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English Language Arts Grade 2
Reading: Informational Text Standard 1
English Language Arts Grade 2
Reading: Informational Text Standard 5
5 class periods of 15 minutes each
Teach a repertoire of comprehension strategies to successfully process informational text for content knowledge. The students will be able to describe what clouds, rain, and fog are and how they are made.
The headings and subheadings from the Big Book can be typed on the computer and photocopied to make the cards for the Book Web. Pictures can be scanned from the smaller student book if these are needed.
The time frame on this unit can be adjusted according to the time of year and the maturity of the students being taught.
Before the lesson:
"How many of you think this information now clicks for you? How many of you are still not sure it makes sense and it clunks?" Answer any questions if it still clunks.
"What strategy does this mean we will be using?" (imagery) "Remember that good readers make pictures in their mind to help them think about the words and remember information. Let me read the captions on the chart. Make a picture in your mind as you listen to the words." Reveal the pictures after reading each caption. Have students indicate if it was the same or different than their image.
"Let's return to the Table of Contents to figure out how the author is going to tell us the rest of the information in this book. We've already learned about clouds and types of clouds. The next headings are Rain, Snow, Hail, Fog, and Rainbows. Notice these are all made out of water and come from clouds."
Flip through pages 12-21 (picture walk) and point out that each one begins with a question. Determine that the text structure is question-answer. "Think about the question and what you think the answer is as you are reading. Let's begin on page 12."
"Think about the question that the author asked on page 14. Turn to your neighbor and explain why it snows. Thumbs up if your neighbor understood and can explain why it snows. Thumbs down if they were not sure and we need to reread and discuss this answer."
"Now that we have received the important information from our book in the book web, we need to summarize what we have learned. Why is summarizing important to readers?" (A summary helps us organize what we know using a few big ideas.) Groups decide where to place prewritten summary statements under 9 headings on a chart.
"One more important part of summarizing is returning to the questions we asked before reading our book. Let's see if they were answered...
Do you have any new questions after reading the book?"
"After reading and summarizing, I think we have learned a lot about clouds and the weather they create."
Students "at risk" can be given support with the partner as their neighbor. They may need to have the book sent home and the parent go over the information before it is presented to the rest of the class.
Students that are gifted may do further research on any of the topics. They might look for other ways to show how clouds are formed. Other information about rain or fog.
Assessment is on-going. As the students talk to their neighbor and use the thumbs up or thumbs down it will tell the teacher if they are understanding.
Adapted from a lesson written and distributed by Sue Wilson from Washington School District. Sunshine Series: Clouds, Rain, and Fog ISBN: 0780213726