2nd Grade

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2nd Grade Unit 2 Reading Units of
Study Readers Use Strategies to Figure Out
Tricky Words and to Understand Their Books.
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Readers figure out tricky words by reading
through the whole word Beginning, Middle, and
End.

• 1. Stop at a tricky word.
• Look at beginning of word
• slide through the
• beginning, middle, and end.
• Say word and ask,
• Does it sound right and does it
• make sense in this sentence?

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There was an enormous alligator in the
lake. enormous e nor mous There was a
tremendous waterslide. tremendous tre men d
ous The word looked unfamiliar. unfamiliar
un fam i liar
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Readers figure out tricky words by reading
through words part by part. 1. Stop at a tricky
word. 2. Look at the parts of the word-
chunk by chunk. 3. Read through parts. 4.
Reread and ask, Does this word make sense
in this sentence or part?
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• Readers figure out tricky words
• by trying different pronunciations different
  sounds for the letters.
• 1. Stop at a tricky word.
• 2. Try a pronunciation.
• Think and ask,
• Does this pronunciation sound right and
  make sense.
• 4. If not, try again!

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Readers figure out tricky words by trying
different pronunciations.
I want to grow flowers. Flowers fl /oo/
er s (as in boo) Flowers fl /o/
w er s (short o as in
octopus) Flowers fl /o/ w er s (long o
as in octopus) Flowers fl
/ou/ er s (as in ouch)
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• Readers figure out tricky words
• by using
• ALL they know.
• Stop when you come to a
• tricky word.
• Think- What strategies can I use
• to figure out this word?
• 3. Try it and reread the sentence.
• Ask, Does this word make sense
• in this sentence or part of
• the text?

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• Readers know if what they are reading is accurate
  by asking themselves,
• Does it make sense?
• 1. Read a section of chunk of text.
• Stop and think,
• Does it make sense? or
• Did I get or understand what
• I just read?
• 3. If not, read again.

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• Readers fix places that dont make sense by using
  all they know.
• Stop when you get to a place
• that does not make sense.
• Think about the meaning of
• the text.
• Use all of the strategies you
• know to fix it so it makes sense.

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• Tricky Word Strategies
• Read through the word
• part-by-part
• fl ow er
• Say the sound at the
• beginning of a word
• ch ip
• Look at the picture to find out what
  matches
• person

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• Tricky Word Strategies
• Read through the whole word..
• fl u tt er
• Use what you know about other words
• when whenever
• Use different strategies from more than one word
  to figure out a large word
• education
• ed as in bed
• cation as in vacation
• Use your brain think
  
• Suddenly,
• Something is about to happen
• It would make sense to use the word suddenly.

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Readers visualize what is going on in their books
by using all of the clues (illustrations, chapter
titles, pictures) the book gives them. 1 .Read a
section of text. 2. Look for clues to help you
make a picture. 3. Close your eyes and make a
picture of what is going on in the book.
The dog with the glasses was drooling.
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• Readers build
• their vocabulary and become word collectors by
  looking for unusual words and phrases.
• Read and notice when you come to an unusual word
  or phrase.
• Mark it with a post-it.
• Write it in your reading or
• writing notebook to use later.
• 4. Carry the word with you to
• other books.

Become a Word Wizard!
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Readers figure out the meaning of unfamiliar
words by rereading tricky words and phrases
aloud. 1. Stop at an unfamiliar word or
phrase. 2. Reread word or phrase aloud. 3.
Ask yourself, Does that sound right and
make sense?
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• Readers figure out the meaning of unfamiliar
  words by reading ahead and using the context.
• 1. Notice an unfamiliar word.
• 2. Read on to the end of the sentence.
• Think about the meaning of the
• words.
• Using that think, What could the
• unfamiliar word be?
• Suddenly, the bear turned at looked straight
  into the girls eyes.

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• Readers figure out the meaning of unfamiliar
  words by replacing unfamiliar vocabulary with
  synonyms.
• 1. Notice an unfamiliar word.
• 2. Think about the text meaning.
• 3. Try to replace it with a synonym.
• Ask, Does this make sense?
• The diamond was glimmering in the sunlight.
• glimmering shiny

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• Readers visualize what is going on in their books
  by making pictures in their minds as they read
  (characters, actions,
• and setting).
• Take the authors words and
• imagine the part in real life.
• Ask, What is the character
• saying, doing, and feeling?
• Close your eyes and make a
• picture!

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Partners come prepared to talk with each other by
choosing a book ahead of time and thinking about
what they want to say. 1. Think about the books
you are reading. 2. Choose a book you would like
to share with your partner and think about
what you want to say about it. 3. Share
with your partner.
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Readers check to make sure they are getting the
story by retelling it to themselves at
different points as they read. 1. Read a section
of text. 2. Stop! Check yourself by
retelling that part. 3. Ask, Did you understand
that part? 4. If not, reread section.
Then
After that
Next
Finally
First
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Readers can retell stories across their fingers
by using transition words.
Then
After that
Next
Finally
First
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Readers can retell stories to their partners
across their fingers by using transition words
such as first, then, next, after that and finally
so the partner can join them in thinking more
deeply about the text. 1. Read a chapter or
section of text. 2. Hold up your hand, use the
transition words to retell the most important
part to your partner.
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Readers can retell stories across their fingers
by using transition words.
Then
After that
Next
Finally
First
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• Readers
• read fluently
• by reading with talking voices.
• Think about what is happening
• in the story.
• Ask, How would that sound in
• your talking voice in real life?
• 3. Read it that way.

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. Readers make their reading sounds smooth by
going back and rereading. 1. Read a section of
text. 2. Think about how it sounded-
smooth or choppy. 3. Go back, reread to make
it sound smooth. Sam was starving. He gobbled
down cereal for breakfast.
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• Readers read with phrasing and intonation by
  noticing and using punctuation.
• As you read, notice the
• punctuation marks.
• 2. Ask, How should those signs
• make this text sound?
• 3. Read it in that way

. ,
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Readers share their reading with a partner by
rereading fluently a favorite part. 1. Choose a
section of text. 2. Practice reading it fluently
to your partner. 3. Ask your partner, How did I
do?
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Unit 2 Reading Celebration!
Students create the front back cover of their
favorite book from this unit. Inside the cover
they write down strategies they used to figure
out tricky words and to understand their books.