library pacing guide grade 2...library pacing guide grade 2 mp units unit total* cumulative total**...

Library Pacing Guide

Grade 2

MP Units Unit

TOTAL* Cumulative

TOTAL**

MP1 Unit 1 – Orientation

24 days 24 days

MP1-2 Unit 2 – Character Education

36 days 60 days

MP2-3 Unit 3 – Fiction

90 days 150 days

MP4 Unit 4 – Informational Text (Paired Text)

30 days 180 days

* Unit Total is inclusive of introduction, instruction, assessment, projects, etc. for that particular unit. ** Cumulative Total is a running total, inclusive of prior and current units.

Pemberton Township School District Second Grade Library

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Unit Title: Unit 1 – Orientation

Stage 1: Desired Results Standards & Indicators: AASL Standards

• 1.1.9 • 1.3.4 • 1.4.2 • 2.1.5 • 2.4.1 • 3.1.2 • 3.2.2 • 3.2.3 • 3.3.2

NJSLS Technology • 8.1.P.A.4 • 8.1.P.A.5 • 8.1.2.A.4

NJSLS 21st Century Life and Careers

• CRP1 • CRP2 • CRP11


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Central Idea / Enduring Understanding: Students will…

• Demonstrate knowledge of the library media center areas, rules, and procedures.

• Demonstrate responsible media center behavior

• Demonstrate good habits in handling materials

Essential/Guiding Question:

• How can I become a responsible library user?

• How can the library impact my personal reading growth?

• How can the library enhance my life?


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Content: Theme:

• The library is a place that promotes a love of reading and supports students in their personal reading needs.

• The library is a place where students can

acquire knowledge and gain insight.

Skills(Objectives):

• Respect the library as a learning place.

• Follow established library procedures.

• Check out materials and return them in a timely manner.

• Demonstrate proper book care.

• Identify the title, author, illustrator, and

publisher.

• Identify the areas of the library.

• Select materials based on personal interest and reading level (“just right”).

• Recognize alphabetical order in shelving.

• Have knowledge of the library’s OPAC and use.


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Stage 2: Assessment Evidence

Performance Task(s):

• Arrival/Do Now Activity

• Self-assessment

• Peer Review

• Student created verbal, written, and artistic responses

• Think/Pair/Share

• Turn and Talk

• Whip Around

• Check for Understanding – Comprehension

• Check for Understanding – Vocabulary

• Exit Slips

• Graphic Organizers

• Technology Integration

Other Evidence:

• Ability to locate and select books of interest

• Ease of book check-out procedure

• Responsibility of returning books

• Teacher observation of student participation


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Stage 3: Learning Plan Learning Opportunities/Strategies: For Use During Weeks 1-3

• Introduce the role of the librarian using a PowerPoint or Prezzi.

• Teach the rules and procedures of the library

by having students model each procedure after being taught via role play.

• Read a mentor text regarding the ways to

utilize the library to its fullest. Recall the points learned in story and record them on chart paper.

• Place a box of damaged books out for students

to explore and discuss how we need to take care of the materials borrowed.

• Teach shelf marker use for book searching and

selecting. Students practice during book checkout, assist as needed.

• Students work in teams to create a mini poster

to hang in the library that depicts proper book care.

• Complete a T-chart by filling in Yes/No use of

library (or book care). *Note: the sentences may be up on display for students to decide placement.

• Allow for students self-checkout by teacher

demonstrating first, guiding the students second and finally independent student ability.

• Play a trivia game for students to have an

opportunity to name/identify each book part (spine, jacket, author, etc.)

Resources: For Use During Weeks 1-3

• PowerPoint or Prezzi

• Charades Cards for students to act out points covered by teacher, white boards for students to share answers or a buzzer for table answers

• Examples of mentor texts: Library Lion, Library

Mouse

• Old and mistreated books in a box, chart paper or white board for students to write thoughts for discussion

• Shelf markers (book sticks)

• Construction paper, markers, crayons, other craft making materials as per teacher choice

• T-chart graphic organizer, list of items to sort projected on Smart Board

• Destiny Website, scanner, books

• Jeopardy Game on Smart Board, Bingo style cards and clues, Tic-Tac-Toe board, etc.


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Learning Opportunities/Strategies:

• Watch a short video clip depicting proper book use. Students take notes on post-its and hang them on the “What I Took Note Of…” poster.

• Scavenger Hunt for the location of items in

library from different areas.

• Alphabetize various mentor texts using the information presented on the spine of the book.

• Nearpod presentation of information: via video clips, slide shows, quick writes, online quizzes.

Resources:

• You Tube Clips (saved using SafeShare.TV)

• Library map and clues for the “hunt”, team cards for groupings

• Various mentor texts for each team to alphabetize. (Card with correct answers can be provided for students to self-check and correct when finished.)

• Creation of Nearpod presentation


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Differentiation High-Achieving Students On Grade Level Students Struggling Students Special Needs/ELL

• Encourage to check-out of Accelerated Reader books

• Utilize Technology

• Model and

demonstrate using a Think Aloud approach

• Feedback to

support students to take a leadership role in assisting others with library skills

• Enrichment of

content



• Model and


• Feedback to push

students to mastery of library skills

• Reinforcement of

content and procedures

• General use of varied modalities – kinesthetic, visual, auditory, tactile



• Model and



students through collaboration to gain an understanding of library skills

• Consistent repetition of content and procedures

• Repeat and

rephrase directions

• Specific use of varied modalities – kinesthetic, visual, auditory, tactile

• Increased time allotment



• Model and


• Feedback to push students through collaboration to gain an understanding of library skills

• Consistent

repetition of content and procedures

• Repeat and rephrase directions

• Specific use of

varied modalities – kinesthetic, visual, auditory, tactile



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Unit Title: Unit 2 – Character Education


• 1.1.1 • 1.1.2 • 1.1.6 • 1.3.4 • 2.1.3 • 2.1.5 • 2.3.1 • 3.1.2 • 3.1.5 • 3.2.1 • 3.2.3 • 4.1.1 • 4.1.5 • 4.2.4

NJSLS Technology • 8.1.2.A.1 • 8.1.2.A.4

NJSLS ELA

• NJSLSA R.1 • NJSLSA R.3


• CRP1 • CRP8 • CRP9 • CRP11


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• Make good choices.

• Do the right thing even when it is difficult.

• Choose to make a difference.

• Make the world a better place.

• Never quit even when things get difficult.


• How can I give back to my community? (Service)

• How can I keep going when things get tough?

(Perseverance)

• What does my conscious, that “little voice inside my head,” say about it? (Integrity)

• How can I be courteous and polite to the people

around me? (Respect)

• How can I be reliable and dependable at school and at home? (Responsibility)


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Content: Theme:

• Character education supports our students in social, emotional, and ethical development.

Skills(Objectives):

• Teach students to understand, care about, and act upon the following core ethical and performance values:

o Service

o Perseverance

o Integrity

o Respect

o Responsibility


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Stage 2: Assessment Evidence Performance Task(s):


• Self-assessment

• Peer Review



• Turn and Talk

• Whip Around



• Exit Slips



Other Evidence:




• Ability to identify the Core Value during the lesson



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• Read various mentor texts on each Core Value and assist students in finding evidence in the text/illustrations that supports their Core Value finding.


• Read a mentor text for each of the Core Values (some examples are listed below):

o Respect: The Grouchy Ladybug Hey, Little Ant Lilly’s Purple Plastic Purse Miss Nelson is Missing Piggybook The Recess Queen The Giving Tree Are You Quite Polite? Where the Wild Things Are

o Responsibility: Alexander, Who Used to Be Rich Last Sunday I Just Forgot The Paperboy Pigsty Strega Nona

o Integrity: The Boy Who Cried Wolf A Day’s Work The Empty Pot Martha Blah Blah Too Many Tamales

o Perseverance: Apples to Oregon Brave Irene The Carrot Seed Henry’s Freedom Box The Little Engine That Could The Very Busy Spider Wilma Unlimited


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• Core Value Bingo or Tic-Tac-Toe – Students decide which Core Value is represented by a scenario on a real aloud card.

• Students brainstorm various ways to

demonstrate a Core Value and create a mini poster to advertise in the library or around the school.

• Core Value Charades – Students act out

situations that address the district core values.

• Core Value to definition match. *Note, can also do Core Value to quote match. Invite students to create their own quotes that would encourage someone to use a Core Value in a situation.

• Core Value Comics – Students create a simple

comic strip to show one of the Core Values we studied.

• Reach for the Stars – students each create a

star to hang in the library that either shows or tells of a way they will use one of the Core Values we studied.

• Student Discussions – Students select a Core

Value card and have time to discuss ways to demonstrate that value. Switch Core Value cards and repeat.

Resources:

o Service: How to Heal a Broken Wing Angelo The Lady in the Box The Giving Tree The Tree of the Dancing Goats Is There Really a Human Race? A Castle on Viola Street

• Bingo Cards, Tic-Tac-Toe sheets, Core Value scenario cards

• Construction paper, crayons, markers, other crafty materials per teacher decision

• Core Value charade cards

• Core Value term cards/ Core Value definition strips (or quote strips)

• Comic Strip graphic organizer for student creation

• Pre-made stars for creating the Core Value character suggestions/illustrations

• Core Value student discussion cards


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• Students watch video clips from fables and decide which of the Core Values are embedded into it. Encourage the student to write it on a post-it note along with the evidence that supports their thought. Hang on CV board for their exit ticket.

Resources:

• Various short video clips, post-it notes, Core Value board


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• Model and


• Feedback to


• Enrichment of

content



• Model and









• Model and





• Repeat and

rephrase directions





• Model and



• Consistent



• Specific use of




1 | P a g e

Unit Title: Unit 3 – Fiction


• 1.1.2 • 1.1.6 • 1.1.9 • 1.2.2 • 1.3.4 • 1.3.5 • 1.4.4 • 2.1.3 • 2.1.4 • 2.1.5 • 4.1.1 • 4.1.2 • 4.1.3 • 4.2.4 • 4.4.1

NJSLS Technology

• 8.1.P.A.4 • 8.1.P.A.5 • 8.1.P.C.1 • 8.1.2.E.1

NJSLS ELA

• NJSLSA R.1 • NJSLSA R.2 • NJSLSA R.3 • NJSLSA R.4 • NJSLSA R.5 • NJSLSA R.9


• CRP1 • CRP2 • CRP4 • CRP11


2 | P a g e


• Read for pleasure and information.

• Understand the elements of literature.

• Understand that literature can influence personal growth and development.

• Employ strategies to help understand text.

• Use both print and digital media to enhance my learning.

• Understand a text’s features, structures, and characteristics to facilitate my ability to make meaning of the text.



• How can I determine the elements of stories

that allow me to sort literature into various genres/categories?

• How can stories help me understand the world

around me?

• How can I understand and appreciate all types of literature?

• What do good readers do?

• What can we learn from fiction books?

• What genres are interesting to me and why?

• Why should I use technology to design, create and share my learning?


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Content: Theme:




• Fiction assists us in understanding the world.

Skills(Objectives):

• Listen to stories with attentive and purposeful listening and viewing skills.

• Identify the title, author, illustrator, and

publisher.

• Select materials based on personal interests and reading level (“just right” books).

• Identify and classify fiction books using characteristics of each.

• Identify characters, setting, and events of stories.

• Identify the characteristics of fairy tales.

• Identify the various artistic styles used in creating illustrations for Caldecott Medal winning books.

• Recognize books of favorite authors and illustrators.

• Identify the title/copyright page and the table of contents and their uses.

• Share facts, opinions, and reflective thoughts about a story.


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• Self-assessment

• Peer Review



• Turn and Talk

• Whip Around



• Exit Slips



Other Evidence:




• Ability to identify the characteristics of the various types of fiction.

• Identify the characters, setting, events of a

story.

• Identification of various elements of a book (example: author, title page, table of contents, etc.)



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Stage 3: Learning Plan Learning Opportunities/Strategies: For Use During Weeks 9-22 (Lesson 9-22)

• Introduce elements/characteristics of one of the fiction genres via a PowerPoint or Prezzi presentation every week or two. Students can keep a graphic organizer to take “notes” of the names and descriptions of each. *Note, description can be written for ease of copying or for absent students.

• Read various mentor texts or sections of

chapter books for each type of fiction and assist students in finding evidence in the text/illustrations that supports the characters, setting, and events in B, M, E of the story or chapter.

• Identify the characters, setting, and events from a story and write them in a graphic organizer.

• Review fiction structure of beginning, middle,

end by using wordless picture books and having students “write” the story in a three sentence summary (B, M, E).

• Students create a mini poster to advertise the

characteristics of one of the categories of fiction to hang in the library.

• Students complete a Book Talk about one of

their favorite stories in the fiction genre.

• Fiction genres to definition match. *Note, can also do story titles to genres match. Invite students to create their own story titles that would interest them to write a story.

Resources: For Use During Weeks 9-22 (Lesson 9-22)

• Fiction PowerPoint that is available to download online or one made by teacher. Graphic organizer for notetaking and a classroom folder for students to file and use for the unit.

• Mentor text of teacher’s choice that correlates with the fictional genre of that week’s lesson. Introduce a graphic organizer that has room for students to identify the characters, setting, and B, M, E events in the story. This is the perfect opportunity for the teacher to model so that this GO can be used again with independence.

• Graphic organizer of choice

• Wordless picture books, B, M, E graphic

organizer (similar to K,W,L chart)

• Construction paper, crayons, markers, other craft materials, clip art from the computer

• Favorite books in one of the fiction genres

• Cards with fiction genre and sentence strips with the definition, blank sentence strips for student ideas


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• Student Discussions – Students select a fiction card and have time to discuss what characteristics we would find in the type of story. Encourage students to take their discussion to the next level and compare their thoughts with another fiction genre studied to date.

• Students watch video clips from various fiction

stories and decide which fiction genre it correlates with. Encourage the student to write it on a post-it note along with the evidence that supports their thought. Hang on Fiction Findings Board for their exit ticket.

• Use a Venn diagram to compare two fiction

genres.

• Book Sort – each table is given a book bin with one of each fictional genre. Students work together to determine and label each book with the proper category card.

• Draw/write main idea of fiction sample read

aloud. Discuss what supporting details can be used to back up answer.

• Work in pairs to create a draft (using a graphic

organizer) for a story idea for one of the genres of fiction that were learned during this unit. If time permits, allow the students to write a short B, M, E on back.

• Read various versions of Fairy Tales that

students may know. Discuss why there are so many and how stories are similar and different. Complete an online T-chart to view the information easily.

Resources:

• Fiction discussion cards in a basket (enough for each table)

• Nearpod or other type of teacher presentation of video clips on various genres of fiction stories, Post-its

• Venn diagram

• Book bins, fictional stories of each genre, post-its, markers, fictional genre master sheet

• Square of paper, pencils, clipboards

• Graphic organizer

• Fairy tales versions from around the world, t-chart graphic organizer


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• Teams of three or four are given a folk tale, legend, or fairy tale to read and discuss. They create some way (poster, book talk, reenactment, question and answer, game show, etc. to share their story and the moral, lesson learned, or main idea. Students also incorporate the characters, setting, and events in their presentation.

• Students watch three short clips online (a

folktale, a legend, and a fairy tale). Using a preset “quiz” sheet, students write their answer for each video and a supporting reason for their choice.

• View a video clip together, and then pose a

question that is open-ended. Students work with teacher to answer it citing evidence from the clip that supports their answer. The teacher models this on the Smart Board so all can see.

• Comic Strip retelling of a familiar fairy tale.

Students illustrate the B, M, E of the story and talk it out when shared with groups of peers.

• Incorporate some STEAM activities while

studying fairy tales, folk tales, legends: build a chair for Goldilocks using straws or other material, design a shoe for Cinderella, construct a new race route for the Tortoise and the Hare, retell John Henry’s story on LittleBirdTales.com, etc.

• Teacher Talk – Promote favorite books, series

for each genre of fiction. This is a great way for students to be introduced to stories they may not have thought to try.

Resources:

• Folk tales, legends, fairy tales, construction paper, crayons, markers, clip-art, magazines, index cards, other craft items as determined by teacher

• Video clips of each type of story, quiz sheet, pencils

• Video clip for a fictional story character, open ended question on Smart Board, white boards

• Comic strip graphic organizer, colored pencils, copies of story to refer to

• Straws, drawing paper, colored pencils, grid paper, rulers, computers, www.littlebirdtales.com , other building materials as determined by teacher

• Copies of teacher’s fictional favorites

http://www.littlebirdtales.com/


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• Read a fiction mentor text (any of the genres). Students then draw an event from the B, M, E of the story.

• Read a passage from a fiction chapter book.

After reading, students use their visualization to draw an illustration depicting what their mind saw when reading occurred. Hang in the Illustrator’s Gallery.

• Students work to understand character

emotions. On a paper plate, draw a happy face on one side and a sad on the other (any emotion can be selected by teacher knowing what will be witnessed in story). During reading, students hold up which “emoji” can be used to describe the character as various points. Turn and talks occur for students to provide the evidence from story that supports their emotion pick.

• While reading fairy tales, folk tales, and

legends, students recall story sequence in one of the ways listed: examples include a graphic organizer, cut and paste illustration page, reading sentences and number ordering them, etc. Expand this by asking the student to label them B, M, E of story or to write a sentence that describes the illustrations.

• Fiction Finders – students work in small groups

or partner pairs with a fictional mentor text. They are to “find” the characters, setting, and events that occur in the B, M, E of the story. They will create a method to present their information during a “Fiction Finder’s Fair” where they have the opportunity to share their storyboard, poster, graphic organizer, etc.

Resources:

• Fictional mentor text, paper in tri-fold format, pencils, colored pencils, crayons

• Teacher choice of fictional chapter book, paper, crayons, colored pencils, pencils, Illustrator’s Gallery board set for hanging illustrations

• Paper plates, crayons, fiction mentor text

• Fiction mentor text, graphic organizer, cut and paste illustration worksheet, story event sentence strips, B, M, E index cards

• Fiction genre mentor text, character cards, setting strips, event examples, construction paper, crayons, colored pencils, markers, clip-art, magazines


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• CPS Bingo – students place a c, p, or s in the boxes on a bingo card. Teacher then reads various CPS Fiction Cards that have been made to correlate with stories that were read or used during the fiction unit. Students decide if the card shares information regarding the character, plot, or setting of the story and colors a box that coordinates. First to have CPS Bingo, gets a small prize (pencil, book mark, extra book checkout, etc.).

Resources:

• Bingo cards or sheets, pencils, teacher made C, P, S cards with clues and information from the fiction stories that were presented this unit, small prizes


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• Model and


• Feedback to


• Enrichment of

content



• Model and









• Model and





• Repeat and

rephrase directions





• Model and



• Consistent



• Specific use of




1 | P a g e

Unit Title: Unit 4 – Informational Text (Paired Text)


• 1.1.2 • 1.1.4 • 1.1.6 • 1.1.7 • 1.1.9 • 1.3.4 • 1.4.1 • 1.4.2 • 2.1.3 • 2.1.5 • 2.1.6 • 2.2.3 • 2.3.1 • 2.4.1 • 3.1.2 • 3.1.3 • 3.2.2 • 3.2.3 • 3.3.2 • 4.1.2 • 4.1.3 • 4.1.8

NJSLS Technology • 8.1.P.A.2 • 8.1.P.A.5 • 8.1.P.C.1 • 8.1.2.A.4 • 8.1.2.E.1 • 8.2.2.B.1


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Standards & Indicators: NJSLS ELA

• NJSLSA R.1 • NJSLSA R.2 • NJSLSA R.4 • NJSLSA R.7 • NJSLSA R.8 • NJSLSA R.9 • NJSLSA R.10


• CRP1 • CRP2 • CRP4 • CRP6 • CRP7 • CRP8 • CRP11


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• Read for information.

• Understand the elements of informational text.

• Understand that informational text can influence personal growth and development.

• Employ strategies to help understand text.

• Use both print and digital media to enhance my learning.

• Utilize informational text features to facilitate my ability to make meaning of the text.



• How can I use informational text features to

assist in my understanding of information.

• How can informational text help me understand the world around me?

• How can I understand and appreciate all sources of informational text?

• What do good readers do while reading informational text?

• What can we learn from informational text?

• What genres are interesting to me and why?

• Why should I use technology to design,

create and share my learning?

• What are reasons for choosing to read nonfiction?


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Content: Theme:




• Informational text has lifelong applications.

• Information from various resources must be analyzed and applied appropriately.

Skills(Objectives):

• Select appropriate resources based on age, reading level, and personal interest.

• Identify the title page and table of contents

page.

• Identify and classify informational books.

• Begin to use informational texts for gathering information to satisfy a particular information need.

• Begin to understand that websites and NF books can be used for gathering information.

• Introduce the research process.

• Use writing and speaking skills to effectively share facts, opinions, and reflective thoughts about new understandings.

• Select and use a biography for research (project).

• Compare two sources of informational text.

• Gather information from a digital source (video clip, online article).


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• Self-assessment

• Peer Review



• Turn and Talk

• Whip Around



• Exit Slips



Other Evidence:




• Ability to identify the characteristics of the various types of informational text.

• Identify the text features in informational text.

• Identification of various elements of a book

(example: author, title page, table of contents, etc.)



6 | P a g e


• Introduce elements of the informational text genres via a PowerPoint or Prezzi presentation. Students can keep a graphic organizer to take “notes” of the names and descriptions. Great opportunity to compare to what we learned about fiction. *Note, description can be written for ease of copying or for absent students.

• Read various informational texts or sections of

chapter books and assist students in finding evidence in the text/illustrations that supports a question or missing fact in discussion.

• Review informational text features in texts and digital articles. Students can then practice locating and naming the caption, heading, etc.

• Students create a mini poster to advertise the

NF text features that assist us with gathering the most information while reading informational text to hang in the library.

• Students complete a Book Talk about some

facts found in informational text in the library.

• Informational text genres to definition match. *Note, can also do story titles to genres match.

• Student Discussions – Students select an informational text from the selection on table. Read various marked pages to gain facts for discussing. Encourage students to take their discussion to the next level and compare their thoughts with a mentor text we have read.


• Informational Text PowerPoint that is available to download online or one made by teacher, graphic organizer for notetaking and a classroom folder for students to file and use for the unit.

• Informational text of teacher’s choice that correlates with the topic or students’ interest for that week’s lesson. Introduce a graphic organizer that has room for students to write or draw facts taken from the text. This is the perfect opportunity for the teacher to model so that this graphic organizer can be used again with independence.

• Text feature posters or PowerPoint, Text feature

name cards for use in location lesson, Informational texts and digital articles (Time for Kids, Scholastic News)

• Construction paper, crayons, markers, other

craft materials, clip art from the computer

• Informational text topic books, cards with informational text genre and sentence strips with the definition

• Informational text books (enough for each

table)


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• Students watch video clips that correspond with informational text presented to date. Encourage the student to write on a post-it note the evidence that supports or extends prior learning or their own prior knowledge. Hang on Fact Finding Board for their exit ticket.

• Use a Venn diagram to compare paired texts.

• Book Scavenger Hunt – each table is given a

book bin with informational texts. Students work together to locate information in table of contents that completes NF worksheet.

• Teacher reads a section of an informational text, digital article on Smart Board, or views a factual video clip. Students draw/write to share what they learned from the informational text. Allow students to discuss what was learned and share other thoughts and/or questions they may have.

• After students are introduced to the difference

between a biography and an autobiography, they create a draft of information they would include in their autobiography by drawing a self-portrait on one side of a paper plate and writing facts about themselves they would want others to know. Share with the class.

• Students watch three short clips online. After, a preset “quiz” sheet is given for students to mark their answer for information learned in the clips. Students are asked to share a supporting reason for their choice.

Resources:

• Nearpod or other type of teacher presentation of video clips on various topics of informational text, Post-its

• Lakeshore Paired Text Cards, Venn diagram

• Book bins, informational texts, NF worksheet, pencils, clipboards.

• Informational text, digital article, video clip or a combination of any above, paper plate for illustration and information gathered

• Paper plates, colored pencils, pencils

• Video clips of each type of story, quiz sheet, pencils


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• View a video clip together, and then pose a question that is open-ended. Students work with teacher to answer it citing evidence from the clip that supports their answer. The teacher models this on the Smart Board so all can see.

• Teacher Talk – promote favorite books for each

genre of informational text. This is a great way for students to be introduced to stories they may not have thought to try.

• Read a passage from an informational book.

After reading, students use visualization to draw what their mind saw when reading occurred. Hang in the Illustrator’s Gallery.

• Students work to understand fact or opinion.

On a paper plate write the word FACT on one side and Opinion on the other. During reading of a section of a biography, students hold up which word would be used when teacher poses a question based on reading. Turn and talks occur for students to provide the evidence from story that supports their pick.

• Fact Finders – students work in small groups or partner pairs with an informational text. They are to “find” three to five facts about the topic. They will create a method to present their information during a “Fact Finder’s Fair” where they have the opportunity to share their storyboard, poster, graphic organizer, etc.

• Incorporate STEM into the library with kits that

require students to read informational direction cards to complete the task.

Resources:

• Video clip for an informational topic of interest. Open ended question on Smart Board, white boards

• Copies of teacher’s informational favorites

• Teacher choice of informational book, paper, crayons, colored pencils, pencils, Illustrator’s Gallery board set for hanging illustrations

• Paper plates, crayons, biography

• Dinosaur or animal informational texts, paper plates, graphic organizers, paper, crayons, colored pencils, pencils, markers

• Think Fun or Lakeshore STEM kits


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• Online research via safe sites and a step by step graphic organizer for data collection.

• Introduce various types of poetry in a PowerPoint.

• Read poetry by famous poets and discuss the

meaning. Encourage students to “dig deep” for meaning. Look for evidence in the poem to support their thoughts.

Resources:

• Data collection worksheet, websites such as, (National Geographic Kids, Wonderopolis, Destiny One Search, e-learningforkids.org ,and many others)

• PowerPoint on Poetry (teacher made or internet found)

• Poetry books by Shel Silverstein, Robert Frost,

etc.


10 | P a g e




• Model and


• Feedback to


• Enrichment of

content



• Model and









• Model and





• Repeat and

rephrase directions





• Model and



• Consistent



• Specific use of



library pacing guide grade 2...library pacing guide grade 2 mp units unit total* cumulative total**...

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