2nd Grade – Reading Curriculum Unit 6 – Summarizing Nonfiction and Fiction Duration of Unit: 6 weeks School Year: 2014‐2015 Date Revised: 6/23/2014 I – Desired Results
Essential Learning – What is it we want all students to know and be able to do? Essential Questions: How do readers determine what is important to summarize and recount in a text? Big Ideas/Understanding(s): Readers summarize texts to demonstrate understanding. Key Vocabulary Summary Problem Character Main idea Solution Setting Detail Text vocabulary Student Learning Objectives: Students will – Summarize nonfiction texts. Summarize fiction texts. II – Evidence of Learning
Performance Assessment: 1. Students will summarize a nonfiction text. 2. Students will summarize a fiction text. Rubric Criteria: (based on anchor sets) 1‐One or two events in own language, could be incorrect information, limited understanding of key words 2‐Partial summary in own language, some important characters and events, could include misunderstandings, some vocabulary from the text 3‐Summary in own words, includes important characters and most of the important events and details, most vocabulary from the text 4‐Summary in own words, includes all important characters, events and details, includes all important vocabulary *Adapted from: DRA2 Continuum III – Learning Plan
Anchor Performance Tasks – How do we equip students to perform the assessment? Link to standards the task addresses Task 1 – Students will paraphrase nonfiction. RI.2.2, RI.2.10, SL.2.2 Task 2 – Students will identify and write two important details from each section of a nonfiction text, including important vocabulary. RI.2.2, RI.2.10 Task 3 – Students will practice writing a scaffolded, nonfiction summary. RI.2.2, RI.2.10 *Give Performance Assessment 1 after Task 3. Task 4 – Students will paraphrase fiction. RL.2.2, RL.2.10, SL.2.2 Task 5 – Students will identify and write the main characters, setting, problem and solution of a fiction text, including important vocabulary. RL.2.2, RL.2.10 Task 6 – Students will practice writing a scaffolded, fiction summary. RL.2.2, RL.2.10 Additional Ideas: Unit Standards Identified Priority Standards for all students to master: RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2‐3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2‐3 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Supporting Standards: 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.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Integrated Standards: (ie: technology, etc.) In Computer Lab‐ Week 2 of unit‐ Students can participate in a fairy tale webquest here. Post‐letter week‐ type up letter to kindergarten student as blog post. In Classroom‐ Use document cameras or website here to create venn diagram as a group Inquiry Standards: