water works! unit support part 1: launching the inquiry · such as: water usage, pollution, the...

© 2014 Scholastic Canada Ltd. Literacy Place for the Early Years—Grade Two 1

Contents

Water Works! Unit Support Teacher Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Preparing for the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Water Works! Plan-at-a-Glance Chart . . . . . . . . . . . . . . . . . . . 5

Part 1: Launching the Inquiry Introduce the Inquiry

Video Viewing: World Water Day . . . . . . . . . . . . . . . . . . . . 10

Explore the Topic

Video Viewing: World Water Day . . . . . . . . . . . . . . . . . . . . 13

Shared Reading: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Introduce Explore! Magazine . . . . . . . . . . . . . . . . . . . . 16

Where’s the Water? . . . . . . . . . . . . . . . . . . . . . . . . . . 20

The Case of the Sinking Seagulls . . . . . . . . . . . . . . . . . . 24

The Water Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Keeping It Clean . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Everyone Needs Water . . . . . . . . . . . . . . . . . . . . . . . . 36

Reflect on Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Part 2: Extending the Inquiry Researchers’ Workshop: . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Option 1: Independent Reading . . . . . . . . . . . . . . . . . . . . . 41

Option 2: Whole-Class Inquiry . . . . . . . . . . . . . . . . . . . . . 44

Option 3: Student-Led Inquiry . . . . . . . . . . . . . . . . . . . . . 49

Resource List for Water Works! . . . . . . . . . . . . . . . . . . . . . . . . 53

Possible Ways to Share Learning . . . . . . . . . . . . . . . . . . . . . . . 56

2 Literacy Place for the Early Years—Grade Two © 2014 Scholastic Canada Ltd.TABLE OF CONTENTS

Water Works! BLMs R .A .N Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

See, Think, Wonder Chart . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Prediction Chart—Explore! Magazine . . . . . . . . . . . . . . . . . . . . 60

Alphaboxes Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Word Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Water Cloze Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Water Cloze Text—Answer Sheet . . . . . . . . . . . . . . . . . . . . . . 64

Compound Words Concentration Game . . . . . . . . . . . . . . . . . . 65

Water Word Sort . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Inquiry Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Assessment Tools Inquiry Process Skills Checklist . . . . . . . . . . . . . . . . . . . . . . . 68

Inquiry-Based Literacy Skills Checklist . . . . . . . . . . . . . . . . . . . 69

Culminating Task Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Inquiry Circles Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Student-Led Inquiry: Collaboration Skills Checklist . . . . . . . . . . . . 72

Student Self-Assessment of Inquiry Groups . . . . . . . . . . . . . . . . 73

Student Reflection of Inquiry Unit . . . . . . . . . . . . . . . . . . . . . 74

Grade Two Oral Language Assessment Scale . . . . . . . . . . . . . . . . 75

Oral Language Development Checklist – Grade Two . . . . . . . . . . . 77

High-Frequency Words Record Sheet . . . . . . . . . . . . . . . . . . . . 80

Word Solving and Building Record Sheet . . . . . . . . . . . . . . . . . . 81

Language Predictability Record Sheet . . . . . . . . . . . . . . . . . . . . 84

© 2014 Scholastic Canada Ltd. Literacy Place for the Early Years—Grade Two 3 TABLE OF CONTENTS

Summary: The Water Works! unit is an inquiry into the preservation and conservation of a finite resource—water. In this unit, students come to understand that water is essential to life, and is a limited resource for many people. The framing question inspires inquiry into a multitude of topics, issues, and problems concerning water and promotes a “call to action” response from students.

Big Ideas

Big ideas are the broad, enduring understandings that should be retained long after students have forgotten many of the details of something they have studied. They go beyond discrete facts or skills or fragments of knowledge and focus on larger concepts, principles, or processes that develop over time and supports students in future learning endeavours. The big ideas in the Water Works! unit include:

• Conservation

• Consumption

• Pollution

• Responsibility

• Equity

Framing Question

A critical thinking approach is stimulated when a key question focuses our thoughts. This framing question can cause us to ask new questions, to seek possible answers, to weigh options, and to determine the best solutions. It draws us deeper into an issue and helps us to make connections. The framing question for this unit is: “How can we help everyone to have clean water?”

Culminating Task

The culminating task is an open-ended possibility for students to respond to their learning and to share their findings in reference to the framing question. It can be completed by the whole class working together or on an individual basis. Students should be given choice about how to share their learning.

Task: You have been hired by the World Water Works Organization to teach others about the importance of clean water. You will begin by teaching others in our school or in our community. You can use the method you think would be the most effective to share your ideas.

Unit Texts

In this unit, the Video Viewing and Shared Reading texts present opportunities for students to explore water concepts, issues, and problems in a whole-group setting and revisit in small-group settings using the smaller copies of the text and/or the audio CD.

Water Works! Unit SupportTeacher Background

For more about guided inquiry, see Inquiry Units in Grade Two in the online Inquiry Tools.

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2//images/pdfs/inquirytools/inquiryunits_gradetwo.pdf


The video, World Water Day, engages students with the inquiry topic by asking them to think about the importance of water—both in their own lives and for people around the world . The video also illuminates a concern about water: not everyone has access to clean water .

The Shared Reading text, Explore! Magazine, develops and expands students’ thinking about water by incorporating various types of fiction and non-fiction texts on topics such as: water usage, pollution, the water cycle, and the challenge to ensure everyone has clean water .

Literacy Skill Development in this Unit

This unit stimulates and enhances several areas of literacy skill development: reading, oral language, critical thinking, writing, and working with words .

Reading/Viewing Skills Oral Communication Skills• usepre-readingstrategies

• identifymainideasandsignificantdetails

• gatherandrecallinformationfrommorethanoneplace(synthesize)

• sequenceandsummarizeinformationtohelpinsense-making

• evaluateinformation

• discussinterpretationsofthetext

• citeevidencetosupportopinions

• readwithfluency

• applyavarietyofreadingstrategiestounderstandthetextatadeeperlevel

• listenactivelyandcarefullytoothers

• respectdifferingideas

• askforclarification

• respondtootherstudents’questions

• engagesuccessfullyinpartner,small-group,andwhole-groupdiscussions

• stateideasclearly

• agreeanddisagreeconstructively

• useterminologyspecifictotheinquirytopic

Critical Thinking Skills Writing Skills• askquestions

• generateideasabouttheframingquestion

• supportideaswithrelevantevidence

• respondtootherstudents’ideas,questions,andarguments

• compareandcontrastideas

• gatherinformationpriortowriting

• takejot-notesaboutinformationintext

• useorganizerstorecordthinking

• recordpersonalquestionsforinquiry

• expressanopinionandjustifywithevidence

Working with Words• usecontexttodecipherwordmeaning

• gainexposuretoawiderangeofvocabularypertinenttothetopic


Scheduling

The time you take to explore this inquiry topic will depend on your preferences and the needs of your students . The Literacy Place for the Early Years guided inquiry units are designed to be flexible . The whole-group sessions in the “Launching the Inquiry” section of the unit will take approximately three weeks to implement . Depending on your choice for extending the inquiry, students may be involved in the inquiry process for another two to three weeks .

For details about the unit, see the following Water Works! Plan-at-a-Glance Chart .

Note: For descriptions of the Oral Language Activities, see the online Toolkit .

Preparing for the Unit

Water Works! Plan-at-a-Glance ChartComponent Modelling or

Guided PracticeReading Strategy Focus

Oral Language Activities

Critical Thinking

Part 1: Launching the Inquiry

Introduce the Inquiry:World Water Day video – Session 1

•modellingofR.A.N.Chart

• TurnandTalk• whole-group

discussion• Brainstorming

Explore the Topic: World Water Day video – Session 2

•modellinghowtocompletetheObserve,Think,WonderChart

Comprehension:• MakingConnections• Inferring• Self-Monitoring

(askingquestions)

• TurnandTalk• SharingCircle

• interpretinformationanddrawconclusions

• examinealternativeperspectives

Introduce Explore! Magazine – Session 3

•modellingofPredictionChart

Comprehension:• Analyzing• Predicting

WordSolving:• punsandwordplay• topic-specific

vocabulary

• whole-groupdiscussion

• Think-Pair-Share• SharingCircle

• compareandcontrast

Where’s the Water? – Session 4

•howtointeractintheKnowledgeBuildingCircle

Comprehension:• Analyzing• MakingConnections

WordSolving:• topic-specific

vocabulary

• KnowledgeBuildingCircle


discussion• Think-Pair-Share


The Case of the Sinking Seagulls – Session 5

•SolvetheMysteryExperiment

Comprehension:• Inferring

WordSolving:• usingcontextclues

andpictures• compoundwords


experiment• Small-Group

Discussions• FocusedReporting

• makeaninformedconclusion

• understandcausalrelationships


Materials Needed

Teacher Materials:

• Teacher’s Inquiry Notebook to be used for modelling the collection of information during inquiry (You could use chart paper, Interactive Whiteboard, or iPad connected to a data projector.)

• Enlarged version of the R.A.N. Chart (See Session 1)

• Enlarged version of the Inquiry Process for Student Investigations to display in the classroom. (See the online Inquiry Tools.)

Water Works! Plan-at-a-Glance Chart (continued)

Component Modelling or Guided Practice

Reading Strategy Focus


Critical Thinking

The Water Cycle – Session 6

• use of R.A.N. Chart in small groups

Comprehension:• Making Connections• Analyzing

Word Solving:• using root words

to assist in determining the meaning of larger words

• Small-Group Discussions of R.A.N. Chart

• Brainstorming• whole-group

presentation of small-group discussions

• Turn and Talk

• compare and contrast information

• determine how parts relate to the whole (cause and effect)

Keeping It Clean – Session 7

• listening carefully to a partner and presenting his or her ideas

Comprehension:• Analyzing• Evaluating

Word Solving:• topic-specific

vocabulary• breaking words into

syllables

• Inside/Outside Circle• Turn and Talk• Paired Interview• Sharing Circle• Think-Pair-Share

• examine alternate points of view

• understand causal relationships

One – Session 8 Comprehension:• Inferring

Word Solving:• rhyming patterns

• Think-Pair-Share• whole-group

discussion• Sharing Circle

• synthesize and make connections between information

Everyone Needs Water – Session 9

• using Step Inside thinking routine

Comprehension:• Synthesizing

Word Solving:• topic-specific

vocabulary

• Step Inside group discussion

• partner and whole-group discussions

• small-group Sharing Circles

• examine perspectives and alternate points of view

• synthesize and make connections between information and arguments

Reflecting on Learning – Session 10

• partner and whole-group discussions

• Sharing Circle

Part 2: Extending the Inquiry

Researcher’s Workshop: Choose an option for Extending the Inquiry that best meets the needs of your students.

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/ranchart.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/images/pdfs/inquirytools/blms/inq_processtudentinvest_blm.pdf


Student Materials: (One each per student. (See Inquiry Organizers in the online Inquiry Tools.)

• Inquiry Folder to organize various material used during the inquiry

• Inquiry Notebook to gather information while engaging in inquiry

• R.A.N. Folder to promote individual use of the R.A.N. (Reading and Analyzing Non-fiction) Strategy

Monitoring Progress

Using the guided inquiry model, the whole class is usually involved in Video Viewing and Shared Reading sessions; therefore, detailed diagnostic work is not viable. For observational assessment, which is best suited to these instructional approaches, you can choose two to three students to focus on each day and select one or two specific areas to observe during each session. This makes assessment more manageable and provides valuable data about skill development. For example, during one session, you might observe for one or two of the following:

• comprehension of ideas – by listening to students’ participation in oral discussions and responses to questions about texts. Does the student:

- make appropriate predictions about content? - express emotion (e.g., laugh and look sad in the appropriate places)? - respond appropriately to questions about content? - initiate questions or comments about the text? - link the text to experiences, other texts, or world events? - have opinions about the content? - support opinions using evidence from the text?

• oral language – by listening to the clarity of oral expression and the listening skills demonstrated as students discuss and respond to texts. Does the student:

- listen or watch attentively? - show respect to others? - express ideas with clarity? - use grammatically correct speech? - participate in group discussions?

• critical thinking skills – by listening to students’ participation during group discussions or partner situations. Does the student:

- compare and contrast ideas? - effectively analyze and evaluate evidence? - examine perspectives and alternate points of view? - synthesize and make connections between information?

Prior to starting the unit, you may want to access and prepare the following inquiry assessment tools.

• The Inquiry Process Skills Checklist (see page 68) provides a checklist for you to observe and note student engagement with, and understanding of, the inquiry topic as well as the inquiry skills students develop through the process. If the same tool is used during each unit, you will be able to monitor student growth over time.

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/inquiryprocesschklist.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/images/pdfs/inquirytools/io_inquiryfolder.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/images/pdfs/inquirytools/io_inquirynotebooks.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/images/pdfs/inquirytools/io_ranfolder.pdf


• The Inquiry-Based Literacy Skills Checklist (see page 69) enables you to observe the development of specific reading, writing, oral language, and critical thinking skills over the progression of the inquiry unit .

• The Culminating Task Rubric (see page 70) provides a scoring guide for the evaluation of students’ responses to the learning . The criteria for quality work should be shared (or created) with students throughout the inquiry unit .

• The Inquiry Circles Checklist (see page 71) provides a checklist for you to observe and note students’ use of inquiry and oral language skills during Inquiry Circles .

• The Student-Led Inquiry: Collaboration Skills Checklist (see page 72) enables you to observe students’ ability to function successfully in, and contribute to, collaborative groups .

• The Student Self-Assessment of Inquiry Groups (see page 73) provides a tool for students to evaluate their participation in the inquiry unit .

• The Student Reflection of Inquiry Unit (see page 74) enables students to reflect on the success of the inquiry process .

There are other assessment tools for teacher and student use which can be accessed during specific times during the unit .

• The Oral Language Assessment Scale (see pages 75–76) can be used to quickly observe and note oral language behaviours . Or, you may choose to use the Oral Language Development Checklist – Grade Two (see pages 77–79) for a more detailed monitoring of progress of students needing support in this area .

• Working with Words Checklists: High-Frequency Words Record Sheet (see page 80); Word Solving and Building Record Sheet (see pages 81–83); Language Predictability Record Sheet (see page 84) can be used to record observed development in knowledge of high-frequency words, word solving and building skills, and the use of context (language predictability) .

ELL Note

Although some of the technical vocabulary and concepts may be difficult for some, the topic of the Water Works! unit will certainly be accessible for most English Language Learners (ELLs) . In fact, there may be students who have background knowledge or prior experiences with drought, poor water quality, or lack of clean water and their contributions would promote group knowledge . Because the texts in this unit include media pieces with visuals and images, the content may be more understandable for ELLs .

You may want to enlist the help of parent volunteers or students fluent in the ELLs’ home language . They can partner with the ELLs and together, they can discuss the video or magazine texts in their own languages and work together on the activities . While listening to the words of the Shared Reading texts on the audio CD, the ELLs’ partners can point to the written words, establishing a link from spoken to written language .

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/inquirybasedlitchklist.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/culminatingtastrubric.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/inquirycircleschklist.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/studentledinquiry.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/studentselfassess.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/studentreflection.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/gr2orallangassessscale.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/orallangdevelopchklist.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/orallangdevelopchklist.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/highfrequenrecord.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/wordsolvingrecord.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/languagepredictrecord.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/languagepredictrecord.pdf


ELLs could be encouraged to practise reading the Shared Reading text, Explore! Magazine, to develop an awareness of vocabulary . They could use Wikki Stix to circle and underline words or to match words and pictures .

You may choose to modify the assessment rubric by reducing the number of outcomes/criteria to be covered . The wording of the outcomes can also be modified to read, “begins to respond appropriately to questions,” and so on .


Text Type: Non-fiction: Description—Report

Summary of Video: The World Water Day video encourages viewers to think about the importance of water and why people celebrate this day. It outlines how water is used for multiple purposes to sustain life for all living creatures. The video illustrates the fact that not everyone has access to clean water. It is approximately 1:06 minutes long.

approximately 20 minutes

• World Water Day video

• enlarged version of R.A.N. Chart (see page 58) This chart can be replicated on chart paper or displayed using an interactive whiteboard.

• large sticky notes and markers (if using chart paper)

• chart paper for concept map—post the framing question in the middle

• chart paper with heading “Ways to Find Information”

whole class, partners, and individuals

• Introduce the inquiry topic by asking students to think about the question, “Why is water important to you?” Have them Turn and Talk with a partner to discuss their thinking.

Part 1: Launching the InquiryIntroduce the InquirySESSION 1

VIdeo VIewIng: worLd water day

Time:

Materials:

Grouping:



Critical Thinking

• TurnandTalk


• Brainstorming

FoSter CUrIoSIty USIng tHe worLd water day VIdeo

Today we are starting an inquiry into something that is important to all of us—water; especially clean water. I want you to turn to a partner and talk about why water is important to you.


http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/toolkit_pdfs/tk_turnandtalk.pdf


Set a Purpose for Viewing

• Promote curiosity and spark interest in the topic by viewing the World Water Day video . Provide background information about the video (see Summary of Video) and a purpose for viewing .

• Show the video twice without interruption .

• Ask students to turn and talk with a partner to discuss:

- What information did you learn about water?

- Was there anything surprising or interesting in the video?

- Was there anything confusing or difficult to understand?

- What visual images were the most important for you?

- Did the creator of the video convince you that water is a vital part of our daily lives? Why or why not?

Activate and Build Background Knowledge

• Access students’ prior knowledge of the inquiry topic by using the R .A .N . Chart (see page 58) . Allow time for students to discuss their ideas with a partner and then hold a whole-class discussion where students state information they think to be correct about the topic .

• Record each idea on a large sticky note and place it on the enlarged version of the R .A .N . Chart in the “What I Think I Know” column (see the example below) . Explain to students that as the class researches the topic, ideas on the sticky notes will be confirmed and moved to the “What I Know Is True” column or if research changes prior thinking (reveals misconceptions), then the sticky note is moved to the “I Don’t Think This Anymore” column . New information that is gained through the investigation is posted in the “New Facts” column and questions raised from the new information will be added to the “Wonderings” column .

Analyzing

We are going to watch a video called World Water Day which is an event held every spring to celebrate the importance of water in our lives. Pay close attention to the images and the narrator’s voice and be ready to share your reactions to the video.

Analyzing

Evaluating

Evaluating

Evaluating

Evaluating

Before we explore a topic, it is a good idea to make connections to what we already know. We viewed a video about water and started to talk about the topic. Now I want you to discuss this question with a partner, “What do you think you know about water?” and then we will record your ideas.

R.A.N. Chart – Reading and Analyzing Non-fiction Strategy

What I Think I Know

What I Know Is True

New Facts I Don’t Think This Anymore

Wonderings

Use water to take a bath or shower

fromTonyStead,ReadingfortheLoveofItConference,2012



• Explain the purpose of the inquiry and introduce the framing question.

• Hold a Brainstorming session so that students can pose initial questions or topics which might be helpful in answering the framing question. Create a concept map to record students’ initial thinking about the topic.

• Ask students to brainstorm various ways to investigate answers to this question (e.g., books, magazines, newspapers, photographs, pictures, videos, movies, charts, maps, graphs, Websites, Internet resources, blogs, experts, field trips or virtual field trips, talking together, etc.). Post their thinking on a chart entitled “Ways to Find Information.” Throughout the unit, students can make additions to the list.

• Explain to students that throughout the inquiry unit they will be gaining information to help solve the problem of providing clean water for everyone and, at the end of the inquiry process, they will share their learning with others.

Observe and make note of the information provided by the students to assess interests, knowledge, and needs.

Tip: Teaching

PROVIDE THE FRAMING QUESTIONDuring our inquiry, we will explore many aspects of water in order to find solutions to the question, “How can we help everyone to have clean water?” If we are to solve this problem, what do we need to find out? How can we find out answers to this question?

Possible Responses for Concept Map (may be very sparse initially)

Where do we get water?

How is water used?

What happens after it is used?

ways to clean water

water pollution

How does water come out of the tap?

ways to conserve water

Does everyone have clean water?

Why do we need water?

How can we help everyone to have

clean water?

INTRODUCE THE CULMINATING TASK

You have been hired by the World Water Works Organization to teach others about the importance of clean water. You will begin by teaching others in our school or in our community. You can use the method you think would be the most effective to share your ideas.

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/images/pdfs/toolkit/tk_ol_activities/tk_brainstorming.pdf



• World Water Day video

• enlarged version of See, Think, Wonder Chart (see page 59)

• chart paper with heading “Collecting Good Ideas “

• class version of the R .A .N . Chart (from Session 1)

• large sticky notes and markers (optional)


Modelling or Guided Practice Opportunities:

• modelling how to complete the See, Think, Wonder Chart

Assessment Opportunities:

• contributions to partner and whole-class discussions

Set a Purpose for Viewing

• Explain that when viewers watch a video, they see visual images and hear dialogue, music, or sound effects which make them feel things, activate connections and inferences, or make questions or wonderings come to mind .

• Encourage students to note information provided in the video and make personal connections or responses to what they see and hear .

Explore the Topic SESSION 2

VIDEo VIEWING: WorLD WaTEr Day

Time:

Materials:

Grouping:



Critical Thinking

Comprehension:

• MakingConnections,Inferring,andSelf-Monitoring(askingquestions)

• TurnandTalk

• SharingCircle

• interpretinformationanddrawconclusions

• examinealternativeperspectives

BEForE VIEWING

Making Connections/inferring/self-

monitoring

When you watch the video, ask yourself, “How did this part of the text affect my thinking? What are my reactions? What does it remind me of? What inferences am I making? What questions or wonderings do I have?”

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/seethinkwonderchart.pdf


• Stop the video at critical points to model your thinking (e.g., after opening sentence, after second sentence, after girl is drinking a glass of water).

• Model how to record observations, thinking, and wonderings in your Inquiry Notebook. Use an enlarged version of the See, Think, Wonder Chart (see page 59).

• Following the demonstration, have students Turn and Talk with a partner to share their reactions to the video. Ask:

- What did you see? - What does that make you think? - What does that make you wonder?

• Conduct a whole-group Sharing Circle. Record students’ observations, thinking, and wonderings on the See, Think, Wonder Chart.

Note: Ensure that these wonderings are also recorded on large sticky notes and posted on the class version of the R.A.N. Chart.

View for a New Purpose

• Watch the video again to discuss its purpose, audience, and message.

DURING VIEWINGI saw a crank turning and water splashing into a bucket. This reminded me of getting drinking water at my friend’s cottage. We had to drive to the nearest town and get water from the town well. At home I can just turn on the tap. I was wondering: When is World Water Day?

AFTER VIEWING

See Think Wonder

(What do you see?) (What related thoughts do you have? What do you think is going on?)

(What does it make you wonder?)

- crank turning and water splashing – narrator saying: World Water Day

- getting drinking water at my friend’s cottage – in town at a well

- at home – just turn on the tap

- When is World Water Day held?- Do we celebrate World Water Day in

Canada? How?

- women washing clothes in brown water

- water looks polluted - Where does this woman get clean water?

- girl drinking a glass of water – Brita in background

- I use a Brita to filter my water - Where does our water come from? How does it get cleaned so I can drink it?

Let’s watch the video again and think about why it was created, who the targeted audience might be, and what the main message could be.

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/seethinkwonderchart.pdf


http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/toolkit_pdfs/tk_sharingcircle.pdf


• Have students turn and talk with a partner about the purpose, audience, and message of the video .

• Reconvene in a Sharing Circle so that students have the benefit of listening to others’ perspectives . Offer some of the following questions to promote discussion about the purpose of the video:

- Who is this video created for? What audience is the text aiming at? How do you know?

- Who do you think should watch this video? - What did you learn from this video that you think is important to remember? - What do you think are some big ideas in this video? What is the main

message of the video? - What do you think the creator of the video most wants you to get out of this?

Why do you say this? - What information did the creator include? What information might be

missing? - Why does this video matter?

Link to the Framing Question

• Refer to the framing question, “How can we help everyone to have clean water?” Ask:

- What information was included in the video that would help us in answering this question?

- What ideas from the video might be useful for completing the culminating task? (e .g ., a World Water Day celebration may be a possible way to share information with an audience; creating an informative video might be a way to share information learned) .

• Begin a “Collecting Good Ideas” anchor chart and record students’ suggestions about ways to share learning . The chart can be referenced and added to throughout the unit .

• Return to the class version of the R .A .N . Chart and review ideas in the “What I Think I Know” column . Have students decide whether the ideas have been confirmed or if they reveal misconceptions . Move the sticky notes to the appropriate columns . Record any new information and place the sticky notes in the “New Facts” column . Add questions to the “Wonderings” column .

Inferring/evaluating/synthesizing


Summary: The Explore! Magazine, written by Laura Peetoom, contains a variety of fiction and non-fiction texts that highlight and explain topics dealing with water such as: water consumption and usage, water pollution, the water cycle, and conservation of water. The magazine encourages students to learn more about water issues and to take action to solve the challenge of having clean water for all.

Text Type: Fiction: Description—Jokes; Non-fiction: Persuasion—Letter

Summary: The front cover of the magazine contains the title and an illustration of a young boy drinking water from a well. On the back cover, there are seven jokes under the heading, “Water Fun.” The inside front cover includes a letter to the reader outlining the magazine’s purpose—to explore several questions related to water. On the inside back cover are the answers to the “watery jokes.” The Contents lists the six texts about water and shows illustrations from some of the texts.

Text Features Visual Literacy

• heading and subheadings • photographs

• text boxes • illustrations

• bulleted text

approximately 30 minutes (could be divided into two sessions of 15 minutes in length)

• Explore! Magazine (Big Book)

• Prediction Chart—Explore! Magazine (see page 60) One copy per student.

• enlarged version of the Prediction Chart—Explore! Water

• enlarged version of the Alphaboxes Chart (see page 61)

• individual copies of the Alphaboxes Chart (optional)

• enlarged version of the Word Map (see page 62)

• individual copies of the Word Map

• Inquiry Folders (optional)


Shared Readings—Explore! Magazine

The teaching plans for the magazine have been divided into seven sessions; however, you may want to extend learning and revisit each text over the course of two to three days to develop students’ fluency and a deeper understanding of the content and author’s message. Select ideas from the “Further Readings” section of each lesson (e.g., Text Features, Comprehension, Working with Words), based on the needs of your students. Rereadings can occur with a whole-class group or in small groups. If you have students who need more support, consider a small-group session using the small versions of the text to provide more individualized assistance.

Tip: Teaching

SESSION 3

ShaREd REading: intRoducE ExploRE! MagazinE, Front and Back Covers (both outside and inside); Table of Contents, page 1

Time:

Materials:

Grouping:

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/predictionchart.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/alphaboxeschart.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/worldmap.pdf




• modelling of Prediction Chart—Explore! Magazine


• participation in and contributions to partner and whole-class discussions


• Explain that the class will be reading a magazine to gather further information about the inquiry topic—water. Discuss the features of a magazine and compare it to reading another type of book or watching a video.

• Display the front and back covers and read the title.

• Using a Think-Pair-Share activity, have students talk to a partner and discuss what they think might be in a magazine with the title, Explore! Magazine. Have pairs share their thinking with the whole group.

Set a Purpose for Reading

• Ask students to read with you to find out what is in the magazine and how it might help us with our inquiry about water.



Critical Thinking

Comprehension:

• Analyzing

• Predicting

WordSolving:

• punsandwordplay

• topic-specificvocabulary


• Think-Pair-Share

• SharingCircle


BEFORE READING

What might you see in a magazine? Why might a magazine be a good resource to gather information about our topic? How is gathering information from a magazine different than from a video?

What tells us this magazine is about water, other than the title?

Analyzing/evaluating Let’s read the covers of the magazine to learn about its contents and the purpose of the magazine.

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/toolkit_pdfs/tk_thinkpairshare.pdf


• Read the back cover, “Water Fun,” and clarify any vocabulary that may limit comprehension (e .g ., iceberg, ocean, watery) . Then go back to reread each joke separately and have students guess what the answer might be .

• Turn to the inside back cover and read the jokes again with the answers . Discuss each joke separately so that students understand the puns and plays on language (e .g ., waved, water fall, river bed) .

• Read the inside front cover containing the “Dear Reader” letter . Pause to clarify any vocabulary that may limit comprehension (e . g ., polluted, access, fresh water, articles) . Use illustrations and photographs to support the discussion where appropriate .

• Pause to discuss the questions posed in the letter:

- Where does water come from?

- How does it become polluted?

- What would you do if you didn’t have access to fresh water?

Revisit the Purpose for Reading

• Instruct students to think about the information on the covers and in the “Dear Reader” letter .

• Read the Contents together . Have students make predictions about each text in the magazine . Model how to complete the activity by thinking aloud about the first article . Record your thinking in jot note form on an enlarged Prediction Chart—Explore! Magazine (see page 60) .

DUrING rEaDING

Analyzing

Analyzing

Evaluating

aFTEr rEaDING

Analyzing/evaluatingWhat do you think we will learn about in this issue? What is the purpose of the Explore! Magazine?

Let’s do the first text together—“Where’s the Water?” I think there will be a diagram showing where water comes from when I turn on the tap. Also it might show lakes and rivers and streams as places water comes from. It will be a non-fiction text.

Where’s the Water”

The Case of the Sinking Seagulls

The Water Cycle Keeping It Clean at Every Stage

One Everyone Needs Water

- diagram showing where water comes from

- shows tap and plumbing and lakes, rivers, streams

- non-fiction



© 2014 Scholastic Canada Ltd. Literacy Place for the Early Years—Grade Two 19 TABLEOFCONTENTS

• Have students read with their predetermined reading buddy to predict the contents of each text . Instruct students to record their predictions on the Prediction Chart—Explore! Magazine . Invite pairs to share their predictions with the whole group . Record the predictions on the class chart .


• Have students think about the next steps suggested in the “Dear Reader” letter .

• Hold a Sharing Circle so students can share their introductory thoughts about the inquiry process .

Working with Words

• Have students reread the text to find words pertaining to water . Create a class version of the Alphaboxes Chart (see page 61) and record students’ suggestions from the reading (e .g ., ocean, iceberg, watery, polluted, fresh water, access, water cycle) .

• Model how to create a Word Map (see page 62) for one of the water words . Demonstrate how to choose a word, define it, provide a comparison (synonym) and a contrasting word (antonym), and use the word in a sentence (see the example below) .

• Have students work with a partner to choose one of the words on the Alphaboxes Chart . Together they create a word map for their chosen word .

Although the lessons for the magazine text are written to progress from one text to the next sequentially through the magazine, model how you can read any text in the magazine, depending on which text interests you the most . You might want to ask the question, “Where should we begin to read?” Take a poll to see which text is the most interesting to students and begin with this lesson first .

Tip: Teaching

Let’s think about those next steps suggested in the “Dear Reader” letter. These steps can help to direct our inquiry process. “How will you find out more? How will you share what you learn? How will you take action? How do these steps help us answer our framing question?”

FUrTHEr rEaDINGS

You may want to provide students with their own Alphaboxes Chart to record topic-related vocabulary . The chart could be kept in students’ Inquiry Folders for easy reference .

Tip: Teaching

Word Map

VocabularyWord:watery

Wherewasthewordfound?(Writethesentencewhereitwasfound.)

Look inside for answers to these watery jokes.

Definition:containing too much water

SimpleSynonym:wet or soggy Picture

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/alphaboxeschart.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/worldmap.pdf




In small groups have students present their word maps and post them near the Alphaboxes Chart . Words can be reviewed and used so that students can remember them and store them in their background knowledge .

Text Type: Non-fiction: Explanation—Diagrams with Cutaway

Summary: This text introduces the idea that water is used in a variety of ways and comes from different sources . Using cutaway diagrams, it outlines a variety of daily activities where water is used . It prompts students to think beyond personal use of water to other uses—agriculture, manufacturing, and recreation .


• heading • cutaway diagrams

• text boxes

• bulleted list

two sessions of approximately 15 minutes (you may want to do Before and During Reading in one session and After Reading in the next)


• jug containing 1 litre of water

• enlarged version of the Alphaboxes Chart (from Session 3)



• individual copies of Water Cloze Text (see page 63)

• one copy of Water Cloze Text—Answer Sheet (see page 64)



• how to interact in the Knowledge Building Circle


• participation in reading along with you

SESSION 4

SHarED rEaDING: WHErE’S THE WaTEr?, pages 2–5

Time:

Materials:

Grouping:



Critical Thinking

Comprehension:

• Analyzing

• MakingConnections

WordSolving:


• KnowledgeBuildingCircle

• TurnandTalk




http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/watercloze.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/waterclozeanswers.pdf



• Review predictions made about this section of the text during Session 3 (see class version of the Prediction Chart—Explore! Magazine) . Ask students to think about the following, “Where does water come from? How do you use water?”

• Hold a Knowledge Building Circle to enable students to postulate theories about where water comes from and to discuss how they use water in their daily lives . Ask students to sit in a circle facing into the centre . Take your place in the circle as a co-learner .

• Explain that in a Knowledge Building Circle everyone learns from, and contributes to, each other’s understandings . Establish expectations for behaviour and mutual respect .

• Create a chart to record students’ thinking:

• Ensure students understand how to read a cutaway diagram . Encourage students to provide examples of this feature from informational texts they have read .


• Ask students to read with you to compare their thinking about where water comes from and how it is used to what the text says .

BEForE rEaDING

Let’s talk about how we should act in a Knowledge Building Circle. I am going to pass the Talking Stick. When it comes to you, share your ideas or pass if you need more time to think. Show respect to others by listening carefully and thinking about what the person has said.

Our ThinkingWaterComesFrom UsesofWater

The goal of a Knowledge Building Circle is to have students speak and respond to each other in a conversational manner . It is wise to begin with a talking piece (e .g ., stick, rock, microphone) that can be passed to the next speaker so that the circle is not teacher directed; however, over time students can learn to wait for the person who has just spoken to choose the next speaker .

Tip: Teaching

In the text, “Where’s the Water?,” the author uses two cutaway diagrams. A cutaway is like peeling off or cutting away the outside layer so the reader can see and understand how things work inside. Have you ever seen a cutaway in a book you have read? What did it show you?

Analyzing/making connections

Let’s read the text together so we can compare our thinking with what the text says about how water is used and where water comes from.

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/toolkit_pdfs/tk_knowledgebuild.pdf

22 Literacy Place for the Early Years—Grade Two © 2014 Scholastic Canada Ltd.TABLEOFCONTENTS

• Read pages 2 and 3 together . Discuss the meaning of the words “quench” and “thirst .”

• Provide time for students to study the diagram and think about the questions posed . Have students Turn and Talk with a partner to discuss what they see in the cutaway and other parts of the picture and answer the questions .

• Turn to pages 4 and 5 and have students examine the diagram .

• Read pages 4 and 5 together, pausing to link the statements about water usage to the diagram . You may want to show students a container holding a litre of water so they have a visual comparison for the amounts stated . Discuss concepts in the text by offering prompts:

- What other vegetables would need lots of water to grow?

- Do you take a shower or a bath? Which do you think would use more water? Why?

- How many loads of laundry are done in your home every day? How much water would that use?

- Where does the tree get water from? How does this happen? What other plants and animals would need water each day?

- What is the difference between a well and a water system? Where does the water in your home come from? What is “groundwater”?

- Were you surprised to learn that your body holds 16 L of water? How much do you think 16 L of water would weigh? Is that a lot of water?

- How do you think water is used when making a car?


• Review students’ theories about where water comes from and how water is used . Have students compare their understandings with the information provided by the author . Prompts might include:

- Where did you see water in the diagram? - Who (or what) uses water? - Where do they get it? - How much do they need? - What information in the text surprised you? - What new information did the author present? - Did any of this information change your thinking? In what way? - What questions or wonderings do you have after reading this text?

• Record ideas on large sticky notes and add the notes to the class version of the R .A .N . Chart .

DUrING rEaDING

What additional pieces of information have been added to the diagram?

Making connections

Making connections

Making connections



Evaluating/predicting

Predicting

aFTEr rEaDING




• Use the Think-Pair-Share strategy to have students compare information found in the video and this text regarding water usage .

• Help students link the information learned so far to the framing question .

Working with Words

• Have students reread the text to find words pertaining to water . Add students’ suggestions to the Alphaboxes Chart (e .g ., quench, thirst, litre, creeks, well, water system, drink, shower, laundry, rivers, lakes, groundwater) .

• To reinforce students’ understanding of the topic-specific vocabulary, involve students in reading and completing the Water Cloze Text . (See page 63 . For answers see Water Cloze Text—Answer Sheet, page 64 .) Display the text so that all students can see it or make individual copies for students . Present the text with words deleted and ask students to suggest words that could be written in the space to give appropriate meaning to the sentence . Individuals may be given time to work on their own and to compare ideas with others . Work through the text with the whole class asking for suggestions for deleted words .

Comprehension

• Reread to make a list in order of water usage—most to least .

• Challenge students to think about other ways they use water and to discover how much water is actually used . Use the following prompts to aid discussion:

- How many times a day do you drink or use water? - How much water does a bath use? Compare a bath to taking a shower . Which

uses the least amount of water? - How much water do you use in a day? - How many baths can you get from a rainstorm? - How much water does it take to go through a car wash? Which uses the least

amount of water—the car wash or washing your car by hand? - How much water does a dripping faucet waste? (4000 drips = 1 litre) - How much water does it take to grow a hamburger?

Let’s compare the video, World Water Day, with the text, “Where’s the Water?” Which one was the most informative? Which one really got you thinking?

What information did we learn in this text that would be helpful when answering our framing question?

FUrTHEr rEaDINGS

Does the sentence make sense? What do you think is the best choice of word for this section? Why?

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/watercloze.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/waterclozeanswers.pdf



The following Websites might prove helpful:

- http://ga .water .usgs .gov/edu/msac .html – easy to use calculation of how much water do you use in a day

- http://news .bbc .co .uk/2/hi/in_depth/629/629/5086298 .stm – calculates water usage

- www .livingwatersmart .ca/get_involved/home-assessment .html – home water assessment

- http://environment .nationalgeographic .com/environment/freshwater/water-footprint-calculator/

Text Type: Fiction: Narrative—Realistic Story; Non-fiction: Procedure—Experiment

Summary: This fictional story parallels the real-life issue of wildlife affected by water pollution . Anna and Simon are boating on the busy river, enjoying the river and wildlife . The next day, they are surprised to hear that seagulls are dying due to a spill on the river . Simon realizes the spill must have come from one of the ships they saw carrying cargo up the river . Readers are challenged to solve the mystery by conducting Simon’s experiment which tests vinegar versus corn syrup .


• heading and subheadings • illustrations

• text boxes • procedural steps

• bulleted list



• class version of the Prediction Chart—Explore! Magazine (from Session 3)

• equipment and materials for whole-class or small-group experiment: large bowl, 2 plates, water, vinegar, corn syrup, and 2 medium-size feathers



• chart paper with the heading “Compound Words Anchor Chart”

• Compound Words Concentration Game (see page 65)

whole class, small groups, partners, and individuals

SESSION 5

SHarED rEaDING: THE CaSE oF THE SINKING SEaGULLS, pages 6–13

Time:

Materials:

Grouping:



Critical Thinking

Comprehension:

• Inferring

WordSolving:

• usingcontextcluesandpictures

• compoundwords

• TurnandTalk

• whole-groupexperiment

• Small-GroupDiscussions

• FocusedReporting

• makeaninformedconclusion


http://ga.water.usgs.gov/edu/msac.html

http://news.bbc.co.uk/2/hi/in_depth/629/629/5086298.stm

www.livingwatersmart.ca/get_involved/home-assessment.html

http://environment.nationalgeographic.com/environment/freshwater/change-the-course/water-footprint-calculator/

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/compoundwords.pdf


ModellingorGuidedPracticeOpportunities:

• solve the Mystery Experiment

AssessmentOpportunities:


• discussions about the text with a partner


• Refer to the class Prediction Chart—Explore! Magazine and read some of the class’ predictions about what the text will be about . Have students discuss why the mystery might be happening .


• Invite students to read along with you to solve the mystery of the sinking seagulls . Remind students to use the clues in the text to help solve the mystery .

• As you read the text together (to the bottom of page 12), pause on each page to examine the illustrations and discuss what is happening in the story . Alternate between asking students to discuss as a whole group and having students Turn and Talk with partners . Prompts for discussion could include:

- Page 6: What wildlife would Simon be referring to? How might Anna’s hat harm the wildlife?

- Page 7: Is it a good idea for Simon to stand up in the boat? Why or why not?

- Page 8: Would you like to be on the river if there were big ships on it? Where do you think the ships are taking their cargo? What would corn syrup or vinegar be used for?

- Page 10: What do you think the problem is? What are the wildlife officials doing to help the problem? What do you think Anna and Simon’s class can do to help?

- Page 11: Why do you think some of the seagulls might have died?

- Page 12: Which of the boats do you think spilled its contents?

• Clarify any vocabulary that may limit comprehension and model solving words using context clues and picture clues (e .g ., shrugged, peer, lurched, downstream, announcement, wildlife officials, coating) .

BEForE rEaDING

As many of you guessed, “The Case of the Sinking Seagulls” is a detective story where something mysterious is happening to the seagulls and making them sink. What do you suppose is making the seagulls sink?

Inferring

DUrING rEaDING

Analyzing

Evaluating

Making connections/inferring

Analyzing/inferring

Evaluating

Analyzing/inferring




• Read the experiment on page 13 which will help to solve the mystery .

• Take a poll to see which material students think would sink the seagulls .


• Gather students together in a whole group (or in small groups) to conduct the experiment to solve the mystery . Reread the steps on page 13 together and have volunteers follow each step to arrive at a conclusion .

• Divide the class into groups of 4 or 5 students for Small-Group Discussions . Assign roles and post the following questions for group members to discuss their ideas:

- What happened to these seagulls? - Why does it matter if a bunch of seagulls die? - If this was a real situation, what could you do about this? - What rules or laws do you think would be necessary so this situation would

not happen again?

• Hold a whole-group discussion to share the thinking from the small-group sessions . Use the Focused Reporting method of sharing where each group shares two important points and passes off to the next group to share their ideas .


• Reread the text again in its entirety, asking students to think about how this fictional story relates to real world events . Have a whole-group discussion to interpret the text and how it relates to the framing question . Ask:

- How does this fictional story relate to real world events? - What information can we learn from this text that might help us with the

framing question? - What questions do you have about the topic of water pollution?

• Record ideas on sticky notes and add the notes to the class version of the R .A .N . Chart .

Working with Words

• Tell students that the text contains a number of compound words . Explain that compound words are two smaller words put together to make a new word such as “baseball” (“base” and “ball”) . Discuss how to approach a compound word when reading—break the word into the two smaller parts . Explain that to understand the word, it is helpful to think about the meanings of the small parts; however, sometimes this does not always work (e .g ., “butterfly”) .

Which feather do you think will sink—vinegar coated or corn syrup coated?

aFTEr rEaDING

Why did the seagulls sink?

Analyzing/inferring/evaluating/

synthesizing

FUrTHEr rEaDINGS

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/toolkit_pdfs/tk_smallgroupdisc.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/toolkit_pdfs/tk_focusreporting.pdf


• Reread the text aloud . Instruct students to read compound words in a loud voice . Mark the words with a sticky note and write these words on an anchor chart (see below for examples from the text) .

• Have students work in small groups to brainstorm other examples of compound words . Add these examples to the Compound Words chart .

• Provide copies of the Compound Words Concentration Game (see page 65) . Explain the rules and have students play the game with a partner .

Rules:

1 . Players turn cards face down in a random pattern . 2 . First player turns over two cards . If the two cards match (e .g ., two words

that go together to make a new word), the player wins those cards . If the two words do not match, the player turns the cards face down again .

3 . Next player turns over two cards, looking for a match . 4 . Play continues until all cards have been won . 5 . Winner of the game is the one with the most cards .

Answers: motorboat, wildlife, something, seagull, downstream, waterfall, upstream, groundwater, underground, wetlands, sea water, fishtail, everything, rainfall, riverbed

TextType: Non-fiction: Explanation—Cyclical Flow Diagram

Summary: This text explains how water is a finite resource; Earth has always had the same amount of water . An illustrated flow diagram outlines the water cycle with four major sections: “Evaporation,” “Condensation,” “Precipitation,” and “Collection .”

TextFeatures VisualLiteracy

• heading and subheadings • cyclical flow diagram

• text boxes • arrows showing direction of cycle

two sessions of approximately 15 minutes each


• R .A .N . Chart copied on ledger-size paper (1 per group) These may be laminated for durability .

• sticky notes for each group


• Inquiry Notebooks (1 per student)

• class version of the Alphaboxes Chart (from Session 3)

Compound WordsDefinition–twosmallerwordsputtogethertomakeanewword

Examples:motorboatwildlifesomethingseagulldownstream

SESSION 6

SHarED rEaDING: THE WaTEr CyCLE, pages14–17

Time:

Materials:

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/compoundwords.pdf




ModellingorGuidedPracticeOpportunities:

• use of R .A .N . Chart in small groups


• participation in small-group discussions

• contribution of ideas to group discussions (R .A .N . Chart)


• Divide the class into groups of 4 or 5 students for Small-Group Discussions . Provide each group with a R .A .N . Chart and sticky notes . Appoint a recorder and other roles in each group . Have students work together to brainstorm what they think they know about the water cycle . Remind the scribes to write one idea per sticky note and to place the sticky notes in the “What I Think I Know” column on the chart . Review the rules of Brainstorming before students begin the activity (e .g ., all ideas are accepted, everyone gets a turn, piggyback on the ideas of others, encourage each other) .

• Have groups share their thinking in a whole-group setting . If necessary, discuss the meaning of the word “cycle .”

• Provide an introduction to the cyclical flow diagram included in the text .


• Invite students to read with you to confirm information or learn new facts about the water cycle .

Grouping:



Critical Thinking

Comprehension:

• MakingConnections

• Analyzing

WordSolving:

• usingrootwordstoassistindeterminingthemeaningoflargerwords

• Small-GroupDiscussionsofR.A.N.Chart

• Brainstorming

• whole-classpresentationofSmall-GroupDiscussions

• TurnandTalk

• compareandcontrastinformation

• determinehowpartsrelatetothewhole(causeandeffect)

BEForE rEaDING

Making connections

The text we are going to read includes a flow diagram. A flow diagram is a type of picture that shows a process and uses lines or arrows to link the parts of the process.

Analyzing Let’s read together to see if our thinking about the water cycle is confirmed or if we learn new facts about this process.

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/images/pdfs/toolkit/tk_ol_activities/tk_brainstorming.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/toolkit_pdfs/tk_smallgroupdisc.pdf


• Read the “Did You Know?” section and have students respond to the statement using a Turn and Talk activity .

• Read the explanatory text on page 14 .

• Have students look carefully at the illustration and turn to a partner to discuss what they see in the picture (e .g ., large body of water with whales spouting, clouds in the sky, a Canada Goose flying, rain falling from one of the clouds, forests, rivers, ponds) .

• Ask, “What text features are used on this diagram?” (e .g ., large arrows, text boxes, red bolded headings) Point at each heading . Discuss the purpose of the arrows and the text boxes . Ask, “Where do we start reading?” (at any point along the cycle)

• Begin reading the information in the “Evaporation” text box and continue around the cycle . It may be helpful to draw a simpler version of each section of the cycle as it is read . Clarify any vocabulary that might limit comprehension (e .g ., evaporation, vapour, condensation, precipitation, liquid, underground, collection) by discussing “root words” to help determine the meaning of the larger word . It may prove beneficial to relate condensation to a glass of cold juice on a hot day—water forms on the outside of the glass (water vapour from air condenses) .


• Have students meet again in their groups to review their thinking and compare it to what the author stated in the text . Instruct students to read each sticky note on their R .A .N . Chart and decide as a group whether it should be placed in the “What I Know Is True” column or in the “I Don’t Think This Anymore” column .

• Ask students to use a different coloured sticky note to record any new information learned about the water cycle . These notes should be place in the “New Facts” column .

• Finally, have students collaborate to share any questions they have about the water cycle and post those in the “Wonderings” column .

Note: Ensure that students’ wonderings are placed on the class version of the R .A .N . Chart .

DUrING rEaDING

Evaluating

What are you thinking? How can that be? Talk to a partner about your reactions to the statement about water and dinosaurs.

Analyzing What is the purpose of the water cycle?

Analyzing

Analyzing

Sequencing

aFTEr rEaDING

Analyzing

Analyzing




• Lead a whole-group discussion about the importance of the water cycle and how it links to the framing question . Use the following prompts to guide the discussion:

- What is the water cycle? - Why does it matter to us? - What can we do to help the water cycle? - Why is the water cycle important to clean water?

Comprehension and Text Features

• Read the text again and discuss why the diagram is an effective method of showing the water cycle, rather than many paragraphs of text .

• Have students create their own version of a water cycle diagram in their Inquiry Notebooks . Ask, “Besides oceans or lakes, what other sources of water would turn to vapour when heated?” (e .g ., swimming pools, puddles, human sweat, waterfall, backyard ponds, pail full of water, etc .) Have students explain the water cycle process to a partner .

Working with Words

• Have students reread the text to find words pertaining to water . Add students’ suggestions to the class Alphaboxes Chart (e .g ., evaporation, vapour, water cycle, condensation, liquid, precipitation, rain, snow, sleet, hail, underground, collection) .

• Expand on students’ understanding of the vocabulary found on the water cycle diagram (evaporation, condensation, precipitation, collection) by demonstrating how to take the word apart . Explain that when you add the “-tion” ending to the word “evaporate” the word changes from a verb (action word) to a noun (thing) .

• Model how to create other words using various endings (e .g ., evaporates, evaporated, evaporating) .

• Have students choose one of the words from the water cycle diagram and create other words using various endings .

Analyzing/evaluating/synthesizing

FUrTHEr rEaDINGS

evaporation

RootWordEnding

evaporate+tion




Text Type: Non-fiction: Explanation—Article

Summary: This explanatory article contains a labelled diagram which provides tips on how individuals, families, manufacturers, and communities can assist in keeping water clean .


• text boxes • labelled diagram



• large sticky notes to cover the text boxes on pages 16–17


• class version of the Alphaboxes Chart (from Session 3)



• listening carefully to a partner and presenting his or her ideas


• contributions to discussions

• recall and presentation of partner’s ideas

• ability to link ideas to the framing question

SESSION 7

SHarED rEaDING: KEEPING IT CLEaN aT EVEry STaGE, pages 16–17

Time:

Materials:

Grouping:



Critical Thinking

Comprehension:

• Analyzing

• Evaluating

WordSolving:


• breakingwordsintosyllables

• Inside/OutsideCircle

• TurnandTalk

• PairedInterview

• SharingCircle


• examinealternatepointsofview



• ability to link ideas to the Framing Question


• Hold an introductory discussion about cleaning up polluted water using an Inside/Outside Circle activity . Divide students into two groups . Have one group create an Inside Circle and the other an Outside Circle facing each other . Provide 30 seconds for the Inside Circle to share ideas with their partner on the Outside Circle . Repeat the process so that the Outside Circle partner is able to share thoughts .

• Have the Outside Circle rotate three people to the left . Instruct the new partners to share ideas . Elicit responses from several partner groupings .

• Prepare students for reading by reviewing the “labelled diagram” feature .


• Invite students to read with you to find out the tips for keeping water clean and to consider whether these tips are doable .

• Have students take a careful look at the illustration .

• Read the first two sentences on page 16 . Ask students to predict what the tips might be .

• Read each labelled tip and alternate between discussing in the whole group or having students Turn and Talk with partners . Use the following prompts:

- Factory Owners: How would filters help to keep water clean? Explain your thinking with reference to the water cycle .

- Drivers: How would oil and gas leaks harm the environment?

- Families: What types of cleaning products are okay for the environment? What does your family do to help plants and animals?

- Communities: What is waste water? Where do communities clean waste water?

- Communities: What does “preserve” mean? What is a “wetland”? How do you think a wetland or shore would help keep water clean?

BEForE rEaDING

Before we begin reading today, I want you to think about these two questions, “How does nature clean up water? How do people clean up water?” You will have 30 seconds each to share your thinking.

What is a labelled diagram? How will it differ from the cyclical diagram we saw in “The Water Cycle” text?

Analyzing/evaluating Let’s read to find out ways people and nature can keep water clean. We’ll evaluate the tips to see if you think they would work.

DUrING rEaDING

Making connections

What is the same or different about this picture than the one on pages 14–15?

Predicting


Evaluating


http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/images/pdfs/toolkit/tk_ol_activities/tk_in-outcircle.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/images/pdfs/toolkit/tk_ol_activities/tk_in-outcircle.pdf



• Ask students to sit with their partner to conduct a Paired Interview . Each partner will interview the other to find out what they think about the information in the text . In the whole-group discussion, students report back with their partner’s ideas . Remind students to take notes if necessary and to use clarifying or probing questions to expand the conversation .

• Have students sit in a circle formation beside their partners and provide the opportunity for all pairs to share information gained during the interviews . Remind students to listen carefully to each other and to build on each other’s comments .


• Ask students to do a Think-Pair-Share with a partner, linking the ideas in the text to the framing question .

• Hold a whole-group discussion where students can share their ideas and begin to see how they can take action as part of the answer to the framing question . Spend time adding “Wonderings” to the class version of the R .A .N . Chart .

Working with Words

• Have students reread the text to find words pertaining to water . Add students’ suggestions to the class Alphaboxes Chart (e .g ., filters, chemicals, repair, products, communities, preserve, wetlands) .

• Discuss the meaning of each word . Demonstrate how to break words into syllables, for example, “filters” = “fil” and “ters” (2 syllables), then have students suggest the syllables for each of the remaining water words . Count the number of syllables for each word .

• Have students work with a partner to create sentences containing each word . Students could create cloze sentences and pairs could challenge another pair to complete their cloze activity .

aFTEr rEaDING

Evaluating/synthesizing

Listen carefully when your partner provides his or her thinking on the question, “Do you think these tips would help the planet to keep water clean? Why or why not?” You’ll report back your partner’s ideas during whole-group sharing time. You may want to jot notes in your Inquiry Notebook.

Synthesizing

Take a moment to think about the questions, “What would you do with the information gained from this reading? How could you use the tips about keeping water clean?” Turn to your partner and take turns explaining your thoughts. Be ready to share your ideas with the whole group.

FUrTHEr rEaDINGS


http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/toolkit_pdfs/tk_pairedinterview.pdf


TextType: Fiction: Description—Poem

Summary: This simple poem describes a frog’s excitement as one drop of rain joins the pond .

TextFeatures VisualLiteracy

• bold type • illustration



• class version of Prediction Chart—Explore! Magazine (from Session 3)

• large sticky notes to cover the text




• connections between the text and personal experiences


Activate and Build Background Knowledge • Review predictions recorded on the class version of the Prediction Chart—

Explore! Magazine .

• Have students examine the illustration and use Think-Pair-Share to discuss what they see happening in the picture .

SESSION 8

SHarED rEaDING: oNE, pages18–19

Time:

Materials:

Grouping:



Critical Thinking

Comprehension:

• Inferring

WordSolving:

• rhymingpatterns



• SharingCircle

• synthesizeandmakeconnectionsbetweeninformation

BEForE rEaDING

Making connectionsWhat part(s) of the water cycle do we see in the illustration?




• Ask students to read with you to discover the author’s purpose in writing the text .

• Read the poem together with lots of expression and enthusiasm . Use the following prompts to discuss the text as you read:

- What is a “peeper”?

- Why is the frog excited about the rain?

- Do you like it when it rains? Why or why not?

- What is the rhyming pattern in this poem?

- How does this poem relate to the water cycle?

- Do you think “one drop” makes a difference?



• Hold a whole-group discussion to discuss the author’s purpose for writing the text . Use the following prompts to guide your discussion:

- Why do you think the author used the title, “One”? - What do you think the author wants us to think and feel after reading this

poem? - What is the underlying message? - Is there ever a time when there is too much rain or too little rain? What

would happen if that occurred?

Working with Words • Model with the class how to brainstorm rhyming words for selected vocabulary

from the text . Use the rhyming pairs: peeper/deeper and drop/plop .

• Provide small groups of students a word from the text and challenge groups to brainstorm as many rhyming words as possible (e .g ., gray, came, fell, one, wet, sang, that, he) .


• Form a Sharing Circle and have students relate the concept of making a difference to the framing question . Use the following prompts to aid discussion:

- Why do you think this poem was included in the Water issue? - In what ways does it add to our knowledge of the topic? - How does it relate to the information in the World Water Day video?

InferringLet’s read this poem together and think about why the author might have used the title, “One.”

DUrING rEaDING

Analyzing

Inferring

Making connections/evaluating

Analyzing

Making connections

Evaluating

aFTEr rEaDING

Evaluating/synthesizing/

making connections



Text Type: Non-fiction: Description—Article

Summary: The first section of the article describes how Sana, a young girl living in India, collects clean drinking water every day from her village well . The village dug the well because many of its inhabitants were ill from their existing water supply . The article further explains the importance of having clean fresh water . It concludes with a comment on the Canadian water situation and a challenge to the reader to save water .


• heading and subheadings • photographs with captions



• class version of Prediction Chart—Explore! Magazine (from Session 3)

• chart paper and markers

• class version of Alphaboxes Chart (from Session 3)

• world map or globe

• Water Word Sort (see page 66)

whole class, small groups, and individuals


• using Step Inside thinking routine


• students’ ability to understand another’s perspective

• contributions to questions posed while reading the text

• participation in the Sharing Circle discussions

SESSION 9

SHarED rEaDING: EVEryoNE NEEDS WaTEr, pages 20–24

Time:

Materials:

Grouping:



Critical Thinking

Comprehension:

• Synthesizing

WordSolving:


• StepInsidegroupdiscussion

• partnerandwhole-groupdiscussions

• small-groupSharingCircles

• examineperspectivesandalternatepointsofview

• synthesizeandmakeconnectionsbetweeninformationandarguments

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/waterwordsort.pdf




• Review predictions recorded on the Predictions Chart—Explore! Magazine .

• Use the Step Inside thinking routine to help students understand the perspective of, and empathize with, those people who have little access to clean water . Direct students to carefully view the image of the young girl sitting beside the water’s edge on page 21 . Ask students to hypothesize what the young girl observes, understands, believes, cares about, and questions .

• Have students share their thoughts with the whole class . Record students’ suggestions on chart paper . Provide other questions to promote deeper thinking about the situation and ask volunteers to share their thoughts in the whole group . Record the group’s thinking on chart paper .


• Ask students to join you in reading the text to determine some of the challenges people around the world have in accessing clean water .

• Point out Canada on a world map or globe and then indicate the location of India . While reading, use the map to show the locations of China, Mexico, and the continent of Africa .

• As you read the text together, pause to examine the illustrations and discuss the text . Alternate between asking students to discuss as a whole group and with partners . Prompts for discussion could include:

- Why do you think Sana has to do this job?

- How do you get clean water?

- Why isn’t Sana in school?

- Why do you think the children and parents were always sick?

- What story do the pictures tell?

- What happened to Sana’s family when the village dug a well?

- Why do you think getting water is usually a girl’s job?

BEForE rEaDING

I want you to imagine yourself as this young girl. What do you see, observe, or notice? Turn to a partner and discuss your ideas.

Continue to imagine yourself as this young girl. What might you know about, understand, or believe? What makes you say that? What might you care about? What might you wonder about or question?

Synthesizing

We know everyone needs water to survive but for some people like the girl in the picture it is difficult to find clean water. Let’s read this text to find out some of the challenges people around the world have in getting clean water.

DUrING rEaDING

Evaluating

Making connections

Evaluating

Evaluating

Synthesizing

Analyzing

Evaluating


- How are the people in China getting clean water?

- Why don’t some people have clean water?

- What are some water challenges in Canada?

- What can you do to save water?



• Divide the class into small groups of 4 or 5 students in each . Have students sit in a Sharing Circle facing into the centre . Provide the following prompts so that students can discuss their reflections together:

- What are some of the challenges people face in getting clean water? - Where does our fresh water come from? How is it collected? - If you had to cut your water usage back to just one jug a day (as millions

have to do around the world), what would you use it for? What would you decide to leave out?

- How do you think polluted water is cleaned? - What do you think of this statement: “one flush of a Canadian toilet uses

more water than Sana uses in a whole day”? - How did reading this text make you feel? - Why do you think the author wrote this article? - What evidence do you have to support your conclusions? - How does this article connect with you or your life?


• Hold a whole-group discussion to link the information in this article to the framing question . Use the following prompts to guide discussion:

- What did we learn about clean water from this text? - What can you do to save water? What could your family do to save water? - How are the ideas in this text connected to the others we have read? - What new ideas have extended your thinking? - What is still challenging for you? What do you wonder about? - How does this help us answer the framing question?


Working with Words

• Have students reread the text to find words pertaining to water . Add students’ suggestions to the Alphaboxes Chart (e .g .,well, pump, containers, drinking, washing, seawater, fresh water) .

• To reinforce and review the topic-specific vocabulary on the Alphaboxes Chart, provide students with the Water Word Sort (see page 66) . Students work with a partner to look for similarities among/between the words . Once similarities have been identified, students create a category card and place all the cards that apply underneath or beside it . Students then share and defend their category choices with their classmates .

Analyzing

Analyzing

Analyzing/inferring

Synthesizing

aFTEr rEaDING

Evaluating/synthesizing

FUrTHEr rEaDINGS

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/waterwordsort.pdf



Comprehension

• View the World Water Day video again and have students compare it to the magazine article .


• students’ Inquiry Notebooks (from Session 6)


individuals, partners, and whole group


• Engage students in a CSI (Colour, Symbol, Image) thinking routine to reflect on their learning to this point .

• Have students think about the big ideas from the texts they have viewed and read . In their Inquiry Notebooks, have students create a list of things they find interesting, important, or insightful .

• Explain the CSI thinking routine . First, students choose a colour that represents a big idea identified from the texts . Next, they create a symbol that best represents the essence of the idea . Ensure that students understand that a symbol is a thing that stands for something else (e .g ., dove = peace, icons on a computer) . Then, students sketch an image that best captures the essence of that idea . Finally, students work with a partner or group to explain their selections .

What information is similar in both texts? What additional information is included in the magazine article? In the video?

After several rereadings, the Explore! Magazine big book, six small books, and the audio CD of the fluent reading of the text can be placed at centres . They can be used for rereading, for building fluency of an increasingly familiar text, and for extending comprehension .

Tip: Teaching

reflect on LearningSESSION 10

Time:

Materials:

Grouping:



Critical Thinking

• partnerandwhole-groupdiscussions

• SharingCircle

PErSoNaL rEFLECTIoN


• Model an example of the CSI reflection (e .g ., colour = green to represent polluted water, symbol = glass of water with an X to represent the fact that not everyone has access to fresh water, image = sketch of polluted river with dead fish and factory spewing pollution to represent how manufacturing hurts the water cycle) .

• Continue the reflection process by asking students to reflect on their thinking about the topic and to identify how their ideas have developed over time .

• Provide time for students to record ideas in their Inquiry Notebooks and then introduce the second part of the reflection activity .

• Provide time for students to record their impressions and then have students share their writing with a partner . Hold a large-group sharing session where students begin with “I used to think… but now I think…” statements .

• Review the information contained in the “What I Know Is True” and “New Facts” columns on the class version of the R .A .N . Chart . Examine the “Wonderings” column and sort and group similar questions together .

• Hold a whole-group Sharing Circle to encourage decisions about next steps in the inquiry process . Use the following prompts to guide this discussion:

- Now that we have some information about clean water what do you think we should do with it?

- Do you think anyone else should know about it? Who? - Which questions or wonderings would you like to find out more about?

Which questions are interesting to you? - What do you think we can do as a class to help everyone have clean water?

Students may complete the CSI thinking routine effectively on the computer by “filling” a box using the colour palette, using the “insert symbol” function as a source of symbols, and searching Google Images to find a picture .

Tip: Teaching

When we began our inquiry unit, you all had some ideas about the topic. Take a minute to think about the ideas you once had. Write what you used to think about clean water, starting off with the words, “I used to think….”

Now, I want you to think about how your ideas about our topic have changed as a result of what we’ve been reading and discussing. Write a few ideas to show where you are now in your thinking, starting with the words, “Now, I think….”

GroUP rEFLECTIoN



The Water Works! unit explores many ideas and concepts relating to water, its consumption, and how to conserve and preserve it . During the reflection activities, students may have indicated a desire to learn more about a topic of particular interest or pursue the answer to a question .

Points of Inquiry

Points of inquiry are sub-topics derived from the preliminary exploration of the general topic . The points of inquiry help narrow the focus for research . Some of the points of inquiry cultivated in this unit include: • sources of water • how water is used • how water is collected • filtration systems—how people clean water • causes of water pollution—ways to clean polluted water • what happens to water after it has been used • distribution and availability of usable water • our responsibilities regarding water • the water cycle and its importance • the importance of clean drinking water • water protection and conservation • data on water usage • how floods happen

Possible QuestionsOf course, students may already have a researchable question that they are interested in finding an answer for . If not, possible questions include: • What causes pollution in water? What can we do about it? • How can we conserve water? • How is fresh water brought to our homes and what happens to it after it leaves? • How healthy are our local waterways? • What are our responsibilities towards our local storm drains, rivers, and

streams?

In this option, students follow the procedures and behaviours already established for Independent Reading . They choose “just right” texts to read independently, read for a sustained period of time, respond to the text, and meet with others to discuss what they have read . The only change you will make to your regular Independent Reading session is to provide a collection of resources based on the points of inquiry or the questions students have posed . As usual, the collection of reading materials should include both fiction and non-fiction texts . Ensure a wide range of readability in the materials so they are appropriate for the range of readers in the classroom . For specific

Part 2: Extending the Inquiryresearchers’ Workshop

option 1: Independent reading


titles pertinent to the Water Works! inquiry unit, see the Resource List for Water Works! on pages 53–56 .

As students will be extending their understanding of clean water through inquiry-based reading, have students choose a question to answer and focus their text selection and research on answering their question .

During your literacy block, follow the outlined lesson framework for inquiry-based Independent Reading which includes: Mini-Lesson, Text Talk, Reading Time, and Sharing and Reflection .

Conduct mini-lessons to provide timely support to meet students’ needs . The mini-lessons that you choose for each stage of the Inquiry Process are located in the online Inquiry Tools . Mini-lessons for Independent Reading support can be found in the Grade 2 Reading Guide .

Process Teacher’s Role Student’s Role Teacher SupportMini-Lesson

(5–10min.)

• Conductmini-lessonstoassiststudentsinworkingproductivelyduringIndependentReadingtimeandtoperforminquiry-basedreadingsuccessfully.

• Reviewthe“Wonderings”sectionoftheclassversionoftheR.A.N.Chart.

• Helpstudentstochooseaquestiontoanswerthroughtheirreading.Ifstudentsneedassistance,youmaywanttolistthepointsofinquiryorpossiblequestionsfromthissectiontogetthemstartedwitharesearchtopic.

• ProvidestudentswiththeirindividualR.A.N.Folders.

• Reviewhowtousethefolderastheyreadnon-fictiontexts.

• Providestickynotesforrecordingideasandfactsgainedthroughresearch.

• Chooseatopicandquestiontoresearch(withteacherassistance).

InquiryTools:-InquiryMini-Lessons

LPEYGuides:-IndependentReadingMini-LessonsintheGrade 2 Reading Guide

ClassResources:-classversionoftheR.A.N.Chart

-students’R.A.N.Folders

-stickynotesforeachstudent

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/inquirytools/inquiryminilessons.html


Process Teacher’s Role Student’s Role Teacher SupportText Talk

(3–5min.)

• IntroducethecollectionofWater Works! texts.Ensurethatthecollectioncontainsawiderangeoftextssuitableforreaderswithintheclassandenablesstudentstoreadavarietyofnon-fictionandfictionmaterialspertainingtothetopic.

• Demonstratehowtochooseasetoftextstohelpanswerthequestion.Forexample,ifthetopicofinterestisthewatercycle,youcouldchooseseveralbookstoread,videostowatch,andchooseawebsitetolearnmoreaboutthetopic.

• Listencarefullytofindinterestingtextsabouthisorhertopic

Unit Support:-ResourceListonpages53–56

Reading Time

(20–30min.)

• Providetimeforstudentstoperusethetextcollection.

• Havestudentschoose“justright”textsfromthecollection.Youmaywanttosuggestthatstudentschooseapicturebook,aWebsite,and/oramagazinetobegintheirresearch.

• Provideampletimeforstudentstoreadindependently,torecordinformationgainedabouttheirtopicorquestionandrespondtotheirtext.

• InstructstudentstologthetextstheyarereadingintheirReadingLogs.

• Conferwithindividualstudentsorconductguidedreadinggroups.

• Choosetextsthatwillhelptoanswertheirquestion.

• RecordwhattheythinktheyknowaboutthetopicandpostideasontheirR.A.N.folders.

• Readindependentlyforasustainedperiodoftime.

• RecordtextsreadonLogSheet.

• ConfirmfactsandrecordinformationfromtextsontheirR.A.N.Folder.

LPEY Guides:-ReadingLogBLMintheGrade 2 Reading Guide

-IndependentReadingObservationRecordsandConferenceRecordSheetintheGrade 2 Independent Reading Guide

Class Resources:-students’R.A.N.Folders


Concluding the Unit: • After several days of Independent Reading, review the Culminating Task (see

page 3) and refer to the framing question, “How can we help everyone to have clean water?”

• Hold a class discussion about how students might share their learning with others . (See Possible Ways to Share Learning on pages 56–57) . Confer with individual students about what they would like to do .

• Host a sharing event so students can celebrate their learning . The sharing event can be informal in nature such as a Knowledge Building Circle or a more formal event where students share the results of their research with another class .

This option continues the guided inquiry model . During whole-class sessions, students will gain necessary skills and tools for self-initiated inquiries by being guided through the inquiry process . Often students don’t have the necessary background knowledge to pose their own questions or they lack understanding in identifying a question worthy of investigation so a large-group approach is helpful . The whole-group approach prepares students to work collaboratively, to listen and respond to each other, and to ask good questions . It gradually leads students to independent learning .

From the topics explored in the whole-group sessions in Part 1: Launching the Inquiry, students discuss the areas they would like to pursue in more depth and then come to an agreement on a topic of interest for a whole-class inquiry . For example, during the reading of the article, “Everyone Needs Water,” students’ may have become interested in water conservation methods and would like to delve deeper into this topic . Together, students would pose questions about water conservation methods and research and present their findings .

You will conduct a variety of mini-lessons to provide timely support to the whole class . The mini-lessons that you choose for each stage of the Inquiry Process are located in the online Inquiry Tools . The following chart outlines introductory steps for extending the whole-class inquiry .

Process Teacher’s Role Student’s Role Teacher SupportSharingandReflection

(5–10min.)

• Havestudentsmeetwithapartnertodiscusswhattheyarereadingandwhattheyhavelearnedabouttheirtopicorquestion—meetingtimebuildsaccountability.

• Remindpartnerstoaskclarifyingandprobingquestionstoensuredepthofconversation.

• Meetwithapartnertodiscusslearning.

• Listencarefullytopartnerandaskquestionstoclarifyorprobe.

UnitSupport:-OralLanguageActivities

AssessmentTools:-Inquiry-BasedLiteracySkills

Checklist

-CulminatingTaskRubric

option 2: Whole-Class Inquiry




http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/images/pdfs/toolkit/tk_ol_activites.pdf

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/images/pdfs/toolkit/tk_ol_activities/tk_knowledgebuild.pdf


Inquiry Process Teacher’s Role Student’s Role Teacher SupportChooseaGoodQuestion • Say,“Sofar,wehave

exploredmanyaspectsaboutcleanwaterandhowwecanhelpeveryonetohavecleanwater.”

• Asktheclass,“Whatdoyouwanttolearnmoredeeplyabout?”Liststudents’suggestionsand,asagroup,decideonatopicwhichfallsundertheumbrellaofthe“framingquestion”(seePointsofInquiryonpage41).Thewholeclasswillresearchthistopictogether.

• Havestudentsbrainstormwonderingsorquestionsforthistopicandrecordthemonchartpaper.

• Conductamini-lessonforchoosingagoodquestion—onethatisresearchable.

• Havestudentschooseaquestiontheywouldliketoresearch.

• Reviewpossiblewaysofgatheringinformationbyreferringtothe“WaystoFindInformation”chart.Havestudentsthinkofotherwaystogatherinformationandaddthosetothechart.

• Promotetheideaofa“communityoflearners”whereeachstudentcontributestotheknowledgebaseofothersandtothedevelopmentandexchangeofideas.

• AssessmentStrategy:contributionsandparticipationinwhole-groupsessions

• Helptochooseatopicfortheclasstoresearchtogether.

• Brainstormquestionsforthetopic.

• Chooseaquestiontoresearch.

• Participateinwhole-groupmini-lessons

UnitSupport:-PointsofInquiryonpage41


AssessmentTools:-InquiryProcessSkillsChecklist

-Inquiry-BasedLiteracySkillsChecklist(OralLanguagesection)

ClassResources:-“WaystoFindInformation”chart(createdinSession1)







Inquiry Process Teacher’s Role Student’s Role Teacher SupportInvestigateMyQuestion

Note:YoumaywanttocontinuewithReadAloudand/orSharedReadingsessionstoinvestigatethechosentopic;especiallyifitisdifficulttofindappropriatereadingmaterialsforstudents.

• Collectavarietyofresourcesabouttheclasstopicandsharethemwithstudents.Ensureawiderangeofmaterialssoallstudentscanreadorviewsomethingonthetopic.

• Demonstratehowtoperuseresourcesforreadabilityandchooseafewwithwhichtobegin.

• Teachamini-lesson,forexample,onhowtoevaluatesources.

• Provideampletimeforstudentstoperusethedisplayedresourcesandthenchoosesomethingpertinenttotheclasstopicandtheirquestion.

• Modelhowtorecordinformationgatheredduringresearch.UseyourInquiryNotebookandoneofthetextsfromtheExplore! Magazine.

• Createachartwiththeheadings“Notes”(whatthetextisabout)and“MyThinking”(whatitmakesmethinkabout).

• Demonstratehowtousejotnotestorecordinformation.

*Alternatively,studentscouldusetheirR.A.N.Folderstocollectandorganizeinformation.

• AssessmentStrategy:observestudentsandexamineworksamplesfornote-takingskills

• Participateinthewhole-groupmini-lessons.

• Chooseatextandbeginresearchingthetopic.

• RecordinformationgatheredintheirInquiryNotebooksusingthe“Notes”and“MyThinking”headingsasorganizersforjotnotes

UnitSupport:-ResourceListonpages53–56


ClassroomResources:-Teacher’sInquiryNotebook

-textfromExplore! Magazine

-students’InquiryNotebooksandInquiryFolders


AssessmentTools:

-InquiryProcessSkillsChecklist

-Inquiry-BasedLiteracySkillsChecklist(ReadingandWritingsections)







Inquiry Process Teacher’s Role Student’s Role Teacher SupportAnalyzeandInterpretMyFindings

• Teachbasicinquiryskillsthathelpstudentsinterpretfactsandorganizeideas(e.g.,recall,summarize,paraphrase,andextend).

• Havestudentsreadinpairstosupporteachother’sunderstandingofthetexts.

• DividetheclassintoInquiryCircles(4studentsineachgroup)topractisecollaborationskillsnecessaryformoreindependentinquiry.

• ModelexpectationsandbehavioursforinvolvementduringInquiryCircleconversations.

• Assignrolestostudentsineachgroup:Messenger,QuizKid,Connector,andInterpreter.Therolesrepresentoneaspectofinquirythatstudentsneedtopractise.

• ProvidetimeforstudentstodiscussthetextstheyhavereadduringInquiryCircles.

• AssessmentStrategy:participationinInquiryCircles

• Participateinwhole-grouplessonsoninquiryskills.

• Applytheskillswhileresearching.

• Ask,“Whatdoesitmean?Whyisitimportant?”

• Readtextswithapartneranddiscussinformationandfindings.

• ParticipateinanInquiryCircleusingtheassignedroletopractiseinquiryskills.

• Collaboratewithotherstodiscussfindings


UnitSupport:-InquiryCircles

AssessmentTools:-InquiryProcessSkills

Checklist

-Inquiry-BasedLiteracySkillsChecklist

-InquiryCirclesChecklist

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/inquirycircles.pdf



http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/waterworks_pdfs/inquirycircleschklist.pdf



Inquiry Process Teacher’s Role Student’s Role Teacher SupportShareMyLearning • ReviewtheCulminating

Task(seepage3).

• Holdadiscussionaboutvariouswaysstudentscouldexpresstheirlearningandanswertheframingquestion.Refertothe“CollectingGoodIdeas”chart.

• Assiststudentsinchoosingoneoftherepresentationsoftheirlearning.Youmaywanttonarrowthechoicesorhaveallstudentscompleteasimilarproject,dependingonwhetherstudentsrequiremodellinganddirectionforcompletingthetask.

• Conductappropriatemini-lessons,dependingontypeofpresentations.

• HoldaWorldWaterDayEventtosharelearning(couldbewithanotherclassorschool-wideevent).

• AssessmentStrategy:creationofprojectandparticipationinsharingevent

• Considervariouswaystosharelearning.

• Chooseawaytosharelearning.

• Participateincelebrationoflearningevent.

UnitSupport:-PossibleWaystoShareLearningonpages56–57


ClassroomResources:-“CollectingGoodIdeas”chart(createdinSession2)

LPEYGuides:-WritingText-TypeStudiesinGrade 2 Writing Guide

AssessmentTools:-CulminatingTaskRubric

ReflectonMyLearning • Providestrategiesandtoolsforstudentstoself-assesstheirparticipationintheinquiryunit.

• Conductmini-lessonsonreflectingonlearning.

• HoldaKnowledgeBuildingCircletodiscuss,“Whathaveyoulearned?Whatwasyourgreatestchallenge?Whatwouldyoudodifferentlynexttime?”

• AssessmentStrategy:reflectionactivitiesandparticipationinaKnowledgeBuildingCircle

• Reflectonlearningduringtheinquiryunit.

• ParticipateintheKnowledgeBuildingCircle

InquiryTools:-InquiryMini-lessons



Checklist

-StudentSelf-AssessmentofInquiryGroups

-StudentReflectionoftheInquiryUnit










In this option, students make most of the decisions and work collaboratively with partners or in small groups on independent investigations . They select their own questions and co-operatively conduct research and share findings with others . Although inquiry is student-led, it is teacher supported and facilitated through direct instruction of mini-lessons, conferencing with groups and individuals, and monitoring of student progress .

The mini-lessons that you choose for each stage of the Inquiry Process are located in the online Inquiry Tools . Observe and assess students as they work through the inquiry process to provide timely support through mini-lessons for whole class or specific groups . You can also encourage students to request mini-lessons when they feel the need for specific help .

option 3: Student-Led Inquiry

Inquiry Process Teacher’s Role Student’s Role Teacher SupportChooseaGoodQuestion • Negotiatepointsof

inquirywithclasssothatthecombinedresearchfromgroupshelpsanswertheframingquestion.

• FormInquiryGroupsbasedonstudentswhoareinterestedineachofthepointsofinquiry(4or5studentspergroup).

• Ensuregroupshavearesearchablequestion.Helpstudentstorefinetheirquestion.

• Postchartswithstudents’questionsasareference.

• Providetimeforstudentstomeetingroupstodiscusstheirformativethinking.

• Conductmini-lessonstoaidstudentsinfindingaresearchablequestion.

• AssessmentStrategy:contributionstowhole-groupandsmall-groupsessions

• Contributetodiscussionsaboutpointsofinquiry.

• Decideonapointofinquirythatispersonallyinteresting.

• Workwithgroupmemberstoidentifyaquestionforinquiry.

• Meetwithgroupmemberstodecideonresponsibilities(e.g.,Whowillresearchusingbooks,magazines,Websites,etc.?Willyouresearchindividuallyorwithapartner?)

UnitSupport:-PointsofInquiryonpage41



Checklist

-Inquiry-BasedLiteracySkillsChecklist(OralLanguagesection)






Inquiry Process Teacher’s Role Student’s Role Teacher SupportInvestigateMyQuestion • Collectavarietyofresearch

materialsincluding:books,videos,Websites,etc.forpointsofinquiryanddisplayintheclassroom.

• Assistgroupswithchoosingresources.

• Conferwitheachgrouptoensurestudentshaveappropriatematerials(readableandavarietyofresources).

• Dialoguewithstudentsaboutwaysoflearningmoreaboutthetopic(e.g.,talkingwithexperts,doinginterviews,fieldtrips,communityevents).Refertothe“WaystoFindInformation”chart.

• Helpstudentstorefineandadjustinitialplans.

• Conductmini-lessonstoassiststudentsinhoningtheirinquiryfocusandworkingcollaboratively.

• AssessmentStrategy:participationwithgroupandexamineworksamples

• Collectavarietyofresourcespertinenttogroupfocus/topic.

• Evaluatesourcesforusefulness.

• Createanactionplantohelpindelineatinggroupresponsibilitiesandtimelineforresearch.

• Listen,talk,view,andreadtogaininformationaboutchosentopic.

• Compileinformationfromdiversesourcesandinarangeofways.

• RecordinformationinInquiryNotebooks.

• Dialogueaboutpossiblewaystolearnmoreaboutthetopic.Ask,“DoIhaveenoughinformation?DoIunderstandmynotes?AmIstillwonderingaboutanything?”

• Connectcurrentthinkingtoframingquestion.

UnitSupport:-ResourceListonpages53–56


ClassResources:-“WaystoFindInformation”chart(createdinSession1)

-students’InquiryNotebooksandinquiryFolders



Checklist

-Inquiry-BasedLiteracySkillsChecklist(ReadingandWritingsections)

-Student-LedInquiry:CollaborationSkillsChecklist

AnalyzeandInterpretMyFindings

• Conferwitheachgroupastoprogresstheyaremakingwithresearch.

• Encouragesharing,participation,andco-operationwithothers.

• Strategicallyteachmini-lessonsthattargetstudents’needswithrespecttodescribingpatterns,analyzinginformation,anddrawingconclusionsfromavarietyofsources.

• AssessmentStrategy:participationininquirygroupsandexamineworksamples

• Sharefindingswithgroupmembersonanongoingbasis,supportingeachotherintheirresearch.

• Analyzeandinterpretinformation.

• Synthesizeinformationtoformaconclusion.

• Refertotheframingquestion.

• Self-assessparticipationinInquiryGroup.



Checklist

-Inquiry-BasedLiteracySkillsChecklist

-Student-LedInquiry:CollaborationSkillsChecklist

-StudentSelf-AssessmentofInquiryGroups












Inquiry Process Teacher’s Role Student’s Role Teacher SupportShareMyLearning • ReviewtheCulminating

Task(seepage3).

• Holdadiscussionaboutqualityworkinregardstotheculminatingtask.ShareanddiscusstheCulminatingTaskRubricorco-constructcriteriawithstudents.

• Conferwitheachgroupanddiscusshowstudentsaregoingtosharetheirlearninginauniqueandpersonalway.Referto“CollectingGoodIdeas”chart.

• Conductmini-lessonsoncreatingproducts,presentations,ordemonstrations,dependingonstudents’needs.

• Providelargeblocksoftimeforstudentstoworkontheculminatingtask.

• Helpgroupstofindanaudiencefortypeofpresentation,demonstration,orproduct.

• Teachpresentationskills,ifnecessary.

• Createopportunitiesforstudentstocelebratetheirlearning(e.g.,WorldWaterDayEvent,screeningofavideopresentation,CleanWaterforAllEventfortheschool).

• AssessmentStrategy:projectcreatedandsharingoflearning

• Ifappropriate,co-constructassessmentcriteriafortheculminatingtask.

• Decidehowtheywilldemonstratetheirlearningandsharetheirfindings.

• Createaperformance,demonstration,orproducttosharelearningwithothers.

• Presentresearchfindingsinasuitableform.

• Planandpublicizeeventstocelebratethelearningjourney(dependingonhowtheyaresharinglearning)

UnitSupport:-PossibleWaystoShareLearningonpages56–57


ClassroomResources:-“CollectingGoodIdeas”chart(createdinSession2)

LPEYGuides:-WritingText-TypeStudiesinGrade 2 Writing Guide

AssessmentTools:-CulminatingTaskRubric




Inquiry Process Teacher’s Role Student’s Role Teacher SupportReflectonMyLearning • UseaSharingCircleto

debrieftheprocessusedininquiryandaskwhatthingsstudentsorgroupswoulddodifferentlynexttime.

• Usestrategiesandtoolsforself-reflectionandgroupreflection.

• HoldaKnowledgeBuildingCircletodiscusstheimportanceofthelearningintheWater Works!unittostudents’understandingoftheworld.

• AssessmentStrategy:reflectionactivitiesandparticipationintheSharingCircleandtheKnowledgeBuildingCircle

• Reflectontheinquiryprocess.

• Considerhowtheirthinkinghaschangedoverthecourseoftheunit.

• Setgoalsforfurtherlearning.




Checklist

-StudentReflectionoftheInquiryUnit






http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/images/pdfs/toolkit/tk_ol_activities/tk_sharingcircle.pdf


In LPEy Materials

• Keep Us Clean – grade 2 guided reading collection (Level J)

• Journey of a Water Drop – grade 2 guided reading collection (Level N)

• Who Needs Water? – grade 2 independent reading collection (Level E)

Picture BooksGeneral:

• Trishna and the Dream of Water by Carole Douglis

• I Love Our Water by Carol Greene

• Water: Up, Down and All Around by Picture Window Books

• Why Living Things Need…Water by Daniel Nunn

• Water by Martha E . H . Rustad

• The Water We Drink by Jill C . Wheeler

• Water by Frank Asch

• Water: What Living Things Need by Vic Parker

• Waters by Ron Broda

• Water by Bryan Murphy (includes interactive CD)

• A Drop Around the World by Dawn Publications

• Follow the Water from Brook to Ocean by Arthur Dorros

• A Drop of Water by Walter Wick

Water Cycle:

• Did a Dinosaur Drink This Water? by Robert E . Wells

• Water Dance by Thomas Locker

• The Magic School Bus Wet All Over: A Book about the Water Cycle by Pat Relf and Carolyn Bracken

• Down Comes the Rain by Franklyn M . Branley

• The Water Cycle by Robin Nelson

• The Snowflake: A Water Cycle Story by Neil Waldman

• A Drop Around the World by Barbara Shaw McKinney and Michael S . Maydak

• The Incredible Water Show by Debra Frasier

• Hydro’s Adventure through the Water Cycle by Randi S . Goodrich, Michael S . Goodrich, and Michele Han

• All the Water in the World by George Ella Lyon

resource List for Water Works!


Bodies of Water:

• Eye Wonder: Ocean by Sue Thornton and Mary Ling


Water Conservation:

• Water: Reduce, Reuse, Recycle by Alexandra Fix

• Water by Chris Oxlade

• One Well: The Story of Water on Earth by Rochelle Strauss

• Water Habitats by Molly Aloian

• A Drop of Water by Gordon Morrison

• Acid Rain by Tony Hare

• Wasting Water by Donna Bailey

• Down the Drain: Conserving Water by Chris Oxlade

• Every Drop Counts: A Book About Water by Jill C . Wheeler

• Let’s Save Water by Sara E . Nelson

• Saving Water by Rebecca Olien

• Save Water by Kay Barnham

• Saving Water by Jen Green

• Conserving Our Fresh Water by Carol Inskip

• I Love Our Water by Carol Greene

• Save the River by Sarah Glasscock

Polluted Water:

• Save Water by Kay Barnham

• Saving Water by Jen Green


Drinking Water:

• A Cool Drink of Water by Barbara Kerley

• My Water Comes from the Mountains by Tiffany Fourment

• Water (Healthy Me) by Jill Kalz


Websites

• http://ga .water .usgs .gov/edu/msac .html – easy-to-use calculation of how much water you use in a day

• http://news .bbc .co .uk/2/hi/in_depth/629/629/5086298 .stm – calculates water usage

• www .livingwatersmart .ca/get_involved/home-assessment .html – home water assessment

• http://environment .nationalgeographic .com/environment/freshwater/water-footprint-calculator/

• www .projectwet .org/index .html – great site for taking action; includes examples of projects around the world

• www .discoverwater .org – wonderful site for student research as it is a self-directed educational resource comprised of eight units about different water topics—Blue Planet, The Water Cycle, Discover Our Oceans, Investigate Fresh Water, Explore Watersheds, Use Water Wisely, We All Use Water, Healthy Water Healthy People

• www .waterbucket .ca – especially useful for BC educators and students

• http://water .org – great site about issues regarding clean water—students may need assistance to read parts of the site

• http://www .watercan .com/h2oh – H2Oh! is a Learning Series through which students, teachers, and other interested groups can access educational resources that explore key water and sanitation issues and solutions as they relate to Canada and the developing world .

• http://www .thewaterpage .com/water-conservation .htm – good site for information about conserving water

• http://www .42explore .com/water .htm – includes lots of student-friendly activities, videos, and Websites which have been created by kids for kids plus Websites for teachers

• http://www .unicef .org/wash/index .html – Unicef work with regard to water and sanitation—“Water for Life,” an international drive to bring safe water and basic sanitation into homes and schools worldwide

Search Engines for Young Children

• http://www .ivyjoy .com/rayne/kidssearch .html – includes search forms for the major Internet search engines for kids

http://ga.water.usgs.gov/edu/msac.html

http://news.bbc.co.uk/2/hi/in_depth/629/629/5086298.stm

www.livingwatersmart.ca/get_involved/home-assessment.html

http://environment.nationalgeographic.com/environment/freshwater/water-footprint-calculator/

www.projectwet.org/index.html

www.discoverwater.org

www.waterbucket.ca

http://water.org

http://www.watercan.com/h2oh

http://www.thewaterpage.com/water-conservation.htm

http://www.42explore.com/water.htm

http://www.unicef.org/wash/index.html

http://www.ivyjoy.com/rayne/kidssearch.html


Magazines

• Explore! Magazine – make the six small copies and the audio CD available for students to reread the magazine texts

Videos

• http://www .scholastic .com/njaw – Water and You Series

- Where does water come from? The Water Cycle (3:18)

- How does water get to your tap? Water Distribution (4:56)

- How much water do you use in a day? The Water Treatment Process (5:29)—uses gallons instead of litres; however, information is very good

- How does drinking water get to your home? Conserving Water (4:13)

• http://www .youtube .com/watch?v=gtcZbN0Z08c – Sesame Street: Water Conservation

• http://www .bing .com/videos/ – search for water conservation

Interviews

• conduct interviews with parents, family members, or community members to discover ways they conserve water, use water, or control water pollution

Field trips or Excursions

• to water treatment facilities, reservoirs, or local waterways

Experts/Guest Speakers

• invite guest speakers to visit the classroom

• Advertising campaign – Students use persuasive techniques to encourage others to take action to conserve water and to stop water pollution .

• Exhibitions – Students inform others of the issues related to clean water .

• Action Plan for the School – Students develop a plan to help the school take action to conserve water . They can think about what would be needed to get “from here to there” and place ideas along a path on a wall or display area .

• Hear It All – Students create a news program for radio or television to present the issues related to clean water .

Possible Ways to Share Learning

http://www.scholastic.com/njaw

http://www.youtube.com/watch?v=gtcZbN0Z08c

http://www.bing.com/videos


• Meet the Press – Students invite a reporter from the local newspaper to the school and present what they have found out during their research . This enables their information to reach a wider audience .

• Read All About It – The class creates a newspaper with articles outlining the discoveries made during the clean water inquiry and the newspaper is distributed throughout the school community .

• Fundraising – Students develop a plan for fundraising . They can read about Ryan Hreljac, a six year old who raised money for wells in Africa . http://www .freespirit .com/files/OTHER/RealKidsRealStories-RyansWells .pdf

• Let’s Sing About It – Students create a song, record themselves singing it, and post it to Youtube . Click on the link below to view an example of how young students created a song to help save the water of the world . http://www .youtube .com/watch?v=H8j1RrnswaU&list=TLmToMuSGopY4

http://www.freespirit.com/files/OTHER/RealKidsRealStories-RyansWells.pdf

http://www.youtube.com/watch?v=H8j1RrnswaU&list=TLmToMuSGopY4

58 Literacy Place for the Early Years—

Grade Tw

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2014 Scholastic Canada Ltd.

TABLE OF CO

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R.A.N Chart – Reading and Analyzing Non-fiction

What I Think I Know

What I Know Is True

New Facts I Don’t Think This Anymore Wonderings

© 2014 Scholastic C

anada Ltd. Literacy Place for the Early Years—

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TABLE O

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TENTS

See, Think, Wonder Chart

See(What do you see?)

Think(What related thoughts do you have?

What do you think is going on?)

Wonder(What does it make you wonder?)


Grade Tw

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TABLE OF CO

NTEN

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Prediction Chart—Explore! Magazine

Where’s the Water?

The Case of the Sinking

SeagullsThe Water

CycleKeeping It

Clean at Every Stage

One Everyone Needs Water



Grade Tw

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TABLE O

F CON

TENTS

Alphaboxes ChartA B C D E

F G H I J

K L M N O

P Q R S T

U V W X Y/Z


Grade Tw

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TABLE OF CO

NTEN

TS

Word Map

Vocabulary Word: ____________________________________________________________________________

Where was the word found? (Write the sentence where it was found.)

_______________________________________________________________________________________________

_______________________________________________________________________________________________

____________________________________________________

Definition: _________________________________________

Simple Synonym: __________________________________

Picture



Grade Tw

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Water Cloze Text

1. He drank two glasses of water to __________ his __________.

2. How many __________ of water do you __________ in a day?

3. Fresh water is found in __________, ___________, and __________. Salt water is found in oceans.

4. They built a __________ to pump water from the __________ supply.

5. The __________ __________ supplies water for my __________ every morning.

6. She put the dirty clothes in the __________.


Grade Tw

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TABLE OF CO

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Water Cloze Text—Answer Sheet

1. He drank two glasses of water to quench his thirst.

2. How many litres of water do you drink in a day?

3. Fresh water is found in rivers, creeks, and lakes. Salt water is found in oceans.

4. They built a well to pump water from the groundwater supply.

5. The water system supplies water for my shower every morning.

6. She put the dirty clothes in the laundry.



Grade Tw

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TENTS

Compound Words Concentration Game

motor wild some sea down water

up ground under wet sea fish

every rain river boat life thing

gull stream fall stream water ground

lands water tail thing fall bed


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Water Word Sort

evaporation precipitation condensation collection well

pump sea water fresh water preserve ocean

wetlands polluted access water cycle rivers

water system lakes quench puddles rain

underground drinking washing watery creeks


Inquiry CirclesInquiry Circles are small groups of students who have read the same non-fiction text or non-fiction texts based on the same topic. The jobs represent one aspect of inquiry that students need to learn in order to proceed with independent investigations. Jobs can be rotated to give students an opportunity to try out each role. When the Inquiry Circle meets, the students have a number of ways to look at the source of information.

Title TaskMessenger - Summarize the big ideas

and main points in the text- Manage the group’s discussion

Quiz Kid - Raise questions

Connector - Make connections between self, other texts, and the world

Interpreter - Ask, “What does it mean?” and “Why is it important?”

*adapted from Guided Inquiry: Learning in the 21st Century by Carol C. Kuhlthau, Leslie K. Maniotes, Ann K. Caspari, Libraries Unlimited, Westport: CT, 2007, p. 43.


Inquiry Process Skills Checklist

Inquiry Process Skills Emerging Developing Well- Developed

Choose a Good Question: • Activates prior knowledge specific to a topic • Asks questions related to the topic • Identifies a question worthy of investigation Investigates Own Question: • Selects pertinent resources • Uses effective search strategies • Gathers and records information using a variety of tools • Differentiates main ideas from supporting details • Uses Internet safely and responsibly • Works with others in gathering and recording information Analyze and Interpret My Findings: • Analyzes details (visual, textual, oral) to support an idea or opinion • Recalls and summarizes information from more than one place • Interprets research and makes connections • Collaborates with others to exchange ideas and develop new understandings • Synthesizes information to form a conclusion Share My Learning: • Organizes information in a meaningful way • Creates a product, presentation, or demonstration that highlights new understandings • Chooses an effective medium for sharing learning • Shares learning with an audience • Participates as an appreciative audience member Reflect on My Learning: • Reflects on the inquiry process • Sets goals for further learning • Demonstrates understanding of the whole inquiry and applies learning to the world

Name: Date:


Inquiry-Based Literacy Skills Checklist

Skill Not Observed Occasionally Often Usually

Reading and Viewing Skills• Uses pre-reading strategies• Reads “just right” texts with fluency• Identifies main idea and significant details• Gathers and recalls information from

more than one source (synthesizes)• Sequences and summarizes information to

help in sense-making• Evaluates information in texts

• Discusses interpretation of text with a partner

• Cites evidence to support opinions• Reads with fluency• Applies a variety of reading strategies to

understand text at a deeper level

Oral Language Skills• Listens actively and carefully to others• Respects different ideas• Asks questions to clarify or probe deeper

• States ideas clearly• Uses terminology specific to the topic Writing Skills

• Takes jot notes to record information from texts

• Uses organizers to record thinking• Expresses opinions and tries to justify with

evidence Critical Thinking Skills• Asks questions

• Interprets information and draws conclusions

• Examines alternative perspectives

• Compares and contrasts information

• Makes an informed decision

• Understands cause and effect

• Synthesizes and makes connections between information

Name: Date:


Culminating Task rubric

Culminating Task Emerging Approaching Target

On Target

Exceeds Expectations

Product/Presentation/Demonstration: • Information is organized in a meaningful way

• Information included has been compiled from several relevant sources

• Format is appropriate for audience selected

• New understandings are highlighted in the project

• Project has a clear goal related to the framing question

Sharing of Learning: • Speaks clearly and fluently (if applicable)

• Includes topic-specific terminology from the unit

• Engages audience – information presented is convincing and useful

• Is fully prepared for sharing session

• Reflects on sharing session

Name: Date:


Inquiry Circles Checklist

Inquiry Skills: Not Observed Occasionally Often Usually

Product/Presentation/Demonstration: • Summarizes the big ideas and main

points in the text

• Raises questions

• Makes connections between self, other texts, and the world

• Asks about meaning and importance of information in text

Oral Language Skills: • Makes relevant contributions to Inquiry

Circles

• Listens respectfully and takes turns

• Speaks clearly and stays focused on the topic

• Appreciates the contributions of others

Group Member Names: Date:


Student-Led Inquiry: Collaboration Skills Checklist

The student… Observations

• makes relevant contributions in group situations

• appreciates the contributions of others

• takes a leadership role to help the group

• manages and resolves conflict in a positive way

• stays focused on group tasks

• shares and takes turns

•

Observe students while they are interacting in their Inquiry Groups.

Other comments:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Name: Date:


Student Self-assessment of Inquiry Groups

Choose the face that applies to each statement.

I helped my group.

I listened to others and learned from them.

I treated others with respect.

I asked questions when I was curious or puzzled.

I was interested in the inquiry and learned a lot.

I’ll do better next time Okay Strong

I am proud of _________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Name: Date:

KEY:


Student reflection of the Inquiry Unit

What have you learned in this unit?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

What was your greatest challenge?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

What would you do differently next time?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Name: Date:


Grade Two oral Language assessment Scale

1 = Not observed, 2 = Occasionally, 3 = Often, 4 = Usually

LANGUAGE FOR SOCIAL RELATIONSHIPS 1 2 3 4 • Listens and responds appropriately in conversations and discussions • Initiates and joins in with conversations and discussions • Takes turns appropriately in discussions • Uses appropriate social registers (e.g., tone, intonation, and volume) in a variety of contexts • Uses appropriate non-verbal social behaviour in discussions (e.g., looks at the speaker, makes eye contact in conversations, uses suitable facial expressions) and interprets other people’s expressions and gestures accurately • Sustains extended conversations (e.g., listens and responds to others, clarifies points, questions, and adds to others’ ideas) • Is beginning to invite others to give opinions in discussions (e.g., “I wonder what you’re thinking?” or “Do you have any ideas to add?”) • Disagrees without inciting arguments • Is aware of other people’s viewpoints • Uses language to problem solve • Uses social language conventions (e.g., Please, Thank You, Excuse me, Sorry, May I…) • Uses language that is not hurtful to others

LANGUAGE FOR LEARNING • Listens attentively when a wide range of texts of increasing length and complexity are read aloud (e.g., books, poetry, newspaper articles, directions) • Listens carefully in a wide range of contexts and social settings (e.g., when watching a play, in group discussions, listening to an audio recording, listening to directions in the playground or gym or announcements at an assembly) • Transfers information from one context to another (e.g., uses ideas, phrases, and vocabulary from books and uses them in discussions, retells stories and compares to personal experience) • Retells stories maintaining the clear sequence of ideas

continued next page

Name: Date:


LANGUAGE FOR LEARNING (continued) 1 2 3 4 • Retells factual information (e.g., from books, Websites, experiences, movies, TV) • Asks questions to request information and clarify details • Responds to questions by providing appropriate details • Explains events and actions experienced in the past and present time periods • Compares information (alike/different)

• Understands cause-and-effect relationships (e.g., “It happened because…”) • Is beginning to delve more deeply into ideas and explanations (e.g., explores further when offered prompts such as “Can you tell me more?” or “What do you think she means?”) • Understands concrete humour and jokes • Follows directions involving several steps • Provides directions for others to follow (e.g., in games, class projects) LANGUAGE STRUCTURES • Uses language that is understood by others

• Has clear speech that is readily understandable (may have occasional errors related to later developing sounds, e.g., s, z, th, sh, ch, j, r, l ) • Uses a variety of simple, compound, and complex sentences • Uses a wide range of vocabulary and is aware that words and expressions can have more than one meaning • Controls most verb tenses with occasional errors with irregular past tenses (e.g., “I builded it”) • Controls plural forms with only occasional overgeneralizations (e.g., sheeps, mouses) • Uses connectives to explain relationships between ideas (e.g., so, because, next, before)

Comments:

Grade Two oral Language assessment Scale (cont.)

© 2014 Scholastic Canada Ltd. Literacy Place for the Early Years—Grade Two 77 TABLE OF CONTENTS87Literacy Place for the Early Years – Grade One © 2006 Scholastic Canada Ltd.

Oral Language Development Checklist – Grade Two

Language for Social Relationships

• listens and responds appropriately in conversations and small-group discussions

• initiates conversations with classmates, teachers,members of the school community, and visitors

• takes turns in conversations without interrupting others

• begins to ask for clarification/help (e.g., “What does that mean?”)

• uses appropriate non-verbal behaviours when listening and speaking (e.g., turns towards the speaker, makes eye contact in conversations, and does not put off a speaker with inappropriate facial expressions)

• joins in appropriately in small-group and whole-class discussions

• sustains extended conversations on a topic

• disagrees without inciting arguments

• uses appropriate social register (tone, intonation, and volume) for the playground and classroom

• uses language to help to diffuse conflict and to think of solutions

• uses social language conventions (e.g., please, thank you, excuse me, could we…, sorry…)

• begins to use language that is sensitive to the feelings of others

Name: Date:

78 Literacy Place for the Early Years—Grade Two © 2014 Scholastic Canada Ltd.TABLE OF CONTENTS88 © 2006 Scholastic Canada Ltd. Literacy Place for the Early Years – Grade One

Oral Language Development Checklist – Grade Two (cont.)

Language for Learning

• listens attentively when a wide range of texts ofincreasing length and complexity is read aloud (e.g., books, poetry, newspaper articles, directions,letters, and flyers)

• uses phrases and vocabulary from stories read aloud,shared reading, guided reading, and independent books

• uses ideas from books and links them to personal experiences, other curriculum areas, and other texts,including media (e.g., favourite movies and TV shows)

• retells stories maintaining a clear sequence of ideas

• retells factual materials from non-fiction books and links details to the main topic (e.g., “Some of the things it says about crocodiles are…”)

• asks questions to request information and clarify details

• responds to questions by providing appropriate details

• listens attentively in familiar whole-class and small-group settings

• explains events and actions experienced in present and past experiences

• problem solving becoming more internal but uses self-talk when encounters difficulty

• understands concrete humour and jokes

• is more aware that words and expressions may mean more than one thing

• follows directions involving several steps

• provides directions for others in games, projects, and other classroom activities (may need prompts to clarify steps)

• talks about cause-and-effect relationships (e.g., “It happened because…”)

• compares people, objects, and events but sometimes in parallel ways

© 2014 Scholastic Canada Ltd. Literacy Place for the Early Years—Grade Two 79 TABLE OF CONTENTS89Literacy Place for the Early Years – Grade One © 2006 Scholastic Canada Ltd.

Oral Language Development Checklist – Grade Two (cont.)

Language Structures

Comments:

• uses speech that is understood by most children and adults

• has clear speech that is readily understandable, with only occasional articulation errors related to later developing sounds (e.g., s, z, th, sh, ch, j, r, l )

• uses a variety of simple, compound, and complex sentences and is learning to monitor their use for different purposes (e.g., short, clear sentences to give a quick response and more complex structures in discussions)

• uses a wide range of vocabulary and learns new word concepts from classroom content

• controls most verb tenses, with only occasional errors for irregular past tenses (e.g., “I seen it.”)

• controls plural forms with only occasional overgeneralizations (e.g., sheeps)

• uses connectives to explain relationships between ideas (e.g., so, when, next, before)


High-Frequency Words record SheetName: Date:

Reading

Observations

Observations

Writing

Behaviours and Strategies

•recognizesallclassmembers’namesandmanynamesofotherschoolpersonnel(e.g.,theprincipalandotherteachers’names)

•recognizeswordsonavarietyofchartsandlabelsaroundtheroomandschool

•recognizesarangeofhigh-frequencywordsincludingthoselistedforkindergartenthroughgradetwo


•printsnamesoffamily,friends,andotherpeopleandthingsinclassroomandcommunitycontexts

•spellsallthehigh-frequencywordslistedforkindergartenandgradeone,andmostofthegradetwowords

Prompts

•Labelsondoorshelpusout.Whatdothoselabelssay?

•Whosenameisthat?•Canyoudeliverthisnoteto–––

(pointtothenameandaskwhoitisaddressedto)?

•Wheredoesittellusthat?•Canyoureadthatparttome?•Canyoufindthatwordonthechart?•Whatisthatword?•Great!YourecognizedtheWordWall

word!(Reinforcement)

FortheGrade2WordWall:•IsthataWordWallword?•CantheWordWallhelpyouthere?

TocheckpreviousWordWallwords:•Thesearesomewordsyouhadon

yourWordWalllastyear.Canyoureadthemtome?

Prompts

•Canyouwritetheirnames?•Youseethatonthegasstationsign

downtheroad.Canyouspellgas?•Good,youspelledlettuce.Didyou

rememberitfromthefoodlistontherabbit’scage?

•Doesyourspellinglookright?CheckitwiththeWordWall.

•Good,youspelledthatWordWallwordcorrectly.(Reinforcement)

•Thesearesomewordsfromlastyear’sWordWall.Canyouwritethem?


Word Solving and Building record SheetName: Date:

Reading

ObservationsBehaviours and Strategies

•associatessoundstosingleconsonantsandmanyconsonantclusters(e.g.,br, str, sl, ch)

•associatessoundstomostvowels(e.g.,short,long,andsomeofthelessfamiliaronessuchas“oi/oy,”“ou,”andin“look”)

•readswordswithsilentletters(e.g.,couldandlamb)

•useswordpatternstosolveunfamiliarwords(e.g.,knows“rice”andworksout“twice”)

•readswordswithinflectedendings

•readswordswithr-controlledvowels

•isawarethatsomewordssoundthesamebuthavedifferentmeaningsandspellings:homophones(e.g.,sail/sale)

•readscommoncontractions(e.g.,I’m, can’t, don’t)

Prompts

•Whatsounddoesthatlettermake(orwhatsoundsdothoselettersmakeforconsonantclusters)?

•Whatsound(s)wouldyouexpectatthebeginningorendofthisword?

•Doesthatsoundright?•Checkthelettersinthemiddleofthe

word•Itrhymeswith“oil.”Doesthathelpyou

workitout?(“boil”)

•Whatwouldmakesensethere?Wouldthatsoundright?

•That’sright,wedon’tsayallofthelettersinthisword.Thosetwoaresilent.(Reinforcement)

•Ispartofthiswordlikeanotherwordyouknow?Doyouseeachunkyourecognize?

•Doyouseeapatternyouknow?•Checkalltheletters.Doesthatsound

right/lookright?

•Lookattheendoftheword.•Rereadthatandchecktheendofthis

word.Doesthatsoundbetter?

•Itrhymeswith“car.”Whatwouldmakesensehere?(“star”)

•Thispartlooksthesameas“ur”in“fur.”Doesthathelpwithreading…(“burst”)?

•Yestheysoundthesame,buttheydon’tlookthesame,andtheydon’tmeanthesamething.

•Let’slookatthosetwowords.What’sthesameaboutthem?What’sdifferent?

•It’stwowordsthathavebeenshortened.Let’slook,(write“I’m”and“Iam.”)Howhastheauthorshortenedthem?

•Youpausedatthatword(“I’m”).Whatsurprisedyou?


Word Solving and Building record Sheet (cont.)

Writing

Reading

Observations

Observations


•readsmanycompoundwords

•readstwo-tothree-syllablewords


•usesconsonantandconsonantclusterletter-soundassociationsinspellings

•isrefiningknowledgeofvowelsoundsinspellings

•usessomevisualpatternsforspellings

•useswordpatternstoworkoutspellingsofunfamiliarwords(e.g.,knows“thing”andworksouthowtospell“sting”)

Prompts

•Youworkedoutthattwowordswereputtogetherthere.Ilikedthewayyourereadthatsentence.Doesitmakesensenow?

•It’stwowordsputtogether…Doesthathelpyouworkitout?

•Ilikethewayyoupausedandworkedoutthatwordbysayingitinchunks.Runthechunkstogether?Doesitmakesensenow?

•Lookatalltheletters?Canyouchunkthem?

Prompts

•Thinkofthefirstsoundintheword––––.

•Saythewordslowly.Whatareyouhearingatthebeginning/inthemiddle/attheend?Writedownthesoundsyouhear.

•Whenyousaythewordslowly,whatvowelsoundareyouhearinginthemiddle?

•Thinkofanotherwordwiththatpattern…

•Doesthatlookright?

•Doesitlooklikeawordyouknow?•Lookatthepatternattheendofthe

word.Doesitlookright?

•Thinkofawordyouknowwiththatpattern.

•Doesitlookright?Whichpartdoyouhavedoubtsabout?


Word Solving and Building record Sheet (cont.)

Writing

ObservationsBehaviours and Strategies

•isbeginningtobeawareofdifferentspellingsforhomophonesinwriting

•usesafewcontractions(e.g.,I’m, can’t)

•spellssomecompoundwords

•usesinflectedendings(e.g.,-ing, -ed)

•usesregularplurals(addingan“s”)andisbeginningtousepluralsforwordsendingin“s,”“x,”“ch,”“sh,”and“ss”(adds“es”)

Prompts

•Isthereanotherwayofspelling“pair”whenitmeansafruit?

•You’vewritten“too.”Whenwemeananumber,howdowespellit?Yes,it’sthemeaningthatmakesthedifference!

•It’sgreatthatyou’vewrittenacontraction(“I’m”).Whatdoweincludetoshowthere’samissingletter?

•Great!You’verememberedtheapostrophetoshowlettersaremissing!(Reinforcement)

•You’veputtwowordstogethertomakeacompoundword…“snowball.”(Reinforcement)

•Weputthosetwowordstogethertomakeacompoundword.

•Doesthatsentencemakesense?Whatendingdoyouneedon“walk”?

•Rereadthesentenceyouwroteandthinkaboutwhatendingyouneedforthatword.

•Whenyouhave“ch”attheendofaword,youoftenadd“es”whenthere’smorethanone.Youhavethree“bunchs”offlowers,soitwouldbe“bunches.”

•Rereadyoursentenceandlookattheendofthisword.Istheresomethingmissing?


Language Predictability record SheetName: Date:

Writing

Reading

Observations

Observations

Prompts

•Whathelpedyouworkoutwhatthatwordmeant?

•Wasthereaclueinthestory/inthepicture?

•Remember,wordshavetomakesenseandsoundright.

•Doesthatmakesense?•Isthatawordyouknow?•Doesthatsoundright?•Canyousayitthatway?

•Doesitmakesense,anddoesitcheckout?

•Lookatthewordending,andthenthinkwhatwouldmakesenseandsoundright.

•Good!Thatmadesenseanditchecksout.(Reinforcement)

•Readaheadandseewhatwouldmakesense.

•Rereadthatpartandseewhatwouldsoundrightandmakesense.

•Ilikethewayyoupausedandwentbackwhenthatworddidn’tmakesense.(Reinforcement)

Prompts

•Wordsstartingwith“q”almostalwayshavea“u”thatfollowsthe“q.”

•Thatwordneedsavowelinthemiddle.Remember,allwordsweusehavevowelsinthem.


•usescontexttoworkoutwordmeaningsbutalsocheckspicturecuesinallreadingsituations

•predictsmeaningfulandgrammaticallyappropriatewordsforclozegapsinallreadingcontexts

•integratesmeaningandgrammaticcueswitharangeofvisual-soundcues(e.g.,initial,middle,andfinalletters,onsetsandrimes,inflectedendings)forcontextualwordpredictionsinreading

•useslanguagestrategies(e.g.,readsaheadandrereadstosupportpredictionsforunfamiliarwordsincontext)


•isbuildingarangeoflanguagegeneralizations(e.g.,wordsalwaysincludevowels,“q”isusuallyfollowedby“u,”“e”isusuallydroppedwhen“ing”or“ed”areaddedtoaverb)

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