| MI: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5 Reading: Informational Text Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RI.2.2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. 6. Assess how point of view or purpose shapes the content and style of a text. RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. RI.2.8. Describe how reasons support specific points the author makes in a text. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RI.2.9. Compare and contrast the most important points presented by two texts on the same topic. Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently. RI.2.10. 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. Reading: Foundational Skills Fluency
RF.2.4. Read with sufficient accuracy and fluency to support comprehension. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.1a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.1b. Build on others’ talk in conversations by linking their comments to the remarks of others. SL.2.1c. Ask for clarification and further explanation as needed about the topics and texts under discussion. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. SL.2.3. 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. Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | What is Universal Design for Learning (UDL)? UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners. Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE) |
| Concept I: Readers use what they have learned about informational text with their book clubs Session 1 Launching- interview on interests to form clubs, create R.A.N chart using book basket topics Session 2 Informational readers use a explaining voice to teach themselves Session 3 Informational readers are on the lookout for section headings Session 4 Informational readers talk to their book clubs about confusions Session 5 Informational readers name the big thing (main idea) they learned about their topics. Session 6 Informational readers revisit their R.A.N. to revise, add or question ideas Concept II: Readers in informational clubs build on what the author says with their own ideas Session 7 Informational readers share their reactions and inferences about their books Session 8 Informational readers can share their revised thinking. Session 9 Informational readers ask and answer questions of their text like… “Why do, How come?” Session 10 Informational readers add their own captions or add to existing Session 11 Informational readers envision what the author is saying using gestures, facial expressions, etc. Concept III: Readers in Informational book clubs can compare and contrast information about their topics. Session 12 Informational readers compare what they have learned to something similar to their own lives Session 13 Informational readers think about the differences in the information they are learning and explain those differences Session 14 Informational readers can use their post-its to compare and contrast information across their books Session 15 Informational readers use words like always, sometimes, never, rarely, etc. to talk about how often information shows up in their books Session 16 Unit celebration | Professional Resources Calkins, L. (2001). The Art of Teaching Reading. Boston: Allyn and Bacon. Calkins, L. (2011-2012). A Curricular Plan for Reading Workshop, Kindergarten. Portsmouth, NH: Heinemann. Collins, K. (2004). Growing Readers: Units of Study in the Primary Classroom. Portland, MA: Stenhouse Goldberg, G. & Serravallo, J. (2007). Conferring with Readers: Supporting Each Student’s Growth & Independence. Portsmouth, NH: Heinemann. Serravallo, J. (2010). Teaching Reading in Small Groups: Differentiated Instruction for Building Strategic, Independent Readers. Portsmouth, NH: Heinemann. |
