Week 2: Reading for Information Quarter One: Unit 2

Day 1

Standards: 2.RI.10;2.RI.1; 2.RI.2; 2.W.3; SL 2.3; RF.2.3
Unit Vocabulary: main idea, paragraph, procedure, series of events, steps, who, what, where, when, why,
and how
Mini-lesson:
The teacher will introduce this weeks lesson focus and vocabulary.
The teacher will explicitly teach the following words: main idea,
paragraph, procedure, series of events, steps, who, what, where, when,
why, and how.
The teacher will model and identify how to use these words in the
teacher text: Sharks by Roger Priddy.
Active Engagement:
Students will turn and talk to discuss the word meaning of each
vocabulary word.
Independent Practice:
Students will practice using the vocabulary as they preview the students
text: Sharks by Kira Freed
Students will summarize in their summary logs what they learned,
included the explicit meaning of each vocabulary word.
Share:
Students will share their summaries from their summary logs.
Learning Objectives:
To ask questions using who. What, where, and
when to demonstrate understanding of key
details in text.
Ask questions about what a speaker says
in order to clarify comprehension gather
additional information, or deepen
understanding of a topic or issue.
Recognize and read grade-appropriate
irregularly spelled words.
Recount two or more appropriately
sequenced events.

Day 2

Standards: 2.RI.10;2.RI.1; 2.RI.2; 2.W.3; SL 2.3; RF.2.3
Unit Vocabulary: main idea, paragraph, procedure, series of events, steps, who, what, where, when, why,
and how
Mini-lesson:
The teacher will model how to use the words who, what, and where to ask
about key details in a text, Sharks by Roger Priddy.
The teacher will model how section headings help identify the main idea.
The teacher will pose the following questions to students - What is a
Shark? Are sharks fish? as she models reading in each section.
Active Engagement:
Students will work in pairs to determine the main idea of the sections 1-4.
Independent Practice:
Students will work in partners, reading section one to find key details.
Student pairs will ask questions about key details in sections 1-4 using:
who, what, where, when, why, and how
Students will write a one paragraph summary, summarizing what they did
in todays lesson.
Share
The teacher will ask students to read their summaries aloud.


Learning Objectives:
To ask questions using who. What, where, and
when to demonstrate understanding of key
details in text.
Ask questions about what a speaker says
in order to clarify comprehension gather
additional information, or deepen
understanding of a topic or issue.
Recognize and read grade-appropriate
irregularly spelled words.
Recount two or more appropriately
sequenced events.



Day 3 Standards: 2.RI.10;2.RI.1; 2.RI.2; 2.W.3; SL 2.3; RF.2.3
Unit Vocabulary: main idea, paragraph, procedure, series of events, steps, who, what, where, when, why, and
how
Mini-lesson:
The teacher will model how to use the when, how, and why to
ask about key details in a text, Sharks by Roger Priddy.
The teacher will pose the following questions to students: What
is a Shark? Are sharks fish?
Active Engagement:
Students will work in pairs to ask questions about key details
and the main idea of sections 5-7.
Independent Practice:
Student pairs will ask questions while reading sections 5-7 about
key details using: who, what, where, when, why, and how
Students will write a one paragraph summary, summarizing
what they did in todays lesson.
Share
The teacher will ask students to read their summaries aloud.



Learning Objectives:
Ask questions about what a speaker says
in order to clarify comprehension gather
additional information, or deepen
understanding of a topic or issue.
Recognize and read grade-appropriate
irregularly spelled words.
Recount two or more appropriately
sequenced events.






Day 4 Standards: 2.RI.10;2.RI.1; 2.RI.2; 2.W.3; SL 2.3; RF.2.3
Unit Vocabulary: main idea, paragraph, procedure, series of events, steps, who, what, where, when, why, and
how
Mini-lesson:
The teacher will model how to answer the who, what, when,
why, where, and how questions made about key details in the
text, Sharks by Roger Priddy.
The teacher will model how to answer questions in a text.
Active Engagement:
Students will work in pairs, answering the made questions about
key details and the main idea of the text.
Independent Practice:
Students will work in partners, re-reading sections to find
answers in the text, Sharks by Kira Freed.
Students will write two paragraphs, summarizing the answers
they found for each section, highlighting the main idea of each
section.
Share
The teacher will ask students to read their summaries aloud.
Learning Objectives:
To answer questions using who. What,
where, and when to demonstrate
understanding of key details in text.
Answer questions about what a speaker
says in order to clarify comprehension
gather additional information, or deepen
understanding of a topic or issue.
Recognize and read grade-appropriate
irregularly spelled words.
Recount two or more appropriately
sequenced events.

Day 5 Standards: 2.RI.10; 2.RI.1; 2.RI.2; 2.W.3; SL 2; RF.2.3
Unit Vocabulary: main idea, paragraph, procedure, series of events, steps, who, what, where, when, why, and
how
Standards: RI.1; RI.2; 2.W.3
Mini-lesson:
The teacher will show students how to make a table to write about key details and
the main idea.
The teacher will draw a table graphic organizer to review how key details support
the main idea of a section.
The teacher will explain how a paragraph is like a table, modeling how to
sequence key details, to write about the main idea.
Independent Practice:
Students will work with a partner and choose a section heading from Sharks.
Students will take four index cards and place a key details from that section
heading on each card. Students will use the four cards to determine the main idea.
The main idea will be written on the fifth card, creating the table.
Students will use the table to write a paragraph, summarizing the key details and
main idea.
Share
Students will share out their paragraphs




All learning objectives are
being formally assessed during
this final lesson.