I chose this story because it has great information about eaglets hatching, which is related to our science unit. Reading about informational topics represents a shift towards building knowledge in the disciplines, a push for the Common Core Standards. The story line in the book is engaging and the illustrations are beautiful. I also think the kids can identify with growing up. Because this story is about an informational text topic, there's lots of opportunities for vocabulary work. The kids loved this book and the idea of a baby growing up to fly free.
Underlined words below are lesson vocabulary words that are emphasized and written on sentence strips for my Reading & Writing word wall. I pull off the words off the wall for each lesson, helping students understand this key 'reading and writing' vocabulary can be generalized across texts and topics. The focus on acquiring and using these words is part of a shift in the Common Core Standards towards building students’ academic vocabulary. My words are color coded ‘pink’ for literature/’blue’ for reading strategies/’orange’ for informational text/'yellow' for writing/’green’ for all other words)
Common starting point
My goal here is to engage the kids in the discussion about the text and give them a start on inferencing. This is the a lesson at the end of my inferencing unit, so my kids have a good idea of how to use evidence and schema to inference.
Give the purpose of the lesson
Introduce strategy - teacher models
Practice strategy - guided practice
Students are using a variety of ways in this lesson to determine or clarify the meaning of unknown words in grade 2 reading content (L.2.4a). The focus is using sentence level context as clues for meaning, but if they offer other ways of defining words (such as root word, prefix, synonym, etc), encourage this. The kids come with a variety of language levels and there are words that some will know and some will not. The goal of determining meaning of unknown meanings is to find what works for each student, those who can use root words, others that use schema, and some that use evidence.
Read and let students work
As students ask and answer questions to demonstrate understanding of key details in the text, they re reading closely to determine what the text says explicitly and cite specify textual evidence to support their definitions. (RI.2.1) The study of text goes beyond enjoying a simple story. Students are interacting with the text, questioning, inferring, and using other reading strategies to truly bring their own schema and build that upon the evidence that the author presents.
Use what we've learned
Scaffolding and Special Education: This lesson could be easily scaffolded up or down, depending on student ability.
Students with language challenges may struggle more in this lesson due to the advance vocabulary. I would suggest they sit with a partner or you write words on the whiteboard. They should try to make inferences, but may need help 'writing' out their schema or inference.
Students with higher vocabulary should be able to make good inferences. I would set an expectation of how many words they need to define because they may know most of the words. It's still a great expectation for them to cite the evidence or schema to support the inference. That is an expectation of the Common Core State Standards.