ALEX Classroom Resources

ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2015] (2) 10 :
10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[ELA2015] (2) 12 :
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]

[ELA2015] (2) 19 :
19 ) By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the Grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.2.10]

[ELA2015] (2) 21 :
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.2.4]

a. Read on-level text with purpose and understanding. [RF.2.4a]

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [RF.2.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.2.4c]

[ELA2015] (2) 23 :
23 ) Write informative or explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [W.2.2]

[ELA2015] (2) 25 :
25 ) With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [W.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) 28 :
28 ) Recall information from experiences or gather information from provided sources to answer a question. [W.2.8]

[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]

Subject: English Language Arts (2)
Title: I Wonder: Writing Scientific Explanations With Students

If you have ever had your class interrupted by a thunderstorm or by a bug crawling across the carpet, you know that students naturally question the world around them. This lesson encourages second-grade students to ask questions about a specific topic, choose a particular question to explore in detail, and research the question using a variety of resources. Students organize their information on a "What we think we know," "What we have confirmed we know," and "New facts we have learned through research" (TCF) chart. They then collaborate to write a class scientific explanation.

ALEX Classroom Resources: 1

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