ELA Centers with Differentiation, Student Rubrics, and Menus for April (2nd)

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2nd
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Differentiated ELA Centers with EASY Teacher Prep!

This pack was created to support independent activities for the literacy block. It contains 10 differentiated activities that are slightly different than my other centers. Instead of creating one task with several different levels of difficulty cards, the activities are differentiated by either the complexity of the recording sheet and task or by the actual readability of the task. I made this change to help teachers create meaningful, differentiated centers, while requiring less time to prepare and create! Another feature I added to this pack is a printable resource poster for EACH center! The centers include:

• Acres Adjectives-The student will draw a card with a picture of an object. Then, the student will create an adjective to describe the object. The first recording sheet requires students to write an adjective for a picture on the card. The second recording sheet requires students to write a sentence about the object pictured on the card. Each sentence must include an adjective describing the object on the card.

• Building Better Writers with Adverbs- The students will draw a card with a picture of an action. Then, the student will create an adverb to describe the action. The first recording sheet requires students to write an adverb for the action on the card. The second recording sheet requires students to write a sentence about the action pictured on the card. Each sentence must include an adverb describing the action on the card.

• Flying High with Adjectives and Adverbs- The student will sort the cards with underlined words into adjectives or adverbs. Two different recording sheets are included for differentiation. The first recording sheet requires students to identify the word as an adjective or adverb. For a more difficult task, copy the first recording sheet and second recording sheet back to back. The second recording sheet requires students to choose 3 adjectives or adverbs and write sentences about the given picture.

• Searching for Prefixes and Suffixes- The student will sort the cards with prefixes and suffixes onto sorting mats marked “prefix,” “suffix,” or “both.” Two different recording sheets are included for differentiation. The first recording sheet requires students to sort the words. For a more difficult task, copy the first recording sheet and second recording sheet back to back. The second recording sheet requires students to choose 4 of the words and use them in a sentence.

• It’s Raining Author’s Purpose-The students will read and sort cards with text for the author’s purpose. This center matches the CCSS description of having students identify the author’s purpose to describe, explain, or answer. Two different recording sheets are included for differentiation. The first recording sheet requires students to identify the author’s purpose on each card. For a more difficult task, use just the second recording sheet. The second recording sheet requires students to identify the author's purpose and explain their thinking.

• A Stormy Cause and Effect- Students read the story and find cause and effect relationships. The text comes in three levels, beginning second grade reading level, mid-second grade reading level, and end second grade reading level. Two different recording sheets are included for differentiation. The actual center is also differentiated. The puzzle pieces are an easier task. Students match the cause puzzle piece to the matching effect puzzle piece and record their work. For a more difficult task, students can draw question cards with cause and effect questions about the story and record their work.

• Springing into Main Idea-The students will read paragraphs to determine the main idea. Two differentiated versions of main idea cards can be used. One version has a picture clue in the bottom right corner to match the topic. The second version has a numbered flower, so the students do not have a visual cue about the topic or main idea. Each version of the main idea cards has a correlating recording sheet. The first recording sheet allows students to select the main idea from a set of multiple choices. The second recording sheet requires students to write the main idea of each paragraph.

• A Castle Full of Commas- Students read letters from fairy tale characters and search for commas. Students will sort the letters and determine if the commas (commas in a letter and commas in a series are included on the cards) are correct. Two recording sheets for differentiation are included. The first recording sheet requires students to identify if commas in the letter are correct or incorrect. For a more difficult task, copy the next two recording sheets back to back. These recording sheets require students to identify letters with correct commas and correct the letters with incorrect commas.

• Be a Literary Reading Detective- The students read a literary passage and then can either answer questions about the passage, or can use question stem cards, to create and answer their own questions about the passage. There are three levels of the passage (Beginning 2nd, Mid 2nd, End 2nd) and two different versions of the recording sheet.

• Be an Expository Reading Detective- Students read a piece of expository text (a flyer about an Earth Day festival) and then can either answer questions about the passage, or can use question stem cards, to create and answer their own questions about the passage. Because this is a flyer, the text is NOT differentiated.


Teacher’s Helpers Included!

This is an additional pack of teacher’s helpers to make your literacy block as smooth as possible! Included in this file is:

• Center Icons for Rotations or Bin Labels- These are square labels that match each of the centers’ cover sheets. These are perfect for center rotations or for labeling bins.
• Center/ Work Stations Menu or Cover Sheet- I created this sheet for students to check off as they complete the center/work station each day. They can also be used as a daily or weekly reflection piece for students.
• Student’s Reflection Rubric- At the end of the week, students have a simple rubric to complete that allows them to reflect on their effort and understanding.
• Simple Grading Sheet- This is a simple sheet for teachers to staple to the top of all of one student’s centers. There is a checklist of all the centers and teachers can score all of the centers for one student. There are four checklists to a sheet.
• Teacher Check Sheet- Editable checklist to mark off if students have turned in all the centers in this pack.

Common Core Standards Addressed in this Pack
• CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
• CCSS.ELA-LITERACY.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• CCSS.ELA-LITERACY.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
• CCSS.ELA-LITERACY.RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
• CCSS.ELA-LITERACY.RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• CCSS.ELA-LITERACY.L.2.4.B Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
• CCSS.ELA-LITERACY.RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe
• CCSS.ELA-LITERACY.L.2.1.E Use adjectives and adverbs, and choose between them depending on what is to be modified.
• CCSS.ELA-LITERACY.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
• CCSS.ELA-LITERACY.L.2.2.B Use commas in greetings and closings of letters.

Happy Teaching!
mandyholland@hotmail.com
http://www.tips-for-teachers.com/
http://mandys-tips-4-teachers.blogspot.com/


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ELA Centers with Differentiation, Student Rubrics, and Men
ELA Centers with Differentiation, Student Rubrics, and Men
ELA Centers with Differentiation, Student Rubrics, and Men
ELA Centers with Differentiation, Student Rubrics, and Men