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Text Marking Lessons 2-3 PDF
Text Marking Lessons 2-3 PDF
Text-Marking Lessons
for Active Nonfiction Reading
Text-Marking Lessons for Active Nonfiction Reading: Grades 2-3 © Judith Bauer Stamper, Scholastic Teaching Resources
1
Text-Marking Lessons for Active Nonfiction Reading: Grades 2-3 © Judith Bauer Stamper, Scholastic Teaching Resources
Scholastic Inc. grants teachers permission to photocopy the designated reproducible pages from this book
for classroom use. No other part of this publication may be reproduced in whole or in part, or stored in a
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Scholastic Inc., 557 Broadway, New York, NY 10012.
ISBN: 978-0-545-28817-0
1 2 3 4 5 6 7 8 9 10 40 18 17 16 15 14 13 12
2
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Connections to the Common Core State Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
How to Use the Co m p a n i o n F o l d e r F i l e s With an Interactive Whiteboard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Text-Marking Lessons for Active Nonfiction Reading: Grades 2-3 © Judith Bauer Stamper, Scholastic Teaching Resources
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Lesson 6: Make Predictions • Nature’s Ways . . . . . . . . . . . . . . . . . . . . . . . 30
Reading 1: Picnic in the Park . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Reading 2: Sand Castles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Reading 3: Snow Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Lesson-by-Lesson Connections to the Common Core State Standards . 64
4
Introduction
Students at all grade levels must use reading comprehension skills in every class, every
day. Therefore, the ability to comprehend text is an essential ingredient for academic
success. To help students achieve their academic goals, introduce them to text
marking—a proven, powerful tool for building comprehension skills.
Text-Marking Lessons for Active Nonfiction Reading: Grades 2-3 © Judith Bauer Stamper, Scholastic Teaching Resources
5
All 12 lessons in this book meet the following College and Career Readiness Anchor
Standards for Reading:
R.CCR.1: Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
R.CCR.4: Interpret words and phrases as they are used in a text.
Text-Marking Lessons for Active Nonfiction Reading: Grades 2-3 © Judith Bauer Stamper, Scholastic Teaching Resources
For a breakdown of how each lesson connects to the Common Core State Standards
for English Language Arts, refer to the chart on page 64. Please visit www.corestandards.
org for more details about the standards.
three readings.
• page 15
the history of the fifty states? As they read about
• The main idea, or the most important point n Reading 3: “State Quarters”• page 17
about a topic.
Definitions for
Text-Marking Lessons for Active Nonfiction Reading Grades 2–3 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Model for students how to find the main idea and • What is the main idea about U.S. coins
supporting details in “Coins in Your Pocket.” in this paragraph?
• To find the supporting details, I’ll look for • What is the main idea about U.S. coins in
6
Name ________________________________________________ Date ______________________
Text-Marking Lessons for Active Nonfiction Reading Grades 2–3 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Text-Marking Lessons for Active Nonfiction Reading: Grades 2-3 © Judith Bauer Stamper, Scholastic Teaching Resources
comprehension strategy
supporting details.
front and back. The face of a president is on the front
C
ircle the
of many coins. Abraham Lincoln is on the penny.
U
nderline the
president whose
the text
each coin has a picture and words. The backs of face is on the
penny.
many pennies show the Lincoln Memorial. The words Underline the
words on the
“one cent” are below it.
back of many
pennies.
Do you know whose face is on a dime? Check
15
Text-Marking Lessons for Active Nonfiction Reading Grades 2–3 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
nickel.
comprehension strategy Jefferson. Jefferson has been on our nickel since l938.
on the front. Pictures of the American West are on 2 Find the main idea
and supporting
the back. One shows a buffalo. Take a look in your details.
C
ircle the
pocket. What is on the back of your nickels?
main idea.
Underline how
long Jefferson
has been on the
nickel.
Underline what
the backs of new
nickels show.
16
Passage to apply the years. There were 50 in all. Which state’s quarter was
comprehension strategy
Underline why
The quarter for Hawaii came last. Delaware was the
Text-Marking Lessons for Active Nonfiction Reading Grades 2–3 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Underline what
space shuttle.
is on the back of
Alaska’s quarter.
What is on the back of your state’s quarter?
17
7
Teaching Routine
Follow this routine for each lesson, using the specific instructional suggestions
in the teaching plan and the three readings for the lesson.
Prompt students with questions to discuss what they know about the
lesson topic.
8
4. Apply Apply the Skill
Display Reading 3 on the whiteboard and provide students with a copy.
Have them briefly review the text markings before reading.
Assessment
See the Answer Key on pages 58–63 for annotated versions of each exercise. You may want
to be flexible in your assessment of student answers, as the text marks and responses in the
annotated exercises do not always represent the only possible answers.
Encourage students to self-assess and correct their answers as you review the text
markings on the whiteboard.
Provide additional support to students who need further instruction in the skill by using a
fresh copy of the readings.
9
Lesson 1 Teaching Plan
1. Introduce
Materials
Ask students what they know about White House
pets. Prompt a discussion with these questions:
Text-Marking Lessons for Active Nonfiction Reading: Grades 2-3 © Judith Bauer Stamper, Scholastic Teaching Resources
10
Name ________________________________________________ Date ______________________
First Dogs
Mark the Text
The White House is home to the President, his Find the topic and
important details.
family, and their dogs! Many dogs have lived in the
Box the topic.
White House. President Obama gave his daughters a
Underline what
big, playful puppy. They named it Bo. President James pet President
Obama gave to his
Buchanan had the biggest dog. It was named Lara. daughters.
Underline who
Lara weighed 170 pounds! Other White House dogs
had the biggest
were Fido, Big Ben, and Buddy. dog.
11
Name ________________________________________________ Date ______________________
Wild Pets
1 Some Presidents had wild animals for pets.
alligator was a gift from a friend. The President kept it 2 Find important
details.
in the East Room. It snapped its jaws at visitors. Teddy
Underline who
Roosevelt had 40 pets in all. He loved wildlife. His had a pet alligator.
Underline how
pets included a zebra, a lion, and five bears. many pets Teddy
Roosevelt had.
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Name ________________________________________________ Date ______________________
Family Pets
1 The children of some Presidents had pets that
Mark the Text
caused trouble in the White House. President Abe
1 Findthe topic and
Lincoln had a young son named Tad. Tad owned a important details.
pair of goats. They were named Nanny and Nanko. Box the topic.
Underline Tad
The goats ran all over the White House. They pulled Lincoln’s pets’
names.
chairs like racing carts.
2 Underline the
2 Teddy Roosevelt’s children had all kinds of
important details.
pets. His daughter Alice had a green snake. Alice Who had a green
snake for a pet?
loved to carry it to parties. She would let the snake
How did Archie
loose. Then she waited for the screams. Alice’s Roosevelt’s
brothers make
brother was named Archie. He had a pony called him feel better?
13
Lesson 2 Teaching Plan
• The main idea, or the most important point n Reading 3: “State Quarters”• page 17
about a topic.
• Supporting details, or information that tells
more about the main idea. 3. Practice
Continue following the Teaching Routine (pages Guide students to mark the main idea and details
8–9) and use the lesson-specific tips for each in “Jefferson’s Nickel” by asking the following
remaining step. questions.
Paragraph 1:
2. Model •W
hat is the main idea about U.S. coins
Model for students how to find the main idea and in this paragraph?
supporting details in “Coins in Your Pocket.” •W
hat is a supporting detail about why
• To find the main idea, I’ll look for the most a nickel is called a nickel?
important point about the topic. The topic •W
hat were five-cent coins called
is U.S. coins. The main idea of this reading before 1866?
is that each coin has history stamped on its
front and back. I’ll circle the first sentence as Paragraph 2:
the main idea. •W
hat is the main idea about U.S. coins in
• To find the supporting details, I’ll look for this paragraph?
pieces of information that tell more about • How long has Jefferson been on the nickel?
the main idea. One detail is that Abraham
• What do the backs of new nickels show?
Lincoln is on the penny. I’ll underline that
because it is a supporting detail. I’ll also
underline the words that are on the back of 4. Apply
many pennies. Have students complete Reading 3 independently
and then share their answers with partners or the
group. Conclude by asking: If you could collect one
kind of coin, which would it be? Explain why.
14
Name ________________________________________________ Date ______________________
15
Name ________________________________________________ Date ______________________
Jefferson’s Nickel
Mark the Text
1 The nickel has a long history. Why is it called 1 Find the main idea
and supporting
a nickel? It is partly made of the metal nickel. The first details.
nickels were made in 1866. Before then, five-cent coins Circle the
main idea.
were silver. They were called “half-dimes.”
Underline why a
nickel is called a
2 The face on the nickel belongs to Thomas
nickel.
Jefferson. Jefferson has been on our nickel since 1938. Underline what
five-cent coins
The backs of many nickels show Jefferson’s home. In were called before
1866.
2004, the U.S. Mint made new nickels. Jefferson is still
on the front. Pictures of the American West are on 2 Find the main idea
and supporting
the back. One shows a buffalo. Take a look in your details.
Circle the
pocket. What is on the back of your nickels?
main idea.
Underline how
long Jefferson
has been on the
nickel.
Underline what
the backs of new
nickels show.
16
Name ________________________________________________ Date ______________________
State Quarters
Mark the Text
1 In 1999, the U.S. Mint began making state 1 Find the main idea
and supporting
quarters. It made five new quarters each year for ten details.
years. There were 50 in all. Which state’s quarter was Circle the
main idea.
first? It was Delaware, the first state to join the Union.
Underline why
The quarter for Hawaii came last. Delaware was the
first state quarter.
2 The back of each state quarter has a picture for
2 Find the main idea
the state. It is an important person, place, or event in and supporting
details.
the state’s history. The Alaska quarter shows a bear and
Circle the
a salmon. Florida’s quarter shows a ship and the main idea.
Underline what
space shuttle.
is on the back of
Alaska’s quarter.
What is on the back of your state’s quarter?
17
Lesson 3 Teaching Plan
18
Name ________________________________________________ Date ______________________
Number the
recycled the sneakers. Finally, the bottoms were made
events according
into a big, rubber mat. It became the surface for a to the sequence
in which they
new playground. happened.
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Name ________________________________________________ Date ______________________
workers dug long, deep holes in the sand. Next, the Number the
events according
students dragged the trees into the holes. Then, they to the sequence
in which they
buried the bottom halves of the trees in the sand. The happened.
top halves stood up. Finally, nature did the rest. The
20
Name ________________________________________________ Date ______________________
beautiful place.
21
Lesson 4 Teaching Plan
2. Model
4. Apply
Model for students how to summarize “Setting
Up Camp.” Have students complete Reading 3 independently
and then share their answers with partners or the
• First, I’ll find the topic, or what the reading is
group. Conclude by asking: Would you like to camp
mostly about. I’ll circle “When you camp out,
out in nature? Why or why not?
choose a good spot to pitch your tent.”
• Next, I’ll check important details that tell
about the topic. One important detail is “Find
a place that is on high, dry ground.” I’ll also
check other important details.
• To summarize, I’ll put together a short
statement about the topic and important
details in my own words. I’ll write: Find a
good place to pitch your tent. Choose a place
that is dry, cool, and flat.
22
Name ________________________________________________ Date ______________________
Setting Up Camp
Mark the Text
When you camp out, choose a good spot Summarize the text.
to pitch your tent. Find a place that is on high, dry Circle the topic.
to sleep on a rock!
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____________________________________________________________________________
____________________________________________________________________________
23
Name ________________________________________________ Date ______________________
Cooking on a Campfire
You can help set up a fire pit to cook your
the hole about 2 feet wide and six inches deep. Then Mark the Text
gather up about 20 rocks. Circle the hole with the Summarize the text.
rocks to keep the fire inside the pit. Ask an adult to Circle the
topic.
build the campfire. You can help by gathering fuel.
Check important
details.
Pick up dried grass and small dead twigs.
________________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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Name ________________________________________________ Date ______________________
you are lost in the woods. First, look for the sun in the
sky. In the morning, the sun rises in the east. In the Mark the Text
evening, it sets in the west. Summarize the text.
Circle the
Moss grows more on the north side of a tree. topic.
That is because it is cooler there. In the spring, snow Check important
details.
melts faster on the south side of a tree. More snow is
way. First, find the Big Dipper and the Little Dipper.
the sky.
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____________________________________________________________________________
____________________________________________________________________________
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Lesson 5 Teaching Plan
26
Name ________________________________________________ Date ______________________
Hidden Places
Mark the Text
Caves are deep. They are dark. They are Find a cause-and-effect
relationship.
hidden from sight. Amazing things are hidden inside
Circle the
a cave. A process called weathering creates caves. cause.
Wind and water wear down rock. As a result, caves Box the signal
word.
are formed. It takes thousands of years to form
Underline the
effect.
a cave.
27
Name ________________________________________________ Date ______________________
Underground Wonders
1 Water can form beautiful limestone caves.
Mark the Text
1 Find a cause-
As rain falls, it soaks into the ground. There, the and-effect
relationship.
water mixes with acid. The mixture can eat through
Circle the cause.
limestone rock. Over time, the acid and water eat
Box the signal
bigger and bigger holes in the rock. As a result, a word.
Underline the
limestone cave forms. effect.
28
Name ________________________________________________ Date ______________________
Cave Explorers
1 Would you like to explore a cave? Scientists Mark the Text
1 Finda cause-
explore caves to study them. Other people explore and-effect
relationship.
caves, too. Caves are dark and dangerous. As a result,
Circle the cause.
explorers need special equipment. They wear boots
Box the signal
and hard hats. They carry flashlights and compasses. word.
They bring along food, water, and a first aid kit. Underline the
effect.
29
Lesson 6 Teaching Plan
30
Name ________________________________________________ Date ______________________
Read “Picnic in the Park.” Mark the text and make a prediction.
Underline story
they found a table under a big tree. Squirrels were
clues.
jumping from branch to branch in the tree. Sam’s
T hink about your
experience and
mom unpacked the sandwiches, apples, and a nut knowledge.
________________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
31
Name ________________________________________________ Date ______________________
Sand Castles
Text-Marking Lessons for Active Nonfiction Reading: Grades 2-3 © Judith Bauer Stamper, Scholastic Teaching Resources
the ocean. The tide was just going out. The waves
they saw?
________________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
32
Name ________________________________________________ Date ______________________
Snow Day
Text-Marking Lessons for Active Nonfiction Reading: Grades 2-3 © Judith Bauer Stamper, Scholastic Teaching Resources
Underline story
and called a snow day! Tony and Matt slept an extra clues.
hour in the morning. Then they put on hats, gloves, Think
about your
experience and
boots, and warm coats and ran into their backyard. knowledge.
________________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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Lesson 7 Teaching Plan
34
Name ________________________________________________ Date ______________________
Python Pete
Mark the Text
Everglades National Park is full of wildlife.
Find the problem and
There are alligators, birds, and snakes. Now another the solution.
35
Name ________________________________________________ Date ______________________
winter, it is covered with snow and ice. Park rangers Mark the Text
1 Findthe problem
have a big problem getting around. They can’t
and the solution.
ride ATVs in parts of the park. So what do they do? Box the signal
words.
Alaskan husky dogs solve the problem. A team of
Circle the
about 30 huskies lives in Denali. They pull rangers on problem.
36
Name ________________________________________________ Date ______________________
Circle the
the park. She chases away the geese. Best of all, Misty
problem.
loves people. She welcomes visitors to see Underline the
solution.
Lady Liberty.
37
Lesson 8 Teaching Plan
these questions: What kind of pets do owners n Reading 1: “Pet Snakes and Lizards”
keep in cages? What is the difference between • page 39
a hamster and a guinea pig? As they read about n Reading 2: “Pet Hamsters and Guinea Pigs”
different kinds of pets, students should do • page 40
the following:
n Reading 3: “Pet Canaries and Parrots”
• Compare, or tell how two or more things • page 41
are alike.
• Contrast, or tell how two or more things
are different. about their different diets. I’ll box the signal
• Look for signal words such as both, too, word different.
alike, in addition, same, but, rather than,
however, and different.
3. Practice
Continue following the Teaching Routine (pages
Guide students to mark the comparisons and
8–9) and use the lesson-specific tips for each
contrasts in “Pet Hamsters and Guinea Pigs” by
remaining step.
asking the following questions.
Paragraph 1:
2. Model
•H
ow are the homes of hamsters and guinea
Model for students how to find comparisons and
pigs the same?
contrasts in “Pet Snakes and Lizards.”
•H
ow are their homes different?
• To compare, I’ll ask myself how two things
are the same. I’ll look for signal words such Paragraph 2:
as both, too, alike, and in addition. I’ll circle •H
ow are hamsters and guinea pigs the
the sentences that tell how snakes and same?
lizards have the same kind of scaly skin and
• What are two ways they are different?
they both eat other animals for food. I’ll box
the signal words same and both.
• To contrast, I’ll ask myself how two things 4. Apply
are different. I’ll look for signal words such Have students complete Reading 3 independently
as but, rather than, however, and different. and then share their answers with partners or the
I’ll underline the sentences that tell that group. Conclude by asking: Which of these pets
a lizard has legs and a snake is legless. would you most like to have? Explain your choice.
I’ll also underline the sentences that tell
38
Name ________________________________________________ Date ______________________
ox the signal
B
A lizard has legs, but a snake is legless. Small pet lizards
words.
eat insects or worms. However, a snake has a different
39
Name ________________________________________________ Date ______________________
Underline two
However, they have different personalities. Guinea
ways they are
different.
pigs are more loving. They like more attention.
Box the signal
Hamsters are more active. They like to run on their words.
40
Name ________________________________________________ Date ______________________
cage. A canary needs to fly across its cage. A parrot Circle a way they
are the same.
needs to flap its wings for exercise.
Underline a way
they are different.
2 Both canaries and parrots make interesting
Box the signal
sounds. But the sounds are very different! Canaries words.
are songbirds. They can sing pretty songs. Parrots can 2 Compareand
contrast the
talk. They can repeat an owner’s words. sounds that they
make.
Which bird would you like better?
Circle a way they
are the same.
Underline a way
they are different.
41
Lesson 9 Teaching Plan
42
Name ________________________________________________ Date ______________________
l A text clue is a key word or detail that Think about what you already
know.
helps a reader figure out an unstated idea.
Read “Fire Alarm!” Find text clues and combine them with your own
knowledge to make an inference. Then mark the text.
Fire Alarm!
Mark the Text
Jenny’s father is a firefighter. One day, the fire Make an inference:
What did the firefighters
alarm rang at Jenny’s school. Everyone left the building. find inside the school?
Soon, they heard the sound of sirens. A fire truck roared Underline the text
clues.
up. Firefighters jumped out and ran inside the school.
T hink about what
Jenny saw her dad with them. Twenty minutes later, the you already know.
________________________________________________________________________________
____________________________________________________________________________
43
Name ________________________________________________ Date ______________________
Blackout!
Miguel’s mother is a police officer. She works
the summer. His mother usually drops him off and picks
Mark the Text
him up. But one day last summer, things were different.
Make an inference: Why
The temperature soared. Soon, it was over 100 degrees. did Miguel’s mother
have to direct traffic for
Suddenly, all the lights went off. There was no electricity six hours?
work until 10:00. She said her arms were really tired.
________________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
44
Name ________________________________________________ Date ______________________
Emergency!
Ty’s father is an EMT. He works inside an
Mark the Text
ambulance. He takes care of people in an emergency.
Make an inference:
One evening, the phone rang. Ty’s father What happened in the
ambulance?
picked it up. He said he would be right there. Ty’s
Underline text
dad said that a young couple needed an ambulance. clues.
The woman had to get to the hospital right away. T hink about what
you already know.
Four hours later, Ty’s dad came home. He had
0 Write your
inference on the
a big smile on his face. He told Ty what happened. lines.
________________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
45
Lesson 10 Teaching Plan
46
Name ________________________________________________ Date ______________________
to be true.
Circle a fact.
l An opinion is a statement of someone’s Underline an opinion.
personal belief or feeling.
Box the signal word.
l Signal words, such as believe, think, feel,
and unfair help you recognize an opinion.
Snack Attack
Mark the Text
Many kids think cookies are the best snack. Identify facts and
opinions.
They want them every day after school. Many parents
Circle two facts.
do not agree. They believe that fruit is a better snack.
Underline two
They buy apples for snacks. opinions.
ox the signal
B
A cookie can have about 140 calories. That
words.
is a lot for one snack. An apple has 60 calories. It
is better?
47
Name ________________________________________________ Date ______________________
Feeling Fit
Fitness is a hot topic. How do kids feel
about it? Should they exercise more? Some kids Mark the Text
say no. They believe they are fit enough. At home, Identify facts and
opinions.
they watch TV. Or, they play on the computer. On
Circle three facts.
average, kids watch about 28 hours of TV every week. Underline two
opinions.
If you add on computers and cell phones, it’s 53
Box the signal
hours a week. words.
48
Name ________________________________________________ Date ______________________
Milk or Soda?
What we drink is as important as what we eat.
Mark the Text
Drinks can be good for you or bad for you. They can
Identify facts and
opinions.
be full of vitamins or full of calories.
Circle three facts.
Some kids believe that milk is a great drink.
Underline two
They like to have it with peanut butter and jelly opinions.
sandwiches. Milk has several vitamins and calcium. Box the signal
words.
Calcium is a mineral that builds strong bones. Other
soda better?
49
Lesson 11 Teaching Plan
• An unfamiliar word, or a word they don’t n Reading 3: “A Dragon Parade” • page 53
know the meaning of.
• The context, or words and sentences around
the unfamiliar word. 3. Practice
• Context clues, or specific clues in the Guide students to use context clues to find the
sentences that can reveal the meaning of meaning of an unfamiliar word in “The Chinese
the unfamiliar word. Calendar” by asking the following questions.
Continue following the Teaching Routine (pages Paragraph 1:
8–9) and use the lesson-specific tips for each • What does the word lunar mean?
remaining step.
•W
hat context clues can you find for the
meaning of lunar?
2. Model • Can you describe the meaning of lunar?
Model for students how to use context clues
to find the meaning of an unfamiliar word in
4. Apply
“Celebrate the New Year.”
Have students complete Reading 3 independently
• I’ll circle the word symbol as an unfamiliar
and then share their answers with partners or
word to learn more about.
the group. Conclude by asking: Which year would
• To find context clues, I’ll look in the sentence you want to be born in: the rat, ox, tiger, rabbit,
the word is in, and the sentences around it. dragon, snake, horse, sheep, monkey, rooster,
I’ll underline the words “The color red” and dog, or pig?
“for happiness.” Next, I’ll underline “stands
for” in the next sentence.
• To identify the meaning of symbol, I’ll put
together the clues and write its meaning.
A symbol is a thing that stands for
something else.
50
Name ________________________________________________ Date ______________________
Read “Celebrate the New Year.” Use context clues to figure out
the meaning of an unfamiliar word and mark the text.
contain gifts of money. The color red is a symbol for Underline context
clues.
happiness. The color gold stands for wealth. Before
0 What
is the
meaning of
the New Year, families sweep their houses. They
symbol in this
sweep out all the bad luck. Best of all, everyone goes passage? Write it
on the lines.
to a Chinese New Year’s parade.
_________________________________________________________________________________
____________________________________________________________________________
51
Name ________________________________________________ Date ______________________
20 994
09
06
1992 20 93 1
1998
2010
05
19
2011
2004
1999
20 000
03
2
12
20 991 2013
1 2002 2001
1990
_________________________________________________________________________________
____________________________________________________________________________
52
Name ________________________________________________ Date ______________________
A Dragon Parade
Many U.S. cities celebrate the Chinese New
_________________________________________________________________________________
____________________________________________________________________________
53
Lesson 12 Teaching Plan
• The author’s purpose, or the reason why the n Reading 3: “The Biggest State”/“Ride the
author is writing something. Whale Watcher” • page 57
54
Name ________________________________________________ Date ______________________
o to persuade
made by volcanoes. Alaska stretches north of the
o to entertain
Arctic Circle. Much of it is covered by snow and ice.
Underline three
examples of text
The two states are famous for their sights.
clues for the
purpose.
55
Name ________________________________________________ Date ______________________
Visit a Volcano!
1 Do you want a red-hot vacation? Come see
Mark the Text
Hawaii with Top Tours. Hawaii has the most active
1 Identifythe
volcano in the world. Our volcano tour explodes with
author’s purpose.
fun. You can see black sand beaches. You can walk Check the
author’s purpose:
across lava fields. You might even see red-hot lava.
o to inform
Call us today!
o to persuade
o to entertain
Under the Sea Underline two
examples of text
2 Today, we went to Hanauma Bay on the clues.
o to persuade
Wow! Fish were all around us. We saw red,
o to entertain
blue, yellow, and striped fish. They swam right by my
Underline two
goggles. Pretty soon, I felt like a fish myself. examples of text
clues.
I love Hawaii!
56
Name ________________________________________________ Date ______________________
o to entertain
bears there!
Underline two
examples of text
clues.
Ride the Whale Watcher
2 Identifythe
2 Are you planning a trip to Alaska? Don’t author’s purpose.
heck the
C
forget to see the whales! Take the best trip ever
author’s purpose:
on one of our Whale Watcher boats. In the spring, o to inform
you’ll see gray whales. In the summer, you can spot o to persuade
Underline two
orca jump out of the water and do a back flip. The examples of text
clues.
whales are waiting for you in Alaska. Come for an
57
When you read for details, remember:
Read for Details
l A topic is what a text is mostly about. Text Marks
Answer Key
l A detail is important information that
tells more about the topic.
Name ________________________________________________
Box the topic.
Date ______________________
Name ________________________________________________ Date _________
•3
big, playful puppy. They named it Bo. President James President made the bears his pets. He built a cage on
pet President pairanimals explorers
of goats. They were named Nanny and Nanko. Lin
Obama gave to his sent to President nam
Buchanan had the biggest dog. It was named Lara. the White House lawn. He walked the bear cubs in
daughters. TheJefferson.
goats ran all over the White House. They pulled
Text-Marking Lessons for Active Nonfiction Reading Grades 2–3 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Text-Marking Lessons for Active Nonfiction Reading Grades 2–3 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
2 Un
Underline who
the garden.
Lara weighed 170 pounds! Other White House dogs 2chairs
Findlike racing
important carts. imp
had the biggest
details.
were Fido, Big Ben, and Buddy. dog. W
h
2 John Quincy Adams had a pet alligator. The 2 Teddy Roosevelt’s children had all kinds of
Underline who sna
alligator was a gift from a friend. The President kept it pets.had a pet
His alligator. Alice had a green snake. Alice
daughter Ho
Underline how Ro
Name ________________________________________________ in the East Room. It snapped its jaws at visitors. Teddy
Date ______________________ loved to carry it to parties. She would let the snake
many pets Teddy bro
Roosevelt had. him
Roosevelt had 40 pets in all. He loved wildlife. His loose. Then she waited for the screams. Alice’s
pets included a zebra, a lion, and five bears. brother was named Archie. He had a pony called
Main Idea & Details • U.S. Coins • 1 11
Algonquin. Once, Archie became very sick. His
nickel. firs
many pennies show the Lincoln Memorial. The words Jefferson. Jefferson has been on our nickel since l938.
Underline the 2 Underline
The back
what of each state quarter has a picture for
words on the five-cent coins 2 Fin
“one cent” are below it. The back
backs of many nickels show Jefferson’s home. In
of many the state. It is an
were called important person, place, or event in
before and
pennies. 1866. det
Do you know whose face is on a dime? Check 2004, the U.S. Mint made new nickels. Jefferson is still the state’s history. The Alaska quarter shows a bear and
C
ir
out the change in your pocket! on the front. Pictures of the American West are on Find the main idea
a2 salmon. Florida’s quarter shows a ship and the ma
and supporting
the back. One shows a buffalo. Take a look in your details. Un
space shuttle.
is o
C
ircle the Ala
pocket. What is on the back of your nickels?
15 mainWhat
idea. is on the back of your state’s quarter?
Underline how
long Jefferson
has been on the
nickel.
Underline what
the backs of new
nickels show.
16
58
Text Marks
l Events are important things that happen.
•3
Kids Recycle Sneakers Kids Save a Beach Kids Plant Trees Mark
Mark the Text Mark the Text
Can old sneakers help the environment? The town of Margate, New Jersey, sits on a
Find the sequence A Girl Scout troop in Oregon planted trees Find the s
Find the sequence
1 of events. of events. 1 of events
A fourth-grade class learned how. First, they asked beautiful beach. Every winter, storms come off the to help the environment. First, they decided where
2 Box the times, Box the times,
Bo
dat
kids for their old sneakers. Next, they put an ad in Atlantic Ocean.
dates, Wind and waves sweep away sand
and signal to plant
dates,the
and trees.
signal They chose a neighborhood park.
3 words.
2 words. 3 wo
Text-Marking Lessons for Active Nonfiction Reading: Grades 2-3 © Judith Bauer Stamper, Scholastic Teaching Resources
a newspaper. Then, they collected the shoes and into the ocean. Fourth-graders in Margate decided to Then they bought trees at a local nursery. Next, they
U
nderline the U
n
4
counted them. The total was 471 pairs! Next, they save important
the beach.events.
U
nderline the
planted the events.
trees. They dug a hole as deep as the tree
imp
Text-Marking Lessons for Active Nonfiction Reading Grades 2–3 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Text-Marking Lessons for Active Nonfiction Reading Grades 2–3 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
important
5 1
Number the Number
roots
4
the as wide. Then they put in the trees
Nu
recycled the sneakers. Finally, the bottoms were made First, they asked the town to collect used and twice eve
events according
into a big, rubber mat. It became the surface for a to the sequence 2 events according
to the sequence 5 to t
Christmas trees and bring them to the beach. Then, and filled the holes with dirt. Finally, they watered in w
in which they
happened.
3 in which they
hap
new playground. workers dug long, deep holes in the sand. Next, the the happened.
trees.
4
students dragged the trees into the holes. Then, they How will the trees help the environment?
Name ________________________________________________ Date ______________________
buried the bottom halves of the trees in the sand. The They make the air cleaner to breathe. They give a
19
5
top halves stood up. Finally, nature did the rest. The home to wildlife. And they make the earth a more
Summarize • Camping Out • 1 trees caught sand blowing in the wind. Sand dunes beautiful place.
l The topic is what the reading is Circle the topic. Name ________________________________________________ Date ________
mostly about. Name ________________________________________________ Date ______________________
Check important details.
l The important details tell more about
the topic. 0 Write a summary in your own
20
words.
Summarize • Camping Out • 2
Summarize • Camping Out • 3
l A summary is a short statement of the
topic and important details of a reading.
Read “Finding Your Way.” Find the topic and important
Read “Cooking on a Campfire.” Find the topic and important
Read “Setting Up Camp.” details. Then mark the text and write a summary.
LESSON 4 PAGE 23 Find the topic and important details.
LESSON 4 PAGE
details. Then 24text and write a summary.
mark the LESSON 4 PAGE 25
Then mark the text and write a summary.
to pitch your tent. Find a place that is on high, dry food. Begin
Circle by finding a piece of ground that has
the topic. you are lost in the woods. First, look for the sun in the
the sun and their shade will keep you cool. Finally, That is because it is cooler there. In the spring, snow Ch
Check important
de
choose a spot that is smooth and flat. You don’t want build the campfire. You can help by gathering fuel. details.
melts faster on the south side of a tree. More snow is
to sleep on a rock! Pick up dried grass and small dead twigs. 0left
Winon
rite a summary 0 Winr
yourthe
ownnorthern
words side.
on
Find a good place to pitch your tent. Cooking over a campfire is fun, and the
________________________________________________________________________________
on the lines.
At night, look for the North Star to find your
Choose a place that is dry, cool, food is delicious. You can roast hot dogs and
____________________________________________________________________________ way. First, find the Big Dipper and the Little Dipper.
marshmallows. You can make flapjacks on a griddle.
and flat.
____________________________________________________________________________ The North Star is the top star in the Little Dipper’s
But always be safe with your fire. Have a bucket of
23 handle. It shines very brightly in the north part of
water nearby. Also be safe with your food. Wrap
the sky.
leftover food in bags. There may be bears around!
Use nature signs to find your way.
__________________________________________________________________
Make a fire pit with a hole and rocks to
________________________________________________________________________________
Look for the sun, moss, snow, and the
______________________________________________________________
cook hot dogs or other food. Be safe North Star.
____________________________________________________________________________
______________________________________________________________
with your fire and your food.
____________________________________________________________________________
24
59
To identify the cause and effect as you
Cause & Effect
read, remember:
Text Marks
l A cause is the reason something
happened.
Answer Key CircleName ________________________________________________
the cause. Date ______________________
Name ________________________________________________ Date _________
l An effect is what happened as a result. Box the signal word.
Wind and water wear down rock. As a result, caves Box therock.
signal Over time, the acid and water eat Box the signal
Text-Marking Lessons for Active Nonfiction Reading: Grades 2-3 © Judith Bauer Stamper, Scholastic Teaching Resources
Text-Marking Lessons for Active Nonfiction Reading Grades 2–3 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Text-Marking Lessons for Active Nonfiction Reading Grades 2–3 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Underline the Underline the Un
effect. effect. eff
a cave. limestone cave forms. They bring along food, water, and a first aid kit.
A cave can be a narrow tunnel, or it can be 2 Limestone caves are underground wonders. 2
2
Find a cause-
What animals do cave explorers see? Bats 2 Fin
and-effect and
a huge room called a cavern. Big or small, all caves They have rocks with amazing shapes. Some hang relationship.
are the best-known cave animals. The bats hang rela
Text-Marking Lessons for Active Nonfiction Reading Grades 2–3 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
They looked for their sand castle. What do you think school. The temperature was up to 50 degrees! Tony
The castle was gone because the tide snowman. What do you think they saw?
________________________________________________________________________________
had washed it away. The snowman was gone because it
__________________________________________________________________
____________________________________________________________________________
had melted.
_______________________________________________________________
____________________________________________________________________________
_______________________________________________________________
32
60
Problem & Solution
solution as you read, remember:
Text Marks
l A problem is a difficult situation that
needs to be fixed. Box the signal word.
Name ________________________________________________ Date ______________________
Name ________________________________________________ Date _________
l A solution is a way of dealing with a Circle the problem.
problem or difficulty.
•3
in parts of the park. So what do they do? A team of special dogs solves the problem. The dogs
problem. Circle the pro
eating the other animals. A brave beagle is helping
Alaskan huskythedogs solve the problem. A team of can sniff out harmful materials. They search the boats
problem.
Text-Marking Lessons for Active Nonfiction Reading Grades 2–3 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Text-Marking Lessons for Active Nonfiction Reading Grades 2–3 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Underline U
n
to solve the problem. The dog’s name is Pete. Pete solution. Underline the Island. sol
about 30 huskies lives in Denali. They pull rangers on going
to Liberty
solution.
tracks the python through the swamp. He lets rangers Fin
sleds through the park. 2 The Statue of Liberty has other visitors.
2
Underline a way
Text-Marking Lessons for Active Nonfiction Reading Grades 2–3 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
40
61
To help you make inferences as you
Making Inferences
read, remember:
Text Marks
Answer Key
l An inference is a combination of text clues Name ________________________________________________ Name ________________________________________________
Date ______________________ Date ___________
•3
the lines.
already know about a topic.
Read “Blackout!” Find text clues and combine them Read “Emergency!” Find text clues and combine them
with your own knowledge to make an inference. with your own knowledge to make an inference.
Read “Fire Alarm!” Find text clues and combine them with your own
LESSON 9 PAGE 43 LESSON
Then mark9 the
PAGE
text. 44 LESSON
Then mark9 the
PAGE
text. 45
knowledge to make an inference. Then mark the text.
Text-Marking Lessons for Active Nonfiction Reading Grades 2–3 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Text-Marking Lessons for Active Nonfiction Reading Grades 2–3 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Text-Marking Lessons for Active Nonfiction Reading Grades 2–3 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
firefighters came back out. TheThink
woman
inference onall the lights went off. There was no electricity abouthad
whatto get to the hospital right away. Think
the line. you already know. you al
Jenny’s father walked up to her class. “You can go in the whole city. Four hours later, Ty’s dad came home. He had
Name kids” he said. “The school is safe.” He gave Jenny Date ______________________
back in,________________________________________________ That day, Miguel’s father picked him up from
0 Write your
a big smile on
inference onthe
his face. He told Ty what happened. 0 Write
infere
lines. lines.
a quick hug and then jumped back on the fire truck. camp. They drove home carefully. They had take-out “We picked up two people. By the time we got to the
Fact
There had&beenOpinion •
a false alarm. Healthy Habits
The firefighters• 1 food for dinner.
________________________________________________________________________________ hospital, there were three of them!”
did not find a fire.
____________________________________________________________________________
Miguel’s mother got home late. She had to “Great work, Dad,” Ty said.
To identify facts and opinions as you work until 10:00. She said her arms were really tired. The woman had a baby.
____________________________________________________________________
43
read, remember: Fact & Opinion
She directed traffic for six hours that day! _________________________________________________________________
Text Marks
l A fact is a statement that can be proved
Miguel’s mother had to direct traffic
________________________________________________________________________________
_________________________________________________________________
to be true.
Circle a fact.
because the stoplights didn’t work
Name ________________________________________________ Date ______________________
Name ________________________________________________
____________________________________________________________________________ Date _________
l An opinion is a statement of someone’s Underline an opinion.
personal belief or feeling. without electricity.
Box the____________________________________________________________________________
signal word.
l Signal words, such as believe, think, feel, Fact & Opinion • Healthy Habits • 2 Fact & Opinion • Healthy Habits • 3
and unfair help you recognize an opinion.
44
Text-Marking Lessons for Active Nonfiction Reading Grades 2–3 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
also has vitamins B and C. Which snack do you think hours a week. Calcium is a mineral that builds strong bones. Other
is better? Other kids think that more exercise is better. kids think soda tastes better. Soda doesn’t have any
They play sports after school. They walk, ride their vitamins. A can of soda has about 150 calories, all of
bikes, or run. Many doctors tell their kid patients to them from sugar.
47
get about 60 minutes of exercise every day. They What is your choice? Do you like milk or
48
62
To understand the meaning of unfamiliar
Context Clues
words as you read, remember:
Text Marks
l An unfamiliar word is a word that you Name ________________________________________________ Date ______________________
Name ________________________________________________ Date _________
don’t know the meaning of. Circle the unfamiliar word.
l
•3
l
sentences that can reveal the meaning of
the unfamiliar word. Read “The Chinese Calendar.” Use context clues to figure out
Read “A Dragon Parade.” Use context clues to figure out
the meaning of an unfamiliar word and mark the text. the meaning of an unfamiliar word and mark the text.
LESSON 11 PAGE
Read “Celebrate 51 Year.” Use context clues to figure
the New LESSON
out 11 PAGE 52 LESSON 11 PAGE 53
the meaning of an unfamiliar word and mark the text.
Text-Marking Lessons for Active Nonfiction Reading Grades 2–3 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Text-Marking Lessons for Active Nonfiction Reading Grades 2–3 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Text-Marking Lessons for Active Nonfiction Reading Grades 2–3 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
the New Year, families sweep their houses. They 0 Write the meaning
There are 12 different years in the Chinese
of the word
0 Write the meaning
They wear vivid costumes of bright colors like red
of the word lunar
0 Writ
of th
symbol on on the lines. on t
sweep out all the bad luck. Best of all, everyone goes calendar. They are all named after animals. The first and yellow. There are bands, floats, and firecrackers.
the lines.
Name ________________________________________________ Date ______________________
to a Chinese New Year’s parade. year is the Year of the Rat. Other years are named There are lion dancers and big puppets.
A symbol is a thing that stands for after the ox, tiger, rabbit, dragon, snake, horse,
________________________________________________________________________________ The Golden Dragon is a crowd favorite.
Author’s
something else.Purpose • Alaska and Hawaii • 1sheep, monkey, rooster, dog, and pig. The animal
____________________________________________________________________________ People break out in cheers when they see it. The
years always go in the same order. When one cycle Dragon is over 250 feet long! One hundred men
____________________________________________________________________________
To help you figure out the author’s of years is done, another51starts. Do you know which and women carry it. They are members of a
Author’s Purpose
purpose as you read, remember:
Text Marks year were you born in? martial arts school. They need to be strong to carry
l The author’s purpose is the reason why
Lunar means having to do with the moon. the huge dragon.
________________________________________________________________________________
the author is writing something. Check the author’s purpose
52
Read “Our Two Newest States.” Identify the author’s Read “The Biggest State” and “Ride the Whale Watcher.” Identify
Read “Visit a Volcano!” and “Under the Sea.” Identify the
purpose and mark the text. the author’s purpose for each reading. Then mark the text.
LESSON 12 PAGE 55 author’s purpose
LESSON 12 PAGE for each
56 reading. Then mark the text. LESSON 12 PAGE 57
CallUnderline
us today!
The two states are famous for their sights.
3
examples of text o to persuade o to persuade o
clues for the
bears there!
o to entertaino to inform o
Under the Sea
o to inform
purpose.
Underline 2 U
Ride the Whale Watcher
examples of text ex
cl
2 Today, we went to Hanauma Bay on the clues.
63
Lesson-by-Lesson Connections to the Common Core State Standards
Lesson reading Standards for informational text
RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details
1 in a text.
RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.
RI.2.2: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
2
RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical
3 procedures in a text.
RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text, using language that pertains to time, sequence, and cause/effect.
Text-Marking Lessons for Active Nonfiction Reading: Grades 2-3 © Judith Bauer Stamper, Scholastic Teaching Resources
RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect,
first/second/third in a sequence)
RI.2.2: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
4
RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical
5 procedures in a text.
RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect,
first/second/third in a sequence)
RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details
6 in a text.
RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.
RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical
7 procedures in a text.
RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect,
first/second/third in a sequence)
RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details
8 in a text.
RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.
RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect,
first/second/third in a sequence)
RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details
9 in a text.
RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.
RI.2.8: Describe how reasons support specific points the author makes in a text.
10
RI.3.6: Distinguish their own point of view from that of the author of a text.
RI.2.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
11
RI.3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic
or subject area.
RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
12
RI.3.6: Distinguish their own point of view from that of the author of the text.
64