussion Card #2 (Student Resource: Discussion Cards.)

S+S Form students into their collaborative groups. Explain they will work together to discuss the answers to each of these questions. Circulate as students discuss, listening to how they develop their understanding of Grasshopper’s point of view. Prompt to use Questions #1 and 2 before deciding on a statement about his point of view. Suggest they may want to write their point of view on a piece of paper to see how it looks and reads. T+S Regroup as a whole class and ask each group to share their determination of Grasshopper’s point of view. Come to agreement on one statement that describes Grasshopper’s point of view.

Enter Grasshopper’s point of view on the class chart directly under the description of his response to the challenge. Use a contrasting color marker.

Confirm that students understand the connection between Grasshopper’s response to a challenge and his point of view—that the way Grasshopper responded to the challenge was because of his point of view.

RL.2.3 RL.2.6

STEP 2.5 T+S S S+S T+S

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Tips for Teacher Language and Student Engagement CCSS STEP 2.5 Continued CI RL.2.6 Comprehension Checklist (p.41) CI Written response CI The Difference Between Characters’ Points of View in Ant and

Grasshopper by Luli Gray (p.49) CI Sample Student Work Product #1 (p.56) Distribute individual copies of Student Resource: The Differences Between Characters’ Points of View in Ant and Grasshopper by Luli Gray and ask students to acknowledge the differences in the points of view.

Distribute the Student Resource and read the directions to/with the students.

T+S Confirm that students understand the directions: 1. S Identify and draw the character to match the speech

bubble. 2. S Write the name of the character on the line below and write

the character’s point of view. After individual writing and drawing, 3. S+S student partners read the dialogue to each other

reflecting the difference in the characters’ points of view.

After the students have finished drawing and writing, you might say: S+S Think about what you have learned about the characters and their points of view. With a partner, read the dialogue in the speech bubbles to each other. Read each character’s dialogue in a voice that shows how each feels and reflects the difference in their points of view. T+S Regroup and ask student volunteers to read the speech bubbles with expression to show the differences in their points of view to the class. Optional: Pages 6 and 10 in the digital text may also be projected and used for additional dialogue reading.

RL.2.6

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Tips for Teacher Language and Student Engagement CCSS STEP 2.5 Continued CI Collect information about students’ understanding of the differences between the characters’ points of view using the RL.2.6 Comprehension Checklist.

RL.2.6

STEP 2.6 T T+S Post and discuss the moral for the Luli Gray version. T Remind students that fables are stories that always have a moral—they always want to teach us a lesson. Determine whether Fast Instruction (Glossary) is needed to explain or review the term moral—defining it as the lesson that the author wants the reader to learn.

Post and read aloud the moral from the Luli Gray version of Ant and Grasshopper: Everyone counts.

T+S Help students understand the meaning of the Luli Gray moral; explain this presents a different meaning for the word counts.

If needed, collaborate with students to elaborate the moral, adding for instance, Everyone is important, whether they gather food or play music.

RL.2.2

RL.2.2

STEP 2.7 T+S S+S Discuss the moral for the Luli Gray version. T+S Prompt the students to show a Thumbs Up or Thumbs Down (Glossary) to signal their opinion about the moral statement offered by the author.

RL.2.2 SL.2.1

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Tips for Teacher Language and Student Engagement CCSS STEP 2.7 Continued Say: Give me a Thumbs Up if you agree that this is the moral/lesson the author wants us to learn and a Thumbs Down if you do not think this is the moral the author wants us to learn. T+S Engaged in a shared writing of the moral on the class chart.

Before making an entry on the class chart, reach consensus about the moral or determine if more discussion is needed.

If consensus cannot be reached to agree with Luli Gray’s moral, change the original statement or include multiple moral statements, provided students always offer text-based reasons for the revised and/or alternative moral.

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DAY THREE Estimated time needed 60 minutes If needed to sustain student engagement, divide the day into multiple sessions. Materials needed for Day Three

• Individual student copies of The Ant and the Grasshopper retold by Ann McGovern: STEPs 3.2 and 3.4

• Optional: Chart created on Day One, “Tips for Conversations”: STEP 3.4 • Individual copies (or one per group) of the Student Resource: Small

Group Comic Strip Instructions (p.50): STEPs 3.3 and 3.4 • Large sheet of construction paper or (paper on a roll) and writing and

drawing supplies (e.g., thin tipped markers, pencils, crayons): STEP 3.4 • RL.2.2/RL.2.3 Comprehension Checklist (p.42): STEP 3.4 • Sample Student Work Product #2 (p.57): STEP 3.4


Tips for Teacher Language and Student Engagement CCSS STEP 3.1 T Invite students to independently read the second version, The Ant and the Grasshopper, retold by Ann McGovern. Explain that students will read a second, one-page version of an ant and grasshopper story, this one retold by Ann McGovern. Explain the sequence of activities:

1. Each student reads the McGovern version independently. 2. Small collaborative groups discuss the fable. 3. Each group creates drawings for a comic strip to recount the

major events of the story, using speech bubbles to show how characters respond to the story’s challenge.

4. Each group writes explanations of the drawings under each one to explain/recount what is depicted.

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Tips for Teacher Language and Student Engagement CCSS STEP 3.2 S Distribute the McGovern version and invite students to read this version independently.

Circulate and support students as needed, allowing sufficient time for all students to complete reading.

STEP 3.3 T Distribute copies of the Student Resource: Small Group Comic Strip Instructions (p.50) and explain the activity. Lead students through the directions step-by-step. Answer questions, clarify as needed, and confirm all students understand the task.

Distribute individual copies or provide one copy per group. Or, post directions on a class chart.

Explain that all work will be done within small collaborative groups and refer students to the posted “Tips for Conversation” displayed in Day One, or to other classroom resources used to support collaborative work. Emphasize that students should use their own words and not try to reproduce McGovern’s exact words on the comic strip. Note: Depending on routines and schedules, students may not finish their comic strips on Day Three. Therefore, additional time is allotted to complete comic strips on Day Four (see STEP 4.1).

SL.2.1 RL.2.2 RL.2.3

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Tips for Teacher Language and Student Engagement CCSS STEP 3.4 S+S CI RL.2.2/RL.2.3 Comprehension Checklist (p.42) CI Student Resource: Small Group Comic Strip Instructions (p.50) CI Oral & Written responses CI Sample Student Work Product #2 (p.57) Form collaborative groups, distribute writing materials, and provide space for students to create their group’s comic strip. Circulate as students work in their groups, listening and providing support as needed. Prompt students to reread as needed and to follow directions carefully. Remind students to use speech bubbles so that the characters can “say” how they are responding to the challenge of the story. Encourage students to use their own words (in the space below the drawings) to recount/explain the major events and the characters’ points of view. CI Use RL.2.2/RL.2.3 Comprehension Checklist to collect information about whether students accurately recount major events and also describe a character’s response to challenge. This Checklist can also be used on Day Four. Note: The RL.2.2/RL.2.3 Comprehension Checklist can also be used on Day Four if students need that additional time to complete the comic strips.

SL.2.1 RL.2.2 RL.2.3 RL.2.6

RL.2.2 RL.2.3

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DAY FOUR Estimated time needed 50 minutes If needed to sustain student engagement, divide the day into multiple sessions. Materials needed for Day Four • For each student, one copy of The Ant and the Grasshopper retold by

Ann McGovern: STEPs 4.1 • Student Resource: Small Group Comic Strip Instructions (p.50): STEP 4.1 • Comic strip materials used on Day 3: STEP 4.1 • Class chart “Two Versions of the Same Story” (created on Days One and

Two): STEP 4.2 • Chart with essential question (“How do characters’ choices affect

themselves and others?”): STEP 4.4 • RL.2.2/RL.2.3 Comprehension Checklist (p.42): STEP 4.1


Tips for Teacher Language and Student Engagement CCSS STEP 4.1 S+S CI RL.2.2/RL.2.3 Comprehension Checklist (p.42) CI Student Resource: Small Group Comic Strip Instructions (p.50) CI Oral and written responses If needed, provide additional time to complete comic strips started in STEP 3.4. (If completed, begin with STEP 4.2.) Distribute or post all materials and resources used on Day Three: • Individual copies of The Ant and the Grasshopper retold by

Ann McGovern • Drawing materials (large paper and writing supplies • Student Resource: Small Group Comic Strip Instructions

(p.50) • Class chart, “Two Versions of the Same Story.”

SL.2.1 RL.2.2 RL.2.3 RL.2.6

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Tips for Teacher Language and Student Engagement CCSS STEP 4.1 Continued CI Continue using RL.2.2/RL.2.3 Comprehension Checklist to collect information from discussions and the comic strip about recounting the McGovern version and depicting character responses to the story challenge.

RL.2.2 RL.2.3

STEP 4.2 T+S Engage students in a shared writing to complete the McGovern column on the class chart, “Two Versions of the Same Story.”

Collaborate with all groups to fill in the remaining cells on the last column of the class chart.

RL.2.3 RL.2.6

STEP 4.3 S+S Provide time for each collaborative group to share their comic strip with other groups or with the class. Encourage students to share their comic strips by explaining their choice of events, reading their explanation of how the characters responded to the challenge, and presenting their characters’ points of view. Ask students how to best display their comic strips (e.g., posting them as a display, etc.)

SL.2.1

STEP 4.4 S+S Form partners to discuss the Essential Question as it relates to the McGovern version of this fable.

RL.2.3 RL.2.6

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Tips for Teacher Language and Student Engagement CCSS STEP 4.4 Continued

Post the class chart with the Essential Question (originally displayed on Day 1 in STEP 1.9): “How do characters’ choices affect themselves and others?”

Circulate, listen to conversations and provide support as needed. Ask some student pairs to share their thinking with the class.

RL.2.3 RL.2.6

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DAY FIVE Estimated Time 60 minutes If needed to sustain student engagement, divide the day into multiple sessions. Materials needed for Day Five

• Individual student copies of “The Ant and the Grasshopper” retold by Ann McGovern: STEPs 5.1

• Comic Strips completed on Day Three (and/or Day Four): STEPs 5.1 • Digital version of Luli Gray’s Ant and the Grasshopper per student

request: STEPs 5.1 • “Two Versions of the Same Story” class chart: STEPs 5.1 and 5.2 • One copy per student group of the Student Resource: Comparing Two

Versions (pp.51-52) STEP 5.1 • One copy per student of the Student Resource: Opinion Writing

Checklist (p.53): STEP 5.2 • Lined writing paper for each student for an opinion writing letter: STEP

5.2 • RL.2.9 Comprehension Checklist (p.43): STEP 5.1 • W.2.1 Writing Checklist (p.44): STEP 5.2 • L.2.1/L.2.2 Knowledge of Language and Conventions Student Checklist

(p.45): STEP 5.2 • Sample Student Work Product #3 (p.58): STEP 5.1 • Sample Student Work Products #4-5 (pp.59-60): STEP 5.2


Tips for Teacher Language and Student Engagement CCSS STEP 5.1 T+S S+S CI RL.2.9 Comprehension Checklist (p.43) CI Student Resource: Comparing Two Versions (pp.51-52) CI Written response CI Sample Student Work Product #3 (p.58)

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Tips for Teacher Language and Student Engagement CCSS STEP 5.1 Continued Students collaborate to compare and contrast the Luli Gray and McGovern ant and grasshopper fables.

T+S Distribute and explain the Student Resource: Comparing Two Versions.

Refer students to the resources available for this activity and encourage them to return to these resources as they discuss and write:

• Their class chart, “Two Versions of the Same Story” which contains descriptions of the Ant and Grasshopper in each story, the characters’ points of view in each story, and the moral in each story.

• Each group’s comic strip, which has descriptions of character responses and each group’s determination of the McGovern moral.

• Their individual copies of the McGovern version. • The Ant and Grasshopper (Gray) digital text.

Determine whether it may be helpful for students to:

• Engage in a brief picture walk through the digital Gray version.

• Review information on the class chart, “Two Versions of the Same Story.”

S+S Form students into their collaborative groups and invite them to collaboratively discuss and write a comparison and contrast of the two versions. Circulate and support students, encouraging them to discuss and come to consensus before writing and to share the writing task among members of the group. Continue referring students to the resources in the classroom.

RL.2.9

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Tips for Teacher Language and Student Engagement CCSS STEP 5.1 Continued CI Use the RL.2.9 Comprehension Checklist to collect information on students’ text-based statements about similarities and differences across two versions of the same story.

RL.2.9

STEP 5.2 T S CI W.2.1 Writing Checklist (p.44) CI L.2.1/L.2.2 Knowledge of Language and Conventions Student

Checklist (p.45) CI Student Resource: Opinion Writing Checklist (p.53) CI Written response CI Sample Student Work Products #4-5 (pp.59-60) Invite students to write a letter to the teacher, recommending either the Gray version or the McGovern version for next year’s second grade students.

T Distribute and explain the Student Resource: Opinion Writing Checklist and provide lined paper for writing the letter.

Explain the activity:

• Students write a letter to the teacher. • They introduce a topic (the reason for the letter). • They give their opinion about which version is better for next

year’s students. • They supply text-based reasons for their opinion. • They use linking words (e.g., because) • They end with a closing statement

If needed, review linking words and call attention to any class resources that will support students (e.g., lists of linking words).

W.2.1

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Tips for Teacher Language and Student Engagement CCSS STEP 5.2 Continued After writing begins, circulate and support students with prompts such as: • Let’s try saying what you’re thinking out loud together before

you write it.

• Did you state your opinion up front in your paper?

• Did you supply a reason(s) that supports your opinion?

• Which linking words did you use?

• Does your closing statement remind the teacher of your opinion?

CI Collect information on students’ opinion letters using the W.2.1 Writing Checklist. CI The L.2.1/L.2.2 Knowledge of Language and Conventions Student Checklist is also available for collecting student information.

W.2.1

W.2.1

L.2.1 L.2.2

STEP 5.3 T+S S+S Regroup and conduct an oral whole-class survey to tally and discuss which version most students chose. Ask students for a show of hands to see how many students chose each of the versions. Ask students to Turn & Talk to a partner to discuss the reasons for their opinion.

W.2.1 RL.2.9

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Collecting Student Information: RL.2.2 Comprehension Checklist Use with oral responses in STEPs 1.5 & 1.6.

Standard Evidence (Scoring tool uses bold evidence)



Provides an identification of the central message, lesson or moral in a text. (2)

RL.2.2.1

Provides a recounting of major event(s) in the Ant and Grasshopper by Luli Gray.

Student Name Yes No Comments

Insert ✓ in the appropriate box. Prepare additional copies of this checklist to collect information on the entire class.

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Collecting Student Information: RL.2.3 Comprehension Checklist Use with Oral Response in STEP 1.8.



Provides a description of how characters in a story respond to major events. (1)


RL.2.3.2

Provides a description of how characters in a story respond to challenges.



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Collecting Student Information: RL.2.6 Comprehension Checklist Use with Oral and Written Response on Student Resource: The Difference Between Characters’ Points of View in Ant and Grasshopper by Luli Gray (p.49) in STEP 2.5.

Optional: Additional dialogue reading on digital pages 6 and 10.


RL.2.6 Acknowledges differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Provides a statement about the differences in the points of view of characters. (1)

Speaks in different voice for each character when reading dialogue aloud to show understanding of the difference in the point of view of characters. (2)

RL.2.6.1 RL.2.6.2

Provides a statement about the differences in the characters’ points of view.

Reads dialogue aloud to show understanding of the differences in characters’ points of view.

Student Name Yes No Yes No Comments


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Collecting Student Information: RL.2.2/RL.2.3 Comprehension Checklist Use with Student Resource: Small Group Comic Strip Instructions (p.50) in STEP 3.4 and/or STEP 4.1.




Provides an identification of the central message, lesson or moral in a text. (2)


Provides a description of how characters in a story respond to major events. (1)


RL.2.2.1 RL.2.3.2 RL.2.2.2

Provides a recounting of the story.

Provides a description of how a character responds to a challenge.

Provides an identification of the moral.

Student Name Yes No Yes No Yes No Comments


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Collecting Student Information: RL.2.9 Comprehension Checklist Use with Student Resource: Comparing Two Versions (pp. 51-52) in STEP 5.1.


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.

Provides a comparison and contrast of two or more versions of the same story written by different authors. (1)

Provides a comparison and contrast of two or more versions of the same story written from different cultures. (2)

RL.2.9.1

Compares and contrasts two versions of the same story written by different authors.



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Collecting Student Information: W.2.1 Writing Checklist Use with Student Resource: Opinion Writing Checklist (p.53) with in STEP 5.2.

Standard Evidence

W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion with reasons, and provide a concluding statement or section.

States an opinion in writing. (1)

Includes the topic of the book they are writing about when sharing an opinion in writing. (2)

Supplies supportive reasons when sharing an opinion in writing. (3)

Uses linking words to connect an opinion with reasons when sharing an opinion in writing. (4)

Provides a concluding statement or section when sharing an opinion in writing. (5)

W.2.1.2 W.2.1.1 W.2.1.3 W.2.1.4 W.2.1.5

Includes a topic.

States an opinion.

Supplies supportive reasons.

Uses linking words to connect the opinion.

Provides a concluding statement.

Student Name Yes No Yes No Yes No Yes No Yes No


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Collecting Student Information: L.2.1/L.2.2 Knowledge of Language and Conventions Student Checklist Use with Written Response in STEP 5.2.

L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Date: CCSS Student Name: Yes No

L2.1.A Uses collective nouns (e.g., group).

L2.1.B Forms and uses frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

L2.1.C Uses reflexive pronouns (e.g., myself, ourselves).

L2.1.D Forms and uses the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

L2.1.E Uses adjectives and adverbs, and choose between them depending on what is to be modified.

L2.1.F

Produces, expands, and rearranges complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

L2.2.A Capitalizes holidays, product names, and geographic names.

L2.2.B Uses commas in greetings and closings of letters.

L2.2.C Uses an apostrophe to form contractions and frequently occurring possessives.

L2.2.D Generalizes learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

L2.2.E Consults reference materials, including beginning dictionaries, as needed to check and correct spellings.

Insert ✓ in the appropriate box. Prepare individual student copies of this checklist.

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If/Then If… Then RL.2.2 students have difficulty recounting stories, and determining their central message, lesson, or moral

• Use props, costumes, or puppets. • Practice with student-created language

experience stories. • Have students practice with story events on

sentence strips in a pocket chart. • Meet with students in small groups to

implement similar lessons over time. • Practice finding the central messages with

stories with overt central messages like “The Boy Who Cried Wolf”.

RL.2.3 students have difficulty describing how characters in a story respond to major events and challenges

• Reread the story to increase familiarity. • Practice with read aloud books. • Practice with small group reading books. • Practice with familiar stories. • Practice with language experience stories. • Have students match picture cards depicting

characters, settings, and story events with descriptive phrases in a pocket chart.

• Have students role play the story events.

RL.2.6 students have difficulty in determining a characters’ point of view

• Provide opportunities for students to participate in Reader’s Theatre (Glossary).

• Direct students to specific events in a story and help student take that character’s point of view.

• Practice with expressive reading in continuous dialogue, beginning with familiar stories.

RL.2.9 students have difficulty comparing and contrasting two or more versions of the same story by different authors or from different cultures

• Compare and contrast common objects. • Engage the students in dramatizing the

stories. • Engage the class in a shared writing of a

Venn diagram or T chart comparing two characters.

• Create a cut and paste sort for two familiar story characters.

• Practice with familiar stories.

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If… Then W.2.1 students have difficulty writing opinion pieces

• Provide additional opportunities to express opinions.

• Provide practice using opinion polls. • Read opinion mentor texts. • Express opinions about read aloud books. • Write opinion pieces using shared writing. • Engage children in language experience

stories in which they express opinions.

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Student Resource: Discussion Cards Use Discussion Card #1 in STEPs 2.2 and 2.3. Use Discussion Card #2 in STEP 2.4.

Discussion Card #1

1. How did Ant respond to the story’s challenge?

2. Why did Ant respond that way? What was

he thinking? What did he believe was the right thing to do?

3. How would you explain Ant’s point of view?

Discussion Card #2 1. How did Grasshopper respond to the story’s

challenge? 2. Why did Grasshopper respond that way?

What was he thinking? What did he believe was the right thing to do?

3. How would you explain Grasshopper’s point

of view?

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Student Resource: The Difference Between Characters’ Points of View in Ant and Grasshopper by Luli Gray Use with RL.2.6 Comprehension Checklist in STEP 2.5. Name ______________________________

1. Identify and draw the character to match the speech bubble. 2. Write the name of the character on the line below and write his point of view.

After writing and drawing, 3. Read the dialogue in the speech bubbles to a partner. Read each character’s dialogue in a voice that shows

how each feels and reflects the difference in their points of view.

_______________’s point of view is _____________________ _____________________

_______________’s point of view is _____________________ _____________________

“Come and dance—I’ll play for you!”

“You should be storing up food for the winter…”

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Student Resource: Small Group Comic Strip Instructions Use with RL.2.2/RL.2.3 Comprehension Checklist (p.42) for oral and written responses in STEP 3.4 and/or STEP 4.1.

Instructions for the Group’s Comic Strip

1. Decide on the major events. It will be helpful to make a list of the major events before beginning to draw the comic strip.

2. Create one drawing for each event. • Draw one event in each box. • Use speech bubbles for each character so the

character can “say” how he is responding to the story’s challenge.

• Leave room at the bottom of each drawing to write an explanation of the drawing (Step 3 will explain).

• Each person must draw at least one event in the comic strip.

3. Explain the drawing. Group members must write an explanation below their drawings. Their explanations should include the character’s point of view.

4. Decide on a moral for the fable. • The group decides the moral together. • One person writes it at the bottom of the comic strip.

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Student Resource: Comparing Two Versions Use with RL.2.9 Comprehension Checklist (p.43) for in STEP 5.1. Group Members Story #1: Ant and Grasshopper retold by Luli Gray Story #2: “The Ant and the Grasshopper” retold by Ann McGovern

Compare and Contrast Character Responses in Two Stories

Character responses

to challenges that are the

SAME in both stories

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

Character responses

to challenges that are

DIFFERENT

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

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Group Members Story #1: Ant and Grasshopper retold by Luli Gray Story #2: “The Ant and the Grasshopper” retold by Ann McGovern

Compare and Contrast Morals in Two Stories

How the

morals are the

SAME in both stories

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

How the

morals are DIFFERENT

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

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Student Resource: Opinion Writing Checklist Use with Written Response in STEP 5.2.

If second grade students can only read one version of this fable next year, which one should the teacher have students read? Why is the version you choose better for second graders to read?

As you write your opinion, place a ✓ in the box to show you have included the information in your letter. Name ____________________________

In my letter to the teacher, ✓

1. I introduce the topic of my opinion. □ 2. I supply reasons why I have this opinion. □

3. I use linking words to connect my opinion to my reasons, words such as because, and, also, etc. □

4. I end my letter with a closing statement or section. □

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Teacher Resource: Tips for Conversations Sample Anchor Chart Optional use with conversations in STEPs 1.5, 2.4, 3.4, 4.2, and 5.1.

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.2.6 Produce complete sentences when appropriate to task and situation

in order to provide requested detail or clarification.

Tips for Conversations

1. Contribute to the discussion. This means partners should take turns talking.

2. Encourage your partner to talk.

You might say:

• Tell me more about that idea. • What are you thinking?

3. Try to show that you are listening by making connections to what your partner said. You might say:

• I agree… • I would like to add… • I have a different idea.

4. When you do not understand what your partner is saying, ask a question like:

• Can you say more about that? • Could you say that again? • Could you explain what you mean by that?

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Teacher Resource: “Two Versions of the Same Story” Sample Chart Use during class discussions on Days One through Five.

Story Traits Ant and Grasshopper-

Gray The Ant and Grasshopper-

McGovern

MAJOR EVENTS • What happened in the

story?

CHARACTERS

• How do characters respond to challenges?

• What is the point of

view of each character?

MORAL • What is the moral of

the story?

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Sample Student Work Product #1: STEP 2.5

Grade 2 Performance Task: Literary Text Set Ant and Grasshopper by Luli Gray Margaret K. McElderry Books, 2011

STEP 2.5 Task Description: Students are asked to read the speech bubble to determine and draw which character is likely to have responded to the challenge using those words. Then students use each response to write a statement that reflects the differences in each character’s point of view.

Transcription

Grasshopper’s point of view is relax have fun

Transcription Ant’s point of view is

to get ready for winter

Scoring Rationale: The student used the words in the speech bubble to accurately identify and draw the correct character and to provide a statement of each character’s point of view. Then the student read each of the two dialogues aloud to show understanding of the differences in the two characters’ points of view.

Possible Next Steps: • Model with interactive think alouds in new texts to determine characters’

responses to challenges and how that informs identifying points of view and differences in points of view.

• Direct attention to specific events in a story and ask the student to respond by assuming the point of view of specific characters.

CI RL.2.6 Comprehension Checklist RL.2.6.1 RL.2.6.2

Provides a statement about the differences in the characters’

points of view.

Reads dialogue aloud to show understanding of the differences in

characters’ points of view. Yes No Yes No ✓ ✓

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Grade 2 Performance Task: Literary Text Set


“The Ant and the Grasshopper” from Aesop’s Fables retold by Ann McGovern Scholastic, 2013

STEP 3.4 Task Description: Students read the McGovern version independently and then collaborate with other students to create a comic strip. Each box in the strip recounts an event. The drawing and/or speech bubbles and/or written explanation below the box must explain a character’s response to the story’s challenge and the character’s point of view.

Moral (created by group) Always get ready for winter.

Scoring Rationale: • The student drew a picture that accurately represented an event in the

McGovern version when the Ant and Grasshopper encounter each other. • The student provided dialogue to represent each of the character’s responses to

gathering food for the winter (The Ant said, “You should be working.” The Grasshopper said, “Relax.” and laughed at the Ant.).

• The student collaborated with peers to create a moral: Always get ready for winter.

Possible Next Steps: • Encourage student to use speech bubbles for characters’ dialogue. • Ensure more diversity in events by asking student (and peers) to create a list of

events (to plan their comic strips) to avoid overlap in events. • Provide opportunities for student to compare character responses at different

points in the text.

CI RL.2.2/RL.2.3 Comprehension Checklist RL.2.2.1 RL.2.3.2 RL.2.2.2

Provides a recounting of a major event.

Provides a description of how a character responds to a challenge.

Provides an identification of the moral.

Yes No Yes No Yes No ✓ ✓ ✓

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STEP 5.1 Task Description: Students have read both the Gray and McGovern versions of the fable and are asked to compare and contrast two characters’ responses to the challenge of the story (preparing for winter) and the morals of the two stories.

Compare/Contrast characters’ responses to challenges

in two stories.

Compare/Contrast the morals in two stories

SAME Ant was gathering food in both

stories. Grasshopper was playing in both stories. Ant and Grasshopper are in both stories.

SAME They both have Gather food for winter.

DIFF Grasshopper died of hunger in the 2nd version. Grasshopper lived in ant house in the first version.

DIFF They both have different kind of moral. The first version says that everyone is important. The second version says that to be prepared.

Scoring Rationale: The student accurately compares and contrasts character responses and contrasts morals but confused morals when asked to compare them.

Possible Next Steps: • Provide frequent opportunities for student to compare and contrast morals in

two different texts. • Structure opportunities for student to distinguish story events from morals or

lessons in a story.

CI RL.2.9 Comprehension Checklist Accurately compares

characters’ responses to the story’s challenge in two

stories.

Accurately contrasts characters’ responses

to the story’s challenge in two stories.

Accurately compares morals in the two stories.

Accurately contrasts

morals in the two stories.

Yes No Yes No Yes No Yes No ✓ ✓ ✓ ✓

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STEP 5.2 Task Description: After comparing and contrasting two versions of the same fable, students are asked to write a letter to the teacher stating their opinion and providing text-based support about which version would be better to read next year.

Transcription: Dear Mrs. , I think second grade students should read gray’s version of Ant and grasshopper. One reason is I like the moral everybody counts because it is like a team. Another reason is that in the gray version because Ant drags grasshopper inside and in the mcgovern book does not pull him inside. Another reason is it had more pictures in it. Another reason is the Grey Version there is more detail. I think the gray version is better.

Your Student,

Scoring Rationale:

The student combines the topic and the opinion, supplies four text-based reasons to support the opinion, using linking works (e.g., because, one, another), and provides a concluding statement.

Possible Next Steps: • Continue using letter writing as a purposeful form of communication. • Provide frequent opportunities for the student to read finished writing aloud to a

peer as a way to check for unnecessary or repeated words. • Additional instruction in the rules for capitalization of books and names. • Model expanding and producing compound sentences for related ideas.

CI W.2 Writing Checklist W.2.1.2 W.2.1.1 W.2.1.3 W.2.1.4 W.2.1.5 Includes a topic.

States an opinion.




Yes No Yes No Yes No Yes No Yes No ✓ ✓ ✓ ✓ ✓

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STEP 5.2 Task Description: After comparing and contrasting two versions of the same fable, students are asked to write a letter to the teacher stating their opinion and providing text-based support about which version would be better to read next year.

Transcription: Dear Mrs. , I think second grade students should read gray version of Ant and Grasshopper. One reason is that ant is mean then at the end ant is nice. Another reason is because ant takes care of Grasshopper. Love,

Scoring Rationale:

The student combines the topic and the opinion, offers two text-based reasons to support the opinion, and uses linking words (one, because, another). However, the student provides a closing to the letter (Love,) but does not end the opinion writing with a concluding statement.

Possible Next Steps: • Encourage the use of additional details to make supportive statements richer

(e.g., How was ant mean at the beginning? How was he nice at the end?) • Read aloud short opinion essays and letters that provide examples of concluding

statements. • Ask student to read opinion essays and letters to identify their concluding

statements.

CI W.2 Writing Checklist W.2.1.2 W.2.1.1 W.2.1.3 W.2.1.4 W.2.1.5 Includes a topic.

States an opinion.




Yes No Yes No Yes No Yes No Yes No ✓ ✓ ✓ ✓ ✓

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Retrospective Journal Performance Task____________________________Date_______________

What do I know about my class because of this performance task (including strengths/needs of the class relative to specific CCSS, as well as general information learned about my students)?

What do I know about the strengths and needs of individuals or groups of students relative to specific CCSS?

Based on this experience, these are the instructional actions I want to take:

Comments:

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