Embedded Files
Throughout the year, the students will be encouraged to continue the practice of reading 15-20 min each day with a parent. Their practice strategies will change as their skills evolve and change throughout the year. Research has shown that, simply put, children learn to read by reading. The more they read and discuss what they read, the more mature and critical readers they will become.
Daily practice with familiar books, authors, novels, magazines, newspapers, media, and non-fiction work builds critical literacy skills like sight vocabulary, fluency, confidence and, most importantly, solid comprehension.
It is important to try and set up a good routine time with your child where daily goals can be met (e.g. bedtime, or after supper). If your child is a stronger reader and wants to read by themselves, please support your child by asking them to pre-read by themselves and then read aloud to you as you see fit.
I would also encourage you to make trips to the library, book store, or explore online reading sites and expose your child at home to a wide variety of text types that provide your child with material of high interest to help keep them motivated.
Grade 2 Foundational Learning Outcomes for Reading
Foundational Learnings (FLs) are specific outcomes that are taught early and throughout the remainder of the year, reviewed and assessed consistently, and expected to be mastered for developmental progress to meet grade level requirements by the end of the year. They are the "building blocks" for literacy success if you will. Feel free to review the outcomes below so that you have an understanding of what kind of reading skills we will be working on throughout this year. They may help you make connections with activities your child can practice at home to assist in developing age appropriate reading skills.
*Each grade level from K-9 has a series of these foundational outcomes
RS4
Read familiar passages fluently with appropriate phrasing and expression to convey sense of text to audience; may hesitate with unfamiliar words
When I read familiar text, I can…
· read it so it sounds interesting.
· make my voice match the words and punctuation.
· solve most words quickly.
. slow the pace of my reading when I come to tricky parts.
LC2
Retell narrative text including main events in sequence with some supporting details, and most story elements (e.g. setting, main characters, problem/resolution); verbal prompts or graphic organizers may be use to support/extend a retell
I can …
· tell the story in order.
· talk about the setting, main characters, problem and solution.
. include the main events and some details.
II 1
Make simple inferences about a character (his/her feelings) and story events, providing some general supporting details
I can use the information from the book and what I know about people to tell…
· how I think a character is feeling
· why I think a character did something.
. why I think something happened.
PCE 1
Make obvious personal connections; relate prior knowledge and make concrete text-to-text comparisons, when similarities are clear and straightforward; explanation may be general and may include some unrelated examples
When I read a text I can make a …
· text-self connection by explaining how this is like my own experience.
· text-text connection by explaining how this is like another text I know.
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