** I chose to use the history text because I want the student to get a cross-curriculum experience. Instead of reading a an informational text unrelated to the Social Studies/Science topic, I choose to read about what we are currently learning. The Common Core standards represent a shift in writing about informational topics, including introducing a topic, using facts to develop points, and providing a concluding sentence (W.2.2) This lesson is an important step towards supporting students in understanding how to write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately. Second grade students can usually write a paragraph with details, but often struggle with a succinct related introductory and concluding paragraph.
When writing about an informational topic that you are studying, make sure the students are really FAMILIAR with the topic. When they are learning new writing skills, they need to be secure with the information they are writing about.
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
Get students engaged
**I've written several lessons about finding the main idea in a paragraph so my students are VERY comfortable with this. Check out these lessons - they are Frame the Story with Informational Text and A Feast of Summaries.
Give the purpose of the lesson
Find the key words
We need to teach students to understand that topic/concluding sentences usually have those keywords, but also teach them the underlying reason that these sentences contain words like that. We don’t want students to rely on these words alone because they won’t truly understand the purpose of the topic/concluding sentence and they won’t be able to identify these sentences if they don’t contain those words.
Guided practice with the strategy
Set up groups
Students Demonstrate the strategy
Share what you know
Scaffolding and Special Education: This lesson could be easily scaffolded up or down, depending on student ability.
Group work will allow the challenged and above level students on a more even playing field. As students work in groups, they share ideas. Regardless of the level of academic ability, everyone has something to contribute. If your students are good at group work (with teacher prompting and lots of practice) all will benefit from discussion and collaboration. If groups are not a possibility, then walk around and help students individually, like I did in this video when I was helping a language delayed student.
The reason I love doing this sharing is that we are reviewing our Social Studies while doing reading - Great activity and review!!