Tennessee Common Core Reading Unit for Grades 2-3 ...

Tennessee Common Core Reading Unit for Grades 2-3:

Habitats

Learning Objective: The goal of this unit is to teach 2nd and 3rd grade students to read closely and critically in order to comprehend complex informational text. In this unit, the teacher uses a variety of strategies to actively engage students in analyzing vocabulary, answering text-dependent questions, and summarizing the text. Students learn to take notes using a graphic organizer and to use those notes to develop a deeper understanding of the text. Discussions and writing exercises help students to construct meaning of the texts in a way that "sticks."

Reading Tasks: The first text, "Visit a Coral Reef: Learn About This Busy Ocean Habitat" will be read aloud in its entirety for the first read. The text is then read multiple times (in shorter specific sections) with guiding questions for teachers. The second text, "Animals of The Rain Forest: What Creatures Live in This Amazing Place?" will be read aloud in its entirety for the first read. The text is then read multiple times (in shorter specific sections). Both full texts are included in this unit. The Lexile Level for "Visit a Coral Reef: Learn About This Busy Ocean Habitat" is 610. The Lexile Level for "Animals of The Rain Forest: What Creatures Live in This Amazing Place?" is 620. These texts are located in the Tennessee Electronic Library (tntel.). The qualitative measure for both texts is moderately complex, as measured by the Informational Text Qualitative Measures Rubric as found at .

Discussion/Language Tasks: The text is presented and explored orally. Group discussions about the content from the texts form the foundation of the lessons.

Writing Tasks: All the writing tasks created for this unit are highly guided and scaffolded. Students learn to take notes using a graphic organizer and to use those notes to develop a deeper understanding of the text. Students create a written summary of "Visit a Coral Reef: Learn About This Busy Ocean Habitat" and "Animals of The Rain Forest: What Creatures Live in This Amazing Place". Then students write an opinion essay in which they discuss why it is important to protect endangered habitats, citing evidence and examples from both "Visit a Coral Reef: Learn About This Busy Ocean Habitat" and "Animals of The Rain Forest: What Creatures Live in This Amazing Place".

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Note: These units are peer-reviewed and have been vetted for content by experts. However, it is the responsibility of local school districts to review these units for social, ethnic, racial, and gender bias before use in local schools.

Common Core Standards: Strand

Reading: Informational Text

Writing

2nd Grade

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.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. 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.2.9 Compare and contrast the most important points presented by two texts on the same topic. 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.

W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking

3rd Grade

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.10 By the end of the year read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2?3 text complexity band independently and proficiently. W.3.1 Write opinion pieces on topics or text, supporting a point of view with reasons. a. Introduce the topic or text they are writing about,

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Speaking and Listening Language

words (e.g. because, and also) to connect opinion and reasons, and provide a concluding statement or section. 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.

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.

L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing. L.2.2 Demonstrate command of the conventions of

state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g. because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; including illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g. also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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standard English capitalization, punctuation, and spelling when writing. L.2.4a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.4a Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

Science (TN Science Standards 2009-10)

GLE.0207.2.2 Investigate living things found in different places. GLE.0207.2.3 Identify basic ways that plants and animals depend on each other. GLE.0207.3.1 Recognize that animals eat plants or other animals for food.

GLE.0307.2.2 Explain how organisms with similar needs compete with one another for resources. GLE.0307.3.1 Describe how animals use food to obtain energy and materials for growth and repair. GLE.0307.5.1 Explore the relationship between an organism's characteristics and its ability to survive in a particular environment. GLE.0307.5.2 Classify organisms as thriving, threatened, endangered or extinct.

A Note on the Standards: This unit is not designed to emphasize Foundational Skills Standards. Teachers are encouraged to address any Foundational Skills standards that they feel are needed or will enhance this unit.

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First Full Text:

Visit A Coral Reef: Learn About This Busy Ocean Habitat

Under the sea many creatures live in coral reefs. A coral reef is a warm ocean habitat. It is built by thousands of tiny sea animals. They are called coral polyps. They build hard skeletons around themselves. When polyps die, their skeletons are left behind. Young polyps grow on top of the old skeletons. In time, those skeletons form coral reefs.

Coral reefs are home to many ocean animals. They rely on the reefs for shelter and food. Here are just a few of those animals.

Dugong

Dugongs live near some coral reefs. They are gentle ocean mammals. They move slowly and graze on sea grasses. That is why they are often known as sea cows.

Dugongs are endangered. That means they are at risk of dying out. People hunt dugongs for their meat. Sometimes the animals get caught in nets used for fishing. Pollution* also hurts dugongs.

Green Sea Turtle

Green sea turtles are often found near coral reefs. The turtles are named for the green color of their skin. They eat sea grasses.

Green sea turtles are endangered. People hunt them for their meat and eggs. The turtles also get trapped in fishing nets. Another threat is pollution.

Clown Fish

Clown fish are orange and white. They live near sea anemones. Sea anemones are animals that look like plants. They are poisonous to other fish. Clown fish have a slimy coating on their skin. That protects them from the poison.

Sea anemones keep clown fish safe. Other fish may get stung if they get caught in a sea anemone. Those fish become food for the sea anemone. Clown fish eat the leftovers.

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