Grades 2-3 Habitats Reading Unit

Grades 2-3 Habitats Reading Unit

Standards & Objectives

Academic standards
CCSS.ELA-Literacy.L.2.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.2.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-Literacy.L.2.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an...
CCSS.ELA-Literacy.L.3.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.3.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-Literacy.L.3.4
Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range...
CCSS.ELA-Literacy.RI.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-Literacy.RI.2.10
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text...
CCSS.ELA-Literacy.RI.2.2
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
CCSS.ELA-Literacy.RI.2.3
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
CCSS.ELA-Literacy.RI.2.4
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
CCSS.ELA-Literacy.RI.2.9
Compare and contrast the most important points presented by two texts on the same topic.
CCSS.ELA-Literacy.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RI.3.10
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of...
CCSS.ELA-Literacy.RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the main idea.
CCSS.ELA-Literacy.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using...
CCSS.ELA-Literacy.RI.3.9
Compare and contrast the most important points and key details presented in two texts on the same topic.
CCSS.ELA-Literacy.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
CCSS.ELA-Literacy.SL.2.2
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
CCSS.ELA-Literacy.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and...
CCSS.ELA-Literacy.SL.3.2
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually,...
CCSS.ELA-Literacy.W.2.1
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use...
CCSS.ELA-Literacy.W.2.2
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement...
CCSS.ELA-Literacy.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
CCSS.ELA-Literacy.W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CLE 3221.1.3
Describe an atom in terms of its composition and electron characteristics.
GLE 0207.2.2
Investigate living things found in different kinds of places.
GLE 0207.2.3
Identify basic ways that plants and animals depend on each other.
GLE 0207.3.1
Recognize that animals eat plants or other animals for food.
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Learning objectives: 

Learning Objective: 

The goal of this unit is to teach 2nd and 3rd grade students to read closely and critically in order to comprehend complex informational text. In this unit, the teacher uses a variety of strategies to actively engage students in analyzing vocabulary, answering text‐dependent questions, and summarizing the text. Students learn to take notes using a graphic organizer and to use those notes to develop a deeper understanding of the text. Discussions and writing exercises help students to construct meaning of the texts in a way that “sticks.”

Unit Variations

Blooms taxonomy level: 
Analyzing
Differentiation suggestions: 

Ways to Support Struggling Readers and Writers:

This unit is designed to be taught in a whole group setting with many scaffolds and supports throughout. The reading and thinking are modeled through the asking of text dependent questions and repeated readings. The writing is to be modeled by the teacher so that students can co‐create or copy the writing. Since students gather the same evidence (reasons) and come up with the same opinion, much of the writing is modeled.

Ways to Support Advanced Readers and Writers:

Throughout this unit, there are examples of places where more advanced students can read or write independently. If students find evidence independently, teachers will need to prepare for this on days 9 & 10 when writing begins. Instead of one opinion with the same evidence, students may have varied opinions and evidence. Advanced students may work through the revision process and publishing process at a more rapid pace.

Extension suggestions: 

Possible Writing Extensions:

  • Read writing with a partner and exchange feedback on meaning and conventions.
  • Students can edit and revise their papers on their own, in collaboration with their peers or based on teacher corrections.
  • Student papers can be scored using the rubrics found here: http://tncore.org/english_language_arts/assessment/scoring_resources/2013‐14scoringresources.aspx
  • Papers can be published digitally and enhanced with graphics and/or photographs.
  • Students can create a two‐column notes graphic organizer that lists the animals from the text and its characteristics. A sample graphic organizer is below.

Possible Science Extensions for Second Grade:

  • List ways the plants and animals depend on each other.
  • Recognize animals eat plants or other animals for food. Create a diagram that shows what the animals eat. Use the details from the text. For example: The green sea turtle eats sea grasses.

Possible Science Extensions for Third Grade:

  • Create a list of which animals are competing in each habitat. For example: The dugong and the green sea turtle both eat sea grasses.
  • Describe the relationship between an organism’s characteristics and its ability to survive in the habitat. For example: The clown fish has a slimy coating that protects it from the sea anemone poison. The clown fish eats the fish that get stung by the sea anemone.