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Grades 2-3 Habitats Reading Unit

Grades 2-3 Habitats Reading Unit

PDF icon Grades 2-3 Habitats Reading Unit

Standards & Objectives

Learning objectives: 

Learning Objective: 

The goal of this unit is to teach 2nd and 3rd grade students to read closely and critically in order to comprehend complex informational text. In this unit, the teacher uses a variety of strategies to actively engage students in analyzing vocabulary, answering text‐dependent questions, and summarizing the text. Students learn to take notes using a graphic organizer and to use those notes to develop a deeper understanding of the text. Discussions and writing exercises help students to construct meaning of the texts in a way that “sticks.”

Unit Variations

Blooms taxonomy level: 
Analyzing
Differentiation suggestions: 

Ways to Support Struggling Readers and Writers:

This unit is designed to be taught in a whole group setting with many scaffolds and supports throughout. The reading and thinking are modeled through the asking of text dependent questions and repeated readings. The writing is to be modeled by the teacher so that students can co‐create or copy the writing. Since students gather the same evidence (reasons) and come up with the same opinion, much of the writing is modeled.

Ways to Support Advanced Readers and Writers:

Throughout this unit, there are examples of places where more advanced students can read or write independently. If students find evidence independently, teachers will need to prepare for this on days 9 & 10 when writing begins. Instead of one opinion with the same evidence, students may have varied opinions and evidence. Advanced students may work through the revision process and publishing process at a more rapid pace.

Extension suggestions: 

Possible Writing Extensions:

  • Read writing with a partner and exchange feedback on meaning and conventions.
  • Students can edit and revise their papers on their own, in collaboration with their peers or based on teacher corrections.
  • Student papers can be scored using the rubrics found here: http://tncore.org/english_language_arts/assessment/scoring_resources/2013‐14scoringresources.aspx
  • Papers can be published digitally and enhanced with graphics and/or photographs.
  • Students can create a two‐column notes graphic organizer that lists the animals from the text and its characteristics. A sample graphic organizer is below.

Possible Science Extensions for Second Grade:

  • List ways the plants and animals depend on each other.
  • Recognize animals eat plants or other animals for food. Create a diagram that shows what the animals eat. Use the details from the text. For example: The green sea turtle eats sea grasses.

Possible Science Extensions for Third Grade:

  • Create a list of which animals are competing in each habitat. For example: The dugong and the green sea turtle both eat sea grasses.
  • Describe the relationship between an organism’s characteristics and its ability to survive in the habitat. For example: The clown fish has a slimy coating that protects it from the sea anemone poison. The clown fish eats the fish that get stung by the sea anemone.
Originator: 
Tennessee Department of Education