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Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
Lesson 1: Discovering the Purpose of How-To Text
Daily Shared Reading
•
Colorado Standards
•
Reread a short, familiar text for fluency and expression
(see Shared Reading Ideas in General Resources).
•
Daily Read Aloud
•
Included in today’s mini-lesson.
New Standards
Materials
•
•
•
›
•
Read and understand
a variety of materials.
Apply thinking skills to reading,
writing, speaking, listening,
and viewing.
•
Variety of how-to texts in a basket that include multicultural examples,
such as recipe books, craft books, game instructions, magic tricks, science
experiments, or student samples taken from DPS Web site and added to
classroom library (school or public librarian and technology teacher can help
gather texts)
Procedural charts from Units 1–2
ELA-E and all other classrooms: Let’s Make Music big book by Margaret Clyne
and Rachel Griffiths
ELA-S classrooms: Toquemos Música big book by Margaret Clyne and Rachel
Griffiths
Six copies of Baking Bread by Natalie Lunis for small group work
•
•
Getting the Meaning:
Comprehension
Reading Habits: Being Read to
and Discussing Books
Habits: Discussing Books
Big Idea
•
Study nonfiction text features
and purposes for which they
are used.
Intended Learning
•
Students explore a variety of how-to texts to understand purposes for which
they are written.
Mini-Lesson
Connection
Refer to various kinds of texts students have learned to read and write.
Tell them they will study another kind of text—how-to texts. Explain that
they already know something about this kind of text by pointing out some
charts you created with them during other lessons this year, such as how to
choose a just-right book and how to use reading strategies. Reread one of
these charts with students and have them “Turn and Talk” to their partners
about what the chart helps them do. Explain many writers call this writing
how-to writing, because it tells how to do things.
Teaching
Tell students that we have many different kinds of how-to texts and show
them your independent reading collection. Show students the cover of
Making Music and explain that the author wrote this how-to text to teach
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Notes
›
Roam and join ELL groups to model
and clarify their task.
›
50/6 Preview/Review: Building
Vocabulary and Concepts to Support
Understanding—Preview read-aloud
text and vocabulary before
presenting the lesson.
The “How to Make Your Own Gum
Wrapper Chain” Web page at
http://www.gumwrapper.com/build
.htm is a good example of how-to
text. Copy this one-page instruction
Lesson 1: Discovering the Purpose of How-To Text
1
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
people how to make music and play some musical instruments. As you read
the book aloud, point out evidence in the text.
Have students sit with their response partners and look at several how-to
texts together. Ask them to determine purposes for texts they are
examining; that is, why authors wrote those texts. Have students come back
together and talk about purposes of texts they examined and why they think
what they do. Ask students why authors write how-to texts and support their
understanding that how-to texts are written to teach people how to make or
do things. Title a chart, “How–To Texts,” and write the purpose students
came up with under the title. If students start talking about other how-to
text features they noticed, tell them that they will list those features on
the chart tomorrow.
›
50/2 Visual Scaffolding: Providing Language Support Through Visual
Images and 50/3 Realia Strategies: Connecting Language Acquisition
to the Real World
›
Provide language frames to support participation and accountable talk,
such as “My text is about making/learning to _______.” “I think this
because _____.”
›
50/15 Partner Work: Practicing Verbal Interaction—Research/Interview
and give students in paper form. But
also let students read interactive
how-to text on the Web that
requires them to pursue links to get
the full directions, such as
“Composting for Kids” at
http://aggiehorticulture.tamu.edu/sustainable/s
lidesets/kidscompost/cover.html.
Active Engagement
Students “Turn and Talk” to their partners while examining how-to texts.
Students discuss suggestions for the class “How–To Texts” chart.
Link
Encourage students to read how-to texts they find interesting during
independent reading. Tell them to pay attention to why the books were
written. Ask them to return the books to the how-to book basket at the end
of the session.
Independent and Small Group Time
Students
•
•
•
•
Read from book bags individually or with partners.
Read at least one how-to text from how-to book basket.
Maintain reading logs of books and genres read.
Meet with teacher in small group.
Teacher
•
•
Confer with individual students and keep ongoing records of performance
and goals in reading assessment notebooks.
Meet in small groups with students for oral language development (Let’s
Talk about It!), guided reading, or other instruction targeting student needs.
Sharing/Closure
•
After independent reading, ask students to meet with their response
partners. Have them tell about how-to texts they read and share purposes of
the texts. Have partners decide if they discovered other ideas to add to the
“How–To Texts” chart as to why authors write how-to texts.
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Lesson 1: Discovering the Purpose of How-To Text
2
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
Lesson 2: Identifying Parts of How-To Text
Daily Shared Reading
•
Colorado Standards
•
Reread a short, familiar text for fluency and expression
(see Shared Reading Ideas in General Resources).
•
Daily Read Aloud
•
Included in today’s mini-lesson.
New Standards
Materials
•
•
•
•
•
•
“How-To Texts” chart from Lesson 1
“How-To Text Attributes” chart (see end of this lesson)
Book basket of how-to texts for independent reading
Let’s Make Music/Toquemos Música by Margaret Clyne and Rachel Griffiths
or other examples of how-to texts with obvious how-to features, such as
materials, steps, and pictures
•
•
•
Students identify how-to text attributes to produce a “How-To Text
Attributes” chart and understand how-to text features.
•
Mini-Lesson
Remind students of their previous work examining how-to texts and thinking
about why they are written. Tell students that they discovered the
importance of how-to text, because it tells people how to make and do
things. Last year, students may have used a list of how-to helpers to think
about parts of how-to text. Today the class revisits those parts. Honor the
fact that they also noticed other things about how-to texts and tell them
today you talk about those observations.
Teaching
Tell students that how-to texts are essential to people’s lives because
they give directions and teach how to do things, such as how to cook
favorite foods, how to play games, or how to program their televisions.
Using Let’s Make Music or other how-to text with prominent how-to text
features, have students discuss what else they noticed about how-to texts.
As students name things, such as lists of materials or ingredients, directions,
numbers for steps, pictures that go with numbers, add those attributes to
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Getting the Meaning:
Comprehension
Reading Habits: Being Read to
and Discussing Books
Habits: Discussing Books
Big Ideas
Intended Learning
Connection
Read and understand
a variety of materials.
Apply thinking skills to reading,
writing, speaking, listening,
and viewing.
Understand how-to format
for following directions.
Study nonfiction text features
and purposes for which they
are used.
Notes
›
50/6 Preview/Review: Building
Vocabulary and Concepts to Support
Understanding—Previewing text with
ELLs helps them understand content
and later participate in the analysis.
Plan a collaborative lesson with your
technology teacher and/or teacher
librarian using the Internet as a howto text source. Have students find
the parts of how-to text on Web
sites that interest them. Consider
Draw and Color with Uncle Fred at
http://www.unclefred.com/index.ht
ml, a how-to site for drawing where
students search for helpful text
features and follow directions
to produce tangible outcomes.
Lesson 2: Identifying Parts of How-To Text
3
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
the “How-To Text Attributes” chart (see sample at the end of this lesson).
Have students look through more how-to texts with partners to see if those
books have the same features or if they notice other how-to text features.
Add pertinent ideas to the chart.
The “How-To Text Attributes” chart will later become the basis for a writing
rubric. See the sample completed chart below, but recognize that students
may only identify a few of the attributes. Add other attributes students
identify during the following days of exploring how-to text. Talk with students
about how knowing different parts of how-to text helps them read and
understand text better.
›
50/2 Visual Scaffolding: Providing Language Support through Visual
Images—Put icons or pictures of the attributes of the text on the chart,
so students can recall and access the information.
›
Provide language frames to support participation and accountable talk,
such as “I notice ____________.”
Active Engagement
Students “Think-Pair-Share” as they identify parts of how-to text and
suggest additions to the “How-To Text Attributes” chart.
Link
Remind students that knowing different parts of how-to text helps them
read with more comprehension. Encourage them to read appropriate books
from the how-to book basket during independent reading.
Independent and Small Group Time
Students
•
•
•
•
Read from book bags individually or with partners.
Read at least one how-to text from how-to book basket.
Maintain reading logs of books and genres read.
Meet with teacher in small group.
Teacher
•
•
Confer with individual students and keep ongoing records of performance
and goals in reading assessment notebooks.
Meet in small groups with students for oral language development (Let’s
Talk about It!), guided reading, or other instruction targeting student needs.
Sharing/Closure
•
Ask students to share things they noticed during independent reading if they
read how-to texts. Add any new observations about parts of how-to text to
the “How-To Text Attributes” chart.
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Lesson 2: Identifying Parts of How-To Text
4
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
How-To Text Attributes
To teach someone how to do or make something
1.
Title
2.
Beginning or introduction
3.
List of materials or ingredients
4.
Step-by-step directions
5.
Pictures that go with directions
6.
Ending that says what to do with it
7.
Words such as first, second, next, then, and finally
Los atributos de textos de “How-To”
Para enseñar como hacer o crear algo
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1.
El título
2.
El principio o la introducción
3.
Una lista de materiales o ingredientes
4.
Direcciones explícitos
5.
Dibujos que corresponden con los direcciones
6.
Un final que explica lo que necesitas hacer con todo
7.
Palabras como primero, segundo, luego, y finalmente
Lesson 2: Identifying Parts of How-To Text
5
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
Lesson 3: Reading How-To Texts
Daily Shared Reading
•
Colorado Standards
•
Reread a short, familiar text for fluency and expression
(see Shared Reading Ideas in General Resources).
•
Daily Read Aloud
•
Included in today’s mini-lesson.
New Standards
Materials
•
•
•
•
•
Overhead or chart and student copies of “Shape Snowman Craft” how-to
text (see Appendix)
“How to Read How-To Texts” chart (see end of this lesson)
“How-To Text Attributes” chart created in Lesson 2
Basket of how-to texts for independent reading
•
•
•
Intended Learning
•
•
•
Mini-Lesson
›
For ELLs, use physical cues to
demonstrate what materials you are
gathering to make the snowman.
Take students to the technology lab
or library to access computers in
groups of two. Have them visit “The
Magic Tricks” section of the “Kids
Newsbank” page in the DPS database to choose magic tricks to read
and try with their partners or you
assign them tricks. The “Through the
Table” trick is good for this age and
reading level. Ask your teacher
librarian and/or technology teacher
to collaborate on this lesson.
An interactive “Build-a-Snowman” is
Tell students that reading directions differs from reading stories. When
readers read stories, they usually begin at the beginning and read to understand what’s happening. However, when readers read to follow directions,
they read slower and reread a lot, so they clearly understand each step and
how to do it. As they complete each step, they reread to see if they did it
right. Lastly, they track which part they were working on to find their place
again after they complete a step, which is called self-monitoring.
Using chart or overhead, preview the “Shape Snowman Craft” how-to text
(see Appendix). Note this text’s different how-to features. Tell students that
when reading how-to text, first read the whole text to get the big idea, then
go back to follow the directions. Read through the text, modeling your
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Understand how-to format
for following directions.
Read for information to make
or do particular things.
Notes
Remind students that they talked about different parts of how-to texts.
Tell them today they discuss strategies to use when reading how-to texts.
Teaching
Getting the Meaning:
Comprehension
Reading Habits: Being Read to
and Discussing Books
Habits: Discussing Books
Kinds of Talk and Resulting
Genres: Getting Things Done
Big Ideas
Students learn that how-to text requires repeated reading, self-monitoring,
and reading different parts of the text separately to follow directions.
Connection
Read and understand
a variety of materials.
Apply thinking skills to reading,
writing, speaking, listening,
and viewing.
Lesson 3: Reading How-To Texts
6
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
thinking as you read it the first time. For example, when you read the title,
use a think aloud, such as “Since the title is ‘Shape Snowman Craft,’ I’ll
probably use shapes.” As you read the introduction, mention that introductions may give interesting and helpful content information for what you are
making or learning.
available on the Web at
http://www.blackdog.net/holiday/c
hristmas/snowman/, where students
read the how-to text and build their
own snowmen.
After reading the text once, tell students that you will model and think aloud
about your reading strategies as you follow directions to construct the
snowman. For example, as you read the materials list, model gathering
materials one at a time, while rereading to self-monitor so nothing is forgotten.
Emphasize how readers must slow down and reread certain parts, such as the
materials list, remember where they were (self-monitor) so they can find their
place again, and move from reading to doing and back to reading. Continue this
method of think aloud for reading the steps and constructing the snowman.
Read steps one at a time, do the task, then monitor to find your place and
reread. Point out illustrations as you use them to follow directions. Follow the
directions to construct the entire snowman.
Have students “Turn and Talk” about what they witnessed while you
modeled. List their observations on a “How to Read How-To Texts” chart
(see sample at the end of this lesson).
›
›
›
Point to steps as you reread them.
50/2 Visual Scaffolding: Providing Language Support through Visual
Images—Put icons or pictures of the attributes of the text on the chart,
so students can recall and access the information.
Provide language frames to support participation and accountable talk,
such as “When I read how-to text, I _________.”
Active Engagement
Students “Turn and Talk” about what they noticed and discuss suggestions
to complete the “How to Read How-To Texts” chart.
Link
Tell students today when they read independently to practice rereading
the “Shape Snowman Craft” text and imagine themselves following the
directions the way you did. Let them know that tomorrow for their reading
response, they read and follow directions to make snowmen with partners.
Independent and Small Group Time
Students
•
•
•
•
Reread “Shape Snowman Craft” how-to text or other text from how-to book
basket.
Read from book bags individually or with partners.
Maintain reading logs of books and genres read.
Meet with teacher in small group.
Teacher
•
•
Confer with individual students and keep ongoing records of performance
and goals in reading assessment notebooks.
Meet in small groups with students for oral language development (Let’s
Talk about It!), guided reading, or other instruction targeting student needs.
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Lesson 3: Reading How-To Texts
7
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
Sharing/Closure
•
After independent reading, ask students to share what they now know about
reading how-to texts or what they discovered as they reread the “Shape
Snowman Craft” text or other how-to text. Ask students for additions to the
“How-To Text Attributes” or “How to Read How-To Texts” charts.
How to Read How-To Texts
•
•
•
•
•
•
Read the text in sections.
Slow down your reading.
Reread the materials and directions sections over and over.
Go from reading to doing and back to reading.
Try to remember or self-monitor the part you just completed
so you can find your place when you go back to reading.
Use the pictures or diagrams to help you make or do the task.
Como leer los textos de “How-To”
•
•
•
•
•
•
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Leer el texto en partes.
Reducir la velocidad de leer.
Leer las materiales y las direcciones una y otra vez.
Regresar entre leer y hacer.
Tratar de recordarte de la parte que acababas de terminar
para encontrar tu lugar cuando regresaras a leer.
Usar los dibujos o unas diagramas para ayudarte en hacer
la tarea.
Lesson 3: Reading How-To Texts
8
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
Lesson 4: Reading and Following Directions—Shape Snowman Craft
Daily Read Aloud
•
Colorado Standards
•
Provide a read aloud during another part of the day, such as
The Snowy Day/Un día de bieve by Ezra Jack Keats.
•
Daily Shared Reading
•
Reread a short, familiar text for fluency and expression
(see Shared Reading Ideas in General Resources).
New Standards
•
Materials
•
•
•
•
“Shape Snowman Craft” how-to text (see Appendix)
“How to Read How-To Texts” chart created in Lesson 3
“How-To Text Attributes” chart created in Lesson 2
“Shape Snowman Craft” materials from directions
•
•
•
Students work with partners to read and follow directions of how-to text
to learn to comprehend how-to text.
Mini-Lesson
Connection
Remind students that they watched you read and follow directions yesterday
to make the shape snowman. Remind them about reading this type of text
differently. Review the “How to Read How-To Texts” chart: slow down the
reading, read in sections, read, do, read, self-monitor, and use pictures.
Teaching
Have students work with their “Turn and Talk” partners today to read and
help each other make their shape snowmen. Tell students to help each other
read the text in the special way they learned and charted yesterday.
›
Some ELLs may find it easier to follow the model with the directions.
Active Engagement
Getting the Meaning:
Comprehension
Kinds of Talk and Resulting
Genres: Getting Things Done
Big Ideas
Intended Learning
•
Read and understand
a variety of materials.
Apply thinking skills to reading,
writing, speaking, listening,
and viewing.
Understand how-to format
for following directions.
Read for information to make
or do particular things.
Notes
›
50/40 Peer Tutoring: Students
Supporting Student Learning—
Match new ELLs with students
who can assist them.
Let students read another set of
how-to directions from the Web to
build a different snowman. On your
classroom computer(s), bookmark
http://www.blackdog.net/holiday/c
hristmas/snowman/ and have
students take turns with this
snowman how-to text.
Students read and follow directions to make shape snowmen.
Link
As students finish their snowmen, they may compare their snowman to the
model and review the text to evaluate how well they followed directions.
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Lesson 4: Reading and Following Directions—Shape Snowman Craft
9
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
Independent and Small Group Time
Students
•
Work with partners to make their snowmen. As they finish, they read from
book bags individually or with partners.
Teacher
•
Roam and assist students as needed to read and follow directions.
›
•
•
Meet with ELLs in a small group to work together to follow directions.
Confer with individual students and keep ongoing records of performance
and goals in reading assessment notebooks.
Meet in small groups with students for oral language development (Let’s
Talk about It!), guided reading, or other instruction targeting student needs.
Sharing/Closure
•
•
Admire the different snowmen students created and notice their similarities
and differences.
Ask students to share how reading and following directions worked for them
today: “What will they remember to do next time they need to read and
follow directions?” Ask students if the “How-To Text Attributes” and “How
to Read How-To Texts” charts they constructed the last several days are
complete. Add to charts as needed.
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Lesson 4: Reading and Following Directions—Shape Snowman Craft
10
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
Lesson 5: Reading Response to Shape Snowman Craft
Daily Shared Reading
•
Colorado Standards
•
Reread a short, familiar text for fluency and expression
(see Shared Reading Ideas in General Resources).
•
Daily Read Aloud
•
Included in today’s mini-lesson.
New Standards
Materials
⊕
›
•
•
•
ELA-E and all other classrooms: The Black Snowman by Phil Mendez or
Abuelito Eats with His Fingers by Janice Levy
For ELA-S classrooms: Shelter Abuelito Eats with His Fingers by Janice Levy
Reading response journals
“Quality Second Grade Response” chart from Unit1, Reading Lesson 10,
with directions for writing reading responses
•
•
⊕
Understand how-to format
for following directions.
Identify and dispel stereotypes.
Students listen to read aloud and respond using the “Quality Second Grade
Response” chart to follow directions and comprehend text to identify and
dispel stereotypes.
Mini-Lesson
Connection
Notes
›
50/6 Preview/Review: Building
Vocabulary and Concepts to Support
Understanding—Familiarize students
with concepts and vocabulary
presented in the text.
Let students write reading responses
to nonfiction texts as well. The
winter concept is continued on the
“Science Made Simple” Web site at
http://www.sciencemadesimple.co
m/animals.html with a grade-level
appropriate nonfiction article, “How
Do Animals Spend the Winter?” Invite
students to read this text and create
a reading response following your
how-to chart. Different groups of
students could respond on different
Remind students that yesterday they learned to make shape snowmen by
reading and following directions from a how-to text. Tell them today they
follow the directions from the “Quality Second Grade Response” chart to write
about what characters in the story learn about being proud of their culture.
Teaching
Read aloud the story, The Black Snowman by Paul Mendez or Abuelito Eats
with His Fingers by Janice Levy
Stop several times during the reading to ask students to “Turn and Talk”
and discuss what has happened in the story so far and what characters are
thinking and doing.
After the story, ask students to discuss how the characters changed and
why. Ask them to determine what lesson(s) the author wanted readers
to learn from the story.
Tell students they will be expected to write their ideas in their reading
response journals. Review how to write reading responses by reading the
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Getting the Meaning:
Comprehension
Reading Habits: Conversing at
Length on a Topic
Big Ideas
Intended Learning
•
Read and recognize literature as
a record of human experience.
Apply thinking skills to reading,
writing, speaking, listening,
and viewing.
Lesson 5: Reading Response to Shape Snowman Craft
11
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
directions on the “Quality Second Grade Response” chart from Unit1,
Reading Lesson 10. Remind students of what they know about reading
directions by reviewing the “How to Read How-To Texts” chart from Lesson
3 and stressing how we reread to ensure we followed all the directions.
Model a reading response if necessary, depending on how well students
performed on the previous reading response day.
days or during special library or
technology time. Ask your teacher
librarian and/or technology teacher
to plan this lesson with you.
Send students to write in their notebooks about how the characters felt at
the beginning of the story and how they changed their feelings by the end of
the story and why.
›
›
50/4 Interactive Read Aloud: Reading Designed to Support Understanding
50/13 Leveled Questions: Adjusting Questioning Strategies to the
Language Levels of Students
Active Engagement
Students “Turn and Talk” to discuss and comprehend the story to produce
reading responses.
Link
Tell students to use the “Quality Second Grade Response” chart as a guide
for how to write their responses. Tell them to write about how the
characters felt at the beginning of the story and how the characters changed
their feelings by the end of the story and why.
Independent and Small Group Time
Students
•
•
Students write reading responses in their response notebooks.
When finished, read from book bags individually or with partners and
maintain reading logs of books and genres read.
Teacher
•
Confer with individual students and keep ongoing records of performance
and goals in reading assessment notebooks.
›
•
Some ELLs might benefit from meeting in a small group to write
a reading response together as a shared writing.
Meet in small groups with students for oral language development (Let’s
Talk about It!), guided reading, or other instruction targeting student needs.
Sharing/Closure
•
Ask students to share their reading responses with their response partners.
Ask a few students to share their answers with the whole group.
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Lesson 5: Reading Response to Shape Snowman Craft
12
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
Lesson 6: Using Background Knowledge to Understand Text
Daily Shared Reading
•
Colorado Standards
•
Reread a short, familiar text for fluency and expression
(see Shared Reading Ideas in General Resources).
•
Daily Read Aloud
•
Included in today’s mini-lesson.
•
Materials
›
•
•
Read and recognize literature as
a record of human experience.
Apply thinking skills to reading,
writing, speaking, listening,
and viewing.
Read and understand
a variety of materials.
New Standards
ELA-S classrooms: La leyenda de la flor de Nochebuena by Tomie dePaola
ELA-E and all other classrooms: The Legend of the Poinsettia by Tomie dePaola
“Using Our Background Knowledge” chart (see end of this lesson)
•
•
Getting the Meaning:
Comprehension
Habits: Discussing Books
Intended Learning
•
Big Idea
Students listen to and discuss a story to develop background knowledge
to use when reading and following directions of how-to text.
•
Use background knowledge,
wondering, and questioning
to make sense of nonfiction.
Mini-Lesson
Connection
Remind students that they read and followed directions using how-to text.
Tell students that they learned about comprehension strategies and that one
strategy is to think about what they already know. Tell students that good
readers think about what they already know when they read how-to text too.
Teaching
Tell students that today you will read a story to provide some background
information, which allows them to think about what they already know when
they do a how-to craft later in the week. Tell students that today they
practice thinking about what they already know to understand the story.
Read aloud the story, The Legend of the Poinsettia. Stop once or twice
during the first one or two pages and think aloud to demonstrate how you
are using background knowledge to understand the story. For example,
“I think Lucida lived in a rural community, because the text said she had
a burro and her father worked in the fields, and I know you can’t have those
things in the city.” Continue reading, stopping two or three times for
students to “Turn and Talk” and discuss how they are using their background
knowledge to understand the story. Consider making a “Using Our
Background Knowledge” chart (see sample at the end of this lesson) to
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Notes
›
50/2 Visual Scaffolding: Providing
Language Support through Visual
Images—Read-aloud illustrations
help clarify vocabulary questions.
›
50/3 Realia Strategies: Connecting
Language Acquisition to the Real
World—Bring a poinsettia and map or
globe, so students develop content
knowledge of the poinsettia plant
and Mexico.
›
50/6 Preview/Review: Building
Vocabulary and Concepts to Support
Understanding—Review book and
vocabulary from previous small group
session using pictures, gestures, and
realia.
A search of “poinsettia” on
http://www.yahooligans yields
Lesson 6: Using Background Knowledge to Understand Text
13
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
illustrate and value student thinking.
›
›
50/4 Interactive Read Aloud: Reading Designed to Support Understanding
Develop language frames to help ELLs participate, such as “I think
I know ______, because the text said _______.”
Active Engagement
several student-friendly sites of
background information about
poinsettias, such as how to select
them, how to grow them, and how
to use them as decorations. Students
build background information, while
practicing how-to text reading skills.
Students “Turn and Talk” with partners to comprehend what happens in the
story and activate their background knowledge.
Link
Encourage students to use their background knowledge as they read independently. Ask students to mark places where they activated background
knowledge with sticky notes.
Independent and Small Group Time
Students
•
•
•
Read independently or with partners and use sticky notes as they try out
the mini-lesson strategy.
Maintain reading logs of books and genres read.
Meet in small group with teacher.
Teacher
•
•
Confer with individual students and keep ongoing records of performance
and goals in reading assessment notebooks.
Meet in small groups with students for oral language development (Let’s
Talk about It!), guided reading, or other instruction targeting student needs.
Sharing/Closure
•
Students share with their “Turn and Talk” partners one or two places where
they put sticky noted and activated background knowledge. Ask one or two
groups to share their thinking.
Using Our Background Knowledge
What the Text Says
Lucida has a burro.
What It Makes Us Think of
She must live in the country.
Usando nuestro sabiduría del pasado
Lo que dice el texto
Lucida tiene burro.
Reading Workshop
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Lo que eso nos hace pensar
Ella tiene que vivir en el campo.
Lesson 6: Using Background Knowledge to Understand Text
14
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
Lesson 7: Activating Background Knowledge to Read How-To Text
Daily Shared Reading
•
Colorado Standards
•
Reread a short, familiar text for fluency and expression
(see Shared Reading Ideas in General Resources).
•
Daily Read Aloud
•
Included in today’s mini-lesson.
New Standards
Materials
•
•
•
•
•
Overhead or poster of “Poinsettia Fan Craft” (see Appendix)
“How to Read How-To Text” chart from Lesson 3 (see end of this lesson)
“Using Our Background Knowledge” chart started in Lesson 6 (see end of
this lesson)
Book basket of how-to texts for independent reading
•
Getting the Meaning:
Comprehension
Kinds of Talk and Resulting
Genres: Getting Things Done
Big Ideas
•
Intended Learning
•
Read and recognize literature as
a record of human experience.
Apply thinking skills to reading,
writing, speaking, listening,
and viewing.
Students activate background knowledge to read and follow directions of
how-to text.
•
•
Use background knowledge,
wondering, and questioning
to make sense of nonfiction.
Understand how-to format
for following directions.
Read for information to make
or do particular things.
Mini-Lesson
Connection
Notes
›
50/6 Preview/Review: Building
Vocabulary and Concepts to Support
Understanding—Review book and
vocabulary from previous small group
session using pictures, gestures, and
realia.
Plan ahead with your teacher
librarian and/or technology teacher
to help your students build their
background knowledge on
poinsettias. A search of “poinsettia”
on http://www.yahooligans yields
several student-friendly sites of
background information about
poinsettias, such as how to select
them, how to grow them, and how
Remind students that yesterday they used background knowledge to understand a story. Tell them today they use background knowledge to read
a how-to text.
Teaching
Remind students of their previous work and the “How to Read How-To Text”
chart as they discovered how to read how-to text. Tell them to use those
strategies, as well as their background knowledge to read a new how-to text.
Read the title of “Poinsettia Fan Craft.” Think aloud, telling students you
think you will make a flower because the title says “Poinsettia,” and you
know from yesterday’s story that poinsettias are flowers. Ask students
to “Turn and Talk” about anything else they know just looking at the title.
Students should refer to the word fan and what they know about fans and
how they are used.
Have one or two students share with the class. Continue to read the
Reading Workshop
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Lesson 7: Activating Background Knowledge to Read How-To Text
15
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
introduction and the other sections of “Poinsettia Fan Craft” and ask
students to “Turn and Talk” two or three times about what their background
knowledge makes them think they know. Use the “Using Our Background
Knowledge” chart (see sample at the end of this lesson) to illustrate and
value student thinking. Tell students that good readers use their background
knowledge to help them understand text better.
to use them as decorations. Students
build background information, while
practicing how-to text reading skills.
Add “Use background knowledge” to the “How to Read How-To Text” chart.
›
Develop language frames to help ELLs participate, such as “I think
I know __________ because the text said ________.”
Active Engagement
Students “Turn and Talk,” using their background knowledge to understand
the how-to text and discuss suggestions to complete the “Using Our
Background Knowledge” chart.
Link
Tell students that today when they return to their seats, they should pick
new how-to books from the how-to book basket. While they read, they may
try activating background knowledge. Ask them to mark places where they
activated their background knowledge with sticky notes.
Independent and Small Group Time
Students
•
•
•
Read independently or with partners and use sticky notes as they try
the mini-lesson strategy.
Maintain reading logs of books and genres read.
Meet in small group with teacher.
Teacher
•
•
Confer with individual students and keep ongoing records of performance
and goals in reading assessment notebooks.
Meet in small groups with students for oral language development (Let’s
Talk about It!), guided reading, or other instruction targeting student needs.
Sharing/Closure
•
Ask students to share with their response partners what they learned about
reading how-to text today. Ask several students to share out with the whole
group. Ask students to share where they activated background knowledge
with their response partners.
Reading Workshop
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Lesson 7: Activating Background Knowledge to Read How-To Text
16
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
Using Our Background Knowledge
What the Text Says
What It Makes Us Think of
Lucida has a burro.
She must live in the country.
Poinsettia
A poinsettia is a flower that grows
in Mexico.
Fan
A fan is used to help cool yourself
when you are hot. Mexico gets hot.
Red construction paper
The red is used to make our poinsettias,
because poinsettias are usually red.
Cut a large triangle.
A triangle is a shape with three sides.
Usando nuestro sabiduría del pasado
Lo que dice el texto
Lo que eso nos hace pensar
Lucida tiene burro.
Ella tiene que vivir en el campo.
Poinsettia
Las flores de Noche Buena crecen
en México.
Ventilador
Usamos un ventilador a enfriarnos
cuando hace calor. Hace mucho calor
en México.
Papel de color rojo
Usamos el papel de color rojo porque
las flores de Noche Buena usualmente
estas rojo.
Cortar un triangulo grande.
Un triángulo tiene tres lados.
How to Read How-To Texts
•
•
•
•
•
•
•
Read the text in sections.
Slow down your reading.
Reread the materials and directions sections over and over.
Go from reading to doing and back to reading.
Try to remember or self-monitor the part you just completed
so you can find your place when you go back to reading.
Use the pictures or diagrams to help you make or do the task.
Use background knowledge.
Como leer los textos de “How-To”
•
•
•
•
•
•
•
Reading Workshop
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Leer el texto en partes.
Reducir la velocidad de leer.
Leer las materiales y las direcciones una y otra vez.
Regresar entre leer y hacer.
Tratar de recordarte de la parte que acababas de terminar
para encontrar tu lugar cuando regresaras a leer.
Usar los dibujos o unas diagramas para ayudarte en hacer
la tarea.
Usar los conocimientos que ya tiene.
Lesson 7: Activating Background Knowledge to Read How-To Text
17
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
Lesson 8: Reading and Following Directions—Poinsettia Fan Craft
Daily Shared Reading
•
Colorado Standards
•
Reread a short, familiar text for fluency and expression
(see Shared Reading Ideas in General Resources).
•
Daily Read Aloud
•
Provide a read aloud during another part of the day, such as Too Many
Tamales/Que monton de tamales by Gary Soto
New Standards
•
Materials
•
•
•
•
•
Overhead or poster and student copies of “Poinsettia Fan Craft” (see Appendix)
“Poinsettia Fan Craft” materials from directions
Premade model poinsettia fan made with ELLs in preview/review session or
by teacher
“How to Read How-To Text” chart from Lesson 3
“How-To Rubric” (see end of this lesson)
•
Getting the Meaning:
Comprehension
Kinds of Talk and Resulting
Genres: Getting Things Done
Big Ideas
•
•
Intended Learning
•
Read and understand
a variety of materials.
Apply thinking skills to
reading, writing, speaking,
listening, and viewing.
Understand how-to format
for following directions.
Read for information to make
or do particular things.
Students read and follow directions of how-to text to make poinsettia fans.
Mini-Lesson
Notes
›
Connection
Remind students that they learned about reading how-to text differently.
Review the “How to Read How-To Text” chart: reading, read in sections, read,
do, read, self-monitor, and use pictures. Encourage them to also think about
what they already know to understand and figure out directions in text.
50/40 Peer Tutoring: Students
Supporting Student Learning—
Match new ELLs with students
who can assist them.
Teaching
Have students work with their “Turn and Talk” partners today to read and help
each other make poinsettia fans, according to “How to Read How-To Text”
chart. Tell students that when they finish, they will use a “How-To Rubric”
(see sample at the end of this lesson) to decide if they have done their best
work. Show students the rubric and go over expectations. If you believe
students need this craft modeled before they can follow directions on their
own, follow the teaching model in Lesson 3.
›
Some ELLs may find it easier to follow the model with the directions.
Active Engagement
Students read and follow directions to make poinsettia fans.
Reading Workshop
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Lesson 8: Reading and Following Directions—Poinsettia Fan Craft
18
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
Link
Tell students to check their work when they finish their poinsettia fans by
reviewing the “Poinsettia Fan Craft” directions and comparing their fans to
the model. Ask them to rate their own work.
Independent and Small Group Time
Students
•
Students work with partners to make and evaluate their poinsettia fans.
As they finish, they read from book bags individually or with partners and
maintain reading logs of books and genres read.
Teacher
•
•
•
Roam and assist groups as needed to read and follow directions.
Confer with individual students and keep ongoing records of performance and
goals in reading assessment notebooks.
Meet in small groups with students for oral language development (Let’s Talk
about It!), guided reading, or other instruction targeting student needs.
Sharing/Closure
•
Ask students to share how reading and following directions worked this time
and what strategies helped them: “Did they reread? Did they depend on their
partners? Did they use background knowledge? Did the rubric help?”
Reading Workshop
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Lesson 8: Reading and Following Directions—Poinsettia Fan Craft
19
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
How-To Rubric
I followed all directions in the correct sequence.
My project looks like the model.
Seguí todas las direcciones en la secuencia correcta.
Mi proyecto se parece del modelo.
I followed most of the directions in the correct
sequence. My project looks almost like the model.
Seguí la mayor parte de las direcciones en la secuencia
correcta. Mi proyecto se parece mucho
del modelo.
I followed some directions and some of the sequence.
My project does not look like the model.
Seguí algunas de las direcciones y la secuencia en
parte. Mi proyecto no se parece del model.
Reading Workshop
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Una guía para calificar un “How-To”
Lesson 8: Reading and Following Directions—Poinsettia Fan Craft
20
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
Lesson 9: Reading Response to The Legend of the Poinsettia
Daily Shared Reading
•
Colorado Standards
•
Reread a short, familiar text for fluency and expression
(see Shared Reading Ideas in General Resources).
•
Daily Read Aloud
•
Included in today’s mini-lesson.
New Standards
Materials
›
•
•
•
•
•
ELA-S classrooms: La leyenda de la flor de Nochebuena by Tomie dePaola
ELA-E and all other classrooms: The Legend of the Poinsettia by Tomie dePaola
Reading response journals
“Quality Second Grade Response” chart from Unit 1, Reading Lesson 10 and
used in Lesson 5
“How-To Rubric” from Lesson 8
•
Getting the Meaning:
Comprehension
Reading Habits: Conversing at
Length on a Topic
Big Ideas
•
Intended Learning
•
Read and understand
a variety of materials.
Apply thinking skills to reading,
writing, speaking, listening,
and viewing.
⊕
Students listen to read aloud and respond using the “Quality Second Grade
Response” chart to write about text and compare their customs with those
in text.
Understand how-to format
for following directions.
Incorporate home culture.
Mini-Lesson
Notes
›
Connection
Remind students of the “Quality Second Grade Reading Response” chart they
used in the past to guide their reading responses. Today they use the chart
to write responses as they think about characters’ customs in the text
compared with their own.
50/6 Preview/Review: Building
Vocabulary and Concepts to Support
Understanding—Familiarize students
with concepts and vocabulary
presented in the text.
Teaching
Read aloud The Legend of the Poinsettia by Tomi dePaola, which is the
second reading.
Stop during the first several pages to demonstrate comparing your customs
to characters’ customs in the story. For example, “I helped my mother with
dinner by setting the table. Lucida helps her mother with dinner by patting
out tortillas. We both helped our mothers with dinner preparation, although
we did it in different ways. I bet lots of different people help each other
at dinner.”
Stop a few times during the rest of the story and ask students to “Turn and
Talk” to their partners to compare their customs to characters’ in the text.
Reading Workshop
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Lesson 9: Reading Response to The Legend of the Poinsettia
21
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
After the story, ask students to share two of their own customs that are like
the text and two customs from the text that are different from theirs.
Discuss with students how they can discover how other people live by
reading stories. They might find out new and unusual things that others do
that differ from what they do, but they might also find that people also do
some things the same. Talk about why it is important to know about
different customs.
Tell students to write their ideas in their reading response notebooks. Review
the “Quality Second Grade Reading Response” chart to remind them what to
include in their responses. Model a reading response if necessary, depending
on how well students performed on the previous reading response day.
Send students to write in their notebooks about two or more of their
customs that are the same as the text and two or more from the text that
differ from theirs. “What did they learn from comparing customs?”
›
›
50/4 Interactive Read Aloud: Reading Designed to Support Understanding
50/13 Leveled Questions: Adjusting Questioning Strategies to the
Language Levels of Students
Active Engagement
Students “Turn and Talk” about the story and connections they see to
their own customs.
Link
Ask students to write about three or more of their customs that are the
same as the story and three or more from the text that differ from their
customs. Tell students to check the “Quality Second Grade Reading
Response” chart to see if they included all the important parts of a quality
reading response.
Independent and Small Group Time
Students
•
•
Write reading responses in response notebooks.
Read from book bags individually or with partners and maintain reading logs
of books and genres read.
Teacher
•
•
Confer with individual students and keep ongoing records of performance
and goals in reading assessment notebooks.
Meet in small groups with students for oral language development (Let’s
Talk about It!), guided reading, or other instruction targeting student needs.
Sharing/Closure
•
Ask students to share their reading responses with their response partners.
Ask a few students to share with the whole group.
Reading Workshop
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Lesson 9: Reading Response to The Legend of the Poinsettia
22
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
Lesson 10: Scanning How-To Text
Daily Shared Reading
•
Colorado Standards
•
Reread a short, familiar text for fluency and expression
(see Shared Reading Ideas in General Resources).
•
Daily Read Aloud
•
Included in today’s mini-lesson.
New Standards
Materials
›
•
•
›
•
•
ELA-S classrooms: Toquemos Música by Margaret Clyne and Rachel Griffiths
ELA-E classrooms: Let’s Make Music by Margaret Clyne and Rachel Griffiths
“How to Read How-To Text” chart from Lesson 3 (see end of this lesson)
ELA-S classrooms: Kwanzaa fiestas con velas by Linda Robertson
ELA-E classrooms: Kwanzaa Fun by Linda Robertson
•
•
Understand how-to format
for following directions.
Students understand the format of how-to text and learn to scan for
desired information.
Mini-Lesson
Connection
Notes
›
50/6 Preview/Review: Building
Vocabulary and Concepts to Support
Understanding—Familiarize students
with concepts and vocabulary
presented in the text.
Use your classroom computer(s) as
tool(s) for your students to practice
scanning how-to text. Go to the DPS
LION Web site, select “Online Databases,” then “Newsbank,” then
“Newsbank Kid Page.” Go to the
“Fun and Games” category.
“Crafts,” “Cooking,” and “Magic
Tricks” offer several how-to texts.
Bookmark the selection you want
your students to use or teach them
to navigate there on their own
to select text they are interested
in scanning for information.
Remind students they learned to read how-to texts differently than they
read stories. Review the “How to Read How-To Text” chart.
Teaching
To continue discussing reading strategies for how-to texts, remind students
that with story books, they usually read from front to back without skipping
pages, but with how-to texts, readers don’t usually do that. Use a recipe
book as an example of how you do not read every recipe to make a cake.
You look at only cake recipes, not cookie or vegetable recipes. You read
cake recipe titles and look at any pictures. Then when you see one you like,
you scan the ingredients and the steps to see if you want to make that cake.
If the cake doesn’t look good or look like the one you want, you continue
reading. If the cake looks just right, you stop reading the rest of the book
and concentrate on reading that one recipe. Explain that scanning is a way
to read quickly.
Model for students with the Let’s Make Music/Toquemos Música big book.
Show students that the book shows how to make several instruments. Tell
students that you usually read the title and introduction. If you know what
Reading Workshop
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Getting the Meaning:
Comprehension
Kinds of Talk and Resulting
Genres: Getting Things Done
Big Idea
Intended Learning
•
Read and understand
a variety of materials.
Apply thinking skills to reading,
writing, speaking, listening,
and viewing.
Lesson 10: Scanning How-To Text
23
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
instrument you want to make, then turn to the table of contents to find the
how-to text you want. If you don’t know what you want to make, scan the
book.
Then page through the book, looking at titles and illustrations to decide
which instruments look interesting to make. When you see one you might
like to make, scan the materials and think if you can get the materials.
Next scan the steps to see if you understand how to make the instrument.
If you want to make the instrument, then read the text carefully using
strategies on the “How to Read How-To Text” chart.
If you don’t want to make the instrument, keep scanning other pages.
Readers don’t always read every page of how-to books, but just pages
they need, which they read with extreme care, following each step exactly.
Have students “Turn and Talk” about what you just modeled. Add this
strategy to the “How to Read How-To Text” chart: “Use table of contents or
scanning method to find text you need or want” (see sample at the end of
this lesson).
Show students the Kwanzaa Fun text. Tell them you will use this text the
next few days to practice this method.
›
50/2 Visual Scaffolding: Providing Language Support through Visual
Images—Put icons or pictures of the attributes of the text on the chart,
so students can recall and access the information.
Active Engagement
Students “Turn and Talk” about what was modeled and help formulate
the strategy to add to the “How to Read How-To Text” chart.
Link
Tell students to pick how-to books from the how-to book basket to try
scanning and reading the text.
Independent and Small Group Time
Students
•
•
Read independently or with partners and try the scanning strategy with
how-to texts.
Meet in a small group with teacher.
Teacher
•
•
Confer with individual students and keep ongoing records of performance
and goals in reading assessment notebooks.
Meet in small groups with students for oral language development (Let’s
Talk about It!), guided reading, or other instruction targeting student needs.
Sharing/Closure
•
Ask students to share with their response partners what they learned about
reading how-to text today. Ask several students to share with the whole group.
Reading Workshop
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Lesson 10: Scanning How-To Text
24
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
How to Read How-To Texts
•
•
•
•
•
•
•
•
Read the text in sections.
Slow down your reading.
Reread the materials and directions sections over and over.
Go from reading to doing and back to reading.
Try to remember or self-monitor the part you just completed
so you can find your place when you go back to reading.
Use the pictures or diagrams to help you make or do the task.
Use background knowledge.
Use table of contents or scanning method to find text you need
or want.
Como leer los textos de “How-To”
•
•
•
•
•
•
•
•
Reading Workshop
Version 1.0
Leer el texto en partes.
Reducir la velocidad de leer.
Leer las materiales y las direcciones una y otra vez.
Regresar entre leer y hacer.
Tratar de recordarte de la parte que acababas de terminar
para encontrar tu lugar cuando regresaras a leer.
Usar los dibujos o unas diagramas para ayudarte en hacer
la tarea.
Usar los conocimientos que ya tiene.
Usar la tabla de contenido o un método para leer rápidamente
para encontrar el texto que necesita o que quiere.
Lesson 10: Scanning How-To Text
25
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
Lesson 11: Reading and Scanning How-To Books
Daily Shared Reading
•
Colorado Standards
•
Reread a short, familiar text for fluency and expression
(see Shared Reading Ideas in General Resources).
•
Daily Read Aloud
•
Included in today’s mini-lesson.
•
Materials
›
•
•
New Standards
ELA-S classrooms: Kwanzaa fiestas con velas by Linda Robertson
ELA-E classrooms: Kwanzaa Fun by Linda Robertson
Overhead or poster and student copies of “Kwanzaa Mkeka (Placemat) Craft”
(see Appendix)
•
•
Intended Learning
•
⊕
•
•
Mini-Lesson
Tell students that today you share a book, Kwanzaa Fun, about Kwanzaa,
an African-American celebration observed yearly at the end of December.
Ask students to talk about what they already know about Kwanzaa. As you
read the text, stop and ask students to “Turn and Talk” about what they are
learning about Kwanzaa. Tell students that in this text, they must remember
all of their reading how-to text skills, because this book features a lot of
information about Kwanzaa and many how-to texts that teach how to make
or do particular things.
Read aloud the text and model strategies you have discussed; For example,
“I’ll start with the front of the book and read the title. Next I read the
introduction in sequence. After a few pages, I see a how-to text. I know it is
Reading Workshop
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Understand how-to format
for following directions.
Read for information to make
or do particular things.
Notes
›
50/6 Preview/Review: Building
Vocabulary and Concepts to Support
Understanding—Familiarize students
with concepts and vocabulary
presented in the text.
›
50/47 Repetition and Innovation:
Getting to Deep Comprehension
through Multiple Interactions with
a Book—Ask students to complete
a sentence frame, such as “During
Kwanzaa, people celebrate by ___.”
Have students use classroom
computer(s) to find how-to articles
about other December holidays.
Use this opportunity to teach
category searching. Have students
visit http://www.yahooligans.com,
Remind students that yesterday they learned to scan a book with multiple
how-to texts and that once they find the particular things they want to
make or do, they can stop scanning and read carefully.
Teaching
Getting the Meaning:
Comprehension
Kinds of Talk and Resulting
Genres: Getting Things Done
Big Idea
Students understand the format of how-to text and learn to scan for
desired information.
Students gain knowledge about Kwanzaa to understand cultures and customs.
Connection
Read and understand
a variety of materials.
Apply thinking skills to reading,
writing, speaking, listening,
and viewing.
Read and recognize literature as
a record of human experience.
Lesson 11: Reading and Scanning How-To Books
26
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
a how-to text because I see a box titled ‘You will need.’ My background
knowledge tells me it could be another way to say ‘materials list.’ At this
point, I can scan this how-to text to see if I might like to make it. When I
turn the page, I see more Kwanzaa information I want to read carefully.
Next is another how-to text I can scan.”
Complete reading the text in this way. Tell students now that you have
learned some things about Kwanzaa, you can read the how-to text you
thought looked interesting to make. Tell students you decided to make
the “Kwanzaa Mkeka (placemat) Craft,” because it can be a gift and
a decoration. Show students the overhead or poster and hand out individual
copies of the “Kwanzaa Mkeka (placemat) Craft.”
›
50/2 Visual Scaffolding: Providing Language Support through Visual
Images and 50/3 Realia Strategies: Connecting Language Acquisition
to the Real World—Present the Kwanzaa information in the text.
Active Engagement
Students “Turn and Talk” about how Kwanzaa is celebrated.
Link
Tell students to read the “Kwanzaa Mkeka (placemat) Craft” how-to,
practicing how-to text strategies they know to prepare to make placemats
tomorrow.
then click on “Holidays” under the
heading “Around the World.” Next
select the month (December), then
explore Kwanzaa information and
any other December holiday
information that interests them.
⊕ Use this lesson to explore respect
for other cultures. Give students
information about holidays celebrated this time of year in various
cultures. The Scholastic Web site at
http://content.scholastic.com/brow
se/article.jsp?id=1333#eidulfitr
briefly explains several holidays and
features a short how-to activity
you could use.
The site http://www.topicsmag.com/internatl/holidays/festival
s.htm/ also gives brief, age-appropriate descriptions of holidays
around the world.
Independent and Small Group Time
Students
•
•
•
Read independently or with partners and try the scanning strategy with
how-to texts.
Maintain reading logs of books and genres read.
Meet in a small group with teacher.
Teacher
•
•
Confer with individual students and keep ongoing records of performance
and goals in reading assessment notebooks.
Meet in small groups with students for oral language development (Let’s
Talk about It!), guided reading, or other instruction targeting student needs.
Sharing/Closure
•
Ask students to share with their response partners what they learned about
Kwanzaa. Ask one or two groups to share with the whole class.
Reading Workshop
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Lesson 11: Reading and Scanning How-To Books
27
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
Lesson 12: Reading and Following Directions—Kwanzaa Mkeda (Placemat) Craft
Daily Shared Reading
•
Colorado Standards
•
Reread a short, familiar text for fluency and expression
(see Shared Reading Ideas in General Resources).
•
Daily Read Aloud
•
Included in today’s mini-lesson.
New Standards
Materials
•
•
•
•
•
Overhead or poster and student copies of “Kwanzaa Mkeka (Placemat) Craft”
how-to text (see Appendix)
“Kwanzaa Mkeka (Placemat) Craft” materials from directions
“How to Read How-To Text” chart from Lesson 3
“How-To Rubric” from Lesson 8
•
•
•
Students read and follow directions of how-to text, emphasizing following
directions to make Kwanzaa placemats.
Mini-Lesson
Connection
Tell students that we must follow directions in order, which can be hard
to do while we read, do the craft, then read again. It requires that we hold
information in our heads about what we read and what we just did and
where to start reading again. If we skip steps or don’t follow directions
in order, often our project won’t turn out. Tell students that how-to text
requires us to be aware of our reading. Model for students reading and
making the Kwanzaa placemat. Point out a place where doing the craft out
of order ruins the placemat. Tell students they will evaluate their work with
the “How-To Rubric” from Lesson 8.
Have students pair up with their response partners to read and follow
directions to make Kwanzaa placemats.
›
›
50/40 Peer Tutoring: Students
Supporting Student Learning—
Match new ELLs with students
who can assist them.
Plan a lesson in your technology lab
and/or library, collaborating with
the technology teacher/and or
librarian. Students work in groups of
two or three to scan one of many
Kwanzaa Web sites to find information on how to do a different
Kwanzaa craft, game, or activity.
For example, students could visit
www.kidsdomain.com/holiday/kwan
zaa/index.html, choose how-to
sections to print, take home, and
create for homework.
Some ELLs may find it easier to follow the model with the directions.
Reading Workshop
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Understand how-to format
for following directions.
Read for information to make
or do particular things.
Notes
Remind students of their previous work on reading how-to text. Refer to
the “How to Read How-To Text” chart. Tell students that we talked about
reading and rereading directions.
Teaching
Getting the Meaning:
Comprehension
Kinds of Talk and Resulting
Genres: Getting Things Done
Big Ideas
Intended Learning
•
Read and understand
a variety of materials.
Apply thinking skills to reading,
writing, speaking, listening,
and viewing.
Lesson 12: Reading and Following Directions—Kwanzaa Mkeda (Placemat) Craft
28
Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
Active Engagement
Students read and follow direction to make Kwanzaa placemats.
Link
Tell students to check their work when they finish their placemats by
reviewing the “Kwanzaa Mkeka (Placemat) Craft” directions and comparing
their placemats to the model. Ask them to rate their own work.
Independent and Small Group Time
Students
•
Students work with partners to make and evaluate their placemat projects.
As they finish, they read from book bags individually or with partners and
maintain reading logs of books and genres read.
Teacher
•
•
•
Roam and assist groups as needed to read and follow directions.
Confer with individual students and keep ongoing records of performance
and goals in reading assessment notebooks.
Meet in small groups with students for oral language development (Let’s
Talk about It!), guided reading, or other instruction targeting student needs.
Sharing/Closure
•
Ask students to share how reading and following directions worked this time
and how they held information in their heads and managed to follow the
directions in order. Let students display their placemats.
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Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
Lesson 13: Reading Response to Kwanzaa Fun
Daily Shared Reading
•
Colorado Standards
•
Reread a short, familiar text for fluency and expression
(see Shared Reading Ideas in General Resources).
•
Daily Read Aloud
•
Included in today’s mini-lesson.
New Standards
Materials
›
•
•
•
•
•
ELA-S classrooms: Kwanzaa Fiestas Con Velas by Linda Robertson
ELA-E and all other classrooms: Kwanzaa Fun by Linda Robertson
Reading response journals
“Quality Second Grade Response” chart from Unit 1, Reading Lesson 10 and
used in Lesson 5
“How-To Rubric” from Lesson 8
•
•
⊕
Students listen to read aloud and write reading responses comparing
their holiday customs with Kwanzaa to support their reading comprehension
and appreciation of different customs.
Mini-Lesson
Remind students that they have learned about Kwanzaa. Today they use
the “Quality Second Grade Response” chart to write responses about how
Kwanzaa is similar to or different from holiday customs in their families.
Teaching
Understand how-to format
for following directions.
Incorporate home culture.
Notes
›
Connection
Getting the Meaning:
Comprehension
Reading Habits: Conversing at
Length on a Topic
Big Ideas
Intended Learning
•
Read and recognize literature as
a record of human experience.
Apply thinking skills to their
reading, writing, speaking,
listening, and viewing.
50/6 Preview/Review: Building
Vocabulary and Concepts to Support
Understanding—Familiarize students
with concepts and vocabulary
presented in the text.
Reread some information sections from Kwanzaa Fun. Ask students to think
how what they learned about Kwanzaa compares with how they celebrate
holidays in their own homes. Holidays might be Christmas, Hanukkah,
Kwanzaa, or another holiday of their choice. As you read the text, model
how a holiday in your home compares with what you are reading. Then stop
a few times and ask students to talk about their own holidays with reading
response partners.
›
›
50/4 Interactive Read Aloud: Reading Designed to Support Understanding
50/13 Leveled Questions: Adjusting Questioning Strategies to the
Language Levels of Students
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Lesson 13: Reading Response to Kwanzaa Fun
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Lesson Plan
Grade 2: Unit 3: Nonfiction: How-To
Active Engagement
Students “Turn and Talk” to discuss their own customs and similarities and
differences to Kwanzaa to prepare to write.
Link
Tell students to use the “Quality Second Grade Response” chart as a guide
for how to write their responses. Ask them to write about holidays they
celebrate in their homes and how the holidays are similar to or different
from Kwanzaa.
Independent and Small Group Time
Students
•
•
Write reading responses in their response notebooks.
Read from book bags individually or with partners.
Teacher
•
•
Confer with individual students and keep ongoing records of performance
and goals in reading assessment notebooks.
Meet in small groups with students for oral language development (Let’s
Talk about It!), guided reading, or other instruction targeting student needs.
Sharing/Closure
•
Ask students to share their reading responses with their response partners.
Ask a few students to share with the whole group. Honor different holidays
students celebrate.
Reading Workshop
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Lesson 13: Reading Response to Kwanzaa Fun
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Appendix
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Appendix
Grade 2: Unit 3: Nonfiction: How-To
Shape Snowman Craft
In this simple project, shapes are used to make a snowman.
Materials
1.
2.
3.
4.
Scissors
Glue
1 shape snowman template
Crayons: black, orange, brown, and blue
Steps
1. Color the shapes on the shape snowman template.
Color the diamonds ............ black
Color the triangle .............. orange
Color the star ................... blue
Color the white rectangles ... brown
2. Cut out all the shapes with scissors.
3. Glue the white circles on the large blue construction paper starting with the largest circle on
the bottom, the medium circle in the middle, and the small circle for the face on top.
4. Make the hat by gluing the black rectangle to the top of the small circle that has the face.
Glue the black square on top of the black rectangle.
5. Glue the blue star to the black square.
6. Glue the black diamonds to the medium circle to look like buttons.
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Appendix
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7. Glue the orange triangle to the face to look like a nose.
8. Glue the brown rectangles to both sides of the medium circle to stick out like arms.
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Appendix
Grade 2: Unit 3: Nonfiction: How-To
Artesanía con la forma de un muñeco de nieve
Éste es un trabajo sencillo en el que se usan formas para hacer un muñeco de nieve.
Materiales
1.
2.
3.
4.
Tijeras
Goma para pegar
1 molde con la forma de un muñeco de nieve
Crayones: negros, anaranjados, cafés, y azules
Pasos a seguir
1. Colorea las figuras que están en el molde del muñeco de nieve.
Colorea los diamantes .................. negros
Colorea el triángulo..................... anaranjados
Colorea la estrella ...................... azul
Colorea los rectángulos blancos ...... cafés
2. Recorta todas las figuras con las tijeras.
3. Pega los círculos blancos en la cartulina grande empezando con el círculo más grande en la
parte de abajo, el círculo mediano en medio, y el círculo pequeño con la cara, hasta arriba.
4. Haz el sombrero pegando con goma el rectángulo negro en la parte de arriba del círculo
pequeño que tiene la cara. Pega con goma el cuadro negro arriba del rectángulo negro.
5. Pega con goma la estrella azul al cuadro negro.
6. Pega con goma los diamantes negros al círculo de en medio para que se vean como botones.
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7. Pega con goma el triángulo anaranjado a la cara para que se vea como nariz.
8. Pega con goma los rectángulos cafés a los dos lados del círculo de en medio de modo que
sobresalgan como si fueran los brazos.
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Appendix
Grade 2: Unit 3: Nonfiction: How-To
Poinsettia Fan Craft
Introduction
The poinsettia is a plant that grows in Mexico. The Aztecs used it for medicine and to make
a colored dye. Now it is used to celebrate Christmas in Mexico. A Mexican legend tells how
a child gave a special gift that turned into the beautiful poinsettia or flor de la Nochebuena,
flower of the Holy Night.
Fans are also a Latin American tradition used by women to cool themselves in the hot climate.
Fans became very special and were often handed down from mother to daughter. The fan was
used so much that it is said to have a language. For example, a mother might tap a child with her
fan to secretly say, “Hush,” or convey some other secret message.
This craft brings together the two traditions of poinsettias and fans and makes a nice decoration
that can be given as a gift at this festive time of year.
Materials
1 large craft stick
1 piece of light-colored construction paper
1 piece of red construction paper
Glue
Scissors
Optional materials: sequins, glitter, ribbon, markers, hole punch
Steps
1. Fold the light-colored construction paper in half. It will become your fan.
2. Cut a large triangle from the light-colored paper, starting at the folded corner
and cutting towards the open corners.
3. Fold the red construction paper into fourths.
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4. Cut three sets of petals shaped like diamonds from the folded paper.
You should end up with 12 petals.
5. Glue the petals to the front middle of the triangle fan in a star shape.
6. Glue the craft stick to the back of the triangle fan.
7. You may add additional decorations to your fan like sequins across the top to look like lace or
use a hole punch to cut holes across the top to look like lace. A ribbon laced through the
holes adds color. Ribbons, glitter, or markers can also add color to your fan.
Closure
Share what you learned about the poinsettia, fans, and Mexico with someone you know.
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Grade 2: Unit 3: Nonfiction: How-To
Abanico artesanal con flor de nochebuena
Introducción
La flor de Nochebuena es una planta que crece en México. Los aztecas la usaban como medicina
y para hacer colorante. Ahora se usa en México para celebrar la Navidad. Una leyenda mexicana
cuenta cómo un niño dio un regalo especial que se convirtió en la hermosa flor de Nochebuena.
Los abanicos son también una tradición de Latinoamérica y los usan las mujeres para refrescarse
en el clima caliente. Los abanicos se volvieron algo muy especial y con frecuencia se pasaban
de madres a hijas. El abanico se usaba tanto que se decía que tenían un lenguaje. Por ejemplo,
una madre podría golpear suavemente con su abanico a su hijo para decirle en secreto,
“Tranquilízate,” o para transmitirle otro mensaje secreto.
Esta artesanía reúne las dos tradiciones de las flores de Nochebuena y los abanicos y forma una
bonita decoración que puede regalarse en este tiempo festivo del año.
Materiales
1 palito grande para artesanías
1 pliego de cartulina de color pálido
1 pliego de cartulina roja
Goma de pegar
Tijeras
Materiales opcionales: lentejuela, brillantina, listón, marcadores, perforadora
Pasos a seguir
1. Dobla a la mitad la cartulina de color pálido. Eso será tu abanico.
2. Corta un triángulo grande de la cartulina de color pálido empezando en la esquina doblada
y cortando hacia las esquinas abiertas.
3. Dobla la cartulina roja en cuatro partes.
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4. Corta, del papel doblado, tres grupos de pétalos en forma de diamante.
Eso te debe dar 12 pétalos.
5. Pega con goma los pétalos a la parte media del frente del abanico en triángulo para formar
una estrella.
6. Pega con goma el palito a la parte de atrás del abanico triangular.
7. Puedes agregar adornos adicionales a tu abanico, como lentejuelas en la parte superior para
que se vea como encaje, o usar una perforadora en toda la parte de arriba para que parezca
encaje. Un listón enlazado por los agujeros añadirá color. Listones, brillantina, o marcadores
pueden también agregarle color a su abanico.
Final
Comparte con alguien que conozcas lo que aprendiste sobre los abanicos de Nochebuena y
sobre México.
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Grade 2: Unit 3: Nonfiction: How-To
Kwanzaa Mkeka (Placemat) Craft
Introduction
Kwanzaa is an African-American celebration that happens every year from December 26 through
January 1. The purpose of the celebration is to honor the rich African roots of the AfricanAmerican community. There are seven days of Kwanzaa and seven principles: unity, self-determination, collective work and responsibility, cooperative economics, purpose, creativity, and
faith. Red, black, and green are the colors used to decorate for this celebration, and like many
celebrations, there are feasts with family and friends, music, and handmade gifts. The handmade
gifts represent the principal of creativity and are called zawadi. This placemat is a common craft
made at Kwanzaa and can be used as zawadi, a gift or decoration at a Kwanzaa feast.
Materials
1 large black piece of construction paper
1 small green piece of construction paper
1 small red piece of construction paper
Ruler or yard stick
Pencil
White crayon
Masking tape
Scissors
Steps
1. Use a ruler or yard stick and draw a 1-inch border line with a white crayon around the outside
of the black construction paper.
2. Use the ruler or yard stick to measure and draw even lines horizontally across the black
construction paper with a white crayon stopping at the border lines.
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3. Fold the black construction paper in half and use the scissors to cut along the white
horizontal lines stopping at the border. This is the base of your placemat.
4. Use a ruler or yard stick to measure and draw even lines vertically across the green and red
construction paper.
5. Use scissors to cut the red and green paper into even strips.
6. Weave a red strip through the black construction paper going under one strip and over the next.
7. Weave a green strip through the black construction paper mat going over one strip and under
the next.
8. Continue weaving red, then green strips until the black mat is full.
9. Use masking tape to tape the edges and create a finished border that holds the weaving
in place.
Closure
Handmade gifts are exchanged by people who share special feelings for each other like a parent
and a child. Find someone special with whom you can share your creative zawadi.
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Grade 2: Unit 3: Nonfiction: How-To
Artesanía con Kwanzaa Mkeka (mantelito individual)
Introducción
Kwanzaa es una celebración afroamericana que pasa cada año desde el 26 de diciembre hasta el
1 de enero. El propósito de la celebración es hacer honor a las abundantes raíces africanas de la
comunidad afroamericana. Hay siete días de Kwanzaa y siete principios: unidad,
autodeterminación, trabajo y responsabilidad colectiva, economías cooperativas, propósito,
creatividad y fe. Se usan el rojo, el negro y el verde como los colores de decoración para esta
celebración, y como en muchas celebraciones, hay fiestas con familiares y amigos, música y
regalos hechos a mano. Los regalos hechos a mano representan el principio de creatividad y se
llaman zawadi. Este mantelito es una artesanía que se hace normalmente durante Kwanzaa y se
puede usar como zawadi, un regalo o una decoración para una fiesta de Kwanzaa.
Materiales
1 pedazo grande de cartulina negra
1 pedazo pequeño de cartulina verde
1 pedazo pequeño de cartulina roja
Regla o yarda
Lápiz
Crayón blanco
Cinta adhesiva protectora
Tijeras
Pasos a seguir
1. Usa una regla o una yarda para dibujar con crayón blanco una línea de margen de 1 pulgada
alrededor de la cartulina negra.
2. Usa la regla o la yarda y un crayón blanco para medir y dibujar líneas equidistantes
horizontalmente por la cartulina negra que vayan de margen a margen.
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3. Dobla la cartulina negra por la mitad y usa las tijeras para cortarla por las líneas blancas
horizontales, hasta llegar al margen. Esta es la base de tu mantelito.
4. Usa una regla o una yarda para medir y dibujar líneas equidistantes verticales por la cartulina
verde y la cartulina roja.
5. Usa las tijeras para cortar el papel rojo y el papel verde en tiras iguales.
6. Entrelaza una tira roja por la cartulina negra, pasándola por debajo de una tira negra y luego por
encima de la próxima.
7. Entrelaza una tira verde por el mantelito de cartulina negra, pasándola por encima de una tira
negra y luego por debajo de la próxima.
8. Continúa entrelazando las tiras rojas y las tiras verdes, alternándolas hasta que el mantelito
esté completo.
9. Usa la cinta adhesiva protectora para pegar los bordes y crear un margen terminado que
mantenga el tejido estable.
Final
Los regalos hechos a mano se intercambian entre las personas queridas, como un padre o madre
y un niño o niña. Busca alguien especial con quién poder compartir tu zawadi creativo.
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