Archive+Grade+2+Unit+4


 * Unit 4 Nonfiction - All About**


 * Timeframe:** until 2/12

Understand nonfiction texts Compare fiction/nonfiction Comprehension strategies Accountable talk
 * Big Ideas:**


 * **Lesson** || **Intended Learning** ||
 * 1 || Activate back ground knowledge; identify author's purpose; what new information did we learn from this "all about" book on neighborhoods? ||
 * 2 || Introduction to nonfiction text features to see how authors structure the texts. (table of contents, labels, etc.) ||
 * 3 || Examining text features/organization to see what the author is trying to tell you about this topic (purpose) ||
 * 4 || Structure: headings ||
 * 5 || Response: think about author's message and then think about how it connects to you. ||
 * 6 || Nonfiction text features: Bold, glossaries, caption, labels, diagrams ||
 * 7 || Compare fiction and nonfiction: How to comprehend fiction ||
 * 8 || Beatrix Potter: exploring a nonfiction text (relates to lesson 8) ||
 * 9 || Identify what they learned from a nonficton text (questioning, work with partners, contribute ideas) Venn Diagram ||
 * 10 || Share three things they learned about Potter and Monet. Could these two lessons be used to introduce the unit? ||
 * 11 || Wonder, make personal connections, contribute ideas ||
 * 12 || Review the book The Art Lesson; Draw, Draw, Draw (biography): wondering, contributing ideas (comprehension) ||
 * 13 || "Meeting as a Class" - class norms, reading community (consider building this in to other lessons) ||
 * 14 || Review biographies & other nonfiction: use schema, wondering, questioning to build comprehension (preview to wonder - use nonfiction text features) ||
 * 15 || Use schema, wondering, questioning for comprehension (preview) ||
 * 16 || Use schema, wondering, questioning for comprehension (preview) ||
 * 17 || Fishes - expository text to use schema, wondering, questioning for comprehension (preview) Note: what are the features of expository texts? ||
 * 18 || Fishes - use schema, wondering, questioning for comprehension (vocabulary from the text) ||
 * 19 || Use schema, wondering, questioning for comprehension (moves them to reading independently without stopping, re-read what they just read, discuss) (have them search for specific information) ||
 * 20 || Use schema, wondering, questioning to improve comprehension (consider using a theme for the nonfiction texts) ||
 * 21 || Use schema, wondering, questioning to improve comprehension (vocabulary) ||
 * 22 || Use schema, wondering, questioning to improve comprehension ||
 * 23 || Make bubbles - how-to texts ||
 * 24 || Respond to non-fiction using schema. ||


 * Essential Learning:** Accessing nonfiction text features to make relevant wonderings, questions, and relationships to background knowledge and to confirm whether or not their question was answered

Students will be able to identify with 80% accuracy non-fiction text features (heading, bold print, diagrams, captions, glossary (4/5)) and be able to use these text features to help them ask relevant questions and look for answers to those questions within the text.
 * Proficiency:**

Assessment completed using ActivExpressions on Promethean Board
 * Assessment:**

Collect & Chart Data** || **Step 2 Analyze Strengths & Obstacles** || **Step 3 Establish Goals: Set, Review, Revise** || **Step 4 Select Instructional Strategies** || **Step 5 Determine Results Indicators** || **Next Steps** || (9/15) Hamdi Dnaeya Jason? Gage Lammaria Kenny Lajoy Laya Dionnta? //Zakayla// Cindy
 * **Date** || **Step 1
 * 2/23 ||  ||   || Current: no proficiency
 * Lindsay's Goal:**

(11/12)
 * Garrett's Goal**

Osman Anhthu Anganae Angelina Lily Jovani Estavan Aaliyah Lawrence Aidani Phillip //Donna// ||  ||   || For this unit next year, think about ways to make the questions specific to the text feature. Ultimately, give them the opportunity to generate questions themselves.Intended learning seems to be appropriate for next year. ||
 * 2/2 ||  ||   ||   ||   ||   ||   ||
 * 







||  || We added students to potential proficients. || Select books with better diagrams. Isolate diagrams and do a whole class wondering.

Captions: pull out examples and non-examples of captions. Have students match them.

"Wonder wall"

More practice with bold words.

Give students opportunities to find the answers to their questions and wondering. || Student work or teacher collected data. || Analyze your student work. List what work you brought in Step 1. Complete the remainder of the cycle. ||
 * 1/26 ||  ||   ||   || Modeled identification of features during the read aloud. Students point it out on the checklist.

Students select NF books from library with at least 3 features. Students identify those features during conferring.

Look at how they test this on CSAP.

Brain pop video; pulling out features to highlight on Promethean board. || Consider doing a clicker quiz. Create the quiz in CSAP style. || Dive deep into the structure of independent work and refine how to gather evidence about which features/questioning are mastered by which students. ||