ALEX Resources

   View Standards     Standard(s): [ELA2015] (2) 14 :

14 ) Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [RI.2.5]

[ELA2015] (2) 27 :

27 ) Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [W.2.7]

[ELA2015] (2) 29 :

29 ) Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups. [SL.2.1]

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.2.1a]

b. Build on others' talk in conversations by linking their comments to the remarks of others. [SL.2.1b]

c. Ask for clarification and further explanation as needed about the topics and texts under discussion. [SL.2.1c]

[SC2015] (2) 7 :

7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

[ELA2015] (2) 30 :

30 ) Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [SL.2.2]

[ELA2015] (2) 17 :

17 ) Describe how reasons support specific points the author makes in a text. [RI.2.8]

[ELA2015] (2) 18 :

18 ) Compare and contrast the most important points presented by two texts on the same topic. [RI.2.9]

The lesson will begin by reviewing the groups and animals assigned to each group. Students will begin working in their Zoo Booklets by discussing vocabulary that is associated with their animal. Students will use various types of text and other resources to find the information needed to learn more about their animal. Students will work cooperatively in groups to complete their animal research and complete their final project. 

This lesson was created as part of the ALEX Interdisciplinary Resource Development Summit.

   View Standards     Standard(s): [ELA2015] (2) 29 :

29 ) Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups. [SL.2.1]

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.2.1a]

b. Build on others' talk in conversations by linking their comments to the remarks of others. [SL.2.1b]

c. Ask for clarification and further explanation as needed about the topics and texts under discussion. [SL.2.1c]

[ELA2015] (2) 30 :

30 ) Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [SL.2.2]

[SC2015] (2) 7 :

7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

[ELA2015] (2) 14 :

14 ) Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [RI.2.5]

[ELA2015] (2) 14 :

14 ) Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [RI.2.5]

[ELA2015] (2) 18 :

18 ) Compare and contrast the most important points presented by two texts on the same topic. [RI.2.9]

[ELA2015] (2) 17 :

17 ) Describe how reasons support specific points the author makes in a text. [RI.2.8]

A brainstorming activity and class discussion will begin the lesson and provide the background knowledge students have regarding zoos and how the animals in zoos impact our environment. Students will select an animal for further research using an online survey created by the teacher to determine their research group. Afterward, students will view an informational video pertaining to the origin and purpose of zoos, and complete an exit slip stating new learning that has been added to their background knowledge.

This lesson was created as part of the ALEX Interdisciplinary Resource Development Summit.

   View Standards     Standard(s): [ELA2015] (2) 18 :

18 ) Compare and contrast the most important points presented by two texts on the same topic. [RI.2.9]

In this lesson, students will learn characteristics of bats. The students will be able to see that different texts can present points in different ways. The introduction to the lesson will begin with a video clip of bats. They will listen to two stories one fiction and the other nonfiction. They will listen to learn characteristics of bats from both stories. Students will turn and talk with a partner after each book to discuss characteristics they learned about bats. Once they have heard both stories they will complete a Venn Diagram comparing and contrasting the two books. Students will use Edmodo as a means to publish their writing and share with their classmates. They will have the chance to read other students' posts and reply back with meaningful text connections.This lesson would work well around Halloween.

   View Standards     Standard(s): [SC2015] (2) 7 :

7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

[ELA2015] (2) 18 :

18 ) Compare and contrast the most important points presented by two texts on the same topic. [RI.2.9]

[DLIT] (2) 5 :

R5) Locate and curate information from digital sources to answer research questions.

Students will use ReadWorks to read two articles and discuss that there are many different kinds of living things and that they exist in different places on land and in water. The students will create a Venn diagram to compare and contrast water and land animals.

This activity results from the ALEX Resource Gap Project.

   View Standards     Standard(s): [ELA2015] (0) 9 :

9 ) Actively engage in group reading activities with purpose and understanding. [RL.K.10]

[ELA2015] (0) 10 :

10 ) With prompting and support, ask and answer questions about key details in a text. [RI.K.1]

[ELA2015] (0) 25 :

25 ) Use a combination of drawing, dictating, and writing to compose informative or explanatory texts in which they name what they are writing about and supply some information about the topic. [W.K.2]

[ELA2015] (0) 30 :

30 ) With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [W.K.8]

[ELA2015] (0) 41 :

41 ) Use words and phrases acquired through conversations, reading and being read to, and responding to texts. [L.K.6]

[ELA2015] (2) 18 :

18 ) Compare and contrast the most important points presented by two texts on the same topic. [RI.2.9]

This lesson describes how to use selected fiction and nonfiction literature and careful questioning techniques to help students identify factual information about animals. Children first identify possible factual information from works of fiction which are read aloud, then they listen to read-alouds of nonfiction texts to identify and confirm factual information. This information is then recorded on charts and graphic organizers. Finally, students use the Internet to gather additional information about the animal and then share their findings with the class. The lesson can be used as presented to find information about ants or can be easily adapted to focus on any animal of interest to students. Resources are included for ants, black bears, fish, frogs and toads, penguins, and polar bears.