In this activity, students read "I Want Snow for Christmas," a news article about students protesting climate change. Then they fill out a graphic organizer with details from the text. Finally, they write one paragraph explaining what they think the author's purpose was for writing the article. Identifying author's purpose is a key skill in reading informational text.

Duration: one class period

You may have already taught your students to find evidence in a text in response to a prompt. But what happens when a student must synthesize information from more than one source? In this assignment, students gain practice finding details in a set of related texts, and organizing those details so they clearly line up with the correct sources. Developing an organizational system will enable students to track sources of information from multiple texts in preparation for writing. Students will fill in a Planner (Graphic Organizer) with three details from each text, but they will not do any writing in this lesson. After students practice with the Text Set provided, you can use a blank Graphic Organizer (from Teacher Resources) to have them practice with other related readings. Use the Model Graphic Organizer to help students understand how to organize their information. 

This assignment goes with the Smeckens Quick Clips PD video: "Organize Information Collected from Sources."

Students write a brief Response to Nonfiction analyzing text elements, based on a nonfiction text they are reading in class. The ability to identify text elements, including main idea and evidence, is a key skill in responding to informational text.

There are many ways to capture readers' attention at the beginning of an informational article. In this assignment, students read "Chill Ways to Recycle Last Year's Snow," an informational article about recycling snow. Then they fill out a graphic organizer to analyze the article's introduction. This assignment helps students practice analyzing text elements, a key skill in reading informational text.

Duration: one class period

In this activity, students read the Student Sample, "Ecotourism," an informative essay written by a fourth-grade student. They notice the problem-solution organizational structure of the essay. Then they complete a graphic organizer to analyze the structure and features of the Student Sample.

In this activity, students read the Student Sample, "Which Is Better?" an essay written by a fourth-grade student in response to the question, "Which is a better pet, a cat or a dog?" Then they analyze the text by completing a graphic organizer. This assignment gives students practice analyzing the structure of an informational or argumentative text.  

Duration: one class period

In this activity, students read and analyze Animal Rescuers, an informational text about people who rescue animals. Then they complete a graphic organizer to cite evidence from the text about what they learned.

In this activity, students read "Teens and Adults Say They Feel Tethered to Cell Phones." Then they complete a graphic organizer to demonstrate their comprehension of the selection.

Duration: one class period

In this activity, students read "Looking Back: The 50th Anniversary of the Apollo 8 Mission," an informational article about the first time humans traveled into space. Then they complete a graphic organizer to demonstrate their comprehension of the article.

In this assignment, students practice finding relevant details in different sources and completing a Planner (Graphic Organizer) to show which details come from what sources by using color to match details and sources. Then students come up with three topics to write about in response to the prompt, and complete a second Planner by filling in details from all three sources. Please note that in the first Planner, the details are automatically colored to match the source. In the second Planner, students must highlight and copy the text from the first Planner and paste it into the second Planner, to retain the color. If students type into the Planner, they will need to select the text and color code it, to match the source. Use the Model Graphic Organizer in the Teacher Resources, to help students understand how to organize their information. Use the blank Graphic Organizer to enable students to practice with additional readings. Use the Answer Key to view sample student responses.  

This assignment goes with the Smeckens Quick Clips PD video: "Synthesize & Cite Evidence from Multiple Sources." 

Analyze Story Elements: In this activity, students read "They Made Me Do It and I'm Sorry," a short story about bullying. Students identify literary elements in the story and fill in a Graphic Organizer. Then students plan a Story Retelling, a new scene in which they imagine that the story's events happened to them. This assignment provides instruction and practice in Responding to a Literary Text. 

Duration: one class period

Identify Text Structure: In this activity, students read the Student Sample, "Glowing Shoes," a story written by a fourth-grader from a class prompt. Students fill in a Graphic Organizer, identifying elements of story structure. Then students plan their own Fantasy Story, following the structure of the Student Sample. Use this assignment to provide practice in Responding to Literary Text. 

Duration: one class period

Poetry Review: In this activity, students read "Nesting," a poem about the making of a bird's nest. Then they write a Poetry Review, explaining whether they liked the poem and why. Students focus on hooking the reader and clearly stating their opinion in the introduction. Before writing, students complete graphic organizers to analyze the selection and plan their Poetry Review.

Duration: one class period

Response to Text: In this activity, students read "A Bird Came Down the Walk," a poem by Emily Dickinson. Then they write a Response to Text about Dickinson's use of descriptive language. Students focus on the skill of analyzing a text. Before writing, students complete graphic organizers to analyze the poem and plan their Response to Text.

Duration: one class period

Students write a brief Response to Fiction Text, based on a specific reading or on whatever fictional story they are reading in class. Students consider literary features such as characters, plot, and setting, to understand the fictional texts they read. Then they focus on writing a clear response that includes citing evidence from the text to support their writing. The ability to respond to fictional texts and to cite supporting evidence in the text, are key skills required by many writing assignments in the Information genre.

Students write a brief Response, based on a specific reading or on whatever fictional story they are reading in class. Students consider the literary element of "character" in their response. The ability to identify story elements and to cite supporting evidence in the text, are key skills needed while Responding to Literary Text. 

Proficiency Level: Approaching, Below

There are many ways to capture readers' attention at the beginning of an informational article. In this assignment, students read "Chill Ways to Recycle Last Year's Snow," an informational article about recycling snow. Then they fill out a graphic organizer to analyze the article's introduction. This assignment helps students practice analyzing text elements, a key skill in reading informational text.

Duration: 20-25 minutes

Proficiency Level: Approaching, Below

In this activity, students read the Student Sample, "Which Is Better?" an essay written by a fourth-grade student in response to the question, "Which is a better pet, a cat or a dog?" Then they analyze the text by completing a graphic organizer. This assignment gives students practice analyzing the structure of an informational or argumentative text.  

Duration: 15-20 minutes

Proficiency Level: Meets, Approaching, Below

In this activity, students read and analyze Animal Rescuers, an informational text about people who rescue animals. Then they complete a graphic organizer to cite evidence from the text about what they learned.

Duration: 15-20 minutes

Proficiency Level: Approaching, Below

In this activity, students read "Looking Back: The 50th Anniversary of the Apollo 8 Mission," an informational article about the first time humans traveled into space. Then they complete a graphic organizer to demonstrate their comprehension of the article.

Duration: 25-30 minutes

Proficiency Level: Approaching, Below

In this activity, students read "Teens and Adults Say They Feel Tethered to Cell Phones." Then they complete a graphic organizer to demonstrate their comprehension of the selection.

Duration: 25-30 minutes

Proficiency Level: Approaching, Below

In this activity, students read "Busy Beavers," an informational article about beavers. Then they fill in the graphic organizer with key details from the text. 

Duration: 15-20 mins 

Proficiency Level: Below

In this assignment, students read the TIME for Kids article "Charging Ahead," by Shay Maunz, and the "Business of Buses" data sheet. Then they plan an Opinion Paragraph based on a prompt about the topic. Students complete Graphic Organizer (Planner).  Practicing skills such as analyzing a text for information, stating an opinion, and using reasons and evidence to support the opinion will help students prepare for writing in the Argument genre. 

Duration: 15-20 mins

Proficiency Level: Below

In this assignment, students read the TIME for Kids article "Recess Reform," by Rebecca Mordechai, and "The Trouble with Recess" data sheet. Then they plan an Opinion Paragraph based on a prompt about the topic. Students complete a Graphic Organizer (Planner). Practicing skills such as analyzing a text for information, stating an opinion, and using reasons and evidence to support their opinion will help students prepare for writing in the Argument genre. 

Duration: 15-20 mins

Proficiency Level: Approaching, Below

In this activity, students read "I Want Snow for Christmas," a news article about students protesting climate change. They fill out a graphic organizer with details from the text. 

Duration: 15-20 mins 

Proficiency Level: Approaching, Below

In this assignment, students read the Student Sample "Dear Teachers," a persuasive letter written by a seventh-grade student. Students also complete a graphic organizer analyzing the text. Evaluating informational text is a key skill in reading language arts.

Duration: 15-20 minutes

Proficiency Level: Approaching, Below

Students write a brief Response to Nonfiction analyzing text elements, based on a nonfiction text they are reading in class. The ability to identify text elements, including main idea and evidence, is a key skill in responding to informational text.

Duration: 10-15 minutes

Proficiency Level: Approaching, Below

In this assignment, students think of a nonfiction text they are reading in class. They write two or three sentences explaining why the author wrote this piece.

Duration: 10 minutes

Proficiency Level: Approaching, Below

This assignment asks students to describe the most surprising aspects of a girl's amazing discovery. Students practice the skill: Analyze Elements: Ideas, Events, & Information in the Response to Information genre. Use this High 5 activity during the first 5 minutes of class, or anytime you want to assign a Quick Write.

Duration: 10-15 minutes

Proficiency Level: Exceeds, Meets, Approaching, Below

In this assignment, students write a paragraph about an informational text they are reading in class. Includes an anchor chart that explain text and graphic features in writing.

Duration: 5-10 mins

Proficiency Level: Approaching

In this assignment, students name a new fact they learned from a reading in class. Then they write about one detail from the reading that supports this fact.

Duration: 10 minutes

Proficiency Level: Exceeds, Meets, Approaching, Below

In this assignment, students review a nonfiction text they are reading in class and write about whether or not they agree with the author. Includes two anchor charts that explain author's craft and central idea.

Duration: 5-10 mins

Proficiency Level: Approaching, Below

In this assignment, students read "Making Cookies" and write a paragraph focusing on the author's use of words that rhyme (same ending sounds) and the poem's rhythm (the beat of the poem) to develop an understanding of poetry elements.

This story has a Lexile level of 490.

Duration: 10 - 15 minutes

In this assignment, students read "The Travails of a Triangle Player" and write a paragraph to explain the author's purpose: Inform, Entertain, or Persuade. 

This story has a Lexile level of 400 and is appropriate for students in Grade 2.

Duration: 10-15 minutes

Proficiency Level: Approaching, Below

Henry Herz's fantasy story, "A Proper Party," is about an owl planning a party. Owl wants certain types of flowers, drinks, and party hats at the party. Owl becomes frustrated when the items from the list are different from what was planned. By the end of the story, Owl learns a valuable lesson about proper planning, "Because a proper party really requires plenty of good friends." therefore, the focus should be on friends, not specific items. Students will read the story and determine the theme to understand the author's message. 

The text in this assignment has a Lexile Level of 460 and is appropriate for students in Grade 2.

Duration: 15 - 20 minutes

Proficiency Level: Approaching, Below

Analyze Story Elements: In this activity, students read "They Made Me Do It and I'm Sorry," a short story about bullying. Students identify literary elements in the story and fill in a Graphic Organizer. Then students plan a Story Retelling, a new scene in which they imagine that the story's events happened to them. This assignment provides instruction and practice in Responding to a Literary Text. 

Duration: 15-20 mins

Proficiency Level: Approaching, Below

In this assignment, students view the painting, The Persistence of Memory, by artist Salvador Dalí. Then they write a poem inspired by the painting.

Duration: 15 minutes

Proficiency Level: Below

In this assignment, students read the fiction passage`about a character named Grace who collects leaves on the way to school. Students will identify, organize, and retell key details of a text to show their understanding. 

This assignment has one prompt with two levels depending on the student support needed. Level 1 includes no adaptations. Level 2 contains light scaffolding with sentence starters. See the Teacher Resource to learn how to assign with differentiated prompts. 

The passage has a Lexile Level of 460 and is appropriate for students in Grade 2.

Duration: 10-15 mins

Proficiency Level: Approaching, Below

In this assignment, students write two or three sentences about the author's use of details and descriptions. 

Duration: 10-15 minutes

Proficiency Level: Below

In this assignment, students read the poem, "Eletelephony," by Laura Elizabeth Richards. They write a few sentences analyzing how the poet uses rhyming to add to the humor.

Duration: 5-10 minutes

Proficiency Level: Meets, Below

In this assignment, students write a paragraph comparing and contrasting the two main characters of a story they are reading in class. They describe how the characters are similar and different.

Duration: 15 minutes

Proficiency Level: Approaching

In this assignment, students choose a character from the story they're reading in class. They write a few sentences describing how they feel about the character.

Duration: 10-15 mins

Proficiency Level: Approaching, Below

In this assignment, students watch a video of the Muppets acting out the poem, "Jabberwocky," by Lewis Carrol. They write a paragraph about whether or not they think the video helped to make the poem easier to understand. They use examples from the poem and video to support their opinion.

Duration: 15 minutes

Proficiency Level: Approaching, Below

In this assignment, students read the poem, "Mr. Grumpedump's Song," by Shel Silverstein. They write a paragraph about what they like or don't like about the poem using examples from the text.

Duration: 15 minutes

Proficiency Level: Meets, Approaching, Below

In this assignment, students read Taylor Swift's song, "Never Grow Up." They write a few sentences making a personal connection to the lyrics of the song.

Duration: 10 minutes

Proficiency Level: Approaching, Below

In this assignment, student think about two stories they've read this year. They write a few sentences comparing them.

Duration: 10-15 mins