Force and Motion on the playground - Mondo - · PDF fileForce and Motion on the playground ......

Mondo Bookshop Grade 2 1

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Written by Judy Miller

Force and Motion on the playground

litERaCY StanDaRDS aDDRESSED in tHiS plan

KEY iDEa Forces are at work everywhere, even when you are playing games.

Ri.2.2 Main FoCUS Key Ideas & Details Sessions 1, 2, 3 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Ri.2.5 Main FoCUS Craft & Structure Sessions 2, 3 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.2.8 Main FoCUS Integration of Knowledge & Ideas Sessions 2, 3 Describe how reasons support specific points the author makes in a text.

Ri.2.9 Main FoCUS Integration of Knowledge & Ideas Session 3 Compare and contrast the most important points presented by two texts on the same topic.

Ri.2.10 Range of Reading & Level of Text Complexity By the end of year, read and comprehend informational texts, including history/social stud-ies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RF.2.3c Phonics & Word Recognition additional Instruction decode regularly spelled two-syllable words with long vowels.

RF.2.4a Fluency session 2 read grade-level text with purpose and understanding.

Sl.2.1 Comprehension & Collaboration sessions 1, 2, 3 participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

l.2.4a Vocabulary Acquisition & Use session 2 use sentence-level context as a clue to the meaning of a word or phrase.

l.2.4c Vocabulary Acquisition & Use session 1 use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

l.2.4d Vocabulary Acquisition & Use additional Instruction use knowledge of the meaning of individual words to predict the meaning of compound words.

W.2.2 Text Types & Purposes Writing Task Write informative/explanatory text in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

W.2.8 Research to Build & Present Knowledge sessions 1, 2, 3 recall information from experiences or gather information from provided sources to answer a question.

GRC_G2_SRC_2.11_ForceMotionPlayground_LP_NEW2.indd 1 12/17/14 10:00 AM

Session 1 “Force and Motion on the playground”

PReVIeWIng The TexT 5 minutesRead the title and author credit with students.

Today’s text is “Force and Motion on the Playground” by Judy Miller. Think about the title and photos. Who would like to share?

The title tells me that the author might be writing about things that happen on a playground. The title and photos show me that this article might explain what happens when people move and play.

What would you like to find out by reading this text?

What is force? How does gravity work?

Let’s read to find out.

ReADIng The TexT CLOSeLY 10 minutesexplain the learning focus. have students read page 29, including the introductory paragraph. Check on their application of the focus. Provide support if needed.

As we read, we are going to look for text evidence that helps us figure out the main topic of the text. Today we will look for what each paragraph is mostly about to figure out the main topic of the entire text. As you read each paragraph on page 29, think about the focus, or what it is mostly about .... Who would like to share?

In the first paragraph, it says everything needs a push and pull to move. Friction and gravity work on things that move.

Who else would like to share?

I think the second paragraph is mostly about how the girl pushes and gravity pulls her down.

Yes. Who can point out details they used to figure out the focus?

It says twice that gravity pulls the girl down.

Yes. Who can put together what these two paragraphs are mostly about?

Gravity pulls things down. This happens on the playground when people swing high and jump.

So it seems that gravity works on someone who is swinging. Let’s see how else gravity works on the playground.

If you are satisfied that students can apply the focus, have them continue this thinking to the end of the selection. If you are not, prompt students to reread the text segment to consider the focuses of each paragraph and the main topic of the text.

Our work today is to think about the focus of each paragraph, and then think of the main topic of the whole text when we put all of the ideas together. Now let’s read to the end.

DISCUSSIng The TexT 10 minutesInvite students to share their thoughts about the focuses of each paragraph, as well as how the paragraphs point to the text’s main topic.

lEaRning FoCUS Ri.2.2

Students read closely to identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. They cite text evidence to show an understanding of how the focus of different paragraphs and the main topic of a text relate.

Ell SUppoRt

l.2.4 Vocabulary Support vocabulary such as free throw, two points, and safe in context using the ELL vocabulary strategies in Getting Started.

Corrective FeedbackHave students closely reread page 35 to figure out the main topic of the text. Encourage them to silently reread, stopping at key points to think and talk together about their understandings.

Sl.2.1DiSCUSSion Collaborative

2 Force and Motion on the Playground



Let’s share what we think about what each paragraph focuses on, and how this can tell us what the main topic of the text is. First, talk with a partner about the first paragraph on page 30. . . . Who can share an idea about what this paragraph focuses on?

Gravity and friction are the forces that work when you slide down a slide.

Who notices details in this paragraph that might tell us about the focus?

It says gravity pulls the boy down; It says friction slows him down.

What about the second paragraph on page 30? Who would like to share?

Gravity and friction are at work when you play basketball.

Who notices details in this paragraph that tell us about its focus?

Friction helps the girl control the ball. Gravity brings the ball down into the basket.

Who can share how these ideas help you understand the main topic of the text?

Forces like gravity and friction are at work on the playground when you play.

Yes. We’ve just put together the focuses of these paragraphs to figure out more about the main topic of the text.

Draw attention to the word motion on page 29.

Let’s look at the word motion in the title. Who can share what a root word is?

A root word is the part of a word without a prefix or suffix.

Today we will look at similar words that use the same root as motion to help us with its meaning. Who can share a word in the text that has the same first letters as motion and might be close to the same meaning? Look with a new partner. . . . Who can share?

move; moves; moving

Who knows another word with the same root, that means something similar?

motor; movement

How might these words tell you what motion means?

Motion might have to do with moving something. Motion might move things.

Confirm students’ good use of the focus and encourage them to keep it in mind when they read texts with multiple paragraphs.

Today we looked at what paragraphs focus on and used that to think about the text’s main topic. Keep the work we’ve done in mind whenever you read informational texts.

E-RESOURCEE-RESOURCE Formative assessment: Comprehension Using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focus.

TEACHER’SCHOICE COMPRehenSIOn: MAIn TOPIC OF A PARAgRAPh E-RESOURCEE-RESOURCE Formative assessment have students use the blackline master on page 10 to find the main topics of paragraphs they are reading. Review students’ answers as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE COnSTRUCTeD ReSPOnSe: COLLeCT TexT eVIDenCe E-RESOURCEE-RESOURCE Formative/Summative assessment have students use the black-line master on page 11 as they read. Students will collect details from the text to answer the question: What do forces do when you play? Review students’ collected evidence as you evaluate their mastery of the learning focus.

CoMpREHEnSion SHaRE

Think about what the focus is in each paragraph. Look for details that tell more about the focus. Jot down the focus and details of each paragraph. This will help you decide what are the most important ideas in the text.

l.2.4c VoCabUlaRY Word Roots

DiSCUSSion tip

As the discussion winds down, ask students to recount the focuses and the topic that were discussed. You may want to write these on a white board or chart paper.

Ri.2.2 CoMpREHEnSion Main topic

W.2.8, Ri.2.2 WRiting gather information


Session 2 “Force and Motion on the playground”

ReTURnIng TO The TexT 5 minutesAsk students to reflect on the text read previously. guide them to recall how they applied the learning focus to their reading.

Let’s quickly review our discussion from the last session.

We talked about the focuses of paragraphs. The paragraphs we read talked about the forces of gravity and friction in playground games.

ReADIng The TexT CLOSeLY 10 minutesexplain the learning focuses. Invite students to reread the selection. Check in to see how well they have understood the focuses. If you are satisfied that students can apply them, have them reread the balance of the selection. If not, provide corrective feedback as suggested on page 2 of this plan.

Today as we reread, we’re going to keep in mind how the author gives a focus to paragraphs how these focuses help us figure out the text’s main topic. We will see how the author provides text features to help us locate key information. We will also describe the reasons the author gives for specific points she makes in the text. Let’s first think about the focus the author gives the paragraph on page 31. Who would like to share?

The author describes pushing and pulling. She talks about what happens when things are pushed or pulled.

Yes. Who can point out details they used to figure out the focus?

The author describes the forces different baseball players use. She says the pitcher uses “a pushing force.” She says “the batter pulls the bat back.”

Who can share how the paragraph’s focus helps you understand the main topic of the text?

Forces like pushing and pulling are at work when people play playground games.

Draw students’ attention to the use of text features.

Authors sometimes use text features to help readers locate key information or tell us more information. Who can share some examples of text features?

Some text features are bold print, captions, subheadings, and charts.

Yes. Let’s think about some of the text features in this text. Who would like to share?

On the first page, the words “Gravity” and “Push” are on the picture with arrows.

Who has an idea about why these features are important, or what they can tell us?

The arrows show us which directions the forces are going; There’s a down arrow with “Gravity,” so I think that shows that gravity pulls the girl down. There’s a side arrow with “Push,” so I think that shows that when the girl is pushed, she moves forward.

Yes. Text features like these help us understand more about what the text describes.

lEaRning FoCUSES Ri.2.2, Ri.2.5, Ri.2.8

Students return to text to read closely to identify the main topic of a multiparagraph text and the focus of specific paragraphs within the text. They cite text evidence as they locate key information in text features and show how authors use reasons to support their points.

Ell SUppoRt

Ri.2.2 Discussing the text Ask questions at students’ language proficiency levels and provide the following sentence frames for student responses: This text is mostly about ___. This paragraph is mostly about ___.

CoMpREHEnSion SHaRE

As you read, look for reasons the author gives about what he or she wrote. These reasons give more detail about the topic.




Draw students’ attention to how authors use reasons to support points.

Authors make points and then support them with reasons. Let’s think about a point the author is making on page 30.

The author says the surface of the basketball was made bumpy to create friction.

What reason does the author give to support this point?

It says that the “friction helps her control the ball.”

Yes. Who can describe how this reason supports the author’s point?

It gives information about why basketballs are made the way they are. Basketballs have bumps that create friction to give the player more control.

It is helpful to look for reasons that authors give so we can understand more about the points they make.

Formative assessment: Fluency Listen to each student read a portion of the text. Pay close attention to accuracy, appropriate rate, and expression. If students need additional practice with fluency, provide the necessary support at the end of the session.

DISCUSSIng The TexT 10 minutesguide a discussion in which students identify how the author sets up the main topic of the text.

Let’s talk more about how the paragraphs give information about the main topic of the text. First, talk with a new partner about the things you found.... Who notices something about the paragraphs?

All of the paragraphs talk about forces and movement.

Who would like to share what this tells us about the main topic?

The main topic is how forces move things.

Continue the discussion, focusing on noticing text features.

Who would like to share another text feature you noticed?

I noticed that the first paragraph has bold print.

Who can share why you think the author chose to do this?

I think the author wanted to make a main point about how forces are at work on the playground. The bold print makes this point really clear. It helps us remember it.

Yes. One way that authors use text features is to draw readers’ attention to them so we will remember them.

Focus on the word friction on page 30.

Let’s look at the word friction on page 30. If you don’t know what it means, how might you figure it out?

You could look for clues in the sentences. You could look for a definition.

Yes. Who notices something in the text that helps you understand what friction means?

The text says that “Friction is a force that slows things down when they run against each other.”

Yes. Sometimes context clues like this one give an exact definition. Other times, context clues hint at what the word means or we have to put together different clues.

Sl.2.1 DiSCUSSion Collaborative

l.2.4a VoCabUlaRY Context Clues


help students understand the benefits of working with partners to share thoughts and ideas about the text.

We’ve shared our thoughts and ideas today with different partners before we’ve shared them with the whole group. Why do you think it’s helpful to do this?

We can get extra practice talking before speaking to the group. We can get new ideas from sharing with one another first.

E-RESOURCEE-RESOURCE Formative assessment: Comprehension Using the Quick Start Planner, note this lesson’s learning focus. Observe each student’s articulation and use of text evidence to evaluate effective use of the learning focus.

TEACHER’SCHOICE FLUenCY FOLLOW-UPFluency practice Model adjusting your reading rate to the purpose of the text. Slow down for more complex information in the text and speed up for sentences in an introduction or conclusion. Then have students echo read after you.

TEACHER’SCHOICE COnSTRUCTeD ReSPOnSe: COLLeCT TexT eVIDenCe E-RESOURCEE-RESOURCE Formative/Summative assessment have students continue to use the blackline master on page 11 for collecting evidence as they read. Students will continue to collect details from the text to answer one of the following questions: What do forces do when you play? or What kind of simple machines are on a playground? Review students’ collected evidence as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE CROSS-TexT ReADIng: InDePenDenT OR gUIDeDIn preparation for Session 3 (Teacher’s Choice), have students read the short text selection “Simple Machines at Work” on page 33 of the Themed Text Collection. Remind students to think about the learning focuses from prior ses-sions as they read. Alternatively, if your observations indicate that students might be unable to read the text independently, use the text to conduct a guided reading session.

Before our next session together, I would like you to read “Simple Machines at Work” on your own. As you’ve done before, think about the focus of each paragraph and how these ideas can help you figure out the text’s main topic. Also think about how the text features might help locate key information, and what reasons the author gives for specific points he makes in the text.

RF.2.4aFlUEnCY

purpose and Understanding

W.2.8, Ri.2.2WRiting

gather information

Ri.2.10REaDing

independent




Key idea Both machines and people use force to move. Some machines make working easier for people.

ReFLeCTIng On The TexTS 5 minutesAsk students to reflect on what they learned over the past sessions. Invite them to review and reflect on both stories.

We have learned a lot about how to discover the main topic of a text by looking at the focus of each paragraph. We’ve also thought about how we can locate key information in text features and describe reasons that support points the author makes. Why might it be important to pay attention to these things?

We can learn more about a topic. We can use evidence when we talk about a topic.

Who can share the focus of the second paragraph of “Simple Machines at Work”?

Machines use force and motion.

Who can share how this helps you understand the main topic of the text?

Machines make jobs easier for workers.

CROSS-TexT AnALYSIS 10 minutesguide students to compare and contrast the two texts.

Let’s think more about the two texts we read and the key points they make. Who can share a key point that’s in both texts?

Forces move things.

Yes. Noticing what key points are similar in these texts will help us understand the topic more. Who notices something different about the key points in these texts?

The first text talks about how forces move people. The second text talks about how forces move machines.

guide students to synthesize elements across both texts. The analysis should lead to connections and new understandings based on both texts.

Let’s think about how discussing the two texts together helps you under-stand both more deeply. Turn and talk with a partner. Try to come up with a possible main idea for the two texts. . . . Who can share?

Machines and people both use force. Forces help with play and work.

Yes, I also noticed these ideas. I like how you are thinking about information in both texts in order to discover the main ideas.

InTegRATIng The LeARnIng 10 minutesInvite students to integrate the information from both texts and concisely state the big ideas across both texts.

lEaRning FoCUSES Ri.2.2, Ri.2.5, Ri.2.8, Ri.2.9

Students return to text to read closely and compare and contrast texts. They identify the focus of specific paragraphs and main topic of the text. They cite text evidence to locate key information in text features, and show how authors use reasons to support their points.

Sl.2.1 DiSCUSSion Collaborative

Session 3 “Force and Motion on the playground” and “simple Machines at Work“


Often when we read, we try to say what a text was mostly about—the big idea—in one sentence. Now we’re going to think through key parts of these two texts to find a common theme for both of them in one or two sentences. Turn and talk with a partner. Think about how we can state a theme that would go with both texts. . . . Who would like to start?

Forces are everywhere. Forces help us to work and play.

Yes. Stating the theme in just a few words can help us to understand it more clearly.

have students reflect on the strategies they learned for comparing two texts with a similar theme.

Let’s think of the strategies we used to deepen our understanding of both of these texts.

We thought about the focus of paragraphs and how these ideas helped us understand the main topic of the text. We looked at text features to see why authors used them and to see how they helped us locate information. We saw how authors use reasons to support the points they make.

TEACHER’SCHOICE COnSTRUCTeD ReSPOnSe: WRITe TO SOURCeE-RESOURCEE-RESOURCE Formative/Summative assessment have students continue to use the blackline master on page 11 as they finish reading. Then ask them to write a response on a separate sheet of paper that answers one of the following questions: What do forces do when you play? or What kind of simple machines are on a playground? have students use the text evidence they collected to support their writing.

W.2.8, Ri.2.2 WRiting

Respond to Question

TEACHER’SCHOICE Writing Task: Informative

E-RESOURCEE-RESOURCE Summative assessment Review with students the characteristics of an informative text. Students will work independently to write an informa-tive paragraph about how machines help people at work and at play. guide them to use the blackline master on page 12 as they draft. Students may wish to share their paragraphs.

Now that you’ve collected text evidence about the topic of forces, you will get to write an informative paragraph about it. These informative pieces will answer the question: How do forces help people at work and at play? Use details from the text to explain your answer. Let’s quickly think about what makes a text informative.

They have lots of facts. They have details. The authors make key points.

Yes. Now let’s write our own informative paragraphs.

W.2.2WRiting

informative




OPTIOnAL gUIDeD ReADIng: “SIMPLe MAChIneS AT WORK” Prior to Session 3, for students needing additional guidance, you may want to conduct a guided reading lesson with the short text, “Simple Machines at Work.” Use the learning focuses from Sessions 1 and 2 to reinforce the standards and the learning.

Today we’ll spend some time practicing the comprehension skills we worked on with our first text. We will read closely to find the main focus of each paragraph, put them together to figure out the main topic, and look at the text features for key information. Think about these things as you look at the text features and pictures and read to the end of the second paragraph. Then we’ll read on and see what else we can learn.

CLOSe ReADIng OPTIOn: “MOVIng DAY In AMSTeRDAM” E-RESOURCEE-RESOURCE Summative assessment Print the online blackline master for independent close reading. Ask students to read the selection indicated on the page and respond to the prompts (summarize author’s message, identify criti-cal vocabulary, respond to constructed response questions) before returning for a small-group discussion.

VOCABULARYCompound Words Discuss with students the following compound words: playground, basketball, baseball and wheelbarrow. guide students to understand how the words that combine to make these words can help them figure out the meanings.

Let’s look at these words in “Force and Motion on the Playground” as well as in “Simple Machines at Work”: playground, basketball, baseball and wheelbarrow. These are all compound words. Who has an idea of what a compound word is?

A compound word is two words put together.

Yes. How might you figure out what a compound word means?

You look at what each of the words mean and put the definitions together.

Who can share what one of these words means?

A playground is ground that you play on. A baseball has to do with a ball and bases.

Yes. What other words can you think of that are made up of two different words?

fireman; mailman; fingernail

PhOnICSlong Vowels help students practice decoding regularly spelled two-syllable words with long vowels using the Read the Parts routine. Consider the following words from the text, with the syllables split like so (write them on an easel or whiteboard): play ground; play er; cre ate; go ing; base ball.

We practiced reading words with two syllables using our Read the Parts routine. Let’s practice some more of those. I’ve underlined the part for you to read. We’ll read the part, then the entire word. Who’d like to demonstrate with this first word?

Play ground. Playground.

Who can share what long vowel sound is in this word?

long a

Yes. Let’s continue with each of these words.

Ri.2.2, Ri.2.5, Ri.2.8 CoMpREHEnSion Main topic and Key information

Ri.2.10 REaDing independent

l.2.4d VoCabUlaRY Compound Words

RF.2.3c pHoniCS long Vowels

TEACHER’SCHOICE Additional Instruction

VoCabUlaRY tip

Post a list of common compound words on a word wall. Print each part of the compound in a different color.


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Comprehension: Main Topic of a Paragraph

Write down the main focus of three paragraphs as you read “Force and Motion on the playground.”

Paragraph and Page number Focus

What is the text’s main topic?

Score:


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Constructed Response: Collect Text evidence

Check which question you are answering. Write details from the text and illustrations that help you answer the question. You may need more than one copy of this sheet.

What do forces do when you play?

What kind of simple machines are on a playground?

Score:


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Writing Task: Your First Draft

Write an informative paragraph that answers the question: how do forces help people at work and at play? use details from both texts to support your answer.

ReMeMBeR: a well-written informative paragraph includes:

• Beginning: strong opening sentence that tells the main idea clearly

• Middle:

• at least three reasons and details that support your points

• linking words like “also,” “because,” and “and” to talk about your reasons

• ending: closing sentence or two that restates your main idea

Score:


Force and Motion on the playground - Mondo - · PDF fileForce and Motion on the playground ......

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