West Elementary School
Unit Title: Main topic/topic of a multiparagraph nonfiction text
Teacher: T. Stoll 1.10
Grade: 2
October 13-16
Term: Quarter 1
Morning assignment-read AR book, take quizzes, work on iready or ST math
DEAR assignment-class reading of The Boxcar Children
No School MONDAY (FALL BREAK HOLIDAY)
Lesson 2: Parts1-3 Walking to the New World and Who Were the Mound Builders Lessons will take two days to complete (including center rotations)
NOTE: Students will continue to work on Bat activities at centers.
Students will take 9 weeks exams on Wednesday and Thursday mornings.
Standards Correlation for warms ups (fluency, comprehension, phonics, and vocabulary)-activities are correlated with diagnostic results and target
specific domains for individual students. Blue and Purple folder students will work on i-ready sessions while orange folder students work through
warm-ups Tuesday-Friday
Long Term Targets Addressed LESSON OBJECTIVESI can use my understanding of letters, sounds, and syllables to read words.
I can use strategies to help me understand new vocabulary words.
Supporting Learning Targets
Language: How does having command of the English language affect our daily lives?
Fluency: RL and RI 2.10 Read with fluency and accuracy
Target/vocabulary: What strategies do I use when I find an unfamiliar word?
to support comprehension. RF2.4
Phonics: When I come to a word that I don’t know what could I do? How do sounds and letters
Phonics:RF3-digraph ng
represent words? I can read and spell words with closed syllables.
Vocabulary: Use context clues to gain meaning of new
words. Use glossaries, dictionaries, and digital resources
to clarify word meaning.
L2I can demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking. L.2.1a-d, L.2.2c-e, SL2.1, SL2.4,SL2.6
W2.3
Agenda
Instructional Tips/Strategies/Notes for the Teacher
A. Opening
● Download homework for phonics words and vocabulary
B. Work Time
Write phonics words on dry erase board to code
C. Closure and
Assessment
Lesson Vocabulary
Materials
Language of the standards
Projected image of word analysis chart.
Syllables
Student copies of the word analysis chart.
Anticipated Student Misconceptions
Tip: watch closely as student code the words to make
certain they are changing colors for each phoneme.
Syllable patterns
Short and long vowels
Digraph -ng
Lesson Opening (Bellringer, Anticipatory Set, etc.)
Bellringer:
Task 1-. Read homework passage (practice finding the evidence).
Read story vocabulary for fluency practice (choral reading)-act out dramatization for vocabulary words/draw a picture for the word; synonyms and antonyms-new sentence
using the word.
Task 2. Read Essential questions for Phonics words. Phonics rules/skillAct out dramatization for each word, snap and slide the phonics words), read words with similar patterns.
 Word analysis (verbal and written) analyze five words (I do, we do together, you do independently)
Long Term Targets Addressed
I can participate in a close reading activity using nonfiction historical text
I can identify the main topic of a multi-paragraph text along with the topic of each paragraph.
Supporting Learning Targets
Essential question-Why do we read informational text? What can I learn from the world around me
CCSS #: Ri 2.1 RI.2.2
by reading nonfiction text?
SL2.1 b. Build on others’ talk in conversations by
Target Question: What strategies could you use to help you find the main focus of a nonfiction
linking their comments to the remarks of others.
text?
RL 2.10 fluency L.2.1 a use collective nouns.
Write complete sentences
Agenda
A. Opening
B. Work Time
C. Closure and
Assessment
Lesson Vocabulary (Tier II)
Historical text
Timeline (use social studies
textbooks)
Instructional Tips/Strategies/Notes for the Teacher
Prepare vocabulary cards for the word wall
Prepare literacy center activities: collective nouns journaling, fluency and comprehension (questions for silent discussion)
Print vocabulary follow up activity
Materials
Books and tape for listening center
Response sheet/silent discussion
Recorded activities
Vocabulary story and books with response sheet
Response journals
Tuesday: Lesson Opening (Bellringer, Anticipatory Set, etc.)
LA mini lesson on collective nouns using Ready teacher toolbox activities.
Anticipated Student Misconceptions
Help students focus on creating questions that
are directly related to the key ideas in the text.
Provide tips and strategies-ask students to look
for frequency of phrases and words. Look at the
title and look at the first sentences of each
paragraph.
Tell students that they will continue learning strategies to help them comprehend nonfiction text. These strategies can also help them learn about fictional text which
we will begin reading in the next unit. Read the homework passage about Native Americans. Explain that the more they read, the more their fluency rate will improve
which will improve word power and comprehension. Ask students what they would do to find the focus of each paragraph and main topic of the passage.
Wednesday:
LA mini lesson on irregular nouns.
Lesson Opening (Bellringer, Anticipatory Set, etc.) S and T will read the Unraveling folders. Read a riddle to students.
Students will reread homework passage and practice using the unraveling strategies. Discuss unfamiliar words and Monday night’s comprehension
questions. Students will view a video (Bear Cub VS Cougar). After viewing the video the teacher will ask students to discuss the details of the video to find
the main topic. Students will create a four square with paper and use it to write their responses.
During the Lesson (Engaging Direct Instruction/Modeling/Think Aloud/Guided Practice/Independent Practice)
Introduce the Essential question and the “I can” statements. Have students self assess their knowledge of each (windshield wiper). Tell students that
they will continue to work on finding the topic of each paragraph and the main topic of a nonfiction article. Students will view the interactive tutorial.
Task 3-Introduction/Modeling Introduce unit 2-Tell students that they read informational text about animal homes and now they are going to read
historical text. Introduce Genre: Historical Text. Ask, What is historical text? Task 1-Genre Focus-Review the meaning of genre and discuss the meaning
of historical text, articles, passages…
 (approx.. 10 minutes) Point to the literary genres chart and review the term genre. Tell students that in this lesson they will read informational
texts. One type is a historical article, which is a piece of writing that provides information about a topic from history. The purpose of the
historical article is to inform or to explain, giving facts, reasons, and descriptions about a main topic. They usually answer who, what, when,
where, why, and how. Have students turn to correlation pages as you tell about each one. The passage “Walking to the New World” is one
example of a historical article. It tells about the first people who lived in North America. “Who Were the Mound Builders?” The title tells us that
we are likely to find out who the mound builders were and “Native American Inventions” uses words and photos to provide/give information
about the main topic. Turn and talk what historical event would you like to learn more about?
 Read the definitions for main topic and focus. Tell students to read the passage and underline the first question.
 Instruct students to circle two details in the second paragraph that help to tell about the main topic that is said in the second sentence: They
lived, ate, and slept in their teepees.
 Explain that the chart organizes the passage’s main topic and two of its important details. Read the main topic and have students look at the
sentence they underlined. Ask how the sentence tells about the topic. (It explains that many Native American homes of long ago were called
teepees.)
 Read the two details and ask students to find one more key detail in the passage that tells about the main topic. (teepees were built with animal
skins and poles.)
 Remind students that finding the main topic of a text is a valuable reading strategy. Finding this information helps you to better understand the
text. Ask, “What was the main topic of a nonfiction text that you have read lately.
Task 4-Introduce/review literacy stations:
(approx. 15) Computer-i-ready, vocabulary story-information text with interactive follow up and response sheet, fluency-listen and follow along with
story then participate in a silent discussion. Follow the directions provided on recording. Ready Common Core workbook activities at listening center 2
and at teacher’s table.
Task 4-(at listening center)
Modeling Instruction and Guided Practice: Students find the main topic in an informational article and then identify details to support the main topic.
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Remind students that they just found the main topic and three details in a short passage about how Native Americans lived in teepees long ago.
Tell them in this lesson they will find the main topic and details in an informational article.
Read aloud the passage then read the question “What is the main topic of this article?”
Now tell students you will use a Think Aloud to demonstrate a way of answering the question.
Point out that the questions asked in paragraph 1 tell that the main topic will answer those questions, explaining how the first people came to
live in North America.
 Direct students to the chart and ask where they’ve seen a similar chart. Review that the chart shows details that tell more about the main topic.
 Have students find details in paragraph 2 that help them fill in the blanks in the chart. Ask students what these three details explain about the
main topic.
 Have students complete the sentence at the bottom of the page.
Tier 2 vocabulary: Direct students attention to the word experts in the last sentence of the first paragraph. Help them use context to figure out its
meaning. Point out the questions that appear before the word experts. Ask this question: If an expert is someone who can answer these questions, what
does an expert know? An expert is someone who knows a lot about the topic. Allow students to share other kinds of experts (scientists).
Task 5-Guided Instruction (with teacher): Students continue reading about early Americans. They answer multiple-choice questions and analyze the
details that helped them select the correct answer.
 Tell students that they will continue reading about early Americans.
 Point out the two features to the left of the passage. Close reading and hints. Talk about study buddies. These often tell us which paragraph to
go back to when looking for answers. Tell them to read the Hint. It tells them that the first sentence of a paragraph often tells the focus of a
paragraph.
 Have students read the passage and underline the sentence that tells what the first paragraph on this page is mostly about.
 Ask volunteers to share which sentence they underlined. Discuss why that sentence tells what they paragraph is mostly about.
 Circle the answer to the question, using the Hint to help them.
 Respond to the Show your Thinking.
 Turn and talk to complete the last response. Think of another good title for this passage.
Tier 2 vocabulary: Ancient. Direct students attention to the word in the passage. Remind them they are reading about the first people to live in
North America. Ask students when these people lived. Help students use context to figure out that the word ancient describes something that is
very old. Ask what other words have a similar meaning and would make sense in place of ancient-old, early, primitive.
Writing and language arts-model how to use a Fitzgerald Key to answer questions within a sentence. Discuss part of speech for each column (who-noun,
what kind or how many-adjective, did what-verb, how-adverb). Complete an example with students then have students complete one independently
(check for accuracy). The sociable weaver builds large nests with straw and spikes at the entrance to protect them from enemies.
Closure and Assessment
A. Formative Assessment –teacher observation during whole group discussion and during guided reading. Self check for I can
statements and responses on written closure.
B. Closure- Complete written closure. Show students a slide show of Native Americans-teepees, mounds…throughout history. Tell
students that they will continue to learn strategies to help them read informational text.
Homework/Extension
Read fluency story. Circle any unfamiliar words in the text. Answer
Monday night’s questions. Snap and clap new phonics words and begin
word analysis sheet.
Read your story and write one question to ask your classmates during
class tomorrow. Remember to use thick questions.
Meeting Students’ Needs
Remediation: Define main topic, details, and focus in student friendly terms.
Remind students to use the workbook as a resource.
Thursday and Friday
Lesson 2: Part 4 Guided Practice /Independent Practice
Long Term Targets Addressed
I can identify the main topic of an informational text with more than one paragraph
I can identify the focus of each paragraph within a text.
Supporting Learning Targets
Essential Question?
CCSS #: RI 2.1 RI.2.2 Identify the main topic of a multiHow does understanding the structure of a genre help us to better comprehend what we read?
paragraph text as well as the focus of specific
Target Question (for this lesson)
paragraphs within the text. SL 2.1-a Follow agreed
How can finding the main topic of an information text help me to better understand the text?
upon rules for discussion. b. Build on others’ talk in
conversations by linking their comments to the
remarks of others. RF3 a discriminate between
short and long vowel sounds
Agenda
Instructional Tips/Strategies/Notes for the Teacher
A. Opening
Check for understanding of the differences between nonfiction and fiction text.
B. Work Time
Download website http://natcheztracetravel.com/natchez-trace-mississippi/lorman-natchez-ms/194-emerald-mound.html
C. Closure and
Assessment
Lesson Vocabulary (Tier II)
Materials
Anticipated Student Misconceptions
Academic vocabulary
Ready Common Core student book
If students show confusion about which details
Series
Fitzgerald key charts (blank copies)
are relevant asking students to retell the main
Mound builders
Collective nouns flip chart.
idea in their own words. Then evaluate each
Expert
detail by asking questions such as these.
Historians
• Are these related? • Can I still fully understand
history
[main idea] without this detail? Why or why not?
Lesson Opening (Bellringer, Anticipatory Set, etc.) Read homework passage and review responses-find evidence in the text. Read homework passage and answer
questions. Discuss connection to photograph from last week-astronauts in space.
During the Lesson (Engaging Direct Instruction/Modeling/Think Aloud/Guided Practice/Independent Practice)
Introduce the Essential question and the “I can” statements. Have students self assess their knowledge of each (windshield wiper).
Say, When we read, we look for what the details in the text have in common in order to find the main idea. Explain that main idea is the one idea that all the other
details tell about.
Tell students that they will practice finding the topic of a paragraph and main idea as they read an informational text, passage, or article about Native American Mound
Builders.
Task 3-Independent reading. Tell students to read independently and use all of the strategies they know to find the meaning of unfamiliar words. Give them about 8-10
minutes to become familiar with the text. Tell them to read around the words that they do not know.
Discuss vocabulary: Ask students whether they would like to have one good report card or a series of good report cards. Explain that the word series refers to a number
of similar things coming one after another. Ask them to find the world series in paragraph 3 of the passage. Ask, “What did the Hopewell culture create the largest
series of in the world? The answer is mounds. Then ask, “If the mounds were built in a series, how were they organized?” Answer: One mound after another next to
each other.
Brainstorm with students a list of things or events that come one after another in a series. For example, the World Series is a series of baseball games or a weekly
television program.
Listen to an expert reader. Students will track as they listen to an expert reader.
Check for comprehension: ask: Where did the Mound Builders live? They lived near the Ohio and Mississippi rivers. In what shape did the Adena culture build
mounds? They build mounds shaped like cones. How many years ago were mounds built by the Hopewell culture? The Hopewell culture built mounds about 2,000
years ago.
Task 4- Guided reading/responding: Ask students to reread paragraph 1 and look at the Study Buddy think aloud. What does the Study Buddy help them think about?
Tip: The Study Buddy tells students that the title of the article is helpful for figuring out the main topic. Looking at the article’s title is a good strategy for finding details
that lead to the main topic.
Have students read the rest of the passage. Tell them to follow the directions in the Close Reading. Tip: Understanding that a passage has a main topic and a focus for
every paragraph is an important distinction for students to learn. Tell students this will help them better understand how nonfiction text is organized.
Have students answer the questions on page 15.
Students will read questions 1-3, using the Hints to help the answer those questions.
Discuss with students the Answer Analysis : Tip: Students may be quick to choose the first answer, “the Hopewell culture,” since this is discussed in the article. Remind
students to read all answers before they choose one. Also remind students to look at what they’ve marked in the passage to help them answer questions.
Task 5-Integrating Standards to further students’ understanding of “Who Were the Mound Builders?” After reviewing student responses, have students work in groups
to answer the following questions-Students may use read and respond journals to write their answers. Questions: How did the Mound Builders create their huge earth
mounds? Why do you think the author wrote this article? Why did the Mississippian culture build mounds with flat tops?
Task 6-Students will read independently a longer magazine article and answer questions in a format that provides test practice.
Tell students to use what they have learned about reading closely and finding the main topic and details to read the passage on pages 16-17.
Remind them to underline the main topic and circle details that tell about the main topic. Tell them to also look for the focus of each paragraph.
Tell students to answer the questions on pages 17-18. For questions 1-3, students should circle the correct answer and cite evidence from the text by
underlining the information.
When students have finished, use the Answer and Analysis to discuss correct responses and the reasons for them.
Task 3-Allow students to complete center activities.
Task 4-Integrating Standards-Use the following questions and tasks as opportunities to interact with “Native American Inventions”
Ask the following questions: Where did the Native Americans who invented hammocks live? The Native Americans who invented hammocks lived on hot
islands. Which part of the article is about a sport invented by Native Americans? Use text features to support your answer. Paragraph 5 tells about the
sport of lacrosse that was invented by Native Americans. It includes details about how players throw and catch a ball with specials sticks. It comes after
the heading “Lacrosse”. How does the photograph of the lacrosse stick help you understand what is described in the text? The photograph of the
lacrosse stick helps to make clear what the “special sticks” are that are used to play lacrosse. The photograph shows what the sticks look like and how
they are shaped. What are some other inventions made long ago by Native Americans that we still use today? Answers may vary. Chewing gum,
buttons, toboggans, canoes, and moccasins. How is the Native American invention of syrup important in your life today?
Continue reading The Box Car Children during DEAR time.
Students will complete weekly assessments
Closure and Assessment
D. Formative Assessment
Students will complete a written closure. Model how students will come back to their seats (song for cue) and prepare to answer their written
closure.
E. Closure
Discuss responses to written closure. Students will practice asking and answering questions. …
Teacher will tell students that tomorrow they will complete the DCE in Math then continue to read and comprehend nonfiction text.
Homework/Extension
Read homework passage for fluency practice. Answer Wednesday night’s
questions. Complete language assignment and Phonics words analysis.
Read vocabulary words and terms.
Meeting Students’ Needs
Reteaching: Draw a graphic organizer leaving the boxes blank. Help
students organize the details to find the focus.
Tutoring activities –i-ready, sentence level comprehension, matching questions words with reasonable responses.
Sentence level comprehension:
Model how to use a Fitzgerald Key to answer questions within a sentence. Discuss part of speech for each column (who-noun, what kind or how many-adjective,
did what-verb, how-adverb).
Mother rabbits line their nests with fur and grasses to make a warm cozy place for their babies.
Sociable weavers put straw and spikes in their entrance tunnels while they build their nests to keep enemies away.
Beavers build strong lodges near the water to keep them safe.
Complete an example with students then have students complete one independently (check for accuracy).
Check to see if you have all five things a sentence must have. Sing the chant. A sentence sentence sentence is complete complete complete….