Reading for Inquiry and Writing a Report -...

Massachusetts Department of Elementary and Secondary Education, October 2012-- Work in Progress of 47

Reading for Inquiry and Writing a Report English Language Arts and Literacy – Grade 2

This is the second unit in the series. The focus of this unit is on reading and comprehending nonfiction, grade-appropriate text and writing an

informational report. Second-grade students read and listen to multiple texts and deconstruct them with the teacher in order to understand how nonfiction is organized. Next students co-construct a report with the teacher using various text features to make the writing and organization clear.

Finally, students individually construct a report, read it and discuss it with their kindergarten buddies, and place the report in the kindergarten library.


Table of Contents

Unit Plan ……………………………………………………………………………………………..………………………………………………….…4

Lesson 1 …………………………………………………………………………………………………………………………..………….…………….9

Lesson 1 Resources …………………………………………………………………………...……………………………………….……..…….…14

Lesson 2 ………………………………………………………………………………………………………………………………..…….………….…15

Lesson 2 Resources ………………………………………………………………………………………………………………………..…….….…19

Lesson 3 ………………………………………………………………………………………………………………………………………………….…20

Lesson 3 Resources ……………………………………………………………………………………………………………………………………24

Lesson 4 ……………………………………………………………………………………………………………………………………………………25


Lesson 5 …………………………………………………………………………………………………………………………………………………….30

Lesson 5 Resources …………………………………………………………………………………………………………………………………….34

Lesson 6 ……………………………………………………………………………………………………………………………………………………..35


Lesson 7 …………………………………………………………………………………………………………………………………………………….40

Lesson 7 Resources …………………………………………………………………………………………………………………………………….44


Lesson 8 ……………………………………………………………………………………………………………………………………………………..45

Lesson 8 Resources ……………………………………………………………………………………………………………………………………..48

CEPA Overview…………………………………………………………………………………………………………………………..………………..49

CEPA Student Instructions …………………………………….……………………………………………………………..………………….…..50


Stage 1 Desired Results ESTABLISHED GOALS G 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 2.5 Know and use various text features (e.g.,

captions, bold print, subheadings, glossaries,

indexes, electronic menus, icons) to locate key facts

or information in a text efficiently.

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.

SL2.1 Participate in collaborative conversations with

diverse partners about grade 2 topics and texts with

peers and adults in small and larger groups.

c. Ask for clarification and further explanation as

needed about the topics and texts under discussion.

SL2.6 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 on pages 36–37 for

specific expectations.)

L2.3 Use knowledge of language and its

Transfer

Students will be able to independently use their learning to… T T1 Read and comprehend a range of increasingly complex texts and media written for various audiences

and purposes.

T2 Generate open-ended questions and seek answers through critical analysis of text, media, interviews,

and/or observations.

T3 Communicate ideas effectively in writing to suit a particular audience and purpose.

Meaning

UNDERSTANDINGS U Students will understand that… U1. Readers read nonfiction in order to gain

information about a topic.

U2. Fiction and nonfiction are written for different

purposes and organized differently; we therefore

read them differently.

U3. Authors organize text using various text

features (e.g., captions, bold print, subheadings,

glossaries, indexes, electronic menus, icons) to help

readers find answers to questions.

U4. Readers ask questions when reading to clarify

and elaborate understanding.

U5. Discussing text with peers and teachers

deepens comprehension and understanding.

ESSENTIAL QUESTIONS Q Q1. Why and how do we read informational text?

Q2. Why do authors of informational text use text

features?

Q3. How does asking questions help readers

understand text?

Q4. Why do readers talk about what they have

read?

Q5. Why and how do readers write about what they

have read?


conventions when writing, speaking, reading, or

listening.

W2.5 With guidance and support from adults and

peers, focus on a topic and strengthen writing as

needed by revising and editing.

L2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

U6. Writing about reading enhances

comprehension.

Acquisition

Students will know… K K1. Whether a book is fiction or nonfiction by

looking through it.

K2. Types of text features (captions, bold print,

subheadings, glossaries, indexes, electronic menus,

icons).

K3. Reasons for authors using text features.

K4. Nonfiction text can be read in any order based

on where information is located and a reader’s

purpose for reading.

K5. Organization of a report into a general

statement(s) and key details

Students will be skilled at… S S1. Determining if a book is nonfiction and

explaining their reasons why.

S2. Asking and answering questions such as who,

what, where, when, why, and how to demonstrate

understanding of text.

S3. Asking questions for clarification about

information while reading nonfiction text.

S4. Using text features to locate information.

S6. Writing down facts while reading.

S7. Writing a general statement about a topic.

S8. Organizing information into categories and

including key details.

S9. Focusing writing on a topic and revising and

editing with guidance and support from the teacher.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence

<type here> CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS) PT PT1:

Goal (G): You and your kindergarten buddy choose an animal that interests both of you. Your goal is to


write a report on that animal that will go in the kindergarten library.

Role (R): You are a second grader and a buddy to a kindergartener.

Audience (A): Your audience is your kindergarten buddy and the rest of the kindergarten class.

Situation (S): All second graders have a kindergarten buddy that they read with regularly. You will write a

book for the kindergarten library on the animal that you and your buddy choose.

Product Performance and Purpose (P): You will read two to three books and write facts about the animal.

Then you will organize the facts into various categories, and write a report that includes a general

statement at the beginning followed by key details. You will include at least one text feature—it may be an

illustration or diagram or chart, etc. Then you will read your report to your kindergarten buddy.

Standards and Criteria for Success (S): Your book needs to include:

o A title and author o A general statement about your topic o Key details that include:

What your animal looks like

Where it lives

What it eats

At least three interesting facts about it o At least one text feature to make your report clearer

You will read your book to your kindergarten buddy. With your kindergarten buddy, choose an animal from the teacher-selected books on the table. Read two to three books about that animal and write facts about that animal. Organize the facts into categories. Be sure to include: 1) what it looks like, 2) where it lives, 3) what it eats, and 4) at least three interesting facts about it. Write a general statement about your animal to begin your report, followed by key details. Read your report to your kindergarten buddy.

<type here> OTHER EVIDENCE: OE OE1. Partner, small group, and large group discussions


OE2. Notes taken on reading throughout the unit (Responses to Reading)

Stage 3 – Learning Plan Summary of Key Learning Events and Instruction

Deconstruct Text

1. Show various nonfiction books and point out the organization (Table of Contents, Headings, Subheadings, Captions, bold print, glossary, index, graphs/charts, etc.) Given various books, groups of students determine if a book is fiction or nonfiction. Introduce Nonfiction Journal—a “blue book” or teacher-made journal that students use for all of their notes and writing for the nonfiction unit. A

2. Students continue working with various fiction and nonfiction books and look through them to identify and compare the features of each using a Venn diagram. A

3. Discuss the purpose of text features in helping readers locate information and in signaling the main ideas in nonfiction text. Construct an Anchor Chart with students demonstrating various text features and why they are helpful to readers. A, M

4. Why do good readers ask questions as they read? Discuss the higher order questions that [[good?]] readers ask as they read. Then ask follow-up questions to probe understanding. A, M

Co-construct Text

5. Help students discover what makes a good report on the topic you have chosen (e.g., animals). Students co-construct a chart to be used as a reference for the class report and for individual reports. Help students discover the structure of a report (a general opening statement or paragraph followed by more specific information about the topic) by looking through several informational books on animals, reading several openings, and then looking through the rest of the headings and subheadings. A, M

6. Work together with students to organize information on frogs and write a class report. A, M

Independently Construct Text

7. Students choose a topic with their kindergarten buddy for their own report, research that topic by reading two to three books, and write a report for the kindergarten library. A, M, T

8. Students read their reports to their kindergarten buddies. Reports are given to kindergarten students for inclusion in the kindergarten library. A, M,

Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe Used with Permission July 2012



Lesson 1

Brief Overview: A work of fiction and nonfiction are read and compared. Students work in small groups to compare for

themselves, read a class selection, and then read independently.

Prior Knowledge Required: Students can decode text at a first or second grade level or beyond; work with a small

group of peers, know the rules of discussion; read a book independently when work is completed; and know how to read

with a partner

Estimated Time: 80 minutes

Resources for Lesson: 10–15 books (fiction and nonfiction) for each group of four students; a Nonfiction Journal for each student for their writing; and the same-title nonfiction book for each student in class (e.g. National Geographic Readers: Frogs! by Elizabeth Carney); a nonfiction book for each student at his/her independent reading level to read when work is completed.


Content Area/Course: English Language Arts and Literacy – Grade 2

Unit: Reading for Inquiry and Writing a Report

Time (minutes): 80 minutes October

Lesson #: Lesson 1: Determining if a Text is Fiction or Nonfiction

Overview: A work of fiction and nonfiction are read and compared. Students work in

small groups to compare for themselves, read a class selection, and then read

independently.

By the end of this lesson students will know and be able to:

Determine if a book is fiction or nonfiction by looking at it.

Essential Question addressed in this lesson:

Why and how do we read informational text?

Standard(s)/Unit Goal(s) to be addressed in this lesson (type each

standard/goal exactly as written in the framework):

RI 2.5 Know and use various text features (e.g., captions, bold print, subheadings,

glossaries, indexes, electronic menus, icons) to locate key facts or information in a

text efficiently.

W 2.5 with guidance and support from adults and peers, focus on a topic and

strengthen writing as needed by revising and editing.

Instructional Resources/Tools (list all materials needed for this lesson)

Write the Essential Questions for the unit on the board or on chart paper for reference throughout the unit.

Assign each student a partner to work with for the unit. Partners should be reading on a similar level.

Pair two sets of partners to form a heterogeneous group of four students to work with for the unit.

Have students work with peers in small groups and with partners to support their reading.

Group students heterogeneously for Before Reading and After Reading and homogeneously for Reading.

Collect 10–15 books (fiction and nonfiction) for each group of four students.

You will need a Nonfiction Journal for each student for their writing for the unit (can be a “blue book” or any other commercial type of journal or a teacher-made journal of 20–25 pieces of paper stapled together). Students write “My Nonfiction Journal” on the cover along with their name.

Provide the same title nonfiction book for each student in class (e.g. National Geographic Readers: Frogs! by Elizabeth Carney)

Have each student choose a nonfiction book at his/her independent reading level to read when work is completed.

Write on the board o Read ________ (title of book) to find facts about ________ (e.g. frogs). o Write facts about ______ (e.g. frogs) in your Nonfiction Journal. o Read your independent reading book.

Anticipated Student Preconceptions/Misconceptions

Nonfiction is read straight through from the beginning of the book to the end.

Headings, subheadings, table of contents, glossaries, captions, types of

print, charts/maps, etc., are unimportant.

Instructional Tips/Strategies/Suggestions:


Specific accommodations for students with disabilities o Make sure students who need extra support read with the teacher. o Teacher may need to read chorally or echo read with students.

Specific accommodations for ELLs o Make sure students understand vocabulary, e.g. “Table of

Contents” and what each word means separately and what they refer to as a phrase.

o Students may need more understanding of fiction vs. nonfiction.

Pre-Assessment

Student ideas about nonfiction text in class discussion

Student work in small groups to determine if a book is fiction or nonfiction

and explanations as to how they know.

Students’ ability to find the table of contents and use it to find a section of

the book.

Nonfiction Journal writing

Students’ writing about _________ (pre-assessment – e.g., their favorite

animal)

Students’ writing of facts

What students need to know and are able to do coming into this lesson (including

language needs):

Decode text at a first or second grade level or beyond

Work with a small group of peers

Know the rules of discussion

Read a book independently when work is completed

Know how to read with a partner

Lesson Sequence

Before Reading (30 minutes)

Ask students what they know about nonfiction books. List on board. (3 min.) Books that contain information about a topic are called nonfiction.

Refer to Essential Questions on chart paper or board. Go over questions briefly. Go back to the Essential Questions each day.

Show a fiction book that students are familiar with (e.g., Frog and Toad) and flip through the book (5 min.)

o Why is this book fiction? It’s not true. It’s a story that someone made up. It has a setting, characters, a problem or goal, events

(things that happen while the character is trying to solve his/her problem), solution, and ending. It has a beginning, middle, and end.

o List elements of story on the board (setting, characters, problem/goal, events, solution, ending)

Which parts of a story happen in the beginning? (setting, characters, problem/goal)

What happens at the end? (solution and ending) What happens in the middle? (events)

Show a nonfiction book (e.g., National Geographic Readers: Frogs! by Elizabeth Carney) and flip through the book to show the text features (Table of Contents, headings, subheadings, inserts, italics, bold print, sidebars, pictures, captions, glossary, index, etc.) (8 min.)

o What do you see in this book that you did not see in Frog and Toad?

If students do not know the name of various text features, point them out and name them.

Briefly tell the function of each text feature. o Discuss the terms “nonfiction” and “informational text.” Write both

terms on the board, show the prefix “non,” and point out that it means “not”—so it is not fiction”—and point out the word


“information” in “informational text”—which means this kind of a book contains information

Nonfiction text is not fiction. It is true. It contains facts. There are no characters with problems and solutions.

Divide students into small heterogeneous groups (4 students) and give each group a pile of books—both fiction and nonfiction. Ask students to work together to decide whether the book is fiction or nonfiction and to explain how they know. Students put books in two piles, one for fiction and one for nonfiction. (8 min.)

Bring the groups back together as a whole and ask each group to show one nonfiction book to the group and to explain how they know it is nonfiction. This gives the students a chance to use the text feature terminology they have just learned. (6 min.)

Reading (40 minutes)

Tell students that they are going to learn how to read and write nonfiction/ informational text this month. Tell them that you will read some books to them, they will read some books and discuss them together, and they will choose other books to read on their own. All of the books will be nonfiction books about ________ (whatever topic you choose, perhaps related to science or social studies standards—for purposes of illustration we will use the topic of “animals”).

As a pre-assessment, ask students to write about ___________ (e.g., their favorite animal). The evaluation of this piece of writing will guide your instruction.

Tell students they will learn how to write a report so they can write a book for their kindergarten buddy that will go in the kindergarten library.

Choose a topic that you are going to use to model reading and writing a report. (e.g., frogs). You will need several books to read aloud each day on this topic so that students are immersed in information. You also may want to have other electronic resources available, such as PBS Learning Media [www.pbslearningmedia.org] and Teachers’ Domain [www.teachersdomain.org].

Pass out the books that the whole class will read (e.g., National Geographic Readers: Frogs! by Elizabeth Carney).

Ask students questions such as, “Do we need to start at the beginning and read to the end the way we read a fiction book? Why? Why not?

“If we want to find out what the answer to a certain question, where would we look?” (Table of Contents, index)

o Have students turn to the Table of Contents and find various topics.

o Have students leaf through various pages and point out any text features on that page, such as headings, subheadings, pictures, captions, sidebars, etc., and briefly tell their purpose.

Pass out Nonfiction Journals and explain that their writing for the nonfiction unit will be kept in this journal. Tell students that you are going to write on the board what they need to do each day so they can work independently while you work with other students. 1. Read ________ (title of book) to find facts about ________ (e.g., frogs).

You may want to list the page numbers if you choose a longer text. 2. Write facts about ______ (e.g., frogs) in your Nonfiction Journal. 3. Read your independent reading book.

Grouping

Those students who are able to read and write on their own should do so.

Those who need a moderate amount of support will read with a partner. Each student reads a section or page aloud, taking turns after each page. Then students write facts individually.

Those students needing significant support read with you (no more than three to five students in the group). Direct the reading so that students read chorally, in partners, or silently, depending on the amount of support needed. Help students write facts learned.

After Reading (10 min.)


Bring students back together in a whole group.

Have two to three students share their writing. (Keep track of who shares each day so that different students have a chance.)

Write facts on chart paper—one fact per line so they can be cut apart later. Homework/practice: Students read self-selected, “just right” nonfiction books. Practice reading a paragraph two to three times to a parent/guardian or sibling. Review outcomes of this lesson:

Review how to determine if a book is fiction or nonfiction. Ask students the following

questions:

What are some things in a nonfiction book that help you know it is nonfiction?

When would you choose to read nonfiction? Return to the Essential Questions: Why do we read informational text? (to answer a question, to gain information)

How does our purpose for reading nonfiction/ informational text determine the way we read it? (use Table of Contents or index to find where the information is in the text to answer our question—no need to read from beginning to end)

Preview outcomes for the next lesson:

Tell students that tomorrow they are going to compare features in a fiction and

nonfiction book to see how they are the same and how they are different.


Resources for Lesson 1

Collection of 10–15 books (fiction and nonfiction) for each group of four students. A Nonfiction Journal for each student for their writing for the unit (can be a “blue book” or any other commercial type of journal or a teacher-made journal of 20–25 pieces of paper stapled together). Students write “My Nonfiction Journal” on the cover along with their name. The same-title nonfiction book for each student in class (e.g. National Geographic Readers: Frogs! by Elizabeth Carney) Have each student choose a nonfiction book at his/her independent reading level to read when work is completed. PBS Learning Media [www.pbslearningmedia.org] and Teachers’ Domain [www.teachersdomain.org]



Lesson 2

Brief Overview: Students compare fiction and nonfiction books on a Venn Diagram, then continue reading their book

from yesterday and writing in their Nonfiction Journals.

Prior Knowledge Required: Students decode text at a first or second grade level or beyond; know how to read with a

partner; know rules of discussion; and read a book independently when work is completed.


Resources for Lesson: Same nonfiction class book as yesterday; same pile of fiction and nonfiction books as yesterday; other books at students’ reading level on the chosen topic; independent reading book; Nonfiction Journals; large Venn Diagram on chart paper for class use (Fiction and Nonfiction); Venn Diagrams for each student on 8x11 paper (Fiction and Nonfiction)





Lesson #: Lesson 2: Comparing Fiction and Nonfiction: How Are They the

Same and How Are They Different?

Overview: Students compare fiction and nonfiction books on a Venn Diagram, then

continue reading their book from yesterday and writing in their Nonfiction Journals.


Tell how fiction and nonfiction are the same and how they are different.


Why do authors of informational text use text features?





text efficiently.

W 2.5 With guidance and support from adults and peers, focus on a topic and



Same nonfiction class book as yesterday

Same pile of fiction and nonfiction books as yesterday

Other books at students’ reading level on the chosen topic

Independent reading book

Nonfiction Journals

Large Venn Diagram on chart paper for class use (Fiction and Nonfiction)

Venn Diagrams for each student on 8x11 paper (Fiction and Nonfiction)

Write on the board: o Read to find out facts about _________. o Write the facts in your Nonfiction Journal. o Read your independent reading book.


There are no similarities between fiction and nonfiction

There are no differences between fiction and nonfiction

All nonfiction books contain all of the text features.


Specific accommodations for students with disabilities o Students are with a more capable partner.

Specific accommodations for ELLs o Explain what a Venn Diagram is and how to complete it. o Students work with a more capable partner.

Family Engagement Activities: Visit the public library with a family member and look

through the nonfiction section to find a book that you are interested in. Read the book

at home and discuss what you learned with a family member.

Pre-Assessment

Class participation in Venn Diagram

Individual entries on Venn Diagram




language needs):

Decode text at a first or second grade level or beyond

Know how to read with a partner

Know rules of discussion


Lesson Sequence

Before Reading (45 min.)

Use the same fiction and nonfiction books from yesterday to introduce the difference between fiction and nonfiction. Have students look through books and work with them in the whole class to begin filling in the Venn diagram that is on chart paper. They will continue with their own Venn diagram while reading with their partner. Keep the chart Venn diagram visible throughout the year so that you can add to it as you notice similarities and differences in other books that you read. (15 min.) Some of the things you might include on the Venn diagram are:

o Fiction: read beginning, middle, and end; contains setting, characters, problems, events, solution; stories

o Nonfiction: index; bold print; table of contents; diagrams; information; headings; photographs; captions; read in any order

o Both: title, illustrations, help you learn; fun to read

Divide students into assigned partners and give each group a pile of books—both fiction and nonfiction. Give each student a Venn diagram. Students will work together to look through the fiction and nonfiction books and decide what is the same and what is different about fiction and nonfiction. Students write this on their individual Venn diagrams. (10 min.)

Bring students back together in the whole group and have them share from their Venn diagrams. Write what they share on the class Venn diagram. (10 min.)

Read aloud: Read aloud a book about frogs. It does not need to be at the students’ reading level; it needs to be engaging and contain many facts about frogs (e.g., Face to Face with Frogs by Mark Moffett). Add any facts to the facts chart that you began yesterday. (10 min.)

Reading (30 min.)

Students continue reading the book they began yesterday or start a new book on the same topic and write down facts in their Nonfiction Journals.

Direct students’ attention to what you wrote on the board so they can work independently.

o Read to find out facts about _________. o Write the facts in your Nonfiction Journal. o Read your independent reading book.

Grouping for reading: Use the same groupings as yesterday depending on the level of support needed for reading and writing.


Students return to the whole group and share their facts.

Write new facts on chart paper—each on a new line (so they can be cut into strips for later use).

Homework/practice:

Students continue to read nonfiction self-selected books and notice text features in

their books.

Review outcomes of this lesson:


Review how fiction and nonfiction are similar and how they are different. Refer to the

Venn diagram.

What are some of the ways they are the same?

What are some of the ways they are different?

Let’s come back to one of our essential questions. (Point to the question that you wrote on the board or chart paper at the beginning of the unit.) “Why do authors of informational text use text features when writing nonfiction?” (Have one to two students begin to answer this question.)


Tell students that you are going to explore this question in more depth tomorrow as

you look at the author’s purpose in using text features.



Same nonfiction class book as yesterday Same pile of fiction and nonfiction books as yesterday Other books at students’ reading level on the chosen topic Independent reading book Nonfiction Journals Large Venn Diagram on chart paper for class use (Fiction and Nonfiction) Venn Diagrams for each student on 8x11 paper (Fiction and Nonfiction) Write on the board:

o Read to find out facts about _________. o Write the facts in your Nonfiction Journal. o Read your independent reading book.



Lesson 3

Brief Overview: During these 2 days, students will learn more about text features through a read aloud, reading books

on a selected topic (e.g., frogs), and continue to read independently.

Prior Knowledge Required: Students can work in a small group; know how to read with a partner; and can read a

book independently when work is completed.

Estimated Time: 75 minutes on each of 2 days

Resources for Lesson: Two-column Chart on chart paper: Text Feature/What is the purpose?; pile of nonfiction books (same ones used previously in unit) with various text features; nonfiction books about the topic (e.g., frogs) at students’ instructional levels




Time (minutes): 75 minutes on each of 2 days October

Lesson #: What is the purpose of text features? (2 days)

Overview: During these 2 days, students will learn more about text features through

a read aloud, reading books on a selected topic (e.g., frogs), and continue to read

independently.


Tell the purpose of the table of contents, headings, subheadings, captions, various

types of print (bold, italics, colored, underlined), glossaries, and diagrams.


Why do authors of informational text use text features when writing nonfiction?




glossaries, indexes, diagrams) to locate key facts or information in a text efficiently.




Two-column Chart on chart paper: Text Feature/What is the purpose?

Pile of nonfiction books (same ones used previously in unit) with various text features

Nonfiction books about the topic (e.g., frogs) at students’ instructional levels. Provide time ahead of reading time for students to choose a book. If you have two copies of the same book, partners could read the same book and compare information after reading. If you have multiple copies, you can form small reading groups and guide the reading (e.g., Time for Kids: Frogs!).

Students’ Nonfiction Journals

Write on the board what students need to do so they can work independently.

o Read to find more facts about ________ (e.g., frogs). o Write facts in Nonfiction Journal. o If you read the same book as someone else, share the facts you

wrote down. o Read your independent reading book.


Text features have no purpose.

It is unnecessary to take notice of text features; the reader can comprehend

without noticing and paying attention to text features.

All text features serve the same purpose.


Specific accommodations for students with disabilities and ELLs o Make sure students understand the term “Text Feature” o Make sure they understand what the following words mean:

Headings, subheadings, captions, types of print, bold, italics, colored, underlined

o If you have 3-5 copies of the same book at students’ instructional level, guide their reading to make sure they understand and identify facts about the topic


o Some suggestions for books at an easier level are: Where do Frogs Come From? By Alex Vern; Frog: See How They Grow by DK Publishing; From Tadpole to Frog by Kathleen Weidner Zoehfeld

Specific accommodations for advanced students o Begin a project on researching an animal of their choice. They can

read several books about the animal and find out as much information as possible. These books can come from the classroom library or the school library or students can bring them in from home. Students write a report about that animal, which can be published for the class library. When they are finished, they can present their report to the class.

Family Engagement Activities: Have students take home a book at their independent reading level. They can read it to a family member, discuss it, and then the student can write down new facts learned from the book.

Pre-Assessment

Participation in answering the question, “How do text features help you as

you read?”

Participation in class two-column chart (Text Feature/Purpose)



language needs):

Can work in a small group

Knows how to read with a partner

Can read a book independently when work is completed

Lesson Sequence

Days 1 and 2


Refer to the Venn diagram from yesterday and remind students what they learned about some of the ways fiction and nonfiction are the same and how they are different.

Discuss text features and their purpose. Record responses on chart paper. o Ask students, “How do text features help you as you read nonfiction

text?” o Tell students that you are going to fill in this two-column chart (Text

Features/Purpose) together today and tomorrow. Have students work in their small group (teacher-assigned

at beginning of unit) and use the nonfiction books that you have collected.

Pass out 6-8 books per group of four students. Begin with the Table of Contents. Have students turn to it

and ask them its purpose. Write the purpose on the chart (to help the reader find information to answer a question)

Ask students to find various text features and lead students to discover that not all books contain all of the text features and discuss why not (author uses the text features that will be helpful to the reader—not all of them are necessary).

Continue listing each of the text features in the left-hand column and discussing the purpose and writing it in the right-hand column.

Continue the read aloud from yesterday. Point out text features as you read. Add any facts to the facts chart after reading.

Reading (30 min.)


o Read to find more facts about ________ (e.g., frogs). o Write facts in Nonfiction Journal. o If you read the same book as someone else, share the facts you

wrote down.


o Read your independent reading book.

Grouping: Students read individually, with a partner, or in a small group. Students reading individually can all read different books on the topic, partners will read the same book, and students in the small group will read the same book.

Students read and write down facts in their Nonfiction Journals.


Students return to whole group and share any new information.

Add new facts to the chart paper—one fact per line. Homework/practice: Students continue to read nonfiction self-selected books and write down interesting facts. Review outcomes of this lesson:

Review with the class how text features are helpful to the reader. Ask the following

questions:

Which text features did you use today?

How did they help you?

Go back to the essential questions. (Point to the question that you wrote on the board or chart paper at the beginning of the unit.) “Why do authors of informational text use text features when writing nonfiction?” (Have one to two students begin to answer this question.)


Tell students that you are going to continue with this lesson tomorrow. At the end of

the second day tell students that on the following day they will learn what makes a

good report.



Two-column Chart on chart paper: Text Feature/What is the purpose? Pile of nonfiction books (same ones used previously in unit) with various text features Nonfiction books about the topic (e.g., frogs) at students’ instructional levels. Provide time ahead of reading time for students to choose a book. If you have two copies of the same book, partners could read the same book and compare information after reading. If you have multiple copies, you can form small reading groups and guide the reading (e.g., Time for Kids: Frogs!). Students’ Nonfiction Journals Write on the board what students need to do so they can work independently.

o Read to find more facts about ________ (e.g., frogs). o Write facts in Nonfiction Journal. o If you read the same book as someone else, share the facts you wrote down. o Read your independent reading book.



Lesson 4

Brief Overview: After the teacher models asking questions of the text to start the day, students read books on a

particular topic and ask their own questions.

Prior Knowledge Required: Students can listen to a book read aloud and gain information from what is read; think

about what they are reading; and read a book independently when work is completed.


Resources for Lesson: Chart paper, same assortment of books as yesterday: nonfiction books about the topic (e.g., frogs) at students’ instructional level; students’ Nonfiction Journal; post-it notes





Lesson #: Good Readers Ask Questions as They Read

Overview: After the teacher models asking questions of the text to start the day,

students read books on a particular topic and ask their own questions.


Tell what is included in a good report and refer to the chart in the room as a

resource while they are writing.


How does asking questions help readers understand text?



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.

L 2.6 Use words and phrases acquired through conversations, reading and being

read to, and responding to texts, including using adjectives and adverbs to describe

(e.g., When other kids are happy that makes me happy).


Chart paper

Read aloud book on your topic; suggested: The Life Cycle of a Frog, by Bobby Kalman

Same assortment of books as yesterday: nonfiction books about the topic (e.g., frogs) at students’ instructional level. Provide time ahead of reading time for students to choose a book if they need a new one. If you have two copies of the same book, pairs could read the same book and compare information after reading. If you have multiple copies, you can form a small reading group(s) and guide the reading.

Students’ Nonfiction Journal

Post-it notes


o Read. o Use post-it notes and ask at least three questions as you read. Use

the chart we made today to help you question as you read. o Write down facts. o Read your independent reading book.


Good readers do not need to ask questions as they read; they just “get it.”


Specific accommodations for students with disabilities and ELLs o Choose a book at their instructional level so they can work more

independently. o Be sure they are aware of headings and subheadings since these

are the organization of the text

Specific accommodations for advanced students o Have them continue to work on their research into the animal of

their choice.


Family Engagement Activities: Give students a piece of paper and have them work with their families to make a diagram of the life cycle of a frog.

Pre-Assessment

What makes a good report

Students’ writing about text features and facts.

Students’ participation in developing the class chart on asking questions.

Class discussion at the end of the lesson.

Students’ abilities to glean information during a read aloud.


language needs):

Listen to a book read aloud and gain information from what is read.

Think about what they are reading.

Read a book independently when work is completed.

Lesson Sequence


Tell students that good readers think about what they read and ask questions as they read. Start a list on chart paper “Good Readers Ask Questions as They Read.” Your list may include some of the following:

o Why did the author say that? o If I were the author, what would I say? o That reminds me of ________. o What do I think about________? Why do I think that? o I wonder why ___________. o Why?

o When? o How? o Who? o Where? o What?

Read aloud an informational book on your topic (e.g., The Life Cycle of a Frog by Bobbie Kalman). Do a think-aloud as you read, especially modeling asking questions. Add any facts to the facts chart after reading.

Reading (30 min.)

Tell students that they are going to continue to read the books they started yesterday (or read a new one if they finished yesterday’s book).


o Read. o Use post-it notes and ask at least three questions as you read. o Write down facts. o Read your independent reading book.

Work with struggling students first to give them the needed support to read the text. Then circulate around the room “listening in” as students read and guiding them as they write. Check in with advanced students who are working on their individual projects.


Students return to whole group to review the chart on “Good Readers Ask Questions as They Read”

Discuss the questions they asked and the answers to those questions. Discuss any other facts they have discovered and add them to the facts chart.



Chart paper Same assortment of books as yesterday: nonfiction books about the topic (e.g., frogs) at students’ instructional level. Students’ Nonfiction Journal Post-it notes Write on the board what students need to do so they can work independently.

o Read. o Use post-it notes and ask at least three questions as you read. Use the chart we made today to help you

question as you read. o Write down facts. o Read your independent reading book.



Lesson 5

Brief Overview: Students learn to pick out the main idea in a text from reading, and prepare to write a report.

Prior Knowledge Required: Students can listen to information read and tell the main idea.


Resources for Lesson: Nonfiction books about the topic (e.g., animals) at students’ instructional level; chart paper to write what is included in a good report on _________ (your topic, e.g., animals)





Lesson #: Lesson 5: The Structure of a Report

Overview: <type here>


Identify important information that needs to be included in a good report on

_________ (e.g., animals, frogs)


Why do authors of informational text use text features?

Why and how do readers write about what they have read?





text efficiently.




Nonfiction books about the topic (e.g., animals) at students’ instructional level. Provide time ahead of reading block for students to choose a book. If you have two copies of the same book, pairs could read the same book and compare information after reading. If you have multiple copies, you can form a small reading group and guide the reading.

Chart paper to write what is included in a good report on _________ (your topic, e.g., animals)

Write on the board what students need to do during reading so they can work independently.

o Read. o Write down facts. o Read your independent reading book


There is no organization to a report. Facts can be listed in any order.


Specific accommodations for students with disabilities and ELLs o Students could continue to read books on their instructional level o Students could read more difficult books with your support.

You could read part of the book to students, you could read a section and then the students could reread it

You and the students could read chorally You and the students could echo read Tell students key facts about the book, point out the

organization of the book, and read titles and subtitles to students before having them read

You could read another book about the same animal to students to give them background knowledge before reading.

Advanced students continue their animal research project.


Pre-Assessment

What kinds of things did students learn about frogs (or other topic) this

week?

Can students summarize what a section or paragraph is about?


language needs):

Students can listen to information read and tell the main idea.

Lesson Sequence


Tell students that you are going to talk about how informational books are organized.

Read aloud another book on the chosen topic (e.g., Frogs by Nic Bishop). Point out how the text is structured. Tell students that there are two parts of an informational book—the opening that makes some general statements about the topic and the rest of the report that provides detailed information about the topic.

o After reading the opening of a book, ask what the book is telling in general (e.g., information about frogs in general, where they live, what they look like, how big they are etc.).

o Then, after reading each paragraph or section, ask what each was about (e.g., the difference between frogs and toads, where they live, etc.).

Begin a chart: “What Makes a Good Report on _________ (e.g., animals)?” Ask students what kind of things they learned about _______ (e.g., frogs) from the books you read together this past week. You will come up with categories similar to the following:

o what they look like o what they eat o where they live o how they are similar to and different from other animals o other interesting facts about the animal o pictures, diagrams, etc. to make the text clearer

Tell students that they are going to write a report on an animal. A report describes something that is in the world. Tell them that today they are going to write a report together on _________ (e.g., frogs) and then in a few days they are going to write a report on an animal they choose with their kindergarten buddy.

Reading (30 min.)

Continue same groupings or change groupings depending on what books students are reading. Some students will finish ahead of others and begin reading different books. Support students as necessary.

Students record facts and tell what category that fact goes in.


o Read. o Write down facts. o Read your independent reading book.


Students come back to the whole group and share facts about their animal.

Discuss what categories these facts belong to.

Continue the chart of categories begun before reading and ask if students have any other categories to add to the list

Homework:


Students pick something from their reading to read to their parents and share with

them some of the facts they have learned.


Review categories of information about animals that can be included in a report.


Tell students that tomorrow the class is going to write a report on frogs based on all of

the facts that they have collected.



Nonfiction books about the topic (e.g., animals) at students’ instructional level. Provide time ahead of reading block for students to choose a book. If you have two copies of the same book, pairs could read the same book and compare information after reading. If you have multiple copies, you can form a small reading group and guide the reading. Chart paper to write what is included in a good report on _________ (your topic, e.g., animals) Write on the board what students need to do during reading so they can work independently.

o Read. o Write down facts. o Read your independent reading book



Lesson 6

Brief Overview: The focus of this lesson is to have students construct a class report from facts that have been collected

up to this point, and to decide on text features that are needed.

Prior Knowledge Required: Students can read a book independently when work is completed; and work in a small

group.

Estimated Time: 3 days

Resources for Lesson: Chart paper. Cut up all of the facts that you have written on chart paper over the past week so that each fact is on a strip of paper. Provide a glue stick for each small group of students




Time (minutes): 3 days October

Lesson #: Lesson 6: Organizing Information and Writing a Class Report

Overview: The focus of this lesson is to have students construct a class report from

facts that have been collected up to this point, and to decide on text features that are

needed.


Organize information and write a report with a general statement at the beginning and

supporting details for the rest of the report with the support of the teacher. Students

will decide on what text feature(s) will support the text.


Why and how do readers write about what they have read?






Chart paper

Cut up all of the facts that you have written on chart paper over the past week so that each fact is on a strip of paper.

A glue stick for each small group of students


Once categories are chosen, a writer copies facts with no order in mind.


Specific accommodations for ELLs and students with disabilities o Students will be working in heterogeneous groups so peers can

help them read and categorize o You could work with a small group of students

Specific accommodations for advanced students o Continue to work on their individual reports o When finished, they can join the class for the writing.

Family Engagement Activities: Students discuss with parents what animal they are interested in researching. Then they discuss what the various family members already know about that animal and write down those facts.

Pre-Assessment

Students’ suggestions for categories

Students’ contributions to the large and small group writing


language needs):


Work in a small group.

Lesson Sequence


Steps in Co-Constructing a Report (3 Days)

Tell students that you are going to write a report on _________ (e.g., frogs) for their kindergarten buddies’ class library.

1. Review the structure of a report that you discussed yesterday. The opening contains general statements about the topic and the rest of the report contains detailed information that is organized by categories.

2. Organize facts into categories. Since they have collected many, many facts on chart paper, they will now need to organize them into categories. Ask students for suggestions as to categories and write each category on the top of a piece of chart paper. Spread these throughout the room.

a. Give each small group a pile of facts and a glue stick and ask them to decide which category the fact belongs in and to glue it to that category.

b. Model. Take two to three facts and do a think aloud as to how you would decide where to put each fact. If students seem confused, you may need to model longer.

c. Students glue their facts on the appropriate chart category. As small groups work together, circulate around the room facilitating the discussions and the gluing of facts into appropriate categories. You may need to work with a small group of students who are unable to work on their own.

3. Bring the whole class back together and review charts to make sure all the facts belong in each category. Consider if you need another category or if you need to rename a category.

4. Model how to write a cohesive paragraph from the facts in one of the categories.

5. Give each group a category of facts chart and have them work together to write a cohesive paragraph. If there are not enough charts, more than one group can write a paragraph based on one of the categories.

6. Bring groups back together. Read each paragraph aloud and revise with students to make the writing cohesive and understandable.

7. Edit with the group for proper spelling, capitalization, punctuation, etc.

8. Decide with the group what order to put the paragraphs in. Put the charts in proper order.

9. Write an opening together on chart paper—several sentences about the general idea. Ask students where this goes in the report? Put it in proper order.

10. Decide if you need a Table of Contents. If so, write one with the class. Put it in the correct order.

11. Decide what other text features would make the book better. List them for later reference and decide where they go.

12. Discuss a dedication and write one together. Put it in the correct order. 13. Decide on a title, authors’ names, and illustration for the cover. Put it in

the correct order. 14. Reread your class report together to make sure it makes sense. 15. Have students rewrite the report or type up the report (or have a

volunteer type it up). 16. Have student groups work on various text structures and the cover.

Some possible mini-lessons might be: 1. Teach students about language features of nonfiction text.

a. Generalized participants (e.g., frogs) b. Action verbs (e.g., climb, swim, hop) c. Linking verbs (e.g., is, are, has, have) d. Timeless present (e.g., are, have, grow) e. Formal writing about the topic—does not include “I” or “we”

2. Show students from collected books that every paragraph starts with a general statement and then gives more detailed information in the paragraph or section

After Writing

Discuss how much they all learned about the topic.

Ask students what they know about writing a report.



Chart paper Cut up all of the facts that you have written on chart paper over the past week so that each fact is on a strip of paper. Give a glue stick to each small group of students



Lesson 7

Brief Overview: During these five days, students write individual reports, and prepare to present their final report to a

kindergarten buddy. This is also a summative assessment.

Prior Knowledge Required: Students read independently; work with a peer to discuss what has been read; ask

questions while reading to understand key details in a text; use text features to locate information; write facts during

and after reading; and refer to reference chart to guide writing

Estimated Time: 5 days

Resources for Lesson: Books on animals (or your topic). You will need multiple books on each animal at a variety of instructional levels of the children in your class—some new and some you have been using for the unit; chart of what needs to be included in a report on __________ (e.g., animals); the class report completed yesterday; a copy of the students’ individual reports for the kindergarten classroom and a copy for the second grader; paper for students to write down facts and then to organize those facts.




Time (minutes): 5 days October

Lesson #: Lesson 7: Choosing a Topic and Writing a Report

Overview: During these five days, students write individual reports, and prepare to

present their final report to a kindergarten buddy.


Choose a topic for research that is of interest to them; read books on that topic;

write down facts; organize facts into categories; and write a report that includes a

title, a general statement about the topic, key details, and a text feature to make

the report clearer.



Why do readers talk about what they have read?

Why and how to readers write about what they have read?







text efficiently.

RI 2.10 By the end of the 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.

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.




Books on animals (or your topic). You will need multiple books on each animal at a variety of instructional levels of the children in your class—some new and some you have been using for the unit. (Children who are reading significantly below grade level will need a choice among books at their instructional level.) You can limit the choices to four to five categories if your access to books is limited.

Chart of what needs to be included in a report on __________ (e.g., animals)

The class report completed yesterday.

A copy of the students’ individual reports for the kindergarten classroom and a copy for the second grader.

Paper for students to write down facts and then to organize those facts.


Specific accommodations for students with disabilities and ELLs o Be sure books are at an appropriate level


o You may want them choosing the same topic so you can work with them

o You may want to make sure there are other ways of accessing information such as videos and online resources

o Help with organization of facts into categories—perhaps pieces of paper with given categories on the topic

o They may need help cutting and gluing

Specific accommodations for advanced students o Collect some books that are more challenging to read for advanced

students. o They can expand their report to include an index, other text

features, etc.

Family Engagement Activities: Go back to the public library to find books,

videos and/or other Internet resources on your animal. After reading and

viewing, discuss what you learned with family members.

Pre-Assessment


language needs):

Read independently

Work with a peer to discuss what has been read

Ask questions while reading to understand key details in a text

Use text features to locate information

Write facts during and after reading

Refer to reference chart to guide writing

Lesson Sequence

Before Reading

Introduction of project

o Tell students that you are coming to the end of the unit on reading nonfiction text and report writing. The class will meet with the kindergarten class and share the book they have written together. Then they will start on their individual reports.

o Tell students that they will work on this project all week. o Tell students you will write on the board the steps in writing the report.

Write steps on board as you talk about them.

Steps in Writing a Report 1. Look through all the books and choose a topic with your buddy. (Show

students the books you have collected and list the topics on the board. Those students reading below grade level will need to be steered toward the collections of books at their instructional level.)

2. Read two to three books on the topic and write down facts. 3. View any online resources that are available on your topic. Write down facts. 4. Organize facts into categories. Include at least the following categories:

what it looks like

where it lives

what it eats

interesting facts about it 5. Share ideas and compare information with others who have chosen the

same topic. 6. Write a general statement about your topic. 7. Write a paragraph on each of the key details (in each category) in good

sequence. 8. Revise report. 9. Edit report. 10. Make a cover that includes the title, author, and an illustration. 11. Include a text feature to make your report clearer. 12. Read your report to your kindergarten buddy.

Do a mini lesson to begin each day. Choose topics based on your daily assessments of where students need more guidance. Some lessons may address the following topics:

o Language features of nonfiction text Generalized topics (e.g., lions, tigers, frogs)


Action verbs, especially when describing behavior (e.g., climb, stalk, hop)

Many linking verbs (is, are, has, have, belongs to) Timeless present tense (are, have, grow) Formal language (does not include “I” or “we”)

o Use of headings and/or paragraphs o Use of “some” and “most” when writing o Use of diagrams and illustrations to make report clearer

This is an assessment, so you should circulate and make sure everyone is clear

about the directions. Guide students in the process but give as little assistance as

possible. If assistance is necessary, note what support was needed in order to

complete the task. Any students who are unable to complete the task with more than

minimal teacher support will need extra instruction and practice at a later time.

Homework:

Ask your parents/guardians what they know about the animal you have chosen. If you

have any books at home on that animal, bring them to school.


Each day review what students completed and refer to the chart as to what the next

step(s) is/are in the project.


At the end of the project, tell students they will meet with their kindergarten buddies

and read the report to them.



Books on animals (or your topic). You will need multiple books on each animal at a variety of instructional levels of the children in your class—some new and some you have been using for the unit. (Children who are reading significantly below grade level will need a choice among books at their instructional level.) You can limit the choices to four to five categories if your access to books is limited. Chart of what needs to be included in a report on __________ (e.g., animals) The class report completed yesterday. A copy of the students’ individual reports for the kindergarten classroom and a copy for the second grader. Paper for students to write down facts and then to organize those facts.



Lesson 8

Brief Overview: Students complete this unit on informational text by presenting a written report on their chosen

animal to kindergarten buddies, and give a copy of each report to the kindergarten class for their library.

Prior Knowledge Required: Students read what they have written; answer questions about their own writing; and

work independently with their kindergarten buddy.


Resources for Lesson: Reports that students have written.





Lesson #: Lesson 8: Celebrating Our Reports

Overview: <type here>


Read the report they have written to their kindergarten buddy and answer questions

about the content.



Why do readers talk about what they have read?

Why do writers write about what they have read?





RI 2.10 By the end of the 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.

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.

L 2.3 Use knowledge of language and its conventions when writing, speaking,

reading, or listening.

L 2.6 Use words and phrases acquired through conversations, reading and being

read to, and responding to texts, including using adjectives and adverbs to describe

(e.g., When other kids are happy that makes me happy).




Reports that students have written.


language needs):

Read what they have written

Answer questions about their own writing

Work independently with their kindergarten buddy.

Lesson Sequence

Preparation for Presentation (30 min.)

Tell students that they are going to meet with their kindergarten buddy to share their reports.

Review with them how to read to their buddy o Speak clearly and slowly and loudly o Ask your buddy if s/he has any questions about the report. o Answer any questions your buddy may have o Show your buddy your text features and talk about them as you are

reading


Have students practice reading their report to their partner.

Presentation (20 min.)

Students meet with kindergarten buddies and read the report to them. You may want to have two sets of buddies read together so each second grader has a bigger audience and each kindergartener gets to hear two different reports.

Students give the report to their buddies to put in the kindergarten library.

Evaluation (15 min)

How do you think it went?

Did your buddy enjoy what you shared with him/her? Were you able to answer the questions?

How could we make this activity better if we did this again?

Review outcomes of this lesson: (15 min.)

This is the end of our unit on nonfiction text. Let’s go back to our Essential Questions

and discuss them. Can you answer them better now than at the beginning of the unit?



A copy of each student’s report for the class library of the kindergarten buddies being presented to.


Curriculum Embedded Performance Assessments (CEPA) for Reading for Inquiry and Writing a Report


CEPA Student Instructions:

Goal (G): You and your kindergarten buddy choose an animal that interests both of you. Your goal is to write a report on that animal that will go in the kindergarten library.

Role (R): You are a second grader and a buddy to a kindergartener.

Audience (A): Your audience is your kindergarten buddy and the rest of the kindergarten class.

Situation (S): All second graders have a kindergarten buddy that they read with regularly. You will write a book for the kindergarten library on the animal that you and your buddy

choose.

Product Performance and Purpose (P): You will read two to three books and write facts about the animal. Then you will organize the facts into various categories, and write a report

that includes a general statement at the beginning followed by key details. You will include at least one text feature—it may be an illustration or diagram or chart, etc. Then you will

read your report to your kindergarten buddy.

Standards and Criteria for Success (S):

Your book needs to include: o A title and author o A general statement about your topic o Key details that include:

What your animal looks like

Where it lives

What it eats

At least three interesting facts about it o At least one text feature to make your report clearer

You will read your book to your kindergarten buddy.

With your kindergarten buddy, choose an animal from the teacher-selected books on the table. Read two to three books about that animal and write facts about that animal. Organize the facts into categories. Be sure to include: 1) what it looks like, 2) where it lives, 3) what it eats, and 4) at least three interesting facts about it. Write a general statement about your animal to begin your report, followed by key details. Read your report to your kindergarten buddy.

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