Name Date
Benchmark Literacy • Grade 2 • Unit 2/Week 1 ©2011 Benchmark Education Company, LLC
BLM 1
Home/School Connections:Analyze Character
1. Make Text-to-World Strategy ConnectionsSelect a member of your family. Write his or her name on a sheet of paper. With help from that family member, list clues about his or her character traits. What does he or she do, think, feel, and say? Repeat with a second family member. How are the family members alike? How are they different? Bring your lists to school to share with your class.
2. Make Text-to-Text Strategy ConnectionsFind one or more examples from stories or articles of clues about what characters are like. Remember, the examples may include what a character says, does, thinks, feels, or what others say or think about the character. Highlight or circle clues about the character. Bring your example(s) to school to share with the class.
3. Make a Strategy Connection to Social StudiesThink of someone who works in your neighborhood, such as the mail carrier, grocer, bank teller, etc. Draw the person and write a caption that tells what the worker is like.
4. Make a Strategy Connection to the ArtsThink about an artist (e.g., painter, musician, actor, etc.) you are learning about in school. How does know what the artist is like help you better understand his or her art?
5. Make a Character ChartThink of your favorite character. It may be someone from a book, movie, or TV show. On a character chart, list clues about the character—what he or she says, looks like, feels, thinks, and what others think or say about him or her. You can ask a family member to help you. Sign your name and your family member’s name on your chart. Bring your chart to class to share.
6. Think and Write About the StrategyThink about how learning about analyzing characters has helped you become a more strategic reader. Write about how and when you use this strategy to help you understand what you are reading.
Benchmark Literacy • Grade 2 • Unit 2/Week 1 ©2011 Benchmark Education Company, LLC
Name Date
BLM 2
The
Pa
rk P
ond
Ting
’s T
rait:
he
lpfu
lC
lue
s:
Ting
he
lps
he
r m
om
pul
l w
ee
ds
and
pic
k u
p t
rash
fr
om
the
wa
ter.
Ting
’s F
ee
ling
s:
wo
rrie
dC
lue
s:
Ting
ask
s if
the
tra
sh a
nd
slim
e m
ake
the
fro
gs
sic
k.
Mo
m’s
Tra
its:
op
timist
ic a
nd p
osit
ive
C
lue
s:
She
sa
ys t
hat
aft
er
the
y
cle
an
the
po
nd,
the
fro
gs
will
be
sin
gin
g a
ga
in.
Analyze CharacterFiction Poster 2
Grade 2
Tin
g’s
mom
wa
s a
ga
rden
er
at
th
e p
ark
. O
ne
Sa
turd
ay,
Tin
g
wen
t t
o h
elp
her
mom
. In
th
e
mor
nin
g, t
hey
pu
lled
wee
ds.
Late
r t
hey
wen
t t
o t
he
pon
d a
nd
fou
nd
it f
ull
of
sli
me
an
d t
rash
.“U
se t
hes
e g
love
s,”
sa
id T
ing’
s
mom
. “Y
ou c
an
pic
k u
p t
he
tr
ash
an
d p
ut
it i
n t
he
ba
gs.
I
wil
l sc
oop
th
e s
lim
e o
ut
of
th
e w
ate
r.”
“Do
th
e t
rash
an
d s
lim
e m
ake
th
e f
rogs
sic
k?”
ask
ed T
ing.
“Yes
, bu
t t
hey
wil
l be
sin
gin
g
‘rib
bit,
rib
bit’
wh
en t
he
pon
d is
cl
ean
aga
in!”
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Name Date
Benchmark Literacy • Grade 2 • Unit 2/Week 1 ©2011 Benchmark Education Company, LLC
BLM 3
Litt
le D
uck’
s T
raits
:
Clu
es:
Analyze CharacterFiction Poster 3
Grade 2
Illus
trat
ion:
Jacq
uelin
e Ro
gers
Oth
er D
ucks
’ a
nd
Ani
ma
ls’
Tra
its:
Litt
le D
uck’
s F
eelin
gs:
C
hang
es:
Clu
es:
Clu
es:
Clu
es:
Litt
le D
uck
wa
nte
d f
rien
ds.
Li
ttle
Du
ck s
wam
dow
n t
he
riv
er.
The
du
cks
sa
id,
“Go
aw
ay.
Y
ou a
re u
gly!
”Li
ttle
Du
ck s
wa
m n
orth
to
th
e
fore
st.
The
an
imal
s s
aid,
“G
o a
way
. Y
ou a
re a
fu
nn
y-lo
okin
g d
uck
.”Li
ttle
Du
ck w
as
sa
d. L
ittl
e
Du
ck s
wa
m s
outh
to
th
e la
ke.
H
e s
aw
som
e s
wa
ns.
“Sw
an
s
are
so
pre
tty,
” s
aid
Lit
tle
Du
ck.
Then
Lit
tle
Du
ck w
ent
to
sle
ep.
Litt
le D
uck
sle
pt
for
a l
ong,
lon
g t
ime.
Litt
le D
uck
wok
e u
p a
nd
lo
oked
at
him
self
in
th
e la
ke.
“I d
o n
ot b
elie
ve w
ha
t I
am
se
ein
g,”
he
sa
id.
The
sw
an
s s
aw
Lit
tle
Du
ck,
too.
Th
e s
wa
ns
sa
id,
“You
are
not
a
duck
. Y
ou a
re a
pre
tty
sw
an
. W
e a
lwa
ys k
new
you
wer
e b
eau
tifu
l.”
Litt
le D
uck
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Benchmark Literacy • Grade 2 • Unit 2/Week 1 ©2011 Benchmark Education Company, LLC
Name Date
BLM 4
Benchmark education company
Analyze CharacterFiction Poster 4
Grade 2
Litt
le R
ed R
idin
g H
oo
die
Rid
es A
ga
inLi
ttle
Red
Rid
ing
Hoo
die
ha
d a
ba
sket
of
hot
foo
d. T
he
foo
d w
as
for
her
sic
k g
ran
dmot
her
. Li
ttle
R
ed w
an
ted
to
get
to
Gra
nn
y’s
h
ouse
bef
ore
th
e f
ood
got
col
d.
Litt
le R
ed t
ook
a s
hor
tcu
t t
hro
ugh
th
e w
oods
. A
wol
f s
top
ped
her
. “W
ha
t’s
in y
our
ba
sket
?” a
sked
th
e w
olf.
Lit
tle
Red
kn
ew b
ette
r
tha
n t
o t
alk
to
str
an
gers
. Li
ttle
R
ed k
ept
wa
lkin
g.Th
e w
olf
tri
ed a
gain
. H
e s
aid
,
“I l
ove
you
r h
oodi
e. W
her
e d
id
you
get
it?
”Li
ttle
Red
did
not
an
swer
. Sh
e
star
ted
to
ru
n.
The
wol
f r
an a
fter
h
er.
Litt
le R
ed r
an
ou
t o
f t
he
w
oods
. Th
e w
olf
fol
low
ed h
er.
Luck
ily,
th
e n
um
ber
12
bu
s
cam
e b
y. L
ittl
e R
ed g
ot o
n t
he
b
us.
Th
e w
olf
did
not
ha
ve
ex
act
ch
an
ge.
Th
e b
us
too
k L
ittl
e R
ed
to
Gra
nn
y’s
hou
se.
They
ate
h
ap
pil
y e
ver
aft
er.
©20
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enc
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Name Date
Benchmark Literacy • Grade 2 • Unit 2/Week 1 ©2011 Benchmark Education Company, LLC
BLM 5
Little Red Riding Hoodie Rides Again:
Comprehension QuestionsDirections: Use information from the poster to answer questions 1–4.
1. Which clue tells you that Little Red is a caring person?
A She won’t talk to the wolf.
B She is taking hot food to her sick Grandmother.
C She takes the number 12 bus.
2. Little Red won’t talk to strangers. What does this tell you about her character?
A She’s smart.
B She’s silly.
C She’s fast.
3. What does the wolf say in this story that tells you he’s tricky?
A “What’s in your basket?”
B “What big eyes you have!”
C “I love your hoodie. Where did you get it?”
4. Which action shows that Little Red is scared?
A She wears a hoodie.
B She runs.
C She has a basket of hot food.
Benchmark Literacy • Grade 2 • Unit 2/Week 1 ©2011 Benchmark Education Company, LLC
Name Date
BLM 6
Constructed Written Response: Analyze Character
Analyze Character Writing Checklist
_____ I identified a character from a story.
_____ I included at least 3 character traits.
_____ I included clues or examples of each character trait.
Character
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