Unit 6: Reading and Writing Nonfiction

2012-2013 Transitional Comprehensive Curriculum

Grade 2

English Language Arts

Unit 6: Reading and Writing Nonfiction

Time Frame: Approximately four weeks

Unit Description

This unit focuses on reading and writing informational texts. Nonfiction reading and writing should be connected to the content areas of science and social studies. The teacher models, coaches, and applies instructional techniques to develop comprehension at literal, interpretative, and evaluative levels of questioning. Students learn to formulate their own questions and respond both orally and in writing to informational text.

Student Understandings

Students read informative texts to satisfy their curiosities, to make connections, and to understand the world and new concepts better, while developing fluency and vocabulary. Students study text structures, which include description, problem-solution, and cause and effect as patterns of organization. Then students read these informational texts as writers and determine whether the intent was to inform, explain, describe, or persuade.

Guiding Questions

1.Can students identify informational text?

2.Can students distinguish between informational text and fiction?

3.Can students explain the purposes for reading informational text?

4.Can students show how informational text is organized?

5.Can students show how elements used in informational text help the reader know the text is accurate?

6.Can students explain what makes informational text interesting?

Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS)

Grade-Level Expectations
GLE # / GLE Text and Benchmarks
05. / Determine word meaning and appropriate word choices using reference aids, including dictionaries and thesauruses (ELA-1-E1)
17c. / Demonstrate understanding of information in texts by making simple inferences about information in texts (ELA-7-E1)
17d. / Demonstrate understanding of information in texts by self-monitoring consistently for comprehension using multiple strategies and self-correcting as appropriate (ELA-7-E1)
20b. / Apply basic reasoning skills, including asking questions about texts read independently including why and how (ELA-7-E4)
21. / Write compositions of one or more paragraphs, organized with a central idea and a coherent beginning, middle, and end (ELA-2-E1)
22. / Use a greater variety of action and descriptive words when writing for a specific purpose and/or audience (ELA-2-E2)
23a. / Develop compositions of one or more paragraphs using writing processes such as independently generating ideas for writing by using various strategies (e.g., listing, brainstorming, drawing) (ELA-2-E3)
23b. / Develop compositions of one or more paragraphs using writing processes such as the following: creating a plan (e.g., graphic organizer, web) appropriate to the purpose of writing. (ELA-2-E3)
23c. / Develop compositions of one or more paragraphs using writing processes such as the following: writing a first draft with a developed beginning, a middle, and an end (ELA-2-E3)
23d. / Develop compositions of one or more paragraphs using writing processes such as conferencing with a teacher or peers (ELA-2-E3)
23e. / Develop compositions of one or more paragraphs using writing processes such as revising for clarity, grammatical and mechanical correctness, and/or to include additional information (ELA-2-E3)
24d. / Develop grade-appropriate compositions including informational descriptions with some detail (ELA-2-E4)
38. / Adjust speaking tone and volume to suit purpose, audience, and setting (ELA-4-E1)
45b. / Give oral responses, including giving explanations and reports (ELA-4-E5)
52. / Use technology to publish a variety of works, including simple research reports and book summaries (ELA-5-E4)
ELA CCSS
CCSS# / CCSS TEXT
Reading Standards for Literature
RL.2.1 / Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.7 / Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Reading Standards for Informational 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.
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.2.6 / Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
RI.2.8 / Describe how reasons support specific points the author makes in a text.
Reading Standards: Foundational Skills
RF.2.4a, b, c / Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level text orally with accuracy, appropriate rate, and
expression on successive readings
c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
Writing Standards
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.
Speaking and Listening
SL.2.4 / Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
SL.2.5 / Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
SL.2.6 / Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Language Standards
L.2.1a, b, c, d, e, f / Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use collective nouns (e.g., group)
b. Form and use frequently occurring irregular plural nouns (e.g., feet,
children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently occurring irregular verbs (e.g.,
sat, hid, told).
e. Use adjectives and adverbs, and choose between them depending on what
is to be modified.
f. Produce, expand, and rearrange complete simple and compound sentences
(e.g., The boy watched the movie: The little boy watched the movie; The
action movie was watched by the little boy).
L.2.2a, b, c, d, e / Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring
possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage –
badge; boy – boil).
e. Consult reference materials, including beginning dictionaries, as needed
to check correct spellings.
L.2.4a / Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.

Sample Activities

Activity 1: Independent Reading (Ongoing) (CCSS: RF.2.4a RF.2.4b,RF.2.4c)

Materials List: classroom library and books from the school library as needed

Independent reading is anytime a student reads grade-level text alone with purpose and understanding. Independent reading may take place at various times of the day but should be included as a daily activity. Drop Everything And Read is a way to make this part of the daily schedule. D.E.A.R. is a designated time reserved in the classroom schedule for both students and teachers to “drop everything and read.” As D.E.A.R. time approaches, have students place content materials in their desks and take out their reading material. Direct students to read silently or softly to a partner for a designated time. Independent reading supplements the standard reading program by encouraging students to read with sufficient accuracy and fluency to support comprehension. D.E.A.R. time provides an opportunity for students to read with purpose and expression and to use context to confirm or self-correct word recognition and understanding with rereading as necessary.Note: Although students should be given freedom to make their selections for independent reading, monitor to ensure that students have made choices within their readability level.

Activity 2: Vocabulary Development (Ongoing) (GLE: 05;CCSS:RL.2.7,L.2.4a)

Materials List: read-aloud books, charts, word wall, paper for vocabulary cards, binder or folder, pencils/markers, Vocabulary Self-Awareness BLM

This activity will be used throughout the year. Prior to listening to or reading the basal or theme-related selection, direct students to complete the first parts of a vocabulary self-awareness (view literacy strategy descriptions)checklist to indicate their level of familiarity or knowledge of the listed words. Instruct students tocomplete this activity independently, filling in the words and rating their understanding of each one with either a “+” (understand well), a “√” (limited understanding or unsure), or a “—” (don’t know). Encourage students to supply a definition or an example for each word. Under the column “What I Think,” students will record a brief answer (for less familiar words, students may make guesses). Leave the section “What I Learned” blank at this time. Have students share their responses recorded under the “What I Think” section.Record suggestions on a class chart. Next, read the story aloud, stopping at various points to discuss the key vocabulary and illustrations. Using the think-aloud method, lead students to infer the meaning of an unknown word. These example words are taken from Super Storms by Seymour Simon found in the Treasures TM,Macmillan McGraw Hill. Prompt students to use context and picture clues to infer the meaning of unknown words. Have students confirm meanings collaboratively using the glossary or a dictionary. Then record the word meaning on the chart and direct students to record the word meaning on their charts under “What I Learned.” Revisions may be made to the “What I Think” column; all check marks and minus signs should now be changed to plus marks. Require student to use their charts as study aids to prepare for weekly vocabulary tests and as handy references for the completion of the writing or dictionary activities suggested below.

Vocabulary Self-Awareness Chart

Word / + / √ / -- / What I Think / What I Learned
beware / + / danger, look out for
destroy / + / tear up
grasslands / √ / land covered with grass
prevent / + / stop
uprooted / -- / tore down
violent / √ / mad

Record vocabulary words on a special word wall for use during writing.
Have students composecomplete sentences during shared and independent writing to provide requested detail or clarification.
Have students create a personal or class dictionary that can be referred to easily during shared or independent writing.
Have students create vocabulary cards (view literacy strategy descriptions) for words that can easily be illustrated. On each card,have students include a drawn picture, a definition, and a sentence using the word in context.Instruct students to study their cards individually and with a partner in preparation for quizzes and other class activities. Anexample follows:

Activity 3: Writing/Grammar (Ongoing) (GLE:21; CCSS: W.2.2, SL.2.4, L.2.1a, L.2.1b, L.2.1c, L.2.1d, L.2.1e, L.2.1f, L.2.2a, L.2.2b, L.2.2c, L.2.2d, L.2.2e)

Materials List: board, chart paper, document camera, classroom dictionaries, paper, journals/logs, Writing Rubric BLM

Conduct writing/grammar daily. The instruction of writing/grammar takes many different forms, enabling teachers to address the conventions of writing (spacing, directionality, and letter formation) and also grammatical features of writing (spelling, capitalization, punctuation, grammatical choices). Grammatical choices can include verb tense, descriptive language, etc.

Guided writing is designed to teach a specific skill or strategy to the whole group, small group, or individual. In this process the student does his/her own writing of one or more paragraphs, organized with a central idea and a coherent beginning, middle, and end, with the teacher’s scaffolding support through mini-lessons and conferences. Encourage students to write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement. Monitor writing to ensure students demonstrate a command of the conventions of standard English grammar and usage when writing or speaking, such as using collective nouns, irregular plural nouns, reflexive pronouns, the past tense of frequently occurring irregular verbs, adjectives and adverbs, and producing complete simple and compound sentences. Check to ensure that students capitalize holidays, product names, and geographic names, that they use apostrophes to form contractions and frequently occurring possessives, that they generalize learned spelling patterns and that they consult reference materials as needed to check and correct spellings.
The “weekend story” is a powerful guided writing activityand is usually conducted on the first day of each week. Lead the students in a discussion about their weekend experiences. Ask leading questions to help students decide what they will write about, and have them brainstorm and note their ideas. Guide students to focus on the topic and write to develop points about their weekend. Instruct students to organize their thoughts into paragraphs that develop a beginning, middle and logical conclusion for their story. Encourage students to use a variety of action and descriptive words and spell grade-appropriate words correctly by using word walls, word lists, dictionaries and glossaries. Provide repeated opportunities for conferencing with students to strengthen writing as needed by revising and editing. Each week conduct a mini-workshop to help improve writing skills. Topics for mini-workshops could include the following:developing an effective title (main idea), creating a web to organize student thinking, using descriptive language, indenting the firstline of aparagraph, capitalizing appropriate letters, punctuating each sentence correctly, and checking for subject-verb agreement. Develop a rubric specific to the workshop focus to be used by both teacher and students to monitor progress. See Writing Rubric BLM from Unit 1.
After new story content is learned, instruct students to collaborate and build a text chain (view literacy strategy descriptions) by recounting lines from informational text that will include a beginning, middle, and a logical ending in sequential order. Using a nonfiction article, such as A Way to Help Planet Earth (taken fromTreasures, Macmillan McGraw Hill), start the text chain by writing the first line on the board or chart to detail the beginning of the text.For example, “Keeping our Earth healthy is a very important job!” Elicit additional details from the middle of the text. For example, Student 1 may add, “We need to keep the air, water, and land clean,” Student 2, “We need to protect endangered plants and animals.” Student 3, “We need to recycle trash.” Have Student 4 givea concluding statement.For example, “If we all work together, we can make a big difference in keeping our Earth healthy.” Encourage students to copy their text chain in theirlearning logs(view literacy strategy descriptions). This notebook or binder can be used regularly for students to record ideas, questions, reactions, and reflections. In this entry, have students write simple, complete sentences to sequence the events from their text chain. Monitor student writing and allow time for students to share their thoughts through classroom discussion. As students become comfortable with writing text chains,have small groups work together to generate their own. Have students fold their paper in half and half again to form a “burrito” fold with four equal sections. After discussing an informational text, have Student 1 supply a beginning sentence for all to record in the top section of their paper. Instruct subsequent students to supply two facts from the middle of the story, and another student will give a concluding statement. Monitor as small groups work to ensure that all students are taking part in the discussion, as well as writing clear and concise sentences in sequential order.Text chains should then be reported to the class for discussion.
Independent writing is any time students write without receiving assistance from others.Have students select topics and be in charge of their own writing. Use independent writing to practice writing skills and strategies that support reading development. Types suitable for independent writing may include journal entries, response logs, creative stories, and personal experiences. A Writer’s Workshop approach builds routine and confidence as student writing develops and matures. Meet with individuals, or small groups, as needed to instruct or encourage the students’ thinking and writing.

Activity 4: How Is Nonfiction Text Structured? (GLEs: 20b; CCSS: RL.2.1)

Materials List: nonfiction books from classroom and school libraries, teacher-created chart of questions

Direct students to explore examples of ways authors present factual information in books (narrative woven with factual information, how-to books, question and answer books, alphabet books, etc.). Have students read passages from various authors and instruct them in how to identify the ways textsare organized by structure,such as chronologically, cause/effect, problem/solution. Point out the text features such as charts and graphic organizers that support and develop the author’s main ideas. Facilitate a discussion using questioning the content(view literacy strategy descriptions)to encourage students to ask questions about what they are learning from the text. This strategy assists students in constructing meaning from text and going beyond the words on the page. Using a teacher-created chart of questions, prompt students to discuss the author’s organizational choices, to question the way an author presents information or ideas, and to find text evidence that supportsthe author’s ideas. Show students how raising and answering questions and organizing information in a chart form develops critical thinking skills and deepens understanding of what they read. An example of the chart follows:

Goal / Query / Answers/Notes
Initiate discussion / How does the author present information in this book?
Did the author catch my attention with a “hook,” such as an amazing fact, a challenging question, or an interesting anecdote?
Focus of the text / Is the factual information woven into a narrative?
Is this a “how-to” book?
Is the book written as questions and answers?
Explore author’s organization / Is the information presented in chronological order?
Is the format cause/effect or problem/solution?
Does the author rely on charts and graphic organizers to clarify information?
Identify difficulties with the way the author has presented information or ideas / Was the information clearly presented in a student-friendly way? If not, give an example of something you found confusing.
Refer to the text / Could I easily locate the answers to my questions?
Did the author give enough information to answer my questions?

Provide the class with a reading passage,and work through the series of question withstudentsin a class discussion. Record student answers to questions. After the class has practice using the questions, assign reading passages to small groups, and have them answer the set of questions. Follow with a class discussion of the results. Encourage students to write a response to the discussion in their learning logs(view literacy strategy descriptions). Leave the chart posted in the classroom,and instruct students to focus their thinking prior to reading the next informational text.