What the animal looks like Where it lives What it eats At least three interesting facts about it A conclusion Accurate facts and information Vocabulary that you learned from reading about that animal in the text Correct sentence structure, grammar, usage, and mechanics At least one text feature to make the report clearer Students need to read to kindergarten in a clear, audible voice. by key details, a conclusion, and key vocabulary from the text. Students will include at least one text feature that will make their report clearer. Finally, students read their report to their kindergarten buddy. Goal: Second graders will write a report on that animal; the report will go in the kindergarten library. Audience: audience is their kindergarten buddy and the rest of the kindergarten class. Standards Assessed (see CEPA rubric): CCSS.ELA-Literacy.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. CCSS.ELA-Literacy.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. CCSS.ELA-Literacy.RI.2.5 Know and use various text features (e.g., captions, bold subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. CCSS.ELA-Literacy.W.2.8 Recall information from experiences or gather information from provided sources to answer a question. Directions: Students will: Choose books about an animal from the teacher-selected books. Read books. facts about the animal. Organize the facts into categories. Be sure to include: What the animal looks like Where it lives What it eats At least three interesting facts about it Write a general statement about the animal to begin the report. Include the key details in each category. Write a conclusion.
CEPA Rubric: Mini-research Report Rubric for Written Explanations Written assignments 4 Exceeds expectations 3 Meets expectations 2 Developing 1 Emerging Topic/idea development Introduces and organizes the and ideas, provides key details, and may include visuals Full/rich topic development Logical organization Strong supporting details Adequate development Adequate organization Adequate supporting details Rudimentary development Basic organization Basic supporting details Little/ weak topic development Weak organization Weak supporting details Evidence from the text Refers to text (quotations, paraphrases). Includes evidence for assertions and information Logical and/or persuasive use of evidence Adequate use of relevant evidence or simple use of evidence Little or weak use of evidence Accuracy Uses facts and information accurately Accurate and logical use of facts/information Mostly accurate use of facts/information Some inaccuracy in Inaccurate or weak use of facts/information Vocabulary and language Uses vocabulary effectively, including academic vocabulary; uses rich language to supports ideas Effective use of language and rich vocabulary to support ideas Adequate variety in language and vocabulary that support ideas Some errors in use of language and vocabulary; rudimentary support for ideas Simple language and vocabulary that may not support ideas Standard English conventions Uses correct sentence structure, grammar and usage, and mechanics Demonstrates control of standard English conventions Errors do not interfere with communication Errors interfere somewhat with communication Little control of sentence structure, grammar, mechanics Other (write in)
Appendix 1: Reading Lessons 5–8 Lesson Very Complex Moderately Complex Readily Accessible Lesson 5 The Lifecycle of a Frog, by Bobbie Kalman and Kathryn Smithyman Pages 3–11 From Tadpole to Frog, by Kathleen Zoehfeld Pages 3–16 Do Frogs Come From?, by Alex Vern Read half of the book, through “They help it to kick and swim fast.” Lesson 6 The Lifecycle of a Frog, by Bobbie Kalman and Kathryn Smithyman Pages 12–18 From Tadpole to Frog, by Kathleen Zoehfeld Pages 17–32 Where Do Frogs Come From?, by Alex Vern Finish reading the book. Lesson 7 The Lifecycle of a Frog, by Bobbie Kalman and Kathryn Smithyman 19–25 From Tadpole to Frog, by Wendy Pfeffer Pages 4–17 Frogs and Toads and Tadpoles, Too, by Allan Fowler Pages 3–15 Lesson 8 The Lifecycle of a Frog, by Bobbie Kalman and Kathryn Smithyman Pages 26–32 From Tadpole to Frog, by Wendy Pfeffer Pages 19–29 Frogs and Toads and Tadpoles, Too, by Fowler Pages 16–31