€¦ · Web view7. Updated: July 7th, 2015. Created by a team of Mississippi Bend AEA 9 teachers...

Unit Planning Organizer

Grade: 2

Unit: 2

Created By:Jodi Buzzell – 2nd Grade Teacher

Megan Halverson – 2nd Grade Teacher

Stefanie Latimer – 2nd Grade Teacher

Erin Nelson – 2nd Grade Teacher

Lisa Hawker and Terri Parker – AEA Consultants

1Updated: July 7th, 2015

Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.

Note: Teachers are strongly encouraged to look at the UPO for the context of assessments

Table of Contents

Step 1: Unit Standards …………………………………………………….……………………………………………………………………… p. 3Iowa Core Standards- Priority Standards ……………………………………………….………………………………………. p. 3Iowa Core Standards- Support Standards ……………………………………………………………………………..……….. p. 4Reading Standards Unwrapped and Depth of Knowledge ……………………………………………………………... p. 4Writing Standards Unwrapped and Depth of Knowledge ………………………………………………………………. p. 5Speaking/Listening Standards Unwrapped and Depth of Knowledge …………………………………………….. p. 5Unit Essential Questions and Big Ideas ………………………..………………………………………………………………... p. 5

Step 2: Standards-Based Unit Assessments ……………………………………………………………………………………………. p. 6

Assessment and Performance Task Alignment of Unit Standards ………………………………………………….. p. 6

Standards-Based Common Formative Post-Assessment (CFA)

Teacher Directions, Student Directions and Answers ..………………………………………………………………….. p. 6

Standards-Based Common Formative Pre-Assessment (CFA)

Teacher Directions, Student Directions and Answers ……………………………………………………………………. p. 6

Step 3: Standards-Based Performance Tasks …………………………………………………………………………………………. p. 9

Performance Task Synopses ……………………………………………………………………………………………………….... p. 9

Performance Task 1- In Detail ………………………………………………………………………………………………………. p. 9

Performance Task 2- In Detail ………………………………………………………………………………………………………. p. 12

Performance Task 3- In Detail …………………………….………………………………………………………………………… p. 14

Student Materials …………………………………………………………………………………………………………………………………. p. 16

Notes:

Supporting standards may be embedded in performance tasks. If they are not embedded, they must be assessed through teacher-designed classroom measure.

Supporting standards will not be embedded in common formative pre/post assessments.

Unit Planning Organizer2

Updated: July 7th, 2015Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.

Subject(s) ELAGrade/Course Second GradeTitle of Standards-Based Unit

Structure

Estimated Duration of Unit

6 Weeks + 1 Buffer Week

Unit Placement in Scope & Sequence 1 2 3 4 5 6

Step 1: Unit Standards Iowa Core Standards- Priority Standards (to be instructed and assessed)

RL.2.1, RL.2.2, RL.2.5, RI.2.1, RI.2.2, RI.2.5, W.2.2, SL.2.1(a-c), SL.2.2RL.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.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central

message, lesson, or moral.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story

and the ending concludes the action.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.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the

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.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 sections.SL.2.1 (a-c) Participate in collaborative conversations with diverse partners about grade 2 topics and texts with

peers and adults in small and larger groups.a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to

others with care, speaking one at a time about the topics and texts under discussion).b) Build on others’ talk in conversations by lining their comments to the remarks of others.c) Ask for clarification and further explanation as needed about the topics and texts under

discussion.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or

through other media.

Iowa Core Standards- Support Standards (to be instructed and assessed)Note: Not all supporting standards will be measured through Standards-Based CFA or Performance Task listed



below.RL.2.3, RL.2.4, RI.2.3, RI.2.4, Sl.2.3, Sl.2.4, SL.2.6

Reading StandardsPriority

Standard“Unwrapped” Skills

(students need to be able to do)(verbs and verb phrases)

“Unwrapped” Concepts(students need to know)

(noun/noun phrases)

Depth of Knowledge

RL.2.1 Ask

Answer

Demonstrate

Questions (who, what, when, where, why and how)


Understanding of key details in a text

DOK 1, 2

RL.2.2 Recount

Determine

Stories, fables and folktales from diverse cultures

Central message, lesson, or moral

DOK 2

RL.2.5 Describe Overall structure of a story How the beginning introduces the

story How the ending concludes the action

DOK 2

RI.2.1 Ask

Answer

Demonstrate



Understanding of key details in a text

DOK 1, 2

RI.2.2 Identify Main topic of a multi-paragraph text Focus of specific paragraphs within the

text

DOK 2

RI.2.5 Know

Use

Locate

Various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons)

Various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons)

Key facts or information in a text efficiently

DOK 1

Writing Standards



Priority Standard

“Unwrapped” Skills(students need to be able to do)

(verbs and verb phrases)


(noun/noun phrases)

Depth of Knowledge

W.2.2 WriteIntroduceUseProvide

Informative/explanatory texts Topic Facts and definitions to develop points Concluding statement or section.

DOK 2,3

Speaking/Listening StandardsPriority

Standard“Unwrapped” Skills

(students need to be able to do)(verbs and verb phrases)


(noun/noun phrases)

Depth of Knowledge

SL.2.1 Participate

a) Follow

b) Build

c) Ask

Collaborative conversations with diverse partners about grade 2 topics and texts with peers in small and larger groupsa) Agreed-upon rules for discussions

(e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion)

b) On others’ talk in conversations by linking their comments to the remarks of others

c) For clarification and further explanation as needed about the topics and texts under discussion

DOK 2,3

SL.2.2 Recount/Describe Key ideas or details from a text read aloud or information presented orally or through other media

DOK 2,3

Unit Essential Question and Big IdeasEssential Questions Big Ideas

How do I figure out which pieces of information are important? How will this help me determine the main topic or main idea?

Why is it important to know key details and the main topic of a text? How does this help me recount the story?

READING: By asking and answering questions I can identify

important information that will help me recount the story or identify the main topic.

Authors use different structures and features to communicate information with the audience.



Why do authors use different text features and structures?

How do I collaborate with my peers?

How do good writers share information?

When working with a group you follow agreed upon rules so everyone can participate and share.

Authors use different forms of writing to communicate ideas and information to an audience.

Step 2: Standards-Based Unit Assessments

Assessment and Performance Task Alignment of Unit Standards

Assessment/Performance Task Assessed Standards

Pre CFA RL.2.1, RL.2.2, RL.2.5, SL.2.1a-cPerformance Task #1 RI.2.5, RI.2.1, RI.2.2Performance Task #2 RI.2.5, W.2.2Performance Task #3 SL.2.2Post CFA RL.2.1, RL.2.2, RL.2.5

Standards-Based Common Formative Pre-Assessment (CFA) same as PostStandards: RL.2.1, RL.2.2, RL.2.Teacher Directions:

o Read aloud the story Jackalope. Read 2-3 times before giving the CFA(There is a Kindle edition available on Amazon.com.) If using a digital resource, the teacher could project the digital version of the story.

o Read aloud all parts of the CFA.o Do not use the book Jackalope for instruction.

Student Directions and Possible Answers:Answer the following questions using the book Jackalope. (RL.2.1)

1. Who is the main character? Either Jackalope or Jackrabbit or logical answer.

2. Where does the story take place? In the land of cactus and cattle. Or referencing the desert as the backdrop or logical answer.

3. When does the story take place? Evening or daytime or logical answer.

What, why, and how should all be dependent upon one another:

4. What is Jack’s problem at the beginning of the story? Wanted to be scary or logical answer.



5. Why is the problem important at the beginning of the story? Because he hates being ordinary. Nobody notices him. Nobody runs away from him. Nobody is afraid of him or logical answer.

6. How is the problem solved at the beginning of the story? He wishes on a star for fangs, claws, a stinger, a beak, and horns. His fairy godrabbit grants one wish and gave him horns or logical answer.

7. Create a question for a classmate about the story Jackalope. Use who, what, when, where, why, or how. (RL.2.1) Students create a question using who, what, when, where, why, or how referencing the story Jackalope or logical answer.

8. Number the passages 1 through 4 to recount the story in order. (RL.2.2)“Hey, Hummingbird, look at me!” Jackalope froze in his scariest pose.“Jack! Where did you get those horns?”“They’re mine and I’ve always had them,” Jackalope boasted.

Once upon a time, in the land of cactus and cattle, there lived a very unhappy jackrabbit.

Jackalope’s gone, but his legend lives on as I tell of his tale here and there. And don’t you all mope for that ol’ Jackalope, for he’s happy to be just a hare.

“I’m your fairy godrabbit! You wished on a star, and that’s where I come in. See this star on my wand? Star wishes are the only ones I can grant… Sorry there’s a one-wish limit.”

# 3 # 1 # 4 # 2

9. What is the central message, lesson, or moral from the story Jackalope? (RL.2.2) Don’t wish to be something you’re not- It’s better to be who you are, don’t tell lies or logical answer.

10. Describe how the beginning introduces the story. (RL.2.5) Once upon a time begins the story. We meet jackrabbit. Or references how the beginning introduces the story or logical answer.

11. Describe how the end concludes the action. (RL.2.5) The armadillo tells the reader about the lesson learned. The author uses: ‘The End.’, or references how the ending concludes the action or logical answer.

Scoring Guide RL.2.1 (Q.1,2, 3, 4, 5, 6, 7)Exemplar Proficient Close to Proficient Far from Proficient



All proficient criteria plus:o

o Student correctly answers questions about the text (RI.2.1).

o Student asks a question about text to demonstrate understanding of the text (RI.2.1).

o Student meets 1 of the proficient criteria.

o Student meets none of the proficient criteria.

Comments:

Scoring Guide RL.2.2 (Q. 8, 9)Exemplary Proficient Close to

ProficientFar from Proficient

All proficient criteria plus:o Student

provides text evidence to support identified central message, lesson, or moral

o Student correctly recounts the storyo Student correctly identifies central

message, lesson, or moral.

o Meets 1 of the proficient criteria.

o Meets none of the proficient criteria.

Comments:



All proficient criteria plus:o NA

o Student correctly describes how the beginning introduces the story.

o Student correctly describes how the ending concludes the action.



Comments:

Step 3: Standards-Based Performance Tasks

Performance Task Synopses8


Task 1: (RI.2.1, RI.2.2, RI.2.5, SL.2.1 a-c) In groups, students will research an assigned habitat (Arctic, Grassland, Desert, Rain Forest) and decide among themselves which animal from that habitat they will independently research. Individually students will research an animal of choice, compile information about the collaborative research on the habitat, research facts about the animal, and create an informational brochure (Animal Facts Guide brochure) including an animal fact guide with non-fiction text features.

Task 2: (W.2.2, RI.2.5) Using the Animal Fact Guide brochure from PT #1, students will create an informational ‘plaque’ about their animal. The informative writing will include a topic, facts and definitions to develop points, and a concluding statement or section.

Task 3: (SL.2.1 a-c, SL.2.2) Students will develop a speech about the animal they researched to be delivered during the exhibit unveiling at the zoo.

Performance Task # 1- In DetailPriority Standards: RI.2.1, RI.2.2, RI.2.5

Supporting Standards (if applicable):

Big Idea/s:

By asking and answering questions I can identify important information that will help me recount the story or identify the main topic.

Authors use different structures and features to communicate information with the audience.

Essential Question/s:

How do I figure out which pieces of information are important? How will this help me determine the main topic or main idea?

Why is it important to know key details and the main topic of a text? How does this help me recount the story?

Why do authors use different text features and structures?

DOK: 1, 2

Synopsis:

In groups, students will research an assigned habitat (Arctic, Grassland, Desert, Rain Forest) and decide among themselves which animal from that habitat they will independently research. Individually, students will research an animal of choice, compile information about the collaborative research on the habitat, research facts about the animal, and create an informational brochure including an animal fact guide with non-fiction text features.

Teacher Directions:

Separate the class in to four groups to collectively research a habitat (assigned by you).



After students have researched the habitat, have them choose an animal from that habitat to independently research further.

Instruct on non-fiction text features (e.g., captions, bold print, headings, subheadings, glossaries, indexes, electronic menus, icons), asking and answering questions about key details, and identifying main topic in non-fiction texts (digital and print) while teaching about how to research animals.

Use graphic organizer to assist in creating brochure. (Templates available in Word and Publisher.)

Utilize websites:www.niabizoo.comwww.animalfactguide.comwww.sandiegozoo.comwww.factsforme.com

Zoological Society criteria (materials section in unit planning guide)

Student Directions:

Students will collaborate with one another using non-fiction books to research information about an assigned habitat. Once information is gathered, students will negotiate with each other to choose an animal from their assigned habitat to independently research further.

Students will create an informational brochure including an animal fact guide with non-fiction text features. Students will research an animal of choice using a variety of non-fiction books and web resources.

Students will need to research the following:

Natural Habitat, Food Chain (Predators, Prey), Species, Size, Life Span, Interesting Facts

Some guiding questions for students from the Niabi Zoo Curator are:

-Will the animal do well in the Midwest? (Natural Habitat – will the Midwest be too hot in summer, too cold winter, etc.

-How much space will the animal need?

-Is their food source available in the Midwest or will you have to buy food? How much will it cost to feed them?) ----Can the animal live with other animals of a different species or will they need to live alone?

Students can draw or copy an image of their animal to use in the brochure, plaque and presentation.

Once information is compiled, students will create the brochure (Template available in Word or Publisher) using information gathered.



Scoring Guide RL.2.1Proficient Close to Proficient Far from Proficient

o Student correctly answers: Whoo Student correctly answers: Whato Student correctly answers: Wheno Student correctly answers: Whereo Student correctly answers: Whyo Student correctly answers: Howo Student asks a question about the text. (R.L.2.1)

Correctly answers 6 of the 7 proficiency criteria.

o Meets less than 6 of the proficient criteria.

Comments:

Scoring Guide RL.2.2Exemplary Proficient Close to Proficient Far from Proficient

o Student provides text evidence to support identified central message, lesson, or moral

o Student correctly recounts the story

o Student correctly identifies central message, lesson or moral (RL.2.2)


o Meets none of the proficienct criteria.

Comments:

Scoring Guide (RI.2.5)Exemplary Proficient Close to

ProficientFar from

ProficientAll proficient criteria plus:o NA

o Student knows and uses text features to locate key facts or information in a text efficiently.

o o Meets none of the proficient criteria.

Comments:

Scoring Guide (SL.2.1 a, b, c)Exemplary Proficient Close to


All proficient Student follows agreed upon rules to effectively o Meets 2 of o Meets fewer than 2



criteria plus: collaborate with a groupa) Gains the floor in respectful ways,

listens to others with care, speaks one at a time, or other classroom rules that were developed.

b) Builds on others’ talk in conversations by linking their comments to the remarks of others.

c) Ask for clarification and further explanation as needed about the topics and texts under discussion.

the 3 proficiency criteria.

of the proficiency criteria.

Comments:

Performance Task # 2- In Detail

Priority Standards: W.2.2, RI.2.5

Supporting Standards (if applicable):

Big Idea/s:

Authors use different forms of writing to communicate ideas and information to an audience.

Essential Question/s:

How do good writers share information?

DOK: 2, 3

Synopsis:

Using the Animal Fact Guide brochure from PT #1, students will create an informational ‘plaque’ about their animal. The informative writing will include a topic, facts and definitions to develop points, and a concluding statement or section.

Teacher Directions:

Teacher will review the Animal Fact Guide brochure from PT #1. Students will create an informational ‘plaque’ about their animal. Prior to information writing, provide lessons on the skills needed to complete the task (see Scope and Sequence for Unit 2). For this task, students will need to include a topic, facts and definitions to develop points, and a concluding statement or section.

Suggestions for Instruction:Students can include an image to accompany their writing.

Show “real” examples of zoo exhibits and plaques for students to reference.

Differentiation Option:



-Consider student learning styles-Utilize technology options for ‘plaque’ creation

Student Directions:

Students will use the information from the brochure in Task 1 to create an informational ‘plaque’ for an exhibit in the zoo. Because the ‘plaque’ has only facts and definitions about the animal, students will need to narrow the information from the brochure to pull out the topic, relevant facts and definitions, and a concluding statement about their animal. Students may include an image to accompany the plaque.

Scoring Guide (W.2.2)Exemplary Proficient Close to


All proficient criteria plus:o Uses linking words

and phrases to connect ideas within categories of information. (W.3.2)

Student includes: Topic Facts to develop points Definitions to develop points Concluding statement or section.

o Meets 2 out of 4 proficient criteria

o Meets 1 out of 4 proficient criteria

Comments:

Scoring Guide (RI.2.5)Exemplary Proficient Close to

ProficientFar from

ProficientAll proficient criteria plus:o NA

Student knows and uses various text features to locate key facts or information in a text efficiently.

o o Meets none of the proficient criteria.

Comments:

Performance Task #3 - In DetailPriority Standards:SL.2.2



Essential Question: How do I collaborate with my peers?

Big Idea: When working with a group you follow agreed upon rules so everyone can participate and share.

Engaging Scenario Synopsis:You are a head zoologist. Four animals from different habitats around the world will be arriving at the Niabi Zoo. You will be responsible for researching, presenting, and developing a habitat for one of the animals. Your presentation to the Niabi Zoo Zoological Society will include a brochure for the public, a written description for a plaque, and speech to be delivered during the exhibit unveiling.

Task 3:DOK: 1, 2

Synopsis: Students will develop a speech about the animal they researched to be delivered during the exhibit unveiling at the zoo.

Teacher Directions:Students will use information gathered from performance task 1 and 2 to create a speech that recounts key details and ideas for the exhibit opening. *Students do not need to create another piece of writing, but can use their plaque and/or brochure to guide their speech.

Suggestions for Instruction:o Create a speech graphic organizero Classmates and teacher represent the zoological board or have other faculty or parents on the zoological

board.o Create a peer-editing checklist.o Have students present in their habitat groups.o Digitally record the presentations to present to the class electronicallyo Give students a large tri-fold poster and post-it notes. This will help students organize and map out where

to place headings, paragraphs, etc. before they do their final draft.o Cut apart the brochure template and glue to construction paper.

Differentiation Options:Technology for the presentation, interest, learning style

Students could use notecards to guide the speech if necessary.

Student Directions:

Using the plaque and/or brochure, create a speech about your animal to deliver to the zoological board.

This speech will need to include:



Topic

Key details and true information about your animal

A concluding sentence

Questions to consider when choosing an animal:

1. Will this animal do well in Illinois (make sure summers aren’t too hot and winters aren’t too cold)

2. How much space do they need (you might be able to find actual exhibit sizes online, USDA sometimes has minimums listed for mammals specifically)?

3. How much will it cost to feed them (everyone loves giant pandas but it can cost over $1 million to feed them a year!)?

4. Can they live with other animals (do you want a mixed species exhibit with more than 1 type of animal)?

**Include any additional questions you think of, as a class.

Scoring Guide SL.2.2 (Presenter Scoring Guide)Exemplary Proficient Close to Proficient Far from Proficient

All proficient criteria plus:

NA

Student uses: key detail to recount

interview Relevant facts

Meets one of the proficient criteria.

Meets none of the proficient criteria.

Comments:



Supporting Documents and

Student Materials

CFA RubricScoring Guide RL.2.1 (Q.1,2, 3, 4, 5, 6, 7)



Exemplar Proficient Close to Proficient

Far from Proficient

All proficient criteria plus:o

o Student correctly answers questions about the text.

o Student asks a question about text to demonstrate understanding of the text.

o Student meets 1 of the proficient criteria.

o Student meets none of the proficient criteria.

Comments:


ProficientFar from

ProficientAll proficient criteria plus:o Student provides text

evidence to support identified central message, lesson, or moral

o Student correctly recounts the storyo Student correctly identifies central

message, lesson, or moral.

o Meets 1of the proficient criteria.


Comments:


ProficientFar from

ProficientAll proficient criteria plus:o

o Student correctly describes how the beginning introduces the story.

o Student correctly describes how the ending concludes the action.



Comments:

Name: _______________________

Student Pre/Post Assessment for Unit 2:17


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.2.2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.RL.2.5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Text:Book: The Jackalope by Susan Stevens Crummel and Janet StevensAnswer the following questions using the book Jackalope. (RL.2.1)

1. Who is the main character? __________________________________

2. Where does the story take place? _____________________________

____________________________________________________________

3. When does the story take place? _____________________________

____________________________________________________________

What, why, and how should all be dependent upon one another:

4. What is Jack’s problem at the beginning of the story? _____________

____________________________________________________________

5. Why is the problem important at the beginning of the story? _________________________________________________________

___________________________________________________________

6. How is the problem solved at the beginning of the story?

____________________________________________________________________________________________________________________



7. Create a question for a classmate about the story Jackalope. Use who, what, when, where, why, or how. (RL.2.1)

___________________________________________________________________________

___________________________________________________________________________

8. Number the passages 1 through 4 to recount the story in order. (RL.2.2)

“Hey, Hummingbird, look at me!” Jackalope froze in his scariest pose.“Jack! Where did you get those horns?”“They’re mine and I’ve always had them,” Jackalope boasted.

Once upon a time, in the land of cactus and cattle, there lived a very unhappy jackrabbit.

Jackalope’s gone, but his legend lives on as I tell of his tale here and there. And don’t you all mope for that ol’ Jackalope, for he’s happy to be just a hare.

“I’m your fairy godrabbit! You wished on a star, and that’s where I come in. See this star on my wand? Star wishes are the only ones I can grant…Sorry there’s a one-wish limit.”

# # # #

9. What is the central message, lesson, or moral from the story Jackalope? (RL.2.2)

________________________________________________________________________________

________________________________________________________________________________

10. Describe how the beginning introduces the story. (RL.2.5)________________________________________________________________________________

________________________________________________________________________________

11. Describe how the end concludes the action. (RL.2.5)________________________________________________________________________________

________________________________________________________________________________

Teacher Resources

Ideas for Teacher Scaffolding:19


RL.2.1 Knowledge Targets (What students need to know in order to meet the learning target)

I know key details are pieces of information that help me understand a literary text. I know key words give me clues about what to look for in a literary text to answer a question. I know that "who" questions are asking me about characters. I know that "what" questions are asking me about ideas or things. I know that "where" questions are asking me about locations. I know that "when" questions are asking me about a time. I know that "why" questions are asking me about a cause of something. I know that "how" questions are asking me about events in the plot.

RL.2.1 Learning Targets

I can identify the key words in questions to figure out what the question is asking. I can use key words to help me find information in literary text. I can answer who, what, where, when, why, and how questions. I can determine if I need to look for information in more than one sentence. I can ask who, what, where, when, why, and how questions.

RL.2.2 Knowledge Targets (What students need to know in order to meet the learning target) I know to recount a story means to retell it. I know a fable is a short story that has a moral. I know a folktale is a story that has been told for a long time. I know a moral is a lesson that a story can teach you. I know before I start reading a story I need to have a purpose for reading. I know that stories can teach a lesson or convey a message. I know how to listen to a story and figure out the message, lesson, or moral.

RL.2.2 Learning Target

I can identify cultural details which help send a central message, lesson, or moral. I can determine how the stories, fables, and/or folktales help to teach a lesson, moral, or

central message. RL.2.5 Knowledge Targets (What students need to know in order to meet learning targets)

I know the structure of a story is how the story is organized. I know stories have a plot that includes, characters, setting, problem, solution. I know a story has a beginning, middle, and end. I know the beginning or introduction usually tells me about important characters and the

problem the characters have.



I know the conclusion (resolution or ending) usually tells how the characters solve their problem.

RL.2.5 Learning Targets

I can identify the beginning, middle, and end of a story. I can identify the problem and where the problem is introduced in the story. I can identify the solution and where the solution happens in the story.

RI.2.1 Knowledge Targets(What students need to know in order to meet learning target)

I know that "who" questions refer to people within a text. I know that "what" questions refer to things or ideas in a text. I know that "where" questions refer to a location within a text. I know that "when" questions refer to the time of events within a text. I know that "why" questions refer to the cause of events within a text

I know a key detail is a piece of information in an informational text that helps me understand. I know key words in questions give me clues about what information is being sought. I know that "how" questions refer to the events in a text.

RI.2.1 Learning Targets

I can identify key words within a text. I can answer who, what, where, when, why and how questions about an informational text. I can create who, what, where, when, why and how questions about an informational text. I can determine what information I am being asked to find in the text. I can monitor my comprehension of a text by asking appropriate questions as I read.

RI.2.2 Knowledge Targets

I know a main topic is what an informational text is about. I know a paragraph is an indented section in a text that deals with a specific key detail of that

text. I know to indent means to leave a blank space at the beginning of a new paragraph. I know each paragraph in a text has its own focus that helps to support the main topic of the

entire text.


I can identify the main topic of an informational text. I can identify the topic of each paragraph within the text. I can explain how different paragraphs support the main topic of an informational text.



RI.2.5 Knoweldge Targets

I know text features are used to locate important facts and information. I know authors use text features to point out important ideas or give additional information,

which helps the reader understand the text. I know captions are short explanations under a picture or visual which give more information

about the picture or visual. I know bold print is words or phrases from the text written in darker print. I know subheadings are words or groups of words under a heading which tell what a section of

text is about. I know glossaries are alphabetical lists of words and their meanings, found at the back of a

text. I know indexes are alphabetical lists of important topics and their page numbers located in the

back of the book. I know electronic menus are tools that guide the reader to specific topics within an electronic

text I know icons are pictures representing specific files or software applications.


I can use text features to locate specific facts and information in a text. I can explain how various text features help readers gain information from a text (e.g., bold

print in used to give emphasis to a text). I can select the best text feature to find a piece of information. I can explain how text features relate to the overall passage.

W.2.2 Knowledge Targets

I know informative/explanatory writing conveys information. I know a topic is a group of ideas, usually stated in a word or phrase. I know a fact is information that can be proven. I know definitions are explanations of terms or words. I know an introduction is a sentence or group of sentences that begins a piece of writing and

gives the reader an overview of the topic. I know a concluding statement reinforces the ideas presented in the text.

W.2.2 Learning Targets

I can introduce a topic in my writing. I can determine what facts and explanations are relevant to a topic. I can determine when to define terms to aid the reader's comprehension. I can reinforce ideas from my writing in my conclusion.



SL.2.1 Learning Targets

SL.2.1a

I can follow agreed-upon rules for discussion I can gain the floor respectfully I can listen with care to others I can wait my turn to speak about topics texts

SL.2.1b

I can build my comments on others’ talk in conversations I can link my comments to the remarks of others

SL.2.1c

I can ask for clarification about topics and texts under discussion as needed. I can ask for further explanation about topics and texts under discussion as needed.

SL.2.2 Learning Targets

I can recount key ideas from a text read aloud. I can describe key ideas from a text read aloud. I can describe key details from a text read aloud. I can describe information presented orally. I can describe information presented through other media.



€¦ · Web view7. Updated: July 7th, 2015. Created by a team of Mississippi Bend AEA 9 teachers...

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Transcript of €¦ · Web view7. Updated: July 7th, 2015. Created by a team of Mississippi Bend AEA 9 teachers...