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Grade 2 Sample Module 3
“Understanding Through Research”
Overview
Understanding through research is the focus of this module. Students will be guided through short research projects as they gather
materials, read about, document, and present information related to this module’s focus topic. Students will show an understanding of and
use various text features to compare and contrast important points of the same topic. Speaking and listening skills will be woven into all
aspects of instruction.
This module makes integrating social studies or science easy. In this sample, you will find texts and activities that focus on scientific changes
and states of matter. Students will have many opportunities to deepen their understanding of informational text and write about their
learning as a continuation or revisiting of the work in module one. Be sure to check out the science journal site in the links section. In
addition, students should be exposed to and utilize electronic sources and programs as an integral part of this module work.
There are three important culturally conscious teaching strategies to actively engage students embedded throughout this module. These
strategies are:
 Structured oral language practice
 Academic vocabulary
 Positive descriptive feedback on effort
A key component of structured oral language practice is to facilitate students using academic vocabulary successfully by providing sentence
frames to structure “Turn and Talk” time.
Students need to know how to use both academic and content vocabulary. Modeling of academic language can be done with sentence
frames. Monitoring students’ use of language during “Turn and Talk” will provide opportunities to prompt students in the correct use of
vocabulary and enrich student interaction.
Positive descriptive feedback on effort can be provided to students during instruction when checking for understanding. Explicitly catching
students putting forth effort to learn is a critical factor to success in school. The feedback must be genuine and emphasize the process of
thinking not just the outcome.
By now we are sure you understand that this module is not meant to be a unit but provides an overarching theme with resources, activities,
and assessments you might use as you design the perfect sequence of instruction to address the new Common Core ELA standards and meet
the needs of your students. The idea is to create experiences in a holistic way that maximizes time and helps students make connections
between ELA processes and strategies and the content they are acquiring.
Standards
Reading Informational
2.RI.3
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures
in a text.
℗2.RI.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.
2.RI.7
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
℗2.RI.9
Compare and contrast the most important points presented by two texts on the same topic.
Writing
℗2.W.2
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a
concluding statement or section.
2.W.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in
collaboration with peers.
2.W.7
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record
science observations).
Speaking and Listening
3.SL.3
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or
deepen understanding of a topic or issue.
Year Long Standards:
Reading:
℗2.RF.3
℗2.RF.4
Know and apply grade-level phonics and word analysis skills in decoding words.
Read with sufficient accuracy and fluency to support comprehension.
2.RL.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and
meaning in a story, poem, or song.
2.RL.10
By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
2.RI.4
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
2.RI.10
By the end of year, read and comprehend informational texts, including history/social studies, science, and
technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the
range.
Writing:
2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising
and editing.
Language:
℗2.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
℗2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
Listening/ Speaking: ℗2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with
peers and adults in small and larger groups.
℗2.SL.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or
clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)
Essential
Question
EQs are used to stimulate thought, to provoke inquiry, and to spark more questions, including thoughtful student questions, not just pat answers. They are
provocative and generative. By tackling such questions, learners are engaged in uncovering the depth and richness of a topic that might otherwise
be obscured by simply covering it. (Jay McTighe and Grant Wiggins, 2013)
Guiding
Questions
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How do changes in matter impact the world around us?
How does water change from one form to another?
Where can you find matter in our world?
In what ways do text features help you to understand text?
Does reading different texts about matter help you to better understand it? In what ways?
How does close reading help you compare two texts and what details do you need to include when comparing two or more texts?
Links to units and
lessons that may
compliment the
module
Links to units and lessons that may compliment the module:
 http://www.corestandards.org/ELA-Literacy/RI/2
 This site links to the Common Core Reading Standards for grade 2.
 http://www.ode.state.or.us/wma/teachlearn/commoncore/ela-appendix-b.pdf
 This document links to Oregon State’s Common Core Reading Standards for grades K-11.
 It includes Text Exemplars and Sample Performance Tasks.
 http://engageny.org/resource/grade-2-ela-curriculum-map
 This site links to the Common Core New York site, it includes sample units and curriculum maps.
 http://www.pps.k12.or.us/departments/curriculum/2073.htm
 This site links to the Portland Public Schools ELA writing units of study.

http://www.sciencenotebooks.org/ http://firstgradewow.blogspot.com/2012/07/science-notebook.html
 Learning Logs-These are science examples but think about how you might use a learning log in social
studies, reading, math etc.

http://curriculum.rogersschools.net/modules/groups/group_pages.phtml?gid=1351594&nid=104598&sessionid=8870502a6d3e1b7
f179acd6564d04e84
 This site links to the Rogers School District curriculum documents including ELA curriculum unit resources.
http://www.projectglad.com/
 If you are a “GLAD” school, this site is filled with units and resources to support this unit topic or any other topic of
interest.
http://www.readtennessee.org/teachers/common_core_standards/2nd_grade.aspx
 This site provides links, lessons, and numerous ideas to support each Common Core Standard.
http://blogs.egusd.net/ccss/educators/ela/rubrics-k-12/
 This site provides links to writing rubrics aligned to Common Core Standards for each type of writing 2nd graders and
expected to write.
What is the World Made Of?: All About Solids, Liquids, and Gases by Kathleen Weidner Zoehfeld Illustrated by Paul Meisel <grade-
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Suggested Works

level appropriate text to support Science content, lexile 560>
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Students learn the difference between solids, liquids, and gases.
Tell Me Why Rain Is Wet by Shirley Willis <grade-level appropriate text to support Science content, lexile 560>

This book introduces kids to the concepts of rain, snow, condensation, and evaporation.

What is Matter? by Don L. Curry <grade-level appropriate text to support Science content, lexile 340>

 This easy reader gives explanations of the different states of matter.
Everything is Matter! By David Bauer <grade-level appropriate text to support Science content>
 This book gives an introduction to the three states of matter.
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Additional
Resources
Solids, Liquids, and Gases by John Farndon <grade-level appropriate text to support Science content>
 A collection of experiments using common household items.
Solids (States of Matter) by Jim Mezzanotte <grade-level appropriate text to support Science content>
 This book describes features of solids as a state of matter.
Liquids (States of Matter) by Jim Mezzanotte <grade-level appropriate text to support Science content>
 This book introduces liquids as a form of gas.
Gases (States of Matter) by Jim Mezzanotte <grade-level appropriate text to support Science content>
 This book describes features of gas and how it changes and mixes.
Ladybugs, Tornadoes, and Swirling Galaxies: English Language Learners Discover Their World Through Inquiry by Brad
Buhrow and Ann Upczak Garcia
 A professional resource you can use to guide students through inquiry and research projects in social
studies or science content areas.
 This book and the accompanying professional development DVD “Reading the World” are available for
check out from the district’s Title I library.
Matter Videos
 http://www.youtube.com/watch?v=Bn3v_LUVIOI
 A song about liquids, solids, and gases
http://www.youtube.com/watch?v=wq-ZpDAmU8c
 Short video on matter and molecules
 Other videos on states of matter can be found on Youtube. Consider having students take notes on a video and a
read aloud and then talk about how they compare.
General Sites
 http://ell.nwresd.org/node/164
 A website from the Northwest Regional Service District in Oregon on effective teaching strategies for ELL students.
 Specific examples of sentence frames to use for the different standards.
 http://teachersites.schoolworld.com/webpages/hultenius/sentence.cfm
 A website with links to examples of sentence frames for students to use and also ideas for questions teachers can
use based on Depth of Knowledge levels.
 www.Scholastic.com
 This site supports priority standards and content topics through Scholastic News, vocabulary development, videos,
games and more.
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
Vocabulary
http://www.readworks.org/
 This site links to various reproducible books with text lexiles listed, it includes vocabulary building and various
reading comprehension tasks. This site allows you to search under content focus.
http://www.readinga-z.com/
 Reading a-z, a subscription-based site, offers a wide topic range of student-centered texts at many different lexile
levels. It includes projectable stories and reading comprehension and discussion tasks. It also allows you to search
under content focus
www.starfall.com
 This site is a powerful and motivating on-line tool for all level of primary students. It includes games, stories, fables,
poems, interactive activities, videos and much more to support the ELA standards.
www.storylineonline.com
 Storylineonline is a site filled with a variety of popular literature texts read by Hollywood actors. They model reading
fluently and with expression.
http://www.wegivebooks.org/books
 This site includes a wide range of fiction and non-fiction text to present as a projectable shared reading.
http://www.chem4kids.com
 Kid-friendly site with everything you want to know about matter.
STANDARDS VOCABULARY AND EXAMPLES OF CONTENT VOCABULARY:
text feature, matter, solid, liquid, gas, change, properties
If you are a GLAD school, please consider using this for your Cognitive Content Dictionary or any other GLAD
vocabulary strategies.
Examples of Vocabulary Instruction
*See article at the end of this module on Scientific Word Walls from engageNY.org adapted from “Incorporating Literacy to Increase
Conceptual Understanding”http://www.kendallhunt.com/uploads/2/Tracks_Handbook_Literacy_Info.pdf — December 2010
College Talk- How to elevate every day classroom conversation
https://www.teachingchannel.org/videos/improving-student-vocabulary
6 Step Process to Vocabulary Instruction- Marzano
http://innovativocab.wikispaces.com/file/view/MarzVocabiGami.pdf
Step 1: Provide a description, explanation, or example of a new term.
Step 2: Ask students to restate the description, explanation, or example in their own words
Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.
Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.
Step 5. Periodically ask students to discuss the terms with one another.
Step 6: Involve students periodically in games that allow them to play with terms.
Possible Activities
and Assessments
Example lessons with linked priority standards activity:
**Students should have familiarity with text features before completing this 2 day lesson. See the links below for
lesson ideas, reproducible, etc.:
http://www.readworks.org/sites/default/files/bundles/lessons-grade2-explicit-information.pdf
http://corecommonstandards.com/core-standards/second-grade-common-core-workbook-sample.pdf
Example Activity/Assessment Group #1- Text Features ℗2.RI.5, ℗2.W.2 and 2.W.7, ℗2.SL.1
Day 1
1. Do a mini-lesson review of text features as a means to locate key facts and how these features help us to
understand informational text.
2. Show a text-feature scavenger hunt page (see links above for examples and ideas).
3. Tell students that they will work with a partner to find all the text features on the page and demonstrate how
to complete part of the chart. Students will likely need to use more than one book to complete the scavenger
hunt page so there should be a large quantity of non-fiction/informational texts about the topic (matter)
available in the classroom (refer to Suggested Works list).
4. Give students the allotted time (20 minutes or so) to complete the text feature scavenger hunt.
5. Gather as a whole group to discuss the activity; data, anything interesting that occurred during their scavenger
hunt, observations, etc. *Possible Sentence Frame: “The (text feature) helps me as a reader because/by
_____________. “ Ex: The bold print helps me as a reader by calling my attention to important words.
6. Explain that during tomorrow’s lesson their partnership will do more research and use their knowledge of text
features to become a “State of Matter Expert”!
Day 2
1. Review how text features help us to locate key facts and information efficiently in informational text.
2. Using classroom informational texts (suggested works and others) students will choose one state of matter
(solid, liquid, or gas) out of a cup from the teacher-prepared selections to research with their partner in order to
become “experts”. Note: teachers should organize this activity in a way that there will be a fair distribution of
the different states of matter for successful completion of the activity.
3. Partnerships will write a mini-report on their chosen state of matter to fulfill in order to become “experts”.
℗2.W.2—Write informative/explanatory text and 2.W.7—Participate in shared research and writing projects
4. Students should include in their report:
 Write the definition of the state of matter.
 Describe the properties of your state of matter.
 What are some forms of your state of matter?
 Where can we find your state of matter in the world?
 Did you learn anything unusual about your state of matter?
5. Upon completing their state of matter report, partnerships will form a triad of partnerships (6 total students)
with the other two states of matter. Each partnership will then read their report as the acting “expert” and
listen to the other reports. This particular activity will support ℗2.SL.1—Participate in collaborative conversations with
diverse partners.
_________________________________________________________________________________________________
Example Activity/Assessment #2: This series of lessons integrates nicely with the Science Kit: Changes. The texts
included here are suggestions but other texts on the same topic could work within this unit as well, based
on the needs and interests of your particular class. It may take 3-4 days to complete and is intended to
support ℗2.RI.9—Comparing and contrasting the most important points presented between two texts on the same topic
Day 1
1. Begin by reviewing states of matter vocabulary and concepts learned thus far.
2. Next do a read aloud of the story Liquids (States of Matter) by Jim Mezzanotte.
3. Tell students that they should listen closely in order to determine the most important points in the text.
4. When done with the read aloud students should turn and talk with a partner about the key details in the text.
*Possible Sentence Frames: One important point from this book is __________________. I know this is an
important point because _________________. Ex: “One important point from this book is that liquids take
the shape of their container. I know this is an important point because it describes a property of a liquid.”
5. Then facilitate a group discussion and complete a class graphic organizer of main idea and details.
Day 2:
1. Review the Liquids story from Day 1 through group discussion and/or reviewing main idea chart.
2. Based on your students’ needs and interests choose another version of the topic Liquids, we prefer Tell Me
Why Rain Is Wet by Shirley Willis (lexile 560).
3. Follow steps 3-5 from Day 1 lesson above but this story should be read through a shared reading (the story
we selected is a lexile within grade 2 standard).
Day 3:
1. Review both texts and graphic organizers. Ask essential/guiding questions:
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In what ways do text features help you to understand text?
Does reading different texts about liquids help you to better understand it? In what ways?
How does close reading help you compare two texts and what details do you need to include when comparing two or more
texts?
2. Work as a class to completed 2-3 ideas on a large class Venn diagram (students should be familiar with the
Venn diagram graphic organizer).
3. Students complete the remainder of their Venn diagram independently based on teacher criteria (3-5 more
ideas) and using the class graphic organizers as a tool. ℗2.RI.9
Helpful grading rubric:
http://www.readwritethink.org/files/resources/printouts/VennDiagramRubric.pdf
4. When all students have completed their independent Venn diagram come back together as a whole class to
complete the class Venn diagram.
Day 4:
As a concluding activity students will work with the teacher and whole class to complete a paragraph explaining
the class Venn diagram. This activity supports 2.W.7. Students may work together with the teacher to create sentence
stems or teachers may want to create them ahead of time based on students’ needs. See example below:
Informational texts can be similar and different. Both books include facts about _____________________.
These two texts are similar because __________________________________________________________
________________________________________________________________________________________.
The texts are different because ______________________________________________________________
________________________________________________________________________________________.
When I read books on the same topic I can read closely for ______________________________________.
(teacher hint: similarities and differences)
Sample Activity/Assessment # 3: Writing a Research Paper (℗2.W.2, 2.W.6, 2.W.7)
Consider having students do an independent research project on an area of interest. Here is a letter to parents detailing a
process you might want to take your students through. It is taken from the Portland Writing Unit resources linked above.
Dear Families,
Research Writing is our next unit of writing. In the ‘All About’ unit, students practiced writing headings, diagrams, and a table
of contents using a familiar topic. Now students are ready to research a topic they want to learn more about.
Lessons in this unit begin with students learning how to take notes on a topic so they can remember and organize the
information later. Next the students learn to turn notes into sentences focusing on their own words not those copied from a
book. After practicing these skills, students choose their own topic to research.
Students will learn to:
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Scan text for important information on a topic.
Take brief notes identifying important information.
Organize notes into sections that have a heading and main idea or topic sentence.
Use their own words to write sentences from notes.
Edit writing to use correct spelling, punctuation, and capitalizations.
This unit gives Second Graders an opportunity to work on animals and their habitats. You can help at home by brainstorming a
list of animals your child wants to learn more about. After choosing a topic, your child can brainstorm what he or she already
knows about the animal and then make a list of 3 questions he or she has.
Warmly,
While you probably don’t want to have your students explore animals and their habitats if this done in 1st grade think about how you
might incorporate a research paper on a FWPS second grade content topic or area of interest including famous people, sports &
activities, or community jobs.
Article on Word Walls (see source in Vocabulary section):
Word Walls
A word wall in your classroom is a powerful instructional tool to strengthen content vocabulary. A word wall is an organized collection of words
displayed on a wall or other space in the classroom. Display the word wall where both you and students can see and use it. It can be part of the
main word wall in the classroom or displayed separately in the science center.
Word walls have been extensively used for spelling and reading vocabulary, but word walls can also provide a place for students to review and learn
important content words. Though there are no set rules for word walls, we recommend that the words be written on large index cards, strips of
paper, or tag board so that they can be used for activities throughout a series of lessons. We also recommend that not many words be put up on the
wall at one time. During class, teachers can use the word wall to review and make connections for students.
A word wall will support student learning if both teacher and students are actively engaged in using it. A “just putting a word on the wall” approach
does not aid student learning.
If at all possible, place a photograph or a clear plastic bag with the object inside next to the words on the word wall. This allows your students,
particularly your English Language Learners, another connection to the word.
Creating the Word Wall
Procedure
1. Use index cards or strips of cardstock that are large enough to be read easily from a distance.
2. Have students neatly print vocabulary words onto the card. You may encourage students to create illustrations for each word.
It is important that each word is defined.
3. Designate a spot in the classroom for the word wall and reserve a spot for new vocabulary words.
Some Word Wall Activities
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Categorize and Classify: Have students classify the terms.
Compare and Contrast: Create categories to compare and contrast.
Concept Map: Use the words to create a concept map.
Conceptual Model: Use the words to construct a conceptual model that represents student thinking and/or scientific phenomenon.
Create descriptions: Use the words to describe concepts.
Challenge the students to use all of the words on a short answer quiz.
Label Diagrams: Use the words on the wall to label student diagrams and illustrations.
Independent Application Activities: These are some possible ideas for students to work independently on applying the concepts previously
taught. You might also use these tasks as formative assessments.
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Browsing Bin: Organize bins of books with sets of texts on the same topic. Student can read from these bins during independent or
partner reading time. To encourage accountability and reflection, provide previously introduced graphic organizers for students to
complete while reading.
Graffiti Boards: Use this strategy to help students identify and organize connections between texts. Students sit in a small group
with a large paper in the middle. As they read, students stop to write observations and reflections. Students work alone to record
their words, phrases, sketches, etc… After reading, students discuss with their group their “graffiti” using arrows and lines to show
connections. (This is a way to address standard 2.SL.1: Participate in collaborative conversation with diverse partners.)
Text Link Talks: This is a structured opportunity for students to think together about texts on similar themes and topics. (You will
need 5-6 copies of two different titles tied to your content area.) Days 1 & 2—Read aloud or have students read the two related
texts over the course of two days and then discuss them. Day 3—Put students in groups and give each group a copy of the two
texts. Have students work together, complete a Venn diagram to compare and contrast the texts. At the end, bring the whole class
together to compare their findings. Discuss each groups’ different interpretations, showing texts can often be interpreted in more
than one way.
Source: The Common Core Lesson Book K-5: Working with Increasingly Complex Literature, Informational Text, and Foundational Reading
Skills by Gretchen Owocki
Alternate Module Ideas Using the Second Grade Science Standards and Kit on Insects
Essential
Question
Guiding
Questions
Links to units and
lessons that may
compliment the
module
Suggested Works

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Why is it important to protect insects?
How do humans benefit from insects?
 What are the characteristics of an insect?
 What is the life cycle of an insect?
 In what ways do text features help you to understand text?
 Does reading different texts about insects help you to better understand the topic? In what ways?
 How does close reading help you compare two texts and what details do you need to include when comparing two or more texts?
See links in the “Matter” section of the module.



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Insects by Robin Bernad <grade-level appropriate text to support Science content, lexile 530>
 Introduces the body parts and other characteristics that are common to many kinds of insects.
Bees and Their Hives by Linda Tagliaferro <grade-level appropriate text to support Science content, lexile 450 >
 This book describes and illustrates honeybees and their hives. The images support early readers in their
understanding of the text.
About Insects: A Guide for Children by Cathryn Sill <appropriate text for below benchmark to support Science content, lexile 330>
 Describes the anatomy, behavior, and habitat of various insects, including the beetle, moth, and cockroach.
Where Butterflies Grow by Joan Ryder <grade-level appropriate text to support Science content, lexile 670>
 Describes what it feels like to change from a caterpillar into a butterfly, and includes gardening tips to attract
butterflies.

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Not a Buzz to Be Found: Insects in Winter by Linda Glaser <grade-level appropriate text to support Science content, lexile 680>
 This book shows what twelve different insects do to survive winter's chill.
Step Gently Out by Helen Frost and Rick Lieder <grade-level appropriate text to support Science content, lexile 460>
 Simple, evocative poetic language and close-up photographs invite youngsters to make observations about the
natural world while profiling such subjects as a katydid's eye, a spider on a silken web and a glowing firefly.

Insects: A Golden Guide by Herbert S. Zim <grade-level appropriate text to support Science content>
 A guide to North American insects which gives popular name, describes life and reproduction cycles and feeding
habits, and includes a range guide.
***Many of these books along with a Read Aloud Guide Book can be purchased as a Knowledge Quest bundle from
Scholastic***
 Ladybugs, Tornadoes, and Swirling Galaxies: English Language Learners Discover Their World Through Inquiry by Brad
Buhrow and Ann Upczak Garcia <A professional resource you can use to guide students through inquiry and research projects on science content>
 This book and the accompanying professional development DVD “Reading the World” are available for
check out from the district’s Title I library.
Additional
Resources
Videos
 http://www.youtube.com/watch?v=Bn3v_LUVIOI
 A song about liquids, solids, and gases
http://www.youtube.com/watch?v=wq-ZpDAmU8c
 Short video on matter and molecules
 Other videos on states of matter can be found on Youtube. Consider having students take notes on a video and a
read aloud and then talk about how they compare.
General Sites
 http://ell.nwresd.org/node/164
 A website from the Northwest Region Educational Service District in Oregon on effective teaching strategies for ELL
students.
 Specific examples of sentence frames to use for the different standards.





www.Scholastic.com
 This site supports priority standards and content topics through Scholastic News, vocabulary development, videos,
games and more.
http://www.readworks.org/
 This site links to various reproducible books with text lexiles listed, it includes vocabulary building and various
reading comprehension tasks. This site allows you to search under content focus.
http://www.readinga-z.com/
 Reading a-z, a subscription-based site, offers a wide topic range of student-centered texts at many different lexile
levels. It includes projectable stories and reading comprehension and discussion tasks. It also allows you to search
under content focus
www.starfall.com
 This site is a powerful and motivating on-line tool for all level of primary students. It includes games, stories, fables,
poems, interactive activities, videos and much more to support the ELA standards.
www.storylineonline.com



Vocabulary
Storylineonline is a site filled with a variety of popular literature texts read by Hollywood actors. They model reading
fluently and with expression.
http://www.wegivebooks.org/books
 This site includes a wide range of fiction and non-fiction text to present as a projectable shared reading.
http://www.chem4kids.com
 Kid-friendly site with everything you want to know about matter.
STANDARDS VOCABULARY AND EXAMPLES OF CONTENT VOCABULARY:
text feature, insect,
If you are a GLAD school, please consider using this for your Cognitive Content Dictionary or any other GLAD
vocabulary strategies.
Examples of Vocabulary Instruction
*See article at the end of this module on Scientific Word Walls from engageNY.org adapted from “Incorporating Literacy to Increase
Conceptual Understanding”http://www.kendallhunt.com/uploads/2/Tracks_Handbook_Literacy_Info.pdf — December 2010
College Talk- How to elevate every day classroom conversation
https://www.teachingchannel.org/videos/improving-student-vocabulary
6 Step Process to Vocabulary Instruction- Marzano
http://innovativocab.wikispaces.com/file/view/MarzVocabiGami.pdf
Step 1: Provide a description, explanation, or example of a new term.
Step 2: Ask students to restate the description, explanation, or example in their own words
Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.
Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.
Step 5. Periodically ask students to discuss the terms with one another.
Step 6: Involve students periodically in games that allow them to play with terms.
Possible Activities
and Assessments
Example lessons with linked priority standards activity:
**Students should have familiarity with text features before completing this 2 day lesson. See the links below for
lesson ideas, reproducible, etc.:
http://www.readworks.org/sites/default/files/bundles/lessons-grade2-explicit-information.pdf
http://corecommonstandards.com/core-standards/second-grade-common-core-workbook-sample.pdf
Example Activity/Assessment Group #1- Text Features ℗2.RI.5, ℗2.W.2 and 2.W.7, ℗2.SL.1
Day 1
7. Do a mini-lesson review of text features as a means to locate key facts and how these features help us to
understand informational text.
8. Show a text-feature scavenger hunt page (see links above for examples and ideas).
9. Tell students that they will work with a partner to find all the text features on the page and demonstrate how
to complete part of the chart. Students will likely need to use more than one book to complete the scavenger
hunt page so there should be a large quantity of non-fiction/informational texts about the topic (matter)
available in the classroom (refer to Suggested Works list).
10. Give students the allotted time (20 minutes or so) to complete the text feature scavenger hunt.
11. Gather as a whole group to discuss the activity; data, anything interesting that occurred during their scavenger
hunt, observations, etc. *Possible Sentence Frame: “The (text feature) helps me as a reader because/by
_____________. “ Ex: The bold print helps me as a reader by calling my attention to important words.
12. Explain that during tomorrow’s lesson their partnership will do more research and use their knowledge of text
features to become a “State of Matter Expert”!
Day 2
6. Review how text features help us to locate key facts and information efficiently in informational text.
7. Using classroom informational texts (suggested works and others) students will choose one state of matter
(solid, liquid, or gas) out of a cup from the teacher-prepared selections to research with their partner in order to
become “experts”. Note: teachers should organize this activity in a way that there will be a fair distribution of
the different states of matter for successful completion of the activity.
8. Partnerships will write a mini-report on their chosen state of matter to fulfill in order to become “experts”.
℗2.W.2—Write informative/explanatory text and 2.W.7—Participate in shared research and writing projects
9. Students should include in their report:
 Write the definition of the state of matter.
 Describe the properties of your state of matter.
 What are some forms of your state of matter?
 Where can we find your state of matter in the world?
 Did you learn anything unusual about your state of matter?
10. Upon completing their state of matter report, partnerships will form a triad of partnerships (6 total students)
with the other two states of matter. Each partnership will then read their report as the acting “expert” and
listen to the other reports. This particular activity will support ℗2.SL.1—Participate in collaborative conversations with
diverse partners.
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Example Activity/Assessment #2: This series of lessons integrates nicely with the Science Kit: Changes. The texts
included here are suggestions but other texts on the same topic could work within this unit as well, based
on the needs and interests of your particular class. It may take 3-4 days to complete and is intended to
support ℗2.RI.9—Comparing and contrasting the most important points presented between two texts on the same topic
Day 1
Begin by reviewing states of matter vocabulary and concepts learned thus far.
Next do a read aloud of the story Liquids (States of Matter) by Jim Mezzanotte.
Tell students that they should listen closely in order to determine the most important points in the text.
When done with the read aloud students should turn and talk with a partner about the key details in the text.
*Possible Sentence Frames: One important point from this book is __________________. I know this is an
important point because _________________. Ex: “One important point from this book is that liquids take
the shape of their container. I know this is an important point because it describes a property of a liquid.”
10. Then facilitate a group discussion and complete a class graphic organizer of main idea and details.
Day 2:
4. Review the Liquids story from Day 1 through group discussion and/or reviewing main idea chart.
5. Based on your students’ needs and interests choose another version of the topic Liquids, we prefer Tell Me
Why Rain Is Wet by Shirley Willis (lexile 560).
6.
7.
8.
9.
6. Follow steps 3-5 from Day 1 lesson above but this story should be read through a shared reading (the story
we selected is a lexile within grade 2 standard).
Day 3:
5. Review both texts and graphic organizers. Ask essential/guiding questions:
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In what ways do text features help you to understand text?
Does reading different texts about liquids help you to better understand it? In what ways?
How does close reading help you compare two texts and what details do you need to include when comparing two or more
texts?
6. Work as a class to completed 2-3 ideas on a large class Venn diagram (students should be familiar with the
Venn diagram graphic organizer).
7. Students complete the remainder of their Venn diagram independently based on teacher criteria (3-5 more
ideas) and using the class graphic organizers as a tool. ℗2.RI.9
Helpful grading rubric:
http://www.readwritethink.org/files/resources/printouts/VennDiagramRubric.pdf
8. When all students have completed their independent Venn diagram come back together as a whole class to
complete the class Venn diagram.
Day 4:
As a concluding activity students will work with the teacher and whole class to complete a paragraph explaining
the class Venn diagram. This activity supports 2.W.7. Students may work together with the teacher to create sentence
stems or teachers may want to create them ahead of time based on students’ needs. See example below:
Informational texts can be similar and different. Both books include facts about _____________________.
These two texts are similar because __________________________________________________________
________________________________________________________________________________________.
The texts are different because ______________________________________________________________
________________________________________________________________________________________.
When I read books on the same topic I can read closely for ______________________________________.
(teacher hint: similarities and differences)
Sample
Activity/Assessment # 3: Writing a Research Paper (℗2.W.2, 2.W.6, 2.W.7)
Consider having students do an independent research project on an area of interest. Here is a letter to parents detailing a
process you might want to take your students through. It is taken from the Portland Writing Unit resources linked above.
Dear Families,
Research Writing is our next unit of writing. In the ‘All About’ unit, students practiced writing headings, diagrams, and a table
of contents using a familiar topic. Now students are ready to research a topic they want to learn more about.
Lessons in this unit begin with students learning how to take notes on a topic so they can remember and organize the
information later. Next the students learn to turn notes into sentences focusing on their own words not those copied from a
book. After practicing these skills, students choose their own topic to research.
Students will learn to:
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Scan text for important information on a topic.
Take brief notes identifying important information.
Organize notes into sections that have a heading and main idea or topic sentence.
Use their own words to write sentences from notes.
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Edit writing to use correct spelling, punctuation, and capitalizations.
This unit gives Second Graders an opportunity to work on animals and their habitats. You can help at home by brainstorming a
list of animals your child wants to learn more about. After choosing a topic, your child can brainstorm what he or she already
knows about the animal and then make a list of 3 questions he or she has.
Warmly,
While you probably don’t want to have your students explore animals and their habitats if this done in 1st grade think about how you
might incorporate a research paper on a FWPS second grade content topic or area of interest including famous people, sports &
activities, or community jobs.
Article on Word Walls (see source in Vocabulary section):
Word Walls
A word wall in your classroom is a powerful instructional tool to strengthen content vocabulary. A word wall is an organized collection of words
displayed on a wall or other space in the classroom. Display the word wall where both you and students can see and use it. It can be part of the
main word wall in the classroom or displayed separately in the science center.
Word walls have been extensively used for spelling and reading vocabulary, but word walls can also provide a place for students to review and learn
important content words. Though there are no set rules for word walls, we recommend that the words be written on large index cards, strips of
paper, or tag board so that they can be used for activities throughout a series of lessons. We also recommend that not many words be put up on the
wall at one time. During class, teachers can use the word wall to review and make connections for students.
A word wall will support student learning if both teacher and students are actively engaged in using it. A “just putting a word on the wall” approach
does not aid student learning.
If at all possible, place a photograph or a clear plastic bag with the object inside next to the words on the word wall. This allows your students,
particularly your English Language Learners, another connection to the word.
Creating the Word Wall
Procedure
4. Use index cards or strips of cardstock that are large enough to be read easily from a distance.
5. Have students neatly print vocabulary words onto the card. You may encourage students to create illustrations for each word.
It is important that each word is defined.
6. Designate a spot in the classroom for the word wall and reserve a spot for new vocabulary words.
Some Word Wall Activities
Categorize and Classify: Have students classify the terms.
Compare and Contrast: Create categories to compare and contrast.
Concept Map: Use the words to create a concept map.
Conceptual Model: Use the words to construct a conceptual model that represents student thinking and/or scientific phenomenon.
Create descriptions: Use the words to describe concepts.
Challenge the students to use all of the words on a short answer quiz.
Label Diagrams: Use the words on the wall to label student diagrams and illustrations.
Independent Application Activities: These are some possible ideas for students to work independently on applying the concepts previously
taught. You might also use these tasks as formative assessments.
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Browsing Bin: Organize bins of books with sets of texts on the same topic. Student can read from these bins during independent or
partner reading time. To encourage accountability and reflection, provide previously introduced graphic organizers for students to
complete while reading.
Graffiti Boards: Use this strategy to help students identify and organize connections between texts. Students sit in a small group
with a large paper in the middle. As they read, students stop to write observations and reflections. Students work alone to record
their words, phrases, sketches, etc… After reading, students discuss with their group their “graffiti” using arrows and lines to show
connections. (This is a way to address standard 2.SL.1: Participate in collaborative conversation with diverse partners.)
Text Link Talks: This is a structured opportunity for students to think together about texts on similar themes and topics. (You will
need 5-6 copies of two different titles tied to your content area.) Days 1 & 2—Read aloud or have students read the two related
texts over the course of two days and then discuss them. Day 3—Put students in groups and give each group a copy of the two
texts. Have students work together, complete a Venn diagram to compare and contrast the texts. At the end, bring the whole class
together to compare their findings. Discuss each groups’ different interpretations, showing texts can often be interpreted in more
than one way.
Source: The Common Core Lesson Book K-5: Working with Increasingly Complex Literature, Informational Text, and Foundational Reading
Skills by Gretchen Owocki