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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