Books and Passages

Atka and the Wolves of South Salem

Passage

http://www.readworks.org/sites/default/files/passages/630_atka_and_the_wolves_of_south_salem_0.pdf

Grade: 2
Lexile Level: 630L
Domain: Life Science
Text Type: Informational
Skill/Strategy: Multi Skill/Strategy

http://www.readworks.org/sites/default/files/passages/answer_key/atka_and_the_wolves_of_south_salem_answers.pdf

Grade: 2
Lexile Level: 630L
Domain: Life Science
Text Type: Informational
Skill/Strategy: Multi Skill/Strategy

Vocabulary

http://www.readworks.org/sites/default/files/bundles/node_10951.pdf
http://www.readworks.org/sites/default/files/pages/vocabulary_worksheet_2-8.pdf

StepReads™

http://www.readworks.org/sites/default/files/passages/stepped/atka_and_the_wolves_of_south_salem_stepread1.pdf

Standards

This Passage & Question Set and related Vocabulary materials align to the following Common Core Anchor Standards:

Passage & Question Set
CCSS.ELA-LITERACY.CCRA.R.1
CCSS.ELA-LITERACY.CCRA.R.2
CCSS.ELA-LITERACY.CCRA.R.10

Vocabulary Material
CCSS.ELA-LITERACY.CCRA.L.4
CCSS.ELA-LITERACY.CCRA.L.6

Full Standards Descriptions


CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-LITERACY.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCSS.ELA-LITERACY.CCRA.R.10
Read and comprehend complex literary and informational texts independently and proficiently.

CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

CCSS.ELA-LITERACY.CCRA.L.6
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

User Comments

I don't agree that this content is too difficult for second grade. Especially if you have done plenty of scaffolding for the topic and vocabulary before hand. I will definitely use it next year with my second graders.

Actually, the rigor of the common core suggests that authentic passages with varying structures by real authors be used in order to strengthen the skills of readers. My second graders are reading this article, with some scaffolding for unusual names, and they are able to discuss the content and develop main idea and summarizing statements from it. It all depends on the support given.

As to the Lexile versus DRA levels, the common core uses the Lexiles, and while I am not a great fan, having been trained by Fountas & Pinnell directly, I want to see the quantitative level, as well as to consider the qualitative features of both the text and the reader.

We all need to get behind the common core standards and help our students develop more stamina and thinking ability to sustain them in higher grades!

I found this website helpful to compare scores from Lexile, reading recovery, DRA, and Rigby A-Z.

https://www.biblionasium.com/reading_levels
There is a chart that shows four types of levels (color coded even :} )
Search Compare Lexile Levels to DRA levels

I do agree with the suggestion that it is a good idea to preview the Lexile content and not just go by the Lexile Score especially for reading levels in the class that are exactly at grade level and surpassing grade level.

Hope it helps

I agree that the story is interesting and the students will enjoy it. I am excited about sharing it with my 6th grade class as a 'cold' read. I hope others will do the same. The phrasing of the questions is more common core but if we start at the beginning I believe our students will grow to the challenge. It is absolutely ludicrous to believe that an average 2nd grader can read and comprehend this story. However, if you believe that the teacher should do all the reading and then discuss the story, read on.

Hi Deborah. Thank you for your comment. We recognize that 2nd graders have varying ability levels and that many may not be ready to read some of the passages independently. We have designed passages and question sets that are flexible resources to be used for read-aloud instruction, small group instruction AND independent student reading. Therefore the text complexity of passages varies within each grade and across all grades, as reflected in the Lexile levels. Research shows that exposing students to more complex text through read-aloud is vital to increasing vocabulary & background knowledge, and is supportive of independent reading. In addition, the question sets offer us all the opportunity to read-aloud and model evidence-based questions that reinforce the important information in the passage. We have found using an interactive white board to read and work with the passage/question set to be particularly successful.

New

I was tending to agree with Deborah, but I understand what you're saying. However, what if your school isn't equipped with that type of technology?

Students enjoyed the story. Worked on it as a group activity.