SL.2.2

Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

 


VOCABULARY

  • Analysis
  • Application
  • Author
  • Character
  • Clarification
  • Crisis / Climax
  • Evaluation
  • Explanations
  • Figurative
  • Inferences

  • Interpretation
  • Key Details
  • Location
  • Main Idea
  • Metacognitive
  • Metaphor
  • Modeling
  • Myth
  • Narrator
  • Perspective

  • Plot
  • Prior Knowledge
  • Self-questioning
  • Sequencing
  • Setting
  • Storyline
  • Summary
  • Synthesis
  • Think Aloud

UNDERSTANDING THE STANDARD
  what's this 
  • Second graders who are able to recount/describe key ideas and details from text read aloud or from information given orally or through media have developed and use active listening skills.
  • Second graders who are able to recount/describe key ideas and details from what they have heard are able organize information in meaningful ways. They are able to think back and then organize details to move forward in a retelling.
  • Second graders who are able to recount/describe key ideas and details from what they have heard recognize which information is important and relevant and which is not. They can identify the key ideas and details in the information they hear.
  • When appropriate, second graders use background knowledge, to help them determine importance and relevance of what they are hearing and they link this prior knowledge to current information as they recount/describe key ideas and details.
  • Second graders who are able to recount/describe key ideas and details from what they have heard use techniques such as visualizing and inferring to help them make sense of what they are hearing. They develop mental images much like illustrations, timelines, and so forth to help them organize and remember what they have heard.
  • Second graders who are able to recount/describe key ideas and details from what they have heard use self-questioning to help them clarify specific points in the information they hear.
  • Second graders use grade appropriate vocabulary when recounting or describing key ideas and details from text read aloud or from information given orally or through the media. They are familiar with and can correctly use academic vocabulary such as: recount, media, describe, details, ideas, and presentation.
  • Model the use of graphic organizers to establish key details about a topic. Link various details to show connections and/or a progression.
  • Frequently discuss figures, diagrams, and explanatory illustrations from informative texts. Practice answering questions in addition to asking.
  • Practice supportive question and answer activities across the curriculum.
  • Model asking about details during presentations across varied media.
  • Construct a Questioning Poster that demonstrates different types of questioning, such as "asking about details", "asking for clarification", "asking for more information"

QUESTIONS TO FOCUS INSTRUCTION  what's this 
  • How can I prompt my quiet or shy students to discuss key details or to ask questions frequently?
  • How can I observe comprehension or understanding through subtle or informal questioning?
  • What supporting tools can I use to help my students organize their own thoughts?
  • How do I foster an inquisitive environment that supports and validates students' questions and answers?
  • How important is grade appropriate vocabulary knowledge to the ability to recount or describe key ideas or details from text read aloud or information gained from oral discussions or from media?
  • What prerequisite skills are required for students to be able to recount/describe key ideas/details from information they obtain through listening?

LEARNING PROGRESSION
Go to SL.1.2 to see skills mastered prior to this.
Go to SL.3.2 to see the progression of related skills.