Part 1:

Standard 1:
CCSS.ELA-LITERACY.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.
Content Objective:
SWBAT ask questions based on the given details in the text.
Language Objective:
SWBAT answer questions about who, what, where, when, why, and how, based on the text.
Assessment: Students will be expected to fill out a ‘who, what, where, when, why, and how’
worksheet after they have read the chosen informational text presented to them. They will be
working independently in their table groups and may use their book to help solve questions.
Explanation: This assessment will tell me if they are retaining the key details from their texts.
The worksheet requires the students to think about what and who the text is about but also
requires them think about the setting and plot/purpose within the text. These are the key details I
will be looking for when assessing them.

Standard 2:
CCSS.ELA-LITERACY.RI.2.2
Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs
within the text.
Content Objective:
SWBAT read and analyze multi-paragraph text.
Language Objective:
SWBAT explain orally or in written form, the main topic as well as supporting paragraphs based
on the chosen text.
Assessment: Students will receive a worksheet with multiple short paragraphs all related to the
same topic. There will be blank lines beside the text where they will be asked to read and
annotate the paragraphs. They will be expected to fill in the lines with their own words of what
occurs in each paragraph.
Explanation: This assessment will show me that they can read and analyze each of the
paragraphs and retain and pull out the important details. This practice will help them to think
about and understand the purpose within each of the paragraphs then have them read them back
to see how all the paragraphs work together to support a single topic.
Standard 3:
CCSS.ELA-LITERACY.RI.2.3
Describe the connection between a series of historical events, scientific ideas or concepts, or
steps in technical procedures in a text.
Content Objective
SWBAT read and make connections between multiple different types of text.
Language Objective:
SWBAT describe using correct language, the connection between historical events, scientific
ideas, or steps in technical procedures in a text.
Assessment: Students will be given about 3 different informational texts related to different
historical events. They will also be given a worksheet with a big venn diagram on it. they will be
asked to read each of the texts then fill out the venn diagram with similarities and differences
they found within each text. They can compare specifically how the author writes and any text
features they found in the books. They can also compare the stories or the people they read about
in each text.
Explanation: This assessment will provide good practice for students that struggle with
comparing texts. It will show me that they can analyze multiple texts and compare the key details
in each of the texts. I will also show me that they can retain historical information and compare
them with other historical information to find similarities and differences.

Standard 4:
CCSS.ELA-LITERACY.RI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain, or
describe.
Content Objective:
SWBAT read and analyze a given text to find the main purpose.
Language Objective:
SWBAT speak about the main idea of the text as well as what the author is trying to answer,
explain, or describe.
Assessment: Each student will be given the same non-fiction/informational text. They will be
asked to read to themselves silently to find the purpose of the text. Once they are done reading,
they will be asked to write on a piece of loose-leaf paper what they think the purpose is. They
will also be asked to answer what they think the author is intending to answer, explain, or
describe. Once every student has completed answering these questions, I will ask each student to
state their answer for the purpose of the text. As each student answers this they will group
together if they have the same answer. This may create a 2 or 3 group divide and from there I
will ask my students to hold a small debate where they will state specific details from the text as
it supports their claim. They will debate about not only the purpose but also what the author is
intending to teach. As the debate goes on, students will be free to change their claim and join
other groups. I will be assessing them on their ability to support their claims as they debate with
one another.
Explanation: The purpose of this assessment is to get students to think about the purpose of the
text while also finding evidence that supports what they think. This will show me that they can
analyze text in a way that will support their stance. The debate is used to get students to question
their thinking while also making their claim more concreate as they debate. The goal is to have
all students agree on the same purpose after all the time it takes to debate.

Standard 5:
CCSS.ELA-LITERACY.RI.2.4
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
Content Objective
SWBAT create meaning for words that are found in a given text.
Language Objective:
SWBAT request clarification when determining the meaning of words and phrases in a text.
Assessment: Students will be presented with a nonfiction text that we read and analyzed together
earlier in the week. During that time, we identified words that were unfamiliar with the students
and defined them as a class. Now they have that same book and a list of words that are found in
the book. Using the book if needed, students will be expected to define each of the words on the
vocab sheet.
Explanation: This assessment will show me that 1. They can retain information that is talked
about during class discussion and 2. That if they don’t remember the discussion in full, that they
can create meaning by using context clues within the text.
Part 2:
ELP Standard:
2-3.8 An ELL can . . . determine the meaning of words and phrases in oral presentations and
literary and informational text.
Content objective:
SWBAT determine meanings of words and phrases.
Language objective:
SWBAT explain the meanings of words and phrases with the class.
Connections Activity:
Activity 1: Word Meaning Activity – For this activity, the students will be given different
informational texts for each of their table groups. From there I will ask my students to
independently read their chosen texts and create a list of words that they don’t know the meaning
of. Once each student has completed reading their informational texts and creating their list, we
will work as a class to determine a clear meaning for each of the words. Because each table
group has different texts, it will be the other tables jobs to help define the words even if it’s not
in their text. This will help the class as a whole to decode many new words and in return this will
expand their vocabulary greatly. Student will be expected to write the discussed definitions next
to their words as we define them. Once we have created meaning for each of their words, I will
ask my students to go back and read the chosen text again to solidify understanding. This word
list/definitions will be saved and used as a tool for later times when they need it.
Learning Task and Cultural Fact:
1. What engagement facilitator(s) (Authenticity, Interest, Social interaction,

Challenge/skills balance, Autonomy/ structure balance, Support and Feedback) are you

drawing on?

Interest: I can find informational text that spark interest in my students. For example, I could

ask my students what they think they are experts in already, then find texts that teaches about

those topics. This way the students can pick something up that they are already interested in but

also, they may find they learn more about the topic than they knew before.

Challenge/skills: I can find multiple informational books on one topic, in many different reading

levels. As a teacher we must find balance between too easy and too hard so that our students stay
challenged. Some of the lower-level books may not teach them as much but the pictures may

create a connection for them that they may not find in higher reading level books. In high reading

level books, they may be able to find more in-depth facts and descriptions that they could then

make connections within other books on that same topic.

2. What task processes (Grouping, Mode, Structure, Time and pacing, Scaffolding,

Teacher/student roles, and Procedural tools) are you drawing on?

Time and pacing: During the lesson and activity, I will make sure to pace the activity at a speed

that most of the students can keep up with. It is important to pause to check for understanding to

make sure you are not going too slow or too fast. For those students you see who need extra time

or assistance, I can hold a small group session with them.

Grouping: I can group students together who have similar informational text topics. Those

students can work together to find the purpose of the text and help make connections when they

come together to share their findings and realizations. Students can also work together to

scaffold to create understanding of new words that they may not all know.

3. What additional task processes (Audience and Mode) are you drawing on?

I can also draw on assessment as an additional task process to check for understanding. They can

be as informal as an exit ticket where they state information they have learned from their text. I

can also create more formal assessments where I ask my students to state the purpose of their

text or any new words they learned and have them state their own definition beside it.
 4. What aspect(s) of culture (General, Family, The Life Cycle, Roles, Interpersonal

Relationships, Communication, Decorum and Discipline, Religion, Health and Hygiene,

Food, Dress and Personal Appearance, History and Traditions, Holidays and

Celebrations, Education, Work and Play, Time and Space, Natural Phenomena, Pets and

Other Animals, Art and Music, Expectations and Aspirations) are you drawing on?

I can draw on many aspects of culture by choosing informational texts that highlight different

parts of history and the traditions practiced within different groups of people. For example, if a

student is wanting to learn about Chinese New Year and the traditions practiced in their

celebration then I could find a book that specifically describes these ideas. Within the book they

may also find information about the types of foods they eat, dress they wear, and the

interpersonal relationships that are shared within that family and culture.

5. What pedagogical connections are you making?

During my lesson I can make connections to other learning standards from different content

areas. I can incorporate art integration by having my students create pictures of different

information they gather. For example, if a student is reading about tigers, I may ask them draw

pictures of the prey they hunt and the geological area they usually live in. This will help make

connections within the students because they are drawing out their understanding of the text.

6. Do your students design any aspect(s) of your task?

Students can help design our tasks by collecting their preferences on how they would like to be

assessed, informally or formally. I could create a little survey with options like “1. Exit tickets, 2.

silent thumbs or 3. 3 things you learned, 2 things you found interesting, 1 thing you still have

questions about”. This is a great way to incorporate student voice in the classroom and students

may perform better if their preferences are incorporated.

Summary (describe your task)

I will introduce the nonfiction, informational reading task by first stating our learning objectives

then moving into a group warmup. In this warmup I will read a chosen text and together we will

dissect it to find the authors purpose as well as key words that the author wants us to know. I will

give them tips to find meanings of these words by using context clues or sometimes the author

will leave textboxes where the definition can be found. This warmup will give my students a

clear step by step on how I want them to read these kinds of texts. I will also be constantly

asking questions as I read it aloud and as a class, we will continue reading to answer these

questions. During this part of the lesson, I will pause, and we will have group discussions to

check for understanding. After I have modeled my expectations for this task, I will then ask my

students what they think they are experts in out a series of different topics. From there I will

group my students in about 4 different groups where they will read their chosen texts. As a group

they will share their findings on information as well as new words they have defined. Each

student will be asked to complete a mini worksheet where they will state 3 things they learned, 2

things they found interesting, and 1 thing they still have questions on. I will also ask them to

state the authors purpose and 3 new words they found definitions of. Lastly, I will ask them to

make connections on their informational texts culture. For example, If the book is about an
animal, I will ask them the types of food they eat. If they book is about a person or place, I will

ask them to state the traditions and celebrations they practice. During this time they are allowed

to talk with their groupmates and when they are finished I will collect their worksheets to check

for understanding.

Assessment: Students will be presented with a nonfiction text that we read and analyzed together
earlier in the week. During that time, we identified words that were unfamiliar with the students
and defined them as a class. Now they have that same book and a list of words that are found in
the book. Using the book if needed, students will be expected to define each of the words on the
vocab sheet.
Explanation: This assessment will show me that 1. They can retain information that is talked
about during class discussion and 2. That if they don’t remember the discussion in full, that they
can create meaning by using context clues within the text.

ELP standard:
2-3.4 An ELL can . . . construct grade appropriate oral and written claims and support them with
reasoning and evidence.
Content objective:
SWBAT make claims and support them with evidence.
Language objective:
SWBAT describe their claim with support from evidence and reasoning.
Connections Activities:
Activity 2: Identifying the Authors Intent/ and or Purpose Activity - For this activity, find a
newspaper article, informative speech, or other nonfiction text that does more than report facts.
Distribute this text to your students and ask them to come up with several reasons the author may
have written the text. We are wanting our students to look for the authors intent or purpose for
writing this text. Ask your students to identify words and phrases that support the reasons they
listed. From there we will have a class discussion about the words and phrases that support their
reasoning and hopefully by the end of the discussion we will have concluded on the same reason.
Activity 3: Who, What, and Why Activity – For this activity, groups of students will be given
different informational texts and they will be asked to independently read and analyze the texts
then answer the following questions: “Who is this text about?”, “What is the author trying to
inform us about?”, “Why is this this important to know?”. From there we will ask each group to
discuss their findings and reasonings within their groups to see if they all gathered the same
information. As the teacher, I will be walking around to chime in on class discussion and clear
any misunderstanding or disagreements. This will be good practice of critical thinking and
problem solving for my students to work through as a small group.

Learning Task and Culture Fact: 

1. What engagement facilitator(s) (Authenticity, Interest, Social interaction,

Challenge/skills balance, Autonomy/ structure balance, Support and Feedback) are you

drawing on?

Interest: I can find informational text that spark interest in my students. For example, I could

ask my students what they think they are experts in already, then find texts that teaches about

those topics. This way the students can pick something up that they are already interested in but

also, they may find they learn more about the topic than they knew before.

Challenge/skills: I can find multiple informational books on one topic, in many different reading

levels. As a teacher we must find balance between too easy and too hard so that our students stay

challenged. Some of the lower-level books may not teach them as much but the pictures may

create a connection for them that they may not find in higher reading level books. In high reading

level books, they may be able to find more in-depth facts and descriptions that they could then

make connections within other books on that same topic.

2. What task processes (Grouping, Mode, Structure, Time and pacing, Scaffolding,

Teacher/student roles, and Procedural tools) are you drawing on?

Time and pacing: During the lesson and activity, I will make sure to pace the activity at a speed

that most of the students can keep up with. It is important to pause to check for understanding to

make sure you are not going too slow or too fast. For those students you see who need extra time

or assistance, I can hold a small group session with them.

Grouping: I can group students together who have similar informational text topics. Those

students can work together to find the purpose of the text and help make connections when they

come together to share their findings and realizations. Students can also work together to

scaffold to create understanding of new words that they may not all know.

3. What additional task processes (Audience and Mode) are you drawing on?

I can also draw on assessment as an additional task process to check for understanding. They can

be as informal as an exit ticket where they state information they have learned from their text. I

can also create more formal assessments where I ask my students to state the purpose of their

text or any new words they learned and have them state their own definition beside it.

4. What aspect(s) of culture (General, Family, The Life Cycle, Roles, Interpersonal

Relationships, Communication, Decorum and Discipline, Religion, Health and Hygiene,

Food, Dress and Personal Appearance, History and Traditions, Holidays and

Celebrations, Education, Work and Play, Time and Space, Natural Phenomena, Pets and

Other Animals, Art and Music, Expectations and Aspirations) are you drawing on?

I can draw on many aspects of culture by choosing informational texts that highlight different

parts of history and the traditions practiced within different groups of people. For example, if a

student is wanting to learn about Chinese New Year and the traditions practiced in their

celebration then I could find a book that specifically describes these ideas. Within the book they
may also find information about the types of foods they eat, dress they wear, and the

interpersonal relationships that are shared within that family and culture.

5. What pedagogical connections are you making?

During my lesson I can make connections to other learning standards from different

content areas. I can incorporate art integration by having my students create pictures of different

information they gather. For example, if a student is reading about tigers, I may ask them draw

pictures of the prey they hunt and the geological area they usually live in. This will help make

connections within the students because they are drawing out their understanding of the text.

6. Do your students design any aspect(s) of your task?

Students can help design our tasks by collecting their preferences on how they would like to be

assessed, informally or formally. I could create a little survey with options like “1. Exit tickets, 2.

silent thumbs or 3. 3 things you learned, 2 things you found interesting, 1 thing you still have

questions about”. This is a great way to incorporate student voice in the classroom and students

may perform better if their preferences are incorporated.

Summary (describe your task)

I will introduce the nonfiction, informational reading task by first stating our learning objectives
then moving into a group warmup. In this warmup I will read a chosen text and together we will
dissect it to find the authors purpose as well as key words that the author wants us to know. I will
give them tips to find meanings of these words by using context clues or sometimes the author
will leave textboxes where the definition can be found. This warmup will give my students a
clear step by step on how I want them to read these kinds of texts. I will also be constantly
asking questions as I read it aloud and as a class, we will continue reading to answer these
questions. During this part of the lesson, I will pause, and we will have group discussions to
check for understanding. After I have modeled my expectations for this task, I will then ask my
students what they think they are experts in out a series of different topics. From there I will
group my students in about 4 different groups where they will read their chosen texts. As a group
they will share their findings on information as well as new words they have defined. Each
student will be asked to complete a mini worksheet where they will state 3 things they learned, 2
things they found interesting, and 1 thing they still have questions on. I will also ask them to
state the authors purpose and 3 new words they found definitions of. Lastly, I will ask them to
make connections on their informational texts culture. For example, If the book is about an
animal, I will ask them the types of food they eat. If they book is about a person or place, I will
ask them to state the traditions and celebrations they practice. During this time they are allowed
to talk with their groupmates and when they are finished I will collect their worksheets to check
for understanding.
Assessment for activity 1: Each student will be given the same non-fiction/informational text.
They will be asked to read to themselves silently to find the purpose of the text. Once they are
done reading, they will be asked to write on a piece of loose-leaf paper what they think the
purpose is. They will also be asked to answer what they think the author is intending to answer,
explain, or describe. Once every student has completed answering these questions, I will ask
each student to state their answer for the purpose of the text. As each student answers this they
will group together if they have the same answer. This may create a 2 or 3 group divide and from
there I will ask my students to hold a small debate where they will state specific details from the
text as it supports their claim. They will debate about not only the purpose but also what the
author is intending to teach. As the debate goes on, students will be free to change their claim
and join other groups. I will be assessing them on their ability to support their claims as they
debate with one another.
Explanation for activity 1: The purpose of this assessment is to get students to think about the
purpose of the text while also finding evidence that supports what they think. This will show me
that they can analyze text in a way that will support their stance. The debate is used to get
students to question their thinking while also making their claim more concreate as they debate.
The goal is to have all students agree on the same purpose after all the time it takes to debate.

Assessment for activity 2: Students will be expected to fill out a ‘who, what, where, when, why,
and how’ worksheet after they have read the chosen informational text presented to them. They
will be working independently in their table groups and may use their book to help solve
questions.
Explanation for activity 2: This assessment will tell me if they are retaining the key details
from their texts. The worksheet requires the students to think about what and who the text is
about but also requires them think about the setting and plot/purpose within the text. These are
the key details I will be looking for when assessing them.