File - Literacy Instruction and Support Resources

Unit: Informational Hawaiian Reef Animal Presentation
Second Grade
Teachers: Coral Balubar, Nikki Morishige
Duration: Approximately 30 lessons
Students must learn to collect data, facts, and ideas in order to gain new knowledge and
Big Idea
convey this knowledge to others.
Essential Questions
Guided Questions
Objectives/
Learning Targets
Culture
Common Core
Standards
How do we find new information and how do we share the knowledge gained with
others?
Why should we share the knowledge with others?
• Where can we go to find out information?
• What are the characteristics of an informational text about an animal?
• What are informational text features? Why do you think authors include those
features?
• How do we sort information into categories? Why is it important to sort
information?
• How do we keep track and organize the information we learn from informational
texts?
• How do we work effectively with a partner?
• What is the appearance, behavior, diet, habitat of your animal?
• What are interesting facts about your animal, and what makes the facts
interesting?
• How do writers write in paragraph form?
• How do writers include definitions in their writing and why?
• How do writers write effective introductions and why?
• What does it mean to reflect/self-assess and why is it important?
• How do writers write effective conclusions and why?
• What informational text features are important to include and why?
• Why do writers revise and edit?
• How do writers present information and why do writers present information?
• How does technology help us to find and present information?
• Students will identify and understand the genre of informational animal texts.
• Students will identify characteristics of informational texts.
• Students will identify and analyze informational text features.
• Students will identify resources for researching information on coral reef
animals.
• Students will employ research skills to identify and record key information.
• Students will use a variety of sources to gather information (texts, internet, guest
speaker)
• Students will sort information into categories.
• Students will work effectively with a partner to complete tasks and improve
work.
• Students will identify characteristics of specific animals.
• Students will write effective introductions to grab the readers’ attention.
• Students will use paragraph format to convey facts learned about a specific
animal.
• Students will reflect on/self-assess writing/writing process and determine
strengths and goals for their writing.
• Students will define scientific vocabulary.
• Students will write effective conclusions to provide reader with closure.
• Students will include various informational text features in their writing.
• Students will revise and edit writing.
• Students will use technology to publish their work.
• Students will present their knowledge to others.
*Hawaiian coral reef animals and Hawaiian names of animals.
*Hawaiian Value: Malama
Writing 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.
Writing 2.5: With guidance and support from adults and peers, focus on a topic, and
strengthen writing as needed by revising and editing.
Writing 2.6: With guidance and support from adults, use a variety of digital tools to
produce and publish writing, including in collaboration with peers.
Writing 2.7: Participate in shared research and writing projects.
Writing 2.8: Gather information from provided sources to answer a question.
1
Speaking and Listening 2.1: Participate in collaborative conversations with diverse
partners about grade 2 topics and texts.
Speaking and Listening 2.2: Recount or describe key ideas or details from a text read
aloud or information presented orally or through other media.
Speaking and Listening 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.
Speaking and Listening 2.4: Tell a story or recount an experience with appropriate
facts and relevant, descriptive details, speaking audibly in coherent sentences.
Speaking and Listening 2.6: Produce complete sentences when appropriate to task
and situation in order to provide requested detail or clarification. Language 2.2:
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Language 2.6: Use words and phrases acquired through conversations, reading and
being read to, and responding to texts.
Assessment Tool: Lesson “Look Fors”
Assess:
• “Informational Text?” Sheet
• “What I Noticed…” Sheet
• “Informational Text Features” Sheet
• Circle Map (Sponges)
• Tree Map (Sponges)
• Tree Map (Hawaiian Reef Animal)
• Informational Text Draft
• Revision Checklist/Draft Revisions
• Edit Checklist/Draft Edits
• Informational Text Visuals with Text Features
• Student Discussions
Summative Assessment Assessment Tools:
• LIS Informational Writing Rubric (2nd Grade)
• LIS Presentation Rubric
Assess:
• Student Informational Text Final Draft
• Power Point Presentation
Formative Assessment
Unit Overview
Date
Mini Lesson
CCSS Focus/
Literacy Thinking
Skill Focus
Materials/Resources
Lesson1
Writers distinguish
between informational
and fiction texts.
W.2.7
W.2.8
*Analyzing
*Searching For and
Using Information
Incredible Sharks By Seymour Simon
Smiley Shark By Ruth Galloway
Various informational animal texts
Various fiction animal texts
Informational Text Study Sheet
Lesson 2
Writers analyze
characteristics of
informational texts.
W.2.7
W.2.8
*Analyzing
Enlarged informational text page copy
Various informational animal texts
What I Noticed… Sheet
Lesson 3
Writers analyze text
features of
informational texts.
W.2.7
W.2.8
*Analyzing
Lesson 4
Writers gather
information from
informational texts.
W.2.7
W.2.8
*Searching For and
Using Information
2
Sponges: Science Under the Sea By Lynn M.Stone
Circle Maps (Student Created)
Date
Mini Lesson
Lesson 5
Writers sort gathered
information about a
Hawaiian Reef animal
into categories.
CCSS Focus/
Literacy Thinking
Skill Focus
W.2.7
W.2.8
S.L.2.1
*Analyzing
Materials/Resources
Sponge fact cards in envelopes
Tree Maps
Partner Work Reflection Sheet
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Writers work
effectively with a
partner and reflect on
working with a partner.
Writers gather and sort
information from
informational texts
about a Hawaiian Reef
animal with a partner.
Writers gather and sort
“extraordinary facts”
about a Hawaiian Reef
animal with a partner.
Writers gather and sort
information from
internet sources about a
Hawaiian Reef animal.
Writers gather
information from an
expert’s oral
presentation.
Writers gather
information from
asking an expert
questions.
Writers write engaging
introductions using
ideas from mentor
texts.
W.2.7
W.2.8
S.L.2.1
*Searching For and
Using Information
W.2.7
W.2.8
S.L.2.1
*Searching For and
Using Information
W.2.7
W.2.8
*Searching For and
Using Information
W.2.7
W.2.8
S.L.2.2
S.L.2.3
*Searching For and
Using Information
W.2.2
*Analyzing
*Summarizing
Sponges (Teacher Created) class copies
Model Tree Map
Tree Maps
Hawaiian Reef Animal Articles (Teacher Created)
Various Hawaiian Animal Informational Texts
Realistic Animal Figures
Sponges (Teacher Created) class copies
Model Tree Map
Tree Maps
Hawaiian Reef Animal Articles (Teacher Created)
Various Hawaiian Animal Informational Texts
Realistic Animal Figures
Laptop/Projector
Flow Map with internet search directions
Index Cards
http://kids.nationalgeographic.com/kids/
Index Cards
Expert Speaker: Kumu Ale`a, Biologist
https://education.skype.com/exploringoceans
Mentor Texts (Question):
Sharks! By Janet Craig
National Geographic Readers: Dolphins By Melissa
Stewart
National Geographic Readers: Sharks By Anne
Schreiber
Mentor Texts (Extraordinary Fact):
Spiders By Nic Bishop
Time For Kids: Butterflies!
Amazing Sharks! By Sarah L. Thomson
Mentor Texts (Share a Secret):
The Dolphins of Shark Bay By Pamela S. Turner
George Washington and the General’s Dog By
Frank Murphy
Mentor Texts (Create a Scene):
The Honey Makers By Gail Gibbons
Gentle Giant Octopus By Karen Wallace
One Tiny Turtle By Nicola Davies
Informative Text Introduction Anchor Chart
3
Date
Mini Lesson
Lesson 13
Writers use their notes
to write facts about a
Hawaiian Reef animal.
CCSS Focus/
Literacy Thinking
Skill Focus
W.2.2
*Summarizing
Materials/Resources
Model Tree Map
Chart Paper
Informative Text Body Anchor Chart
Lesson 14
Writers use different
sentence beginnings to
engage the reader.
W.2.2
L.2.6
*Analyzing
*Solving Words
Writers use their notes
to write facts about a
Hawaiian Reef animal.
Sponges: Science Under the Sea By Lynn M. Stone
Various informational animal texts
Post-Its
Informative Text Body Anchor Chart
Sentence Beginning Chart
Lesson 15
Lesson 16
Writers use
W.2.2
comparisons to develop *Analyzing
points.
Writers use their notes
to write facts about a
Hawaiian Reef animal.
Writers study how
writers use “voice” to
engage their readers.
BIG and LITTLE By Steve Jenkins
Chart Paper
W.2.2
*Analyzing
Video: Jeff Corwin Unleashed: The Marine Toad
http://science.howstuffworks.com/zoology/29059jeff-corwin-unleashed-the-marine-toad-video.htm
Video: Jeff Corwin Unleashed: The Three Toed
Sloth
http://science.howstuffworks.com/zoology/29066jeff-corwin-unleashed-three-toed-sloth-video.htm
Predator! By Bruce Brooks
One Small Square: Coral Reef By Donald M.
Silver
Lesson 17
Writers use “voice” to
engage their readers
W.2.2
*Analyzing
Post-Its
Chart Paper
Lesson 18
Writers include
definitions in their
writing to explain
scientific/complex
words.
W.2.2
*Solving Words
One Small Square: Coral Reef By Donald M. Silver
Sea Turtles: An Ecological Guide By David Gulko
and Karen Eckert
From Seed to Maple Tree: Following the Life
Cycle By Laura Purdie Salas
Lesson 19
Writer’s write
satisfying conclusions
using ideas from
mentor texts.
W.2.2
*Analyzing
*Summarizing
Conclusion Mentor Texts (Show Malama)
Starfish By Rebecca Stefoff
Elephant Families By Arthur Dorros
Endangered Monk Seals By Bobbie Kalman
Conclusion Mentor Texts (Pop Quiz)
Conclusion Mentor Texts (Find Out More)
Informative Text Conclusion Anchor Chart
Lesson 20
Writers create a
revision checklist.
W.2.5
*Analyzing
Chart Paper
Informative Text Introduction, Body, Conclusion
Anchor Charts
Lesson 21
Writers revise their
writing using a
checklist.
W.2.5
Model Revision Checklist
Model Informative Writing to Revise
Revision Checklist
4
Date
Mini Lesson
CCSS Focus/
Literacy Thinking
Skill Focus
Materials/Resources
Lesson 22
Writers edit their
writing by correcting
capital letters, periods,
and spelling.
Writers get their
writing ready for
publishing by creating
visuals that include
informational text
features.
W.2.5
Model Editing Checklist
Model Informative Writing to Edit
Editing Checklist
W.2.6
Realistic Animal Figures
Various informational
Model Construction Paper
Colored Pencils
Markers
Index Cards
Scissors
Construction Paper
Lesson 25
Lesson 26
Lesson 27
Writers get their
writing ready for
publishing by creating
a Power Point
presentation.
W.2.6
Computers
Power Point Program
Lesson 28
Lesson 29
Writers get their
S.L.2.4
writing ready for
S.L.2.6
publishing by
practicing presenting
audibly and coherently.
2 Circle Maps on Chart Paper
PowerPoint Slide Print Out
Lesson 30
Writers present their
Power Point
presentation and
informative texts to
First Grade students.
Laptop and Projector
Lesson 23
Lesson 24
S.L.2.4
S.L.2.6
5
Daily Lesson Plans
Date
Mini Lesson
CCSS Focus/
Materials/Resources
Literacy Thinking
Skill Focus
Lesson1
Writers distinguish between
informational and fiction texts.
W.2.7
W.2.8
*Analyzing
*Searching For and
Using Information
Incredible Sharks By Seymour Simon
Smiley Shark By Ruth Galloway
Various informational animal texts
Various fiction animal texts
Informational Text Study Sheet
Strategy
Community
Circle: Reaching
All by Creating
Tribes Learning
Communities by
Jeanne Gibbs
Mini Lesson: Writers distinguish between informational and fiction texts.
Opening: Community Circle: Share an animal you think is interesting.
Connection: Everyone shared such interesting animals! I know some things about
the animals you shared, but what if we wanted to find out new information about
those interesting animals? How do we learn new information? What are some
resources or tools you might use if you want to learn something new? Guide students
to discuss a resource we can use to find information is texts. Yes! A good place to go
to when you want to learn about something new is to look at different texts. If I
wanted to learn new information about sharks which text do you think would help me
more? Hold up and read small excerpts from Incredible Sharks (informational text)
and Smiley Shark (fiction text). Guide students to discuss that Incredible Sharks
helps me because it provides true information. Incredible Sharks helps me to learn
about sharks because it tells me true information about sharks. Incredible Sharks is
an informational text. Discuss definition of informational text.
Model: I love to read all different kinds of books and articles, but I know that when I
want to learn true information about something, a resource I can use is an
informational text. I need to be able to quickly look through different books and
articles to find out if it is an informational text that will help me learn new
information. Model how to analyze Incredible Sharks by doing a cover and picturewalk and skimming through words. Record thinking on “Informational Text?” Sheet
in note form. Write text title and record evidence (photographs, facts, glossary, etc.).
Model how to analyze Smiley Shark by doing a cover and picture-walk and skimming
through words. Write text title and record evidence (cartoon pictures, animals talk,
etc.).
Guided: Hold up an informational animal text. Do cover and picture-walk.
Turn and Talk: Is this text informational? How do you know, what is your evidence?
Link: Today when you go back to your seats, you are going to have a lot of different
texts to study. Your job is to decide whether the text you study is an informational text
or not and provide evidence that supports your thinking.
Independent: Students will distinguish between informational and fiction texts by
analyzing a variety of animal texts and providing evidence to support their thinking.
Students will record thinking on “Informational Text?” Sheet.
Share: Student will share who has distinguished between informational and fiction
texts and provided evidence to support their thinking.
Formative Assessment:
1. Informational Text Analysis Discussion
Look fors:
Student is able to:
• identify texts as a source of true, factual information
• select accurate evidence from literature text (cartoon pictures, talking
animals, etc…)
• select accurate evidence from informational text (photographs, facts,
glossary, etc…)
2. “Informational Text?” Sheet
Look fors:
• Evidence noted is indicative of informational texts
• Text title is accurate
• Student is able to accurately identify text as informational or not
6
7
Date
Mini Lesson
Lesson 2
Writers analyze characteristics of
informational texts.
CCSS Focus/
Literacy Thinking
Skill Focus
W.2.7
W.2.8
*Analyzing
Materials/Resources
Enlarged informational text page copy
Various informational animal texts
What I Noticed… Sheet
Strategy
Study of a Text
Type/Genre:
Study Driven: A
Framework for
Planning Units
of Study in
Writing
Workshop by
Katie Wood Ray
Mini Lesson: Writers analyze the characteristics of informational texts.
Opening: Community Circle: Share a piece of true information, or fact, you
know about an animal.
Connection: Last time we discussed what we can do if we want to find out true
information. What is a resource we can use to find out true information? Guide
students to discuss that we can find out true information from informational texts.
How do we determine if a text is informational? Guide students to discuss ways
to determine whether a text is informational. Today we will study informational
texts and record the characteristics we notice. This will help us understand how
writers write informational texts, and get us ready to write our own!
Model: Model writing “informational texts” on “What I Noticed…” Sheet.
Notice how I look closely at the text and think about what stands out to me. Model
studying informational texts that contain labels, headings, photographs, page
numbers, etc. Model noticing “labels.” I notice that these informational texts
both have labels Model recording noticing on “What I Noticed…” Sheet in notetaking form with bullet point.
Guided: Refer to blown-up page from an informational text.
Turn and Talk: What text features or characteristics do you notice when you study
this page of informational text? What stands out to you?
Link: Today when you go back to your seats, you are going to have a lot of
different informational texts to study with your partner. As you study, record the
characteristics and text features you notice.
Independent: Students will study informational texts and record characteristics
and text features they notice.
Share: Students all share characteristics/text features noticed from studying
informational texts. Record characteristics/text features on Class Informational
Text Circle Map.
Formative Assessment:
1. Informational Text Analysis Discussion
Look fors:
Student is able to:
• Recall information from previous lesson discussion
• Informational texts provide factual information
• Informational texts have specific characteristics (captions,
photographs, facts, etc…)
2. “What I Noticed…” Sheet
Look fors:
Student is able to:
• Identify the text type being studied as “Informational Texts”
• Identify various characteristics/text features of informational texts (table
of contents, headings, sub-headings, introduction, glossary, etc…)
8
Study Of:
9
Class Informational Text Circle Map: characteristics/text features noticed by students are compiled on Circle Map and made
visible in classroom through remainder of unit.
10
Date
Mini Lesson
Lesson 3
Writers analyze text features of
informational texts.
CCSS Focus/
Literacy Thinking
Skill Focus
W.2.7
W.2.8
*Analyzing
Materials/Resources
Sea Turtles By Carol K. Lindeen
Sharks By Jonathan Sheikh-Miller (page 10-11)
Mini Lesson: Writers analyze text features of informational texts.
Opening: Community Circle: Share a characteristic you noticed when studying
informational texts.
Connection: A lot of the characteristics you have shared are called
informational text features. Text features are parts of texts that help us to locate
and better understand information. Today we are going to take a closer look at
the text features we find when we study informational texts and think about the
purpose of the text feature, or how it might help us as readers. Why do you think
it is important to study how text features help us as readers? Guide students to
discuss that understanding text features will help us to gain more information
when we read.
Model: Refer to Sea Turtles. Text features are everywhere! A text feature I
notice right away is the title. Model writing “title” on Informational Text
Features Sheet. Now if I think about how titles help me as a reader, I know that
the title tells me right away what the text is about. I know from reading the title
that this text is about sea turtles, and if I am looking for information about sea
turtles, this text will have what I need. Model writing “tells reader what text is
about” on Informational Text Features Sheet.
Guided: Refer to Informational Text page 10-11 from Sharks . Turn and Talk:
What text features or characteristics do you notice when you study this page of
informational text? What stands out to you?
Ask 2-3 student volunteers to circle text features they notice on page. (page
numbers, headings, subheadings, diagrams, labels, etc.). How might the text
feature help you as a reader?
Link: Today when you go back to your seats, you are going to have a lot of
different informational texts to study with your partner. As you study, record the
text features you notice and determine how the text feature might help you as a
reader.
Independent: Students will study informational texts and record text features
they notice and the purpose/how each text feature helps them as a reader.
Share: Student will share text feature noticed from studying informational texts,
and how the text feature helps them as a reader. Record various text features and
the purposes on class Text Feature Anchor Chart.
Formative Assessment:
1. “Informational Text Features” Sheet
Look fors:
Student is able to:
• Identify various text features (5 or more) found in informational
texts (captions, page numbers, headings, diagrams etc…)
• Accurately determine the purpose of various text features/how
text features help the reader (diagram: shows reader parts of
whole, heading: tells reader what section is about, etc…)
11
Text Feature
Informational Text Features
Purpose (How it helps the reader)
12
Date
Mini Lesson
Lesson 4
Writers gather information from
informational texts.
Strategy
Circle Map to
Define in
Context:
Thinking Maps:
A Language for
Learning by Dr.
David Hyerle
CCSS Focus/
Literacy Thinking
Skill Focus
W.2.7
W.2.8
*Searching For and
Using Information
Materials/Resources
Sponges: Science Under the Sea By Lynn M.Stone
Circle Maps (Student Created)
Mini Lesson: Writers gather information from informational texts.
Opening: Community Circle: Share a fact you know about an animal.
Connection: Refer to Class Informational Text Circle Map. Look at all the
characteristics you noticed from studying informational texts. What were some of the
characteristics or text features that stood out to you? Guide students to recall
characteristics of informational texts. How do all of these characteristics help us as
readers? Guide students to discuss that the characteristics help readers to find out
information. Why do you think readers read informational texts? Guide students to
discuss that readers read informational texts to find out true information, or facts about a
topic.
Model: Hold up informational text, Sponges: Science Under the Sea. I am reading this
informational text, because the sponge, or in Hawaiian, hu`ahu`a, is an animal I don’t
know much about. So, I am going to read this informational text to find and gather
information, or facts, about the hu`ahu`a. Read aloud Sponges: Science Under the Sea.
Model recording a fact about sponges on a Circle Map. When I gather information, or
facts, I usually have a lot of information I need to remember. I want to write down the
information I am gathering so that I remember it, but I don’t want to spend all my time
writing out long sentences. I am going to write in note-taking form. Model making a
bullet point. I am going to use a bullet point to show that this is where my information
starts. I read that “Many sponges are found on coral reefs.” To write in notes I just
need to record a few of the important words. Write “found coral reefs” on Circle Map.
I also want to make sure I record where I am getting this information, so in my frame of
reference; I want to write the title and author of the informational text I am reading.
Model creating frame of reference (book title, author).
Guided: Turn and Talk: Share a fact you have learned about the Hawaiian Reef
Animal, Sponge (Hu`ahu`a). How might you write the fact in note-taking form on your
circle map?
Link: Today when you go back to your seats, you are going to think of the facts that
you found out about sponges from our informational text and record them on your circle
map. Remember to write in note-taking form. And remember to create your frame of
reference.
Independent: Students will record facts about sponges in note-taking form on circle
maps.
Share: Student shares who has recorded facts from informational text in note-taking
form on their circle map.
Assessment: 1. Circle Maps
Assessment Tools: 1. LIS Continuum Criteria for Searching For and Using Information
2. Teacher Anecdotal Notes
Formative Assessment:
1. Circle Map
Look fors:
Student is able to:
• Identify animal (sponge/hu`ahu`a) in the center circle of map.
• Recall and write accurate facts obtained from informational text in the
large circle.
• Write facts using note-taking form by paraphrasing, noting key ideas
and details, using bullet points to pinpoint where each idea begins.
• Identify source of information gathered (Sponges: Science Under the
Sea By Lynn M. Stone) in the Frame of Reference (outer square of
circle map).
13
14
Date
Mini Lesson
Lesson 5
Writers sort gathered information
about a Hawaiian Reef animal into
categories.
CCSS Focus/
Literacy Thinking
Skill Focus
W.2.7
W.2.8
S.L.2.1
*Analyzing
Writers work effectively with a
partner and reflect on working with
a partner.
Strategy
Tree Map to
classify:
Thinking Maps:
A Language for
Learning by Dr.
David Hyerle
Materials/Resources
Sponge fact cards in envelopes
Tree Maps
Partner Work Reflection Sheet
Mini Lesson: Writers sort information into categories.
Objective: Students will sort facts about sponges into four different categories.
Opening: *Community Circle: Share one fact you have learned about sponges.
Connection: Show students different blue/red, large/small shapes stuck to the board. If I asked you to
sort these shapes into categories, what might you do? Ask student volunteer to come up to the board
and sort shapes into categories. Why did you sort the shapes this way? What name would you give
each category? How might we sort the shapes differently? Ask another student volunteer to sort
shapes and explain why they sorted the shapes into those categories. Is it okay that the students sorted
the shapes differently? Guide students to discuss that there are different ways to sort objects, but there
needs to be an explanation that makes sense and a way to name each category. Just like we were able
to sort these shapes into different categories, we can also sort information into categories. Today we
are going to practice sorting information we learned about sponges into different categories. Why do
you think we might do that? Guide students to discuss that it helps us to organize the information better
by grouping similar facts together.
Model: Show circle map with facts gathered by students each written on a post-it. When we sort facts
or information into categories, or groups, we can use a Tree Map. Model creating Tree Map Title .
When I read the fact I have on my circle map, “travel slow motion” I am first going to think about what
kind of information it is telling me. Hmmm…this is telling me what a sponge can do. I am now going to
look and see if I gathered any other facts that tell me what a sponge can do. Now I am going to read
this fact, “attach to rocks” and think about what this fact is telling me. This fact is also about what a
sponge can do, so I am going to put these facts into the same group, or category. Model placing both
post-its under first category of the Tree Map. Remember we decided that we could sort in different ways
but we have to be able to explain why. The reason I sorted these facts into one category is because they
both tell what a sponge can do. We also decided that we have to be able to give our categories a name.
I am going to think of a word that describes what a sponge can do, and a word that does that is
behavior. Model labeling the first category of the Tree Map as “Behavior.”
Guided: Turn and Talk: Look at some of the other facts we have on the post-its. What facts might you
sort into a category? Explain why you would sort the facts into a category together. What might you
name the category?
Link: Today when you go back to your seats, you are going to be working with a partner to sort all of
these different facts about sponges into categories. You will sort the facts into categories on your tree
map and should be able to explain why you sorted the facts this way. Then you will name the
categories. Remember to follow our 4 agreements as you work with your partner. When you are
finished, complete this Partner Reflection on how it was working with a partner.
Independent: In partners, students will sort facts into categories using a Tree Map and name
categories.
Share: Student partners share their different categories and explain their thinking for categorizing the
information.
Formative Assessment:
1. Tree Map
Look fors:
Student is able to:
• Identify and label logical categories that are appropriate to the animal.
• Select facts from their circle map and put them into a logical category on their tree map.
2. Partner Reflection
Look fors:
• Complete Partner Reflection Sheet by identifying:
o Something learned
o Feelings associated with working with a partner
o Something they liked/was challenging about partner work
o Something they would do next time during partner work
• Reflect upon their partner work experience.
• Respond in an honest and self-reflective manner.
15
16
17
Date
Mini Lesson
Lesson 6
Writers gather and sort information
from informational texts about a
Hawaiian Reef animal with a
partner.
CCSS Focus/
Literacy Thinking
Skill Focus
W.2.7
W.2.8
S.L.2.1
*Searching For and
Using Information
Materials/Resources
Sponges (Teacher Created) class copies
Model Tree Map
Tree Maps
Hawaiian Reef Animal Articles (Teacher Created)
Various Hawaiian Animal Informational Texts
Realistic Animal Figures
Strategy
Use TeacherCreated Texts so
students can
access placebased
information on
their level.
Mini Lesson: Writers find, sort, and record information into categories.
Opening: Community Circle: Share a fact about sponges (hu`ahu`a).
Connection: We know so much information about sponges! What did we do with the information we
gathered about sponges last class? Guide students to discuss that we sorted the information into
categories. What tool helped us to sort the information? What were some of the categories you and your
partner came up with? Why did we sort the information into categories? Guide students to discuss that
it allows us to organize the information. Today as we find information, we are going to sort the
information by recording notes on our Tree Map.
Model: Model creating Tree Map Template with title and frame of reference. Shared reading of first
paragraph of Sponges (Teacher Created). As I read, one of the first things that I notice is the heading,
“Where Sponges Live.” I know that headings tell me about the kind of information I am going to see in
the words below. So I am thinking that I am probably going to find information in this category that
relates to where the sponge lives. When I read the first sentence, “Most sponges live in the ocean,” my
thinking tells me that I have found a piece of information or a fact that I can sort and record on my
Tree Map. When I sort this fact, I know that it is about where the sponge lives. A scientific word to
describe where an animal lives is the word, habitat. I am going to name my first category “Habitat”
and I am going to record this fact as a note on my Tree Map. Model making a bullet point. I want to
write the fact in notes so that I can get the information down quickly, but I want to make sure I will
understand the information when I look at it later on. To do that, I am going to just write a few key
words. I know when I look at the title of my Tree Map (Sponges) that all the information is about
sponges, so I don’t need that word. I know when I look at the name of my category (Habitat) that this
information is all about where sponges live, so I don’t need the word live. I am just going to write
“ Most oceans.” Does that sound right? The great thing about notes, is that notes don’t have to
sound like sentences, they just have to help me remember the information. If I look at my Tree Map
tomorrow or next week or even next month, I will know that the note “ Most oceans.” means that
“Most sponges live in the ocean.”
Guided: Continue shared reading first and second paragraphs of Sponges. Turn and Talk: Tell your
partner a fact you found about sponges. How might you sort that fact? What would your note look
like? Chart student responses under “appearance” on Tree Map. Discuss that appearance is the
scientific word for what an animal looks like.
Link: Today when you go back to your seats, you are going to be working with your partner to read
informational texts about your Hawaiian reef animal in order to find, sort and record facts about your
animal. You can create your own Tree Map, or because Tree Maps are new to us, you can also use the
Tree Map Template. Remember to record your fact using notes with a bullet point and a few key words.
Independent: In partners, students will find, sort, and record information about a Hawaiian Reef
Animal of their choice. Students will record notes on student or teacher created Tree Map. Students
will use Teacher Created Hawaiian Reef Animal articles and other informational texts as sources.
Students will site sources in Frame of Reference of Tree Map.
Share: Student partners share who have found facts, sorted the facts into categories, and recorded the
facts as notes.
Formative Assessment:
1. Tree Map
Look fors:
Student is able to:
• Identify reef animal in English/Hawaiian at the top of their tree map.
• Write accurate facts from informational texts and put them into a logical category on their tree
map.
• Write facts using note-taking form by paraphrasing, noting key ideas and details, using bullet
points to pinpoint where each idea begins.
• Identify sources in the Frame of Reference by logging the title and author of informational
texts used for research.
18
Sponges: Teacher Created Informational Text for Shared Reading/Modeling
19
Date
Mini Lesson
Lesson 7
Writers gather and sort information
from informational texts about a
Hawaiian Reef animal with a
partner.
CCSS Focus/
Literacy Thinking
Skill Focus
W.2.7
W.2.8
S.L.2.1
*Searching For and
Using Information
Materials/Resources
Sponges (Teacher Created) class copies
Model Tree Map
Tree Maps
Hawaiian Reef Animal Articles (Teacher Created)
Various Hawaiian Animal Informational Texts
Mini Lesson: Writers find, sort, and record information into categories.
Opening: Community Circle: Share a fact about the Hawaiian reef animal you have been
researching. Share the category in which the fact belongs.
Connection: What have we been doing in writing class? Guide students to discuss that we have been
finding, sorting, and recording information. Yes! That process is called researching. Research means
to gather information about something in order to find out more about it. Today we are going to
continue to research informational texts to find out even more about our animals.
Model: Review parts of Tree Map Template (title, category names, facts in note-taking form, frame of
reference). Shared reading of second paragraph of Sponges (Teacher Created). As I read, I notice the
heading, “What Sponges Look Like.” What is the purpose of the heading text feature? Guide students
to discuss that headings tell what kind of information will follow. When I read the sentence, “They
have no mouth and no brain,” my thinking tells me that I have found a piece of information or a fact
that I can sort and record on my Tree Map. When I sort this fact, I know that it is about what the
sponge looks like. A scientific word to describe what an animal looks like is the word, appearance. I
am going to name my next category “Appearance” and I am going to record this fact as a note on my
Tree Map. Model making a bullet point and recording key words, “ no mouth, no brain.” If I look at
my Tree Map tomorrow or next week or even next month, I will know what the note means.
Guided: Continue shared reading of Sponges. Turn and Talk: Tell your partner a fact you found about
sponges. How might you sort that fact? What would your note look like?
Link: Today when you go back to your seats, you are going to continue working with your partner to
read informational texts about your Hawaiian reef animal in order to find, sort and record facts about
your animal. Remember to record your facts using notes with a bullet point and a few key words.
Independent: In partners, students will find, sort, and record information about a Hawaiian Reef
Animal of their choice. Students will record notes on student or teacher created Tree Map. Students
will use Teacher Created Hawaiian Reef Animal articles and other informational texts as sources.
Students will site sources in Frame of Reference of Tree Map.
Share: Student partners share who have found facts, sorted the facts into categories, and recorded the
facts as notes.
Formative Assessment:
1. Tree Map
Look fors:
Student is able to:
• Identify reef animal in English/Hawaiian at the top of their tree map.
• Write accurate facts from informational texts and put them into a logical category on their tree
map.
• Write facts using note-taking form by paraphrasing, noting key ideas and details, using bullet
points to pinpoint where each idea begins.
• Identify sources in the Frame of Reference by logging the title and author of informational
texts used for research.
20
Date
Mini Lesson
Lesson 8
Writers gather and sort information
from informational texts about a
Hawaiian Reef animal with a
partner.
CCSS Focus/
Literacy Thinking
Skill Focus
W.2.7
W.2.8
S.L.2.1
*Searching For and
Using Information
Materials/Resources
Sponges (Teacher Created) class copies
Model Tree Map
Tree Maps
Hawaiian Reef Animal Articles (Teacher Created)
Various Hawaiian Animal Informational Texts
Mini Lesson: Writers find, sort, and record information into categories.
Opening: Community Circle: Share a fact about the Hawaiian reef animal you have been
researching. Share the category in which the fact belongs.
Connection: You are learning and gathering so many facts about your Hawaiian reef animals! Today
we are going to continue to research informational texts to find out even more about our animals.
Model: Review parts of Tree Map Template (title, category names, facts in note-taking form, frame of
reference). Shared reading of third and fourth paragraph of Sponges (Teacher Created). When I read
the sentence, “Sponges attach to rocks,” my thinking tells me that I have found a piece of information
or a fact that I can sort and record on my Tree Map. When I sort this fact, I know that it is about what
the sponge does. A scientific word to describe what an animal does is the word, behavior. I am going
to name my next category “Behavior” and I am going to record this fact as a note on my Tree Map.
Model making a bullet point and recording key words, “ attach rocks.” If I look at my Tree Map
tomorrow or next week or even next month, I will know what the note means.
Guided: Continue shared reading of Sponges. Turn and Talk: Tell your partner a fact you found about
sponges. How might you sort that fact? What would your note look like?
Link: Today when you go back to your seats, you are going to continue working with your partner to
read informational texts about your Hawaiian reef animal in order to find, sort and record facts about
your animal. Remember to record your facts using notes with a bullet point and a few key words.
Independent: In partners, students will find, sort, and record information about a Hawaiian Reef
Animal of their choice. Students will record notes on student or teacher created Tree Map. Students
will use Teacher Created Hawaiian Reef Animal articles and other informational texts as sources.
Students will site sources in Frame of Reference of Tree Map.
Share: Student partners share who have found facts, sorted the facts into categories, and recorded the
facts as notes.
Formative Assessment:
1. Tree Map
Look fors:
Student is able to:
• Identify reef animal in English/Hawaiian at the top of their tree map.
• Write accurate facts from informational texts and put them into a logical category on their tree
map.
• Write facts using note-taking form by paraphrasing, noting key ideas and details, using bullet
points to pinpoint where each idea begins.
• Identify sources in the Frame of Reference by logging the title and author of informational
texts used for research.
21
Student created Tree Map
Tree Map Template
22
Teacher Created Informational Text
Other Teacher Created Informational Texts:
Puhi (Moray Eel)
Loli (Sea Cucumber)
Wana (Sea Urchin)
Pe`a (Brittlestar)
Nunu (Trumpetfish)
23
Date
Mini Lesson
Lesson 9
Writers gather and sort
“extraordinary facts” about a
Hawaiian Reef animal with a
partner.
CCSS Focus/
Literacy Thinking
Skill Focus
W.2.7
W.2.8
S.L.2.1
*Searching For and
Using Information
Materials/Resources
http://list25.com/25-amazing-facts-you-didnt-know-about-animals/ Print
out of Extraordinary Fact Sheet
Sponges (Teacher Created) class copies
Model Tree Map
Tree Maps
Hawaiian Reef Animal Articles (Teacher Created)
Various Hawaiian Animal Informational Texts
Realistic Animal Figures
Mini Lesson: Writers find, sort, and record information into categories.
Opening: Community Circle: Share an extraordinary fact about yourself.
Connection: What different kinds of facts have you found out about your Hawaiian reef animal
so far? Discuss different facts students have found and taken notes on. I wanted to read you
some facts about some other animals from informational texts. Tell me what you notice is
similar about all of these facts. Read aloud extraordinary facts about various animals from
http://list25.com/25-amazing-facts-you-didnt-know-about-animals/ Guide students to discuss
that the facts grab their attention/are “extraordinary.” Discuss making an “extraordinary fact”
tree map category.
Model: Shared reading of last paragraph of Sponges (Teacher Created). When I read the
sentence, “They lived even before the dinosaurs,” I am thinking, “Wow! So interesting!” I
know when I have that kind of reaction, I am reading an extraordinary fact. When I sort this
fact, I am going to put it in my new “extraordinary fact” category. Model making a bullet point
and write fact in note-taking form (“lived before dinosaurs”).
Guided: Continue shared reading of Sponges. Turn and Talk: Tell your partner a fact you
found about sponges. How might you sort that fact? What would your note look like?
Link: Today when you go back to your seats, you are going to continue working with your
partner to read informational texts about your Hawaiian reef animal in order to find, sort and
record facts about your animal. Remember to be on the look out for extraordinary facts, or
facts that make you think, “Wow!” Remember to record your facts using notes with a bullet
point and a few key words.
Independent: In partners, students will find, sort, and record information about a Hawaiian
Reef Animal of their choice. Students will record notes on student or teacher created Tree Map.
Students will use Teacher Created Hawaiian Reef Animal articles and other informational texts
as sources. Students will site sources in Frame of Reference of Tree Map.
Share: Student partners share who have found facts, sorted the facts into categories, and
recorded the facts as notes.
Formative Assessment:
1. Tree Map
Look fors:
Student is able to:
• Identify reef animal in English/Hawaiian at the top of their tree map.
• Write accurate facts from informational texts and put them into a logical category on
their tree map.
• Write facts using note-taking form by paraphrasing, noting key ideas and details, using
bullet points to pinpoint where each idea begins.
• Identify sources in the Frame of Reference by logging the title and author of
informational texts used for research.
24
Date
Mini Lesson
Lesson 10
Writers gather and sort information
from internet sources about a
Hawaiian Reef animal.
CCSS Focus/
Literacy Thinking
Skill Focus
W.2.7
W.2.8
*Searching For and
Using Information
Materials/Resources
Laptop/Projector
Flow Map with internet search directions
Index Cards
www.thinkquest.org/library
Other child-friendly search engine websites*
Mini Lesson: Writers can use the internet as a source for information. Writers find, sort, and record
information into categories. Writers site sources.
Opening: Community Circle: Share something you have used a computer to do.
Connection: Computers are a tool that helps us to do things. Tools that help us to do things are
called technology. How might technology help us research Hawaiian reef animals? Guide students to
discuss that the internet can provide us with information.
Model: Display Flow Map with step-by-step directions for accessing search website and conducting
website search. Model steps to get to http://www.kidzsearch.com/ using laptop. Discuss vocabulary:
icons, double click, address bar. Once I get to the website, I need to search for the kind of
information I am looking for. I want to find information about the sponge, so I am going to type the
word sponge in the search bar. Now I am given a list of links to website pages with information. I am
going to quickly scan the description of each link to decide which one will have the kind of information
I am looking for. Then I will click on the link to take me to the website page. Once I get to the website
page, I will again do a quick scan to make sure the page will provide me with the kind of information I
am looking for. I want to make sure it is about the animal, sponges, and not something else. Now I’m
ready to explore the information to find any new facts that I can put on my Tree Map. Model reading a
piece of information and recording as a note. If I want to read on, I need to scroll down using the
mouse. I also need to make sure that I site my source, or tell where I am getting my information from.
To do that I will record the website address in the frame of reference. Model writing website in frame
of reference.
Guided: Turn and Talk: Tell your partner the steps to get to the website, http://www.kidzsearch.com/
Link: Today we will go to the computer lab and use the internet as a source for information.
Remember to follow the steps to get to the website and conduct your search. The Flow Map will be
posted to remind you of the steps. When you find information to add to your Tree Map, make sure to
write down your notes and site your source in the frame of reference.
Independent: Students will use the internet to find additional information about Hawaiian reef
animals. Students will sort the facts into categories and site the source where they found the
information.
Share: Students share the information they recorded and the source of the information.
Formative Assessment:
1. Tree Map
Look fors:
Student is able to:
• Identify reef animal in English/Hawaiian at the top of their tree map.
• Write accurate facts from internet websites and put them into a logical category on their tree
map.
• Write facts using note-taking form by paraphrasing, noting key ideas and details, using bullet
points to pinpoint where each idea begins.
• Identify sources in the Frame of Reference by logging the website addresses used for
research.
*Other Child-Friendly Search Websites
www.cybersleuth-kids.com
http://kids.nationalgeographic.com/kids/
http://a-z-animals.com
www.thinkquest.org/library
25
Flow Map Directions for Internet Research
Student Tree Map with Research from Informational Texts and Internet Websites
26
Date
Mini Lesson
Lesson 11
Writers gather information from an
expert’s oral presentation.
Writers gather information from
asking an expert questions.
CCSS Focus/
Literacy Thinking
Skill Focus
W.2.7
W.2.8
S.L.2.2
S.L.2.3
*Searching For and
Using Information
Materials/Resources
Index Cards
Expert Speaker: Kumu Ale`a, Marine Biologist
https://education.skype.com/exploringoceans
Mini Lesson: Writers gather information from an expert’s oral presentation. Writers gather
information from asking an expert questions.
Opening: Mele: Out on the Coral Reef: To teach Malama.
Connection: You have been doing such incredible research on Hawaiian reef animals. What does it
mean to research? Guide students to discuss that research is to gather information from sources.
What sources have we been using to gather information? Guide students to discuss we have used
informational texts and internet websites. How else might we find out information about Hawaiian
reef animals? What is another source we could use? Guide students to discuss gathering information
from an expert guest speaker. How is gathering information from a speaker different from gathering
information from a text or an internet website? Guide students to discuss that there is often only one
opportunity to gather the information. Yes! We cannot reread or replay what a guest speaker says.
So today we are to learn about how we can gather information from a speaker when we only have that
one chance.
Model: When I gather information from a guest speaker, I want to make sure I am attentively
listening. My eyes are focused on the speaker, my body is still and my mind is focused on the
information she is presenting. I also want to take notes on the information, so that I will remember it
later on. I am just going to take notes on an index card instead of my tree map. That way I can
quickly write down information without having to take time to sort the information. If I spend time
sorting the information while the speaker is talking, I might miss some important information. By
using an index card, I can record my notes quickly while the speaker is presenting, and then take the
time to sort my notes into my Tree Map categories later on—after the speaker has left.
Guided: Turn and Talk: Tell your partner what you are going to do to be able to gather information
from a guest speaker in this one opportunity.
Link: Today we are fortunate to have an expert on Hawaiian ocean animals—Kumu Ale`a. She is
here to speak and present information that will help us learn more about Hawaiian reef animals.
Remember to listen attentively and take notes quickly so that you can gather information when you
only have this one opportunity.
Independent: Students will listen attentively to expert guest speaker and record important information
in note-taking form. Students will ask questions to gather additional information from expert guest
speaker. Students add new information gathered to Tree Map. Students record guest speaker’s name
in Frame of Reference to site the source of new information.
Share: Students share the new information they added to their Tree Map.
Formative Assessment:
27
Song Recording and Video at: http://www.youtube.com/watch?v=RA61f4Tums4
28
Date
Mini Lesson
Lesson 12
Writers write informative text
introductions using ideas from
mentor texts.
CCSS Focus/
Literacy Thinking
Skill Focus
W.2.2
*Analyzing
*Summarizing
Materials/Resources
Mentor Texts (Question):
Sharks! By Janet Craig
National Geographic Readers: Dolphins By Melissa Stewart
National Geographic Readers: Sharks By Anne Schreiber
Mentor Texts (Extraordinary Fact):
Spiders By Nic Bishop
Time For Kids: Butterflies!
Amazing Sharks! By Sarah L. Thomson
Mentor Texts (Create a Scene):
The Honey Makers By Gail Gibbons
Gentle Giant Octopus By Karen Wallace
One Tiny Turtle By Nicola Davies
Mentor Texts (Share a Secret):
The Dolphins of Shark Bay By Pamela S. Turner
George Washington and the General’s Dog By Frank Murphy
Informative Text Introduction Anchor Chart
Strategy:
Use mentor texts to
borrow ideas for
introductions:
Nonfiction Mentor
Texts
By Lynne R.
Dorfman & Rose
Cappelli
Strategy:
If text is not
available, many
introductions can
be found in the
previews for texts
on
www.amazon.com
Strategy:
Be explicit by
modeling writing
and thinking aloud
while writing:
Writing Essentials
By Regie Routman
Mini Lesson: Writers write informative text introductions using ideas from mentor texts.
Opening: Mele: Out on the Coral Reef: To teach Malama.
Connection: You have worked so hard on your research and have found out so much about
Hawaiian reef animals. Now that you have all of that information, what do you think we should do
with it? Guide students to discuss that we should share it with others. So today we are going to begin
writing our very own informative text so that we can teach our readers all the incredible information
we have learned about Hawaiian reef animals. If I told you to just go ahead and start writing, would
any of you be confused? Would you know how to start? What could we do to figure out how to write
the introduction, or the beginning, of our informative text? Guide students to discuss that we can
study published informational texts and borrow ideas for our introductions.
Model: Read aloud introductions of Sharks! “National Geographic Readers: Dolphins,” and
“National Geographic Readers: Sharks.” What do you notice about how these authors wrote their
introductions? Guide students to discuss that the authors asked a question in the introductions. Chart
“Ask a Question” on Introduction Anchor Chart. Read aloud introductions of Spiders, “Time for
Kids: Butterflies!” and Amazing Sharks. What do you notice about these introductions? Guide
students to discuss that the authors used an extraordinary fact in the introductions. Chart “Share An
Extraordinary Fact” on Anchor Chart. Read aloud introductions of The Honey Makers, Gentle Giant
Octopus, and One Tiny Turtle. What do you notice about how the authors wrote those introductions?
Guide students to discuss that the authors created a scene. Chart “Create a scene” on Anchor Chart.
Read aloud introductions of The Dolphins of Shark Bay and George Washington and the General’s
Dog. What do you notice? Guide students to discuss the introductions share a secret with readers.
Chart “Share a Secret” on Introduction Anchor Chart. Now we have all these wonderful ideas that we
can borrow from these mentor texts. I can look at the Introduction Anchor Chart to help me decide
what kind of introduction I want to write for my informative text on Sponges. I think I want to try to
write an introduction that “Shares a Secret.” I am first going to think about something most people
know or have heard about sponges. I know most people have probably heard of using a sponge to
wash their dishes. Now I want to think of something that most people probably don’t know, or
haven’t heard of. I’m thinking that most people probably haven’t heard that a sponge is actually a
name for a type of animal! So my introduction might sound like this: “You have probably heard of
using a sponge to wash dishes, but you might not know that a sponge is also an amazing animal!” I
am going to write a quick title, that I know I can fix up later, then I am going to start my introduction
paragraph by skipping down and indenting, and now I am going to write my introduction by
borrowing the “Share a Secret” idea from our mentor texts. Model writing model introduction: You
have probably heard of using a sponge to wash your dishes, but you might not know that a sponge is
also an amazing animal!
Guided: Turn and Talk: Tell your partner an idea you are thinking of borrowing for your
informative text introduction. What might your introduction sound like?
Link: Today when you go back to your seats, you are going to write your own introduction for your
informational text about your Hawaiian reef animal. Remember to use the ideas we found in our
mentor texts.
Independent: Students will write introductions using ideas from mentor texts.
Share: Student shares who has written an introduction using ideas from mentor texts.
Formative Assessment:
1.
29
Informative Text Introduction Anchor Chart
Teacher Model Informational Text: Introduction
Gentle Giant Octopus:
Mentor Text for “Create a Scene” Introduction
George Washington and the General’s Dog:
Mentor Text for “Share a Secret” Introduction
30
Student Introduction Question/Extraordinary Fact: “Have you heard a sea cucumber is related to a
starfish? Keep listening for more facts on the sea cucumbers. I promise you’re going to love this.
Student Introduction Sharing a Secret: “You [have] probably been to the Hawaii[an] reef to swim.
But did you know that the mamo lay eggs on the reef. And the eggs are purple. Keep reading to find
out more about the mamo.”
Student Introduction Creating a Scene: “Imagine you are on the reef. You’re swimming. All of a
sudden you see a small fish you don’t know, but it has stripes on its back. Read more to figure out
what this weird fish [is].”
31
Date
Mini Lesson
Lesson 13
Writers use their notes to write
facts about a Hawaiian Reef
animal.
CCSS Focus/
Literacy Thinking Skill Focus
W.2.2
*Summarizing
Materials/Resources
Model Tree Map
Chart Paper
Informative Text Body Anchor Chart
Strategy:
Shared Writing:
Teacher and
students write
collaboratively,
with “teacher
acting as expert
and scribe.”
Writing Essentials
By Regie Routman
.
Mini Lesson: Writers use their notes to write fact sentences.
Opening: Mele: Out on the Coral Reef: To teach Malama.
Connection: Last time we began writing our own informational texts. What do we call that part
of our writing? Guide students to discuss that the beginning is the introduction. Now that we
have written an introduction, what should we do next? Guide students towards discussing that
we need to tell our readers information about the reef animals. I remember some things that I
learned about the sponge, but what can I use to help me to remember all of the interesting
information I learned? Guide students towards discussing that we can use our tree map notes to
help us as we write.
Model: Read introduction of teacher’s informational text on sponges. Just like all of you, I have
an introduction, and I am ready to keep writing to tell my readers information, or facts, about the
sponge. I am going to look at my Tree Map to help me determine what facts I want to write
about first. I think it is important to first tell my readers about where the sponge lives, so I am
going to look at the Habitat category of my Tree Map. My first note is “most oceans.” That is
an important fact that I want to tell my readers. I am going to cross off the bullet point to help me
keep track of the notes I’ve used. I am starting a new part of my writing, so I am going to make
sure I start a new paragraph by skipping down a line and indenting. Now I have to turn my note
into a fact sentence for my writing. Write “Most sponges live in oceans.” When I use my Tree
Map notes to write my next fact sentence, I want to make sure that I stay in the Habitat category.
That will help me to group all the information about the sponge’s habitat in the same paragraph,
which will make it easier for my reader to understand.
Guided: Look at the next notes on my Tree Map, “shallow warm water” and “deep cold water”
Turn and Talk: How can I turn those notes into a fact sentence or fact sentences?
Add student responses to Teacher’s Model Informational Text.
Link: Today you are going to use your Tree Map notes to write your own fact sentences for your
informational text. Remember to skip down and indent to start a new paragraph. Remember to
keep track of notes that you have used by crossing off each bullet point as you use it.
Independent: Students will use tree map notes to write fact sentences about a Hawaiian Reef
Animal.
Share: Student shares who has used tree map notes to write fact sentences for their
informational text.
Formative Assessment:
32
Teacher Model Informational Text:
Continue writing to include fact sentences written by teacher and through shared writing with
students.
33
Date
Mini Lesson
Lesson 14
Writers use different sentence
beginnings to engage the reader.
Writers use their notes to write
facts about a Hawaiian Reef
animal.
CCSS Focus/
Literacy Thinking Skill Focus
W.2.2
L.2.6
*Analyzing
*Solving Words
Materials/Resources
Various informational animal texts
Post-Its
Informative Text Body Anchor Chart
Sentence Beginning Chart
Mini Lesson: Writers use their notes to write fact sentences. Writers use various sentence to
write fluidly.
Opening: Mele: Out on the Coral Reef: To teach Malama.
Connection: Read non-example in which every sentence beginnings with the same word. What
do you notice about the writing in this informational text? How does it make you feel as a
reader? Guide students towards discussing that when the same beginning is used over and over,
the writing sounds boring. What do you think the author could do to make this writing better?
Guide students to discuss that authors can use different sentence beginnings to make writing
sound fluid. Yes, writers can use different sentence beginnings to make their writing sound fluid
(smooth) and interesting. Just like we used mentor texts to give us ideas for writing our
introductions, we can also use mentor texts to get ideas for sentence beginnings.
Model: Listen carefully for different sentence beginning ideas we might want to borrow for our
own writing. Read aloud various sentences from informational animal texts. “A shark is a type
of fish.” What sentence beginning did you notice the author used? Guide students to notice the
sentence beginning “A.” Ask students to chart sentence beginnings as sentences are read.
Continue reading sentences and charting sentence beginnings until chart is filled with ten or more
sentence beginnings. Now I can use our Sentence Beginnings Chart to help me as I use my notes
on my Tree Map to write fact sentences. I am first going to look at my Tree Map to see what note
I want to use next in my writing. The next note I want to use is in the Habitat category, and says,
“coral reefs.” I am going to cross off the bullet point and now when I turn my note into a fact
sentence, I am going to use one of the sentence beginning ideas on our chart. I want to find one
that I haven’t used yet, so that my writing sounds fluid and interesting. I also have to make sure
that the sentence beginning I choose makes sense. I haven’t used the sentence beginning “A” so
let me try it—“A sponge lives near coral reef.” Hmmm…doesn’t really make sense, so I am
going to try another one. Let me try “Many.” That might sound like this—“Many sponges live
near coral reefs.” That makes sense and is a sentence beginning I haven’t used over and over
again, so I can write that fact sentence. Write fact sentence on Teacher Model Informational
Text.
Guided: Look at my Tree Map and the note in the Appearance category, “5000 kinds”
Turn and Talk: Tell your partner how you would turn this note into a fact sentence using one of
these sentence beginning ideas.
Add student responses to Teacher Model Informational Text.
Link: Today when you go back to your seats, you are going to continue to use your Tree Map
notes to write fact sentences. Remember to use different sentence beginnings to make your
writing sound fluid and interesting.
Independent: Students will continue to use Tree Map notes to write fact sentences. Students
will use various sentence beginnings noticed in mentor texts to write fluidly.
Share: Student shares who has used Tree Map notes and various sentence beginnings to write
fact sentences.
Formative Assessment:
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Non-example for using different sentence beginnings
Sentence Beginning Chart
Teacher Model Informational Text:
Continue writing to include fact sentences written by teacher and through shared writing with
students.
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Student Fact Sentences Using Different Sentence Beginnings: “They can send signals through the
water to talk to other sea cucumbers. Can you imagine that a sea cucumber stays still most of the
time? Sometimes they bury themselves in the sand. At night, they move slowly to find food.”
Student Fact Sentences Using Different Sentence Beginnings: “Can you imagine that sea turtles can
travel up to 250 miles in one week? Scientists learned that sea turtles can hold their breath for 5
hours! Did you know that sea turtles have a good sense of location, eye site, and smell?”
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