FWPS 2nd Grade Module 3 CYCLE 2: Learning Through Research
This lesson map for Module 3 Cycle 1 provides a snapshot of combined reading and writing lessons in a specific sequence. Please note that although we have numbered
them 1, 2, 3 …some lessons could easily span more than one day or have days in between. The focus standards are suggestions which you will want to narrow for the
day and the suggested book title may be replaced with a similar text if more appropriate for your purpose. Priority standards are highlighted in gray.
Many of the lesson rationales have been pulled or adapted from Schoolwide Inc. units whom we purchased our Mentor Texts from. If you have the binders, you’ll
notice that in some cases we have substituted titles from the original suggested texts for better flow. Schoolwide (SWI) units are available for purchase from Schoolwide
Inc. Contact Lauren Buglione at 631-468-6732 or Lbuglione@schoolwide.com for more information.
The Lesson Maps are designed primarily for your whole group instruction. As described in the FWPS Literacy Blueprint, whole group is only part of a balanced literacy
program. It’s important to remember that during this “unit” you should also be doing small group instruction based on student need and instructional level and ensure
students have time for independent practice reading and writing.
Cycle one for this module focuses on readers of nonfiction understand why and how we read nonfiction with an understanding of text features.
Cycle two for this module focuses on understanding nonfiction through the lens of biography.
The following culturally conscious teaching strategies are important to keep in mind throughout your lessons1) Provide multiple opportunities for structured oral language practice, including turn and talk, small group, and whole group discussion.
2) Provide sentence frames as a starting point for discussion and written responses, e.g. “I believe_______________ because _______________.”
3) Deliberately teach academic vocabulary needed to be successful on the tasks. For example, if asking a student to compare, first define compare and provide
examples of how to compare.
4) Give positive and specific affirmation of student effort and habits of mind, along with academic outcome.
Starting with an Immersion Phase
One way to set the stage for this cycle is to immerse students in the Mentor Texts prior to starting the following lessons. It is recommended that you spend 3-5 days
reading all books or excerpts from longer texts in the cycle while students listen just for pleasure. This allows them to “marinate” in the genre, focus solely on
listening, and gives them an opportunity to discuss patterns they see and hear. By doing this for the first read, teachers can keep their subsequent lessons focused on
the strategy or craft by highlighting specific areas of the text, and allows students to shift from attending to the text with a “reader lens” to attending to the text with
a “writer lens” depending on the focus of the lesson.
Federal Way Public Schools Updated June 2015
2nd Grade Module 3 Cycle 2
Lesson 1 -How do we distinguish the three types of nonfiction text?
Reading:
“Getting to
Know
Nonfiction”
Rationale: Readers of nonfiction understand
why and how we read nonfiction: for
enjoyment and to learn new information.
Students will learn how to recognize the three
major types of nonfiction texts—reference,
biography, and literary nonfiction—and how to
use this information and their own background
knowledge about a topic to build meaning.
Possible text:
All of the mentor
texts from the unit
Common Core State
Standards:
2.SL.1
2.L.6
SWI Reading NF Lesson 1
Writing:
“Informative
and Fun”
Rationale: Authors write about people that
interest them and others. Students will think
about people in their world that they would like
to teach others about.
SWI Writing G Gibbons Author Study Generating
Ideas III
Possible Texts:
Various Biography
Texts
Common Core State
Standards:
2.SL.1
2.L.6
Notes:
This is the same introductory lesson that was used
in Cycle 1. Revisit the three major types of
nonfiction text (Reference, Literary Nonfiction,
Biographies). Cycle 2 will focus on biographies, so
you may want to gather a few more biographies to
add to the mix of books.
The following biographies are included in your
mentor text kit and could be introduced/reintroduced in this cycle along with the other
Module 3 texts:
- The Pot That Juan Built by Nancy
Andrews-Goebel (Module 1)
- My Name is Gabito by Monica Brown
(Module 1)
- Sixteen Years in Sixteen Seconds by Paula
Yoo (Module 4)
- Wilma Unlimited: How Wilma Rudolph
Became the World’s Fastest Woman
(Module 4)
- The Librarian of Basra: A True Story from
Iraq by Jeanette Winter
Notes:
Students begin to brainstorm a list of people that
they would be interested in learning about and
focusing on when producing a written biography.
Federal Way Public Schools Updated June 2015
Lesson 2 - How do the text features and organization of a biography help us as readers?
Reading and
Writing:
“Exploring
Types of
Nonfiction –
Biography”
Rationale: Readers understand that knowing
the three types of nonfiction texts helps them
to construct meaning as they read. Students will
discuss how understanding why and how
writers write biographies can deepen their
understanding and enjoyment of these texts.
SWI Reading NF Mini-lesson 2
Possible text:
Choose an article
for your students to
read from the Close
Reading Passages
that has illustrations,
captions and
graphics.
Common Core State
Standards:
2.RI.1, 2.RI.3, 2.RI.5,
RI.2.6
Notes: A Close Reading Opportunity
Consider putting an emphasis on how the author
organized the piece and how the illustrations,
captions and graphics help us as readers.
*Students should continue to brainstorm topic
ideas for the upcoming biography writing piece.
Lesson 3 -How does cause and effect help us in comprehending the main point of a text?
Reading:
“Cause and
Effect”
Rationale: Readers understand that the way
nonfiction writers organize their information
provides valuable clues for them. Students will
learn how identifying the cause and effect text
structure can help them comprehend the
writer’s main points.
Possible text:
Sixteen Years in
Sixteen Seconds
by Paula Yoo
(Module 4)
Common Core State
Standards:
2.RI.1, 2.RI.2, 2.RI.6,
2.RI.7, 2.RI.8, 2.L.4
Notes:
Use a simple cause and effect graphic organizer to
help students note their findings in the text. “Hang
Tough” from the Shared Reading Texts is a great
short article to use for this lesson, but if you are
interested in sharing another biography Sixteen
Years in Sixteen Seconds might be a different
option for this lesson.
Possible Texts:
Students’ Writers’
Notebooks
Common Core State
Standards:
2.W.2
Notes:
Students should select a person that will be a focus
for a biography writing piece.
Common Core State
Standards:
2.RI.1, 2.RI.4, 2.RI.5,
2.L.4
Notes:
In this lesson, students will have the opportunity to
hear a biography about Althea Gibson. In
preparation for this lesson, select a few places in
the text that you could model “fix-up” strategies
and/or how to monitor for meaning (based on the
needs of your students).
SWI Reading NF Mini-lesson 8
Writing:
“Which Idea
Interests Me
the Most?”
Rationale: Authors say students should write
about people they find exciting and interesting,
or someone they’re really curious about.
Students will choose a person from their
notebooks that they want to spend more time
learning about.
SWI Writing G Gibbons Author Study Selecting
Lesson 4- What do readers do when they don’t understand something in the text?
Reading:
“Be a Word
Detective!”
Rationale: Readers stop and use “fix-up”
strategies when what they are reading doesn’t
make sense or includes unfamiliar words or
phrases. Students will learn how to monitor for
meaning of a text at sentence and word level
and to use strategies to uncover the meaning of
new and/or unfamiliar words.
SWI Reading NF Lesson 6
Possible text:
Nothing but Trouble:
The Story of Althea
Gibson
by Sue Stauffacher.
Federal Way Public Schools Updated June 2015
Writing:
“Collecting
Like Gail
Gibbons –
Reading!”
Rationale: Authors read to get additional
information about their topics as one of the
first steps in their collecting process. Students
will begin reading a number of books and a
variety of digital sources on a single person to
build their knowledge base, which will help
them produce their informational writing.
Possible Texts:
This will depend on
who your students
are writing about.
Common Core State
Standards:
2.W.8
Notes:
Students will begin the process of researching and
reading about the person he/she chose to write
about. Gather books and other sources your
students can use for this part of the writing
process.
Possible text:
Nothing but
Trouble: The Story
of Althea Gibson by
Sue Stauffacher
Common Core State
Standards:
2.RI.1, 2.RI.2, 2.RI.3,
2.RI.8, 2.SL.1, 2.L.6
Notes:
Use a graphic organizer to help students collect
text evidence answering who, what, when, where,
why and or how questions.
Possible Texts:
Common Core State
Standards:
2.W.8
SWI Writing G Gibbons Author Study Collecting II
Lesson 5- How does answering questions help us understand a text?
Reading:
“I Understand,
and I Feel . . .”
Rationale: Readers of nonfiction recall key
details from a text by answering who, what,
when, where, why, and/or how questions
about a text. Students will demonstrate their
understanding of nonfiction texts by learning
how to explain what the text is about, as well
as sharing how they feel about a particular
topic using evidence from the text.
SWI Reading NF Lesson 8
Writing:
“Collecting
Like Gail
Gibbons –
Talking &
Interviewing”
Rationale: Authors talk with and interview
people as part of their collecting process.
Students will think about who they can talk to
and what they would like to ask.
*Students will be introduced to a few different text
structures commonly used in nonfiction text.
Consider creating an anchor chart that will allow
for students to refer back to the different
structures as they read other texts and write their
own pieces.
Notes:
This may not apply to your students. You can
decide if this lesson fits with the direction you are
taking this cycle of lessons.
SWI Writing G Gibbons Author Study Collecting
III
Lesson 6 - How does chronological order help us remember important ideas from a text?
Reading:
Rationale: Readers identify when information
in a text is presented in time order to enhance
their understanding and recall of key ideas.
“ All in Time” Students will learn how to identify the
chronological text structure in nonfiction texts
in order to make meaning and recall important
steps in a process.
SWI Reading NF Mini-lesson 6
Possible text:
Refer back to
Sixteen Years in
Sixteen Seconds
by Paula Yoo
(Module 4)
Common Core State
Standards:
2.RI.1, 2.RI.3, 2.RI.5,
2.RI.7
Notes:
Nonfiction text structures help authors organize
thoughts and present information to readers. This
lesson focuses on the chronological structure. You
may want to spread this lesson out over two days if
you chose to use more than one text.
Federal Way Public Schools Updated June 2015
Writing:
“Researching
a Topic”
Rationale: Authors read to get additional
information about their topics as one of the
first steps in their collecting process. Students
will continue reading a number of books and a
variety of digital sources on a single person to
build their knowledge base, which will help
them produce their informational writing.
Possible Texts:
Texts will depend
on student research
topics or teacher
chosen topic if you
want to model the
process
Common Core State
Standards:
2.W.8
Notes:
Students will continue the process of researching
and note collecting on a specific person. This
process may take a few days depending on the
needs of your students.
No SWI Lesson
Lesson 7 How does a problem and solution text structure help us organize information?
Reading:
Rationale: Readers understand that identifying Possible text:
Common Core State
how writers organize their nonfiction texts
Pop! The Invention of Standards:
“What’s the
helps them stay focused and keep track of the
Bubble Gum
2.RI.1, 2.RI.6
Problem?”
important information. Students will learn how
by
identifying a problem and solution text
MeghanMcCarthy.
structure can help them find answers to
questions and enhance understanding.
Writing:
“I Have Lots
of Notes!”
SWI Reading NF Mini-lesson 7
Rationale: After following different authors
collecting processes, students will have a lot of
notes and information. Students will go through
their notes and select what they will include in
their drafts.
SWI Writing G Gibbons Author Study Collecting V
Possible text:
Students’ notes.
Common Core State
Standards:
2.W.2, 2.W.5, 2.W.8
Notes:
In this lesson students will learn about the problem
and solution text structure, another way for
authors to organize information.
Notes:
Help students begin the process of planning their
first draft. What information will be included and
what information will not. Students should begin
producing a first draft of the biography writing
piece.
The following describe writing lessons that take students through the process of producing a biography. Some of these lessons are repeats from Cycle 1. Use the lessons
as needed. While students are composing biographies, teachers may want to use some of the unfinished Mentor Texts to revisit informational reading standards that
need to be reassessed.
Lesson 8- What do authors do to engage readers?
Reading and
Writing:
“Authors
Craft”
Rationale: Authors craft their writing so it is
both informative and engaging. Students will
examine the language and craft authors use to
make their books interesting for their readers.
They will pay close attention to the
introduction, descriptions, and conclusion.
SWI Writing G Gibbons Author Study Day 5
Possible text:
Various Biography
Texts
Common Core State
Standards:
2.RI.1, 2.RI.6
Notes:
When choosing books for this lesson, consider the
type of introduction, descriptions, and conclusion
in each text. Revisit texts that show strong
examples of the features and organizational
structures students are using in their own writing.
The teacher may want to model this in his or her
own writing.
Federal Way Public Schools Updated June 2015
Lesson 9 - How does the structure help us organize our thinking?
Reading and
Writing:
“Organizing
My Draft”
Rationale: Authors uses different structures, or
methods for organizing information, in their
books. Students will examine structures in
different authors’ works and think about their
applications to their own work.
Possible text:
All the biography
texts from all four
modules and shared
reading texts
Common Core State
Standards:
2.W.2, 2.W.5, 2.L.1,
2.L.2
Notes:
Choose texts for this lesson that mirror how your
students may organize a biography writing piece.
There may be certain text structures that are more
appropriate for student biographies.
Common Core State
Standards:
2.W.2, 2.W.5, 2.L.1,
2.L.2
Notes:
These two texts demonstrate different ways an
author can craft an introduction. Other
biographical texts could be included in the lesson.
Consider writing an introduction or two as a class,
prior to students revising the introduction to their
own biography piece.
Common Core State
Standards:
2.W.2, 2.W.5, 2.L.6
Notes:
Students continue to work on revising and editing
the biography writing piece. Today’s lesson focuses
on giving writing “voice.” Choose a text or two
from the biography mentor texts to give examples
of voice in text.
SWI Writing G Gibbons Author Study Drafting I
Lesson 10 - What are some ways to write an introduction that hooks your reader?
Reading and
Writing:
“Crafting an
Engaging
Introduction”
Rationale: Authors books start in a variety of
ways. Some of their books start with a question,
action, or the setting. Students will work on
creating an engaging introduction for their
nonfiction pieces, pulling their readers in from
the very beginning.
SWI Writing G Gibbons Author Study Revising I
Possible text:
Sixteen Years in
Sixteen Seconds by
Paula Yoo, My
Name is Gabito by
Monica Brown,
Other
Biography Texts
and students’ drafts
Lesson 11 - How do authors use voice to make their writing interesting?
Reading and
Writing:
“Talking to
Your
Readers”
Rationale: Authors talk to their readers using
their writing voice. Students will examine their
drafts and think about how they can insert their
own voice into their drafts.
SWI Writing G Gibbons Author Study Revising II
Possible text:
Various Biography
Texts and students’
drafts
Federal Way Public Schools Updated June 2015
Lesson 12- Why is it important to edit our work for punctuation?
Writing:
“Purposeful
Punctuation”
Writing:
“Peer Editing
for
Precision!”
Rationale: Authors purposefully use periods,
question marks, and exclamation points in their
writing. Students will edit their work making
sure they have corrected all ending punctuation
marks.
SWI Writing G Gibbons Author Study Editing I
Rationale: In addition to editing for ending
punctuation, authors also edit for spelling,
grammar, and other issues for clarity.
Oftentimes, authors have someone else read
their writing for editing purposes. Students will
engage in peer editing in order to proofread
their writing and complete an editing checklist.
Possible text:
Module texts and
students’ drafts
Common Core State
Standards:
2.W.2, 2.W.5, 2.L.1,
2.L.2
Possible text:
students’ drafts
Common Core State
Standards:
2.W.5
Notes:
These two lessons are repeats from Cycle 1. They
can be combined if it is appropriate for your
students. You may consider using an editing
checklist to support students with this step in the
writing process.
SWI Writing G Gibbons Author Study Editing II
Lesson 13- How do authors acknowledge sources and choose whom to dedicate their books to?
Writing:
Rationale: Authors often acknowledge their
sources and dedicate their books to someone
“Adding
special or a special group of people. Students
Dedications &
will compose “Acknowledgments” and
Acknowledgements” “Dedication” pages as their final step.
SWI Writing G Gibbons Author Study Publishing
Possible text:
Bats, Nothing but
Trouble and Almost
Gone (or any other
nonfiction books
you can find with
acknowledgements
or dedications) and
students’ final
pieces.
Common Core State
Standards:
2.W.2
Notes:
Students should begin final publication of the
nonfiction writing piece.
Celebration: Be sure to include a day for celebrating students’ hard work on their informational writing at the end of this cycle. This may be
another lesson, or at another time of the day, with your reading buddies, or whatever way works best for you and your students.
Federal Way Public Schools Updated June 2015