Second Grade Unit Four: Reading Nonfiction Reading The World Unit Objective: Classroom environment & instructional

focus provide immersion into genre study for Nonfiction/Informational text. Read NF with purpose & understanding Engaging NF to respond/create deeper meaning NF readers can tackle tricky words Readers grow ideas about various topics Part 1 Text Structure Fluency Nonfiction Strategy/Skill Strategy/Skill readers read to It is a good idea to begin by starting off the unit Your goal is to get children reading NF text with become smarter teaching previewing strategies. When NF readers fluency and intonation about our world open a book they study this layout to warm up for Youll teach them that NF readers read texts & the things in it the reading ahead to figure out what the text is differently than stories. NF texts have the voice of a (Pg.66-69) going to teachToday I want to teach that NF teacher or of the narrator of a documentary readers begin reading our books we make a quick Today I want to teach you that just as we read fiction study of the land (Pg. 66-78) in a story voice, we read NF with an explaining voice. Table of contents (pg. 67-78) Chapter headings Playing a tiny video (link) Subheadings Mid-workshop interruption practice with a Glossary partner RI 2.5 RF 2.4a Main Idea Strategy/Skill Children need to learn to categorize text into sections to make sense of the section, and you can teach children how to make mental containers as they read and drop the information they learned into various categories Today I want to teach you that NF readers train our minds to pick out topic sentences NF readers know that text paragraph have one special sentence within them that tells us the topic (Pg. 68,78): Sorting books into categories Create section heading/subheadings if the books dont have any (mental containers/files) RI 2.2, 2.6 Retell Strategy/Skill We want them to use transitional words as they retell to their partners. Today I want to remind you of some of the ways readers can retell our NF text to our partner talk (Pg.68/69/78): Text across our fingers When retelling, children show parts of the book they had reread that changes their understanding of the text Teaching what weve learned Using special transition words like or, and, however, but (anchor chart) RI 2.2, L 2.6, SL 2.1a-d, 2.4, 2.6

Mentor Texts:

Monitoring/Retelling Strategy/Skill Helping children read longer stretches of NF text with engagement young readers need to learn strategies designed to help them constantly monitor for meaning... Today I want to teach you that NF readers dont roar through text at the speed of lightning (Pg. 67/68-78): Partners help each other hold onto meaning: Question what does that really mean? Can you give me an example of that? RI 2.1, 2.3 SL 2.1a-d, 2.3

Questioning Strategy/Skill Today I want to remind you that partners dont just retell our NF book to each other. We can also ask each other questions to make sure we understand (Pg. 78/79): What does that really mean? Can you give an example of that information? SL 2.1a-d, 2.3, RI 2.1

Synthesis Strategy/Skill Today I want to remind you that NF readers use phrases that help us create a list of things we learned. We can say things like(Pg. 79) For this scenario fill in the blanks with any given topic e.g. reptiles so One kind of reptile is snakes. One kind of ____ is ___. Another kind is ____. The last kind I learned about is _ RI 2.3, 2.6

Second Grade Unit Four: Reading Nonfiction Reading The World

Part 2 Nonfiction readers see more than the text on the page (Pg. 69-71)

Text Features/Clarify Strategy/Skill Youll nudge readers to respond to illustration and content. They should be able to synthesize and analyze the text pictures, chart, and other graphicsToday I want to teach you that NF readers need more than just the words on the page. We study and read pictures too (Pg.69/79): Study the pictures Read the label Read the heading, sidebars & any other words that help you understand what the picture is telling RI 2.5

Part 3 Nonfiction readers tackle tricky word our books (Pg. 71-72)

Text Features/Clarify Responding to Text Responding to Text/Synthesis Questioning Strategy/Skill Literal/Craft Literal/Craft Strategy/Skill The illustration in NF text You actively construct Today I want to remind you Today I want to often serve a precise meaning by responding to the that NF readers can push remind you that NF informational function; to text you may have question, ourselves to respond to the new readers dont just clarify text, or to provide new ideas and be reminded of things we are learning. We can ask questions, we their own informational other things weve read respond on Post-its or minialso work hard to content on a topics.. Today I Today I want to teach you that pads to these new things were answer them. (Pg. want to remind you that reading is not a one-waylearning, & we dont just copy 70/71, 79): sometimes we find pictures highway. NF readers dont just down the words on the page. We hunt else without any text. When this take text in. We come out with Thought prompts (Pg. 71, 79): elsewhere in happens we search for words questions, & ideas in response. This makes me think the book. to explain what the picture is (Pg. 70/71,79): This is just like We pick up teaching (Pg. 69/70,79): Thinkmarks other books to This makes me wonder Look hard at the picture & Ask questions of the text find answers. This surprised me ask what is this picture W 2.8, RI 2.1, 2.8 Jot responses on Post-its because teaching me about the Mid-workshop interruption RI 2.3, 2.8 topic? and have partners share If no words can be found their responses by pointing we can teach them to and telling in the book think up some words of RI 2.1 our own (jot them on postits) Whats important? RI 2.7 Content Specific Vocabulary Word Attack Word Attack Making Meaning of Tricky Literal/Craft Strategy/Skill Strategy/Skill Words One unique aspect of NF readings is Remind your readers to draw on all Instead of simply saying I dont Strategy/Skill that they will encounter words unique they have already learned to learn a know that word help me. Readers can Encourage children to do to the content it is essential that you new concept. Today I want to teach think through what a tricky word is apt their best to pronounce any teach young readers that you need to you that when readers come across a to mean. Today I want to teach you vocabulary they encounter & be able to tackle these kinds of tricky tricky word in our NF text, we that when readers come across a hard youll also want to encourage words. Today I want to teach you remember the many strategies we used word in our NF texts we try (Pg. them to figure out what the that when readers come across a hard when we read fiction books 72,80) word might mean. Today I word in our NF text we use all we (Pg. 72,80): want to tell that sometimes Pronounce it know to figure out what it might readers will come across a What word would sound right? Reading it part-by-part mean. (Pg. 71/80): hard word in our NF texts & What kind of word would make Check the text features e.g. pictures, we may try every strategy we Consulting the pictures and the sense? captions, labels know to figure it out but still sidebars Cross checking, monitoring for RI 2.4,2.5, RF 2.3a-d, L 2.4 a-e not understand what it might Checking for a glossary meaning mean. When weve tried & Simply fitting in another word to for Model for children how when you we still are unsure we (Pg. the hard word come to an unknown word you 72, 80) RI 2.4, RF 2.3a-d, L 2.4a-e make a big deal wanting to know Jot it down not only how its pronounced but Try to figure it out with a how to make sense of it. partner RI 2.4, RF 2.3a-d, L 2.4 a-e Google it

Second Grade Unit Four: Reading Nonfiction Reading The World

Part 4 Nonfiction readers can read more than one book about a topic to compare and contrast (Pg.72-75)

Book Clubs Procedure Since this is the first time your kids will be working in clubs you will want to start by teaching what Kathy Collins refers to Reading for Real, as Cooperation the first day of book club talk. Today I want to remind you that we are members of a reading club we talk to other club members & plan the work the club will do(Pg.72,80): You will need text sets around topics & set up book clubs around them e.g. mammals Courteous conversation behaviors Take turns while talking Helpful speakers Active Listeners Come prepared to work SL 2.1 a-d, 2.3

Book Clubs Procedure Throughout this part you will want to teach cooperation with partners & cooperation in conversation Today I want to tell you that readers in a club can choose one post-it in our club folder and talk for a long time about it. When we are finished we can choose another post-it and talk long about it (Pg. 73,80): Before the talk starting going too many directions you might ask them to ID the big categories in which they want to focus e.g. where mammals live, what makes mammals different than reptiles Jot notes on ideas & questions as we read the books on our topics Collect post-its in our club folder SL 2.1a-d, 2.3

Compare/Contrast Strategy/Skill Essentially your readers will be comparing & contrasting the books in their text sets. Today I want to teach you that NF readers often read more than one book on topics we love. Then we can compare & contrast the information. We note the ways in which different books on the same topic are organized. We also note that they give us different angles & details about the same topic (Pg. 74,80/81: On this page in this book ___ but on this page in this book ____ The difference between ___&____ is____ Whats the same about these two is ___is ____ Unlike the _____ in this book the ____ does ____ RI 2.9

RI 2.4,2.5 Note-Taking Celebration Strategy/Skill You might teach clubs that The anchor in this reading across text allows us unit will be the final to construct cumulative celebration/or small understanding, to develop project that will mark schema on a topic that borrow the culmination of this & build on many sources. unit of study and pull Today I want to teach you that your childrens NF readers grow our thought & energy understanding of a topic by toward it. Today I reading many books on it. want to tell you that When we read the second, club members can third, and/or fourth book on a celebrate all we topic, we mix & match learned by collecting information across books is by our big ideas & notes making quick notes. about our new learning (Pg. 74/75 81): & creating through (Pg. 75,81): Use Post-its, and/or note paper & keep them safe in Poster club folder Big Book Page RI 2.9, SL 2.1a-d, 2.3, L 2.6 Chart Diagram Pamphlet

Second Grade Unit Four: Reading Nonfiction Reading The World