Title: All About Our Town: Using Brochures to Teach Informational Writing
Students explore their towns' landmarks, symbols, and people; look at brochures and other informational tools; practice writing for a specific audience and revising; and work collaboratively to create a brochure.
Standard(s): [ELA2015] (5) 28: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. [W.5.7]
Title: Packing the Pilgrim's Trunk: Personalizing History in the Elementary Classroom
Students make personal connections between their lives and those of Pilgrim children by following the Pilgrims' move to the New World, their daily lives and struggles and their first Thanksgiving.
Standard(s): [ELA2015] (2) 12: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. [RI.2.3]
Title: Collaborative Stories 2: Revising
Using a collaborative story written by students, the teacher leads a shared-revising activity to help students consider content when revising, with students participating in the marking of text revisions.
Standard(s): [ELA2015] (1) 35: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [SL.1.5]
Title: Digging Up Details on Worms: Using the Language of Science in an Inquiry Study
This lesson, in which students research worms in order to create a classroom habitat, incorporates reading and writing across content areas as well as math and science activities.
Standard(s): [ELA2015] (2) 31: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [SL.2.3]
Title: Rain, Ice, Steam: Using Reading to Support Inquiry About the Water Cycle
Water is always moving in a continuous cycle from liquid to solid to gas and back again. Students study this never-ending cycle through shared readings, center activities, and experiments.
Standard(s): [ELA2015] (2) 38: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies. [L.2.4]
Title: Play with Words: Rhyme and Verse
In this unit of six lessons, from EDSITEment, students use their senses to experience poetry. Students listen to poems and rhymes, clap out syllables, and sing along with familiar tunes. They also use puppets and crafts to help recall and retell favorite poems. Finally, students experience the joy of crafting their own original poems.
Standard(s): [ELA2015] (1) 24: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. [W.1.1]
Title: Writing Reports in Kindergarten? Yes!
This lesson encourages young students to see themselves as writers with a message to convey. Three types of reports are provided to show what kindergartners and emergent writers can do.
Standard(s): [ELA2015] (0) 30: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [W.K.8]
Title: Taking Photos of Curious George: Exploring Character Through Images
Students will be monkeying around in this lesson when they create a digital class book in which they imagine what Curious George would do if he visited their school.
Standard(s): [ELA2015] (2) 34: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Grade 2 Language standards 35 and 37 for specific expectations.) [SL.2.6]
Title: Where the Sidewalk Ends by Shel Silverstein was published in 1974.
Students are introduced to a Silverstein verse and asked for their impressions. They then draw that they imagine when they read one of his lines and then write a line or two to continue the passage.
Standard(s): [ELA2015] (9) 33: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. [SL.9-10.4]