February 23 Meeting

Second Grade (beginning of year)				Unit:    Interdisciplinary Connections:
Student Learning Summary				Students build a deeper understanding that as you investigate things, you learn more specific details about things.  It may even change your understanding or beliefs about that topic.
Text: Know About Snow (level ?)	reading task:
	writing task:
	discussion task:
	vocabulary task:
Text Selection (10 factors) See planning guide					Worthwhile: yes Rigor: yes Authentic literacy: yes
Power Standards: Reading Informational: Writing: Listening/speaking: Language:  Focus Goals from - Continuum of Literacy Learning – Level ?					Endurance: yes Leverage: yes Readiness: yes
Day 1 Activities: 1.       Teacher introduces the text and purpose of the task 2.       Students read Know About Snow independently (students may annotate text) 3.       Teacher then reads the text out loud to the class and students follow along in the text (students can add to their annotation) 4.       Teacher asks the class a set of guiding questions (rereading book with students after each question to prompt and support them) and tasks about the text 5.       Teacher leads a shared writing modeling how to write an argumentative writing sample based on the culminating activity.
Central Concern:
Portion of text:		guiding questions and tasks:	Students are involved in turn and talk discussions and whole group discussions with each question.  Students/teachers reread the book one more time after each question to guide students in their thinking    With teacher support, the students answer the questions. Q1 – Name four things from the first paragraph the author shares that ‘we’ could do in snow.     ANSWER: Q2: Do ALL children know that these are things you could do in snow?     ANSWER: Q3:  What words does the author use to prove how he feels about snow?     ANSWER:  Q4 – The author writes “before then.”  What does ‘before then’ mean and/or tell us?     ANSWER: Q5 – List three factors that determine the shape of a snowflake.  (possible follow-up question - what helped people come to this conclusion?)     ANSWER: Q6 – What did people learn once they knew about the shape of the snowflakes?     ANSWER:  Q7 – According to paragraph four, how does the author suggest you could investigate snowflakes more?    ANSWER:
Culminating Activity:			Students will respond to the following question as a whole group.  Teacher will guide their proof referring to the article Know About Snow.  The writing will be to the rigor of the second grade standards according to appendix C of the CCLS.  Future close reads should transition to students independently writing to this rigor. THEME: Investigations Option 2:  Defend whether things need to be investigated to learn more about them.  Use evidence from this article to support your claim.