books (one copy): by Nic Bishop Frogs, 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 Q4. Why do readers talk about what they have read? Unit: Informational Text: Reading for Inquiry and Writing a Report Q5. Why and how do readers write about what they have read? Time (minutes): 60 minutes for each lesson Standard(s)/Unit Goal(s) to be addressed in these lessons Lessons 5–9: Co-constructing Text CCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, By the end of these lessons, students will know and be able to: where, when, why, and how to demonstrate understanding of key details in Tell what is included in a good report a text. Identify important information that needs to be included in a good CCSS.ELA-Literacy.RI.2.5 Know and use various text features (e.g., captions, report on animals bold print, subheadings, glossaries, indexes, electronic menus, icons) to to the chart in the room as a resource while they are writing locate key facts or information in a text efficiently. CCSS.ELA-Literacy.RI.2.10 By the end of year, read and comprehend Essential Questions addressed in these lessons informational texts, including history/social studies, science, and technical texts, in the second- to third-grade text complexity band proficiently, with Q2. Why do authors of informational text use text features? scaffolding as needed at the high end of the range. Q3. How does asking questions help readers to understand text?
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.
ELAg2-ReadingInquiry_0.docx