Unit Overview - Tewksbury Township Schools
|Unit Overview |
|Content Area: English Language Arts |
|Unit Title: Reading Informational Timeline: Ongoing |
|Target Course/Grade Level: Second Grade |
|Unit Summary: Students will enjoy reading and being read to using a wide variety and deep engagement of high-quality informational texts. |
|Students will be exposed to and become familiar with a variety of genres including but not limited to the reading of nonfiction, narrative |
|nonfiction, biography and autobiography. They will learn about the various text features and their use and how they contribute to and clarify |
|a text. Students will learn to locate key facts and information in informational text. Students will identify that the purpose of |
|informational texts is to inform and offer information related to a topic of interest or study. |
|Primary interdisciplinary connections: Character Education, Science, Social Studies, Math, Health, Technology |
|21st century themes and skills: Creative Thinking and Problem Solving, Communication and Collaboration, Life and Career Skills: -flexibility |
|and adaptability, initiative and self-direction, social skills, productivity and accountability, leadership and responsibility. |
|Anchor Standards: |
|RI.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 text. |
|RI.2 Determine central theme or themes of a text and analyze their development; summarize the key supporting details and ideas. |
|RI.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the|
|whole. |
|RI.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. |
|RL.10 Read and comprehend complex literary and informational texts independently and proficiently. |
|L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
|SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas |
|and expressing their own clearly and persuasively. |
|Learning Targets/Activities |
|Domain: Reading Informational, Language, Speaking and Listening |
|Cluster: Key ideas and Details Craft and Structure, Integration of Knowledge and Ideas, Range of Reading and Level of Text Complexity, |
|Conventions of Standard English, Comprehension and Collaboration, Presentation of Knowledge and Ideas |
|Standard # | Standards |
|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. |
|RI.2.2 |Identify the main topic of a multi paragraph text as well as the focus of specific paragraphs within the text. |
|RI.2.3 |Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical |
| |procedures in a text. |
|RI.2.4 |Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. |
|RI.2.5 |Know and use various text features (eg., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) |
| |to locate key facts or information in a text efficiently. |
|RI.2.6 |Identify the main purpose of a text, including what the author wants to answer, explain or describe. |
|RI.2.7 |Explain how specific images (eg., a diagram showing how a machine works) contribute to and clarify a text. |
|RI.2.8 |Describe how reasons support specific points the author makes in a text. |
|RI.2.9 |Compare and contrast the most important points presented by two texts on the same topic. |
|RI.2.10 |By the end of the year, read and comprehend informational texts, including history/social studies, science and technical |
| |texts, in the grade 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
|SL.2.1 |Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in |
| |small and larger groups. |
|SL.2.1.a |Follow agreed-upon rules for discussions (eg. listening to others with care, speaking one at a time about the topics and |
| |texts under discussion). |
|SL.2.1.b |Build on others’ talk in conversations by responding to the comments to the remarks of others. |
|SL.2.1.c |Ask for clarification and further explanation as needed about the topics and texts under discussion. |
|SL.2.2 |Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. |
|SL.2.3 |Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or |
| |deepen understanding of a topic or issue. |
|SL.2.4 |Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in |
| |coherent sentences. |
|SL.2.5 |Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences |
| |when appropriate to clarify ideas, thoughts and feelings. |
|SL.2.6 |Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. |
| |(See grade 2 Language standards 1 and 3 for specific expectations). |
|Unit Essential Questions |Unit Enduring Understandings |
|How can reading informational text contribute to lifelong learning? |Readers read informational texts to gain knowledge to help understand |
|How do the features of informational text help us to find, understand,|our world and ourselves. |
|and apply important information? |Readers know how to focus their thinking around the important |
| |information in a text in order to understand the main idea. |
| |Features of informational texts help readers to navigate, understand, |
| |and apply important information. |
|Unit Learning Targets |
|Students will ... |
|Ask and answer pertaining to who, what, where, when, why, and how before, during and after reading to demonstrate understanding and |
|comprehension of key details or facts in a text, (RI.2.1, SL.2.2, SL.2.3) |
|Identify the main idea of multiparagraph text and explain how each paragraph supports the main topic. (RI.2.2) |
|Describe the connection between a series of historical events in a text (e.g., Rosa Parks and Ruby Bridges). (RI.2.3) |
|Describe the connection between a series of scientific ideas in a text. (e.g, life cycle of a butterfly and life cycle of human). (RI.2.3) |
|Describe the connection (sequencing) between steps in technical procedures in a text. (e.g., how-to). (RI.2.3) |
|Make connections and use context to determine the meaning of words or phrases within a text. (RI.2.4) |
|Identify and use text features including captions, bold print, subheadings, glossaries, indexes, electronic menus, and icons to locate key |
|facts or information in a text. (RI.2.5) |
|Identify the main purpose of a text and what the author wants to answer, explain or describe. (RI.2.6) |
|Describe an image (eg. picture, graphic, diagram) from a text and explain how the image contributes and clarifies text. (RI.2.7) |
|Explain how bold print indicates a word is new and important (term may be found in glossary). (RI.2.5) |
|Explain how subheadings help identify the main topics of sections of text. (RI.2.5) |
|Explain how glossaries define new and important content words. (RI.2.5) |
|Explain how indexes alphabetically list the main ideas in the text, with page numbers to help students find them easily. (RI.2.5) |
|Explain how electronic menu is a list of options that appears below an item when the computer user clicks on it. (RI.2.5) |
|Explain how an icon is an image on a computer page that represents a specific file, window, or web page – students can click on the icon to go |
|to that information. (RI.2.5) |
|Describe and understand how reasons support specific points the author makes to demonstrate their opinion/viewpoint. (RI.2.8) |
|Provide textual evidence to support the author’s viewpoint. (RI.2.8) |
|Read or listen to two informational texts on the same topic and identify the most important points/main ideas in each text. (RI.2.9) |
|Compare important points in two texts on the same topic by identifying similarities. (RI.2.9) |
|Contrast important points in two texts on the same topic by identifying differences. (RI.2.9) |
|Read a variety of informational text at an appropriate level. (RI.2.10) |
|Use effective listening behaviors (eg. making eye contact, nodding thinking of questions to ask, responding). (SL.2.1.a, SL.2.1.b, SL.2.1.c) |
|Demonstrate guidelines for discussion such as taking turns when speaking and building on other’s thoughts, feelings and opinions. (SL.2.1.a, |
|SL.2.1.b, SL.2.1.c) |
|Speak audibly and coherently in complete sentences using appropriate tone and volume when sharing, telling a story or recounting an experience |
|to provide detail or clarification. (SL.2.4, SL.2.6) |
|Recognize and respect others’ perspectives during discussions. (SL.2.1.a, SL.2.1.b) |
|Participate in independent and community reading experiences and collaborative discussions in shared, guided, partner, independent and read |
|aloud. ( RI.2.10, SL.2.1.a, SL.2.1.b, SL.2.1.c, SL.1.6) |
|Learning Activities |
|mini-lessons |read aloud/model texts |
|guided reading groups |Reading journals/Written response |
|shared reading |skill-based work stations |
|independent reading |flexible grouping |
|think alouds |partner reading |
|graphic organizers: facts, compare and contrast |partner/pair share |
|story maps/venn diagrams |text browsing (locate parts of a text) |
|Posters/Anchor charts (classroom listening/sharing |connection drawings |
|questions and responses |modeled and guided practice |
|reading conferences |peer conferencing |
| |sharing/discussions |
|Evidence of Learning |
|Formative Assessments |
|Student participation |Reading conferences |
|Anecdotal records |Story maps/graphic organizers |
|Teacher observation |Journal entries |
|Running records |Illustrations/Written responses |
|Classroom discussion |Peer and self evaluations |
|Summative Assessments |
|DRA |
|Running Record |
|Rubrics |
|Written responses |
|RESOURCES/TECHNOLOGY |
|Teacher Instructional Resources: |
|Read Alouds/Mentor Texts |
|Leveled readers |
|Calkins Units of Study/Curricular Plans: Grade 2 |
|Time for Kids, Scholastic |
|Scholastic News, Scholatic |
|Discovery Kids, Discovery Channel |
|National Geographic Little Kids, National Geographic |
|Strategies That Work, Harvey and Goudvis |
|Reading With Meaning, Debbie Miller |
|Lessons in Comprehension, by Frank Serafini |
|Growing Readers, Kathy Collings |
|Nonfiction Craft Lessons, Ralph Fletcher |
|True Stories: Nonfiction Literacy in the Primary Classroom, Christine Duthie |
|Guided Reading, Fountas and Pinnell |
|Guided Comprehension in the Primary Grades, Maureen McLaughin |
|Integration of Technology: |
|SmartBoard |
|Computer |
|Online resources |
|Technology Resources: |
|Click the links below to access additional resources used to design this unit: |
| Resource of academic information to assist teacher in evaluating their own teaching methods for reading instruction. Some |
|resources for use with students to enhance this unit on informational text. |
| Online non fiction books that students can read independently. |
| Electronic bulletin board that has endless resources for all components of teaching reading. You have to navigate through |
|the various resources. |
| Resources for supporting your reading workshop classroom. Some free, most cost a low fee that goes directly to the |
|teacher who posted the resource. |
| A quick article covering many components of what to teach in this |
|unit. |
| This website offers various articles to read to gain insight on how other teachers are approaching this|
|unit of reading instruction. |
| An article explaining why and how to teach informational text to children. |
| assorted games using reading and thinking about non-fiction topics to play the game successfully. |
| This site has many different animals that students can clickon and read quick |
|facts about. |
| Website full of interesting topics to read about. Some articles are harder than second grade reading. |
|Opportunities for Differentiation: |
|Readers Workshop: Guided reading, guided practice |
|Leveled readers |
|Independent reading |
|VAKT modeling: graphic organizers |
|Teacher Notes: |
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