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LiteracyB e n c h m a r k

Teacher’s Guide Grade 2 • Unit 1 2Week

Ask Questions/Identify Main Idea and Supporting Details

® B e n c h m a r k e d u c a t i o n c o m p a n y

Unit 1/Week 2 at a Glance

Day Mini-Lessons

ONE • Activate Prior Knowledge: Concept Web

• Introduce the Book

• Front-Load Academic Vocabulary

• Read Pages 2–3: Ask Questions/Identify Main Idea and Supporting Details

TWO • Read Pages 4–9: Identify Main Idea and Supporting Details

• Focus on Nonfiction Text Features: Maps

THREE • Read Pages 10–13: Identify Main Idea and Supporting Details

• Focus on Text Structure and Organization: Sequence of Events

FOUR • Read Pages 14–17, 18–19: Identify Main Idea and Supporting Details

• Summarize and Synthesize Information: Explore Concepts Using a Problem and Solution Chart

FIVE • Shared Writing: Use Main Ideas and Details to Write a Personal Narrative

Day One

Benchmark Literacy • Grade 2 • Unit 1/Week 2 ©2011 Benchmark Education Company, LLC2

Read-Aloud (10 minutes)

Select a favorite fiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Ask Questions.” Use the sample read-aloud lessons and suggested titles in the Benchmark Literacy Overview.

Mini-Lessons (20 minutes)

Activate Prior Knowledge: Concept Web

Display a blank Endangered Animal Concept Web (BLM 1) like the one shown here.

Say: An endangered animal is an animal that is in danger of disappearing.•Whyaresomeanimalsendangered?•Howcanyouhelpendangeredanimals?

Model sentence frames. Support ELLs by modeling how you use the following sentence frames:

Some animals are endangered because .I can help endangered animals. I can .

Open discussion. Record students’ responses on the Endangered Animal Concept Web. Ask why it is important to help save endangered animals.

Make cultural connections. Invite students who have read about, lived in, or visited different countries or places to tell about endangered animals they have seen or learned about.

Tell students that this week they will be reading a book about an endangered animal called the whooping crane and while they read the book they will return to the Concept Web to add more information.

Lesson Objectives

Students will:

• Build academic vocabulary and concepts related to endangered whooping cranes.

• Ask questions about a text.

• Identify main ideas and supporting details using a graphic organizer.

• Identify and discuss nonfiction text features (table of contents, glossary).

• Build oral language and vocabulary through whole-group and partner discussion.

Related Resources

• Endangered Animal Concept Web (BLM 1)

• Vocabulary Notebook (BLM 2)

• Identify Main Idea and Supporting Details (BLM 3)

• Write the Details (BLM 4)

Nonfiction Big Book

Sample Endangered Animal Concept Web Annotations (BLM 1)

Endangered

How to Help Dangers

Animals

whale

protect forests

pollutioncutting down trees

tiger elephant

Day One

©2011 Benchmark Education Company, LLC Benchmark Literacy • Grade 2 • Unit 1/Week 2 3

Make Content Comprehensible for ELLs

Beginning and Intermediate Use realia and images from the book to discuss whooping cranes. Point to the images on the cover and Table of Contents and say: Thisbirdisawhoopingcrane.Awhoopingcraneis . (white, big, tall) It has . (wings, a long neck, black legs) It can . (fly, stand) Have students repeat the sentences with you.

All Levels If you have students whose first language is Spanish, use the English/Spanish cognates provided in the Front-Load Academic Vocabulary section on this page.

Pair ELLs with fluent English speakers during partner discussions and activities.

Model the use of academic sentence frames to support ELLs’ vocabulary and language development. (See suggested sentence frames provided.)

Support Special Needs Learners Throughout the week, use the following strategies to help students who have learning disabilities access the content and focus on skills and strategies.

Spend additional time previewing each chapter to build background and vocabulary.

Read aloud the text more than once for students who would benefit from auditory input.

Use the graphic organizer activities to build students’ schema related to the book’s content.

Validate and support students’ efforts to participate in instructional conversations and activities.

Introduce the Book

Display the book Bringing Back the Whooping Crane on an easel.

Show students the book cover. Read aloud the title and the authors’ names. Invite students to identify and discuss what they see in the cover photograph.Ask: •Whatdoyoupredictthisbookwillbeabout? •Isthisbookfictionornonfiction? •Howdoyouknow?Allow responses.

If necessary, point out that this is a nonfiction book. Explain that the photograph of a real whooping crane provides one clue that readers can use to predict the genre and topic of the book.

Turn to the Table of Contents. Read the entries with students.

Ask: WhydoyouthinkthisbookhasaTableofContents?Allow responses.

Guide students to understand that the Table of Contents helps readers know how the information in a book is organized and what they can find out by reading the book.Ask: •WhatwouldIreadaboutin“CranesinDanger”? •WherewouldIreadabouthowtosavewhoopingcranes?

Front-Load Academic Vocabulary

Open to the Glossary on page 20. Point to each word, read the definition, and use the word in a sentence.

If you have students whose first language is Spanish, ask: Does habitat soundlikeawordyouknowinSpanish?(Allow responses.) The English wordhabitat soundsliketheSpanishwordel hábitat. Habitat and el hábitat mean the same thing. Repeat for other cognates in the book: migrate/migrar; species/las especies.

Ask students to predict what each word means and use each word in a sentence.


Day One

Display or print the Vocabulary Notebook page (BLM 2). Ask students to review the Glossary words. Encourage partners to share what they know about each word. Then have pairs share with the class. Write students’ ideas on the Vocabulary Notebook page, or have students write or draw independently.

Say: Youwilllearnmoreaboutthesewordsaswereadthebook.

Read Pages 2–3Content Comprehension: Ask Questions/Identify Main Idea & Supporting Details

Read aloud pages 2–3 to students.

Display or print an Identify Main Idea and Supporting Details graphic organizer (BLM 3).

Explain. Say: Anonfictionbookprovidesinformation.Howcanyoumakesurethatyouunderstandtheinformation?Asyouread,youcanthinkaboutthe important ideas. The most important ideas are called the main ideas. Sometimesmainideasarestatedrightinthetext.Youcanusuallytellwhatthemainideasarebythinkingaboutdetails,orfacts,thatyouread.Thedetailstellabout,orsupport,themainideas.

Activate metacognitive strategies. Say: Good readers ask themselves questions to help them understand main ideas and details. Asking questions helpsthemfocusonwhatinformationismostimportant.Let’sreadpage2again.I’llaskmyselfquestionsthathelpmeidentifythemainideaandsupporting details.

Model. Say: Thetitleofthischapteris“NowYouSeeThem.”WhenIreadthetitle,Iaskmyself,“Whataretheauthorsreferringto?”Thefirstsentencereads,“Haveyoueverseenawhoopingcrane?”Iaskmyselfthatquestion,andmyansweristhesameasthenextsentence:“Probablynot!”WhenIreadon,Ilearnsomefacts,ordetails.Ilearnthatthereareonlyafewhundredwhoopingcranesleft,and60yearsago,therewereonlyabout20.Whyaretheauthorsgivingmethesedetails?TheymustwantmetounderstandwhyIhavenotseenawhoopingcrane.Ithinkthatthisisthemainidea:Youprobablyhavenotseenawhoopingcrane.Thedetailssupportthatmainidea.Iwilluseagraphicorganizertoshowthemainideaandsupportingdetails.

Write the main idea and details on the graphic organizer. Save your graphic organizer to add to later.

20

lossaryGcaptivity kept within bounds; birds in captivity

are not free to fly where they want

endangered in danger of disappearing

habitat an area where plants, birds, or

animals are able to live

migrate to travel from one part of the world to

another and back again every year

species a group of animals, different from all

other groups

ultralight a type of small aircraft that does not

weigh a lot

wingspan the distance from the tip of one wing

to the tip of the other

Glossary, page 20

Vocabulary Notebook (BLM 2)

Name Date

Benchmark Literacy • Grade 2 • Unit 1/Week 2 ©2010 Benchmark Education Company, LLC

Vocabulary Notebook

BLM 2

My word to think about is ___________________________________________________.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________


Day One

Comprehension Quick-CheckObserve whether students are able to articulate the main idea and details on the page. If they have difficulty, use the following additional explicit instruction.

Say: The main idea is the big idea that the authorwantsyoutoknow.Onthispage,the big idea is that you probably have not seenawhoopingcrane.Thesupportingdetailstellwhy.Findthedetails.

Reread the page with students. Ask them to point to and read specific details on the page.

Return to your graphic organizer. Say: Wewrotethemainideaanddetailsonourgraphicorganizer.Let’sreadthemtogether.

Home/School Connection Have students take home BLM 4 and work with family members to think of three details that support the main idea that trees are important. Tell students to write the supporting details on their graphic organizer.

Say: Onthispage,youreadaboutwhyyouprobablyhavenotseenawhoopingcrane.Whyhaven’tmanypeopleseenone? Record students’ responses on the Endangered Animal Concept Web (BLM 1).

Connect and transfer. Say: Whenyoureadanonfictionbookonyourownorduringsmall-groupreading,remembertoaskyourselfquestionstohelpyou focus on the important ideas.

Small-Group Reading Instruction (60 minutes)

Based on students’ instructional reading levels, select titles that provide opportunities for students to practice identifying main ideas and details. See the list provided on the Small-Group Reading Instructional Planner.

Use the before-, during-, and after-reading instruction provided in the Teacher’s Guide for each text.

Individual Student Conferences (10 minutes)

Confer with individual students on their text selections and application of strategies. Use the Reading Conference Note-Taking Form to help guide your conferences.

Phonics Workshop (20 minutes)

Use the Day 1 instruction provided in SpiralUp Phonics Skill Bag 2.

Write the Details (BLM 4)

Name Date

Benchmark Literacy • Grade 2 • Unit 1/Week 2 ©2010 Benchmark Education Company, LLC

Write the DetailsDirections: Write three details that support the main idea below.

BLM 4

Main Idea

A tree is important.

Detail 1 Detail 2 Detail 3

Sample Identify Main Idea and Supporting Details Annotations (BLM 3)

Pages 2–3 Main Idea

You probably have not seen a whooping crane.

Details

• only a few hundred now

• 60 years ago, only 20



Select a favorite fiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Ask Questions.” Use the sample read-aloud lessons and suggested titles in the Benchmark Literacy Overview.


Read Pages 4–9 Content Comprehension: Identify Main Idea & Supporting Details

Say: Yesterdaywereadaboutwhyyouprobablyhavenotseenawhoopingcrane.Whyhaven’tyou? Whatelsedidyoulearnaboutwhoopingcranes?Allow responses.

Say: Todaywe’llreadmoreaboutwhoopingcranes.Asweread,we’lllookfor the main idea and supporting details. Remember to ask yourself questions asweread.Askingquestionswillhelpyouclarifyinformationandidentifythemain idea and supporting details.

Read aloud pages 4–9.

Invite students to turn and talk with partners to discuss the main idea of the pages and details that support the main idea. Students can use the following academic sentence frames:

I think the main idea is .The supporting details are .

Bring students together to share their ideas. As a group, record the main idea and details in the boxes on the graphic organizer.

Say: Inthischapter,youreadaboutwhythewhoopingcraneswereindanger.Let’saddwhatyoulearnedtoourConceptWeb.

Lesson Objectives

Students will:

• Build academic vocabulary and concepts related to endangered whooping cranes.

• Ask questions about a text.


• Identify and discuss nonfiction text features (maps).


Related Resources



Day Two

Nonfiction Big Book



The cranes disappeared for three main reasons.

Details

• loss of habitat

• overhunting

• egg collecting



Beginning and Intermediate Say sentences or sentence frames for the photos on pages 6–9: This is a habitat. Thisiswater.Thisisgrass.Thisisamarsh.Have students point and repeat.

Advanced Have students tell about the photos on pages 6–7. Write the sentences on self-stick notes to make captions.

All Levels If you have students whose first language is Spanish, share these English/Spanish cognates: habitat/el hábitat; disaster/ el desastre; disappear/desaparecer; migrate/migrar.


Model the use of academic sentence frames to support ELLs’ discussion of main ideas and supporting details. (See suggested sentence frames provided.)

Comprehension Quick-CheckTake note of which students can or cannot contribute to the discussion of the main idea and supporting details for pages 4–9. Use the following activity to provide additional instruction.

Write this main idea on a sentence strip: Many animals live outside. Then ask students to give supporting details: A

lives outside. Write their details on separate sentence strips.

Work together to use the sentence strips to create a main idea and details graphic organizer.

Focus on Nonfiction Text Features: Maps

Draw students’ attention to the map on page 8.

Ask: Whatisamap?(Allow responses.) That’sright!Mapsaredrawingsthatshowthewholeworldordifferentpartsoftheworld.Mapmakersusesymbolstohelpreadersunderstandmaps.Thismapshowswherewhoopingcranesgowhentheymigratesouth.

Ask: Whydoyouthinktheauthorsincludedthismapintheirbook?Howdoesithelpyouasareader? Allow responses. Students should understand that the map helps them visualize where in the world the whooping cranes go when they migrate south. Explain that sometimes a map includes information that text alone does not provide.

Ask: Whenyoulookatthismap,howcanyoutellwherethewhoopingcranesfly? Allow responses. If necessary, explain that the red line shows the migration route.

Point to the compass rose and discuss the directions. Ask: Where do the birds begin?Inwhatdirectiondotheyfly?Wheredotheyend?Whatdoyouthinkthebirdswilldointhespring?

Connect and transfer. Say: Payattentiontomapswhenyoufindtheminbooksyouarereading.Askyourself,“Whatinformationarethemapsgivingme?HowcanthemapshelpmeunderstandthemainideasanddetailsIamreadingabout?”

Day Two


Day Two


Based on students’ instructional reading levels, select titles that provide opportunities for students to practice identifying main ideas and details. See the list provided on the Unit at a Glance chart.






Oral Language ExtensionDuring independent workstation time, pair students to discuss details that support this main idea: Whooping cranes are big birds. Suggest they use photos and the facts on page 3 for ideas. Tell students to be prepared to report on their conversation during individual conference time.

Home/School ConnectionHave students draw a simple main idea and supporting details graphic organizer on notebook paper. There should be one box for the main idea and three boxes for supporting details. Have them write the following sentence in the main idea box: Many animals are endangered. Ask students to work alone or with a family member at home to write three complete sentences that support the main idea.


Lesson Objectives

Students will:

• Ask questions about the text.


• Learn about nonfiction text structures (sequence of events).


Related Resources


• Vocabulary Notebook (BLM 2)


Day Three


Select a favorite nonfiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Ask Questions.” Use the sample read-aloud lessons and suggested titles in the Benchmark Literacy Overview.


Read Pages 10–13Content Comprehension: Identify Main Idea & Supporting Details

Say: Yesterdaywereadaboutwhywhoopingcraneswereindanger.Whatarethreereasonsthatyoulearnedabout?Allow responses.

Say: Todaywe’regoingtoreadmoreaboutwhoopingcranes.Asweread,we’lllookforamainideaandsupportingdetails.Remembertoaskyourselfquestionstohelpyouunderstandwhatyouread.

Read aloud pages 10–13.

Invite students to turn and talk with a partner to discuss the main idea of the pages and details that support the main idea. Students can use the following academic sentence frames:

I think the main idea is .The supporting details are .

Bring students together to share their ideas. As a group, record the main ideas and details in the boxes on the graphic organizer.

Say: Onthesepages,youreadaboutwaystosavewhoopingcranes.Let’saddwhatyoulearnedtoourConceptWeb.


Nonfiction Big Book


People are trying to save whooping cranes.

Details

• declared them endangered species

• made it illegal to hunt them or take eggs

• started International Whooping Crane Recovery Team to bring back flocks


Focus on Text Structure and Organization: Sequence of Events

Explain to students that authors organize nonfiction texts in different ways depending on the type of information they are communicating. For example, sometimes an author wants to describe something. Other times, an author wants to tell about a problem and how it is solved.

Say: Theauthorsofthisbookwantustounderstandhowthenumberofwhoopingcraneshaschangedovertime.Todothis,theyneedtowriteaboutevents in the correct order. They use a sequence-of-events text structure.

Begin a time line with facts from page 4. Have students find other facts from pages 5–13 to add to the time line. Point out signal language, such as the use of dates (By 1940, in 1970, by the early 1980s). Then discuss the sequence-of-events structure in the photo diagram on page 13.

Connect and transfer. Say: Remember,manynonfictionbookshaveasequence-of-eventstextstructure.Lookforthisasyouread.Payattentiontothesignallanguagetheauthorgives.Thiswillhelpyoufigureoutthesequence of events.









Beginning Point to and name things in the photos on page 13: eggs,chick,pens(showing captivity),inthewild. Have students repeat.

Intermediate and AdvancedHave students tell what happens first, next, then, and last in the photos on page 13. Say: First,the hatch.Next,the

eats.Then,chicks outside.Last,achick .

All LevelsIf you have students whose first language is Spanish, share these English/Spanish cognates: species/las especies; illegal/ ilegales; form/formar.

Pair ELLs with fluent English speakers during partner discussions and activities. Support discussion of the main idea and supporting details by using the academic sentence frames provided.

Comprehension Quick-CheckAs students turn and talk with a partner, monitor their conversations to identify which students can or cannot identify main ideas and details independently. Based on your observations, identify students who need additional explicit reinforcement of the strategy during small-group reading instruction.

Home/School ConnectionHave students take home the Vocabulary Notebook page (BLM 2) and focus on one of these words: captivity, endangered, species, or flock. Encourage students to share with a family member how the word relates to whooping cranes.

Day Three



Select a favorite nonfiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Ask Questions.” Use the sample read-aloud lessons and suggested titles in the Benchmark Literacy Overview.


Read Pages 14–17, 18–19 Content Comprehension: Identify Main Idea & Supporting Details

Invite students to use the Identify Main Idea and Supporting Details graphic organizer to retell the main ideas and details that they have read about so far.

Read pages 14–17 and pages 18–19 to students.

Have students turn and talk to a partner to discuss the main idea of pages 14–17 and the details that support the main idea. Remind them to focus on the author’s sequence-of-events text structure to help them find details that support the main idea.

Invite pairs of students to share their ideas. As a group, compare different students’ ideas and develop a consensus on the best main idea for pages 14–17. Record the group’s ideas on the graphic organizer.

Say: Onthesepages,youreadaboutteachingwhoopingcranestomigrate.WhatinformationcanweaddtoourConceptWeb?

Lesson Objectives

Students will:


• Use academic sentence frames to summarize and synthesize content information.

Related Resources



• Problem and Solution Chart (BLM 5)

Day Four

Nonfiction Big Book



You need to teach cranes to migrate.

Details

• play sounds of ultralight and mother when chicks hatch

• have young birds follow ultralight



Beginning and IntermediateHave students point to the ultralight on page 15 and repeat: This is an ultralight. Have students point to the ultralight on page 17 and repeat: This ultralight can fly. Theflockfollowsit.

All LevelsIf you have students whose first language is Spanish, share these English/Spanish cognates: migrate/migrar; sounds/los sonidos; incredible/increíble; protect/proteger.


Provide academic sentence frames to help ELLs summarize and synthesize information from the big book. (See suggested sentence frames provided.)

Comprehension Quick-CheckDuring the Summarize and Synthesize activity, note which students are and are not able to identify and discuss the problems and solutions. Say: To identify problemsandsolutions,youneedtofocus on the main ideas and details that youreadaboutwhoopingcranes.Whatproblemsdowhoopingcraneshave?Howhavepeoplehelpedtosolvethoseproblems?HowdoesourProblemandSolution Chart help you identify main ideasanddetails?

During independent student conferences, review the Problem and Solution Chart with students and review how it helps them understand main ideas and supporting details.

Day Four

Summarize and Synthesize Information: Explore Concepts Using a Problem and Solution Chart

Display a Problem and Solution Chart (BLM 5) for Bringing Back the Whooping Crane.

Lead a discussion to refine and synthesize students’ understanding of why whooping cranes were in danger and what was done to save them.

Have students read each problem and discuss its solution. Write the solution on the chart.

When the chart is complete, invite students to share their understanding of the problems and solutions. You can scaffold their responses by providing the following academic sentence frames:

Oneproblemthatendangeredwhoopingcraneswas . Onesolutiontothatproblemwasto .

Connect and transfer. Say: Wefocusedonidentifyingmainideasaboutwhywhoopingcranesbecameendangeredandhowtosavethem.Weuseddetailstohelpusfigureoutthemainideas.Youcandothiswheneveryoureadnonfiction.Askingquestionscanhelpyouidentifymainideasandsupportingdetails.

Sample Problem and Solution Chart Annotations (BLM 5)

Problem

Hunters shot whooping cranes, and people took their eggs.

Solution

Whooping cranes became an endangered species. People could not hunt them or take their eggs.

Problem

In the 1980s, there was only one flock of whooping cranes left.

Solution

The International Whooping Crane Recovery Team started to hatch eggs to make more flocks.

Problem

Chicks did not know how to migrate.

Solution

People used ultralight aircraft to teach the chicks to migrate.


Oral Language ExtensionDuring independent workstation time, invite pairs of students to share the academic vocabulary words they explored at home. Ask them to use the following sentence frames as they discuss their words:

Whooping cranes are an endangered species because .

Whooping cranes are hatched in captivity so .

Aflockofwhoopingcranesfollowsthe .

Home/School ConnectionYou may wish to have students take home a copy of the Endangered Animal Concept Web (BLM 1) and record or draw their own ideas about endangered animals based on their understanding of the big book concepts. Use this activity as an informal assessment of students’ text comprehension.








Day Four



Revisit the week’s read-alouds to make text-to-text connections and provide opportunities for reader response. Use the suggested activities in the Benchmark Literacy Overview, or implement ideas of your own.


Shared Writing: Use Main Ideas and Supporting Details to Write a Personal Narrative

Say: Let’slookatourIdentifyMainIdeaandSupportingDetailsgraphicorganizerandourProblemandSolutionChart.Welearnedmanydetailsaboutwhywhoopingcranesbecameendangeredandhowwecanhelpthem.Wecanusethisinformationtowriteastory.

Say: Let’spretendthatwearewhoopingcranes.Wewanttowriteastoryaboutsomethingspecialthathappenedtous.Wecouldwriteaboutthedaywehatchedfromoureggs,orwecouldwriteaboutlearningtomigrate.Whatelsecouldwewriteabout?

Work with students to decide on what experience to write about. As a group, decide on a title for your writing.

Help students construct a strong opening sentence for their story. Ask: What couldyouwritetogetpeopletowanttokeepreading?

Help students use details from the charts to create sentences describing the experience. Prompt students with questions like: What might happen to the whoopingcranes?Whatwouldtheyseeandhear?Howwouldtheyfeel?

Write students’ sentences on chart paper.

Reread the sentences with students, inviting them to think about the order of events in the story. Remind students that writers often use a sequence-of-events text structure.

Model how writers edit and revise their work by checking spelling, punctuation, and grammar.

Display your class story on a classroom or corridor wall to share with others.

Connect and transfer. Say: We have just used the sequence-of-events text structuretowriteastoryaboutawhoopingcrane.Remembertousethistextstructurewheneveryouneedtotellabouteventsthathappeninorder.

Lesson Objectives

Students will:

• Use main ideas and supporting details to write about a whooping crane.

Related Resources



• Problem and Solution Chart (BLM 5)

Day Five

Nonfiction Big Book


Day Five








Writing Model

Flying Home!Hi! My name is Whoop.

I’m a whooping crane. I was born in captivity. That means that I did not have a mom. When I hatched, though, I heard a mom. I heard another sound, too. It was an ultralight aircraft. You might wonder why I heard that sound! Well, in winter, I need to migrate south. Most birds follow their moms, but I don’t have a mom. So last winter, I followed the ultralight all the way to Florida. Now I’m here in the sunny, warm weather. Next spring, I will fly back home.



You probably have not seen a whooping crane.

Details

a few hundred now; 60 years ago, only 20


The cranes disappeared for three main reasons.

Details

loss of habitat, overhunting, egg collecting


You need to teach cranes to migrate.

Details

teach young birds to follow ultralight


People are trying to save whooping cranes.

Details

declared endangered and illegal to hunt; started recovery team

unit 1/week 2 at a glance - benchmark education...

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