Unit Goals – Stage 1 English Language Arts Animal Camouflage Grade 2

Unit Goals – Stage 1 English Language Arts Animal Camouflage Grade 2
English Language Arts
Animal Camouflage
Grade 2
Unit Goals – Stage 1
Unit Description: Students will be learning about the relationship between animals and their habitats. Students will be reading several informational and literature texts in order to compare and contrast important points
to build knowledge about the unit theme. Students will expand their use of text features to locate facts and information. Students will write an informative/explanatory piece linked to the unit topic using gathered
information from provided sources. Approximate Duration-5 weeks
CCR Anchor Standards
Transfer Goals: SBAC Claims
R.CCR.3 Analyze how and why individuals, events, and ideas develop and
Students will be increasingly able to independently use their learning to…
interact over the course of a text.

Read closely and analytically to comprehend a range of increasingly complex literary and informational text. (Claim 1)
R.CCR.4 Interpret words and phrases as they are used in a text, including

Produce effective and well-grounded writing for a range of purposes and audiences. (Claim 2)
determining technical, connotative, and figurative meanings, and analyze

Employ effective speaking and listening skills for a range of purposes and audiences. (Claim 3)
how specific word choices shape meaning or tone.

Engage in research and inquiry to investigate topics, and to analyze, integrate, and present information. (Claim 4)
R.CCR.7 Integrate and evaluate content presented in diverse media and
Making Meaning
formats, including visually and quantitatively, as well as in words
UNDERSTANDINGS
ESSENTIAL QUESTIONS
R.CCR.8 Delineate and evaluate the argument and specific claims in a text,
Students will understand that…
Students will keep considering…
including the validity of the reasoning as well as the relevance and
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An animal’s ability to camouflage is a defense mechanism 1. How do animals stay safe?
sufficiency of the evidence.
2. What can I learn from a story or text?
that depends on the nature of the environment.
R.CCR.9 Analyze how two or more texts address similar themes or topics in
•
Authors write for a specific purpose utilizing reasons and 3. How do different authors write about the same thing?
order to build knowledge or to compare the approaches the authors take.
4. How do pictures and words work together in a text?
different approaches to support points in a text.
W.CCR.2 Write informative/explanatory texts to examine and convey
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Writers use images and specific word choice to provide 5. How can I figure out the meaning of a word?
complex ideas and information clearly and accurately through the effective
6. What are some good ways to get more information?
additional information or clarity to the meaning of the text.
selection, organization, and analysis of content.
7. How can I use facts to write about a topic?
•
Good readers use many strategies to figure out unknown
W.CCR.5 Develop and strengthen writing as needed by planning, revising,
words.
editing, rewriting, or trying a new approach.
•
When discussing a topic or text, it’s important to follow rules,
W.CCR.7 Conduct short as well as more sustained research projects based
build on other’s remarks, and ask for clarification.
on focused questions, demonstrating understanding of the subject under
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Writers gather facts with the purpose of effectively
investigation.
organizing the information in a text that demonstrates
W.CCR.8 Gather relevant information from multiple print and digital
understanding of a topic under investigation.
sources, assess the credibility and accuracy of each source, and integrate
Acquisition
the information while avoiding plagiarism.
KNOWLEDGE
SKILLS
SL.CCR.1 Prepare for and participate effectively in a range of conversations
Students will know…
Students will be skilled at (Do)
and collaborations with diverse partners, building on others’ ideas and
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Ways to camouflage: color, mimicry, and movement
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Identifying an author’s purpose by explaining what the author
expressing their own clearly and persuasively.
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Thought process and language of compare and contrast
wants answered, explained, or described
SL.CCR.2 Integrate and evaluate information presented in diverse media
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Main idea, key details, summary
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Describing the connections between the ideas in a text
and formats, including visually, quantitatively, and orally.
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Inquiry process: questioning, researching, discussing,
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Identifying and describing how author’s details support key ideas
SL.CCR.3 Ask and answer questions about what a speaker says in order to
reflecting
•
Participating in effective collaborative conversations about a topic
clarify comprehension, gather additional information
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Note taking strategies (i.e., Thinking Maps) for gathering and
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Comparing and contrasting facts from different text on the same
L.CCR.1 Demonstrate command of the conventions of standard English
organizing facts
topic
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Strategies
to
determine
word
meaning
(context
clues,
grammar and usage when writing or speaking.
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Answering questions using evidence to demonstrate
prefixes, root words, compound words, dictionaries)
L.CCR.2 Demonstrate command of the conventions of standard English
understanding of key details in a text
•
Irregular past tense verbs
capitalization, punctuation, and spelling when writing.
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Describing how words, phrases, and images add meaning to a text
•
Use of an apostrophe in contractions and possessives
L.CCR.3 Apply knowledge of language to understand how language
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Gathering and organizing relevant information about a topic
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Vocabulary: predator, prey, camouflage, mimicry
functions in different contexts, to make effective choices for meaning or
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Producing a short research report using gathered information
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Expected
procedures
for
engaging
in
collaborative
style, and to comprehend more fully when reading or listening.
•
Defining and using content specific vocabulary to demonstrate
conversations
L.CCR.4 Determine or clarify the meaning of unknown and multipleunderstanding
•
Functions of adjectives and adverbs
meaning words and phrases by using context clues, analyzing meaningful
LONG BEACH UNIFED SCHOOL DISTRICT
1
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Animal Camouflage
word parts, and consulting general and specialized reference materials.
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Grade 2
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Simple and compound sentences
Collaborating to strengthen writing through revisions and editing
Grade Level Standards– Stage 1
Reading
Writing
Literature
RL.2.1 Ask and answer such questions as who, what, where,
when, why, and how to demonstrate understanding of key details
in a text.
RL.2.4 Describe how words and phrases (e.g., regular beats,
alliteration, rhymes, repeated lines) supply rhythm and meaning
in a story, poem, or song.
RL.2.7 Use information gained from the illustrations and words in
a print or digital text to demonstrate understanding of its
characters, setting, or plot..
Text Types
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 or section.
Informational
RI.2.3 Describe the connection between a series of historical
events, scientific ideas or concepts, or steps in technical
procedures in a text.
RI.2.4 Determine the meaning of words and phrases in a text
relevant to a grade 2 topic or subject area.
RI.2.7 Explain how specific images (e.g., a diagram showing how a
machine works) contribute to and clarify a text.
RI.2.8 Describe how reasons support specific points the author
makes in a text.
RI.2.9 Compare and contrast the most important points
presented by two texts on the same topic.
Research to Build and Present Knowledge
W.2.7 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.2.8 Recall information from experiences or
gather information from provided resources to
answer a question.
Production and Distribution of Writing
W.2.5 With guidance and support from adults and
peers, focus on a topic and strengthen writing as
needed by revising and editing.
Language
Conventions
L.2.1. Demonstrate command of the
conventions of standard English grammar and
usage when writing or speaking.
L.2.1.d Form and use past tense of frequently
occurring irregular verbs (e.g., sat, hid, told).
L.2.1.e Use adjectives and adverbs, and
choose between them depending on what is
to be modified.
L.2.1.f Produce, expand, and rearrange
complete simple and compound sentences
(e.g., The boy watched the movie; The little
boy watched the movie; The action movie was
watched by the little boy).
L.2.2 Demonstrate command of the
conventions of standard English capitalization,
punctuation, and spelling when writing.
L.2.2.c Use an apostrophe to form
contractions and frequently occurring
possessives..
Knowledge of Language
L.2.3 Use knowledge of language and its
conventions when writing, speaking, reading,
or listening.
Foundational
RF. 2.3.e Identify words with inconsistent but common spellingsound correspondences.
RF.2.3.f Recognize and read grade-appropriate irregularly spelled
words.
RF.2.4 Read with sufficient accuracy and fluency to support
comprehension.
LONG BEACH UNIFED SCHOOL DISTRICT
Speaking and Listening
Comprehension and Collaboration
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.
SL.2.2 Recount or describe key ideas or details
from a text read aloud or information
presented orally or through other media.
SL.2.3 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.
Vocabulary Acquisition and Use
L.2.4.b Determine the meaning of the new
word formed when a known prefix is added to
a known word (e.g., happy/unhappy,
tell/retell).
L.2.5.a Identify real-life connections between
words and their use (e.g., describe foods that
are spicy or juicy).
2
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Animal Camouflage
Grade 2
Evidence of Learning – Stage 2
Evaluative Criteria
End of Unit Assessment Evidence
See Scoring guide located on Intranet and Collaborative Discussion Rubric
 Asks and answers questions about key details in a text
 Determines central ideas and recounts grade level texts using key details
 Determines meaning of words and phrases in text
 Engages in collaborative conversations
 Organizes and maintains focus to support purpose
 Uses appropriate details and precise language to develop the topic (including
academic and domain specific vocabulary)
 Applies grade level appropriate conventions
See CCSS-Aligned Informative/Explanatory Writing Rubric
 Organizes and maintains focus to support purpose
 Uses appropriate details and precise language to develop the topic (including
academic and domain specific vocabulary)
 Applies grade level appropriate conventions (grammar, spelling, capitalization,
punctuation)
End of Unit On-Demand Reading and Responding to Text
Over the course of two days, students will read a piece of text, answer several textdependent questions and work in collaborative groups to gather evidence that they will
use to write a response to a question about the text.
Evaluative Criteria
Other Evidence – may be used formatively
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BAP Culminating Writing Tasks
Short Constructed Responses
Asks and answers questions about key details in a text
Determines central ideas and recounts grade level texts using key details
Determines meaning of words and phrases in text
Compares and contrasts information from related texts
See CCSS-Aligned Collaborative Discussion Rubric
See CCSS-Aligned Fluency Rubric
LONG BEACH UNIFED SCHOOL DISTRICT
Prompt-Write a report about two different ways animals camouflage for survival.
During the last week of the unit, students will work through the writing process to plan,
organize, draft, revise, a report of information. Students will organize the facts gathered
from expository texts into various categories and write a report that includes a general
statement at the beginning followed by key details, a conclusion, and key vocabulary from
the texts.
Collaborative Discussions on Focus Questions
Grade Level Fluency Passages
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IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Animal Camouflage
Grade 2
Learning Targets– Stage 3
Reading
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I can ask and answer questions about the
Writing
text to show my understanding. (RL.2.1)
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I can describe how words and phrases add
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I can use pictures and words to
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phrases in a text.(RI.2.4)
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I can explain how an image helps me
I can figure out the key points the author
I can identify the reasons the author uses
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•
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on the same topic. (RI.2.9)
LONG BEACH UNIFED SCHOOL DISTRICT
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I can ask questions about what I
heard to help me understand or
I can use adjectives and adverbs
correctly. (L.2.1.e)
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I can write simple and compound
sentences. (L.2.1.f)
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I can use an apostrophe
correctly. (L.2.2.c)
I can revise my writing to make
(SL.2.3)
•
I can answer questions during a
discussion to show what I
understand. (SL.2.3)
I can edit my writing to make it
I can work with others to find
information and write about a
I can explain how the author’s reasons
I can compare information from two texts
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clearer. (W.2.5)
topic. (W.2.7)
support key points about a topic. (RI.2.8)
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verbs correctly. (L.2.1.d)
I can recall important details
about something that I heard.
I can write and use past tense
to get more information.
it better. (W.2.5)
to support key points about a topic.
(RI.2.8)
•
I can make my writing better
classmates. (W.2.5)
wants me to learn about a topic. (RI.2.8)
•
I can provide a closing statement
with the help of my teacher and
understand the words in the text. (RI.2.7)
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(SL.2.1)
at the end of my text.(W.2.2)
I can figure out the meaning of words and
Language
•
(SL.2.2)
(W.2.2)
I can describe why something happens.
(RI.2.3)
I can use facts and definitions to
I can be an effective member in a
collaborative conversation.
support the topic of my text.
understand story elements. (RL.2.7)
•
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I can introduce the topic of my
written text. (W.2.2)
meaning to a story. (RL.2.4)
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Speaking and Listening
In an informative/explanatory text…
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I can gather information from
provided resources to answer a
question. (W.2.8)
4
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Animal Camouflage
Grade 2
Learning Plan – Stage 3
Instructional Sequence Overview
Days
Reading and Responding to Text
1-2
Animal Traits (Science, Lesson 4, 102-109)
3-4
Tricky Traits (Science p.112-117)
5-7
Animals in Camouflage (OCR Unit Opener)
8-12
I See Animals Hiding (OCR)- BAP
13-15
They Thought They Saw Him (OCR)
16
17-19
Informative/Explanatory Writing
Language Conventions
Understanding Characteristics of Informational Text Create
Review Verb Tenses: Irregular Verbs
writing folder, review writing procedures & routines
Exploring Text Structures with Simple Informational TextVerb Tenses: Simple Past Tense and
By Categories
Past Participle
Using domain specific vocabulary and precise language
Review Adjectives
The Chameleon, Caterpillar (OCR-Poetry)
Gathering Information: (Guided) Possible Prompt: Write a
report about traits that help animals.
Create an Organizational Plan for Writing (Guided)
Possible Prompt: Write a report about traits that help
animals.
Model Writing Informative Piece from Plan
Hungry Little Hare (OCR)
Gathering Facts and Details (Independent/Collaborative)
Prompt: Write a report about two different ways animals
camouflage for survival.
Review Adverbs
Simple and Compound Sentences
Using an apostrophe
Editing and Revising Strategies:
Punctuation and Spelling
20-23
Animal Camouflage (OCR)-BAP
Create an Organizational Plan for Writing
(Independent/Collaborative)
23-25
On-Demand Reading and Responding to Text
Animal Camouflage-Informative/Explanatory Writing
Students independently plan, draft, revise, publish and share a written text that provides information on the
way animals use camouflage to survive.
Other
resources to
support and
enhance
instruction
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OCR Leveled Library
Fine Art (OCR p.294-295)
How the Guinea Fowl Got Her Spots (OCR)
Photographs of Animals Camouflaging
http://www.dailymail.co.uk/news/article-2784776/CanYOU-spot-Incredible-photographs-camouflage-animalsnature-s-ability-blend-surroundings.html
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Write from the Beginning & Beyond Setting the Stage Manual
Write from the Beginning & Beyond Expository Manual
Intranet Resources (Access link on the Language Arts webpage under
“Instructional Resources) Model of proficiency, Student Checklist,
Student folder cover
Editing and Revising Strategies:
Sentence construction
Language Arts Handbook
Note: Follow the OCR Green Section to address the Foundational Reading Skills of Phonics and Word Recognition based on student need.
Note: Follow the spelling lessons in OCR, to address L.2.2.d based on student need.
LONG BEACH UNIFED SCHOOL DISTRICT
5
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Animal Camouflage
Grade 2
Animal Traits (Science text)
Days 1-2
Vocabulary
Theme Connections
population, traits, environments
This lesson introduces students to the idea that animals have many different traits that help them remain safe in their environment, camouflage being
one of them.
Keep a chart of vocabulary words introduced
throughout the unit and expect students to
use the bold words in collaborative
conversations and written responses to text.
Text, Reader, and Task Considerations
This lesson is an introduction to the unit. Although most of this unit is designed around the study of animal camouflage, it’s important for students to
understand the other traits that keep animals safe in their environment. These pages do not mention the word “camouflage” but you may want to
introduce camouflage when reading about animals blending into their environment.
Metas de Aprendizaje
Focus of Instruction: Reading and Responding to Text
Puedo escuchar y seguir el texto que se lee
en voz alta. (RF.2.4)
First Read
Puedo responder preguntas para mostrar
que entiendo el texto. (RI.2.1)
Reread for Comprehension
Puedo llegar a entender lo que el autor
quiere que yo aprenda de este texto.
(RI.2.6)
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Puedo llegar a entender el tema principal
de un texto o párrafo.(RI.2.2)
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Puedo describir por qué algo sucede.
(RI.2.3)
Puedo llegar a entender el significado de
las palabras y las frases en un texto.
(RI.2.4)
Puedo explicar cómo ciertas imágenes
agregan significado a un texto. (RI.2.7)
Puedo volver a leer porciones de un texto
oralmente con precisión, velocidad
apropiada, y expresión. (RF.2.4b)
LONG BEACH UNIFED SCHOOL DISTRICT
Put students in groups of two to discuss the following essential question: ¿Cómo se mantienen seguros los animales?
Bring students back together and have them share their ideas to the question.
Read aloud the entire text without stopping in order for students to get the “gist” of the selection.
Explain to students that you are starting a unit on animal camouflage and will be reading about real animals and animal characters to build
understanding about how animals stay safe in their environments.
Review what informational text is and its purpose (It’s real, has facts, and gives the reader information).
Tell students that an author writes with a purpose, (e.g., to answer, to explain, to describe, to provide an opinion) using details and illustrations.
Review with students that informational texts often include features such as headings, illustrations, captions, and words that are bold-faced. These
features are helpful when trying to clarify information not originally understood or to gain more information.
Read the text Animal Traits (Science text, p.104-109) as students follow along on their own.
Engage students in the following text-dependent questions:
Mirando la ilustración en la página 102-103, ¿qué información puedes obtener acerca de las cebras? ¿En qué se parecen y en qué son
diferentes las cebras?
¿Por qué crees que las cebras tienen diferentes patrones en las rayas?
Vuelve a leer las páginas 104-105. ¿Cuál es la idea principal en estas dos páginas?
Según la página 104, ¿cuáles son los tres rasgos que ayudan a los animales a vivir en su medioambiente?
¿Cómo usan los rasgos los animales para que se mantengan a salvo?
¿Cuál ilustración muestra que un animal con color se ayuda en su medioambiente?
¿Cuál ilustración muestra que un animal con una parte corporal se ayuda a vivir en su medioambiente?
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¿Qué información puedes obtener acerca de una tortuga al mirar la ilustración en la página 105? ¿Cómo se mantiene a salvo este animal en su medioambiente?
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Vuelve a leer las páginas 106-107. ¿Cómo define el autor la población? ¿Cuáles son los diferentes tipos de población?
Usando las ilustraciones en la páginas 106-107, ¿En qué se parecen los osos? ¿En qué son diferentes?
¿Por qué el mismo tipo de animal se parece diferente dependiendo en donde vive??
Lee las páginas 108-109. ¿Cuál es la idea principal en estas dos páginas?
¿Cómo puedes aprender acerca de las suricatas al observar la ilustración en la página 108?
¿Cómo son distintos las suricatas? ¿Cómo son iguales?
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IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Puedo recopilar y organizar información
de fuentes. (W.2.8)
Puedo usar detalles del texto para apoyar
mis ideas. (RI.2.1)
Puedo pedir una aclaración y más
explicación acerca del texto cuando esté
confundido. (SL.2.1c)
Puedo trabajar con mi grupo para
ayudarme a entender un tema. (SL.2.1)
Puedo recopilar y organizar información
de fuentes. (W.2.8)
Animal Camouflage
Grade 2
Reread to Gather Evidence/Information and Respond to Text
Introduce the focus question for collaborative discussion and/or short constructed response: ¿Cuáles son algunas maneras en que los animales se protegen?
•
Gathering Evidence
Explain to students that they will be rereading the text
to gather and organize details to help them answer the
focus question. Based on the needs of your students,
they may work independently, with a partner, in a small
group, or as a whole class to create a Tree Map they
will use for support in discussion and writing to the
focus question.
•
Collaborative discussion and oral processing (select activities
based on the needs of your students)
Have students work in pairs or small groups to discuss
their answer to the focus question. Remind students
that based on what they hear, they can ask for
clarification to help them understand.
Students should orally rehearse how they will turn
their notes into complete sentences to answer the
focus question.
•
Writing to Text:
Have students write a response to the focus question in
their Learning Logs.
Students add evidence/details from their notes.
Metas de Aprendizaje
Focus of Instruction: Writing and Conventions
Understanding Characteristics of Informational Text
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LONG BEACH UNIFED SCHOOL DISTRICT
Prior to instruction, read the WftB Expository/Informative binder
p.319-330. Note that there are different structures for gathering
information depending on the purpose.
Create an Informative/Explanatory writing folder to keep drafts,
resources, and notes from mini-lessons.
Introduce the overall structure of informational writing as presenting
a topic, developing the topic with facts and definitions, and provide
a concluding statement or section.
Have students in partners discuss how informational texts differ
from fiction.
Begin an anchor chart, Characteristics of Informational Text that will
be used throughout the unit.
7
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Puedo escribir y usar los verbos en
tiempo pasado correctamente. (L.2.1.d)
Animal Camouflage
Grade 2
Language Conventions: Irregular Verb Tense (see Language Arts Handbook p.224)
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LONG BEACH UNIFED SCHOOL DISTRICT
Review with students what they have learned about past and present tense verbs.
Have students refer to their Tree Map that classified the two types of verbs.
Locate verbs that could not have –ed added to form the past tense of the verb.
Explain that there are special verbs that are irregular because they have very different spelling.
Provide some examples that come from a text they have read.
8
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Animal Camouflage
Grade 2
Tricky Traits (Science Text)
Days 3-4
Vocabulary
Theme Connections
prey, traits, predators
The walking stick is the only type of animal discussed on this page that uses camouflage as a way to protect itself from predators. Take this opportunity
to point out that this is a type of camouflage that you will discuss further as you continue the unit.
Keep a chart of vocabulary words introduced
throughout the unit and expect students to
use the bold words in collaborative
conversations and written responses to text.
Text, Reader, and Task Considerations
This text is structured to provide information about different animal traits with simple structure and vocabulary. Each paragraph concludes with a selfto-self connection about the trait discussed. Although the text may focus on one area of the trait’s benefit (i.e., big ears for staying cool), encourage
students to connect the traits to how it might protect the animals (i.e., big ears to hear predators). The use of a stacked Bridge map will be used to
gather evidence and students may need support in being able to read the map.
Metas de Aprendizaje
Focus of Instruction: Reading and Responding to Text
Puedo escuchar y seguir el texto que se lee
en voz alta. (RF.2.4)
First Read
Puedo responder preguntas para mostrar
que entiendo el texto. (RI.2.1)
Reread for Comprehension
Puedo llegar a entender lo que el autor
quiere que yo aprenda de este texto.
(RI.2.6)
Puedo describir por qué algo sucede.
(RI.2.3)
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•
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Puedo llegar a entender el significado de
las palabras y las frases en un texto.
(RI.2.4)
Puedo explicar cómo ciertas imágenes
agregan significado a un texto. (RI.2.7)
Puedo llegar a entender los puntos clave
que el autor quiere que yo aprenda sobre
el tema (RI.2.8)
Puedo identificar las razones que el autor
usa para apoyar los puntos clave sobre el
tema. (RI.2.8)
LONG BEACH UNIFED SCHOOL DISTRICT
Remind students of the essential question they are investigating: ¿Cómo se mantienen seguros los animales?
Read aloud the text as students follow along.
Ask students for their reaction to the information about what the text is saying about animal traits.
Tell students that an author writes using reasons to support key points in the text.
Explain that reading like detectives means identifying the key points and, explaining how the author uses reasons to support the key points.
Remind students that authors also use illustrations or photographs as a way to support the key points in the text.
Tells students that they will use a stacked Bridge map to look at the relationship between each animal’s trait and how it helps them to survive.
Model adding evidence to the stacked Bridge using the information about the fennec fox. Provide an example of how to read from the map:
Ejemplo: “Un zorro tiene oídos que lo ayudan a sobrevivir al oír a su presa.”
Engage students in following text dependent questions for each of the animals on pages 112-117:
¿Qué rasgos tiene el ______para ayudarse a estar a salvo?
¿Cómo mayormente usa el ________ su rasgo?
Usando el texto y las fotografías, ¿qué
razones usa el autor para apoyar el
punto clave del rasgo ________?
¿Qué otra información aprendes acerca
de cada animal en las leyendas?
¿Cómo lo ayuda ese rasgo a sobrevivir?
El zorro es un depredador. Un
depredador es un animal que come
otros animales. ¿Cómo puede ayudar el
rasgo de este animal a que se escape de
los depredadores?
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IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Animal Camouflage
Puedo explicar cómo las razones del
autor apoyan los puntos clave del tema.
(RI.2.8)
•
Puedo recopilar y organizar información
de fuentes. (W.2.8)
Reread to Gather Evidence/Information and Respond to Text
Puedo usar detalles del texto para apoyar
mis ideas.(RI.2.1)
Puedo explicar cómo el autor usa razones
para apoyar puntos clave sobre un tema.
(RI.2.8)
Puedo unir mi pensamiento a lo que dicen
los demás. (SL.2.1.b)
Puedo hacer preguntas acerca de lo que
he escuchado para ayudarme a entender
u obtener más información. (SL.2.3)
Grade 2
Text Dependent questions for pages 112 and 115:
Usando las claves en el contexto, ¿qué significa la palabra presa?
(Add additional questions based on your students’ needs.)
Introduce the focus question for collaborative discussion and short constructed response: Elige un animal de la lectura de hoy. ¿Cómo pueden los
rasgos engañosos de este animal ayudarlo a sobrevivir?
•
Gathering Evidence
Explain to students that today they will be rereading the text to gather
and organize details to help them answer the focus question. Based on
the needs of your students, they may work independently, with a
partner, in a small group, or as a whole class to create the map they will
use for support in discussion and writing to the focus question.
Create a Multi-Flow Map either with students (if they need more
guidance) or place students in pairs or small groups to work
independently to create the Multi-Flow Map. (See sample to the right)
•
Collaborative discussion and oral processing (select activities based on
the needs of your students)
During the discussion, teach how we can respond to others comments
before adding any new ideas. Por ejemplo, “Me puse a pensar cuando
dijiste ______. También pensé en que ________.”
Puedo trabajar con mi grupo para
ayudarme a entender un tema. (SL.2.1)
•
Puedo recopilar y organizar información
de las fuentes. (W.2.8)
Have students orally rehearse from the maps to prepare them to write.
This can be done in collaborative groups and would provide the teacher an opportunity to monitor their collaborative discussions.
Writing to Text:
Have students write a response to the focus question in their Learning Logs.
Students add evidence/details from their maps.
Metas de Aprendizaje
Puedo usar los detalles claves para
describir cómo el autor organiza el texto
(RI.2.8)
Puedo determinar la idea principal del
texto con detalles clave. (RI.2.2)
Focus of Instruction: Writing and Conventions
Exploring Text Structures with Simple Informational Text-By Categories (See WftB
Expository/Informative binder pg.332-333)
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LONG BEACH UNIFED SCHOOL DISTRICT
Provide simple grade level appropriate text to analyze for text structure by categories
For example: Reading in Science article p.58-59 The Power of Periwinkle
Have students organize details into a Tree Map as a way to reverse map the information
Have students pay attention to how the information is introduced and concluded.
After details have been collected, have students come up with the main ideas of the
paragraphs.
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IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Puedo escribir y usar los verbos en tiempo
pasado correctamente. (L.2.1.d)
Animal Camouflage
Grade 2
Language: Simple Past Tense and Past Participle Verbs
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LONG BEACH UNIFED SCHOOL DISTRICT
Review that they learned about some common irregular verbs that are formed without using -ed.
Explain that to really understand the difference between a regular and an irregular verb they need to know about simple past and past participle.
Explain that regular verbs are consistent and that the simple and past participle always ends in –ed.
Tell students that the simple past and past participle of irregular verbs can end in different ways, with no pattern.
Explain that writers make errors when working with the past tense of irregular verbs by just adding –ed.
Provide examples of regular and irregular verbs that
Verb
Simple Past
Past Participle
show the simple past and past participle forms (see
laughs
laughed
laughed
sample).
wash
washed
washed
Have students locate opportunities in their writing
drive
drove
driven
where they may have written the past tense verb
feel
felt
felt
incorrectly because it is irregular.
swim
swam
swum
Encourage students to become observant of how they
are writing the verb tenses.
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IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Animal Camouflage
Animals in Camouflage (OCR Unit Opener)
Day 5-7
Grade 2
Vocabulary
Theme Connections
camouflage, blending, color change,
disguise, pattern, infer, predators, floes,
In this informational text students will continue to explore traits that animals use for survival in their environments. In this selection, students will
understand how camouflage is useful to animals as well as different ways animals camouflage. Students will also connect what they learned from their
science text to this selection.
snout, thicket,
Keep a chart of vocabulary words introduced
throughout the unit and expect students to
use the bold words in collaborative
conversations and written responses to text.
Text, Reader, and Task Considerations
This text is structured to provide information on seven different animals and the way they use their traits to camouflage. The text is formatted similar to
a poem with small paragraphs divided by the repetitious question of What am I? , which is followed by the answer and additional information about the
animal. If you do not own a physical copy of the text, a printed copy of the text and photographs are provided at the end of the unit on pages 28-32.
Metas de Aprendizaje
Focus of Instruction: Reading and Responding to Text
Puedo escuchar y seguir el texto que se
lee en voz alta. (RF.2.4)
First Read
Puedo responder preguntas para mostrar
que entiendo el texto. (RI.2.1)
Reread for Comprehension
Puedo llegar a entender lo que el autor
quiere que yo aprenda de este texto.
(RI.2.6)
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Puedo llegar a entender el tema principal
de un texto o párrafo. (RI.2.2)
•
Puedo describir por qué algo sucede.
(RI.2.3)
Puedo llegar a entender el significado de
las palabras y las frases en un texto.
(RI.2.4)
Puedo llegar a entender los puntos clave
que el autor quiere que yo aprenda sobre
el tema. (RI.2.8)
Puedo identificar las razones que el autor
usa para apoyar los puntos clave sobre el
tema. (RI.2.8)
LONG BEACH UNIFED SCHOOL DISTRICT
Remind students of the essential question they are investigating: How do animals stay safe?
Read the text aloud to students the first time, stopping just after the question, “What am I?” and not providing the animal’s name.
Have students discuss with a partner what animal it is by gathering clues from the text.
Provide students with the text (Included at the end of this Unit).
Review with students that the details in a text tell about the main idea and that each paragraph has its own focus that supports an important point
about the text.
Tell students that they will read each paragraph and identify the key point the author is making about the animal using the details.
Ask students to listen to how the key points connect to describe why the animals’ traits are important for survival.
Engage students in the following text dependent questions:
Preguntas para el oso polar:
¿Qué significa la palabra “rondar”?
¿Cómo se mantiene seguro un oso polar a medida que “ronda” a través del ártico?
¿Qué rasgos o partes corporales usa el oso polar para capturar su presa?
Preguntas para el insecto de hoja:
¿Cómo apoya el autor la idea que el insecto de hoja tiene una parte corporal especial para mantenerse a salvo?
El autor indica, “Puedo hasta temblar como una hoja en la brisa.” ¿Cómo es que esta razón explica el punto clave acerca del insecto de hoja
para usar su cuerpo como un disfraz?
¿Qué información acerca del insecto de hoja en este texto es similar a lo que has aprendido en el texto Rasgos Engañosos?
Preguntas para el búho cornudo:
¿Qué razón usa el autor para apoyar el punto clave que el búho cornudo usa camuflaje?
A parte de la manera en que el búho cornudo usa el camuflaje para protegerse, ¿qué otro rasgo o parte corporal lo ayuda a sobrevivir? ¿Cómo?
Preguntas para el cangrejo araña:
¿Qué razones usa el autor para apoyar el punto clave del cangrejo araña que no se parece a la mayoría de las arañas?
¿En qué manera usa el cangrejo araña el camuflaje para protegerse?
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IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Animal Camouflage
Puedo explicar cómo las razones del
autor apoyan los puntos clave del tema.
(RI.2.8)
-
Puedo volver a leer porciones de un texto
oralmente con precisión, velocidad
apropiada, y expresión. (RF.2.4b)
Puedo comparar la información de dos
textos sobre el mismo tema. (RI.2.9)
Puedo recopilar y organizar información
de fuentes. (W.2.8)
Puedo pedir una aclaración y más
explicación acerca del texto cuando esté
confundido. (SL.2.1.c)
Puedo usar detalles del texto para apoyar
mis ideas. (RL.2.1)
Grade 2
Preguntas para el dragón frondoso:
¿Qué rasgos de camuflaje usa el dragón frondoso del mar?
¿Qué razón usa el autor para apoyar el punto clave sobre el dragón del mar?
¿Cómo es similar a la manera en el insecto de hoja usa el camuflaje para protegerse?
Preguntas para el cervatillo:
Usando las claves del contexto, ¿qué es matorral?
¿Cómo es que un cervatillo usa las “manchas de camuflaje” para mantenerse seguro en el matorral?
¿Qué razones brinda el autor para apoyar la idea que solamente el cervatillo tiene manchas de camuflaje?
¿Qué rasgos usa un ciervo para protegerse?
Preguntas para la rana del árbol:
¿Cómo se protege la rana de árbol usando el camuflaje? ¿Qué otro animal usa una manera similar al camuflaje?
¿Qué otros rasgos tiene una rana de árbol para ayudarla a escaparse de los predadores?
Preguntas para el último párrafo:
¿Cuáles son las dos maneras en que los animales usan el camuflaje para sobrevivir?
¿Cómo se parecen los animales en este texto?
¿Cuál es la diferencia entre las palabras depredador y presa?
Reread to Gather Evidence/Information and Respond to Text
Introduce the focus question for collaborative discussion: De la lectura de
hoy, describe dos diferentes maneras que los animales usan el camuflaje.
¿Cuáles animales usan el camuflaje en estas maneras y por qué?
•
Gathering Evidence
- Explain to students that today they will be rereading the text to
gather and organize details to help them answer the focus question.
- Read the last paragraph with students as they follow along.
Model how to create the Circle Map shown to the right.
Students write the 4 ways animals can camouflage in the center
circle and the description in the outside circle.
In small groups, have students reread the text and write down which
animals use which type of camouflage.
Have them include text evidence to show their thinking.
•
Collaborative discussion and oral processing ( Select activities based on
the needs of your students)
- Have students orally rehearse from the map with a focus on how they would use details from the text to answer the focus question.
- Explain that other students should be listening closely so that they can be ready to ask any clarification questions: “What do you mean by…?”
- Using their Circle maps lead students in a discussion about the overall message by asking: So why is camouflage important?
- Have them add the message to the Frame of their maps.
•
Writing to Text:
Have students write a response to the focus question in their Learning Logs.
Students add evidence/details from their maps.
LONG BEACH UNIFED SCHOOL DISTRICT
13
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Animal Camouflage
Metas de Aprendizaje
Puedo determinar el significado de las
palabras y las frases. (RI.3.4)
Focus of Instruction: Writing and Conventions
Using domain specific vocabulary and precise language (See mini lessons in Setting the Stage pg. 182)
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Puedo usar los adjetivos y adverbios
correctamente. (L.2.1.e)
Grade 2
Tell students that informational writing uses a different type of language to elaborate details
Explain that precise word choice involves using the technical vocabulary of the topic.
Have students reread pgs. 104-105 of the Animal Traits text to have them recognize the precise, deliberate, and sophisticated language using a
Bridge Map to show the relationship.
Provide time for students to revisit key vocabulary words they have learned from texts and to use them in sentences that explain a topic.
Throughout the unit, have them continue to add effects of using precise language in informative writing.
Language Convention: Adjectives
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LONG BEACH UNIFED SCHOOL DISTRICT
Review with students that adjectives are words that describe or modify nouns or pronouns.
Create a Tree Map titled, “Adjectives” with two branches titled, “What color?” and “What kind?”
Brainstorm examples of adjectives that would fall under each branch.
Provide students with the following sentences as examples of adjectives that tell what color.
 I have a chameleon.
 I have a leafy green chameleon. (adjective is modifying the noun)
 It is a leafy green one.(adjective modifying a pronoun)
Provide students with the following sentences as examples of adjectives that tell what kind.
–
I have a chameleon.
–
I have a frisky chameleon.
–
That is a frisky one.
Ask students how the meaning of each sentence changes. How does it create a different picture in your mind?
Ask students how the meaning of each sentence changed.
Provide students with a different noun or pronoun and have them write several sentences, adding an adjective and discuss how the meaning or
picture in the mind of the reader changes with the adjective.
14
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Animal Camouflage
Grade 2
BAP Lesson: I See Animals Hiding (OCR)
Days 8-12
Vocabulary
Theme Connections
See BAP lesson
In this informational text students will continue to build understanding about how animals survive the many dangers in the wild by blending in with
their environment. Students will also connect what they learned from their science text and the unit opener to this selection.
Text, Reader, and Task Considerations
The text is structured similarly to previous readings, with different paragraphs focused on specific animals and the way they use camouflage for survival.
The author uses the repeated line I see animals hiding as a way to focus the reader on the details to support the key points. The text is filled with
content specific vocabulary that may require some direct instruction. Students might likely benefit from a discussion of how this is a puzzle book. By
showing the animals that are hiding from the viewpoint of their predators, this informational text allows the readers to interact with the pictures.
Metas de Aprendizaje
Focus of Instruction: Reading and Responding to Text
Puedo escuchar y seguir el texto que se
lee en voz alta. (RF.2.4)
First Read
Puedo responder preguntas para mostrar
que entiendo el texto. (RI.2.1)
Reread for Comprehension (See REVISED BAP lesson on Intranet for a full list of text-dependent questions, vocabulary, and tasks)
Puedo llegar a entender lo que el autor
quiere que yo aprenda de este texto.
(RI.2.6)
Puedo llegar a entender el tema principal
de un texto o párrafo. (RI.2.2)
Puedo describir por qué algo sucede.
(RI.2.3)
Puedo llegar a entender el significado de
las palabras y las frases en un texto.
(RI.2.4)
Puedo llegar a entender los puntos clave
que el autor quiere que yo aprenda sobre
el tema. (RI.2.8)
Puedo estar preparado para hablar sobre
el texto. (SL.2.1)
Puedo preguntarles a los demás cuando
no entiendo. (SL.2.1c)
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Remind students of the essential question they are investigating: ¿Cómo se mantienen seguros los animales?
Read aloud the text as students follow along.
Ask students for their reaction to the information about what the text is saying about animal survival.
Have them think about any information from the text that is similar to what they have learned from previous readings.
Briefly review how they can use details in the text to locate the main events.
Suggested Thinking Map and questions for short constructed responses to use throughout the BAP lesson that will lead students to the culminating
task.
Reread to Gather Evidence/Information and Respond to Text
Introduce the focus question (culminating task) – Explica por los menos dos maneras en que se protegen los animales y se mantienen seguros en el
estado salvaje. Usa la prueba del texto para apoyar tu respuesta.
•
Gathering Evidence
Analyze the task with students
Ask students what evidence they will need to gather in order to support a
response to the question.
Using a Bridge Map, students will need to identify the relationship between the
animals and how they camouflage for protection.
•
Collaborative discussion and oral processing
Place students in small groups.
Explain to students that they will work with a small group so they can get more
information and share ideas before they write to the focus question.
Using their notes and maps, have students discuss the focus question and what the
author wanted you to learn from the text.
Students should add the message to the frame of the Bridge Map.
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Writing to Text
Students write a constructed response to the above focus question (culminating task).
Based on the needs of your students, you may want to provide additional scaffolding or choose to have students write independently.
LONG BEACH UNIFED SCHOOL DISTRICT
15
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Animal Camouflage
Grade 2
Puedo trabajar con mi grupo para
ayudarme a entender un tema. (SL.2.1)
Metas de Aprendizaje
Puedo trabajar con otros para encontrar
información y escribir acerca de un tema.
(W.2.7)
Puedo recopilar información de fuentes
proporcionadas para responder a una
pregunta. (W.2.8)
Puedo usar los adjetivos y adverbios
correctamente. (L.2.1.e)
Focus of Instruction: Writing and Conventions
Model Gathering Information (See Informative/Expository WftB spiral p. 369-370 for support on modeling)
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Analyze the prompt for audience, purpose, and task: Escribe un reporte acerca de los rasgos que ayudan a los animales.
•
Reread “Animal Traits” from their Science text.
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Work with your students to brainstorm in a Circle Map all the facts from the text about the different traits.
•
Explain that now you will create categories for the “report” (i.e., traits that help them get food, traits that help stay safe).
•
Have students work in pairs to create a Tree Map with details about the categories.
•
Provide students with additional informational articles about animal traits or have them use the Tricky Traits text from their Science book.
Mini-Lessons
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Focus on the process of teaching students how to be consumers of relevant factual information
•
Provide an example and non-example of information that would be helpful to helping the topic.
•
Have students explore informational text with the understanding of finding relevant facts and definitions to support their report.
Language Conventions: Adverbs (Language Arts Handbook p. 217)
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Explain to students that adverbs are words that describe verbs by telling how, where, or
when an action happened
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Create a Tree Map titled, “Adverbs” and branches “how”, “in what way, and “when”
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Underneath each branch write an example of a sentence with an adverb that goes with
how, in what way, or when.
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Explain to students that a common mistake young writers make is using an adjective when
an adverb is needed instead.
•
Examples:
–
The walkingstick is real slow. (real is an adjective, so it cannot modify the other
adjective slow)
–
The walkingstick is really slow. (really is an adverb that is modifying the verb slow)
LONG BEACH UNIFED SCHOOL DISTRICT
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IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Animal Camouflage
Grade 2
They Thought They Saw Him (OCR)
Days 13-15
Vocabulary
Theme Connections
Protective coloration, surroundings, predators,
glistened, adobe, granary, wakeful, yipped,
ridge, drawing conclusions
This is the first fictional narrative text opportunity for students to explore the concept of camouflage from the perspective of a chameleon. This story
provides additional knowledge that builds connections across texts, about the idea of protective coloration as a survival tool.
Keep a chart of vocabulary words introduced
throughout the unit and expect students to
use the bold words in collaborative
conversations and written responses to text.
Text, Reader, and Task Considerations
This selection uses a cause and effect structure within a sequence of events to explain the chameleon’s response to predators in his environment.
Although it is a fictional narrative based on a Mexican folktale, this story presents true science facts about how a chameleon protects itself. As students
read, draw students’ attention to details that connect to information they have learned about the use of certain animal traits for survival. Furthermore,
you might want to build factual background knowledge about chameleons.
Metas de Aprendizaje
Puedo escuchar y seguir el texto que se lee
en voz alta. (RF.2.4)
Focus of Instruction: Reading and Responding to Text
First Read
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Puedo plantear y responder preguntas
sobre el texto para mostrar mi
entendimiento. (RL.2.1)
Puedo usar detalles del texto para llegar
a entender el mensaje o la lección.
(RL.2.2)
Remind students of the essential question they are investigating: ¿Cómo se mantienen seguros los animales?
Read aloud the entire story once through without stopping or commentary. The purpose is to provide students with an opportunity to enjoy the
story and get the overall “gist.”
Ask students for their reaction to the story (leave this very open-ended, the purpose of this conversation is for students to talk about the text).
Reread for Comprehension
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Puedo describir cómo un personaje
responde a un acontecimiento y los
desafíos. (RL.2.3)
Puedo describir cómo las palabras y las
frases añaden más significado al cuento.
(RL.2.4)
Puedo usar imágenes y palabras para
entender los elementos del cuento.
(RL.2.7)
Puedo volver a leer porciones de un texto
oralmente con precisión, velocidad
apropiada, y expresión. (RF.2.4b)
LONG BEACH UNIFED SCHOOL DISTRICT
Good readers draw conclusions as they read using the words and illustrations to figure out an event or a character’s actions.
Explain how this text is a folktale. Remind them a folktale is a story that has been told and retold from one generation to the next and often
teaches a lesson, or moral.
Ask students to listen for details that the author uses to explain main events and how the character’s response to challenges.
Tell students that the details can be the very careful selections of words and phrases the author uses to create meaning.
Engage students in the following text dependent questions for group discussion:
¿Dónde estaba el “corazón “del refugio invernal del camaleón?
¿Qué tiempo del año es? (Primavera). ¿Qué detalles usa el autor para mostrar el tiempo del año?
¿Qué dos frases usa el autor para mostrar cómo se siente el camaleón acerca del invierno y la primavera?(adormecedora oscuridad/luz de la
primavera)
¿Qué detalles usa el autor para mostrar que la culebra es el predador del camaleón?
Usando la ilustración, ¿cómo se “escapa” el camaleón de la culebra?
¿Qué frase usa el autor en la páginas 253-255 para nombrar al camaleón? (Pequeño camaleón oscuro)
Vuelve a leer la página 256. ¿Qué frase usa el autor para volver a nombrar al camaleón? (Pequeño camaleón café) ¿Por qué hace esto?
¿Qué rasgos usa el camaleón para buscar comida?
Usando la ilustración, ¿cómo se “escapa” el camaleón del búho?
¿Por qué llama el autor al camaleón “el pequeño camaleón verde” después de saltar de las hojas verdes?
¿Qué palabras o frases usa el autor para mostrar que el camaleón es la presa del zorro?
¿Cómo es diferente el niño apache de los animales que intentan atrapar al camaleón?
¿Qué frases repite al autor cada vez que se escapa el camaleón del predador? ¿Cómo te ayuda a entender que el camaleón está seguro?
17
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Animal Camouflage
•
Puedo recopilar y organizar información
de fuentes. (W.2.8)
Reread to Gather Evidence/Information and Respond to Text
Puedo usar detalles del texto para apoyar
mis ideas. (RI.2.1)
•
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Puedo relacionar mis pensamientos con
lo que otros dijeron. (SL.2.1.b)
Puedo pedir una aclaración y más
explicación acerca del texto cuando esté
confundido. (SL.2.1c)
Puedo hacer preguntas acerca de lo que
he escuchado para ayudarme a entender
u obtener más información. (SL.2.3)
Grade 2
Discuss protective coloration as a way to camouflage and how the chameleon uses it to hide from its predators. Protective coloration is when an
animal changes its color to match its surroundings and hide from its predators.
¿Qué significa cuando el camaleón dice, “Nadie me ve porque soy del color del mundo?”
¿La coloración protectora te recuerda de otros textos que hemos leído sobre los animales que cambian color?
•
Puedo trabajar con mi grupo para
ayudarme a entender un tema. (SL.2.1)
Introduce the focus question for collaborative discussion and short constructed response: Why did all the predators in the story think that
the chameleon got away?
Gathering Evidence
Explain to students that today they will be rereading the text to
gather and organize details to help them answer the focus question.
Based on the needs of your students, they may work
independently, with a partner, in a small group, or as a whole class
to create the map they will use for support in discussion and writing
to the focus question.
Create a Multi-Flow Map either with students (if they need more
guidance) or place students in pairs or small groups to work
independently to create the Multi-Flow Map. (See sample to the
right)
Collaborative discussion and oral processing (select activities based on
the needs of your students)
During the discussion, teach how we can respond to others
comments before adding any new ideas. For example, “Me puse a
pensar cuando dijiste _________. También pensó que ________.”
-
Puedo recopilar y organizar información
de fuentes. (W.2.8)
•
Metas de Aprendizaje
Have students orally rehearse from the maps to prepare them to write. This can be done in collaborative groups and would provide the
teacher an opportunity to monitor their collaborative discussions.
Writing to Text:
Have students write a response to the focus question in their Learning Logs.
Students add evidence/details from their maps.
Focus of Instruction: Writing and Conventions
En un texto informativo/explicativo…
Create an Organizational Plan for Writing (I do, you do, I monitor)
•
(Possible Prompt: Escribe un reporte acerca de los rasgos que ayudan a los animales)
Provide time for students to revisit the facts they have gathered.
Steps 5-11: Organizing the Details and Oral Rehearsal
•
Explain that now the categories and information need to be organized in a structure for writing (Flee Map).
•
Model placing categories into the Flow Map, writing an opening paragraph, and extending with details from their Tree Map.
•
Model oral rehearsal from the Flee Map having students pay attention to how transitions are added and how details have been turned into
complete sentences.
•
Model adding a closing statement or paragraph.
•
Have students orally rehearse in pairs, consider feedback, and add any notes to their plan.
•
•
Puedo presentar el tema de mi texto
escrito. (W.2.2)
Puedo usar hechos y definiciones para
apoyar el tema de mi texto. (W.2.2)
Puedo brindar una declaración de
clausura al final de mi texto. (W.2.2)
Puedo trabajar con otros para encontrar
información y escribir acerca de un tema.
(W.2.7)
LONG BEACH UNIFED SCHOOL DISTRICT
18
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Animal Camouflage
Grade 2
Possible Mini- Lesson- Selection of transitions for coherence
•
Explain to students that different types of transitions are used with informational writing.
•
Remind them that using varied transitional words and phrases increases interest for the reader.
•
Have students use a piece of informational text to highlight the transitions.
•
Have teams/groups share out what they found and record in a class Circle Map the type of transitions that will link their details and ideas.
Puedo escribir oraciones sencillas y
compuestas. (L.2.1.f)
Language Conventions: Simple and Compound Sentences (Language Arts Handbook p. 144-145)
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•
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•
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LONG BEACH UNIFED SCHOOL DISTRICT
Review with students that a sentence expresses a complete thought. A complete thought must have a subject that tells what or whom the sentence
is about and a predicate that tells what the subject is or does.
Provide students with a simple sentence such as, “Turtles crawl.” Ask students what or
whom the sentence is about. (Turtles) and what turtles do. (crawl)
Show students the following Brace Map and Bridge Map.
Provide students with several simple sentences and have them break them apart into the subject and predicate. To justify the parts, have students
work with a partner to explain how they know which part is the subject, and which part is the predicate.
Have students look at samples of their own writing and identify the subject and predicate.
Review with students that a compound sentence is a sentence that joins two related simple sentences with a
conjunction and, but, or or.
Explain to students that two sentences that have similar ideas are joined with the conjunction and.
Explain to students that two sentences that are on the same topic but contain different ideas
are joined with the word but.
Explain to students that two sentences that show a choice between ideas are joined with or.
Provide students with several examples of compound sentences and have them break them into their parts. Be
sure to include a variety of compound sentences using and, but, and, or. One way to do this is to put the compound
sentences on sentence strips and then have students physically cut out the parts. They can then mix them up and put
them back together.
Provide students with simple sentences that can be joined. Have students determine the best conjunction to join the sentences.
Provide students with ample opportunities to practice this concept.
19
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Animal Camouflage
Grade 2
The Chameleon, Caterpillar (OCR-poems)
Day 16
Vocabulary
Theme Connections
rhythm, humor, punctuation, hyphen
These poems will provide a poetic bridge to the students’ understanding of how animals stay safe in their environments. In the poems, students will
explore how chameleons and caterpillars change in appearance as a means of protection.
hue, plaid, stalk, prey
Text, Reader, and Task Considerations
Keep a chart of vocabulary words introduced
throughout the unit and expect students to
use the bold words in collaborative
conversations and written responses to text.
These poems have complex sentence structure and punctuation that may challenge the students’ ability to read. Provide students with the support to
understand the rhythm created by the structure and specific word choices made by the poets. Students will use their prior understanding of camouflage
to build understanding about the caterpillar’s and chameleon’s ability to stay safe.
Metas de Aprendizaje
Focus of Instruction: Reading and Responding to Text
Puedo escuchar y seguir el texto que se
lee en voz alta. (RF.2.4)
First Read
Puedo plantear y responder preguntas
sobre el texto para mostrar mi
entendimiento. (RL.2.1)
Reread for Comprehension
Puedo usar detalles del texto para llegar
a entender el mensaje o la lección.
(RL.2.2)
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Puedo describir cómo las palabras y las
frases añaden más significado al cuento.
(RL.2.4)
Puedo usar imágenes y palabras para
entender los elementos del cuento.
(RL.2.7)
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Puedo volver a leer porciones de un texto
oralmente con precisión, velocidad
apropiada, y expresión. (RF.2.4b)
Puedo usar las claves del contexto para
llegar a entender el significado de la
palabra. (L.2.4a)
LONG BEACH UNIFED SCHOOL DISTRICT
Briefly review that poems are structured differently with the use of stanzas, word choice, and punctuation to convey a message.
Read aloud each poem to students in a voice that focuses on the author’s word choice and tone as students follow along.
Ask students for their reaction to the poems and the way you read them (leave this very open-ended, the purpose of this conversation is for
students to talk about the poems).
Teach or review that the words a poet chooses help to create certain ideas and provide specific feelings for the reader.
Review that poems are written in stanzas which are similar to paragraphs.
Explain that the use of multiple meaning words (i.e., mad) along with illustrations can create tone.
Engage the students in the following text dependent questions:
Pg. 266 “El camaleón”:
- ¿Dónde hemos leído acerca de camaleones anteriormente? (Haga la conexión a Todos creyeron que lo habían visto.)
- ¿Qué aprendimos acerca de los camaleones? (Ellos usan la coloración protectora para esconderse de los predadores).
- Usando las claves del contexto y conocimiento anterior, ¿qué significa la palabra tinte?
- Have students study the illustration. ¿Cómo se siente el camaleón?
- ¿Cómo muestra que está enojado? ¿Por qué piensas que puede estar enojado?
- Discuss rhyming words and rhythm. Notice the rhythm between “It’s true – within reason, of course.”
- The hyphen signals a pause. ¿Están dentro de lo razonable los cuatros y las bolitas? ¿Qué frase usa el autor para ayudar al lector a entender la
respuesta? (Of course not.)
- Discuss the element of humor in the poem. ¿Por qué se enoja el camaleón?
Pg. 267 “La oruga”:
–
¿Qué significa el autor con “Pájaro de presa que ronda por ti?” ¿Cuál otro animal es el predador de la oruga?
–
¿Qué crees que significa el poeta con, “Cuál puede ser el lugar elegido”? (La oruga elegirá el lugar para convertirse en una crisálida.)
–
Usando la ilustración, ¿qué es un tallo? ¿Cómo puede ser ese el lugar elegido por la oruga para esconderse?
–
¿Qué hace la oruga para esconderse de sus predadores?
–
¿Por qué escribe el autor “teje y muere, y vive de nuevo como mariposa” para explicar la vida de una oruga?
–
¿Por qué la rana y el pájaro lo pasan junto a ella? (Porque no pueden ver a la oruga ya que está en estado de crisálida.)
20
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Puedo recopilar y organizar información
de fuentes. (W.2.8)
Puedo usar detalles del texto para apoyar
mis ideas. (RL.2.1)
Puedo estar preparado para hablar del
texto. (SL.2.1)
Puedo pedir una aclaración y más
explicación acerca del texto cuando esté
confundido. (SL.2.1c)
Animal Camouflage
Introduce the focus question for short constructed response or collaborative discussion: ¿Cómo usa el camuflaje la oruga y el camaleón?
•
Gathering Evidence
Explain to students that now they will be rereading
the poems with a partner to practice their fluency and
to match their voice to the tone of the poem.
Have them work in pairs to gather and organize
details in a one-sided Multi-Flow to help them answer
the focus question. (See sample to the right)
•
Collaborative discussion and oral processing( Select
activities based on the needs of your students)
Have students orally rehearse from the maps to
prepare them to write. This can be done in
collaborative groups and would provide the teacher
an opportunity to monitor their collaborative
discussions.
Following the discussions, ask students how they
asked clarifying questions to help them better
understand what somebody was saying and how
clarifying what they heard helped them to
understand.
•
Writing to Text
Have students write a response to the focus question in their Learning Logs.
Students add evidence/details from their maps
Metas de Aprendizaje
Focus of Instruction: Writing and Conventions
En un texto informativo/ explicativo…
Model Drafting Informational Piece
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Puedo presentar el tema de mi texto
escrito. (W.2.2)
Puedo usar los hechos y las
definiciones para apoyar el tema de
mi texto. (W.2.2)
Puedo brindar una declaración de
clausura al final de mi texto.
(W.2.2)
Puedo usar un apóstrofe correctamente.
(L.2.2.c)
Grade 2
Reread to Gather Evidence/Information and Respond to Text
•
•
Explain that now you will use the organizational plan to complete their written report of information.
Allow student pairs to orally rehearse from the map.
Explain that you will use colors to help see which ideas go together in the written draft
Based on student needs, allow time for students to color code the information in their organizational plan. .
Throughout the modeling of the body and conclusion, provide several opportunities for students to orally rehearse their ideas into complete
sentences
Remind students to use what they learned about precise language and encourage the use of 2-3 technical terms in their own written pieces.
Have students highlight the precise language used in their report.
Language Conventions: Apostrophes with Possessives
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LONG BEACH UNIFED SCHOOL DISTRICT
Remind students that they learned that apostrophes can be used to form special words called contractions. (Refer to Language Arts Handbook
p.229)
Explain to students that an apostrophe is also used to show possession or that something belongs to someone or something.
Provide the following example of sentences that show possessions the long way and those with an apostrophe.
21
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Animal Camouflage
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LONG BEACH UNIFED SCHOOL DISTRICT
Grade 2
Examples:
–
The wings belonging to the leaf insect are green.(Long way)
–
The leaf insect’s wings are green.(apostrophe)
Tell students that there are some rules to follow when using an
apostrophe to show possession.
Create a Tree Map to explain how an apostrophe is added to
different types of nouns.
Continue to revisit the concept when reading and provide an
opportunity to form possessives using the different rules.
22
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Animal Camouflage
Grade 2
Hungry Little Hare (OCR)
Days 17-19
Vocabulary
Theme Connections
Hare, jackrabbits, invisible, coat, drowsy,
avoid
This fictional narrative demonstrates how some animals, like a hare, have coats that change colors with the seasons to help them hide from predators.
Students will also connect what they learned about camouflage from the other selections
Text, Reader, and Task Considerations
Keep a chart of vocabulary words introduced
throughout the unit and expect students to
use the bold words in collaborative
conversations and written responses to text
Although this selection is a fictional narrative, this story presents true science facts about animal camouflage. You could bring some pictures of rabbits
and jackrabbits (hares) to share. This selection is structured to follow a jackrabbit through a series of encounters with animals that camouflage. The
author uses repeated lines and illustrations to help the reader understand the different animals’ ways and responses to the challenge of staying safe in
their environments.
Metas de Aprendizaje
Puedo escuchar y seguir el texto que se
lee en voz alta. (RF.2.4)
Focus of Instruction: Reading and Responding to Text
First Read
•
•
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Puedo usar detalles del texto para apoyar
mis ideas. (RL.2.1)
Puedo describir cómo un personaje
responde a un acontecimiento y los
desafíos. (RL.2.3)
Reread for Comprehension
•
•
Ask students to work in a small group or with a partner to reread the text and select details that tell the main event of the story.
Explain to students that authors use specific words and phrases as details to support the lesson of the story.
•
Provide the definition of alliteration as the repetition of the same sound or letter at the beginning of each or some of the words in a sentence and
•
Puedo usar detalles del texto para llegar
a entender el mensaje o la lección.
(RL.2.2)
Remind students of the essential question they are investigating: ¿Cómo se mantienen seguros los animales?
Read aloud the entire story once through without stopping or commentary. The purpose is to provide students with an opportunity to enjoy the
story and get the overall “gist.”
Ask students for their reaction to the story (leave this very open-ended, the purpose of this conversation is for students to talk about the text).
•
Puedo describir cómo las palabras y las
frases añaden más significado al cuento.
(RL.2.4)
Puedo usar imágenes y palabras para
entender los elementos del cuento.
(RL.2.7)
LONG BEACH UNIFED SCHOOL DISTRICT
is a tool that authors use to add more drama or danger to their descriptions (i.e., snoopy snakes, sneaky squirrels, prying praying mantises, wily
woodpeckers, furry foxes, leaping lizards).
Tell students to pay attention to the phrases that repeat, the examples of alliteration, and how the illustrations support what the author is writing
about.
Engage the students in the following text dependent questions:
Vuelve a leer la página 268, ¿qué rasgos puede la pequeña liebre usar para mantenerse segura?
¿Qué busca la pequeña liebre? ¿Por qué?
¿Qué rasgos usa la pequeña liebre para encontrar comida? ¿Cuál es otra palabra para aroma?
Páginas 270-271: Usando las ilustraciones y las palabras, ¿En qué animal casi pisa la pequeña liebre?
¿Por qué dice la rana verde, “Se supone que no debes verme” a la pequeña liebre?
¿Qué animal es el predador de la rana? ¿Qué palabras usa el autor para describir a este predador?
Mira la ilustración en la página 271. ¿Qué otro animal usa el camuflaje en la pradera?
Después de salir de la pradera, ¿a dónde va la pequeña liebre para buscar frambuesas?
¿Cómo ayuda el nuevo ambiente al insecto palo a mantenerse a salvo?
¿Por qué quiere esconderse el insecto palo de las “ardillas furtivas?”
Vuelve a leer el párrafo en la parte superior de la página 276. ¿Cómo describe el autor el siguiente ambiente?
¿Qué clave te da acerca de la manera en que el próximo animal se va esconder?
¿Cuál es el disfraz de una chicharra?
23
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Animal Camouflage
Puedo usar las claves del contexto para
llegar a entender el significado de la
palabra. (L.2.4a)
Puedo recopilar y organizar información
de fuentes. (W.2.8)
Puedo usar detalles del texto para apoyar
mis ideas. (RL.2.1)
-
Reread to Gather Evidence/Information and Respond to Text
•
•
Puedo usar detalles del texto para llegar
a entender el mensaje o la lección.
(RL.2.2)
Puedo volver a leer porciones de un texto
oralmente con precisión, velocidad
apropiada, y expresión. (RF.2.4b)
Puedo estar preparado para hablar del
texto. (SL.2.1)
Puedo preguntarles a los demás cuando
no entiendo. (SL.2.1c)
Grade 2
¿Qué palabras usa el autor para describir el predador de la chicharra?
¿Cuál es otro insecto que has leído que usa el camuflaje como la chicharra?
Vuelve a leer la página 280. ¿Cómo cambia la reacción de la pequeña liebre? ¿Qué dice?
¿Cómo se protege la polilla de los “astutos pájaros carpinteros” en su ambiente?
Mira la ilustración en la página 281. ¿Qué otro animal usa el ambiente como un camuflaje?
¿En qué se parece una becada a la polilla? ¿Cómo son diferentes?
¿Qué significa la palabra “evitar”? ¿Qué claves en el contexto te ayudan a entender?
¿Cómo usa el camuflaje una araña cangrejo de las lagartijas saltarinas?
¿En qué maneras se parece la araña cangrejo a un camaleón?
Vuelve a leer la página 287. ¿Cómo se siente la pequeña liebre en esta parte de su recorrer? ¿Cómo sabes?
¿Por qué quiere la pequeña liebre ser invisible?
¿Por qué tiene que esperar la pequeña liebre para “desaparecer”? ¿Cómo usa el camuflaje en su medioambiente?
•
Introduce the focus question for short constructed response:
Choose an animal from today’s reading. How does the animal
camouflage? Why does it camouflage?
Gathering Evidence
Explain to students that today they will be rereading the text
to gather and organize details to help them answer the focus
question.
Students create a Tree Map with the different ways to
camouflage as the subheadings (See map to the right).
In order to scaffold the learning, explain that the students
should revisit their Learning Logs as a way to define the
different ways.
Have students share out their answers. Students may add
anything they didn’t have to their maps.
As a class, use the Frame of Reference to answer the question: What message or lesson does this story teach? (Animals have different ways of
camouflaging to protect themselves from predators).
Collaborative discussion and oral processing (Select activities based on the needs of your students.)
Puedo trabajar con mi grupo para
ayudarme a entender un tema. (SL.2.1)
•
Metas de Aprendizaje
En un texto informativo/ explicativo…
•
•
Puedo presentar el tema de mi texto
escrito. (W.2.2)
Puedo usar los hechos y las
Have students orally rehearse from the maps to prepare them to write. This can be done in collaborative groups and would provide the
teacher an opportunity to monitor their collaborative discussions.
Writing to Text:
Have students write a response to the focus question in their Learning Logs.
Students add evidence/details from their map
Focus of Instruction: Writing and Conventions
Informative/Explanatory Writing (Independent or Collaborative)
Assign Prompt: Escribe un reporte acerca de las diferentes maneras en que los animales usan el camuflaje para sobrevivir.
•
LONG BEACH UNIFED SCHOOL DISTRICT
Have students work independently or with a collaborative partner to brainstorm ideas.
24
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
•
definiciones para apoyar el tema de
mi texto. (W.2.2)
Puedo brindar una declaración de
clausura al final de mi texto.
(W.2.2)
Puedo trabajar con otros para encontrar
información y escribir acerca de un tema.
(W.2.7)
Puedo usar los recursos para revisar y
corregir mi ortografía. (L.2.2.e)
Puedo revisar mi escrito para que sea
mejor. (W.2.5)
Animal Camouflage
Grade 2
Steps 4 & 5: Generating and Selecting Categories
•
Review the process of selecting questions.
Steps 2 & 3: Generating and Selecting Categories
•
Remind students that the categories they brainstormed must be ones that factual information can be gathered to support.
•
Provide time for students in teams or individuals to select their own categories for research.
•
Have volunteers share their selected topics and categories they will write about to receive feedback from peers and teachers.
Gathering Facts and Details
•
Provide time for students to revisit their categories.
Step 4: Adding Details about each of the Categories
•
Remind students that this is an informational piece and that the details that are gathered should only be facts.
•
Provide time for students to go back to identify and locate possible resources to gather factual details to support their categories.
•
Have students add details to their Tree Maps and locate where to include vocabulary that supports understanding of the topic.
•
Provide time for volunteers to share their selected topics and some of the details being used.
•
Students should provide feedback regarding whether the details added were facts rather than opinions.
Editing/Revision Strategies-Punctuation and Spelling
•
•
•
•
Model for students how to use a dictionary to check for correct spelling.
Have students work in pairs to identify places to check for correct spelling and use of punctuation.
Edit for correct use of apostrophes and the spelling of irregular verbs.
Remind students to check the spelling of vocabulary and common sight words using their resources.
Puedo redactar mi escrito para que sea
más claro. (W.2.5)
LONG BEACH UNIFED SCHOOL DISTRICT
25
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Animal Camouflage
Grade 2
BAP Lesson: Animal Camouflage (OCR)
Days 20-23
Vocabulary
Theme Connections
See BAP lesson
Students will continue to build understand about the different ways animals camouflage to stay safe. This informational text explains how wild animals
camouflage themselves by blending into their surroundings using mimicry, colors, and the creation of costumes. Students will make connections across
texts comparing and contrasting what they have learned.
Text, Reader, and Task Considerations
This expository text examines the concept of camouflage with more technical terms. It will provide facts supported by photographs and text features as
a way to organize and connect information. Students may need to review that this text is being told in third-person point of view, different from the
structure of the expository text I see Animals Hiding, which was told from the first-person point of view.
Metas de Aprendizaje
Puedo escuchar y seguir el texto que se
lee en voz alta. (RF.2.4)
Focus of Instruction: Reading and Responding to Text
First Read
•
•
•
Remind students of the essential question they are investigating: ¿Cómo se mantienen seguros los animales?
Read aloud the entire text once through without stopping or commentary. The purpose is to provide students with an opportunity to get the
overall “gist.”
Ask students for their reaction to the text (leave this very open-ended, the purpose of this conversation is for students to talk about the text).
Puedo responder preguntas para mostrar
que entiendo el texto. (RI.2.1)
Reread for Comprehension (See REVISED BAP lesson on Intranet for a full list of text-dependent questions, vocabulary, and tasks)
Puedo llegar a entender lo que el autor
quiere que yo aprenda de este texto.
(RI.2.6)
•
•
•
Puedo describir por qué algo sucede.
(RI.2.3)
Briefly explain to students that every time we read another text
on the same subject, we find out more and different things.
Tell students to pay attention to ideas that they have heard in
another expository text to think about what is different or the
same.
Suggested Thinking Map and questions for short constructed
responses to use throughout the BAP lesson that will lead
students to the culminating task.
Reread to Gather Evidence/Information and Respond to Text
Puedo llegar a entender el significado de
las palabras y las frases en un texto.
(RI.2.4)
Puedo usar las características del texto
para ayudarme a entender lo que estoy
leyendo. (RI.2.5)
Puedo llegar a entender los puntos clave
que el autor quiere que yo aprenda sobre
el tema. (RI.2.8)
Introduce the focus question (culminating task) – En este texto, el
autor explica dos tipos de camuflaje que usa el conejo nival y un
insecto palo. Explica cómo ambos animales usan el camuflaje para
estar seguros. Usa las pruebas del texto para apoyar tu respuesta.
•
Gathering Evidence
Analyze the task with students
Ask students what evidence they will need to gather in
order to support a response to the question.
Using a Multi Flow Map, students will need to identify
the ways the snowshoe rabbit and walkingstick camouflage for protections.
Explain that using different colors will help them to compare and contrast the different ways the two animals camouflage.
LONG BEACH UNIFED SCHOOL DISTRICT
26
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Puedo explicar cómo las razones del
autor apoyan los puntos clave del tema.
(RI.2.8)
Animal Camouflage
•
Puedo comparar la información de dos
textos sobre el mismo tema. (RI.2.9)
Puedo estar preparado para hablar sobre
el texto. (SL.2.1)
•
Puedo preguntarles a los demás cuando
no entiendo. (SL.2.1c)
Grade 2
Collaborative discussion and oral processing
Place students in small groups.
Explain to students that they will work with a small group so they can get more information and share ideas before they write to the focus
question.
¿Qué piensas que es el mensaje del autor? ¿Qué quiere el autor que yo aprenda de este cuento para poderlo usar en nuestras vidas?
(En América la libertad a menudo lleva a nuevos principios y oportunidades para ayudar a los demás.)
Using their notes and maps, have students discuss the focus question and the author’s message.
Students should add the message to the frame of the Multi-Flow Map.
Collect anecdotal notes about students’ mastery of the task with or without support.
Writing to Text
Students write a constructed response to the above focus question (culminating task).
Based on the needs of your students, you may want to provide additional scaffolding or choose to have students write independently.
Puedo estar preparado para hablar sobre
el texto. (SL.2.1)
Puedo preguntarles a los demás cuando
no entiendo. (SL.2.1c)
Puedo trabajar con mi grupo para
ayudarme a entender un tema. (SL.2.1)
Metas de Aprendizaje
En un texto informativo/ explicativo…
•
•
•
Puedo presentar el tema de mi texto
escrito. (W.2.2)
Puedo usar los hechos y las
definiciones para apoyar el tema de
mi texto. (W.2.2)
Puedo brindar una declaración de
clausura al final de mi texto.
(W.2.2)
Puedo trabajar con otros para encontrar
información y escribir acerca de un tema.
(W.2.7)
Puedo hacer que mi escrito sea mejor con
la ayuda de mi maestro y compañeros de
clase. (W.2.5)
•
Puedo escribir oraciones sencillas y
compuestas. (L.2.1.f)
Focus of Instruction: Writing and Conventions
Create an Organizational Plan for Writing (Independent or Collaborative)
(Possible Prompt: Write a report about two different ways animals camouflage for survival.)
Provide time for students to revisit the facts they have gathered.
Steps 5-13: Organizing the Details, Oral Rehearsal, taking it off the Map
•
Explain that now the categories and information need to be organized in a structure for writing (Flee Map).
•
Review placing categories into the Flow Map, writing an opening paragraph, and extending with details from their Tree Map.
•
Model oral rehearsal from the Flee Map having students pay attention to how transitions are added and how details have been turned into
complete sentences.
•
Model adding a closing statement or paragraph.
•
Have students orally rehears in pairs, consider feedback, and write the report.
Using domain specific vocabulary and precise language
•
Tell students that informational writing uses a different type of language to elaborate details.
•
Have students brainstorm specific vocabulary to add to their writing.
Language Conventions: Producing, expanding, and rearranging complete simple and compound sentences
LONG BEACH UNIFED SCHOOL DISTRICT
•
•
Have students identify simple sentences in their own writing.
Model for students how to combine simple sentences into compound sentences in order to add more sentence variety to their writing.
27
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Animal Camouflage
Grade 2
Animals in Camouflage
By Phyllis Limbacher Tildes
Me mezclo con la nieve
a medida que rondo por el hielo flotante
del Ártico
en busca de focas gordas.
Tengo un cuerpo grande y
peludo y garras grandes y
poderosas.
¿Qué soy?
un oso polar
Puedo comer cien
libras en una comida.
Cuando mis cachorros son lo suficientemente
mayores como para salir de la madriguera,
los enseño a cazar.
_________________________________
Mis grandes alas
coriáceas parecen
hojas de color verde brillantes
que me encanta comer.
Hasta puedo temblar
como una hoja en
la brisa.
¿Qué soy?
Un insecto hoja
También me llaman la
hoja caminante. Como mí
primo el insecto palo,
Estoy disfrazado como una planta
para esconderme de las aves, culebras,
y otros depredadores.
LONG BEACH UNIFED SCHOOL DISTRICT
28
2014-2015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
Animal Camouflage
Grade 2
Descanso durante el día, me oculto
alto en la sombra de las
ramas de un árbol.
Por la noche tomo vuelo.
Con mis alas extendidas
ampliamente, silenciosamente desciendo
a recoger a mi presa.
¿Qué soy?
un búho cornudo
También soy conocido como el
Hoot owl. Mi llamado es un
eco, "Hoo, hoo hoo-hoo,
Hoo-oo, hoo-oo.
Soy un cazador feroz,
capturo conejos, ratones,
y culebras para alimentar a
mis hambrientos mochuelos.
________________________
Espero en los pétalos
de una flor, lista para
saltar sobre los escarabajos,
las abejas y las moscas.
Mi cuerpo tiene la forma de
un cangrejo y yo
puedo caminar hacia los lados
y al revés.
¿Qué soy?
una araña cangrejo
A diferencia de la mayoría de las arañas,
No tejo una telaraña.
Poco a poco puedo cambiar mí
color para confundirme con las flores
amarillas o blancas en
donde me encuentro.
LONG BEACH UNIFED SCHOOL DISTRICT
29
2014-2015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
Animal Camouflage
Grade 2
Me veo como un
pequeño dragón
escondido en algas
que saludan suavemente.
Mí hocico largo es
como una manguera de
una aspiradora sorbiendo pequeñas
criaturas.
¿Qué soy?
un dragón marino frondoso
Soy un pez relacionado con el
caballito de mar. Yo vivo en
las aguas costeras del
sur de Australia.
Mis frondosos "brazos" a menudo
engañan a los peces grandes y hambrientos.
__________________________
Me escondo en un matorral,
me mezco con la
luz del sol y las sombras
en el piso del bosque.
Tengo manchas como
camuflaje que se
desaparecerán cuando
sea mayor.
¿Qué soy?
un cervatillo
Soy un venado bebé
de cola blanca. Mi madre se llama
una cierva. Mi padre es un ciervo
y tiene unos cuernos grandes para
pelear contra otros ciervos machos.
LONG BEACH UNIFED SCHOOL DISTRICT
30
2014-2015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
Animal Camouflage
Grade 2
Es fácil ser verde
porque me mezclo con
las hojas a mi alrededor.
Hasta puedo cambiarme a
amarillo o marrón.
Desde lo alto de un árbol
iluminado por la luna o a través
de un estanque que brilla,
Yo canto mi canción de la primavera.
¿Qué soy?
una rana de árbol
Tengo las ventosas redondas
en la punta de mis dedos
y los dedos del pie para ayudarme a subir.
Para atraer a mi pareja femenina,
inflo el saco bajo
mi barbilla y croo
por horas.
________________________________
¿Sabías que…?
Los animales usan el camuflaje para esconderse tanto de los depredadores como de sus presas
incautas. Algunos de los métodos más exitosos del camuflaje son las MEZCLAS (del color natural del
animal los fósforos o las mezclas con sus alrededores), el CAMBIO DE COLOR (el cambio de color en el
animal es para que coincida con su ambiente), el DISFRAZ (el animal parece otro animal u objeto) y el
PATRÓN (las manchas o rayas del animal dividen forma).
LONG BEACH UNIFED SCHOOL DISTRICT
31
2014-2015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
LONG BEACH UNIFED SCHOOL DISTRICT
Animal Camouflage
32
Grade 2
2014-2015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
LONG BEACH UNIFED SCHOOL DISTRICT
Animal Camouflage
33
Grade 2
2014-2015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
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