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SECOND GRADE LITERACY RESPONSE STATIONS

$54.00

SECOND GRADE LITERACY RESPONSE STATIONS


This resource provides you with 36 response sheets for comprehension skills for fiction and nonfiction texts.
 

This resource includes:

36 response sheets
 

Stations include:

*Book Brag
*Favorite Part
*Letter to Author/Character
*Retelling/Paraphrasing
*Purpose of Reading
*Generating Questions
*Predictions
*Mental Images
*Text to Self Connections
*Text to Text Connections
*Text to World Connections
*Inferences
*Key Idea
*New Ending
*New Solution
*New Idea
*Comprehension Check
*Vocabulary Dig
*Word Meaning
*Summarization
*Compare and Contrast
*Central Idea
*Cause and Effect
*Chronological Order
*Problem/Solution
*Theme
*Character Study
*Setting
*Conflict/Resolution
*Plot Elements
*Story Map
*Summary BME
*Summary SWBST
*Retelling Reel
*Author’s Purpose
**Text Features

LEARNING STANDARDS INCLUDED IN THIS RESOURCE 

Common Core State Standards

Literacy

CCSSRI.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSSRI.2.2
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
CCSSRI.2.3
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
CCSSRI.2.4
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
CCSSRI.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.
CCSSRI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
CCSSRI.2.7
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
CCSSRI.2.8
Describe how reasons support specific points the author makes in a text.
CCSSRI.2.9
Compare and contrast the most important points presented by two texts on the same topic.
CCSSRL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSSRL.2.3
Describe how characters in a story respond to major events and challenges.
CCSSRL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
CCSSRL.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.
CCSSRL.2.9
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Texas Essential of Knowledge and Skills

TEKSLA.2.6.A
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: establish purpose for reading assigned and self-selected texts.
TEKSLA.2.6.B
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: generate questions about text before, during, and after reading to deepen understanding and gain information.
TEKSLA.2.6.C
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: make and correct or confirm predictions using text features, characteristics of genre, and structures.
TEKSLA.2.6.D
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: create mental images to deepen understanding.
TEKSLA.2.6.E
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: make connections to personal experiences, ideas in other texts, and society.
TEKSLA.2.6.F
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: make inferences and use evidence to support understanding
TEKSLA.2.6.G
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: evaluate details read to determine key ideas
TEKSLA.2.6.H
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: synthesize information to create new understanding.
TEKSLA.2.6.I
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
TEKSLA.2.7.A
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: describe personal connections to a variety of sources.
TEKSLA.2.7.C
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: use text evidence to support an appropriate response.

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