Lesson 10
Zooming In (Informational)
Supplemental Instructional Focus
Title
Phonics
Zooming In
Decode words with affixes
About the Text
High-frequency Words
Satellite photos of the earth are presented
in sequence, with each photo zooming in
for a closer view.
Online Activity
1
Direct Instruction with Text: 2.RI.1.2
Phonics & Word Recognition: 2.RF.3.3d
Vocabulary Acquisition and Use: 2.L.3.4e
enough, even, about, only, around
2
Comprehension: 2.RI.2.5
Digital Activities: 2.W.2.6
Content Words
3
Central Park, Earth, grid system, miles,
New York, satellite(s), undersea slope(s)
Reread the Text for Fluency: 2.RI.4.10
Craft and Structure: 2.RI.2.5
4
Read the Genre Selection (poem): 2.RI.3.9
5
Collaborative Conversation and Writing: 2.SL.1.1c, 2.W.1.3
Enrichment: 2.RI.3.8
Toolbox
Genre
Genre Selection
This is the Key (poem)
Information
Running Words
Tier Two Words
artificial, satellite, earth, avenues, photo
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Intervention Instruction
1
2.RF.3.3d Common prefixes and suffixes
2
2.RI.2.5 Use text features
3
2.RI.1.1 Ask and answer questions
4
2.RF.4.4b, 2.SL.1.2 Read a poem orally and then recount
key details
5
2.W.1.3 Write a narrative giving sequence of events
Session 1
Zooming In
Direct Instruction with Text
2.RI.1.2. Identify the
main topic of a multiparagraph text as well
as the focus of specific
paragraphs within the
text.
“Our learning goal is to identify the main topic of the text.”
Ask students if they have ever seen photographs of the Earth taken from space. Ask: What
could you see in those photos? How do you think the photos were taken?
• Introduce the text Zooming In. Tell students that this text uses images from Google Earth to
demonstrate what you see as you get closer and closer to the ground from space.
• Display the Table of Contents and read through the headings together. Ask students what
they notice about the headings. What do they think the headings mean? Can they tell the
focus of the text from the headings in the Table of Contents?
• Ask a volunteer to use the mouse to click on the arrows as instructed to see interactive
sequences and hear the commentary read.
• Talk together to review the concept of zooming in. Demonstrate Google Earth. Return to
the text to ask students what they can see in each photograph. Talk about the features they
describe.
• Ask students to read the text aloud with you.
Phonics and Word Recognition
2.RF.3.3d. Decode words
with common prefixes
and suffixes.
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“Our learning goal is to decode words with prefixes and suffixes.”
Display pages 2–3 and together look at the photograph on page 3. Then turn to page 4. Ask
students to compare the two photographs of the Earth and to identify the word closer. Ask:
What words or word parts do you see? What is the difference between close and closer?
© 2013 Wendy Pye Publishing Ltd
Session 1
Zooming In
• Divide students into pairs and have them think of words that can have the -er suffix. They
write the word with and without the -er suffix on separate cards. Collect all the cards and
shuffle them. Post them face-down in grid format to create a memory game. Students take
turns coming up and turning over two cards at a time. They read the words they turn over.
When they get a root word/comparative match, they keep the two cards.
Vocabulary Acquisition and Use
2.L.3.4e. Use glossaries
and beginning
dictionaries, both
print and digital, to
determine or clarify the
meaning of words and
phrases.
“Our learning goal is to use a glossary to clarify the meaning of words in the text.”
Display pages 2–3 and ask students to identify the words written in boldface. Record them on
the board. (satellites, artificial)
• Have students locate other words in the text written in boldface and add them to the
list. Ask: Why do you think these words are written in boldface? Do they have anything in
common? Are the words easy to understand or could they be unfamiliar to some readers?
What kind of clue do you think the author might be giving us about these words? Can you
find the words anywhere else in the text?
• Turn to the Glossary and read the four entries or listen to the voice over.
Independent Practice
Students read the online text, clicking on the arrows to see the animated sequences, video and
commentary.
Intervention Instruction Sequence
2.RF.3.3d. Decode
words with common
prefixes and suffixes.
“Our learning goal is to decode words with prefixes and suffixes.”
Check that students understand what words are made up of – prefixes, root words, and
suffixes. Use examples to show this, e.g. untie. Model circling the un- and the root word tie.
Ask students to repeat the procedure with undo.
• Write the word jumping and circle the root word jump and the suffix -ing. Read the two
parts together.
• Review the phonics lesson on suffixes and have students find more words with the suffix
-er. e.g. lighter, taller, shorter, older. They circle the root word and the suffix and then read the
parts together.
© 2013 Wendy Pye Publishing Ltd
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Session 2
Zooming In
Comprehension
2.RI.2.5. Know
and use various
text features (e.g.,
captions, bold
print, subheadings,
glossaries, indexes,
electronic menus,
icons) to locate key
facts or information in
a text efficiently.
“Our learning goal is to use text features to find information in the text.”
Ask students to demonstrate how they can use the Index to find information. They read an
entry and then turn to the page, and read aloud the relevant information.
• Explain to students that they are going to look for two direct definitions in the story
(where the word is explained in the text) for satellite and moon. Use the Index to locate the
relevant page numbers. Students find definitions for satellite and moon.
• Ask: Where else can definitions be found? (in the Glossary)
• Students could choose another word from the Index to write a definition for.
Digital Activities
2.W.2.6. With
guidance and support
from adults, use a
variety of digital tools
to produce and publish
writing, including in
collaboration with
peers.
“Our learning goal is to use digital tools to produce writing about our neighborhood.”
Students use the Toolbox online activity to load a picture from the gallery or one of their
neighborhood from Google Earth and write a caption for it.
Independent Practice
Have students revise and edit their Toolbox presentation. They can investigate the other assets
in the galleries, applying labels, speech balloons, or drawing with the drawing tool.
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© 2013 Wendy Pye Publishing Ltd
Session 2
Zooming In
Intervention Instruction Sequence
2.RI.2.5. Know
and use various
text features (e.g.,
captions, bold
print, subheadings,
glossaries, indexes,
electronic menus,
icons) to locate key
facts or information in
a text efficiently.
“Our learning goal is to use text features to find information in the text.”
Review the comprehension lesson.
• Display pages 6–7 and listen to the voice over. Have students read the text themselves.
• Ask students how they could find out what undersea slopes are. (There is a definition on
page 7.) Tell them that the words in boldface are found in the glossary on page 24.
• Display page 24 and read the glossary definition for undersea slopes.
• Repeat the procedure for grid system on page 15.
© 2013 Wendy Pye Publishing Ltd
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Session 3
Zooming In
Reread the Text for Fluency
2.RI.4.10. By the
end of year, read
and comprehend
informational texts,
including history/
social studies, science,
and technical texts,
in the grades 2–3
text complexity band
proficiently, with
scaffolding as needed
at the high end of the
range.
“Our learning goal is to read and understand an informational text.”
Display pages 2–3. Have students read the caption on page 2 and focus on the word
International. Ask students to tell any words or word parts they know. Ask volunteers to
demonstrate how to break the word into smaller parts and then blend the parts together to
read the word. Does the word make sense?
• Analyze the meaning of the word parts. Use a dictionary, if necessary. Ask: What is a
nation? (a country) What does national mean? (belonging to a country)
• Have students tell examples they know of how the word national is used. (e.g. national
anthem, national symbol)
• Now have them tell what international means. (between countries) Remind them about
prefixes and suffixes. Ask: What does the prefix inter- mean? (between) Do they know any
other words that begin with inter-?
Craft and Structure
2.RI.2.5. Know
and use various
text features (e.g.,
captions, bold
print, subheadings,
glossaries, indexes,
electronic menus,
icons) to locate key
facts or information in
a text efficiently.
136
“Our learning goal is to use text features to locate facts and information.”
Review Zooming In. Have students recall information and read selected passages.
• Students work in pairs to use the Index. They find an entry and tell, from memory, some
information relating to it. They find the page and read the relevant information to check if
they remembered correctly.
• Use the following to guide discussion about key details in the text: What are satellites? Why
are they called artificial? What things can be artificial? What does the Earth look like from
space? How does a picture change as you zoom in? What does a storm look like on a satellite
photo? What can you find in Central Park in New York City? What is a grid system? How
would a grid system help you find your way around? What does a flea look like when you
zoom in on it?
• Remind them to use the Index to locate passages to check their answers.
© 2013 Wendy Pye Publishing Ltd
Session 3
Zooming In
Independent Practice
Students read the digital version of the text, using the Table of Contents, Index, and Glossary
to find out more about the text.
Intervention Instruction Sequence
2.RI.2.5. Know
and use various
text features (e.g.,
captions, bold
print, subheadings,
glossaries, indexes,
electronic menus,
icons) to locate key
facts or information in
a text efficiently.
“Our learning goal is to use text features to locate facts and information.”
Review the craft and structure lesson and ask students to work with a partner, taking turns
to ask and answer questions about the text. Have them use the Index to find answers.
© 2013 Wendy Pye Publishing Ltd
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Session 4
Zooming In
Read the Genre Selection
2.RI.3.9. Compare
and contrast the most
important points
presented by two texts
on the same topic.
“Our learning goal is to compare and contrast the important points in two texts on the same
topic.”
Introduce the genre selection “This is the Key.” Read the poem aloud, pausing to establish
the sequence: kingdom, city, town, street, etc.
• Read the poem once more so students feel confident about reading both cumulative and
predictable sequences.
• Compare the rhyme to Zooming In. Ask: How is “This is the Key” similar to Zooming In?
What is the largest object or view in each text? (the kingdom and the Earth) What is the
smallest object or view? (the flowers and the hairs on the flea) Does “This is the Key” end
with the flowers? What comes next? How is this different from Zooming In?
• Return to “This is the Key” and read it with students again. Divide the class in two and
read the poem with each half saying alternate lines. Practice for fluency, while reading the
second sequence more quickly.
Independent Practice
Students listen to the audio of “This is the Key” and practice their fluency.
Intervention Instruction Sequence
2.RF.4.4b. Read gradelevel text orally with
accuracy, appropriate
rate, and expression.
2.SL.1.2. Recount or
describe key ideas
or details from a
text read aloud or
information presented
orally or through other
media.
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“Our learning goal is to read the poem orally with expression and to recount the poem.”
Read “This is the Key” again, modeling the expression of the audio version.
• Draw a large circle on the board. Tell students that this is the kingdom. Ask them to draw
and label all the things featured—city, town, flowers.
• Use the labels to recount the key ideas in “This is the Key.” Point to the city. Lead students
to say, ”In that city there is a town.”
© 2013 Wendy Pye Publishing Ltd
© 2013 Wendy Pye Publishing Ltd
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Session 5
Zooming In
Collaborative Conversation and Writing
2.SL.1.1c. Ask for
clarification and
further explanation
as needed about the
topics and texts under
discussion.
2.W.1.3. Write
narratives in which
they recount a wellelaborated event or
short sequence of
events, include details
to describe actions,
thoughts, and feelings,
use temporal words
to signal event order,
and provide a sense of
closure.
“Our learning goal is to ask for explanations and then write a narrative.”
Explain to students that they are going to help create a text using the same kind of structure
as Zooming In and “This is the Key.”
• Brainstorm ideas for the different views, e.g. the school, the community, the Earth.
Encourage students to ask questions if they don’t understand the structure of using a
sequence of images, coming closer and closer.
• After discussion, select one idea together and make a storyboard by listing the view at the
top of a sheet of paper. Repeat for all the views.
• Arrange the storyboard sheets in order; the farthest out view first. Support students to add
text to each one. On the first page, compose a sentence beginning with “This is…” On each
of the subsequent pages, begin with “Zoom in closer. This is…”
• Read the completed text together to make sure it is written in an appropriate sequence.
Independent Practice
Students use the images from the Toolbox gallery or import their own to illustrate their text.
They type in their writing, editing and revising as they go.
Intervention Instruction Sequence
2.W.1.3. Write
narratives in which
they recount a wellelaborated event or
short sequence of
events, include details
to describe actions,
thoughts, and feelings,
use temporal words
to signal event order,
and provide a sense of
closure.
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“Our learning goal is to write a text based on Zooming In.”
Review the writing lesson.
• Support students to finish their Toolbox version of the narrative.
• They can compose another narrative together on a new topic using the same pattern.
© 2013 Wendy Pye Publishing Ltd
Session 5
Zooming In
Enrichment
2.RI.3.8. Describe
how reasons support
specific points the
author makes in a
text.
“Our learning goal is to describe how reasons support specific points the author makes.”
Display pages 4–5. Ask students to describe the three photos on page 5. Help them relate
the three detail photos to the full view of the Earth. Ask: What can you see in the three
detail photos? Why are there orange arrows connecting them to the photo of the Earth?
What do the blue arrows and labels show?
• Discuss the purpose of detail photos. Ask: Why do you think the author included the three
detail photos as well as the full view of the Earth? How can the three photos help the reader?
What would the page look like if the labels were connected directly to the full view of
the Earth?
• Students turn to a partner and choose a double-page spread between pages 6 and 17.
They describe, to their partner, the relationship between the full view, the three detail photos,
and the labels. Then they switch roles.
© 2013 Wendy Pye Publishing Ltd
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