Essential Questions Guided Questions - Weebly

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Unit: Informational Hawaiian Reef Animal Presentation Second Grade Teachers: Coral Balubar, Nikki Morishige Duration: Approximately 30 lessons

Big Idea

Students must learn to collect data, facts, and ideas in order to gain new knowledge and convey this knowledge to others.

Essential Questions

How do we find new information and how do we share the knowledge gained with others? Why should we share the knowledge with others?

Guided Questions

• Where can we go to find out information? • What are the characteristics of an informational text about an animal? • What are informational text features? Why do you think authors include those

features? • How do we sort information into categories? Why is it important to sort

information? • How do we keep track and organize the information we learn from informational

texts? • How do we work effectively with a partner? • What is the appearance, behavior, diet, habitat of your animal? • What are interesting facts about your animal, and what makes the facts

interesting? • How do writers write in paragraph form? • How do writers include definitions in their writing and why? • How do writers write effective introductions and why? • What does it mean to reflect/self-assess and why is it important? • How do writers write effective conclusions and why? • What informational text features are important to include and why? • Why do writers revise and edit? • How do writers present information and why do writers present information? • How does technology help us to find and present information?

Objectives/ Learning Targets

• Students will identify and understand the genre of informational animal texts. • Students will identify characteristics of informational texts. • Students will identify and analyze informational text features. • Students will identify resources for researching information on coral reef

animals. • Students will employ research skills to identify and record key information. • Students will use a variety of sources to gather information (texts, internet, guest

speaker) • Students will sort information into categories. • Students will work effectively with a partner to complete tasks and improve

work. • Students will identify characteristics of specific animals. • Students will write effective introductions to grab the readers’ attention. • Students will use paragraph format to convey facts learned about a specific

animal. • Students will reflect on/self-assess writing/writing process and determine

strengths and goals for their writing. • Students will define scientific vocabulary. • Students will write effective conclusions to provide reader with closure. • Students will include various informational text features in their writing. • Students will revise and edit writing. • Students will use technology to publish their work. • Students will present their knowledge to others.

Culture

*Hawaiian coral reef animals and Hawaiian names of animals. *Hawaiian Value: Malama

Common Core Standards

Writing 2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Writing 2.5: With guidance and support from adults and peers, focus on a topic, and strengthen writing as needed by revising and editing. Writing 2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Writing 2.7: Participate in shared research and writing projects. Writing 2.8: Gather information from provided sources to answer a question.

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Speaking and Listening 2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts. Speaking and Listening 2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Speaking and Listening 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. Speaking and Listening 2.4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Speaking and Listening 2.6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Language 2.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Formative Assessment Assessment Tool: Lesson “Look Fors” Assess:

• “Informational Text?” Sheet • “What I Noticed…” Sheet • “Informational Text Features” Sheet • Circle Map (Sponges) • Tree Map (Sponges) • Tree Map (Hawaiian Reef Animal) • Informational Text Draft • Revision Checklist/Draft Revisions • Edit Checklist/Draft Edits • Informational Text Visuals with Text Features • Student Discussions

Summative Assessment Assessment Tools: • LIS Informational Writing Rubric (2nd Grade) • LIS Presentation Rubric

Assess: • Student Informational Text Final Draft • Power Point Presentation

Unit Overview

Date Mini Lesson CCSS Focus/

Literacy Thinking Skill Focus

Materials/Resources

Lesson1

Writers distinguish between informational and fiction texts.

W.2.7 W.2.8 *Analyzing *Searching For and Using Information

Incredible Sharks By Seymour Simon Smiley Shark By Ruth Galloway Various informational animal texts Various fiction animal texts Informational Text Study Sheet

Lesson 2 Writers analyze characteristics of informational texts.

W.2.7 W.2.8 *Analyzing

Enlarged informational text page copy Various informational animal texts What I Noticed… Sheet

Lesson 3 Writers analyze text features of informational texts.


Lesson 4 Writers gather information from informational texts.

W.2.7 W.2.8 *Searching For and Using Information

Sponges: Science Under the Sea By Lynn M.Stone Circle Maps (Student Created)

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Date Mini Lesson CCSS Focus/ Literacy Thinking Skill Focus

Materials/Resources

Lesson 5 Writers sort gathered information about a Hawaiian Reef animal into categories. Writers work effectively with a partner and reflect on working with a partner.

W.2.7 W.2.8 S.L.2.1 *Analyzing

Sponge fact cards in envelopes Tree Maps Partner Work Reflection Sheet

Lesson 6 Lesson 7 Lesson 8

Writers gather and sort information from informational texts about a Hawaiian Reef animal with a partner.

W.2.7 W.2.8 S.L.2.1 *Searching For and Using Information

Sponges (Teacher Created) class copies Model Tree Map Tree Maps Hawaiian Reef Animal Articles (Teacher Created) Various Hawaiian Animal Informational Texts Realistic Animal Figures

Lesson 9 Writers gather and sort “extraordinary facts” about a Hawaiian Reef animal with a partner.



Lesson 10

Writers gather and sort information from internet sources about a Hawaiian Reef animal.


Laptop/Projector Flow Map with internet search directions Index Cards http://kids.nationalgeographic.com/kids/

Lesson 11 Writers gather information from an expert’s oral presentation. Writers gather information from asking an expert questions.

W.2.7 W.2.8 S.L.2.2 S.L.2.3 *Searching For and Using Information

Index Cards Expert Speaker: Kumu Aleà, Biologist https://education.skype.com/exploringoceans

Lesson 12 Writers write engaging introductions using ideas from mentor texts.

W.2.2 *Analyzing *Summarizing

Mentor Texts (Question): Sharks! By Janet Craig National Geographic Readers: Dolphins By Melissa Stewart National Geographic Readers: Sharks By Anne Schreiber Mentor Texts (Extraordinary Fact): Spiders By Nic Bishop Time For Kids: Butterflies! Amazing Sharks! By Sarah L. Thomson Mentor Texts (Share a Secret): The Dolphins of Shark Bay By Pamela S. Turner George Washington and the General’s Dog By Frank Murphy Mentor Texts (Create a Scene): The Honey Makers By Gail Gibbons Gentle Giant Octopus By Karen Wallace One Tiny Turtle By Nicola Davies Informative Text Introduction Anchor Chart

http://kids.nationalgeographic.com/kids/

https://education.skype.com/exploringoceans

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Materials/Resources

Lesson 13

Writers use their notes to write facts about a Hawaiian Reef animal.

W.2.2 *Summarizing

Model Tree Map Chart Paper Informative Text Body Anchor Chart

Lesson 14 Writers use different sentence beginnings to engage the reader. Writers use their notes to write facts about a Hawaiian Reef animal.

W.2.2 L.2.6 *Analyzing *Solving Words

Sponges: Science Under the Sea By Lynn M. Stone Various informational animal texts Post-Its Informative Text Body Anchor Chart Sentence Beginning Chart

Lesson 15 Writers use comparisons to develop points. Writers use their notes to write facts about a Hawaiian Reef animal.

W.2.2 *Analyzing

BIG and LITTLE By Steve Jenkins Chart Paper

Lesson 16

Writers study how writers use “voice” to engage their readers.

W.2.2 *Analyzing

Video: Jeff Corwin Unleashed: The Marine Toad http://science.howstuffworks.com/zoology/29059-jeff-corwin-unleashed-the-marine-toad-video.htm Video: Jeff Corwin Unleashed: The Three Toed Sloth http://science.howstuffworks.com/zoology/29066-jeff-corwin-unleashed-three-toed-sloth-video.htm Predator! By Bruce Brooks One Small Square: Coral Reef By Donald M. Silver

Lesson 17 Writers use “voice” to engage their readers

W.2.2 *Analyzing

Post-Its Chart Paper

Lesson 18 Writers include definitions in their writing to explain scientific/complex words.

W.2.2 *Solving Words

One Small Square: Coral Reef By Donald M. Silver Sea Turtles: An Ecological Guide By David Gulko and Karen Eckert From Seed to Maple Tree: Following the Life Cycle By Laura Purdie Salas

Lesson 19 Writer’s write satisfying conclusions using ideas from mentor texts.


Conclusion Mentor Texts (Show Malama) Starfish By Rebecca Stefoff Elephant Families By Arthur Dorros Endangered Monk Seals By Bobbie Kalman Conclusion Mentor Texts (Pop Quiz) Conclusion Mentor Texts (Find Out More) Informative Text Conclusion Anchor Chart

Lesson 20 Writers create a revision checklist.

W.2.5 *Analyzing

Chart Paper Informative Text Introduction, Body, Conclusion Anchor Charts

Lesson 21 Writers revise their writing using a checklist.

W.2.5

Model Revision Checklist Model Informative Writing to Revise Revision Checklist

http://science.howstuffworks.com/zoology/29059-jeff-corwin-unleashed-the-marine-toad-video.htm

http://science.howstuffworks.com/zoology/29059-jeff-corwin-unleashed-the-marine-toad-video.htm

http://science.howstuffworks.com/zoology/29066-jeff-corwin-unleashed-three-toed-sloth-video.htm

http://science.howstuffworks.com/zoology/29066-jeff-corwin-unleashed-three-toed-sloth-video.htm

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Materials/Resources

Lesson 22 Writers edit their writing by correcting capital letters, periods, and spelling.

W.2.5 Model Editing Checklist Model Informative Writing to Edit Editing Checklist

Lesson 23 Lesson 24

Writers get their writing ready for publishing by creating visuals that include informational text features.

W.2.6 Realistic Animal Figures Various informational Model Construction Paper Colored Pencils Markers Index Cards Scissors Construction Paper

Lesson 25 Lesson 26 Lesson 27

Writers get their writing ready for publishing by creating a Power Point presentation.

W.2.6 Computers Power Point Program

Lesson 28 Lesson 29

Writers get their writing ready for publishing by practicing presenting audibly and coherently.

S.L.2.4 S.L.2.6

2 Circle Maps on Chart Paper PowerPoint Slide Print Out

Lesson 30

Writers present their Power Point presentation and informative texts to First Grade students.

S.L.2.4 S.L.2.6

Laptop and Projector

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Daily Lesson Plans



Materials/Resources

Lesson1

Writers distinguish between informational and fiction texts.

W.2.7 W.2.8 *Analyzing *Searching For and Using Information

Incredible Sharks By Seymour Simon Smiley Shark By Ruth Galloway Various informational animal texts Various fiction animal texts Informational Text Study Sheet

Mini Lesson: Writers distinguish between informational and fiction texts. Opening: Community Circle: Share an animal you think is interesting. Connection: Everyone shared such interesting animals! I know some things about the animals you shared, but what if we wanted to find out new information about those interesting animals? How do we learn new information? What are some resources or tools you might use if you want to learn something new? Guide students to discuss a resource we can use to find information is texts. Yes! A good place to go to when you want to learn about something new is to look at different texts. If I wanted to learn new information about sharks which text do you think would help me more? Hold up and read small excerpts from Incredible Sharks (informational text) and Smiley Shark (fiction text). Guide students to discuss that Incredible Sharks helps me because it provides true information. Incredible Sharks helps me to learn about sharks because it tells me true information about sharks. Incredible Sharks is an informational text. Discuss definition of informational text. Model: I love to read all different kinds of books and articles, but I know that when I want to learn true information about something, a resource I can use is an informational text. I need to be able to quickly look through different books and articles to find out if it is an informational text that will help me learn new information. Model how to analyze Incredible Sharks by doing a cover and picture-walk and skimming through words. Record thinking on “Informational Text?” Sheet in note form. Write text title and record evidence (photographs, facts, glossary, etc.). Model how to analyze Smiley Shark by doing a cover and picture-walk and skimming through words. Write text title and record evidence (cartoon pictures, animals talk, etc.). Guided: Hold up an informational animal text. Do cover and picture-walk. Turn and Talk: Is this text informational? How do you know, what is your evidence? Link: Today when you go back to your seats, you are going to have a lot of different texts to study. Your job is to decide whether the text you study is an informational text or not and provide evidence that supports your thinking. Independent: Students will distinguish between informational and fiction texts by analyzing a variety of animal texts and providing evidence to support their thinking. Students will record thinking on “Informational Text?” Sheet. Share: Student will share who has distinguished between informational and fiction texts and provided evidence to support their thinking. Formative Assessment:

1. Informational Text Analysis Discussion Look fors: Student is able to:

• identify texts as a source of true, factual information • select accurate evidence from literature text (cartoon pictures, talking

animals, etc…) • select accurate evidence from informational text (photographs, facts,

glossary, etc…) 2. “Informational Text?” Sheet Look fors:

• Evidence noted is indicative of informational texts • Text title is accurate • Student is able to accurately identify text as informational or not

Strategy Community

Circle: Reaching All by Creating Tribes Learning Communities by

Jeanne Gibbs

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Materials/Resources

Lesson 2 Writers analyze characteristics of informational texts.


Enlarged informational text page copy Various informational animal texts What I Noticed… Sheet

Mini Lesson: Writers analyze the characteristics of informational texts. Opening: Community Circle: Share a piece of true information, or fact, you know about an animal. Connection: Last time we discussed what we can do if we want to find out true information. What is a resource we can use to find out true information? Guide students to discuss that we can find out true information from informational texts. How do we determine if a text is informational? Guide students to discuss ways to determine whether a text is informational. Today we will study informational texts and record the characteristics we notice. This will help us understand how writers write informational texts, and get us ready to write our own! Model: Model writing “informational texts” on “What I Noticed…” Sheet. Notice how I look closely at the text and think about what stands out to me. Model studying informational texts that contain labels, headings, photographs, page numbers, etc. Model noticing “labels.” I notice that these informational texts both have labels Model recording noticing on “What I Noticed…” Sheet in note-taking form with bullet point. Guided: Refer to blown-up page from an informational text. Turn and Talk: What text features or characteristics do you notice when you study this page of informational text? What stands out to you? Link: Today when you go back to your seats, you are going to have a lot of different informational texts to study with your partner. As you study, record the characteristics and text features you notice. Independent: Students will study informational texts and record characteristics and text features they notice. Share: Students all share characteristics/text features noticed from studying informational texts. Record characteristics/text features on Class Informational Text Circle Map. Formative Assessment:

1. Informational Text Analysis Discussion Look fors: Student is able to:

• Recall information from previous lesson discussion • Informational texts provide factual information • Informational texts have specific characteristics (captions,

photographs, facts, etc…) 2. “What I Noticed…” Sheet Look fors: Student is able to:

• Identify the text type being studied as “Informational Texts” • Identify various characteristics/text features of informational texts (table

of contents, headings, sub-headings, introduction, glossary, etc…)

Strategy Study of a Text

Type/Genre: Study Driven: A Framework for Planning Units

of Study in Writing

Workshop by Katie Wood Ray

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Study O

f:

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Class Informational Text Circle Map: characteristics/text features noticed by students are compiled on Circle Map and made visible in classroom through remainder of unit.

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Materials/Resources

Lesson 3 Writers analyze text features of informational texts.


Sea Turtles By Carol K. Lindeen Sharks By Jonathan Sheikh-Miller (page 10-11)

Mini Lesson: Writers analyze text features of informational texts. Opening: Community Circle: Share a characteristic you noticed when studying informational texts. Connection: A lot of the characteristics you have shared are called informational text features. Text features are parts of texts that help us to locate and better understand information. Today we are going to take a closer look at the text features we find when we study informational texts and think about the purpose of the text feature, or how it might help us as readers. Why do you think it is important to study how text features help us as readers? Guide students to discuss that understanding text features will help us to gain more information when we read. Model: Refer to Sea Turtles. Text features are everywhere! A text feature I notice right away is the title. Model writing “title” on Informational Text Features Sheet. Now if I think about how titles help me as a reader, I know that the title tells me right away what the text is about. I know from reading the title that this text is about sea turtles, and if I am looking for information about sea turtles, this text will have what I need. Model writing “tells reader what text is about” on Informational Text Features Sheet. Guided: Refer to Informational Text page 10-11 from Sharks . Turn and Talk: What text features or characteristics do you notice when you study this page of informational text? What stands out to you? Ask 2-3 student volunteers to circle text features they notice on page. (page numbers, headings, subheadings, diagrams, labels, etc.). How might the text feature help you as a reader? Link: Today when you go back to your seats, you are going to have a lot of different informational texts to study with your partner. As you study, record the text features you notice and determine how the text feature might help you as a reader. Independent: Students will study informational texts and record text features they notice and the purpose/how each text feature helps them as a reader. Share: Student will share text feature noticed from studying informational texts, and how the text feature helps them as a reader. Record various text features and the purposes on class Text Feature Anchor Chart. Formative Assessment:

1. “Informational Text Features” Sheet Look fors: Student is able to:

• Identify various text features (5 or more) found in informational texts (captions, page numbers, headings, diagrams etc…)

• Accurately determine the purpose of various text features/how text features help the reader (diagram: shows reader parts of whole, heading: tells reader what section is about, etc…)

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Informational Text Features

Purpose (How

it helps the reader) Text Feature

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Materials/Resources

Lesson 4 Writers gather information from informational texts.


Sponges: Science Under the Sea By Lynn M.Stone Circle Maps (Student Created)

Mini Lesson: Writers gather information from informational texts. Opening: Community Circle: Share a fact you know about an animal. Connection: Refer to Class Informational Text Circle Map. Look at all the characteristics you noticed from studying informational texts. What were some of the characteristics or text features that stood out to you? Guide students to recall characteristics of informational texts. How do all of these characteristics help us as readers? Guide students to discuss that the characteristics help readers to find out information. Why do you think readers read informational texts? Guide students to discuss that readers read informational texts to find out true information, or facts about a topic. Model: Hold up informational text, Sponges: Science Under the Sea. I am reading this informational text, because the sponge, or in Hawaiian, huàhuà, is an animal I don’t know much about. So, I am going to read this informational text to find and gather information, or facts, about the huàhuà. Read aloud Sponges: Science Under the Sea. Model recording a fact about sponges on a Circle Map. When I gather information, or facts, I usually have a lot of information I need to remember. I want to write down the information I am gathering so that I remember it, but I don’t want to spend all my time writing out long sentences. I am going to write in note-taking form. Model making a bullet point. I am going to use a bullet point to show that this is where my information starts. I read that “Many sponges are found on coral reefs.” To write in notes I just need to record a few of the important words. Write “found coral reefs” on Circle Map. I also want to make sure I record where I am getting this information, so in my frame of reference; I want to write the title and author of the informational text I am reading. Model creating frame of reference (book title, author). Guided: Turn and Talk: Share a fact you have learned about the Hawaiian Reef Animal, Sponge (Huàhuà). How might you write the fact in note-taking form on your circle map? Link: Today when you go back to your seats, you are going to think of the facts that you found out about sponges from our informational text and record them on your circle map. Remember to write in note-taking form. And remember to create your frame of reference. Independent: Students will record facts about sponges in note-taking form on circle maps. Share: Student shares who has recorded facts from informational text in note-taking form on their circle map. Assessment: 1. Circle Maps Assessment Tools: 1. LIS Continuum Criteria for Searching For and Using Information 2. Teacher Anecdotal Notes Formative Assessment:

1. Circle Map Look fors: Student is able to:

• Identify animal (sponge/huàhuà) in the center circle of map. • Recall and write accurate facts obtained from informational text in the

large circle. • Write facts using note-taking form by paraphrasing, noting key ideas

and details, using bullet points to pinpoint where each idea begins. • Identify source of information gathered (Sponges: Science Under the

Sea By Lynn M. Stone) in the Frame of Reference (outer square of circle map).

Strategy Circle Map to

Define in Context:

Thinking Maps: A Language for Learning by Dr. David Hyerle

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Materials/Resources

Lesson 5 Writers sort gathered information about a Hawaiian Reef animal into categories. Writers work effectively with a partner and reflect on working with a partner.

W.2.7 W.2.8 S.L.2.1 *Analyzing

Sponge fact cards in envelopes Tree Maps Partner Work Reflection Sheet

Mini Lesson: Writers sort information into categories. Objective: Students will sort facts about sponges into four different categories. Opening: *Community Circle: Share one fact you have learned about sponges. Connection: Show students different blue/red, large/small shapes stuck to the board. If I asked you to sort these shapes into categories, what might you do? Ask student volunteer to come up to the board and sort shapes into categories. Why did you sort the shapes this way? What name would you give each category? How might we sort the shapes differently? Ask another student volunteer to sort shapes and explain why they sorted the shapes into those categories. Is it okay that the students sorted the shapes differently? Guide students to discuss that there are different ways to sort objects, but there needs to be an explanation that makes sense and a way to name each category. Just like we were able to sort these shapes into different categories, we can also sort information into categories. Today we are going to practice sorting information we learned about sponges into different categories. Why do you think we might do that? Guide students to discuss that it helps us to organize the information better by grouping similar facts together. Model: Show circle map with facts gathered by students each written on a post-it. When we sort facts or information into categories, or groups, we can use a Tree Map. Model creating Tree Map Title . When I read the fact I have on my circle map, “travel slow motion” I am first going to think about what kind of information it is telling me. Hmmm…this is telling me what a sponge can do. I am now going to look and see if I gathered any other facts that tell me what a sponge can do. Now I am going to read this fact, “attach to rocks” and think about what this fact is telling me. This fact is also about what a sponge can do, so I am going to put these facts into the same group, or category. Model placing both post-its under first category of the Tree Map. Remember we decided that we could sort in different ways but we have to be able to explain why. The reason I sorted these facts into one category is because they both tell what a sponge can do. We also decided that we have to be able to give our categories a name. I am going to think of a word that describes what a sponge can do, and a word that does that is behavior. Model labeling the first category of the Tree Map as “Behavior.” Guided: Turn and Talk: Look at some of the other facts we have on the post-its. What facts might you sort into a category? Explain why you would sort the facts into a category together. What might you name the category? Link: Today when you go back to your seats, you are going to be working with a partner to sort all of these different facts about sponges into categories. You will sort the facts into categories on your tree map and should be able to explain why you sorted the facts this way. Then you will name the categories. Remember to follow our 4 agreements as you work with your partner. When you are finished, complete this Partner Reflection on how it was working with a partner. Independent: In partners, students will sort facts into categories using a Tree Map and name categories.

Share: Student partners share their different categories and explain their thinking for categorizing the information. Formative Assessment:

1. Tree Map Look fors: Student is able to:

• Identify and label logical categories that are appropriate to the animal. • Select facts from their circle map and put them into a logical category on their tree map.

2. Partner Reflection Look fors:

• Complete Partner Reflection Sheet by identifying: o Something learned o Feelings associated with working with a partner o Something they liked/was challenging about partner work o Something they would do next time during partner work

• Reflect upon their partner work experience. • Respond in an honest and self-reflective manner.

Strategy Tree Map to

classify: Thinking Maps: A Language for Learning by Dr. David Hyerle

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Materials/Resources

Lesson 6




Mini Lesson: Writers find, sort, and record information into categories. Opening: Community Circle: Share a fact about sponges (huàhuà). Connection: We know so much information about sponges! What did we do with the information we gathered about sponges last class? Guide students to discuss that we sorted the information into categories. What tool helped us to sort the information? What were some of the categories you and your partner came up with? Why did we sort the information into categories? Guide students to discuss that it allows us to organize the information. Today as we find information, we are going to sort the information by recording notes on our Tree Map. Model: Model creating Tree Map Template with title and frame of reference. Shared reading of first paragraph of Sponges (Teacher Created). As I read, one of the first things that I notice is the heading, “Where Sponges Live.” I know that headings tell me about the kind of information I am going to see in the words below. So I am thinking that I am probably going to find information in this category that relates to where the sponge lives. When I read the first sentence, “Most sponges live in the ocean,” my thinking tells me that I have found a piece of information or a fact that I can sort and record on my Tree Map. When I sort this fact, I know that it is about where the sponge lives. A scientific word to describe where an animal lives is the word, habitat. I am going to name my first category “Habitat” and I am going to record this fact as a note on my Tree Map. Model making a bullet point. I want to write the fact in notes so that I can get the information down quickly, but I want to make sure I will understand the information when I look at it later on. To do that, I am going to just write a few key words. I know when I look at the title of my Tree Map (Sponges) that all the information is about sponges, so I don’t need that word. I know when I look at the name of my category (Habitat) that this information is all about where sponges live, so I don’t need the word live. I am just going to write “ Most oceans.” Does that sound right? The great thing about notes, is that notes don’t have to sound like sentences, they just have to help me remember the information. If I look at my Tree Map tomorrow or next week or even next month, I will know that the note “ Most oceans.” means that “Most sponges live in the ocean.” Guided: Continue shared reading first and second paragraphs of Sponges. Turn and Talk: Tell your partner a fact you found about sponges. How might you sort that fact? What would your note look like? Chart student responses under “appearance” on Tree Map. Discuss that appearance is the scientific word for what an animal looks like. Link: Today when you go back to your seats, you are going to be working with your partner to read informational texts about your Hawaiian reef animal in order to find, sort and record facts about your animal. You can create your own Tree Map, or because Tree Maps are new to us, you can also use the Tree Map Template. Remember to record your fact using notes with a bullet point and a few key words. Independent: In partners, students will find, sort, and record information about a Hawaiian Reef Animal of their choice. Students will record notes on student or teacher created Tree Map. Students will use Teacher Created Hawaiian Reef Animal articles and other informational texts as sources. Students will site sources in Frame of Reference of Tree Map. Share: Student partners share who have found facts, sorted the facts into categories, and recorded the facts as notes. Formative Assessment:


• Identify reef animal in English/Hawaiian at the top of their tree map. • Write accurate facts from informational texts and put them into a logical category on their tree

map. • Write facts using note-taking form by paraphrasing, noting key ideas and details, using bullet

points to pinpoint where each idea begins. • Identify sources in the Frame of Reference by logging the title and author of informational

texts used for research.

Strategy Use Teacher-

Created Texts so students can access place-

based information on

their level.

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Sponges: Teacher Created Informational Text for Shared Reading/Modeling

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Materials/Resources

Lesson 7



Sponges (Teacher Created) class copies Model Tree Map Tree Maps Hawaiian Reef Animal Articles (Teacher Created) Various Hawaiian Animal Informational Texts

Mini Lesson: Writers find, sort, and record information into categories. Opening: Community Circle: Share a fact about the Hawaiian reef animal you have been researching. Share the category in which the fact belongs. Connection: What have we been doing in writing class? Guide students to discuss that we have been finding, sorting, and recording information. Yes! That process is called researching. Research means to gather information about something in order to find out more about it. Today we are going to continue to research informational texts to find out even more about our animals. Model: Review parts of Tree Map Template (title, category names, facts in note-taking form, frame of reference). Shared reading of second paragraph of Sponges (Teacher Created). As I read, I notice the heading, “What Sponges Look Like.” What is the purpose of the heading text feature? Guide students to discuss that headings tell what kind of information will follow. When I read the sentence, “They have no mouth and no brain,” my thinking tells me that I have found a piece of information or a fact that I can sort and record on my Tree Map. When I sort this fact, I know that it is about what the sponge looks like. A scientific word to describe what an animal looks like is the word, appearance. I am going to name my next category “Appearance” and I am going to record this fact as a note on my Tree Map. Model making a bullet point and recording key words, “ no mouth, no brain.” If I look at my Tree Map tomorrow or next week or even next month, I will know what the note means. Guided: Continue shared reading of Sponges. Turn and Talk: Tell your partner a fact you found about sponges. How might you sort that fact? What would your note look like? Link: Today when you go back to your seats, you are going to continue working with your partner to read informational texts about your Hawaiian reef animal in order to find, sort and record facts about your animal. Remember to record your facts using notes with a bullet point and a few key words. Independent: In partners, students will find, sort, and record information about a Hawaiian Reef Animal of their choice. Students will record notes on student or teacher created Tree Map. Students will use Teacher Created Hawaiian Reef Animal articles and other informational texts as sources. Students will site sources in Frame of Reference of Tree Map. Share: Student partners share who have found facts, sorted the facts into categories, and recorded the facts as notes. Formative Assessment:






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Materials/Resources

Lesson 8



Sponges (Teacher Created) class copies Model Tree Map Tree Maps Hawaiian Reef Animal Articles (Teacher Created) Various Hawaiian Animal Informational Texts

Mini Lesson: Writers find, sort, and record information into categories. Opening: Community Circle: Share a fact about the Hawaiian reef animal you have been researching. Share the category in which the fact belongs. Connection: You are learning and gathering so many facts about your Hawaiian reef animals! Today we are going to continue to research informational texts to find out even more about our animals. Model: Review parts of Tree Map Template (title, category names, facts in note-taking form, frame of reference). Shared reading of third and fourth paragraph of Sponges (Teacher Created). When I read the sentence, “Sponges attach to rocks,” my thinking tells me that I have found a piece of information or a fact that I can sort and record on my Tree Map. When I sort this fact, I know that it is about what the sponge does. A scientific word to describe what an animal does is the word, behavior. I am going to name my next category “Behavior” and I am going to record this fact as a note on my Tree Map. Model making a bullet point and recording key words, “ attach rocks.” If I look at my Tree Map tomorrow or next week or even next month, I will know what the note means. Guided: Continue shared reading of Sponges. Turn and Talk: Tell your partner a fact you found about sponges. How might you sort that fact? What would your note look like? Link: Today when you go back to your seats, you are going to continue working with your partner to read informational texts about your Hawaiian reef animal in order to find, sort and record facts about your animal. Remember to record your facts using notes with a bullet point and a few key words. Independent: In partners, students will find, sort, and record information about a Hawaiian Reef Animal of their choice. Students will record notes on student or teacher created Tree Map. Students will use Teacher Created Hawaiian Reef Animal articles and other informational texts as sources. Students will site sources in Frame of Reference of Tree Map. Share: Student partners share who have found facts, sorted the facts into categories, and recorded the facts as notes. Formative Assessment:






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Student created Tree Map

Tree Map Template

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Teacher Created Informational Text

Other Teacher Created Informational Texts: Puhi (Moray Eel)

Loli (Sea Cucumber) Wana (Sea Urchin)

Peà (Brittlestar) Nunu (Trumpetfish)

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Materials/Resources

Lesson 9 Writers gather and sort “extraordinary facts” about a Hawaiian Reef animal with a partner.


http://list25.com/25-amazing-facts-you-didnt-know-about-animals/ Print out of Extraordinary Fact Sheet Sponges (Teacher Created) class copies Model Tree Map Tree Maps Hawaiian Reef Animal Articles (Teacher Created) Various Hawaiian Animal Informational Texts Realistic Animal Figures

Mini Lesson: Writers find, sort, and record information into categories. Opening: Community Circle: Share an extraordinary fact about yourself. Connection: What different kinds of facts have you found out about your Hawaiian reef animal so far? Discuss different facts students have found and taken notes on. I wanted to read you some facts about some other animals from informational texts. Tell me what you notice is similar about all of these facts. Read aloud extraordinary facts about various animals from http://list25.com/25-amazing-facts-you-didnt-know-about-animals/ Guide students to discuss that the facts grab their attention/are “extraordinary.” Discuss making an “extraordinary fact” tree map category. Model: Shared reading of last paragraph of Sponges (Teacher Created). When I read the sentence, “They lived even before the dinosaurs,” I am thinking, “Wow! So interesting!” I know when I have that kind of reaction, I am reading an extraordinary fact. When I sort this fact, I am going to put it in my new “extraordinary fact” category. Model making a bullet point and write fact in note-taking form (“lived before dinosaurs”). Guided: Continue shared reading of Sponges. Turn and Talk: Tell your partner a fact you found about sponges. How might you sort that fact? What would your note look like? Link: Today when you go back to your seats, you are going to continue working with your partner to read informational texts about your Hawaiian reef animal in order to find, sort and record facts about your animal. Remember to be on the look out for extraordinary facts, or facts that make you think, “Wow!” Remember to record your facts using notes with a bullet point and a few key words. Independent: In partners, students will find, sort, and record information about a Hawaiian Reef Animal of their choice. Students will record notes on student or teacher created Tree Map. Students will use Teacher Created Hawaiian Reef Animal articles and other informational texts as sources. Students will site sources in Frame of Reference of Tree Map. Share: Student partners share who have found facts, sorted the facts into categories, and recorded the facts as notes. Formative Assessment:


• Identify reef animal in English/Hawaiian at the top of their tree map. • Write accurate facts from informational texts and put them into a logical category on

their tree map. • Write facts using note-taking form by paraphrasing, noting key ideas and details, using

bullet points to pinpoint where each idea begins. • Identify sources in the Frame of Reference by logging the title and author of

informational texts used for research.

http://list25.com/25-amazing-facts-you-didnt-know-about-animals/

http://list25.com/25-amazing-facts-you-didnt-know-about-animals/

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Materials/Resources

Lesson 10

Writers gather and sort information from internet sources about a Hawaiian Reef animal.


Laptop/Projector Flow Map with internet search directions Index Cards www.thinkquest.org/library Other child-friendly search engine websites*

Mini Lesson: Writers can use the internet as a source for information. Writers find, sort, and record information into categories. Writers site sources. Opening: Community Circle: Share something you have used a computer to do. Connection: Computers are a tool that helps us to do things. Tools that help us to do things are called technology. How might technology help us research Hawaiian reef animals? Guide students to discuss that the internet can provide us with information. Model: Display Flow Map with step-by-step directions for accessing search website and conducting website search. Model steps to get to http://www.kidzsearch.com/ using laptop. Discuss vocabulary: icons, double click, address bar. Once I get to the website, I need to search for the kind of information I am looking for. I want to find information about the sponge, so I am going to type the word sponge in the search bar. Now I am given a list of links to website pages with information. I am going to quickly scan the description of each link to decide which one will have the kind of information I am looking for. Then I will click on the link to take me to the website page. Once I get to the website page, I will again do a quick scan to make sure the page will provide me with the kind of information I am looking for. I want to make sure it is about the animal, sponges, and not something else. Now I’m ready to explore the information to find any new facts that I can put on my Tree Map. Model reading a piece of information and recording as a note. If I want to read on, I need to scroll down using the mouse. I also need to make sure that I site my source, or tell where I am getting my information from. To do that I will record the website address in the frame of reference. Model writing website in frame of reference. Guided: Turn and Talk: Tell your partner the steps to get to the website, http://www.kidzsearch.com/ Link: Today we will go to the computer lab and use the internet as a source for information. Remember to follow the steps to get to the website and conduct your search. The Flow Map will be posted to remind you of the steps. When you find information to add to your Tree Map, make sure to write down your notes and site your source in the frame of reference. Independent: Students will use the internet to find additional information about Hawaiian reef animals. Students will sort the facts into categories and site the source where they found the information. Share: Students share the information they recorded and the source of the information. Formative Assessment:


• Identify reef animal in English/Hawaiian at the top of their tree map. • Write accurate facts from internet websites and put them into a logical category on their tree


points to pinpoint where each idea begins. • Identify sources in the Frame of Reference by logging the website addresses used for

research.

*Other Child-Friendly Search Websites

www.cybersleuth-kids.com


http://a-z-animals.com

www.thinkquest.org/library

http://www.thinkquest.org/library

http://www.kidzsearch.com/

http://www.kidzsearch.com/

http://www.cybersleuth-kids.com/


http://a-z-animals.com/

http://www.thinkquest.org/library

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Flow Map Directions for Internet Research

Student Tree Map with Research from Informational Texts and Internet Websites

27


Materials/Resources

Lesson 11 Writers gather information from an expert’s oral presentation. Writers gather information from asking an expert questions.

W.2.7 W.2.8 S.L.2.2 S.L.2.3 *Searching For and Using Information

Index Cards Expert Speaker: Kumu Aleà, Marine Biologist https://education.skype.com/exploringoceans

Mini Lesson: Writers gather information from an expert’s oral presentation. Writers gather information from asking an expert questions. Opening: Mele: Out on the Coral Reef: To teach Malama. Connection: You have been doing such incredible research on Hawaiian reef animals. What does it mean to research? Guide students to discuss that research is to gather information from sources. What sources have we been using to gather information? Guide students to discuss we have used informational texts and internet websites. How else might we find out information about Hawaiian reef animals? What is another source we could use? Guide students to discuss gathering information from an expert guest speaker. How is gathering information from a speaker different from gathering information from a text or an internet website? Guide students to discuss that there is often only one opportunity to gather the information. Yes! We cannot reread or replay what a guest speaker says. So today we are to learn about how we can gather information from a speaker when we only have that one chance. Model: When I gather information from a guest speaker, I want to make sure I am attentively listening. My eyes are focused on the speaker, my body is still and my mind is focused on the information she is presenting. I also want to take notes on the information, so that I will remember it later on. I am just going to take notes on an index card instead of my tree map. That way I can quickly write down information without having to take time to sort the information. If I spend time sorting the information while the speaker is talking, I might miss some important information. By using an index card, I can record my notes quickly while the speaker is presenting, and then take the time to sort my notes into my Tree Map categories later on—after the speaker has left. Guided: Turn and Talk: Tell your partner what you are going to do to be able to gather information from a guest speaker in this one opportunity. Link: Today we are fortunate to have an expert on Hawaiian ocean animals—Kumu Aleà. She is here to speak and present information that will help us learn more about Hawaiian reef animals. Remember to listen attentively and take notes quickly so that you can gather information when you only have this one opportunity. Independent: Students will listen attentively to expert guest speaker and record important information in note-taking form. Students will ask questions to gather additional information from expert guest speaker. Students add new information gathered to Tree Map. Students record guest speaker’s name in Frame of Reference to site the source of new information. Share: Students share the new information they added to their Tree Map. Formative Assessment:

https://education.skype.com/exploringoceans

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Song Recording and Video at: http://www.youtube.com/watch?v=RA61f4Tums4

http://www.youtube.com/watch?v=RA61f4Tums4

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Materials/Resources

Lesson 12 Writers write informative text introductions using ideas from mentor texts.


Mentor Texts (Question): Sharks! By Janet Craig National Geographic Readers: Dolphins By Melissa Stewart National Geographic Readers: Sharks By Anne Schreiber Mentor Texts (Extraordinary Fact): Spiders By Nic Bishop Time For Kids: Butterflies! Amazing Sharks! By Sarah L. Thomson Mentor Texts (Create a Scene): The Honey Makers By Gail Gibbons Gentle Giant Octopus By Karen Wallace One Tiny Turtle By Nicola Davies Mentor Texts (Share a Secret): The Dolphins of Shark Bay By Pamela S. Turner George Washington and the General’s Dog By Frank Murphy Informative Text Introduction Anchor Chart

Mini Lesson: Writers write informative text introductions using ideas from mentor texts. Opening: Mele: Out on the Coral Reef: To teach Malama. Connection: You have worked so hard on your research and have found out so much about Hawaiian reef animals. Now that you have all of that information, what do you think we should do with it? Guide students to discuss that we should share it with others. So today we are going to begin writing our very own informative text so that we can teach our readers all the incredible information we have learned about Hawaiian reef animals. If I told you to just go ahead and start writing, would any of you be confused? Would you know how to start? What could we do to figure out how to write the introduction, or the beginning, of our informative text? Guide students to discuss that we can study published informational texts and borrow ideas for our introductions. Model: Read aloud introductions of Sharks! “National Geographic Readers: Dolphins,” and “National Geographic Readers: Sharks.” What do you notice about how these authors wrote their introductions? Guide students to discuss that the authors asked a question in the introductions. Chart “Ask a Question” on Introduction Anchor Chart. Read aloud introductions of Spiders, “Time for Kids: Butterflies!” and Amazing Sharks. What do you notice about these introductions? Guide students to discuss that the authors used an extraordinary fact in the introductions. Chart “Share An Extraordinary Fact” on Anchor Chart. Read aloud introductions of The Honey Makers, Gentle Giant Octopus, and One Tiny Turtle. What do you notice about how the authors wrote those introductions? Guide students to discuss that the authors created a scene. Chart “Create a scene” on Anchor Chart. Read aloud introductions of The Dolphins of Shark Bay and George Washington and the General’s Dog. What do you notice? Guide students to discuss the introductions share a secret with readers. Chart “Share a Secret” on Introduction Anchor Chart. Now we have all these wonderful ideas that we can borrow from these mentor texts. I can look at the Introduction Anchor Chart to help me decide what kind of introduction I want to write for my informative text on Sponges. I think I want to try to write an introduction that “Shares a Secret.” I am first going to think about something most people know or have heard about sponges. I know most people have probably heard of using a sponge to wash their dishes. Now I want to think of something that most people probably don’t know, or haven’t heard of. I’m thinking that most people probably haven’t heard that a sponge is actually a name for a type of animal! So my introduction might sound like this: “You have probably heard of using a sponge to wash dishes, but you might not know that a sponge is also an amazing animal!” I am going to write a quick title, that I know I can fix up later, then I am going to start my introduction paragraph by skipping down and indenting, and now I am going to write my introduction by borrowing the “Share a Secret” idea from our mentor texts. Model writing model introduction: You have probably heard of using a sponge to wash your dishes, but you might not know that a sponge is also an amazing animal! Guided: Turn and Talk: Tell your partner an idea you are thinking of borrowing for your informative text introduction. What might your introduction sound like? Link: Today when you go back to your seats, you are going to write your own introduction for your informational text about your Hawaiian reef animal. Remember to use the ideas we found in our mentor texts. Independent: Students will write introductions using ideas from mentor texts. Share: Student shares who has written an introduction using ideas from mentor texts. Formative Assessment:

1.

Strategy: If text is not

available, many introductions can be found in the

previews for texts on

www.amazon.com

Strategy: Use mentor texts to

borrow ideas for introductions:

Nonfiction Mentor Texts

By Lynne R. Dorfman & Rose

Cappelli

Strategy: Be explicit by

modeling writing and thinking aloud

while writing: Writing Essentials By Regie Routman

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Informative Text Introduction Anchor Chart Teacher Model Informational Text: Introduction

Gentle Giant Octopus: George Washington and the General’s Dog: Mentor Text for “Create a Scene” Introduction Mentor Text for “Share a Secret” Introduction

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Student Introduction Question/Extraordinary Fact: “Have you heard a sea cucumber is related to a starfish? Keep listening for more facts on the sea cucumbers. I promise you’re going to love this.

Student Introduction Sharing a Secret: “You [have] probably been to the Hawaii[an] reef to swim. But did you know that the mamo lay eggs on the reef. And the eggs are purple. Keep reading to find out more about the mamo.”

Student Introduction Creating a Scene: “Imagine you are on the reef. You’re swimming. All of a sudden you see a small fish you don’t know, but it has stripes on its back. Read more to figure out

what this weird fish [is].”

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Materials/Resources

Lesson 13

Writers use their notes to write facts about a Hawaiian Reef animal.

W.2.2 *Summarizing

Model Tree Map Chart Paper Informative Text Body Anchor Chart

Mini Lesson: Writers use their notes to write fact sentences. Opening: Mele: Out on the Coral Reef: To teach Malama. Connection: Last time we began writing our own informational texts. What do we call that part of our writing? Guide students to discuss that the beginning is the introduction. Now that we have written an introduction, what should we do next? Guide students towards discussing that we need to tell our readers information about the reef animals. I remember some things that I learned about the sponge, but what can I use to help me to remember all of the interesting information I learned? Guide students towards discussing that we can use our tree map notes to help us as we write. Model: Read introduction of teacher’s informational text on sponges. Just like all of you, I have an introduction, and I am ready to keep writing to tell my readers information, or facts, about the sponge. I am going to look at my Tree Map to help me determine what facts I want to write about first. I think it is important to first tell my readers about where the sponge lives, so I am going to look at the Habitat category of my Tree Map. My first note is “most oceans.” That is an important fact that I want to tell my readers. I am going to cross off the bullet point to help me keep track of the notes I’ve used. I am starting a new part of my writing, so I am going to make sure I start a new paragraph by skipping down a line and indenting. Now I have to turn my note into a fact sentence for my writing. Write “Most sponges live in oceans.” When I use my Tree Map notes to write my next fact sentence, I want to make sure that I stay in the Habitat category. That will help me to group all the information about the sponge’s habitat in the same paragraph, which will make it easier for my reader to understand. Guided: Look at the next notes on my Tree Map, “shallow warm water” and “deep cold water” Turn and Talk: How can I turn those notes into a fact sentence or fact sentences? Add student responses to Teacher’s Model Informational Text. Link: Today you are going to use your Tree Map notes to write your own fact sentences for your informational text. Remember to skip down and indent to start a new paragraph. Remember to keep track of notes that you have used by crossing off each bullet point as you use it. Independent: Students will use tree map notes to write fact sentences about a Hawaiian Reef Animal. Share: Student shares who has used tree map notes to write fact sentences for their informational text. Formative Assessment:

Strategy: Shared Writing:

Teacher and students write

collaboratively, with “teacher

acting as expert and scribe.”

Writing Essentials By Regie Routman

.

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Teacher Model Informational Text:

Continue writing to include fact sentences written by teacher and through shared writing with students.

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Materials/Resources

Lesson 14 Writers use different sentence beginnings to engage the reader. Writers use their notes to write facts about a Hawaiian Reef animal.

W.2.2 L.2.6 *Analyzing *Solving Words

Various informational animal texts Post-Its Informative Text Body Anchor Chart Sentence Beginning Chart

Mini Lesson: Writers use their notes to write fact sentences. Writers use various sentence to write fluidly. Opening: Mele: Out on the Coral Reef: To teach Malama. Connection: Read non-example in which every sentence beginnings with the same word. What do you notice about the writing in this informational text? How does it make you feel as a reader? Guide students towards discussing that when the same beginning is used over and over, the writing sounds boring. What do you think the author could do to make this writing better? Guide students to discuss that authors can use different sentence beginnings to make writing sound fluid. Yes, writers can use different sentence beginnings to make their writing sound fluid (smooth) and interesting. Just like we used mentor texts to give us ideas for writing our introductions, we can also use mentor texts to get ideas for sentence beginnings. Model: Listen carefully for different sentence beginning ideas we might want to borrow for our own writing. Read aloud various sentences from informational animal texts. “A shark is a type of fish.” What sentence beginning did you notice the author used? Guide students to notice the sentence beginning “A.” Ask students to chart sentence beginnings as sentences are read. Continue reading sentences and charting sentence beginnings until chart is filled with ten or more sentence beginnings. Now I can use our Sentence Beginnings Chart to help me as I use my notes on my Tree Map to write fact sentences. I am first going to look at my Tree Map to see what note I want to use next in my writing. The next note I want to use is in the Habitat category, and says, “coral reefs.” I am going to cross off the bullet point and now when I turn my note into a fact sentence, I am going to use one of the sentence beginning ideas on our chart. I want to find one that I haven’t used yet, so that my writing sounds fluid and interesting. I also have to make sure that the sentence beginning I choose makes sense. I haven’t used the sentence beginning “A” so let me try it—“A sponge lives near coral reef.” Hmmm…doesn’t really make sense, so I am going to try another one. Let me try “Many.” That might sound like this—“Many sponges live near coral reefs.” That makes sense and is a sentence beginning I haven’t used over and over again, so I can write that fact sentence. Write fact sentence on Teacher Model Informational Text. Guided: Look at my Tree Map and the note in the Appearance category, “5000 kinds” Turn and Talk: Tell your partner how you would turn this note into a fact sentence using one of these sentence beginning ideas. Add student responses to Teacher Model Informational Text. Link: Today when you go back to your seats, you are going to continue to use your Tree Map notes to write fact sentences. Remember to use different sentence beginnings to make your writing sound fluid and interesting. Independent: Students will continue to use Tree Map notes to write fact sentences. Students will use various sentence beginnings noticed in mentor texts to write fluidly. Share: Student shares who has used Tree Map notes and various sentence beginnings to write fact sentences. Formative Assessment:

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Non-example for using different sentence beginnings Sentence Beginning Chart

Teacher Model Informational Text:

Continue writing to include fact sentences written by teacher and through shared writing with students.

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Student Fact Sentences Using Different Sentence Beginnings: “They can send signals through the water to talk to other sea cucumbers. Can you imagine that a sea cucumber stays still most of the

time? Sometimes they bury themselves in the sand. At night, they move slowly to find food.”

Student Fact Sentences Using Different Sentence Beginnings: “Can you imagine that sea turtles can travel up to 250 miles in one week? Scientists learned that sea turtles can hold their breath for 5 hours! Did you know that sea turtles have a good sense of location, eye site, and smell?”

Documents

Essential Questions Guided Questions - Weebly