Teacher: Morgan Armiger Subject: English (Standard 2.

10 of Reading Strand) Grade Level: 2

Stage 1: Identify Desired Results
Established Goals (SOL or Curriculum Standards)
The student will demonstrate comprehension of information in reference materials.
a) use table of contents
b) use pictures, captions, and charts
c) use dictionaries, glossaries, and indices
d) use online resources

Enduring Understandings Essential Questions

Students will understand… ● Can the student use reference and
● how to locate information in simple resource materials to enhance
reference materials understanding of information?
● Can the student use reference
materials to locate information?

Students will be able to… Learning Targets in the “I can” format

● I can use a table of contents to find titles, page numbers, and information in a book.
● I can use a dictionary, glossary, or index to find information.
● I can use the internet to research and find information.
● I can sort and find words that are in alphabetical order.
● I can use a reference to check my spelling.

Stage 2: Determine Evidence for Assessing Learning

Performance Tasks: Summative Assessment (formal
assessment to ensure students meet SOL standards)
● basic test format with multiple
choice questions
o released SOL questions on the
topic
Other Evidence: Formative Assessment (informal
assessment to assess learning)
- Red light, green light, yellow light reflection
to track students’ thoughts and feelings on
the topic, as well as help them set goals and
self-identify their strengths & weaknesses

Materials:
1. class set of chapter books at grade level
(fiction and non-fiction)
2. 5-6 dictionaries
3. 5-6 laptops or iPads
4. class set of scavenger hunt worksheets
5. sticky notes for green/yellow/red light
reflections
 Stage 3: Build Learning Plan
Learning Activities: Step by step activities (Include the amount of time)
Objective 2.10a and 2.10c
1 hour 5 minutes
1) Quiet independent reading time - book of choice (5 minutes)
2) Chapter book guided exploration: Books passed out at each table. Prompt students to explore the
book as a whole. Prompt students to make observations about the table of contents, glossary, and
any pictures in the book. Ask questions to bring discussion about what these things could maybe be
used for - finding page numbers, definitions/spelling of words. (15 minutes)
3) Station exploration/scavenger hunt: in teams of 3 or 4, students will break off into various stations
around the room. Each student will get a scavenger hunt worksheet to guide them through finding
information in each different resource - laptops (or iPads), dictionaries, books. I will walk around
and observe each station and help those that have questions or are stuck/struggling. The stations will
rotate every 7-8 minutes so each group gets a chance with each. (35 minutes)
4) To close, students will complete the Traffic Light Reflection activity to gauge where they self-assess
and what they find easy/difficult from the lesson and objective. (5 minutes)
Differentiation/Enrichment Activities

Differentiation: specialized, flexible grouping of the teams, variety of literature available for ease
of comprehension

Enrichment: bonus/extra questions or more difficult questions for those finished ahead of time to
work on quietly at their desks with either a laptop or personal reading choice.

Stage 4: Reflection
Questions:
1. Low level, open: What do you think we can use the table of contents for?
2. Low level, open: What do you think we can use the glossary for?
3. Low level, open: What kind of information might be found in the index of a non-fiction book?
4. High level, open: What other source does the glossary remind you of?
5. Low level, closed: Where would you go to find the page number of a book?
6. Low level, closed: Where would you go to find what the word ‘luxury’ means?