ELA / 2nd Grade / Alternate Unit 2: Awesome Insects
Students learn about insects and their impact on the natural world by asking and answering questions about informational texts in order to become inquisitive, active readers.
ELA
Alternate Unit 2
2nd Grade
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In this unit, students learn about insects and the impact insects have on the natural world. Students will learn the unique characteristics of insects, how insects can be both beneficial and destructive, and the stages of an insect’s life cycle. By the end of the unit, students will have a deeper understanding of and appreciation for the beauty of the insect world.
This unit consists of predominantly shared reading experiences to help students practice different reading strategies and skills. Students will continue to be inquisitive, active consumers of texts by asking and answering questions, and they will continue to deepen their understanding of the role text features and illustrations play in helping a reader better understand the content of a text. Students will also begin to explore the connections between scientific ideas and concepts using cause-and-effect language and will continue to strengthen their habits of discussion as they debate and analyze key ideas of the unit.
When discussing the texts, students continue to focus on following agreed-upon rules for discussions and sharing their ideas with partners, small groups, and the whole class. Previously, students focused on clarifying and sharing their thoughts during a discussion, and in this unit, students work on engaging with the thinking of others by building on others’ talk. Students practice linking their comments to the remarks of others and asking and answering questions to clarify understanding or gather more information.
Students continue to build writing fluency by writing daily in response to the Target Task question. Students learn how to use frequently occurring conjunctions as a way of including stronger, more nuanced answers to questions. Additionally, students build their informational writing skills by participating in two shared research projects. Students learn how to conduct research, how to brainstorm and outline paragraphs, and how to include facts, definitions, and text features to support a point.
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Book: Insect Bodies by Bobbie Kalman and Molly Aloian (Crabtree Pub Co. 2005) — IG570L
Book: Insect Life Cycles by Bobbie Kalman and Molly Aloian (Crabtree Publishing Company, 2005) — NC760L
Book: Insectlopedia by Douglas Florian (HMH Books for Young Readers, 2002)
Book: Helpful and Harmful Insects by Bobbie Kalman and Molly Aloian (Crabtree Pub Co. 2005) — NC790L
Book: Ants by Melissa Stewart (National Geographic Kids, 2010) — 470L
Book: Bees by Laura Marsh (National Geographic Kids, 2016) — 530L
Assessment Text: “The Life Cycle of an Ant” by Hadley Dyer; Bobbie Kalman (Crabtree Pub Co) — NC870LL
Book: Ladybug (Grow With Me) by Kate Briggs (Creative Paperbacks)
Images of insects and non-insects
These assessments accompany this unit and should be given on the suggested assessment day or after completing the unit.
Download Content Assessment
Download Content Assessment Answer Key
Download Cold Read Assessment
Download Cold Read Assessment Answer Key
Suggestions for how to prepare to teach this unit
Unit Launch
Prepare to teach this unit by immersing yourself in the texts, themes, and core standards. Unit Launches include a series of short videos, targeted readings, and opportunities for action planning.
The central thematic questions addressed in the unit or across units
To understand details in an informational text, readers think about how details are connected.
Text features help the reader clarify their understanding about a particular idea or topic.
Participate in shared research and writing projects.
Introduce the topic.
Use facts, definitions, and text features to support a point.
Follow agreed-upon rules for discussions.
Build on others' talk in conversations by linking their comments to the remarks of others.
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.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
abdomen adult antennae aphid arthropod characteristics cocoon compound eyes colony egg emerge exoskeleton fertile hatch hive host honeycomb larva metamorphosis mouthparts molt nectar nymph parasite pest pollination pollinate pollen pupa scavenger solitary social thorax venom wing bud
exo-
To see all the vocabulary for Unit 7, view our 2nd Grade Vocabulary Glossary.
In order to ensure that all students are able to access the texts and tasks in this unit, it is incredibly important to intellectually prepare to teach the unit prior to launching the unit. Use the intellectual preparation protocol and the Unit Launch to determine which support students will need. To learn more, visit the Supporting all Students teacher tool.
Fishtank ELA units related to the content in this unit.
Identify key information about insect bodies by reading with sufficient accuracy and fluency to support comprehension.
RI.2.1 RI.2.4 RI.2.5
Identify and explain characteristics of an insect by identifying and explaining key details in a text Read Aloud.
Discussion & Writing
Explain which of the following images are insects by using organizing categories to defend claims or opinions about a content-related topic.
L.2.1.f RI.2.4 RI.2.7 SL.2.1 SL.2.2 W.2.1 W.2.5
Identify key information about insect life cycles by reading with sufficient accuracy and fluency to support comprehension.
RF.2.3 RF.2.4 RI.2.1 RI.2.3 RI.2.5
Describe the key phases in a complete insect life cycle by using text features and details to describe the connection between scientific ideas.
RI.2.2 RI.2.5
Describe the differences between a complete and incomplete metamorphosis using text features and details to describe the connection between scientific ideas.
RI.2.3 RI.2.5 RI.2.7
Explain what happens at each stage of the life cycle by using picture clues and details to sequence events.
L.2.1.f RI.2.3 SL.2.1 SL.2.2 SL.2.6 W.2.2
Identify key information about ants by reading with sufficient accuracy and fluency to support comprehension.
RF.2.3 RF.2.4 RI.2.1 RI.2.2 RI.2.5 RI.2.7
Argue why an ant would or would not survive in a rainforest habitat by using organizing categories to defend claims or opinions about a content-related topic.
L.2.1.f SL.2.1 SL.2.2 W.2.1
Describe the impact bees have on the natural world using key details from the text.
RF.2.3 RF.2.4 RI.2.1 RI.2.2
Describe a bee’s world by noticing key details in the text and using relevant vocabulary.
RF.2.3 RF.2.4 RI.2.2 RI.2.4 RI.2.5
Determine the main purpose of a text by reading with sufficient accuracy and fluency to support comprehension.
RF.2.3 RF.2.4 RI.2.5 RI.2.6
Argue why a bee would or would not survive in a rainforest habitat by using organizing categories to defend claims or opinions about a content-related topic.
L.2.1.f SL.2.1 SL.2.2 SL.2.6 W.2.1
Informative Writing – 3 days
Describe an insect’s life cycle by writing an informational text that uses researched facts, images, and definitions to explain what you learned.
L.2.1.f L.2.4 RI.2.3 RI.2.4 RI.2.5 W.2.2 W.2.5 W.2.7
Explain how the author uses poetry to describe an insect.
RL.2.4 SL.2.5
Identify the different ways insects can be both helpful and harmful and explain one reason why by using text features and details to describe the connection between scientific concepts.
RI.2.3 RI.2.6 RI.2.8
Identify the different ways insects can be both helpful and harmful, and explain one reason why by using text features and details to describe the connection between scientific concepts.
RI.2.2 RI.2.3 RI.2.8
Argue why it would be a good or bad thing if all the insects in our world suddenly disappeared by using organizing categories to defend claims or opinions about a content–related topic.
Informative Writing – 5 days
Describe an insect by writing an informational text that uses researched facts, images, and definitions to explain what they learned.
L.2.1.f L.2.2.e L.2.4.e W.2.2 W.2.5 W.2.7
Assessment
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Project
Design a make-believe insect.
SL.2.1 SL.2.5 SL.2.6 W.2.2 W.2.5
The content standards covered in this unit
L.2.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.2.1.a — Use collective nouns (e.g., group).
L.2.1.f — Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
L.2.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.2.2.e — Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L.2.4 — 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.2.4.e — Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L.2.6 — Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
RF.2.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.4 — Read with sufficient accuracy and fluency to support comprehension.
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 multiparagraph 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.2.5 — Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
RI.2.6 — Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
RI.2.7 — Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
RI.2.8 — Describe how reasons support specific points the author makes in a text.
RI.2.10 — By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2—3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RL.2.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
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.
SL.2.5 — Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
SL.2.6 — Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
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 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.
W.2.5 — With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.7 — Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
Standards that are practiced daily but are not priority standards of the unit
L.2.3.a — Compare formal and informal uses of English.
L.2.4.a — Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.4.c — Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
L.2.5.a — Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
W.2.6 — With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Unit 1
Cinderella Around the World
Unit 3
Belonging and Friendship: Pinky and Rex
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