- I can use text features to efficiently locate information about pollinators. (RI.2.1, RI.2.5, RI.2.7)
These are the CCS Standards addressed in this lesson:
- 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.2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text
Daily Learning Targets
Ongoing Assessment
- During the reading to explore in Work Time A, use the Reading Informational Text Checklist (RI.2.1, RI.2.2, RI.2.3, RI.2.4, RI.2.5, RI.2.6, RI.2.7) to track students' progress toward these reading standards (see Assessment Overview and Resources).
- After Work Time B, collect students' Plants and Pollinators research notebook, Part II and use page 3 to document progress toward RI.2.5 and RI.2.7.
Agenda
Agenda | Teaching Notes |
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1. Opening A. Introducing the Second Module Guiding Question (5 minutes) 2. Work Time A. Reading to Explore Text Features: What Is Pollination? (30 minutes) B. Independent Writing: Plants and Pollinators Research Notebook, Part II (20 minutes) 3. Closing A. Reflecting on Learning (5 minutes) |
Purpose of lesson and alignment to standards:
How this lesson builds on previous work:
Areas in which students may need additional support:
Down the road:
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In Advance
- Strategically pair students for work during Work Times A and B, with at least one strong reader per pair.
- Post: Learning targets and all applicable anchor charts (see Materials list).
Tech and Multimedia
Consider using an interactive white board or document camera to display lesson Materials.
- Continue to use the technology tools recommended throughout Modules 1 and 2 to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 2.I.B.6 and 2.II.A.1
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to use text features to support reading for information.
- ELLs may find it challenging to keep track of the different text features introduced in this lesson. When adding to the Text Features anchor chart, illustrate it with specific examples from What Is Pollination? Consider pasting photocopies of examples of text features from the book onto the Text Features anchor chart. During Work Time B, as students complete their Text Features Hunt, consider supporting them to identify on the anchor chart which text features they will use for each question.
Levels of support
For lighter support:
- During Work Time B, invite students to create their own Text Features Hunt question for their partners to answer.
For heavier support:
- During Work Time B, consider working closely with students who need heavier support to ensure that they understand each question on the Text Features Hunt. Invite them to rephrase what each question is asking in their own words. Support them in determining the meaning of each by simplifying the language or helping them chunk each part of the question.
Universal Design for Learning
- Multiple Means of Representation (MMR): Throughout this lesson, embed support for unfamiliar Vocabulary by providing explanation and visual examples. This helps students make connections and support construction of meaning with this text. (Example: Support comprehension by pre-teaching unfamiliar Vocabulary or inviting students to provide synonyms for key words or phrases.)
- Multiple Means of Action & Expression (MMAE): In this lesson, students explore text features in the text, What Is Pollination? Continue to support students in setting appropriate goals for their effort and the level of difficulty expected.
- Multiple Means of Engagement (MME): As students engage with the text during this lesson, continue to support students in linking the information presented back to the learning target to emphasize and remind them of the instructional goal.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
New
- bold print, photograph, illustration (L)
Review
- research, text features, efficiently, headings (L)
Materials
- Module Guiding Questions anchor chart (begun in Unit 1, Lesson 1; added to in advance; see supporting Materials)
- Module Guiding Questions anchor chart (begun in Unit 1, Lesson 1; example, for teacher reference)
- What Researchers Do anchor chart (begun in Unit 1, Lesson 2)
- Unit 2 Guiding Question anchor chart (new; teacher-created; see supporting Materials)
- Unit 2 Guiding Question anchor chart (example, for teacher reference; see supporting Materials)
- Text Features anchor chart (begun in Unit 1, Lesson 3; added to during Work Time A; see supporting Materials)
- What Is Pollination? (one per pair and one to display)
- Text Features anchor chart (begun in Unit 1, Lesson 3; example, for teacher reference)
- Plants and Pollinators research notebook, Part II (from Lesson 1; page 3; one per student and one to display)
- Pencils (one per student)
- Plants and Pollinators research notebook, Part II (from Lesson 1; example, for teacher reference
Assessment
Each unit in the K-2 Language Arts Curriculum has one standards-based assessment built in. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Meeting Students' Needs |
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A. Introducing the Second Module Guiding Question (5 minutes)
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"Now what do you think the sentence means?"
"Can we divide this sentence into two or more sentences? How? |
Work Time
Work Time | Meeting Students' Needs |
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A. Reading to Explore Text Features: What Is Pollination? (30 minutes)
"How do text features help us as researchers?" (They help us find information efficiently or quickly; they give us extra information.)
"Which other chapters might help us in our research as we work to answer the Unit 2 guiding question?" ("Do We Need Pollinators?""Insect Pollinators", "Butterflies and Moths", "Wasps and Flies", "Beetle Pollinators", "Bird Pollinators", "Lizards, Bats, and Possums")
"What do you notice about the headings at the top of the page?" (yellow, bold print, tells more about what you will read)
"How does bold print help the reader?" (helps you notice important words)
"How do photographs and illustrations help the reader?" (shows you more information about the topic)
Name one text feature you used in What Is Pollination? to find information efficiently." (table of contents, headings, bold print, photographs and illustrations)
"How does using text features help you find information in the text? I'll give you time to think and discuss with a partner." (Responses will vary.)
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B. Independent Writing: Plants and Pollinators Research Notebook, Part II (20 minutes)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Reflecting on Learning (5 minutes)
"How did you take initiative as a researcher today?" (Responses will vary.)
"Can you say more about that?" (Responses will vary.)
"How did you take initiative as a researcher today?" (Responses will vary.)
"How did taking initiative help you learn more about plants and pollinators?" (various facts related to pollinators in the text)
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