books (one copy): Frogs, by Nic Bishop Materials Post-it Glue sticks for each group of four students Chart paper Reading (see Appendix 1) Content Area/Course: English Language Arts and Literacy, Grade 2 Unit: Informational Text: Reading for Inquiry and Writing a Report Time (minutes): 60 minutes for each lesson Lessons 5–9: Co-constructing Text By the end of these lessons, students will know and be able to: Tell what is included in a good report Identify important information that needs to be included in a good report on animals to the chart in the room as a resource while they are writing Essential Questions addressed in these lessons Q2. Why do authors of informational text use text features? Q3. How does asking questions help readers to understand text? Q4. Why do readers talk about what they have read? Q5. Why and how do readers write about what they have read? Standard(s)/Unit Goal(s) to be addressed in these lessons 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.2.5 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. CCSS.ELA-Literacy.RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the second- to third-grade text complexity band proficiently, with scaffolding as needed at the high end of the range.
Discuss the use of diagrams and illustrations to make their report clearer. Reading and Responding (35 minutes) Students independently read books and take notes on the animal they have chosen. They should put each fact on a separate line so they can cut the facts apart in order to put them in the correct category. After finishing reading, have students continue to follow the Steps in Writing a Report chart that you constructed yesterday. Meet with individual students or groups of students to support them in reading and writing, prompting with questions as necessary. When students finish early, have them work on various text features and the cover for the class book on frogs. Reading and Closure (5 minutes) Ask three to four students to share one section of their report. Review the lesson outcomes by asking students questions. Preview outcomes for the next lesson: Tomorrow you will finish organizing and writing your report. Lesson 12 (55 minutes) Organizing information and writing a report Before Reading (15 minutes) Remind students of the Steps in Writing a Report; ask how many are on each step to get an idea of where your students are in the process. Most students should be writing the report from the categorized notes. Have several students read part of what they have written. Reading and Responding (35 minutes) Students work independently on their reports. Meet with small groups of students who are working more slowly to support them in the process. students who are finished can work on various text features and the cover for the class book on frogs. After Reading and Closure (5 minutes) Ask three to four students to share one section of their report. Review the lesson outcomes by asking students questions. Preview outcomes for the next lesson: Tomorrow you will meet with your kindergarten to share your report. Lesson 13 (60 minutes) Celebrating our reports Preparation for the Lesson Have parent volunteers make a copy of each report. One copy will be to the kindergarten classroom and the other copy will be for the second-grade authors. Preparation for Presentation (25 minutes) 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: Speak clearly and slowly and loudly. Ask your buddy if s/he has any questions about the report. Answer any questions your buddy may have.
Curriculum Embedded Performance Assessment (CEPA) Teacher Instructions Performance Task: Students read two to three books and write facts about the animal. Then, they organize the facts into various categories and write a report that includes a general statement at the beginning followed by key details, a conclusion, and key vocabulary from the text. They include at least one text feature that will make their report clearer. Finally, they read their report to their kindergarten buddy. Goal: Students choose an animal that interests both of them. The goal of the second grader is to write a report on that animal that will go in the kindergarten library. Audience: Their 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, 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 print, 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 two about an animal from the teacher-selected books. Read books. Write facts about the animal. Organize the facts into categories. Be sure to include: What it looks like
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 topic and ideas, provides key details, and may include visuals Full/rich topic development Logical organization Strong supporting details Adequate topic 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 Basic or simple use of evidence Little or weak use of evidence Accuracy Uses and information accurately Accurate and logical use of facts/information Mostly accurate use of Some inaccuracy in facts/information 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)