written/illustrated by the person of focus available for independent reading in the class library. Help students identify the style, or unique features, of each author/illustrator. R.I.1.6 Distinguish between information provided by A Choose a text to read with students. Write information that pictures or other illustrations and information the text provides and information that the illustrations provide provided by the words in a text. on index cards. Create enough sets for each group of students and put them in plastic bags or envelopes. Read the text with students. Put students in small groups or with partners. Give each group a set of the cards. Students are to sort the cards according to the information in the text. R.I.2.6 Identify the main purpose of a text, including R what the author wants to answer, explain or Second grade lessons to identify text evidence of author's describe. purpose to persuade, inform and entertain. R.I.3.6 Distinguish their own point of view from that of R Use the book Two Bad Ants by Chris van Allsburg to teach the author of a text. point of view. R.I.4.6 Compare and contrast a firsthand and Students read a first-hand account of a scientific discovery A secondhand account of the same event or and a secondhand informational article about the same topic; describe the difference in focus and discovery. They then will write a letter to the person who information provided. made the discovery, asking to verify the second writer’s information. The students will notice the differences citing specific examples between the writer and the scientist’s information. R.I.5.6 Analyze multiple accounts of the same event Students read a variety of accounts about a historical event A or topic, noting important similarities and from different viewpoints. They then create separate small differences in the point of view they represent. boards with eyeglasses at the top featuring a different points of view. Each board has the person’s person’s name at the top and then several statements taken from the text (or inferences). After creating the multiple boards, have the teacher or other students interview each one about their Students defend the answers that they make in viewpoint?” comparisons orally or in writing.
written/illustrated by the person of focus available for independent reading in the class library. Help students identify the style, or unique features, of each author/illustrator. R.I.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. A Choose a text to read with students. Write information that the text provides and information that the illustrations provide on index cards. Create enough sets for each group of students and put them in plastic bags or envelopes. Read the text with students. Put students in small groups or with partners. Give each group a set of the cards. Students are to sort the cards according to the information in the text. R.I.2.6 Identify the main purpose of a text, including what the author wants to answer, explain or describe. R Second grade lessons to identify text evidence of author's purpose to persuade, inform and entertain. R.I.3.6 Distinguish their own point of view from that of the author of a text. R Use the book Two Bad Ants by Chris van Allsburg to teach point of view. R.I.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the difference in focus and information provided. A Students read a first-hand account of a scientific discovery and a secondhand informational article about the same discovery. They then will write a letter to the person who made the discovery, asking to verify the second writer’s information. The students will notice the differences citing specific examples between the writer and the scientist’s information. R.I.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. A Students read a variety of accounts about a historical event from different viewpoints. They then create separate small boards with eyeglasses at the top featuring a different person’s points of view. Each board has the person’s name at the top and then several statements taken from the text (or inferences). After creating the multiple boards, have the teacher or other students interview each one about their viewpoint?” Students defend the answers that they make in comparisons orally or in writing.